Group items tagged

The Progress Test in English (PTE) assessment enables you to accurately measure how your school and your students are performing – student by student, class by class and year by year. 

The tests can be used initially at the start of the year to set a baseline and from then on at the end of the year to measure and track progress

Detailed reports for teachers analyse key dimensions of learning and provide a question-by-question breakdown to help identify those students who may need extra support, and in which areas.

English Learner (EL) and English Language Learner (ELL) These two terms essentially mean the same thing, and they are often used interchangeably.

Additional terms that have been used to refer to ELLs include limited English proficient (LEP), English as a second language (ESL), and language minority students.

Emergent Bilinguals This term promotes the most positive view of English learners by acknowledging their proficiency in another language as a strength, rather than just considering them people who need to learn English or focusing on their limits.

The definition of visual impairment is “a decrease in the ability to see to a certain degree that causes problems not fixable by usual means, such as glasses.” Blindness is “the state of being unable to see due to injury, disease or genetic condition.”

Partially sighted means a person has partial vision, either in one or both eyes.

Low vision refers to a severe visual impairment in which visual acuity is 20/70 or poorer in the better-seeing eye and cannot improve with glasses or contacts.

Gifted and talented children and youth are those students with outstanding abilities, identified at preschool, elementary, and secondary levels. The potential of gifted students requires differentiated and challenging educational programs or services beyond those provided in the general school program. Students capable of high performance include those with demonstrated achievement or potential ability in one or more of these areas: general intellectual, specific academic subjects, creativity, leadership, and visual/performing arts.

Resources for Educators, Schools and FamiliesAcceleration is an option for students who are academically advanced compared to peers in their age group. The Acceleration Institute website informs parents, educators, researchers and policymakers of the research and practices concerning academic acceleration. Visit the Acceleration Institute website. Developing Academic Acceleration Policies: Whole Grade, Early Entrance & Single Subject is a resource available to guide policymakers, school administrators, and educators to create or modify acceleration policies at the local level. View Developing Academic Policies: Whole Grade, Early Entrance & Single Subject. Sample whole grade acceleration procedure

block grant allows states to allocate resources for a broad array of services that promote the four purposes of the TANF statute:

uidelines provide local public health agencies guidance regarding eligible services, eligible populations, determination and documentation of eligibility, matching requirements, allowable program and administrative costs, reporting requirements and intervention examples.

Eligible Program Services

Solve behavior issues today. For better lives tomorrow.

Benefits

Some basic strategies for the classroom

Autism Spectrum Disorders

• Verbal and nonverbal communication • Social interaction • Imaginative or creative play • Sensory processing.

Occupational therapy is the only profession that helps people across the lifespan to do the things they want and need to do through the therapeutic use of daily activities (occupations). Occupational therapy practitioners enable people of all ages to live life to its fullest by helping them promote health, and prevent—or live better with—injury, illness, or disability. 

Occupational therapy services typically include: an individualized evaluation, during which the client/family and occupational therapist determine the person’s goals, customized intervention to improve the person’s ability to perform daily activities and reach the goals, and an outcomes evaluation to ensure that the goals are being met and/or make changes to the intervention plan. 

Occupational therapy practitioners have a holistic perspective, in which the focus is on adapting the environment and/or task to fit the person, and the person is an integral part of the therapy team.

Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education (ED). Section 504 provides: "No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance . . . ."

Section 504 prohibits discrimination on the basis of disability in programs or activities that receive Federal financial assistance from the U.S. Department of Education.

4. What services are available for students with disabilities under Section 504? Section 504 requires recipients to provide to students with disabilities appropriate educational services designed to meet the individual needs of such students to the same extent as the needs of students without disabilities are met. An appropriate education for a student with a disability under the Section 504 regulations could consist of education in regular classrooms, education in regular classes with supplementary services, and/or special education and related services.

ENVoY Nonverbal Classroom Management is based on the 7 Gems, microstrategies rooted in influence rather than power for student focus, engagement and productivity. Created by Michael Grinder, corporate and educational non-verbal communication expert, ENVoY Gems and refinements give teachers and staff specific strategies that dramatically decrease management problems and increase achievement.

Complex trauma in the classroom: Considerations for building relationships with students impacted by complex trauma

The Healthy Environments and Response to Trauma in Schools (HEARTS) program is a whole-school, multi-level prevention and intervention program for creating trauma-informed, safe and supportive schools. In this webinar, Laura McArthur, PhD, the co-director of HEARTS in Colorado, reviews the topic of complex trauma in the classroom including considerations for building relationships with students impacted by complex trauma.

Laura McArthur, PhD, LP studied and trained at the University of Colorado, University of Utah, and University of San Francisco (UCSF) on her path to becoming a clinical psychologist.