Recognized As A School Of Excellence Remediation and reteaching should be provided for students when teachers identifyand teach to student greatly from intensive reading instruction using Lindamud http://www.pwcs.edu/Schools/ES/MView/School Plan.htm
Extractions: Recognized as a School of Excellence 5600 McLeod Way Haymarket, VA 20169 Fax: 703-754-8416 MOUNTAIN VIEW ELEMENTARY STRATEGIC PLAN Lyn McElwee Principal Bruce McDaniel Assistant Principal Allison Nourse-Miller Area Associate Superintendent Don Richardson Elected School Board Representative Name of School/Department Mountain View Elementary Brief Description of Process for Plan Development: (Please include the date and focus of each meeting) Mountain View Strategic Plan was developed collaboratively through the efforts of MVES Advisory Council, Principals Advisory Council, and MVES staff. The Plan was drafted and discussed monthly, beginning in October 2003 and concluding with the final Plan being submitted in May 2004. Listed below are the major contributors to
Extractions: Source: ERIC Clearinghouse for Junior Colleges Los Angeles CA. Controversies Surrounding Developmental Education in the Community College. ERIC Digest. The literacy rates of high school graduates began to deteriorate in the mid-1960's, resulting in the matriculation of a large proportion of community college students with inadequate basic skills. This decline in student literacy has continued, dictating that developmental studies will be central to the community college curriculum and involve all college personnel. From the onset, criticisms have been raised about large-scale community college involvement in developmental education. Some of these criticisms seem valid, while others clearly are not. A discussion of some of the most commonly voiced concerns follows. "THE COMMUNITY COLLEGE IS THE WRONG PLACE TO PROVIDE DEVELOPMENTAL EDUCATION." Some people believe that two-year colleges, as institutions of higher learning, should not offer any developmental education courses. They maintain that such education properly belongs in adult schools, the private sector, or on-the-job training programs. This argument is often advanced by college faculty who feel that their work environment would be improved if students were better prepared to handle course requirements (Brawer and Friedlander, 1979, p.32).
City Of Leesburg: Library 372.4/KOH Reading instruction, diagonstic teaching in the classroom. 027.625/STATeach your child to read in 100 easy lessons. remedial and Adult Education. http://www.ci.leesburg.fl.us/library/reading.asp
Beginning Programs the student reader (112 pages), the instruction manual (32 all that is needed toteach reading either To Reading Sister Monica Foltzer For remedial or a http://www.readingstore.com/BeginningPrograms.html
Extractions: ; Remedial Grades 4 and up. Paperback, 64 page. $6.00 article by Edward Ziegler about Dr. Flesch. It was this book which in 1955 warned the parents that the schools were not teaching reading correctly and that they had better do it themselves. Dr. Flesch outlines the present problems of teaching reading and the phonetic solution. This landmark book has been ignored by the educational establishment but has been used to teach thousands of children to read. Paperback, 222 pages. $7.50 Professor Phonics Gives Sound Advice 13. Professor Phonics Video Training Tape. $40.00 A Sound Track To Reading Professor Phonics for work with multisyllabic words. Complete instructions are given for using the book either in a tutoring or classroom setting. Manual, paperback, 80 pages (combined book for instructor) which parents can easily use with their child. $15.00 Morrison-McCall Spelling Scale Turning the Tide of Illiteracy: The Controversial Debate Between Whole Language and Phonics Methods to Teach Readingand How to Safeguard Your Children Marguerite Field Hoerl: Relates the history of reading instruction in the U.S. and includes a manual that provides the core of a beginning phonics reading curriculum; paperback; 214 pages. $17.95
Search & Teach and teach, instructional methods and materials for intervention with children foundto be vulnerable to learning problems. It is both a diagnostic and remedial http://www.nild.net/Search&Teach.htm
Extractions: Based on extensive interdisciplinary research on the diagnosis and treatment of learning disorders, was developed by Archie A. Silver, M.D. (child psychiatrist), Rosa A. Hagin, Ph.D. (psychologist), and the staff of the Learning Disorders Unit at New York University School of Medicine. It was then implemented in diverse school settings throughout the United States. The program was approved unanimously by the Joint Dissemination and Review panel of the U.S. Office of Education and the National Institute of Education to review evidence of educational impact, cost effectiveness and replicability of innovative projects in education. Since 1980, it appears in the USOE publication Educational Programs that Work The program consists of SEARCH, a 20-minute individualized test to identify children vulnerable to learning failure in kindergarten or early in first grade, and TEACH, instructional methods and materials for intervention with children found to be vulnerable to learning problems. It is both a diagnostic and remedial tool.
Welcome To CATALYST: For Cleveland Schools limits how well the school can teach that course to improve math and science instructionin 6th paid to teachers who have been teaching remedial courses, such http://www.catalyst-cleveland.org/01-03/0103story5.htm
Extractions: Will dropping remedial courses leave more students behind? by Sandra Clark Now that most remedial courses have been eliminated from the high school curriculum or cannot be taken for credit in core subjects, some parents and observers wonder whether the students who used to take them will now fail. Wiping out wimpy courses without wiping out students is a delicate balancing act, concedes Frank J. DeTardo, executive director of Instruction, Tech-nology, Science and Math for Cleveland schools. Raising requirements in a district where low graduation rates, low achievement and low expectations have been a way of life for years may yield some casualties, he says. Darlene Hood is among Cleveland teachers who believe the number of casualties will be high.
Riggs Institute - Phonetics - Spelling - Whole Language" for nearly every type of remedial need though it recommendations for reform in readinginstruction into reality University accredits the 360hour teach-as-you http://www.riggsinst.org/phonet.htm
Extractions: Myrna T. McCulloch N umerous research articles in recent years have examined the merits of phonics instruction versus a "whole language" or integrated approach to teaching language skills to primary students. Indeed "the great debate" has grown increasingly shrill and pointedly insistent that the two theories must remain mutually exclusive. Only more recently a few researchers and synthesizers of research have suggested that at least portions of these two approaches to reading instruction could, and probably should, be combined for the ultimate advantage of the student.
Pennsylvania Code (b) To teach developmental reading and also provide instruction using a givenprescription by a reading specialist as is needed for the remediation of mild http://www.pacode.com/secure/data/022/chapter63/chap63toc.html
Extractions: Source (a) Indoor space (1) For individual testing or instruction, there shall be a minimum of 36 square feet of floor space in rooms with a minimum height of 8-foot ceilings. (2) For the remediation of small groups of elementary age students, there shall be a minimum of 25 square feet of floor space per student in rooms with a minimum height of 8-foot ceilings. (3) For the remediation of small groups of secondary age students, there shall be a minimum of 15 square feet of floor space per student in rooms with a minimum height of 8-foot ceilings. (b) Restrooms (1) There shall be separate restrooms for boys and girls. (2) There shall be a minimum of one flush toilet and one washbowl for every 20 female students served at one time in the center facility. (3) There shall be a minimum of one flush toilet and one washbowl for every 20 male students served at one time in the center facility.
Teachers.Net - REMEDIAL READING/READING RECOVERY CHATBOARD - Welcome To The Reme Contenttype text/html. Click Here. Welcome to the remedial Reading Chatboard. Intelligence Reframed. Join Reading Recovery/remedial Reading Mailring Need Phonographix Tutor for Phila, 5/05/04, by http://www.teachers.net/mentors/remedial_reading/posts.html
Fitchburg High School This course is designed to teach the history of the World United It offers remedialinstruction in reading, writing, and math organization by assisting each http://www.fitchburg.k12.ma.us/fhs/specialneeds.html
Extractions: Special Needs The Special Education Department at Fitchburg High School is a multifaceted department. Classes include academics and pre-vocational skills, taught in various classrooms, as well as in the community. No matter the nature of a student's special needs, there is a caring individual to help in the remediation of skills. Students' needs are met on an individual basis to best insure success in school and beyond in the least restrictive environment. All students have current Individual Educational Plans, based on their individual needs, as determined by the evaluation team. Review of the plans takes place once a year. Programs are provided for students with emotional/behavioral problems, mild to severe learning problems, physical disabilities, and mild learning disabilities. Programs are provided for all students. Students participate in as many regular classes as possible and are included in all events held at the high school. They are encouraged to participate in extracurricular activities, such as clubs, sports, dances, etc. Students who participate in regular education classes are monitored, and there is frequent dialogue between the regular education teacher and the special education teacher who is responsible for the I.E.P. This collaboration results in more opportunities for success and intervention if and when a problem arises.
Sabine Parish School Board Grades 13 will teach, at a minimum, math for day with 40% of the science instructionaltime spent mastery on GLE assessments will receive remediation on those http://www.sabine.k12.la.us/GUIDES/SPSB_SCH_ IMPROVE_ PLAN.htm
Extractions: Sabine Parish School Board Twelve Step Improvement Plan Each campus will develop a school improvement plan which projects yearly gains needed to achieve a campus accountability performance level as indicated by the district goal. Each principal will submit a follow-up report after each state test administration (when scores are received). Each campus not meeting their growth target for that year will report to the Superintendent and Director of Curriculum and Instruction regarding their plans to achieve their targeted gain in the following year. A recommendation to the Board will be made regarding a review of assignments of the following personnel based on student performance as outlined in Step 1 of this Twelve Step Plan: Superintendent Assistant Superintendent Directors Supervisors Instructional Strategists Campus Principals Classroom Teachers The Curriculum Department will develop a district-wide GLE focused program for reading, writing, math, science and social studies instruction that includes teacher and librarian training and a student evaluation component. Kindergarten will teach, at a minimum, math for 65 minutes and language arts for 175 minutes
Extractions: (In memory of Dr. Nancy Benson) Login: Password: Not a member? Join for free. Home Community MyLDRC ... Espanol Location: LDRC Kinds of LD Read this page Print this page A General Description of a Learning Disability Most learning disabilities (LD) are identified during the early years in grade school, but some (depending on the cognitive processes affected) may not be identified until high school or even later in life. Typically, people with LD are of average intelligence or higher, but display an irregular profile of cognitive abilities. For example, they may excel in some areas of academia and do poorly in others. In fact, achievement in some areas may fall well below what might be expected for a person of their intelligence. Learning disabilities may be accompanied by other conditions, often arising as a result of the learning disability, or as a separate psychological problem. It is not uncommon for children and adults with learning disabilities to have trouble with memory-related tasks, or suffer from attention deficit disorders, anxiety, depression, and other socio-emotional disturbances. Behaviour is often an issue. Acting out, reclusion, and violence are behaviours often associated with learning disabilities. Having a learning disability certainly does not mean that such a person is doomed to a life of failure. Albert Einstein, Thomas Edison, Bruce Jenner, and Tom Cruise are a few well-known individuals who have succeeded in spite of a learning disability. Those who succeed, learn to adapt and overcome their particular weakness or deficiency. Learners who understand their disability, or have identified their strengths, can live perfectly normal lives, pursuing a life and career that bypasses the difficulties associated with their LD.
