81. 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

Recognized as a School of Excellence 5600 McLeod Way Haymarket, VA 20169 Fax: 703-754-8416 Home 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, Principal’s 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

82. Controversies Surrounding Developmental Education In The Community College. ERIC do not know how to teach literacy ; (5 Remediation is not only the most practicalresponse laboratory activities with classroom instruction; requiring reading http://www.ericdigests.org/pre-926/community.htm

Site Links Home Search for ERIC Digests Privacy Policy Resources for Library Instruction ... Information Literacy Blog ERIC Identifier: Publication Date: Author: Colby, Anita - Opp, Ron 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).

83. 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

Leesburg Florida The Lake Front City "Committed to Putting Citizens First With Service Excellence" Official City Website Home Departments City Commission Calendar ... Links The Holocaust: Reading List Library Links Library Home Library Catalog General Information Children's Area ... Teen Links Library Links Reading Instruction Learning Disabilities The Holocaust Reading Instruction Classroom Instruction For Parents and at Home Remedial and Adult Education Guides to Children's Books Classroom Instruction 1 2 3 books: simple books to make for working with young children. Jean Warren. 371.3078/WAS Booksharing: 101 programs to use with preschoolers. Margaret Road MacDonald. JR027.52/McD Children learning to read: a guide for parents and teachers. Seymour W. Itzkoff. 372.4/ITZ Children's literature in the elementary school. Charlotte S. Huck. 372.64/HUC Comprehension: reading for understanding, grade 1. J428.4/COM Comprehension: reading for understanding, grade 2. J428.4/COM Comprehension: reading for understanding, grade 3. J428.4/COM Comprehension: reading for understanding, grade 4. J428.4/COM

84. 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

INSTRUCTIONAL MATERIALS Beginning Programs These are elementary grade programs which are used for initial reading instruction and many can be used for early education and remedial adolescent and adult teaching. Alpha-Phonics Reading Made Easy with Blend Phonics for the First Grade Your Child Can Learn To Read ; Grades 1, 2, and 3. Paperback, 64 pages. $6.00 ; 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 The Writing Road To Reading 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

85. Xap.com :: Career Details :: Adult Literacy, Remedial Education, And GED Teacher youths and adults in remedial education classes workshops, and demonstrations toteach principles, techniques Evaluates success of instruction, based on number http://www.xap.com/career/careerdetail/career25-3011.00.html

existing users If you've created an account on any Xap-powered site , log on here: Can't log on? Forgot your username or password? Click here for help. new users college finder careers entire site for ... career list by industry career details :: adult literacy, remedial education, and ged teachers and instructors Description Teach or instruct out-of-school youths and adults in remedial education classes, preparatory classes for the General Educational Development test, literacy, or English as a Second Language. Teaching may or may not take place in a traditional educational institution. Experience A minimum of two to four years of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified. Education Most of these occupations require a four-year bachelor's degree, but some do not. Training Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training. Tasks Conducts classes, workshops, and demonstrations to teach principles, techniques, procedures, or methods of designated subject.

86. 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

While a number of NILD therapists have been using , the program may be unfamiliar to many therapists as well as others working in schools or as independent providers of services to children with special learning needs. 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.

87. 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

High School Improvement Playing catch up: District turns focus to high school improvement Small learning communities revitalize a Philadelphia high school What students say about small learning communities: Pros and cons from the Tenth Grade Academy. ... Do Cleveland courses measure up? December / January 2003 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.

88. 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

The Riggs Institute 15 pages to print. Phonetics - Spelling - Whole Language: How We Put Them Together for the Best of Both Worlds (reprinted with permission from the College of Education, University of Oregon's 1994 Annual Conference Monograph, 1994) Editor's note: In 1999, The Riggs Institute revised the phonograms to bring them into somewhat closer compliance with Merriam-Webster's 10th Collegiate Edition and added plural and syllabication rules. The links used will reflect. 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. Our proposition here is to show precisely how this can be accomplished even within the ever-decreasing availability of instructional time in today's busy classrooms. I have chosen a question and answer format for clarity, practicality and conservation of space.

89. 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

CHAPTER 63. EDUCATIONAL TESTING AND REMEDIAL CENTERS GENERAL Sec. Scope. Center facilities. Testing and instructional materials. PROFESSIONAL STAFF Educational testing specialists. Teachers. Directors. Authority GENERAL Scope. Reading center Psycho-educational center Authority Source Center facilities. (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.

90. 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

Will Your Retirement Income Be Enough? Many annuities offer guaranteed first year returns of 9%. Annuities also offer great financial advantages including tax-deferred growth and freedom from probate hassles. Request a free quote from AnnuiWeb - Your #1 Retirement Planning Resource. Click here Welcome to the Remedial Reading Chatboard. This forum is dedicated to teachers utilizing remedial reading programs in the classroom. Please bookmark this page and contribute often! BOOK LINKS: UPCOMING LIVE EVENTS Lesson Plans Library Recommended Reading from our Bookstore Educating Esme Join Reading Recovery/Remedial Reading Mailring: any one interested in tutoring , 6/11/04, by velvet. Re: any one interested in tutoring , 6/11/04, by Sheryl Nussbaum. Reading Recovery vs. Wilson , 6/10/04, by Newbie Teacher. Lindamood-Bell / Wilson , 6/08/04, by Monica. Wilson Reading Program , 6/07/04, by Rachel Martinez. Requesting Input Concerning Reading Assessment , 6/07/04, by Cheryl. message from orphange kids , 6/07/04, by nilo. reading just a thought , 6/06/04, by Mia.

91. 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

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.

92. 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

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

93. Learning Disabilities Resource Community: - Home - Kinds Of LD How to teach Your Child to Concentrate Sun, August 3, 2003 1432;Irlen Filters and Learning Disabilities Mon, July 15, 2002 - 1308; http://www.ldrc.ca/contents/kinds/index.php

(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 Kinds of LD 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.

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

Page 5     81-93 of 93    Back | 1  | 2  | 3  | 4  | 5