St. Timothy Catholic School Serves God By Providing Each Child With An Individualized Approach

Identification: Truxton Academy Charter School acknowledges that all students have both strengths and weaknesses in their learning styles. We understand that students who begin to struggle academically need quality instruction and intervention strategies immediately. We know that early intervention at the kindergarten and 1st grade levels as well as early intervention in the academic year at all grade levels is very important for students’ long-term academic success. (Burns, M. K., Griffiths, A., Parson, L. B., Tilly, W. D., & VanDerHayden, A. (2007). Response to intervention: Research for practice.

My desire to work in the Catholic School system stems primarily from the ability to share my faith openly in such an environment, however, the Catholic School’s focus on the growth of the whole person, spiritual and academic and its commitment to service in the community and the world are also very important to me.

In looking at the needs of an entire school, it is important to examine the needs of each individual student. It is known that not every student learns the same and achieves the same; therefore, each intervention should be personalized for the individual students. For the past two years, Whitley County High School has developed an intervention model that focuses on the middle tier of students. It is thought that these students can be instructed at a level that brings them out of the middle

I will walk around the classroom taking notes about each students’ progress, while they work independently and during guided practice. On students desk there will also be colored cards to explain where each student believes they are. A green card will explain that the student understands it, a yellow card means they understand some of it, and red means they do not understand how to complete the work. Data will be kept on a chart with every students’ name. This assessment will show me where additional accommodations may need to be made; therefore, meeting the needs of students with exceptionalities. If I notice a student not being able to understand how to solve the problems, accommodations can be set to help students understand what they are working

High Stakes Testing has been overly integrated in the education systems. High-stakes testing are used to determine grade retention, school curriculum, and whether or not students will receive a high school diploma (Myers, 2015). Since the No Child Left Behind Act (NCLB) of 2001, high stakes testing has become the norm and mandating that students must pass a standardized test before moving up in grade. As a special education director, the focus is to ensure the student’s accommodations are being followed. Accommodations help increase students’ academic performance. “Both the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and No Child Left Behind (NCLB) call for students with disabilities to participate in the general education curriculum and in testing programs to the maximum extent possible for each student (Luke and Schwartz, 2010).” Throughout the years, high stakes testing is becoming more common than ever before. The reality is high stakes testing is one indicator in evaluating children with specific needs. This paper will discuss, the violation of the statutory language regarding assessment based on IDEA, the strategies and goals of a remediation, staff training, common Core and PARCC assessment, and funding for the remediation plan under IDEA.

Nealy is eight years old and is going to be a third grader at Trinity Lutheran School in Janesville, Minnesota this September. She turned eight years old on May 22nd, 2015. She is the oldest in her family. She has two younger brothers ages six and four. Nealy hit all the developmental milestones while growing up. She has never incurred any health problems; her vision and hearing are great. However, she can have “selective hearing” at times according to her mother.

Attending Catholic school is very important to me especially because I have a lot of very good friends at Sacred Heart School. For example, my best friend Lucianna is attending Sacred Heart again next year and I look forward to her company. My teachers and the staff at Sacred Heart are kind, dedicated, and very nice and I really like our principal Mr. Coyle. Mr. Coyle teaches us that school can be holy, educational, and fun all at the same time. Everyone at my school teaches us about our Catholic faith, like the importance of following the ten commandments, our church history such as Peter becoming a martyr for his faith, and learning a lot prayers such as the Apostles Creed and the Prayer of Saint Francis. At my Catholic school we go to church every month and we have religion class every day. I like learning about my faith and that by having religion class on a daily basis, practice makes permanent. We have special faith activities like our entire school says rosaries together and we have stations of the cross. We get to wear a uniform, which I think is really pretty, and I do not have to

Response to Intervention was created to intercept the struggling performance of student at the risk of academic and/or behavioral failure. Through early detection of specific skills deficiencies, students are identified and immediate assessments are administered. Diagnosis of these deficient skills allows teachers to structure instruction to meet the specific needs of students. Strategic plans are developed to target skills deficiency and an alternative instructional plan is created.

What do you want to be when you grow up? Did you think I meant a profession? No, I meant what type of Christian you want to be when you grow up. To this day, a substantial amount of Christians question God’s powers. I have learned at Holy Family that God is almighty and can do anything. I just have faith in my Lord.

As a Catholic community we must seek to live the life that Christ has shown us, to serve rather than be served. Our daily lives must begin and end with the love for God. And with our strong faith community, we can achieve greatness in all that we do.

Catholic Schools are educational institutions that are devoted to teaching and developing young individuals under the faith and guidance of Jesus Christ (Catholic Education Commission of Western Australia, 2009). Central to the vision of Catholic schools is the belief that Jesus is in the heart of all young Catholic believers (CECWA, 2009). Therefore in order to fulfil the mission and proclaim the gospel students are required to learn about how to live out the life that God intended through the lessons of Jesus Christ (CECWA, 2009). This paper aims to outline unique features that distinguish Catholic education from that of other educational institutions through linking peer-reviewed sources to a school based analysis. The school that will be

As I reflect on my internship year and first year at St. Rita Catholic School in Dallas, I have only become more entrenched in what I believe the root beliefs, shared purpose, and core values of an ideal school should be. Especially for a school with similar demographics and culture as that of St. Rita.

In regards to the RGA crew leaders, the RCs were then spent on items that the crew needed. These items varied, and were dependent on the location that said crew was situated at. Nevertheless, examples of items that were bought with RCs included new members with different specialties, evangelization materials, items produced by either Republic or Confederation Programs (the price is higher, if the item in question needs to be imported), extra hands in the form of BUG crews, Anomalies and Anomaly detecting equipment, and office supplies from simple paper clips to high powered color printers.

I spoke with my former 5th grade elementary school teacher the other day, and she mentioned how excited she was that I was becoming a teacher, because it was all I ever talked about doing while in her class. While I did enjoy playing school with my American Girl dolls and assigning them “homework," I did not hold onto the desire to pursue a teaching career throughout my schooling, until I hit my freshman year of high school. I originally wanted to go into fashion design, and create clothes for little women like myself. However, that all changed when I was offered a lead teaching position for my church’s Vacation Bible School. From that point on, I felt God calling me into working with kids, and nothing has ever

My spiritual journey began when I started attending Holy Spirit Regional Catholic School in 2007. From the start, I always had a lot of questions on who God was, where he came from, and how he worked.