Backfield In Motion Case

Reflection Journal #1: Thomas Lay After-School Program The Thomas Lay After-School program is a program that has been established since Spring of 2006 to serve the elementary and middle school students of the local community. In cooperation with the University of Georgia, UGA students and other interested volunteers provide assistance for the local students in the form of individual academic tutoring and as a mentor. The program offers a safe environment for the students to thrive academically and recreationally play. It is operated by an executive board of UGA students that works intimately with the local staff at the Lay Park Community Center to facilitate the program for the benefit of the local students. The mission of the program “dedicated

While we are playing games that have the teachers as one role and the students as another, we often invite children to participate by allowing them to hold a teacher’s hand and take on the teacher’s role. This can work, but sometimes is difficult and causes other problem. To address this, we could modify our approach to supplying support to these children. Instead of letting them take on the role of the teacher, we could allow the individuals in need of support to show a teacher how to take on the role of the student. The teacher could then, support the child and the child could still participate with their peers and continue the program.

Paul’s father made the choice of moving him and his family to Tangerine Florida, because he got a new job offer and wanted to take it. Paul was excited for his fresh start at a new school with a new name other than “Mars.” Moving to a new school was great for Paul at first, but then everything went downhill from the time he walked through the doors of Lake Windsor Middle School. Paul was told that his classes were outside in portable classrooms, while the sixth graders would be inside with regular classrooms to be in. At the end of the day, everything got worse. Paul faces another complication at Lake Windsor Middle School.

Elementary School: Backfield in Motion successfully launched a new pilot project in the 2016-17 school year. At the request of the school principal, we began serving students at the Inglewood Elementary School, a feeder school to our middle school program. With a Tennessee Value-Added Assessment System (TVAAS) baseline of zero, a score of 3 or better is considered good, while a TVAAS score of 5 and above is very good. Inglewood Elementary School’s TVAAS student growth was measured the prior year as minus seven. The Inglewood Elementary School was not making adequate yearly progress (AYP) toward improvement and needed a high-quality after-school tutorial program with a focus on reading, reading recovery, and mathematics for 3rd and 4th-grade

Field Placement Assessment Organizational History Lonnie B. Nelson Elementary is a public education institution in Richland Two School District, located in Columbia, South Carolina. The school was established in 1963 and celebrated its fifty-third birthday this year. Much has changed since the doors first opened at the “hive” over a half-century ago, but the tradition and history remain just as rich as the community it belongs to. Lonnie B. was named after a local prominent businessman who also served as a member of the school board (“History,” 2016). The school was founded after the renowned Mr. Nelson, in an effort to recognize his contributions and work in the community (“History,” 2016). The original structures of the building still reside in the well-developed, modern, elementary school that Lonnie B. Nelson is today. Renovations and additions have been completed in order to sustain the rapid growth of the population in Northeast Columbia. The most recent changes to the school include; adoption of the Integrated Thematic Instruction (ITI) model in 2006, establishment of the Academy for Civic Engagement (ACE) magnet program in 2007, the active use of 7 Habits of Highly Effective People used as a framework for their community of learners and AVID, Advancement Via Individual Determination, for students grades fourth through fifth (“History,” 2016). Lonnie B. Nelson provides a safe and nurturing environment that focuses on challenging all students academically while

Although Ms. Morris rescues stray cats whenever she comes across one, she is more than just a compassionate cat lady, she is also an outdoors person. Going on runs, bike rides, and kayak rides, she is active ,not only physically, but in her community as well. Her enthusiasm to

Current Activity: This is the Kristen Amerson Youth Foundation’s first year as an organization and in the Tuscaloosa community. Though it’s our first operating year, we have progressed rapidly. We have intentions to work with the middle school students within the Tuscaloosa City School System in the 2017-2018 school year. The Tuscaloosa City School System consist of six (6) middle schools. Our goal is to provide social and emotional learning (SEL)

This documentary focuses on two elementary schools in Hartsville, SC. At the time of the documentary, South Carolina ranked 45th in the country in education. Hartsville is a high-poverty area. Though it is a small town, it faces problems similar to what is seen in inner-cities. There is a high minority population and low parental involvement in the schools. Even with these issues, the Hartsville elementary schools have shown significant improvement in education quality. One of the schools went from a C grade to an A grade within a year.

Over the Fall Break vacation, I decided to conduct my field experience at CC Spaulding Elementary School. I had the opportunity to work with Ms. Sarah Ashley and Mrs. Williams’ Pre-K class. I had previously shadowed with Ms. Ashley, so she was eager to welcome me back. Over the days,

Hayse Elementary: A High-Performing School Plan Hayse Elementary School is a school that stands out in the state of North Carolina. The school it known for meeting state proficiency standards and is considered one of the highest-performing schools in the state. Hayse Elementary School has not always been known for its achievements. It has only been in the last few years that the school got on a track that has lead them to high performance. This rural low-wealth school in North Carolina commends its success to acknowledging their challenges, balancing equity and adequacy, and developing continual improvement measures for the future. This paper discusses how Hayse Elementary School stakeholders joined their efforts and created a path that has lead them to continual success.

On Friday September 23rd, 2016, I volunteered at East Lincoln Elementary School in Tullahoma, Tennessee. During that time, I assisted with office communication, cut math flashcards for tutorials, and organized the donations for the clothes closet for indigent students. In this paper, I will analyze the communication patterns, organizational patterns,

Hillcrest is a medium sized junior high located in West Edmonton, which is an urban district. Generally, the neighbourhood appears to be of middle-class socio-economic status (SES) with a diverse community and a mix of senior citizen population. As a student body, the population of is of diverse ethnicity and the school serves approximately 400 students in grades 7-9. Structurally, the Hillcrest is a unique circular min-century building with amenities for option classes including a drama theatre, a food room, and a wood shop. Currently, the staff also holds a number of extracurricular activities including jazz band, a GSA club, a wrestling club, and an art club of which I have chosen to help with the art club.

After eleven years of teaching at GCDS, Mrs. Deborah Peart Griffin is leaving Country Day after this school year. Throughout her years at GCDS, Mrs. Griffin continuously displayed humor and enthusiasm while teaching. “Because of my passion for teaching and learning, I deliver lessons with genuine excitement. It's my goal to transfer that love of learning to every student I teach. My reward is smiles and laughter amidst learning, which brings me pure joy.” Mrs. Griffin’s favorite part of GCDS has been “watching fourth graders transform into ninth graders.” Seeing her former students at graduation has always brought tears to her eyes because she “could see the growth that had taken place.” The thought of her shaping a student into a young adult

I have had the privilege of working alongside Ariana Santana the past three academic school years (2013-2016) at Simpson Elementary for the THINK Together program in Rialto, California. I served as her direct supervisor during this timeframe. Ariana is one of the lead volunteers in the program because of her longevity with us as well as her knowledge of the program. Her role as a volunteer consisted of homework assistance, leading enrichment activity lessons, classroom décor, administrative tasks, and organization of components in the program.

On November 19th, I visited the Children’s home of Cincinnati for my introduction to Social Work Class. Before this experience, I was uncertain of what the Children’s home was and unaware of the services they provided. I was very impressed with all the services and programs they offer. The Children’s