Backfield In Motion Case Study

I teach first grade at Lowe Elementary School; my class is made up of twenty-four very diverse seven year-olds; they come from all over the city of Louisville, from a variety of socio-economic situations. Each student brings a unique personality to our classroom community, and they all work hard to become “smarter and smarter” and to “go to college”. Thirteen students are boys and eleven are girls. Of these twenty-four students, three of them are English Language Learners. Additionally, eight students receive tier two interventions and two receive tier three interventions in reading. In math, five students are tier two and four are tier three. I also teach one student who receives ECE services for a developmental delay. Within my class there is a wide achievement gap.

| SPARK PROGRAM SPARK strives to improve the health of children, adolescents, and adults by disseminating evidence-based Physical Education, After School, Early Childhood, and Coordinated School Health programs to teachers and recreation. Each SPARK program fosters environmental and behavioral change by providing a coordinated package of highly active curriculum, on-site teacher training, extensive follow-up support, and content-matched equipment.

Mrs. Alice McLoughlin-Doro is a Special Education teacher at Downers Grove South High School in Downers Grove, Illinois. The community is known for its excellent school districts. According to the 2010 census there were 47, 833 people living in Downers Grove with approximately 19,000 households and 13,000 families. The racial makeup of the school was reported to be 88% White, 3% African American, 5% Hispanic, 0.2% American Indian or Alaskan Native, 5% Asian, and 1.6% from two or more races. About 1.7% of families were below the poverty line. The school district report card reports the following racial/ethnic background for the school: 68.1% White, 10.3 African American, 11% Hispanic, 7.3% Asian, 0.2% American Indian, and 3.2% two or more races. The elementary schools, middle schools, and high school all perform very well academically receiving above state average scores on standardized tests. She has been working there for 10 years and is currently a Case Manager of 17 students, all with an IEP, all with different needs and goals in the LD department. She co-teaches two general education classes in English intervention, all freshman. Although she is a Special Education teacher, she works with all the students. She also teaches a READ 180, Tier 3 reading and english intervention. This is where we will be focusing on for this

Works in conjunction with other sports-related individuals, such as strength and conditioning staff, to create safe and effective exercise plans in terms of “fitness, nutrition and conditioning programs [that are] customized to meet individual student-athlete needs”.

Park Middle is located in Scotch Plains, New Jersey and is one of two middle schools within the town. On average there are 930 students enrolled at Park over the past three years (See Appendix A, Table A1). Additionally, Scotch Plains’ population consists of 77.4% White citizens, but is also composed of 11.1% of African Americans, 7.7% Asian, and 6.7% Hispanic citizens (see Appendix B, Table B1). The town’s population is largely representative of the school’s demographics (see Appendix C, Graph C1). When referencing the school’s performance on district benchmarks and state testing, Park Middle School has met most of their established targets. However, even with most established targets met, certain subgroups are in need of further attention

A majority of the students in Middle Tennessee Public Schools come from a low- income family household. The school in which I work, Clearview Middle School is not only low- income, but is also a “priority” school. Priority schools are in the bottom five percent in being in the category of lowest- performing in the school district. The population of students at Clearview Middle School are majority African- American, but the cultures among the school are rich and diverse. Many students at Clearview Middle School have high potential of achieving great academic success, but fall short due consistent classroom disruptions throughout the day.

Backfield in Motion began as a recreational program in 2000 at the East Park Community Center in Nashville, Tennessee. The program quickly progressed to provide tutoring, mentoring, character education, ACT College/Career preparation and adult education due to the needs of the academically low-performing program participants. Today, Backfield in Motion’s primary location on the Northeast campus of the Isaac Litton Middle School is provided by our partnerships with the Metro Nashville Public Schools and the Isaac Litton Alumni Association. We have learned the value of partnerships, 10% of Backfield in Motion's annual revenue is provided by the in-kind support of multiple partnerships.

The proposed sports tabloid afternoon provides an opportunity to consolidate the Health and Physical Education lessons conducted throughout the year. Students have been engaged in health and physical movement that have enable them to acquire, apply and evaluate fundamental movement skills, concepts and strategies confidently, competently and creatively in a variety of physical activity contexts and settings (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2013).

Though some studies cited in this paper included costly means, such as aquatic centers and treadmills (Chang 2014 Burke2013), some of the more compelling arguments and successes came from studies that utilized equipment that most schools possessed, such as balls or jump ropes (Kamp 2014). Alternatively, several studies showed success with taking students through a high intensity routine of Yoga or Tai Chi, or daily wind sprints, all of which require no additional equipment (Field 2012 Kamp 2014 Silva 2015).

BIM's "Extra Point Academy" summer literacy project is designed to improve the academic achievement of at-risk boys attending low-performing Title I, Metro Nashville Public Schools. The summer project will improve the literacy skills of low-performing students and bridge the gap in language, literacy, and achievement of minority boys prior to entering the ninth grade. Ninth graders have the lowest grade point average, the most missed classes, the majority of failing grades, and more misbehavior referrals than any other high-school grade level.

Our biggest concern following the fours was not whether the kindergarten program would teach our children to read, write and learn math skills, but that they would be challenged in these skills. Even though they are different in many ways, Holly Jane and Cate, now 9 and 7, are eager to learn. During their four years at Second, they were supported and encouraged to take charge of their learning. We could have confidently sent both our girls on to kindergarten in the public schools in Oldham county after the fours. In doing so, we would have saved several thousand dollars. This would have been a choice we would later regret.

Backfield in Motion will employ Joelton Middle Prep teachers as tutors for our LEAP's Extended Learning Program. They include a Reading Specialist, STEM Instructor, and Special Education teacher. The instructors will receive professional development at Metro Nashville Public School’s - Martin Professional Development Center. The Martin Center provides educators with a state-of-the-art facility dedicated to furnishing high-quality teaching and instruction in Metro Nashville Public School classrooms and beyond the regular school day. Teachers will receive Professional Development that focuses on their area of instruction. Metro Nashville Public School's focus is to provide training for District and local school improvement enhancing instruction and improving student achievement. The training will include, but not be limited to the following.

Component 2: Procedures and routines Explanation Procedures and routines describe how student behaviour meets rules and expectations (Henley, 2009; Marzano, 2007; Rogers, 2016). Time must be taken to describe, model, demonstrate and practise each procedure to be effective (Kryza, 2014; Marzano, 2007). Procedures and routines enhance predictability for students to feel safe and comfortable while providing quick and efficient transitions to reduce interruptions and misbehaviour (Bear, 2015; Kryza, 2014). Furthermore, procedures and routines support all students in the classroom (APST1.6 and APST4.1), managing classroom activities (APST4.2), engaging parents (APST3.7) and keeping accurate records of student achievement (APST5.5). Strategy 1: Teacher strategy weekly homework comments Behaviour, completion and presentation of work with spelling and number facts results were recorded and sent home with the weekly homework worksheet.

this is where the behavior is examined and changed by using reprimands or retraining. Finally,

One of the best answers to ensure kids are getting the physical activity they need and are being offered the opportunity to use up