Kim Bloomberg-Schamus’s Tutoring has a less intimate relationship with the various schools and teachers. There are several Santa Clarita Valley schools, public, private, and community-based that will provide Kim Bloomberg-Schamus’s Tutoring with a steady flow of students.
While most of the schools in Upshur County have their own libraries, the public library allows for parents to check out books for themselves to enhance their own education. Also, this allows for students to choose from a larger range of read to self-books for the classroom. Along with Libraries providing resources for education, Upshur County has many facilities used for enhancing student learning opportunities. One of these facilities is Stockert Youth Center, Stockert also allows for tutoring in many subject areas at a low cost for the families. Students can receive assistant with reading and comprehension. Also providing educational opportunities is the Child Development Center, which allows for students to begin learning at a young age. The CDC allows for child development in emotional, social, and academic areas to start at a young age before starting public school. The CDC allows for students to begin reading at a young age. Lastly, West Virginia Wesleyan College provides a large amount of community support around the entire county. Wesleyan’s Service Scholars serve in many of the schools, day cares, and afterschool programs. The service scholars provide role models in the facilities and an extra hand for the teachers. The service scholars serve as help making copies, extra one on one attention, and read aloud
Our tutoring services are designed to cater to the needs of students in the city of La Puente and the surrounding areas of the San Gabriel Valley. The patience, knowledge and encouragement from our professionally trained staff helps our students become organized, comprehend school work, improve test scores and preparation for higher education.
In the past years that I’ve been in high school English have been different each year because my level of english changed. I use to be really bad at English class and thought I would never improve but this changed in ninth grade when I was placed in Accelerated English class because I had joined the Avid program. This made me nervous because I thought I would fail Accelerated English quickly but as I was doing work in that class, I found it quite easy and passed it with an A. This made me feel proud because it felt like I had improved but later I became nervous for starting Sophomore year at Borah. The counselor had put me yet again in Accelerated English class, which I thought it would be harder than ninth grade. When I begin doing the work in that class, some things were hard but later on I found it easy and passed it with an A as well. Once it was time to apply for Junior year classes, knowing that they didn't have an Accelerated English class in Junior year and my scores from the last two years of English class inspired
The schedule of classes will be offered for one hour on Saturday afternoons from 1:00 p.m. to 2:00p.m. at the Parma site, Tuesday evenings from 7:00 p.m. to 8:00 p.m. at the May Dugan Center, and Thursday evenings from 7:00 p.m. to 8:00 p.m. at the Westlake location. The Program Director will be based out of the May Dugan location at present during course offerings. The Assistant Site Directors will also be present at their respective locations during course times. Each class will have one Educational Aide per 10 participants for a total of 2 Education Aides per classroom. The Education Aides will be selected from a established volunteer pool provided at by the May Dugan
These types of services might be of special interest to the LEALES members considering, that Latino students because of their racial and socio-economic background tend to come largely from under-resourced, understaffed, underperforming, and inadequately funded schools. (Saenz & Ponjuan, 2009) This often means that the teachers at the schools were underprepared and had a high turnover rate. This might be one of the reasons that 41% of Latino students require remediation courses and only 13% of Hispanics met the ACT readiness benchmark for all 4 subjects: English, reading, math, and science. (National Conference of State Legislators, n.d.) Therefore, the tutoring services might be very beneficial to some LEALES members. Additionally, as first-generation college students LEALES members are also more likely to lack study and time management skill (Engle, Bermeo, & O 'Brien, 2006), something which LARC could also help address.
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
English Learners (EL) are any students that are learning a second language and being introduced to the English language. They can affect education
On March 6, 2017, I had the opportunity to observe Ms. Kennedy 4th grade class during her reading lesson. Ms. Kennedy teaches at Martha Gaskins Elementary school in Birmingham, Alabama. The Birmingham City School system students are predominately African-American and come from low-income homes. Therefore, all schools in the system are Title 1 schools except the ones that have been designated as specialty schools.
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.
The site I visited was Chattahoochee Elementary School in Duluth, Ga, there I had the opportunity to shadow a teacher in the Moderate/ASD program. Chattahoochee ES is an older, red brick building with a newer addition added to the top of the school. The wing where ESY is held was part of the new addition. It had tile floors, an exterior office, and six classrooms. Two of the six rooms are used as alert and calming areas, within these rooms there was adapted equipment, like a squeeze machine, listening station, and a trampoline. The classroom was divided into sections/areas, using gray partitions and study carols. Within these sections was a play area, individual task area, and reading area. There
In an effort to gain useable and positive feedback from English language learners, teachers must use ongoing assessments. Whereas standardized tests only give information on students during a certain part of the year, ongoing assessments will allow teachers to monitor students’ progress throughout the year. Informal assessments are very beneficial in monitoring the progress of students. One type of informal assessment is the use of role playing. During role playing, students are given opportunities to speak in English dealing with different situations. This assessment will let the teacher observe how well the student is comprehends the scenarios and how they respond to them. This type of assessment is effective because it allows students to put the English language into use increasing their English
ESL students are students that speak English as a second language. Presently, there is many different system to characterize this type of students (qtd in Shi, Steen 63). For example, they can be seen as “English Language Learners (ELL), English for Speakers of Other Languages (ESOL), English Language Development (ELD), English Language Service (ELS), and