LTBI Project Case Study

The elementary educators both viewed the strengths of the program as flexibility to servicing the students, and being able to work with students in small groups. The middle school teacher thought that the participation of the general education teachers in the program was a definite strength. Among the weaknesses, teachers thought scheduling was difficult, and there is not enough staff to service the students. Also, teachers thought it was difficult to provide consistency of services and communication throughout all the buildings in the district. The middle school ELL teacher also noticed a lack of formal assessments and progress monitoring to help meet the changing needs of the students. The teachers’ goals addressed these weaknesses. They wanted to improve communication, and consistency of the ELL program, learn more about assessing Ells and ensure that the current ELL program moves forward. The elementary teacher also thought it was important to keep ELL students a priority even though our district doesn’t have many students who qualify. I also thought it was interesting that the middle school teacher also wants to provide general educations teachers with more support and guidance. I think that is a great goal that will help the students and the teachers!

First, by developing professional learning communities, HSHS primary goal is to establish an organizational culture of shared commitment to academic excellence and exemplary behavior for all students. As evident, in Document 1. Excerpt from Teacher Survey (see attached) revealed that 30% of the ELA Teachers and 37% of the Math and Science Teachers “My academy receives necessary professional development.” In addition, Document 1. Excerpt from Teacher Survey revealed that 38% of the ELA Teachers and 42% of the Math and Science Teachers said, “I feel safe at the school.” Moreover, Document 2. Excerpt from Parent Survey revealed that 68% of the Latino (ethnic) agreeing or strongly agreeing and 87% of the Black (ethnic) agreeing or strongly

At the beginning of the school year, administration will present the plan to teachers and staff and explain the importance of the academic integration and the positive outcomes that are possible. A “Leadership Team” will formed consisting of experienced literacy, math, and CTE teachers, an administration member, and the curriculum director. The Leadership Team will be responsible for evaluating academic standards and CTE standards and forming a literacy and math plan that can be implemented in CTE courses. The Leadership Team will also be responsible for developing ongoing teacher training to include literacy and math in CTE courses and correspondence with literacy and math teachers.

Our parish has seen a drop in the math scores with the new PARCC test. With this weakness being of the utmost importance, a responsible district leader, should engage in professional practice by ensuring that their administrators and teachers are working as a team to improve student achievement. Everyone should work together in order to promote positive change concerning this districts math scores. Observations should be conducted by the administrators and by district level supervisors in order to find any strength and weaknesses that may need to be addressed. ISLLC standard 2, states that the school administrator should sustain an instructional program conducive to student learning and staff professional growth. In order to do this, everyone on the team must be open to diversity and innovation, which includes the constructive criticism from the Danielson Rubric used during observations, and adoption of new curriculums. The district level supervisors have to provide professional development for all teachers in order to implement a new curriculum

This program is appropriate in a diverse, 4th grade general education classroom. The modules are made up of “Topics” and “Lessons” that are aligned to Common Core State Standards (CCSS). Each module provides the foundational standards needed for the lessons (i.e. CCSS from the previous grade), as well as the focus grade level standards. The first module introduces concepts which are then spiraled within the next module’s focus. While the modules are thematic and based on each mathematics domain (base ten numbers, geometry, fractions, data, algebraic thinking), some standards are seen across topics and lessons. Each lesson has allocated time to four major components: fluency practice, concept development, application problems, and student debrief.

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.

Long-term Care is targeted at those individuals that can no longer care for themselves and need assistance with ADL’s such as bathing, dressing, and feeding themselves. There is no specific age associated with it because LTC can be for anyone from infancy to senior adult. It basically depends on the individual’s illness or disability.

This project was in place to try to ease the struggle when it comes to implementing the Common Core. This project has their mentors take a three year class which involves five different crucial classes when it comes to helping teachers implementing the Common Core (2015). The three year program offers the mentors a lot of training that will effectively help teachers implement the Common Core. When it comes to implementing the Common Core, having good materials is important when it comes to the Common Core. In order for teachers to implement the Common Core well they need the proper supplies to do so. “teachers will not be able to successfully implement the standards if they are not supported with high-quality, aligned materials” (Polikoff, 2015). It is very important to have the proper materials when it comes to teaching, without them it is nearly impossible to do the best you can do with what your given. It is understandable with why some teachers did not know they had to implement the Common Core Standards. With all of the changes that happen with the Common Core, having mentors could help ease the trouble of when it comes to the Common Core

Teach for America place a large number of white teachers with non-white students in urban under-resourced schools. This creates a significant mismatch between teachers and students. Teach for America try to prepare their members for the racial and cultural difference they may encounter when they enter the classroom. The summer institute also presents an opportunity for its

Whitney high school is one of the finest schools in the state of California which has continuously posted excellent performance, particularly in the state-wide examinations. In the recent times, this performance trend has been negatively affected due to the admission of several immigrant students who have several learning deficiencies and are, therefore, in a dire need for an expanded curriculum that is inclusive of their learning needs. Teachers in Whitney school have got several years of experience teaching predominantly white and native students. As a matter of fact, nearly three-quarters of the teacher population has had no contact with students from other racial backgrounds. Some of the instructional materials used in the school are

State test scores and graduation rates are one of the most important items of discussion at Napavine Jr. Sr. High School. When the State changed the testing method from the HSPE to SBAC, Napavine’s scores dropped. At that time, the administration began providing professional development workshops on SBAC teaching strategies to align with Common Core standards. In addition, staff collaborated to develop a program we call Core/Flex. Students who are passing all of their classes with a C grade or higher are allowed 25 minutes of free time. Students who have a D or F grade are assigned Core with a teacher for tutoring purposes. The student stays in Core until his or her grade has improved. Due to staff input, staff engagement is supportive of

I plan to implement needs-based activities that are identified by student data and teacher surveys. After gathering this data, I would hold separate professional development sessions for the different schools. The middle school teachers would work in groups while the high school teachers worked in groups. The two different groups described have many different contents and their topics vary greatly which is why I chose to hold separate sessions for each group. However, I believe that all of the groups would benefit from the introduction of new strategies in vocabulary development. Implementing vocabulary strategies to help improve student content knowledge would show great success in increasing student comprehension within these subjects. In order to make this process as manageable and effective as possible, the strategies would be presented by a veteran teacher in conjunction with the instructional coach to engage all faculty. Each session would be short and involve one to two easy to implement strategies. I feel it would be effective as the literacy coach to show the upside to each strategy. Using data from the veteran, “expert”, faculty member’s class, I would provide statistics that show results of each

In the Foundations of Education course here at Alcorn State University; it is a necessity that we the students attain fifteen field hours. The first five hours starts with the INTASC Standards 10. The INTASTC Standard 10 states that the teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. The Interstate Teacher Assessment and Support Consortium is an association of state education agencies and national educational organizations dedicated to the improvement of the preparation, licensing, and on-going professional development of educators. An effective educator must be able to mix content knowledge with the specific assets and desires of students to guarantee that all students absorb and achieve at high levels.

Following the new standard, many teachers are required to make significant changes in their instructional practices. As a result, high-quality training and extensive professional development are often cited as a critical factor for supporting meaningful integration of the Common Core into the day-to-day operation the classroom. (Burks, et al.) The EPE research Center conducted a survey of 599 teachers in states that have currently adopted the new Common Core practices. The findings of this survey showed that teachers were hopeful that common core would help them become better teachers compared to their knowledge of the state’s previous standards. The following statement proves to me that this study shows ambiguous statistics. Many teachers only received four days of training for the new common core standards and the sessions were performed by staff at their very own school.

First and foremost, this program has activities for learning that are directly aligned with the Common Core Standards. It also has the ability to connect to several state standards that may not be aligned with the Common Core. This is extremely important for general education, special education, and English Language Learner educators as it is imperative to demonstrate that all activities that are being used in the classroom directly relate to the standards that are upheld by the state. There are often times where it can be difficult to meet state standards with students who have interrupted formal education or are newcomers who are just beginning to learn the English language. Therefore, this program is great to show that we are reaching the needs of our diverse learners while also meeting the high-standards that we uphold in our classrooms.