Math Context For Learning Information

1.2 Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance.

How can teachers get to know their students? Make sure to include the three characteristics of students that are important for differentiating instruction and give at least two examples of how teachers can learn about each.

Directions: Respond to the prompts below (no more than 1 single-spaced page in Arial 11-point font) by typing your responses within the brackets following each prompt. Do not delete or alter any original text on this form (including the header, footer, title, directions, and prompts); both the original text and your responses are included in the total page count allowed. Pages exceeding the maximum will not be scored.

Respond to the prompts below (no more than 11 single-spaced pages, including prompts) by typing your responses within the brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

1.2 Explain the characteristics of the different types of schools in relation to educational stage(s) & school governance.

North St. Paul-Maplewood School District (622) is “A community collaborative dedicated to educating and empowering all learners to excel in our changing world.” With this mission at heart, the schools in Maplewood offer quality educational opportunities for the younger generation of residents in the area. Covering an area of 42-square miles, the district comprises all or small sections of seven cities within the Twin Cities northern metropolitan area. These include: North St. Paul, Maplewood, Oakdale, Lake Elmo, Landfall, Pine Springs and Woodbury. By covering such a wide range of cities, the district aids more than 74,000 residents, and the district services nine elementary schools, three middle schools, and two high schools. From highly qualified early-childhood teachers for the youngest children to nationally recognized programs at the high school level, District 622 is continually determined to be the best.

Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

Address the following questions, responding to each one directly below the question. Your total word count (including all questions and your answers) should be between 750-1,000 words. Include a reference page.

By implementing this idea in Area Two schools to support special education students, we will create a more data driven approach to increasing student achievement. By following this idea the team will also do a better job of implementing professional development and mentorships that greatly increase teacher effectiveness. The idea will also increase understanding of the diversity of the schools and promote community involvement by establishing more open communication with the parents and the community to support their students’ needs. The leadership teams will work together to set goals and objectives to support achievement in all grade levels. They will develop a framework for good communication between teachers and leaders so there is

Upon a $28 million renovation project, the State Street Elementary building is currently one of the most state of the art school buildings within Northeastern PA. Ironically, this two-story building stands in the shape of a “W” and houses nearly 1,200 students and houses kindergarten through fifth-grade and is labeled as a large suburban Title I School. Intricately, it provides full-day usage-space to the Luzerne County Head Start Program that offers services to the future students of State Street Elementary, which is a county wide support system for low income children. Although the building has only been around a few short years, it consists of historically underperforming and economically disadvantaged

The classroom sites that were studies were state preschools, Head Start, Title 1, Tuition-based programs, full-day programs, and half-day programs. Eighty-one percent of the children were 4-year old, 19% were 5-year-olds. “The gender was balanced, and included 36% African American, 31% White, 20% Hispanic/Latino, 10% multi-race, and 3% Asian. Approximately 23% of the children were ELLs. The mean percentage of children eligible for early childhood special education (with IEPs) was 11%. This also varied across program types with 15% of children in Head Start programs having IEPs and 3% of children in Tuition-Based programs. Regarding parent/caregiver educational attainment in the overall sample, 22% of parents reported having less than high school, 23% had high school diplomas or general education development (GED),

Taking what happened in the interactions and decided what category of class management was being utilized out of our possibilities. Also, how Junie B. reacted to each style of teaching whether is was a positive or negative interactions and whether it had a positive or negative reaction correlating with it. After deciding what our topic was going to deal with we decided to pull examples from real life that also illustrated our main ideas, so, the group also pulled examples of classroom management from bulletin boards seen in classrooms at the schools Raymond F Brandes and Creston that included clip system of disciplinary action, expectations of reading comprehension in grade levels, and a smiley to frown face disciplinary system.

Read each question carefully and answer only the question that is asked. Answers for each question should be 2 pages, typed, Times New Roman, 12 point font, double spaced, with one inch margins. This document is already formatted correctly.

Write a response to each of the prompts, not as an essay, and number each response to correspond to the prompt.

Growth? Identify students who made tremendous gains. What is different about this child’s instructional experience. How can we emulate that for other children?