Procedure For Questionaire : Receiving Authorization From The Tennessee State University Institutional Review Board

With a change of preparedness, the conclusion is as follows, “…through formal instruction and structured field work experiences, teacher candidates had increased positive attitudes as well as a greater sense of self-efficacy” (Cederman). To solve the ineffectiveness of testing accommodations it is important to consider many factors. Accommodations must be less strict to apply to specific students, alternate assessments need to be more frequently used, and teachers should partake in educational ideas that can help improve SWDs test scores.

For staff, parents and community members, a survey can be a highly effective tool in gathering data. Questions for staff could include the training backgrounds and language fluency of district instructional personnel, the number of trained support staff available, along with relevant experience, personal observations and educated recommendations. It is important to ascertain early whether there are sufficient, qualified

In conclusion after this research I am well aware of how one issue that the child is no way in control of can affect them in the classroom and as well later in life. That Elementary Education is the foundation of a student’s future and can make or break a student. We as educators need to make sure that everything we do is for the children. Programs are created to make sure every child has an education no matter what circumstances or the background children come from. In America

During the initial data needs assessment review, I wanted to make sure we addressed the local community’s needs. We utilized both the LCAP and the DLAC surveys, talked with school teams and informally talked with parents on the campus and PTA members. Part of this evaluation determined a need for more parent involvement and education.

Throughout the last 60 years or so, the High Scope curriculum has been proven to be successful through research studies and everyday successes for the children who become a part of the program. This curriculum incorporates developmentally appropriate activities, curriculum content, approaches, and environment to support a child focused atmosphere and active learning. Because of the daily routine, active participation, and learning centers; the child gains a sense of self direction and independence as they become comfortable with the routine and get the chance to make their own choices and find out their interests. Using key development indicators the teachers are able to make assessments about the child and figure out where they are

The principal will monitor this implementation by conducting clinical observations of the teachers beginning with the sixth grade in year one and continuing with seventh and eighth grade teachers over the next two years. The principal will be able to provide immediate feedback based upon the clinical observations, however, the complete monitoring of this process will take some time because the effects of the new programs and resource allocations will not be realized until some additional data has been collected. Once the new standardized testing data has been collected and analyzed after year one, then the areas of deficiency will be evident and appropriate improvements can be made to the programs implementation in the

The challenge for this study was to put together the data from these various files to determine the number of treatment and/or comparison teachers who had sufficient data for inclusion in each of the analyses. The sample selection data analysis for each of the research questions will be described in the following sub-sections:

A needs assessment was completed on Baker Middle School’s After School Program. The after school intervention program is for students that scored an Approaching Basic level or Basic level on the previous school year’s state assessment in reading, math, or both according to the Louisiana Educational Assessment Program(LEAP) or Integrated Louisiana Educational Assessment Program (ILEAP). Once students have taken the LEAP or ILEAP testing, the general education teacher analyzes the data. If a student shows Approaching Basic or above, in reading or math, the student is approached to participate in the program. There were allocated forty slots, once the deadline pass then another round of recruitment was done for those on the waiting list. In order to receive services to the program the teacher must have a parent conference or phone conference with the parent(s) to share the data, explain the program and explain the expectations of the program. Once the teacher has signed paperwork from the parents of the child, they are eligible for the program. The child is able to start the program after school twice a week from January until Spring testing in April. Baker Middle School tries to identify candidates as soon as the test results are available from the state but students are able to join the program even if they enter later on in the school year. Both the after tutoring program with the use of Successmaker were established to ensure strong student achievement in both

Some of the interventions that were suggested do not have research to support their effectiveness. By exploring these intervention. I learned how important it is to take the time to investigate curriculum to see if it specifically meets the needs of a district.

The comprehensive curriculum and assessment is guided by early childhood learning and program standards. A strong sense of principle and values produces goals that supports children as individuals and members of the family cultures and communicates partnerships with families. Implementing the correct curricula that is properly planned challenging, engaging developmentally appropriate that promotes positive outcomes for young children. When the young children are being assessed the assessment must be valid and reliable. Assessing young children’s strengths, progression and needs. By using assessments methods that are developmentally appropriate for young children. (Naeyc,

Methods of data collection by the researchers included: written surveys with questions geared toward common themes that were distributed to staff members and focus groups in NC and SC districts. These questions targeted the behavior and judgment/decision-making skills of students involved in the alternative program as well as their time management (e.g. getting to school on time, attending school regularly, turning assignments on time)(pg.4). A Likert scale was used to collect data on these responses. An additional survey was distributed by researchers (or personal interview) to all staff members, directors, and program

To give an analysis of the Rock Brook School, an assessment of the site visit must be made. Overall, based on the site visit, I was impressed by all aspects of the school from the time I walked in until the time I left. When I first arrived at the school, in order to enter the building, I had to be buzzed in and was greeted in the reception area by a staff member. I signed in and was given a visitor tag to wear during my visit. I was informed that the Director, Ms. Caterson would be with me momentarily. While I waited, I had the opportunity to observe the staff’s interaction with the students. The staff was very engaging with the students and everyone seemed to know everyone’s name. Outside the classroom, names of each of the children, the name of the teacher, teaching assistant, and speech therapist were posted next to the door. The school had a very warm and welcoming environment. The staff were extremely friendly and said hi when they walked by. Where I was sitting, most of the children seemed very young and had varying degrees of disability.

To understand all of this the researchers took a pool of students from a Colorado school. Teachers sent home waivers that the students’ parents either signed or did not sign. All students

Our volunteers help us facilitate the program by interacting with the children and parents in their classrooms. During the months of September and April, we have pre and post assessment data collection. Our volunteers help assist the children fill out the assessments and collect their anthropometric measurements (height, weight, waist circumference). During the month of October, we discussed emotional health and stress. Our volunteers helped

The ECERS-R assessment is an environmental rating scale that is designed to assess group programs that serve children ages two through five. The assessment is constructed into seven categories that focus on the various interactions that take place within a classroom setting. They include interactions with environment, teachers, parents, and other children. For this assessment, the chosen facility is the Cornerstone Center for Early Learning. This facility serves children six weeks to five years old, but for this assessment, the designated classroom only included children ages three to five. The funding for this facility includes a mixture of parent contribution and three government programs that include USDA, Head Start, and State Tuition Assistance. Cornerstone is a private facility due to its tuition costs and parent contribution. The teaching philosophy of this facility is to enhance the potential of each child through a higher level of care.