What Is The Americorps Program

With data driving instructional practices students achieve more, and with students achieving more school move closer

Along with being a diligent student who has been enrolled in 11 Advanced Placement classes, I have also dedicated my time to other causes. For example, I have volunteered at public libraries, Special Olympics events, orphanages for intellectually disabled children, and food pantries. While maintaining a rigorous course load and volunteering, I also work at Kumon. I tutor children to boost their confidences and understanding of concepts vital to their future success. Moreover, I have received membership to The National Honor Society and have been awarded an AP Scholar with Merit Award. My dedication to becoming more culturally aware and five years of enrollment in Spanish classes has allowed me to be inducted into Spanish Honor Society. Within

AmeriCorps is a good program to be in. It trains you on how to help people with different health and mental issues. The program is based upon a non-profit organization. They can participate in many charitable events to raise fund for the less fortunate. Therefore it’s a good program to have on your side as you can see the program is worldwide and it is bigger and they are standing strong. They are in the process of developing an alumni group to allow former participate to maintain active.. As a true volunteer, this is an opportunity to volunteer as an UAB AmeriCorps alumni in an organized fashion. An alumni needs to be open minded, flexible, able to participate in at least one annual project, as well as others if they so

Channelview ISD, the district in which I was raised and currently teach, is considered a low demographic district with a high population of at-risk, economically disadvantaged and special education students. The TAPR results exhibit a clear correlation between the demographics of the school and their performance results. Results vary sporadically and show clear indicators of differences amongst demographic factors such as grade, gender, race, economic level, language capabilities and intelligence level, however, some factors influence test results more than others. Grade, intelligence level and language capabilities prove to be the main factors in the gaps between the percent of the state that were at Level II Satisfactory or Above and district percentage results. Also analyzed were the percentages of students who were at Postsecondary Readiness and Advanced and lastly and analysis on what percent of students made progress and exceeded progress as well as identifying which students performed well and

The major emphasis in education for the 21st century is on data driven accountability measured by student performance on standardized testing. National and state expectations require students to demonstrate mastery of curriculum objectives. Instructional objectives are the focus of the building principals to show measurable student progress. The improvements are evaluated based on data and monitoring of the curriculum.

The school curriculum places a great emphasis on a core of fundamental courses in English, mathematics, science, and social studies. Since these are the areas tested by national examinations such as the ACT and the SAT, students should be better prepared to achieve high scores on theses exams (http://www.d125.org). The d125 website lists around 30 AP classes that are offered for Stevenson students. In addition to regular classes, students can be involved in over 125 co-curricular clubs and activities that are offered by Stevenson. Stevenson uses traditional grading system that fuses feedback, achievement results, and performance expectations into a single percentage. However, Stevenson works hard to have an Evidence-Based Reporting model for all classes in near future. The purpose of Evidence-Based Reporting is to ensure that a student’s grade is reflective of his or her learning based on course’s learning expectations

When implemented properly, AR can change an entire district as it did for Berlin Township. When I originally implemented AR in our middle school and eventually the elementary school, I met with resistance from the teachers. The program eventually flourished and spread across the district but not until teachers and students experienced success. Once the first classroom achieved Model Classroom status, the spark ignited across the district. After that first success story, nearly every classroom followed. The middle school was later named a Renaissance Model School and many of our teachers and their students met the criteria for Model and Master Classroom status. Students needed to read at or above an 85% accuracy rate for books to count in the system. Our children read nearly 23,000 at this level of achievement last year alone. The following year we surpassed 30,000 books read at 85% accuracy or higher. For our 500 plus students, that was extremely impressive. Notwithstanding, if we did not have that first class meet with excellence, the district would never have made those achievements and the program would have undoubtedly faded away. Regardless of what programs you implement, challenge all students, work toward true understanding, individualize instruction, establish safety nets and, above all else, respect the power of meaningful and consistent professional development.

This past year, I have been motivated to keep up my grades and work hard because of Adams' National Junior Honor Society program. I have aspired to be in the Society since I read it over the summer on the Adams website. I was so excited when I received this letter because it meant I had a chance at making the program. I want to be in NJHS because it will teach me how to manage my time, organize events, and work with others. Working with others who also value academic success contributes to my will to be in the program. Together, we can help each other grow and thrive in the community. We can also collaborate to help those in our community who aren’t in the position to speak out for themselves. I read about an NJHS group that organized an event where they donated toys to children who are less fortunate. They spoke out in school and changed the lives of many young, unhappy children through the program.

The overview of these three programs and attaining them is optimal, essentially a cycle of opportunity. By providing these services it develops a base for a long-term goal of achieving self-sufficiency and out of poverty. However, the accessibility of these beneficial resources may be difficult to obtain based on eligibility. New ideas that may help improve or reduce disparities in future programs can begin by concentrating on and expanding educational resources. For instance, a program that holds educational sessions on a monthly base, targeting communities, informing families of available resources and assisting with the application process. Another idea would be collaborating with the school system, specifically low-income based communities. After school program can be initiated to target parents that need assistance with extra resources and services. Lastly, innovating a classroom setting program for the duration of one-year, furthering educational and leadership ability for

When I was a child, I never fully understood the importance of school. As I grew older my parents took the care to teach me that education, especially one that is free, was a privilege and would offer opportunities for success. For the two of them, Immigration to the United States offered prospects of a better life, yet to do so they needed education. So, as a result I have acquired that by learning I can reach my aspirations, but to reach that point I must be diligent, determined, and well-rounded. I aspire to go to college, and eventually help heal the world.Thus, why I believe that I am a well-suited Candidate for the AP Capstone Scholars’ Program.

In my personal opinion, the key ingredients in building and maintaining successful relationships with city employees, teachers, principals and school district administrators are respect, teamwork and passion. While being a City Year AmeriCorps Member, I had the pleasure to serve the community of Orlando, Florida and interact with teachers, principals, school district administrators and volunteers on a daily basis. Besides learning more about myself, I understood that the key of building successful rapport with the community was showcasing genuine interest in learning more about their culture and being respectful about it. Although I had the chance of attending college in the United States, the majority of my education was in the country of Peru. For that reason, serving at a public school in the United States with such a diverse student body was a really interesting experience.

The program I came up with is a non- profit organization called “Communities within Communities “. The mission of this program is: To assist our veterans and their families establish an excellent quality of life and overall health and well- being through

According to Rolling Out, Americorps works with 292 schools in 27 American cities. The Americorps mentors work with elementary, middle, and high school students in the community with the goal of helping them graduate. Their work can range from tutoring to acting as a student mentor or even as a role model.

Last school year, three of my peers and I decided that our high school needed a peer-tutoring club, so the last few months of my junior year and the first few weeks of my senior year were dedicated to starting this organization. We organized the structure and goals of the club, and presented our ideas to the administrators. Once we got our approval, we immediately began planning lessons. Two days a week we meet with groups of students that come to us for help on improving their ACT scores or general grades. Our service is open to any and every student. We have tutored students in dual-enrollment courses and in standard academic classes.

Of the 27 programs evaluated, six showed strong indication of effectiveness and five had moderate evidence of effectiveness. The results for these programs were on language, literacy and/or phonological awareness. For some of the studies the significant effects were seen at the end of preschool (Direct Instruction, Interactive Book Reading), and for others at the end of kindergarten (Curiosity Corner, ELLM, Ready Set Leap!) (Johns Hopkins University, 35). It is programs that actually show results that improve academic and cognitive strength. That is why it is important to support and fund programs like these.