High Fidelity Essay

and taught AP, Honors, special ed., at-risk, and low-level readers in the Cherry Creek School District.” (Aurora Academy, 2013) The school’s recently revised mission states that Aurora Academy is to “provide a well-rounded, rigorous curriculum with high academic standards for Kindergarten through 8th grade students.” The motto that appears throughout the school, as well as on all publications, including mailers and the school’s website says, “Expect more. Achieve more.” The Problem During the last

In general, literature in education studies confirms that Rogers’s model parsimoniously carries over to research in school health: several researchers have conceptualized implementation within a diffusion of innovation paradigm (Hausman & Ruzek, 1995; Henderson & Dancy, 2008; McCormick, Steckler, & McLeroy, 1995; Parcel et al., 1989; Payne, Gottfredson, and Gottfredson, 2006; Penberthy & Millar, 2002). For example, Rogers’s adoption-invention continuum has been helpful to identify which elements

For example, some high-ability students with intellectual strengths and support may achieve in the normal range and be denied the individualized instruction enabling them to make academic progress consistent with their ability. While RTI is able to identify many students

When someone thinks about the upper class, the majority of people may think about living in a big house or driving a nice car. But in truth, as G. William Domhoff explains in his book, “Who Rules America?”, there is an upper class that is much more than that. Domhoff describes the upper class as closely intertwined with the corporate community. He begins by explaining why it is important to know this, and provides statistics that seem to show how the upper class attempts to influence corporations

Data Research “While many school leaders focus on improvement, sustaining such improvement is their main challenge (Muijs et al., 2004).” According to standard ten of the Professional Standards for Educational Leaders (2015), school leaders are to seek continuous improvement for students, families, staff, and the community. School leaders must use the data from previous years and the current year to determine specific areas of improvement that are needed to sustain or exceed previous success rates

Educational reform is a political process with a primary focus on making improvements to the current educational system. In 2001 education in the United States indicated there were multiple and significant achievement gaps across ethnicities, income levels, and geographies (Bush, 2001). These educational gaps placed a great strain on the United States (Economic Impact, 2009), with “too many of our neediest students...being left behind” In an attempt to amend the situation, the federal government

be left behind (DuFour, DuFour, Eaker, 2016). High school drop outs will fall significantly behind in the American economy. According to Geringer and Jones (2016), jobs that pay $53,000 or higher annually made up almost half of the jobs in the

confidence and skills to not engage in risky behaviors (Botvin G., Baker, Dusenbury, Tortu, & Botvin, 1990). Typically, LST is implemented during all three years of middle school. Long-term research on LST has shown that the program is effective through high school. For example, in, five and a half years after baseline data collection, students in the LST group were 23% less likely to try marijuana, 21% less probable to try cigarettes, and 11% less likely to have been inebriated compared to the control

In recent years, there has been an increasing interest in bullying and providing prevention, intervention, and curriculum in the schools. It is crucial for schools to investigate their current school social culture and the climate of bullying in their building among the students along with essential involvement and buy in from parents and community members (Bradshaw 2015). We will now focus on the approach and importance of bullying from a Tier 1 intervention perspective. Most of all bullying prevention

building background knowledge, increasing student language production, and explicitly teaching academic language (Robertson, 2012, p.5)”. The research was performed by Jose Vidot to examine the effectiveness of SIOP implementation in a Washington state high school (2011). The school was 93.1% Hispanic, and 93.7% of students received free or reduced lunch. Before the implementation of SIOP, only 4.8% of tenth graders were proficient on the Washington State math exam in 2008-2009 (Vidot, 2011). After a