РефератыИностранный языкInIndex of members papers Psychology Indian land rightsTribal Affiliations

Index of members papers Psychology Indian land rightsTribal Affiliations

Index of /members/papers/Psychology


Indian land rights


Tribal Affiliations


The injustices that happened long ago are still not fixed and need to be, because they are visible everyday through the hardships these people face.


Introduction


Ever since Europeans discovered America Native Americans began losing their land progress


Information Rules


Information Rules


I. Chapter 1


In this book Carl Shapiro and Hal R. Varian provide an overview of the competitive playing field of the network economy, and highlight the key economic rules that govern it. They assert that one does not need a New Economics to understand the New


In-service Essay, Research Paper


In-service and Student Enhancement Program For Increasing Student Scores on


the State Writing Assessment.


Abstract:


An in-service program will be developed to train all teachers in the grading


guidelines for the State Writing Assessment. Teachers will be train in the


grading of essays according to the General Grading Rubric developed by the


State. Additionally, teachers will be helped to incorporate writing into their


curriculums. On the student side, an assessment of current writing skills will


be given to all 10th graders. The assessment will be graded by a team of English


teachers, and both students and parents will be notified of the results.


Students who are deemed to be at risk of failing the Writing Assessment will be


scheduled to attend after school enhancement programs designed to raise their


writing skills. The goal of the program is to raise the number of students who


pass the Writing Assessment by 10%.


Problem statement:


Last year a significant number of Glasgow’s 10th graders failed the writing


component of the State Assessment. In an era of school choice and


accountability, raising our scores is very important. Eighth graders and their


parents are using these scores to choose high schools. Unless Glasgow raises the


scores on the Writing Assessment, there is a strong chance that the "best


and brightest" will choose another high school. Indeed, there is some


evidence that this is already happening. Additionally, the retention of our


current students depends on our ability to maintain high academic achievement


especially on statewide measurements. Therefore, a strong diagnostic and


remedial program along with a school-wide emphasis on writing is needed to


improve overall student writing scores on the State Writing Assessment.


Goals:


1) Identify 10th graders who are performing below the acceptable level on the


State Writing Assessment.


2) Train teachers across the curriculum in the General Grading Rubric for


Writing.


3) Develop a targeted enhancement program to improve student writing ability.


4) Contact and involve parents the process of improving students writing.


5) Communicate to the student population the State’s writing expectations.


6) Fully train staff across the curriculum to use and evaluate writing in


their programs.


7) Create a long-term link between the English department and all other


departments to facilitate writing across the curriculum in ways that meet the


State’s writing standards.


Objectives:


To increase by 10% the average number of 10th grade students who pass the


State Writing Assessment.


Procedures:


Date: Activity


Oct. 2 English staff training


Oct. 8-10 Administer essay prompt to 10th grade English classes.


Oct.


March 29 State Writing assessment administered


To be announced State publication of test scores


Evaluation:


Evaluation will consist of examining the 10th grade scores on the Writing


Assessment. The increased percentage of students passing the test will be the


primary benchmark and the previous year’s percentage of passing students will be


the baseline. Secondarily, the overall improvement in terms of average score


received will be established and compared to the previous year’s average score.


The English department will keep longitudinal data on these evaluation measures.


<
p>Dissemination:


The results of the State testing will be announced in the school’s newsletter


to parents and at the 1st faculty meeting after the results are published by the


State. An effort will be made to have an official school comment be printed in


the issue of the newspaper which publishes the results of the test. The comment


will address our goal of a 10% increase. Additionally, the improvement shown by


Glasgow’s students in terms of our goals will be posted. The focus of our public


statements must be in the level of attainment we have achieved in reaching our


goal.


Personnel:


Active personnel will consist of English teachers who will be trained in


grading according to the State’s General Grading Rubric for Writing. All English


teachers will be partnered with other departments to work as buddies in


assisting across-the-curriculum writing. Additionally, 6 teachers will be


trained to work in the remedial writing program where they will work in the


after-school enhancement program with those students identified as writing below


the State Standards.


Budget:


Item Expense


Initial training during English Dept meetings No cost


Faculty training during scheduled in-service No cost


Development of curriculum 2 days * 6 staff + 1 coordinator


at $25 per hour * 2 hours * 2 days =


$700


Enhancement days 7 staff @ $25 * 2 hrs * 3 days per week * 22 weeks = $23,100


Total $23,800


Materials will be provided by the English Department out of allotted


supplies.


Criterion Checklist for Understanding the New State Writing Standards


1) Have you seen the State’s General Grading Rubric for Writing?


2) Do you use the Rubric when evaluating student writing in your class?


3) Could you explain to students how they could improve their writing


according to the Standards?


4) Would you like to learn more about evaluating student writing by using the


State’s General Grading Rubric?


5) Did you know that how students perform on the State’s Writing Assessment


influences other students’ desire to attend Glasgow High School?


6) Do you agree that all teachers share in the responsibility to develop


their students’ writing ability?


7) Are you interested in helping our students here at Glasgow meet the State


Standards on the Writing Assessment?


Personal Accountability System


This year I took on a difficult assignment. The assignment is 10th grade


general English. Historically, no teacher has established ownership of this


program and the result has been a weak curriculum and consequently discipline


problems. This fall the failure rate in my class was high and in one class


behavior was awful. I identified 2 areas in which I wanted to be more


accountable: focus and organization. I hoped that these would allow students to


be more accountable in the areas in which they were weak: preparation and


performance.


The first thing I changed to increase focus is to simplify the curriculum.


Instead of a long unit consisting several readings, several vocabulary list, and


multiple writing exercises, I have reorganized the course into weekly units


focusing on 1 reading, 1 vocabulary list, and 1 extended writing assignment.


Each week ends with a quiz on the reading assignment and the vocabulary. Class


activities and discussions are kept in an organized notebook which I collect and


grade.


Organization is greatly improved by the new weekly unit system. Students are


put on notice that all the week’s work is due on Friday when the quiz is given.


The week’s work is posted on a board dedicated to this class. The point values


of each assignment are posted. Additionally, due dates are established at the


beginning of the week. Each Friday, I grade the week’s quiz and calculate the


weekly unit grade for all students. They receive both the quiz grade and their


weekly unit grade 1st thing on Monday, and the students record these in a


gradesheet I gave to them. At the halfway mark of this marking period, the new


system has resulted in a 95% passing rate.

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