Place Middle School students are failing to meet state writing standards. Only 26% of 7th graders scored proficient on the writing portion of the state assessment. The needs assessment identifies gaps in the writing curriculum and recommends designing a new curriculum focused on grammar, organization, and providing effective feedback to students to improve their writing skills. Recommendations include using graphic organizers, daily grammar lessons, the 6 Traits writing model, and formative feedback to help students meet state standards.
Implementing a RTI Model for ELL: An Urban Case StudyClaudia Rinaldi
THis session will provide present the implementation of an RTI model in urban schools with large percentage of ELL. Student Achievement in reading and teacher perceptions of implementation will be presented.
Implementing a RTI Model for ELL: An Urban Case StudyClaudia Rinaldi
THis session will provide present the implementation of an RTI model in urban schools with large percentage of ELL. Student Achievement in reading and teacher perceptions of implementation will be presented.
A Mixed Methods Study Of Faculty Views Toward Blended Learningguest85b018
This mixed methods study focused on faculty attitudes
toward blended learning at a major research university. The qualitative analysis showed different views on the pedagogy. The survey data revealed faculty with more favorable attitudes toward blended learning were more computer literate, were encouraged by colleagues, and reported favorable support services.
Exploring the Effect of the Self-Directed English Learning on the English Spe...engedukamall
Kim, J. (2014, September). Exploring the Effect of the Self-Directed English Learning on the English Speaking Test Scores of Korean College Students. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Most Korean adult learners of English desire to achieve a high level of
English speaking proficiency because they value communicative competence in
their various work places. To obtain this goal, Self-Directed English Learning
(SDEL) supported through multimedia has great potential to help English
learners manage their learning process. This presentation explored the effect
of the capability of Korean college students to utilize SDEL on their English
speaking proficiency. Both the English speaking test and the SDEL
Questionnaire were administered by means of computer and mobile
technologies.
At the beginning of the spring of 2014, 90 students responded to the
online SDEL Questionnaire at a university in Daejeon, Korea. They also took
the computer based English Speaking and Writing Test (ESWT). The pertinent
information of these participants is as follows: 37 males and 53 females, ages
ranging from 20 to 30 years old, all possessing diverse English levels, and all
of whom were TESOL majors.
The questionnaire was developed by means of the Google Docs survey.
The ten features of self-directedness are: (1) interpersonal ability, (2)
self-esteem, (3) self-confidence, (4) anxiety with English, (5) goals, (6)
motivation, (7) self-directedness, (8) information process ability, (9)
self-understanding, and (10) overall level. They were measured using seven
scales. Most students filled out the online questionnaire with their
smartphones. In addition, the learners were required to practice their English
speaking using two multimedia English programs. These were DynEd and
Reading Assistant. DynEd is a conversation program or application, while
Reading Assistant is an online read aloud program. The students were
required to study English with the speaking programs for up to 200 hours as part of their graduation requirement as stipulated by their department. The
seven scoring criteria of the ESWT include (1) task completion, (2) coherence,
(3) pronunciation, (4) fluency, (5) language use, (6) grammar, and (7) overall
scores. They were rated using five scales including 0.5 units. Two raters rated
the speech samples after receiving appropriate rater training. [....]
Response to Intervention: A Component in a Novel Educational Service Delivery...schoolpsychology
Sue Courey, Ph.D. San Francisco State University
Response to Intervention: A Component in a Novel Educational Service Delivery Model.
With the emergence of standards-based reform, the No Child Left Behind Act of 2001 (NCLB) and the reauthorization of IDEA 2004, Response to Intervention (RTI) has received growing attention for its ability to more rapidly address the needs of students who are not making adequate academic achievement. However, the term ìRTIî has caused some confusion as school districts and educators scramble to implement this promising innovation. RTI is sometimes referred to as a model of service delivery but it is actually a component in a novel way to allocate educational resources. This presentation will acquaint participants with a new model of service delivery (allocation of educational resources) to include defining RTI, progress monitoring, and the evolving roles of school personnel working with at-risk and special needs populations: general education teachers, special education teachers, and school psychologists.
Constructing an innovative critical thinking syllabus for at risk postseconda...The Free School
This document constructs a “critical thinking syllabus” (Mok, 2010, p. 262) as an innovative approach for teaching Asian students at risk who speak English as a Foreign Language and study using English for Academic Purposes (EAP) but who are reluctant to write critically for cultural reasons. This syllabus is inclusive and flexible. It incorporates student input to redesign tasks and activities that aim to develop their ability to locate scholarly resources that may assist them to use EAP to think and write critically (Mok, 2010, p. 264). I shall modify the syllabus in real-time if a student’s suggestions are practical and align with course objectives.
A Mixed Methods Study Of Faculty Views Toward Blended Learningguest85b018
This mixed methods study focused on faculty attitudes
toward blended learning at a major research university. The qualitative analysis showed different views on the pedagogy. The survey data revealed faculty with more favorable attitudes toward blended learning were more computer literate, were encouraged by colleagues, and reported favorable support services.
Exploring the Effect of the Self-Directed English Learning on the English Spe...engedukamall
Kim, J. (2014, September). Exploring the Effect of the Self-Directed English Learning on the English Speaking Test Scores of Korean College Students. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Most Korean adult learners of English desire to achieve a high level of
English speaking proficiency because they value communicative competence in
their various work places. To obtain this goal, Self-Directed English Learning
(SDEL) supported through multimedia has great potential to help English
learners manage their learning process. This presentation explored the effect
of the capability of Korean college students to utilize SDEL on their English
speaking proficiency. Both the English speaking test and the SDEL
Questionnaire were administered by means of computer and mobile
technologies.
At the beginning of the spring of 2014, 90 students responded to the
online SDEL Questionnaire at a university in Daejeon, Korea. They also took
the computer based English Speaking and Writing Test (ESWT). The pertinent
information of these participants is as follows: 37 males and 53 females, ages
ranging from 20 to 30 years old, all possessing diverse English levels, and all
of whom were TESOL majors.
The questionnaire was developed by means of the Google Docs survey.
The ten features of self-directedness are: (1) interpersonal ability, (2)
self-esteem, (3) self-confidence, (4) anxiety with English, (5) goals, (6)
motivation, (7) self-directedness, (8) information process ability, (9)
self-understanding, and (10) overall level. They were measured using seven
scales. Most students filled out the online questionnaire with their
smartphones. In addition, the learners were required to practice their English
speaking using two multimedia English programs. These were DynEd and
Reading Assistant. DynEd is a conversation program or application, while
Reading Assistant is an online read aloud program. The students were
required to study English with the speaking programs for up to 200 hours as part of their graduation requirement as stipulated by their department. The
seven scoring criteria of the ESWT include (1) task completion, (2) coherence,
(3) pronunciation, (4) fluency, (5) language use, (6) grammar, and (7) overall
scores. They were rated using five scales including 0.5 units. Two raters rated
the speech samples after receiving appropriate rater training. [....]
Response to Intervention: A Component in a Novel Educational Service Delivery...schoolpsychology
Sue Courey, Ph.D. San Francisco State University
Response to Intervention: A Component in a Novel Educational Service Delivery Model.
With the emergence of standards-based reform, the No Child Left Behind Act of 2001 (NCLB) and the reauthorization of IDEA 2004, Response to Intervention (RTI) has received growing attention for its ability to more rapidly address the needs of students who are not making adequate academic achievement. However, the term ìRTIî has caused some confusion as school districts and educators scramble to implement this promising innovation. RTI is sometimes referred to as a model of service delivery but it is actually a component in a novel way to allocate educational resources. This presentation will acquaint participants with a new model of service delivery (allocation of educational resources) to include defining RTI, progress monitoring, and the evolving roles of school personnel working with at-risk and special needs populations: general education teachers, special education teachers, and school psychologists.
Constructing an innovative critical thinking syllabus for at risk postseconda...The Free School
This document constructs a “critical thinking syllabus” (Mok, 2010, p. 262) as an innovative approach for teaching Asian students at risk who speak English as a Foreign Language and study using English for Academic Purposes (EAP) but who are reluctant to write critically for cultural reasons. This syllabus is inclusive and flexible. It incorporates student input to redesign tasks and activities that aim to develop their ability to locate scholarly resources that may assist them to use EAP to think and write critically (Mok, 2010, p. 264). I shall modify the syllabus in real-time if a student’s suggestions are practical and align with course objectives.
Curriculum Inception
Taya Hervey-McNutt
Dr. Teresa Lao
EDU 555: K-12 Curriculum Design & Development
July 27, 2021
Introduction
Farrell School District is a rural public school located in Mercer County, Pennsylvania. It has
been ranked as one of the worst-performing schools in the state. This poor performance is linked
to the low level of education among the adults, only 16 % of the adult population have a
bachelor’s degree (Stebbins & Sauter, 1). 43.9% of the school children live below the poverty
line, explaining the poor performance in schools. The most problematic subjects in the schools
are math and reading. The percentage of students who are proficient in math and English are 16
and 31 % respectively (Stebbins & Sauter, 1). I, therefore, believe it would be important to
develop a pivot curriculum that improves the math performance in the school.
● Geographical Location
Farrell School District is located in Mercer County, Pennsylvania. It serves a population of 6,798
in Farell, Wheatlands, and Sharon, Pennsylvania.
● Demographic of the Student population
The school has currently enrolled 700 students in pk-12 with only 60 teachers. It operates an
elementary school and a high school. According to Niche, the ratio of students to teachers is 12:1
which is below the statutory requirement of 15:1. The average spending per student in the district
is $26,975 (Farell, 2).
● Cultural Influences
Mercer county has different racial and ethnic compositions. 90.2% of the population is
non-Hispanic white,5.6 % non-Hispanic African Americans,1.04 % Hispanic whites, and 0.677
% non-Hispanic Asians. 90% of the students speak the English language at home while the rest
speak other languages such as Spanish, Asian, Indio-European, ect (Farell, 2).
● Regional accrediting body standards for curriculum development
The accredited body standards for curriculum development in Pennsylvania include academic
standards on different subjects which must be covered in the curriculum. The body responsible
for this is the Pennsylvania Board State of Education. The other standards include assessment
anchors for the different disciplines and eligible content that is regulated by the Pennsylvania
System of School Assessment (PSSA). The state education department has also issued early
learning standards that must be incorporated into the curriculum for elementary students
(Pennsylvania, 3).
● State and Local policies on curriculum development
The policies on curriculum development are contained in Title 22, Chapter 4 of Pennsylvania’s
code (Pennsylvania, 3). The code requires that the basis for curriculum development of all
students be based on the accredited academic standards. The curriculum should instill critical
thinking skills in the students, communication, developmental writing, and literacy skills.
The discipline and grade for which the curriculum will be developed
The pilot curriculum will address the poor performance of ...
Discussion 5Critically think about ethnocentrism, culture, andLyndonPelletier761
Discussion 5
Critically think about ethnocentrism, culture, and how these concepts impact research. Familiarize yourself with the objectives in Module 5 as well as the assigned course materials, videos, articles, and introduction. Use the assigned readings for this week as a primary reference as well as material from the Saint Leo Online Library for peer reviewed sources and to find relevance to this week’s topic. Please share your information with our classmates on this thread.
Questions:
1. Define culture, ethnocentrism and social construction. What are ways in which ethnocentrism can be avoided when conducting research? What core values or ethical principles are violated when ethnocentrism is not avoided and is included in research in the form of a bias?
2. How does avoiding ethnocentrism and including diversity in one’s research positively impact the quality of one’s work? How will you use what you have learned about diversity and ethnocentrism in your own life both as a student and in a future career in the field of psychology?
Articles to read:
Marshall, A., & Batten, S. (2004). Researching across cultures: Issues of ethics and power. Forum: Qualitative Social Research, 5. Retrieved from http://www.qualitative-research.net/index.php/fqs /article/view/572/1241
Medin, D. L., & Lee, C. D. (2012). Presidential column. Diversity makes better science. Observer, 25. Retrieved from http://www. psychologicalscience.org/ index.php/publications/ observer/2012/may-june-12/diversity-makes-better-science.html
Redding, R. E. (2001). Sociopolitical diversity in psychology: The case for pluralism. American Psychologist, 56(3), 205-215. doi:10.1037/0003-066X.56.3.205
5
Recommendations for Solving Equity Gaps at James Monroe High School, Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 816
Interview Questions
Central Question:
How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated?
Interview Questions
1. What parameters/Indicators are used to determine whether a student is college-ready or not?
The question is crucial in identifying whether the instructors are aware of the factors that contribute to college readiness among the students. Several indicators influence college readiness. Such parameters are combined before understanding whether a high school student is college-ready. Some indicators accurately show students’ college preparedness, while others give a false picture. Leeds & Mokher (2019) showed that using placement tests to assign students to developmental courses results in frequent misplacement. The authors used data from Florida. They concluded that it might be preferable to choose cutoffs that minimize misplacement than to use new metrics (Leeds & Mokher, 2019). Also, they proposed that each state use metrics that are unique to their con ...
Establishing Trust Between School Teachers and University Facultynoblex1
The professional development school initiatives show the greatest promise in school reform due to collaborative efforts in teacher preparation. Educators in both public schools and in universities must work together in the preparation of teachers who are culturally, socially and instructionally responsive to student diversity. This lofty preparation aim begins with selecting the most promising teacher candidates for admittance into the program. The author describes an admissions procedure that has proven to be not only efficient and effective, but reflects the collaborative values of the program.
For over a decade, advocates of educational reform have supported professional development schools (PDSs) as a way for school and university partners to promote simultaneous renewal of both institutions. PDS aims are now commonplace: (a) provide exemplary education for preservice teachers, (b) support continuing professional development of experienced teachers, (c) engage in the renewal of curriculum and instruction, and (d) involve schools and universities in collaborative research.
Essential to these aims is the collaborative process. Establishing trust, recognizing cultural differences, and breaking perceived roles between school teachers and university faculty are key if partnerships are to be anything more than traditional in nature. University instructors, including teacher educators, are entering into cooperative working ventures with more frequency than ever before. Critical to the successful attainment of any partnership project are the people involved and the common commitment to program quality and coherence. In the ongoing process of developing, nurturing, and maintaining partnerships, one can expect to confront both predictable and unforeseen obstacles. Sharing information on program structures and systems will help advance the development of university and K-12 partnerships. The purpose of this article is twofold: (a) to describe, and (b) to analyze an admissions procedure, which reflects the values of the program and efficiently and effectively promotes the involvement of K-12 personnel in what is traditionally a university decision. To this end, we briefly discuss the history of this partnership and the key values that drive our work. Next, we elaborate on the admissions process and how it reflects those values in linking the university and schools. In taking stock of where we have made progress and where we have not, we examine the perceptions of major stakeholders in this process. We conclude with a discussion of recommendations to others considering similar efforts.
Source: https://ebookschoice.com/establishing-trust-between-school-teachers-and-university-faculty/
Connor Street Early Childhood Program EvaluationsEDDD 8084EAlleneMcclendon878
Connor Street Early Childhood Program Evaluations
EDDD 8084/EDSD 7084
Breann Crocker
Allison Van Horn
Heather Lang
Katherine Gonzales
Welcome Connor Street Team!
Agenda
Strengths - Families
Strengths - Staff
What was Evaluated
Evaluation Results
Recommendations
Resources
Goals
Thank you for hosting our team of evaluators to better support your program’s educational success. We are looking forward to reviewing the results of the assessments the Connor Street Early Childhood Program participated in with the families, staff, and children. We will also be discussing how to create goals for the program and providing recommendations on how to implement those goals. This will also be a great opportunity to ask questions and discuss your ideas on how you as educators will implement these ideas into your classrooms.
All About Your Program
● Connor Street serves low-income and working-class families.
● Evaluation data is based of four classrooms of 4-year-olds. Each class has one teacher and one assistant teacher.
(Walden University, 2022)
Connor Street Early Childhood Program is made up of 20% Hispanic students, 2 students are Asian, and 3 students are from the Caribbean. The school serves working-class and low-income families and as a result all but three of the students in the program are at school between 7 to 9 hours a day. The evaluation data is based on four classrooms of 4-year-olds with one teacher and one assistant teacher.
Strengths: Families
Positive and respectful relationships with staff
Open communication
Rules, expectations, and procedures are clear for parents
Program invites parents into the classroom and to events
Program connects families and community
(Walden University, 2022)
When looking at the NAEYC Self-Assessment Family Survey, there were many survey questions where all 29 families surveyed acknowledged strengths within the Connor Street program. This reflects many of the wonderful things you as staff are doing at Connor Street! Families noted that the staff at Connor Street were good teachers who cared for their children. Families said staff had a good relationship with the children and parents and are good at communicating what is going on at school and checking in to see how things are going at home. Families acknowledged that they knew the rules and procedures of the school and Connor Street’s mission and philosophy. Families surveyed felt that Connor Street staff actively engaged with families and the community through events. Lastly, families felt they were invited into the classrooms to participate in their child’s learning throughout the year.
Strengths: Staff
Staff feel supported by the program administration.
Strong, positive relationships between staff, families, and the community
Curriculum is inclusive and supports the needs of all students.
Teachers collaborate.
A variety of assessments are used
Assessments inform future teaching.
Assessments happen regularly and are ...
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
1. 1
Needs Assessment
~ Mae Guerra
Problem
Place Middle School students in grade 7 are failing to meet the requirements of the
Colorado Model Content Standards in writing. Denver Public Schools conducts a
Benchmark pre-assessment in the fall and a mid-year and a post-assessment in the spring.
Currently at Place, students are failing to score proficient on the post assessment and
therefore are failing to meet the requirements of the Colorado Model Content Standards.
Curriculum Fit
Place Middle School students score below grade level in the following writing standards:
Standard 2: Students write and speak for a variety of purposes and audiences.
Standard 3: Students write and speak using conventional grammar, usage, sentence
structure, punctuation, capitalization, and spelling.
(CO Dept. of Education, 2005-2006)
In this needs assessment my primary role is to document the interventions made and
progress students make in the area of writing. The expected outcome is to discern the gaps
in student learning and design/adapt a curriculum that will allow students to be successful
in meeting Colorado Model Content Standards and as well as maintain grade level
expectations.
Local Data Collection & Analysis
In 2005-2006, Place Middle School was rated "Low" by the Colorado Department of
Education for the middle school level. The Colorado Student Assessment Program (CSAP)
tests students' skills in reading, writing and mathematics in grades 3 through 10 and in
science in grades 5, 8 and 10. On the CSAP 26% of 7th grade Place Middle School students
scored at or above proficient level on the writing portion of the CSAP assessment. That
means that 74% of seventh graders at Place middle school are below grade level standards
in writing. The Federal No Child Left Behind states that Place Middle School did not make
adequate yearly progress in 2005-2006 and the state Department of Education identified
this school as "in need of improvement, Year 2" for 2006-2007. (CO Dept. of Education,
2005-2006)
2. 2
Gap Analysis
The Studio writing curriculum that Denver Public Schools has been using fails to address
grammar and writing mechanics necessary for writing proficient essays. The ideal state at
Place would be that students would be proficient at writing essays that demonstrated
proper sentence structure, correct punctuation, and capitalization. The actual state at this
school is that students do not consistently demonstrate these skills based on CSAP scores.
Multiple Causes
There are three key factors that add to a large percentage of seventh graders performing
poorly. One such factor is that students lack needed organizational skills necessary for
academic success. Currently, 68% of students at Place Middle School are on free or
reduced lunch and lack the appropriate guidance at home in preparing for school each day.
Because of this, they are consistently missing required materials for class. Two, basic
grammar skills are below grade level as determined by the pre-essay assessment given to
all students the first week of school. Third, classroom teachers are asked to teach at grade
level with curriculum that does not support student’s needs in grammar and punctuation.
Other factors that contribute to the lack of student success on test scores are: inconsistency
of staff, student mobility, students arriving late to class, lack of parent support, large class
size and low staff morale. Another strong factor in low scores has to do with family income
level. The students participating in free or reduced-price lunch program at Place is 68%
compared to the State average of 32%. There is a strong correlation between low-test
scores and the lowest income schools as indicated in the article, “What's facing Denver
schools” from the Denver Post.
Our analysis found that DPS's lowest-income schools - those most in need of academic
growth - have shown little progress on the CSAP since the test's inception in 1996. While
some CSAP gains have occurred, they have been disproportionately in the district's highest-
income schools. As a result, the achievement gap in the district has widened, despite a
concerted effort over the past few years to narrow it. (Gottlieb & Schoales, 2005) To
increase scores on Benchmark tests we must consider the previously listed factors facing
our students and we must find methods in resolving these issues.
Non-Educational Alternatives
There are some non-educational alternatives that may solve some of the deficiencies in
writing. These alternatives consist of eating a good breakfast, going to bed at a reasonable
hour, getting to school on time and acquiring the necessary materials for class. Although
some of these alternatives are out of an educators control it is worthy to note that these
non-educational alternatives could contribute to solving some of the deficiencies in writing.
3. 3
Values and Priorities
Place Middle School has written a school improvement plan due to the low overall
academic performance on CSAP. It is recommended that teachers prioritize the immediate
needs of the students and formulate a plan of action to address any educational gaps within
the curriculum. Teachers also have high values in correcting these deficiencies as required
by the school improvement plan. At our school, teachers are given a great amount of
autonomy in designing new curriculum that supports the school improvement plan.
Determined Need/Recommendation
The need is to improve student achievement in the areas of reading and writing and
improve test scores. One method that can resolve writing deficiencies is to find what is and
what is not successful with students on the Benchmark assessments and determine
alternative positive interventions. Another recommendation for action is to design a
curriculum that addresses writing deficiencies through the use of graphic organizers, Daily
Oral Language practice sessions, grammar lessons, and the use of the 6 traits of writing
model.
The 6 trait writing model helps students understand what is working well and what needs
to be improved in their writing. This model gives teachers a focus for their writing
instruction and gives all a common language for talking about and celebrating writing. The
model also breaks down writing performance into a manageable group of teachable and
assessable skills. A key focus of the recommended action is to provide effective feedback to
students and to develop self-assessment skills in students so that they make improvements
in their own drafts. Current research supports the claim that immediate feedback on essay
writing increases student achievement (Natriello, 1987; Crooks, 1988; Black & William,
1998). This is also supported by Marzano’s (2003) synthesis of 35 years of research on
effective schools. In his research he identified a set of 11 strategies that characterize high-
achieving schools. Effective monitoring and feedback of assessment information to
students was ranked 2nd out of the 11 characteristics. Marzano also identified a number of
features of feedback that make it successful:
• Feedback needs to be judicious throughout the learning process
• Use specific feedback to the content being learned
• Align feedback with assessment
• Feedback needs to be formative in nature
The recommended action in this needs assessment is to design a curriculum that
meets all these criteria by helping students internalize and use feedback to generate their
own feedback as they work through their own process of writing.
4. 4
References
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in
Education: Principles, Policy & Practice, 5(1), 7–74.
Crooks, T.J. (1988). The impact of classroom evaluation practices on students. Review of
Educational Research, 58(4), 438–481.
Gottlieb, Alan, Schoales, Van (2005). What's facing Denver schools? Retrieved February 4,
2007, from Study points to problems and fixes Web site: http://nychold.com/art-
denverpost-050703a.html
Marzano, R.J. (2003). What works in schools: Translating research into action.
Alexandria, VA: Association for Supervision and Curriculum Development.
Natriello, G. (1987). The impact of evaluation processes on students. Educational
Psychologist, 22(2), 155–175.