Chapter Five. Summary, Discussion And Implications. . Introduction.

Managers within organizations are faced with the challenges daily of making excellent decisions. In everyday life we are challenged in making sound decision, decision that will last for a life time. Folk often wonder after making a decision if it was the right choice, will it affect the people around me, was this a good choice for my family, and will the decision affect them. In order to be an effective manager you have to possess the skill of outstanding decision making skills. In order for one to be successful within their personal life they may also need to possess an understanding of effective decision making. The decision- making process should be one that makes a positive change. Can the decision making process work

Wilson, Faggella-Luby, & Wei (2013) present a cogent plan for Tier 3 Response to Intervention (RTI) for secondary students with reading disabilities, content, and pedagogy planning tools, content instruction, and instructional method implementation. Both research application lacks concerning Tier 3 RTI in high schools (Wilson et. al). RTI is curriculum that addresses the learning needs of all students that also includes screening and monitoring progress. Continuing, Wilson et. al define Tier 1 RTI, core curriculum for all students serving the needs of 80% of students, Tier 2 RTI, small group instructional intervention, serving the needs of 15% of students, and Tier 3 RTI, an intense one to one intervention for students who continue to struggle beyond Tiers 1 and 2, serving 5% of students. Wilson et al. provides information the reader needs to understand in the article without clutter, expressing their writing with economy (Zinsser, 2013). The article is unified in theme, gives enough information without giving too much, and follows a clear progression (Zinsser). “More simple, than complex” (Henson, 1999, p. 58), Wilson et. al’s article is an example of good writing.

We have enrolled twenty remedial readers needing to achieve grade level reading and writing proficiencies in the 3rd and 4th-grade classes. The majority of the students from Inglewood Elementary enter our middle school tutoring program reading one to two years below grade

The Alabama Reading Initiative is a federal statewide program in Alabama. This program involves a statewide movement that aims at ultimately achieving grade-level reading for all Alabama’s public school students. This program is completely voluntary, and schools are selected from a pool of applicants who must agree to seven commitments to enter the program. These commitments include the following: must set a one-hundred percent literacy goal, achieve commitment of eighty-five percent of the faculty, attend a ten day training program, principal must be the site leader, each school must adjust their instruction to the program accordingly, each school must model research-based reading instruction for other schools, and be evaluated by an outside

Next, is the Early Literacy Intervention Literacy Intervention Initiative Act. “The early childhood years are the most Important period for literacy development.” (Freeman, Decker, Decker (2013) p. 231). The Early Literacy Initiative is a joint effort with the State and local government to identify children with reading deficiencies and implement early reading intervention programs. The purpose of Early Literacy Initiative is to reduce the number of poor readers by providing research based prevention programs to ensure that every student can read by the 3rd

Richland District One in Columbia, South Carolina is pleased to present our Request for Proposal (RFP) for your review. We are looking forward to collaborating with you on this evaluation of the Leveled Literacy Intervention Program is provided to our struggling elementary readers. Richland District One has 34% of its third graders are at risk for a reading performance and at least two years behind their current grade level. “The goal of the program is to accelerate these children’s progress to bring their skills up to grade level so that their early literacy difficulties do not become long-term deficits” Fountas, & Pinnell, 2012, p.268).

Our district is well along the path to making Multi-Tiered Systems of Support a part of our normal routine. We are in our 6th year for reading and starting our third year of working on behavior. We will be continuing to work on both of those areas and rolling in math this year. All buildings have completed our first reading screener of the year and are busy doing further diagnostic testing of students who are not at benchmark. Some small groups have already started to address the specific needs of each student. These small groups change throughout the year based on the students’ needs. The goal is that students will master the grade level skills and exit the intervention group.

The focus of chapter four will center on the findings of a longitudinal study that determined the long-term impact on student outcomes of students who are successfully exited from early literacy programs. For purposes of this study, up to five years of data from five cohorts of grade-two students from a suburban school district in Connecticut who participated in an early literacy program will be employed. This data will then be compared to grade level data points from state and district reading assessments. This study seeks to determine if these students can sustain the ability to read at or above grade level as they progress through school. Further, those students in the cohort who were near grade level reading benchmarks and did not receive any additional interventions beyond grade two will also be evaluated to determine if this early literacy program provided the essential foundation from which students could continue to progress.

Literacy skills in high schools are becoming scarce. Students have become more involved in technology and shortcuts rather than learning materials that he or she will need throughout the rest of their lives. Many high school students lack the reading and writing skills that they need in order to further their education and progress into the workforce. “The percent of Denver Public Schools high school students reading at grade level dropped between 2002 and 2005, from 40 percent to 37 percent” (Hubbard and Mitchell par. 4). The statistics shown for just three short years says a lot about our education system and how educators need to do more to help students. Years down the road, there is going to be a greater decline in students’ academic abilities. Response to Intervention (RTI) is an idea that has been floating around for a few years but it has never been in action. The major purposes of RTI are to prevent failure and to diagnose less apparent and/or unnoticed learning disabilities (King, Lemons, and Hill 7). College is becoming a necessity in America; therefore, adequate literacy skills are essential in order to achieve a college education. School administrators should engage in the research and implementation in RTI literacy frameworks and/or literacy programs because secondary students are not getting the literacy skills they need in order to succeed in higher levels of education or in the workforce.

Thinking critically and making decisions are important parts of today’s business environment. It is important to understand how the decision making process works and the steps involved. The nine steps of the decision making process are: identifying the problem, defining criteria, setting goals and objectives, evaluating the effect of the problem, identifying the causes of the problem, framing alternatives, evaluating impacts of the alternatives, making the decision, implementing the decision, and measuring the impacts. (Decision, 2007.) By using various methods and tools to assist in making important business decisions an individual can ensure the decisions they make will be as successful as possible. In this paper it

It feels as if we rarely have situations with sufficient data to make decisions clear and absolute. Maybe those situations do occur frequently, but because they are obvious, we don’t even register them as decisions. Leadership hinges on effective decision making and judgement calls. That includes gathering information for analysis when available, but also recognizing how not to be caught in analysis paralysis. Effective leaders constantly evaluate the situation, recognize the benefits, risks, and constraints and move forward. Nothing impedes an organization more than inability to commit to a path forward.

Ashkanasy, N. & Sinclair, M.(2002). “Intuitive Decision-Making Amongst Leaders: More Than Just Shooting From the Hip”, Mt Eliza Business Review. Vol. 5, Issue 2, pp.32-40

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.

Negotiations and decisions are a part of everyday business. In order to make a successful decision, it is necessary to understand how to make rational and sound decisions. Decisions that are rash, made on snap judgments, and past experiences can prove detrimental to a business. A deficit in basic thinking and decision making is felt at all levels of an organization (Gary, 1997). Decisions can have long term and short term impacts on organizations and their world in which they exist (Turner & Dean, 2008). In order to understand the process of making a sound and good decision, it is necessary to define and understand several decision-making models. These models help to make clear the issues to be addressed and the

Leader’s choices and actions are the result of the leader’s experiences (Bennis & Goldsmith, 1997). Leadership in organizations is driven by uncertainty. How leaders make decisions based on that uncertainty determines the performance of an organization (Hatch, 1997). Decisions are made on the basis of information available about various environmental variables. However, the variables are many and complex in nature. They may be related to political, economic, social, or other unknown variables. It is not possible to study all such variables in depth because of inadequate information or data. This leads to inaccuracy in decision-making.