Manzanola Elementary School: A Case Study

Jadarius is a quiet and soft spoken year-old boy at Magee Elementary School. Jadarius's favorite sport is football. His favorite color is blue and he likes to watch Superman videos. In the summer, Jadarius looks forward to playing outside, eating vanilla ice-cream along with his mom's Hamburger Helper. Jadarius states, after high school, he would like to work at a Dollar General store and attend Jackson State University. His favorite subject in school is math. Jadarius has an eligibility ruling of Developmental Delay and Language/Speech Articulation. In reading, current I-Ready data indicates Jadarius recognizes Level K high frequency words, and with support, answer questions about key ideas and details stated in literary or informational

Memo two contributes a profile of Boronda Meadows Elementary School. Furthermore, it provides a profile of the community of Salinas, California. The profile of the school and the community could assist me with economic, social, environmental, demographic, and educational data.

I teach in the Westside Consolidated Number Five School District in Jonesboro, Arkansas. The school district is a consolidation of three small rural town school districts Bono, Egypt, and Cash, Arkansas in 1968. I met with my mentor Mr. Scott Gaunt the school district superintendent on January 18, 2017 between meetings with district leaders and countywide superintendents. We met and discussed the community relations plan and identified the two most important issues for our district as identified in the poll by the Phi Delta Kappan and the Gallop poll. The issues were the lack of financial support for the school district to provide an adequate education for students and the testing and regulations imposed on school districts that lower educational time for students while in school.

I am applying for $500 to begin various clubs for Landmark Elementary School. I would like to begin various clubs in my practicum school, such as a Lego Club, a Board Games Club, a craft club, and a crochet club. During the cold winter months, when the temperature gets very cold, often times children cannot go outside to play during recess and lunch hour. Many of the children have expressed interest in beginning clubs that each child could sign up for. During the cold days, when children cannot go outside, the children who have signed up for the clubs have an activity to do that allows them a time to get a break from their studies. The program gives children a chance to get involved in the school, and students a place where they feel they might belong and thrive. Help the students to learn valuable skills while allowing children a chance to explore various different interests. Participation in a supervised constructive activity limits the time that is available

Across the nation, students attending K-12 schools have extremely poor options when the bell rings for lunch hour. School lunches served in the cafeteria are not only commonly unhealthy and lacking nutritional value, but outright unappetizing. While the "empty calories" served contribute to the growing rate of obesity in America, poor nutrition also has a significant impact on student concentration and performance in school. According to the County of Los Angeles' Public Health Department, nearly 20% of children in grades 5, 7, and 9 are obese, and approximately 21% of adults are obese within the San Fernando Valley. For these reasons, I am proposing a program to offer a small farmer's market once a week at Verdugo Hills High School (a medium sized public high school located in the San Fernando Valley of Los Angeles) during lunch hour, selling both affordable and healthy food options.

Still, to this day, dyslexia presents challenges because I read slowly and sometimes mix up words and letter order. I don’t like to read because it’s frustrating, but I do it because I enjoy acquiring new knowledge and so I can make something of myself. In spite of dyslexia, I’ve excelled in high school, while participating in a rigorous academic program. It has taught me perseverance which will help me reach my goals. Instead of staying up late at night thinking about the existence of dog, I contemplate making a positive impact on

Eastampton Community School is a kindergarten through 8th grade one building school with just about 600 students. We have a new Assistant Principal and our former Assistant Principal became the Superintendent. Most Administration duties are shared among the Superintendent/Principal and the Assistant Principal. The Supervisors frequently collaborate to maintain consistency across the board.

I strongly believe that the possible customers that I propose are the appropriate, nevertheless I did several surveys in order to guarantee it.

Meadow View Elementary School is my practicum agency. The assigned unit is the Family Resource Center (FRC) which is a government funded agency. While completing the practicum students are required to fulfill the nine competences listed in the syllabus. The requirement for the competences led to me fulfilling various roles such as, being a broker, an educator, and a facilitator. The primary goal of these centers is to remove nonacademic barriers to learning as a means to enhance student academic success. The mission is to enhance students’ ability to succeed in school by developing and sustaining partnerships that promote early learning and successful transition to school, academic achievement and well-being, and graduation and transition into

Administrators at Marshall Metropolitan High School implemented multiple programs, processes, and procedures to motivate faculty and students to improve the school’s academic performance leveraging both the equity and expectancy theory. One of the central elements of the administration’s strategy was to create standard, clear, consistent, and equitable expectations and objectives for teachers and students (Kinicki & Williams, 2013). Therefore, administrators set student achievement targets for teachers and insisted all faculty members log every instance of student misconduct and scores from teacher observations (Kinicki & Williams, 2013). As for students, administrators set consistent attendance goals, behavioral standards, and achievement

The mother explained she cannot read or write in the English Language, but her son’s older siblings can and try to help the younger sibling. The two older siblings have been very successful throughout their educational experience and have not struggled as the younger. She stated that her son as no desire to read at home, and completing homework is an everyday struggle with him. This student is in Tier 3 of the Response to Intervention (Mesmer & Mesmer, 2008) process, and has been referred for testing for special education services.

Motivating teachers to achieve better results at Marshall Metropolitan High School will require administrators to meet the basic and higher motivational needs of the staff (Kinicki & Williams, 2013). After dismissing 80% of the previous staff and the alarming amount of student violence at Marshal, administrators must start by fulfilling the basic motivational needs of physiological, safety, and existence (Ahmed, 2010). As a result, administrators will need to start by addressing the teachers’ need for self preservation by assuring this new group of teachers they are committed to their success, providing the teachers with clear criteria regarding what they must do to maintain their employment, and provide them with support to help them succeed

I would like to introduce myself, I am a student teacher at your son’s school and I have been working directly with his teacher for the past two months. I recently conducted a reading assessment on him, and found some areas where he needed some assistance. I have worked with him over the last several weeks on strengthening his reading fluency and comprehension and I would like to share with you the progress that he has made.

Growing, developing and learning are the facts of life for all children. Each day children are faced with many new concepts and various challenges. Can you imagine how it feels for a child to face not only new challenges life has, but to face these challenges while living with a learning disability? These challenges are met not just when they begin school either. Students suffer from learning disabilities from the moment they begin learning, not when they start school. Learning disabilities are real and they affect millions of people. “One such disability that affects over approximately 15 percent of the total American population is dyslexia” ( Nosek 5).

Learning to read is one of the most foundational skills needed for educational success. As children learn to read they develop the ability to decode, interpret, and store information from what they are reading. Reading comprehension allows a child to gain meaning from text and decoding allows a child to process sounds into words. Reading is vital to educational success because it allows a student to learn new information and build upon their prior knowledge. Students who attain reading skills are more likely to achieve academic success while students who have reading difficulties are likely to struggle academically and fall behind their peers. Reading difficulties have been prominent within the US for years. For example, the most recent National Assessment of Educational Progress statistics shows that only about 33% of fourth graders are at or above proficient at reading (National Center for Educational Statistics, 2011). Studies show that the cause of reading difficulties is based primarily on genes, environment, and instructional experience (Vellutino, Fletcher, Snowling, Scanlon, 2004). Students with a language learning disorder have difficulty comprehending spoken and written language thus making it difficult to learn new information. Children with reading disabilities are more likely to struggle during elementary school years as students are asked to think about what they read more critically. Speech language pathologists and teachers can help