Accelerated Math

Ryoma Marta-Sugawara is a freshman at San Ramon Valley High School, and previously attended Rancho Romero Elementary School and Stone Valley Middle School. Due to the loss of his grandmother and aunt he has moved to Walnut Creek and would like to continue in the San Ramon School District. He is asking for assurance to continue his education in the District. Board President Marvel asked Mr. Marta-Sugawara to contact the Superintendent’s office. Board President Marvel introduced the District’s

provide students in a lower Socio-Economic Status with an extra year of Algebra to bolster their mathematical success in high school. Students that are successful in Algebra 1 for 8th Grade will be advanced just as their counterparts in Accelerated Math and Gifted Math. However, students that are not as successful will have the opportunity to retake the course as 9th graders. Many teachers are skeptical because rising 8th graders will have some gaps. They are concerned about the lack of parental support

As a child, I was well known as the shy girl with her nose stuck in a book. It wasn’t until middle school that I learned to be outgoing, and to enjoy the company of others more. I decided as a seventh grader that if I was going to grow as a person, I eventually needed to understand how to communicate with others better. Now is always the best time to start learning, so I launched myself out of my comfort zone and applied for both National Junior Honors Society and Student Council. To my delight I

different, I thought different, yet I was still me. I started enrolling in many extracurricular classes such as math, English, and Chinese. My math skills in seventh grade placed me in accelerated math allowing me to only achieve an average math education. I felt a flutter of unrest telling me that I could do better. So I executed. After the first quarter, I made a goal to put my math grade above 97% for the entire school year, and it was fulfilled. Because of my fulfillment, I was given the option

grades. Teachers report that this occurs in every class 4 out of 4 times. Math: Her strengths in Alg. 2 are solving many different types of multi-step equations. She demonstrates the ability to solve equations polynomials and radicals. During the second quarter, Sharnae's average scores on assessments pertaining to

Introduction When I was perusing the article choices for this week, the title, The Learning Return on Our Educational Technology Investment, really intrigued me. This title seems to encapsulate the concerns of all educational personnel-from teacher to district administrator. Though all of us may define the term “learning return” a bit differently, the questions remain. “What are we getting for our money? Is this investment really helping our students? And finally, if there will be a worthwhile

group of extraordinary people. My friends would sometimes start to brag about what they did in math that day. Until I got a great teacher who always supported me. In fourth grade I topped my class and was always the leader of any activity. I studied harder and gained more confidence. “I knew you could do it,” Mrs. Dodd said excitedly. I was confused when she told me I had gotten into accelerated math. I went back to my seat and felt shock. When I told my mom she was on phone. She didn’t act surprised

In the sixth grade, I was a part of the accelerated math program in my middle school; we moved faster than the other classes so that by the time we completed 8th grade we would be finished with Algebra 1 and ready to start freshman year in sophomore Math. Because we moved so much faster I ran into more obstacles mastering the concepts than I might have at a slower pace and had to get over them quickly. When I found myself beginning to fall behind on a topic, at first I panicked, but then my natural

failed fifth grade math, I would not be taking Calculus II in college right now. All of the repeating questions from fifth grade math failed to hold my attention. There was no escape from the boredom that left grades intact, and so I ended up barely passing math. That was a serious blow to my pride. Before then, I felt intellectually on top of the world. After receiving that grade, I was at least a couple pegs lower than before. There was definitely more effort on my part towards my math classes after

Acceleration and deceleration of target behaviors are central to behavior therapy. Acceleration a behavior is to make a behavior occur more frequently or intensely, whereas decelerating a behavior is to decrease the frequently or intensity of a behavior. By employing methods that serve to either accelerate or decelerate a behavior, an individual can overcome acting out maladaptive or undesirable behaviors and promote the occurrence of adaptive or desirable behaviors. Acceleration behavior therapy