ࡱ > b d a {` 2 bjbjFF 7^ , , * H H H H H H H \ , \ ' 0 ( i' k' k' k' k' k' k' $ ) h + n ' H $ $ $ ' H H ' ]% ]% ]% $ v H H i' ]% $ i' ]% ]% H H ]% $ y$ ]% % ' 0 ' ]% + +% ( + ]% + H ]% x v! | ]% ! d V" ' ' S% ' $ $ $ $ \ \ \ \ \ \ \ \ \ H H H H H H Title of Article or Source.Questions of TeachersNo Simple Way Parental involvement, instructional expenditures, family socioeconomic attributes, and student achievement. George Middle School increases student achievement with comprehensive learning system Rogers School District, Arkansas ITBS scoresVision: Concerns: concerns about those who can't read grade-level texts; have difficulty writing a composition, paragraph, or even a sentence; and are reluctant to engage in the learning process. how to support struggling readers and writers and to what degree. Need to learn instructional strategies and skills to improve students' literacy. how to arrange for small-group instruction, how to determine the amount of time to work with struggling readers and writers, and how to provide written feedback to individual students without being consumed by an overload of papers. motivating struggling learners. The Nation's Report Card: Fourth-Grade Reading 2000 cites the fact that 37% of fourth-grade students read below the basic level.2. May not have access to reading classes or trained reading teachers. As a result, they will have even fewer opportunities to improve their reading skills and increase their independent reading activities than they had in their elementary schools. Academic licenses for middle school teachers have typically been restricted to the subject-matter disciplines of English, mathematics, science, and social studies. The rate of circulation of library books in middle schools -- an indicator of the level of independent reading -- is significantly below that of elementary schools. Given these circumstances, it is hardly surprising that many middle schools that seek to build a strong reading program must build on a weak foundation. Middle school students should have the support of reading teachers every day And because the school library is the logical place for students to find materials with which to practice their reading, middle schools need to ensure that students have access to new books, along with support from librarians. North Carolina State Board of Education developed the ABCs of Public Education. The ABC plan focused on strong accountability with emphasis on high educational standards, teaching the basics, efficient use of limited educational resources, and maximum local control. Our main research issue concerns the factors that constitute a quality school. In this study, quality school can be defined as one that produces the maximum number of students who achieve at the expected mastery level. HYPERLINK "http://www.classworks.com" www.classworks.com (click here for an overview of the program) Oregon students may earn a Certificate of Initial Mastery (CIM), showing they have met the state's standards in math, English and science. Standardized tests are given to students in grades 3, 5, 8 and 10 to measure progress. The results are printed in the local papers and impact student, faculty and administration morale In addition to the CIM tests, the Oregon Department of Education two years ago designed state report describe student performance on state tests, student attendance, dropout rates and teacher education. Schools are rated Exceptional, Strong, Satisfactory, Low and Unacceptable. "In 2000, we received `Satisfactory' ratings across the board," says Welch. "In 2001, we achieved an overall `Strong' rating, which was a significant advancement for our school." Results after using the program: Number of students passing 8th grade test doubled. Individualized and specific with key needs As a result, our 8th-grade reading scores increased by 25 percent and math scores by more than 50 percent from 2000 to 2001," says Welch. The district is also placing a strong emphasis on developing reading and math skills as students study all subject areas. As part of that process, the district is hiring additional literacy and math coaches to help students who need extra assistance as well as advise teachers on strategies they can use to boost student achievement.Ways to Implement: When using small-group instruction, teachers must ensure that the instructional time will be productive for everyone. They should plan meaningful tasks for the rest of the class and make it a priority to teach students the routines and expectations for completing tasks at centers and for independent work. However, more recent research suggests that the percentage of children could be greatly reduced with appropriate and timely reading intervention (Torgesen, 2000; Vellutino, Scanlon, & Tanzman, 1998). Intervention can take many forms (such as one-to-one or small-group tutoring, pull-out or push-in, before school or after). It is essential that the instruction be child centered and delivered by those with the necessary expertise. It should not be a replacement for effective classroom instruction. District Actions Once the state has strong reading standards in place, school districts should align their curricula with those standards. When reading courses are added, reading teachers need as much support in materials and equipment as subject-area teachers. This includes textbooks, computers, diagnostic reading tests, books and other independent reading materials, and a variety of supplementary reading materials. School districts should use Title I funds to provide reading teachers in middle school in order to support students who are still learning to read with success. School Actions A typical grade 6-8 school of 500 students that provides reading classes will have three reading teachers, three English teachers, three mathematics teachers, three science teachers, and three social studies teachers. If it is eligible for Title I funds, the school will also have Title I reading personnel. The Middle Grades Reading Assessment,7 developed by the Middle Grades Reading Network, is available at no cost to middle schools. Requests can be e-mailed to jh25@evansville.edu. The following eight areas are assessed. * Access to books. * Encouragement to value reading. Measures schools' efforts to create an environment in which reading is valued, promoted, and encouraged. * Time to read. * Skilled reader leaders. * Public library support.. * Community agency support. * Family support. * Reading role models. The average amount of money spent on instructional supplies expenditures during the 1995/96 school year was $44.93 per student, with a low of $40.96 and a high of $63.49. technology program in 1999, using monies from technology bonds and Title I funding. A computer lab with 29 PCs and an additional lab in the library with 19 stations. Each classroom has three to four computers, and there are additional computer stations in the special education and Title I rooms. Students line up before school starts and during their lunchtime to use the computers and the ClassWorks software. flexibility of the software and its ability to monitor students' mastery of essential skills as they prepare for the state exams. INCLUDEPICTURE "http://www.rogers.k12.ar.us/news/DISTitbs05.gif" \* MERGEFORMATINET Methods of evaluationRubricRandy Winn has been teaching math at the school for about 10 years. As a technology enthusiast, he brought the software program to the attention of the administrative staff several years ago. Winn and several administrators observed ClassWorks in action at a nearby school and felt that it would work well in their environment. Our Resources (by character) Resources: Teachers must know their students interests and work with the librarian to identify resources, like the Horn Book or Book Links, for engaging books or use interest inventories. (Build on interest and background knowledge) Use of literature circles, scaffolding, graphic organizers and language experience approach. Small group or individual mini-lessons to target specific skills. Cost Estimates As long as class sizes are not changed, offering middle school reading classes costs no more than offering mathematics classes or any other classes. The time to restore reading classes will need to be taken from specials areas. The schools will also need a supply of licensed middle-grades reading teachers. The approximate cost of supplementary print materials for a middle-grades reading teacher -- including a variety of levels that feature comprehension, fluency, and vocabulary -- is $2,000. Middle schools typically purchase one-half a book per student per year for their school libraries. The average cost of a hardcover library book for school-age students in 2002 was $18.78,8 so schools were spending $9.39 per student. In order to purchase two books per student, schools would need to spend $37.56 per student. The results of the regression analysis and Pearson product-moment correlation tests showed that percentage of students in free/reduced-price lunch programs was statistically significant in explaining differences in mathematics achievement scores. Parental volunteered hours per 100 students and instructional expenditures per student were not statistically significant in explaining differences in mathematics achievement in both the regression results and the Pearson correlation test. The effectiveness of parental involvement depends on type of involvement, ethnicity, family income, and home environment.TechnologyTechnology can also be of help in communicating with parents. If parents have video players at home, teachers can make videotaped explanations of what it is they want them to understand about their children's literacy learning. Pamphlets, communiques, and forums Family message journals-each day children write a message in their journal about something they learned or did in school or about an upcoming event, and a family member writes back. When English is limited, the exchanges may be done in the child's first language. Winn,tech teacher, teaches a small class of 10 students who need additional skills practice. He has five networked stations in his classroom that allow him to work individually with students, while the others work on ClassWorks. "What I like about the software is that you can pick, choose and modify the lessons to reflect what you're doing in class. It is an incredibly powerful learning tool." Joanne Benson, the school's Title I coordinator, uses various educational software titles in her classroom and in the school's computer lab. She can make to assign lessons on the computer that support her instruction in the classroom. 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