Index of members papers Psychology Indian land rightsTribal Affiliations

Index of /members/papers/Psychology

Indian land rights

Tribal Affiliations

The injustices that happened long ago are still not fixed and need to be,
because they are visible everyday through the hardships these people face.

Introduction

Ever since Europeans discovered America Native Americans began losing their
land progress

Information Rules

Information Rules

I. Chapter 1

In this book Carl Shapiro and Hal R. Varian provide an overview of the
competitive playing field of the network economy, and highlight the key economic
rules that govern it. They assert that one does not need a New Economics to
understand the New

In-service Essay, Research Paper

In-service and Student Enhancement Program For Increasing Student Scores on

the State Writing Assessment.

Abstract:

An in-service program will be developed to train all teachers in the grading

guidelines for the State Writing Assessment. Teachers will be train in the

grading of essays according to the General Grading Rubric developed by the

State. Additionally, teachers will be helped to incorporate writing into their

curriculums. On the student side, an assessment of current writing skills will

be given to all 10th graders. The assessment will be graded by a team of English

teachers, and both students and parents will be notified of the results.

Students who are deemed to be at risk of failing the Writing Assessment will be

scheduled to attend after school enhancement programs designed to raise their

writing skills. The goal of the program is to raise the number of students who

pass the Writing Assessment by 10%.

Problem statement:

Last year a significant number of Glasgow’s 10th graders failed the writing

component of the State Assessment. In an era of school choice and

accountability, raising our scores is very important. Eighth graders and their

parents are using these scores to choose high schools. Unless Glasgow raises the

scores on the Writing Assessment, there is a strong chance that the "best

and brightest" will choose another high school. Indeed, there is some

evidence that this is already happening. Additionally, the retention of our

current students depends on our ability to maintain high academic achievement

especially on statewide measurements. Therefore, a strong diagnostic and

remedial program along with a school-wide emphasis on writing is needed to

improve overall student writing scores on the State Writing Assessment.

Goals:

1) Identify 10th graders who are performing below the acceptable level on the

State Writing Assessment.

2) Train teachers across the curriculum in the General Grading Rubric for

Writing.

3) Develop a targeted enhancement program to improve student writing ability.

4) Contact and involve parents the process of improving students writing.

5) Communicate to the student population the State’s writing expectations.

6) Fully train staff across the curriculum to use and evaluate writing in

their programs.

7) Create a long-term link between the English department and all other

departments to facilitate writing across the curriculum in ways that meet the

State’s writing standards.

Objectives:

To increase by 10% the average number of 10th grade students who pass the

State Writing Assessment.

Procedures:

Date: Activity

Oct. 2 English staff training

Oct. 8-10 Administer essay prompt to 10th grade English classes.

Oct.

March 29 State Writing assessment administered

To be announced State publication of test scores

Evaluation:

Evaluation will consist of examining the 10th grade scores on the Writing

Assessment. The increased percentage of students passing the test will be the

primary benchmark and the previous year’s percentage of passing students will be

the baseline. Secondarily, the overall improvement in terms of average score

received will be established and compared to the previous year’s average score.

The English department will keep longitudinal data on these evaluation measures.

Dissemination:

The results of the State testing will be announced in the school’s newsletter

to parents and at the 1st faculty meeting after the results are published by the

State. An effort will be made to have an official school comment be printed in

the issue of the newspaper which publishes the results of the test. The comment

will address our goal of a 10% increase. Additionally, the improvement shown by

Glasgow’s students in terms of our goals will be posted. The focus of our public

statements must be in the level of attainment we have achieved in reaching our

goal.

Personnel:

Active personnel will consist of English teachers who will be trained in

grading according to the State’s General Grading Rubric for Writing. All English

teachers will be partnered with other departments to work as buddies in

assisting across-the-curriculum writing. Additionally, 6 teachers will be

trained to work in the remedial writing program where they will work in the

after-school enhancement program with those students identified as writing below

the State Standards.

Budget:

Item Expense

Initial training during English Dept meetings No cost

Faculty training during scheduled in-service No cost

Development of curriculum 2 days * 6 staff + 1 coordinator

at $25 per hour * 2 hours * 2 days =

$700

Enhancement days 7 staff @ $25 * 2 hrs * 3 days per week * 22 weeks = $23,100

Total $23,800

Materials will be provided by the English Department out of allotted

supplies.

Criterion Checklist for Understanding the New State Writing Standards

1) Have you seen the State’s General Grading Rubric for Writing?

2) Do you use the Rubric when evaluating student writing in your class?

3) Could you explain to students how they could improve their writing

according to the Standards?

4) Would you like to learn more about evaluating student writing by using the

State’s General Grading Rubric?

5) Did you know that how students perform on the State’s Writing Assessment

influences other students’ desire to attend Glasgow High School?

6) Do you agree that all teachers share in the responsibility to develop

their students’ writing ability?

7) Are you interested in helping our students here at Glasgow meet the State

Standards on the Writing Assessment?

Personal Accountability System

This year I took on a difficult assignment. The assignment is 10th grade

general English. Historically, no teacher has established ownership of this

program and the result has been a weak curriculum and consequently discipline

problems. This fall the failure rate in my class was high and in one class

behavior was awful. I identified 2 areas in which I wanted to be more

accountable: focus and organization. I hoped that these would allow students to

be more accountable in the areas in which they were weak: preparation and

performance.

The first thing I changed to increase focus is to simplify the curriculum.

Instead of a long unit consisting several readings, several vocabulary list, and

multiple writing exercises, I have reorganized the course into weekly units

focusing on 1 reading, 1 vocabulary list, and 1 extended writing assignment.

Each week ends with a quiz on the reading assignment and the vocabulary. Class

activities and discussions are kept in an organized notebook which I collect and

grade.

Organization is greatly improved by the new weekly unit system. Students are

put on notice that all the week’s work is due on Friday when the quiz is given.

The week’s work is posted on a board dedicated to this class. The point values

of each assignment are posted. Additionally, due dates are established at the

beginning of the week. Each Friday, I grade the week’s quiz and calculate the

weekly unit grade for all students. They receive both the quiz grade and their

weekly unit grade 1st thing on Monday, and the students record these in a

gradesheet I gave to them. At the halfway mark of this marking period, the new

system has resulted in a 95% passing rate.