Develop a research design to address the following issues including:
(a) achievement gaps and low student performance
(b) school climate and morale
(c) technology integration

If Laura Lindsey is available I would like for her to do this.

Prepare a final proposal for a school improvement plan, with feedback from the principal, school improvement team members, and other stakeholders.
These are my goals created by our school improvement team along with some ideas or processes on how we could go about achieving my goals . The members of my school improvement team are my principal, guidance counselor, teachers, librarian, community members, parents, a teachers union representative, and a resource teacher. It must be explained through through this essay that the goals and processes of achieving the goals were created in a collaborated effort by the school improvement team and how feedback from all was demonstrated with a few examples. Also how this improvement plan especially the "effective instruction goal" coincides with overall becoming a data driven school.
Goal 1- Effective Instruction
Implement the Model Curriculum provided by NJDOE to ensure that there is an adequate integration of the Core Common Standards with the NJCCCS.
Align assessments (both formative and summative) to Model Curriculum.
Collect and analyze data from assessments to ensure that:
At least 95% of students participate in state mandated formative assessments
At least 70% of students demonstrate proficiency on each subject learning objective of state mandated formative assessments
Staff continue to modify and/or improve instruction using research based methods
The number of not proficient students in the subject areas of LAL and Math will decrease by 8.3% as compared to 2012 NJASK scores through the use of:
A rigorous Curriculum
High expectations and implementation of classroom researched-based best practices
Continuous student interventions: tutoring, enrichment, etc.
All Science, Soc. St., and Specials area teachers will continue to support the Student Learning Objectives for LAL and Math as articulated in the Model Curriculum.



Goal 2- School Climate and Culture
Promote a positive school climate through proactive activities that create a safe place for learning to occur:
Students:
Character education program.
Assemblies/other activities that promote cultural awareness and tolerance.
Staff:
Professional learning opportunities.
Opportunities to create/present professional development sessions by staff through collaborative effort.
Attendance:
Staff/students: at least 92% attendance
Students: less than 5% will be chronically absent
Discipline: less than 5% of students will be suspended
Data
Examine discipline referral data on a monthly basis to determine:
Patterns of behavior
Possible root causes of behavior
Strategies:
Teachers will have 3 buddy teachers to send students to.
Guidance will continue their active role of conferencing with students.
Aggressively use in house counselors to implement research based behavior modification techniques.
Student reflections on behavior in order to:
Create accountability for incorrect behaviors
Modify/curtail future incorrect behaviors











Goal 3- Effective Family and Community Engagement
Promote a positive, respectful, and welcoming school environment for parents, students and community members at large through engaging and academically focused activities.
Parents:
Create afterschool ESL classes for parents
Students:
Offer collaborative parent/child learning opportunities: shared reading, hands-on projects, etc.
Community Members:
? Engage community leaders to serve as speakers, mentors/role models for parents and students.
Attendance:
Parents:
At least 25% of parents participate in school wide surveys
At least 80% responding to surveys state that the school meets expectations.
25% increase in parent participation in all school activities
Students:
100% of students will participate in school wide surveys.
At least 80% of students responding to surveys will state that the school meets expectations.
At least 25% of students will participate in parent/child collaborative learning projects.
Strategies:
Offer incentives to parents/students to foster habit of participation.
Use questionnaires/surveys on a quarterly basis to:
Get perspective on past activities.
Obtain input and suggestions for future activities.
Use automated phone system, parent liaisons, and staff members in addition to letters/notices to reach out to parents and students to ensure effective communication.

It is a literature review on how school climate affects student achievement. It needs to have all the references that I sent. APA 6th edition only! Double spaced, Times New Roman.

This is what the teacher explained:

You only have 10 references, so that really isn't that many. Be reasonable and concise in your wording. Use APA 6th edition formatting. The resources give you the basic outline of a literature review: Introduction, Body, Conclusion. The Introduction should introduce your study, present the problem or situation which prompted your study, give some brief background information, and lead to the literature review body.

The Body will include the ten references you have found. You will synthesize what you have found in your research and make comparisons, note contrasting views, identify areas that support your position or contradict your position, etc. Organize it in a way that flows and makes sense. I should be able to skim the paper and get an understanding of your topic just from your headings. Please use the articles you've cited as models.Finally, the conclusion will briefly summarize the body and explicitly state your hypotheses or research questions. You should include the purpose of your project, hypotheses or research questions, and discuss the relevance of your project in the bigger picture. This isn't just about answering your research questions. Those questions have a greater purpose. How does your research fit with the body of knowledge that is out there? Do you expect it to agree with what you've found or do you expect to find something new and different. State your goals too, what do you plan to do and get out of this study.
There are faxes for this order.

You have just been appointed principal of a middle school(grades 6-8) enrollment approx.1000 students. The school has a majority of white students 65% and a minority non-white(black,hispanic,multi) 35%. White students are outperforming the non-white students and the gap seems to be widening. You need to address this achievement gap along with several other issues. 75% of white students are passing End of Grade test while only 50% of non-whites are passing. 6th grade scores for all students are better than 7th and 8th grade scores. Math scores for 7th and 8th grade students show a large drop from the 6th grade. Reading scores for 6,7,8 grades are stable and do not have a large drop. 7th and 8th math instruction needs to be addressed. What can you do to enhance student performance?
Also staff seems to be divided--many feel that certain members of staff are not pulling their own weight in the classroom or with outside duties. Morale seems to be low between staff members but surveys show a strong support for administration. Students and parents think that there are safety concerns at school (specific areas- restrooms and less traveled areas of campus. Last year only had one serious incident and 16 suspensions but many feel safety is still a major issue.
Students feel that faculty is not concerned about them individually and surveys of students and parents indicate there is not a strong bond between students and staff. Minority parents especially feel that faculty is not responsive to the special needs of this school subgroup. One thing you feel would help improve the school climate is greater involvement with the community. Why is it important for you and staff to join local civic and sport groups. Also why is it important for the staff and you to join professional organizations and participate in meetings and staff development. How can you involve staff more with the students and get the staff also to take a more active role in school decisions.
One final area of student performance concern is the performance of children with disabilities. These students have shown very little growth during the last three year reporting cycle.
Student performance has been flat for the past three years for all students with 7th and 8th grade students regressing in math, reading scores have been the one strong point for the majority of students although non-white students still fall behind white students in this area also.
Create a plan of specific ways you as an instructional leader can enhance student performance in your school based on the information given to you. Include a timeline and model of assessment.

I have the files needed.- [email protected]

In this research paper we need:

Abstract
Introduction(include Statement of the Problem,
Review of related Literature,Statement of the Hypothesis)
Method
Participants
The sample for this study was selected from the total population of
Instrument The Experimental Design
The design used in this study was the
Procedure
The study was designed


Results
Prior to the beginning of the studies




Discussion













Reference

Name: Risina
Payment: Credit Card ?100% secure)
Email: [email protected]
Due: 3/11/04
Level: Master
Type: Research Paper
Subjects: ?- Christianity
Topic: Intrinsic/Extrinsic Religiosity on School Climate
Pages: 5
Format: APA
Sources: 6
First_Time: yes
Requirements: The independent variable is intrinsic/extrinsic
religiosity.
The dependent variable is school climate.

Here's the data provided:

Regression
Model Summary
Model R R Square Adjusted R Square Std. Error of the Estimate
1 .393 .155 .154 .42980
a. Predictors: (Constant), grade dicothomy, GENDER, asian dummy
variable,
general christian orthodoxy REGR factor score (q61, 62, 63, 65, 69),
black dummy
variable, hispanic dummy variable, extrinsic religiosity (mean score of
q312,
313, 314, 323, 324, 326, 327), horizontal faith REGR factor score (q1,
3, 4,
7, 8), vertical faith REGR factor score (q2, 5, 6, 9, 10, 11, 12),
religious
behavior REGR factor score (q35-38 & 107), white dummy variable,
intrinsic
religiosity (mean score of q311, 315, 316, 318, 320, 325, 338)

ANOVA b
Model Sum of Squares
df
Mean Square
F
Sig.
1 Regression
Residual
Total 361,553
1978.065
2339.618 12
10708
10720 30.129
.185 163.102 .000a

a. Predictors: (Constant), grade dicothomy, GENDER, asian dummy
variable,
general christian orthodoxy REGR factor score (q61, 62, 63, 65, 69),
black dummy
variable, hispanic dummy variable, extrinsic religiosity (mean score of
q312,
313, 314, 323, 324, 326, 327), horizontal faith REGR factor score (q1,
3, 4,
7, 8), vertical faith REGR factor score (q2, 5, 6, 9, 10, 11, 12),
religious
behavior REGR factor score (q35-38 & 107), white dummy variable,
intrinsic
religiosity (mean score of q311, 315, 316, 318, 320, 325, 338)
b. Dependent Variable: school: school climate (means of q204-212)
Coefficients


Model Unstandardized Coefficients Standardized
Coefficients

t

Sig.
B Std. Error Beta
1 (Constant) 2.129 .039 54.180 .000
vertical faith REGR factor score (q2, 5, 6, 9, 10, 11, 12)
.058*
.006*
.123*
10.229*
.000*
Horizontal faith REGR factor score (q1, 3, 4, 7, 8) .035* .005*
.075*
7.519* .000*
religious behavior REGR factor score (q35-38 & 107)
.012 .005 .025 2.178 .029
Intrinsic religiosity (mean score of q311, 315, 316, 318, 320, 325,
338)
.167* .009* .254* 19.672* .000*
Extrinsic religiosity (mean score of q312, 313, 314, 323, 324, 326,
327)
.004 .006 .006 .603 .547
General christian orthodoxy REGR factor score (q61, 62, 63, 65, 69)
.006 .005 .012 1.221 .222
White dummy variable .029 .011 .031 2.492 .013
Black dummy variable -.118* .017* -.074* -7.036* .000*
Asian dummy variable .045* .017* .028* 2.684* .007*
Hispanic dummy variable -.005 .016 -.003 -.321 .748
GENDER -.027* .009* -.029* -3.157* .002*
Grade dicothomy -.053* .009* -.056* -6.118* .000*
a. Dependent Variable: school: school climate (means of q204-212)

Please Note: We have the same teacher with [email protected]

There are faxes for this order.

On the basis of the examination of the links below and any other sites that are of interest on the internet, write at least a 2 page reflective essay summarizing the conceptual, legal, and social policy issues that need to be addressed in order to provide safe schools for gay and lesbian students K-12 public schools. As part of the response, make a list of recommendations that would ensure a safer and more supportive environment for gay and lesbian students public schools.

Creating Safe Schools for Lesbian and Gay Students: A Resource Guide for School Staff -
booklet provides a comprehensive overview of issues of interest to gay and lesbian
students, including resources, definitions, non-discrimination policies, statistics,
and practical suggestions for reduce homophobia with the schools. URL: http://twood.tripod.com/guide.html

School-Related Issues for Gay and Lesbian Students - by Gay, Lesbian, and Straight
Education Network - issues discussed include gay-straight alliances, inclusive
classrooms, school athletics, student safety, workplace fairness, etc. URL: http://www.glsen.org/cgi-bin/iowa/all/home/index.html

Getting Down to Basics Toolbox ? URL: http://www.lambdalegal.org/take-action/tool-kits/getting-down-to-basics/ Lambda defends free speech in
schools and supports pro-gay students and teachers who are targets of harassment
and violence. This link provides access to "Getting Down to Basics," a tool kit
that practical tips and information to ensure that LGVTQ young people receive the
support and services they deserve. You can also check their website to view a state
by state listing of court cases, decisions, briefs, press releases, resources, news
articles, etc. related to legal cases involving sexual orientation. (If this link does not
work for you, go to the following
URL: http://www.lambdalegal.org/take-action/tool-kits/getting-down-to-basics/

Gay and Lesbian Issues in Education - this course site contains articles dealing with ending
anti-gay bias in schools, improving school climate, etc...If this link does not work for
you, go to the following
URL: http://edweb.sdsu.edu/people/cmathison/truths/gay_les.html

Children of Lesbians and Gays (COLAGE) - a national and international organization in
the world supporting young people with gay, lesbian, bisexual, and transgender
parents. URL: http://www.colage.org/

Bullying.org: Where You are not Alone - http://www.bullying.org/

Anti-Bullying Network - http://www.antibullying.net/

Real Life Stories Videos about Bullying URL: http://www.netsmartz.org/RealLifeStories

This dissertation is a quantitative study of the Love and Logic program as a schoolwide approach to discipline. The study utilizes an online survey of teachers and administrators. Please include sections entitled Discipline in Schools, in which you discuss discipline statistics, approaches to discipline, discipline and leadership, classroom discipline and schoolwide discipline, and actual vs. perceived discipline; Discipline that Support Instruction, in which you talk about the link between schoolwide discipline, school climate, and student achievement; Discipline that Establishes and Fosters Positive Relationships, in which you discuss how positive relationships between teachers and students and how those relationships impact student achievement, and impact schoolwide discipline; and, a Summary.

1. The article is to written in APA style 5th edition.
2. The article is to be on SCHOOL LEVEL CHANGE that has occured because of teacher or administrative leardership.
3. CHANGE is referring to: change in curriculum or change in school climate or change in the community because of school intervention.
4. The paper must be summary and critiques of the article.
5. The critiques should indicate the articles strengths and weaknesses of the articel.
6. The article must be between the year 2002 and 2007.

* Note: I need one of your most proficient writers assigned to this topic, as it is complex and requires a mastery of educational psychology theories/concepts.

Topic: Lesbian, Gay, Bisexual, and Transgender Students (LGBT).
18 page research paper (with Educational Psychology applications) on LGBT students; about 15 sources; APA style: Doctoral level writing.

Read specifications carefully--Must adhere to the following:

Content Knowledge: In discussing your topic you are expected to demonstrate both depth and breadth of understanding of the major research, practices, and issues related to your topic. Depth is demonstrated by a well-reasoned review of literature that includes clear definitions of terms, discussion of multiple perspectives on major issues, up-to-date descriptions (statistical and narrative) of changes in the problem or relevant populations, and thorough analysis of the ideas, methodologies, and logic presented in the sources reviewed. Breadth is demonstrated by a comprehensive review of literature that includes key journal articles, books, electronic sources, and other relevant resources for your topic. Issues related to development, learning, measurement, assessment, and other educational psychology or educational philosophy issues should be considered in relation to your topic as appropriate.

Theoretical Principles: In discussing your topic as an educational psychologist you should demonstrate an ability to support your discussion based on sound theoretical principles derived from theories of learning, development, and educational measurement. Your discussion should go beyond superficial mention of theories and principles and should demonstrate a masters level understanding of the theories and principles of educational psychology. This means that the theories and principles should be used throughout your discussions as framework for analysis of research and applications.

Research: Demonstrating your ability to critically evaluate research methods and conclusions is important in reviewing the literature for your topic. Therefore your sources must include research-based studies and your review should describe the common methods and approaches used in studies of your topic. In selecting sources, you should focus on well done research studies. Well done research is that which is based on acceptable quantitative and qualitative methods and designs and in which findings logically follow from the analysis of the data. You should critically analyze studies that you read and select those that provide the strongest research support. You should also point out overall strengths and weaknesses of the research on your topic. Your literature review should be current in that the majority of citations are within the last ten years, but it should also provide information on the history of the topic and how previous research may have influenced current approaches.

Applications/Interventions: You should discuss the ways in which someone could make use of your investigation of your topic in some type of educational setting. This might be to improve classroom learning or teaching, provide intervention programs, etc. The purpose is to synthesize educational theory and research into educational practice. Therefore this section should be detailed enough to illustrate how theory and research can be applied to a specific problem, setting or population. This means that you should share with your audience some very concrete descriptions or examples of your applications AND that they should be able to see how your application is supported by the theories and research that you have reviewed.

Conclusions/Summary: You should discuss the major points you learned by investigating this topic and what you see as the future needs for this topic area. What are the major points that you want to make sure your audience will understand and accept. What additional research, policies, or practices do you think are needed? Think broadly! What are the big picture implications that you have drawn from your research?
____________________________________________________________

*Some Paper Suggestions:
GLSENs 2005 National School Climate Survey
Review of survey, scope of problem/statistics, findings, effects, methods, sample size, limitations/strengths of study, is the problem declining/rising, etc
Define key terms, especially transgender which seems to have multiple definitions.
full report can be found here (copy and paste link):

http://www.glsen.org/binary-data/GLSEN_ATTACHMENTS/file/585-1.pdf

What does all this data mean? What can be done to help?
In- Depth Discuss of: GSA support groups (Id like a big focus/analysis on the GSAs), Library Resources, Counselors Role, Curriculum, Staff Training, Policy

Educational Psychology theories/concepts to use: (remember, IN-DEPTH integration of educational psychology theories is necessary). Please discuss ALL of the following theories as they apply to the topic AND any other theories you find relevant.
Identity Development (Erikson), Bronfenbrenners Ecological Systems, Social Cognitive Learning Theory(Bandura),
Empowerment Theory (Arnetha F. Ball is one author of Empowerment Theorycopy and paste link below:)

http://www.stanford.edu/~arnetha/pdf/community-based/1.TCR%20Sp%20MC%20Issue%20Rev99A.pdf

Another author of Empowerment Theory is Michael OLoughlinDaring the imagination: Unlocking voices of dissent and possibility in teaching. (you may use this if you have access to the article and find its use appropriate in the paper).

Regarding the Applications/Interventions criteria mentioned above: one suggestion is to choose to do an analysis of a local High School GSA (Albany, New York- or surrounding area within 50 miles), and make recommendations for improvement. The Applications/Interventions section basically answers the question: How can what was learned be made useful and practical?
If you have any questions, please e-mail me at [email protected]

(1) Respond to the four discussions below
4 topics each topic needs 10 sentence responses. A total of 40 sentences with 2 internet references for each 8 sources total on each response

40+ Points: grading criteria
? Must provide information clearly related to the topic and add new concepts or ideas.
? Will include many supporting details which might be quotes from professionals in the field or web addresses of sites related to the topic.
? Web sites cited will contain an active link and your summary of the information.
? Post discussions will be presented clearly and demonstrate both professional vocabulary and writing style. They will stimulate discussion and enhance the critical thinking process for the group.
? MINIMUM LENGTH = 10 SENTENCES and all ten sentences must be substantive, not asking a question, or you expressing your opinion about the topic. All ten sentences must be factual.
? Summary: You must respond to a minimum of four (4) learners to potentially earn the maximum number of points (50). All posts must consist of ideas and value added through research, be properly cited, and meet the grading criteria.

Code of Conduct- (1)


________________________________________
Students play part in ethics in the classrooms as well as the educators. It is important for students to be in accordance with a code of ethics to provide a safe and respectful environment. Disruptive behavior can interfere with educators being able to teach and can interfere with other students to learn. There are several things to follow in the code of conduct for students.
First and most important is to be an honest student. Honesty requires that a student to be responsible for their own work and to not cheat or claim another students work for themselves. Students are also expected to respect other students by not bullying and using vulgar language. Students that can identify this behavior should contact a councilor or an educator to report this disrespect to keep the learning environment a safe and healthy one. This includes criminal activity such as bringing guns or drugs to school.
According to Weinstein, a weekly columnist for BuisnessWeek.com, there is five basic principles of ethics that are common to all faiths and work well in ethics for the classroom. These five principles are, to do no harm, make things better, respect others, be fair, and to be loving. These are ethics that you can live by in and out of the classroom.
Our own school, Daytona State College, has a Student Code of Conduct that students are required to follow. Some of the violations that are not acceptable are:
1) Physical violence, threat of violence, verbal or written intimidation or aggression of any kind.
2) Unauthorized use, theft, vandalism or destruction of personal or College property of any kind.
3) Violation of all laws and rules of city, county, state, and federal governments.
4) Sexual Misconduct, sexual harassment or sexual assault and accessing pornographic material using College computers or resources.
5) Disruptive, disorderly, belligerent and/or inappropriate behavior of any kind.
These are just a few examples of what participating students that go to Daytona State College should understand as unethical behavior and can be punishable. Student need to play their part in making sure their learning environment is a safe and healthy one for themselves, other students, and their educators.
For more information:
http://www.education.com/magazine/article/cheating-ethics/?page=2
http://www.ehow.com/about_6530750_code-ethics-classrooms.html
http://www.daytonastate.edu/files/studenthandbook2010.pdf




________________________________________


(2)
Ethics in Education.
I chose The Florida Department of Education to reference. As an educator, teachers are obligated to uphold a code of conduct and ethics. An example of the code of conduct and ethics is provided for you at http://www.fldoe.org/edstandards/code_of_ethics.asp .
As mentioned in this Florida Department of Education website, this is not only a code of conduct, professionalism, and ethics, but it is also Florida state law. This is in place to protect the educator and the student.
As we all have heard in the past, there are educators out there who conduct themselves in a highly unprofessional and unethical behavior. This is obviously frowned upon and results in suspension, or even termination of the educator?s position. In some cases an educator who has been involved with unethical behavior has been held on felony or misdemeanor charges and has been arrested. An example of this kind of behavior can be read about in the article found at http://www.sun-sentinel.com/news/broward/coral-springs/fl-cspf-arrest-0120-20110119,0,7873356.story . This article talks about a principal at a well known and respected Coral Springs, Florida school. She and her son were arrested on drug charges for possession of marijuana and drug paraphernalia.
This code of professionalism, conduct, and ethics for The Florida Department of Education is also in place partly to protect the image of Florida schools. I, personally, grew up in Coral Springs, Florida and I am well aware of the school that is referenced. I know that it is a great school, and that parents in the area used to feel safe to leave their children in the hands of the respectable principal and educators that work there. Now, unfortunately, those same parents are going to feel as if they are unable to trust their children with that school, and the image of the school (Coral Park Elementary School) will now be depleted. The image of The Florida Department of Education and the School Board of Broward County can also be blemished if the principal?s conduct is not handled properly by the school board or department of education. In my opinion as a parent, I could not imagine that anyone on the school board should allow this person to work anywhere within the school district or even anywhere near children. The reason for that is because she does not set a good example. We need to show today?s youth how to be respectable and successful adults, and we need to show them the difference between right and wrong (ethically or otherwise) and this principal is not a good example of ethical behavior and should be stripped of her right to be exposed to unsuspecting children.

(Respond with 10 sentences and 2 internet sources)


(respond w 10 sentences and 2 internet sources)



(3)
Safe Schools ActT

________________________________________
As others have mentioned, students play just as big of a role when practicing ethical behavior when at school as their teachers do. It is crucial for both parties to be knowledgeable on what their schools code of ethics and requirements are in order to provide a safe learning environment.
Unfortunately being bullied is not a new form of interaction between peers, but nonetheless it has continues to be a major issue that school administration and teachers are facing. They have put different programs into place, one I recall reading about last year was in Ontario, Canada. They have a Safe Schools Act that provides a definitive set of regulations for punishments that must be issued for students. It explains what must happen when serious student incidents or inappropriate student behavior takes place at school. A breakdown and requirements of the law is as follows:
requires all school staff to report serious student incidents that could lead to suspension or expulsion
means principals will learn about events that happen in school that negatively affect the school climate
ensures parents know that schools will respond appropriately to serious student incidents
ensures parents know when their child is a victim of such behavior.
school staff who work directly with students will respond to all cases of disrespectful and inappropriate student behavior, as long as it is safe to do so. Examples of this include racist, sexual, sexist or homophobic comments, slurs and jokes and graffiti as well as activities that could lead to suspension and expulsion
a school board employee who learns of a serious incident must tell their principal. School staff will make sure that the victim receives the support they need, such as counseling or referral to child and youth services.
They have a ?Safe School Climate Act? in South Carolina as well. They hope to deter students from acting in disruptive behavior. One article I referenced sited that in order to successfully deal with bullying it ?involves building a genuine community within the school. Everyone accepts they have the right to be free from harassment and that they have the responsibility to support their weaker and more vulnerable peers." But also under the National Administration Guideline number 5 states that "Schools not only have a moral obligation to reduce bullying, their charter agreement between the school?s trustees and the Minister of Education specifically directs the school to "provide a safe physical and emotional environment".
http://www.nobully.org.nz/guidelines.htm
http://www.edu.gov.on.ca/safeschl/eng/code.html





(4)

Student Teacher Relationship


________________________________________
Sexual misconduct is defined as : "conduct towards any person that would consitute a criminal offernceof a sexual nature; or conduct that is sexual harrassment as described in section 119 of the anti discrimination act ". Sexual activites or relatios would included innappropraite touching, remarks, exhibitionism, or any other kind of jokes or gestures that have sexual context.
The Association of American educators has a code of ethics with a specail part just about romantic relationships. This code deals with four basic priciples. The principles consist of ethical conduct towards students, ethical conduct towards practices and preformance, ethical conduct towards colleagues, and also ethical conduct towards parents,and also the community. Most schools and colleges ban this type of interaction between teachers and students.
As we have seen in the past, student teacher relationships are not good. Not only does the relationship affect the teacher, but the student, the school, parents, but really the whole community. Although the teacher would be the only one punished. In many instances, the teacher wil recieve crimianl charges, while the student gets nothing. Having a student teacher relationship is not moraly ethical and it is very much illegal. "Taking the relationship to a more personal level is moraly acceptable only when it enhances the educational experience of the student". However at no time, should a teacher have a friend like relationship.
When these type of situations arise, we have noticed that the maturity level between the two people often differs very much. The teacher may also give unfair advantages to the student "partner"
As we have noticed in the past, and as iI have stated above, their is too many reasons why student teacher relations are forbidden. These relationships are begining to be a growing problem, that is still very inappropriate. Please see my links below!
http://teaching.berkeley.edu/facultycode.html
http://www2.ucsc.edu/title9-sh/relations.htm
http://education.qld.gov.au/corporate/codeofconduct/respect_for_persons.html
http://www.aaeteachers.org/index.php/about-us/aae-code-of-ethics
http://ehow.com/facts_6302155_teacher_student-code-ethics.html
http://www.suite101.com/content/student-teacher-relatioships-in-college-a283094


www.suite

University of Phoenix Material

Instructional Leadership/Professional Development Plan


Directions

Using the vision of a school, state curriculum standards, school improvement goals, and student achievement data, integrate your own vision of student learning into a professional development session that will help a selected group of teachers increase the academic gains of their diverse classroom populations.

Plan and facilitate a professional development session for a group of teachers that relates to curriculum standards, instruction, and/or assessment of learning. Include the following:

? A sustainable vision of student learning supported by resources
? Goals for the session, a communication plan for the school and other relevant stakeholders, activities that are research-based, and an assessment (aligned with session goals)
? Future plans for on-going evaluation and monitoring

Include consultation and direct communication with relevant stakeholders (e.g. teachers, administrators, community, families) and how you would use technology, and both human and fiscal capital to organize and implement the session.

The professional development session must be facilitated by you and must be a minimum of one-hour in length. After facilitating the professional development session, write a report that includes the following:

1. Development, articulation, and implementation of a vision of student learning

? Include how your vision of student learning is aligned to the vision of the school.
? Describe the process that was needed to implement and promote your vision and explain how you facilitated the planning and implementation of your vision.
? Describe the communication plan that you used to share your vision.

2. Planning and implementation

? List the stakeholders involved in the process and their roles, and explain how you included these stakeholders to support the process.
? List the planning steps you took prior to implementation, and include how you organized and developed your plan using technology applications.
? Discuss issues of school climate or culture uncovered during planning and who you included in the discussions of your findings.
? Describe how you used internal and external resources to implement your plan.

3. Goals and topic(s) of the session

? Identify the goals and topics for the session and how they align with the district?s or school?s improvement goals. The goals and topic(s) must be related to standards, curriculum, instruction, and/or assessment.
? Explain how you used student demographic data and other school or community contextual data in preparing the session.

4. Presentation

? Provide the arguments and/or evidence that supported the need for the professional development session, including relevant student achievement data.
? Provide detailed information about the activities used in the session and why you chose those activities.

5. Session assessment

? Create an assessment that aligns to the goals and objectives of the presentation to be completed by participants during or after the session.
? Report and analyze the assessment results.
My school name is Paterson Public school, Paterson NJ K-8 you will find the curriculum there.

Background research on topic must Include:

The Extent of the Problem: Use (national, state, local) data/information to show the need for counseling.

Behavioral Characteristics: Describe observable symptoms.

Counseling Strategies: Describe counseling approaches, techniques and topics that have been used (or are suggested for use) when covering this issue.


Label each of the above sections in paper

Support all ideas with research!!

Use at least 4 current references (journal articles within the past 10 years)

Sample of Research paper:

Violence in schools is a topic that has become talk of the media in recent years after incidents like Columbine and Virginia Tech. Although school violence is discussed when a
major incident occurs, it is rarely talked about in terms of violence in dating relationships. Schools are acting to address the issue of active shooters but by failing to address the more common issue of dating violence, they are opening themselves up to liability issues as well as
molding a future generation of students with severe roblems. Schools are not only involved with shaping the minds of our adolescents but also their character. This puts school counselors in a unique position to address dating violence by promoting positive alternatives and creating a
safer school climate. Dating violence among adolescents is rarely addressed from the perspective of prevention. Most schools only address issues of violence post crisis which sends mixed messages about the importance of prevention. Therefore, the schools response, or lack there of,
to dating violence teaches valuable lessons as well.

Extent of the Problem:

In the United States, teens are the fastest growing population at risk for dating violence.
According to the Center for Disease Control (CDC), 1 in 5 adolescents reports being a victim of physical dating abuse, with the numbers dropping to 1 in 3 when verbal, emotional and sexual abuse are included (CDC, 2006). States seem to mimic the national statistics as well. According
to the California Student Survey, 5% of 9th graders and 8% of 11th graders reported at least one incidence of dating violence in their relationships (Austin & Skager, 2004). In addition to physical violence, many teens are reporting unwanted sexual experiences as part of the violence
included in their relationships. Nearly all female teenage rape victims know their attacker with 11% identifying the attacker as their boyfriend (CDC, 2006). In our high schools, teenage dating violence could be called the silent epidemic. This is because many teens fail to report these acts of violence. Molidor and Tolman (2001) state that only 3% of students reported an abusive incident to an authority figure and even more frightening is that 40% report someone else witnessing the abuse and failing to report it. In addition to remaining silent about the abuse, many girls tend to remain with the abuser. About 80% of girls who have been physically abused in their relationships continue to date their abuser after violence has begun (Moles, 2001).
Why should dating violence be a schools concern? Dating violence is a direct threat to a schools safety. Californias State Constitution reads schools must provide a safe, secure and peaceful environment for our students (California State Constitution, n.d.). This form of
violence compromises a schools ability to provide that safe environment. First, some dating violence literally takes place on school grounds. Approximately 43% of teen dating violence victims reported that the dating abuse they experienced occurred in a school building or on school grounds (Molidor & Tolman, 2001, p. 180). Second, victims of teen violence are more likely than other students to be involved in other forms of violence on school grounds. A
California study found that ninth grade victims of violence are 6.4 times more likely to have carried a gun to school and 3 times more likely to have been in a physical fight at school (Austin & Skager, 2004). Finally, by ignoring the problem schools send a loud message that violence is
an acceptable behavior. Therefore, by failing to address the issue of teen dating violence schools are not only shirking their responsibility of providing a safe learning environment which could result in liability issue if violence occurs but they are as the statistics show opening up the school to other forms of violence as well.

Behavioral indicators:
Dating violence impedes academic success and threatens those who are victims with other issues that interfere with academics. Girls experiencing relationship violence often feel self-conscious, afraid, do not want to go to school, and find it hard to pay attention (OKeefe,2005). Girls may feel unsettled or frightened of their abusers who most likely attend the same school which causes an inability to focus on school work. Among 9th and 11th graders in
California, teen dating violence victims were twice as likely to have grades of mostly Ds or Fs as other 9th and 11th graders (Austin & Skager, 2004).
In addition to school work problems, violence contributes to health and safety issues
among victims. Victims of teen violence are also at considerably higher risk of engaging in
harmful behaviors such as using alcohol, tobacco, and drugs, becoming pregnant, developing
eating disorders, risky sexual behavior and considering or attempting suicide (Silverman, Mucci,
Raj & Hathaway, 2001). These behaviors are both indicators that something is impeding the
students ability to learn and warning signs that abuse might be occurring in their relationships.
Some common warning signs can be observed by those who have regular and consistent
contact with teen dating violence victims, including school staff. These include: physical signs of
injury, truancy, failing grades, indecision, changes in personality, use of drugs/alcohol,
emotional outbursts, isolation, depression and lowered self-esteem (OKeefe, 2005)
As prevalent as teen dating violence is in todays society, schools that fail to address the
problem are failing their students. An effective school will take the proactive approach to dating
violence and develop programming to address it before an incident occurs.

Counseling Strategies:
Many of the studies have all agreed that schools need to take a proactive approach in creating a
safer school concerning dating violence. Besides preventing current problems in their schools,
these programs seek to develop positive healthy adults. Davis and Benshoff (2000) state that as
dating is common among adolescents it is this critical time that can provide pivotal experiences
that help adolescents define how they will interact, positively or negatively, within future dating
relationships and intimate partnerships (395). Teaching students the basics of healthy
relationships will help them form the foundations upon which to develop positive future
relationships. Therefore, early intervention is important in changing harmful lessons teens will
learn about relationships as well as interpersonal behavioral patterns (Davis & Benshoff, 2000).
Studies conducted on current prevention programs have noted some common areas that
have been successful in changing attitudes and behaviors around teen dating violence. Effective
prevention programs have included education about the different forms of dating violence,
understanding dynamics of power and control, early warning signs, and aspects of healthy and
unhealthy relationships (OKeefe, 2005). In addition, programs that have shown promising
results have included skill building around effective communication, conflict resolution, selfesteem
respect and honesty (Feiring & Furman, 2000).
Finally effective programs have been shown to teach prevention, intervention and
treatment. Hallfors, Young, Sanchez, Martin & Kupper (2004) state that programs should not
only teach young people how to avoid an abusive relationship, but to also teach them how to help
a friend who might be in one. After reviewing the literature, it seems the most effective progrms
are those that are multifaceted addressing several areas with a focus on education and skills
acquisition.

I faxed format information to the following fax# 1-801-912-6458. My dissertation topic is:

Students'' and Staff Members'' Perceptions of Mandatory School School Uniform Policies on School Climate and Student Discipilnary Behaviors.
There are faxes for this order.

You are a school principal and the district has just developed or purchased a computer software program for math along with a complete lab. All students will be receiving help each day for 30 min. in the math lab. (You could substitute any curriculum change for the lab) It will require a school wide change (effort) to implement, and the district is holding you responsible to successfully implement it in your school.

Write a two page report on:
1) how you would "make it happen".
2) tell why a plan is necessary,
3) demonstrate that you understand the change process, how to deal with resistance, and other issues to consider.
4) Include citations from Ornstein & Hunkins (2003). Curriculum: Foundations, Principles, and Issues (4th ed). Boston: Allyn and Becon.and any online
5) I have two article further down on this page. Please quote at least from sources in the paper too and well as other sources you use.
6)Cite at least 3 references.

Read these articles and make reference to them in the paper

Successful curriculum implementation in a school depends on how effective the principal is.

The Necessary Principal

The Importance of Instructional Leadership

by John Franklin
Winter 2002
Curriculum Update


Kent Peterson remembers the time all too well: the late 1980s and early 1990s, and the future of the principalship was more uncertain than ever before. "People had actually begun questioning how essential principals were," he said.
"Many schools thought that they didn't need principals; they had this sense that any good reform project, if properly
implemented, would work when it came to improving schools. Now, they know that without an effective principal,
school reform efforts just aren't as successful."

Peterson, a University of Wisconsin researcher who has spent nearly 20 years studying the principalship, points out
the lesson that many successful schools have known all along: for schools to be effective centers of learning, strong principals are critical for shaping the culture and climate. Yet at a time when accountability and standards have brought significant changes, modern principals often find that they must develop new ways to connect with their staff.
How, they ask, can they find innovative ways to provide strong instructional leadership when so many other
responsibilities are competing for their attention?

Learning for All

That the responsibilities of the principalship are changing is no secret; however, the last few years have seen a change in the way principals are perceived. "In the last five years, there has been more focus on the instructional aspects of leadership for principals," says Peterson.

Those aspects, Peterson and others contend, are essential if the school is to become a place where learning can flourish. "You have to have vision as the leader," says Carolyn Repp, principal of Arcadia Neighborhood Learning
Center (ANLC) in Scottsdale, Ariz. "You have to visit and revisit that vision, and make sure that everyone is
working toward that as a common goal."

In Repp's school, for instance, this vision includes making sure that learning is emphasized not just to students but to everyone in the school. "We want all children to love to learn," she says. "But as principal, you can help, too. If you're doing an observation, you can take something from that observation that can be shared with other people.
You can put teachers together to help them learn from one another, or you can go to development classes with your teachers to talk with them, whatever you can do."

Highlighting learning's importance to both faculty and students is not a practice unique to ANLC. "We've opened
some of our seminars to both our teachers and our students," says Mary Joy Hurlburt, the principal of St. Mary's Ryken High School in Leonardtown, Md. "For instance, we have one program called Building Bridges. It's a seminar
on multiculturalism that helps participants understand different cultures, explore tolerance, and practice ways of
working together." Good instructional leaders, Hurlburt says, find the best practices for educating people, whether
those people are faculty, parents, students, or members of the community. "Keep talking about education and best
practices," she says. "Do that while people are learning at the same time."

Having an Overall Strategy

Although encouraging teachers through seminars and continuing education courses can be effective, many principals feel that having a far-reaching strategy that incorporates the latest research and techniques is also crucial for their teachers' success.

"We use a lot of the teaching strategies from Pat Wolfe's brain research in our school," says Barbara Moine,
principal of Dike Elementary School in Dike, Iowa. "We use a lot of visual imagery and motivational strategies to
make our lessons relevant." Elementary children may not readily be able to understand why math estimation exercises
are important, but framing estimation in the context of Mom and Dad giving the child $5 to spend at the grocery
store, Moine says, helps put the concepts in terms they can understand. "We want to use real-world references that
the children can relate to."

Moine also encourages self-evaluation for her teachers andsurprisinglyher teachers' students. "After I observe
teachers, I might ask them if they think they got their point across in the lesson and what evaluative steps they plan to take in order to find out. But I also ask if they've given their students a chance to reflect on what they did in the exercise. Have the students internalized what was being taught? That's important."

Implementing such critical-thinking approaches can be difficult, especially if teachers are not accustomed to
experimenting with new learning techniques. "It's tough getting started with new strategies in the classroom," admits Roark Horn, principal of Jesup High School in Jesup, Iowa. "But it's really worth it." When Horn noted that he
himself learned best by teaching, he extended the practice of learning-through-teaching to his students by permitting
them to work in groups and take turns teaching a mythology unit. "I encouraged them to move beyond just telling
what happened," he said. In response, his students acted out skits to illustrate the antics of ancient gods and
goddesses. Like Moine's students, Horn's classes also engaged in self-evaluation, asking their peers for feedback
and exercising important critical-thinking skills.

The success of the program led Horn to urge his staff to keep up with current instructional strategies. Those efforts, he and others say, help tie lesson plans to larger district goals of imparting the kinds of problem-solving skills and citizenship traits that many communities consider essential for their students to have when they graduate.

The Simplest Steps

By adopting different strategies and keeping up with current trends, experts assert, principals can go a long way toward establishing a healthy school climate that supports learning and experimentation.

"You should always keep trying new things," says Pat Murphy, the principal of Washington Irving Middle School in
Springfield, Va. "Some of them will work and some of them won't. But by experimenting, you can create a culture
where these things can thrive."

Such climates, Murphy and others point out, help everyone in the school become active learners. Rather than being seen as something just for students, learning becomes an activity that permeates the entire population of the school and allows education to flourish. In this way, the principal becomes more than simply a manager; he or she becomes a teacher of teachers as well. "My job is always to make everyone better at what they do," says Sigmund Boloz, the principal of Ganado Primary School in Ganado, Ariz. "I'm not about creating followersI create new laders instead."



--------------------------------------------------------------------------------

Implementing curriculum depends on the quality of teachers.
Honing the Tools of Instruction
How Research Can Improve Teaching for the 21st Century

by Rick Allen
Winter 2002
Curriculum Update


The world seems to divide good teachers into two categories. Some people see teaching as an art, where a teacher with innate talent develops her gift as if by some genetic predisposition. Other people place emphasis on knowledge of content, where any teacher can teachas long as he knows his subject area. These biases seem to leave little room for teachers to look closely at how they teach in the classroom.

"Discussions about research on instructional practices are not sought after and not well received," says Robert
Marzano, coauthor of the ASCD book Classroom Instruction That Works: Research-Based Strategies for
Increasing Student Achievement.

But the definition of content standards and the public pressures of the accountability movement are encouraging more districts and teachers to take a closer look at research-based instructional practices that improve student motivation and achievement, say researchers.

Oddly enough, some of these teaching strategies don't seem particularly newidentifying similarities and differences, note taking, and homework and practice, for example. The cumulative knowledge of more than 30 years of research, however, is what "validates their usefulness," insists Marzano.

Converging Evidence

Professors of education like Michael Dickmann at Cardinal Stritch University in Milwaukee find that when teachers gain a deeper understanding of old and new instructional strategies, they tend to use them more.

"For a long time, teachers had the models of instruction, but they didn't know the 'why?'" says Dickmann, co-author with Nancy Stanford-Blair of Connecting Leadership to the Brain.

The evidence from neuroscience, cognitive science, and clinical studies as well as theoretical constructs from
evolutionary biology, archaeology, and philosophy converge in support of certain instructional practices, says
Dickmann. "You put all that together and the black box opens up," he suggests.

Dickmann points to cooperative learning as an example. "Hard research now enables educators to look through the lenses of physiological, social, emotional, constructive, reflective, and dispositional dimensions of the way the brain learns," he says.

Cooperative learning physiologically engages more of the brain's neural networks through the stimulation of sensory information from kinesthetic, visual, and auditory input. A teacher who studies the research would also better
understand how cooperative learning taps into students' "natural capacities to be engaged socially and emotionally" and supports their efforts to construct knowledge and apply it in problem solving, says Dickmann.

Ultimately, research on the subject can enlighten teachers about how cooperative learning can foster learning
dispositions or mental habits that can help students throughout their lives, he adds.

Dickmann likens the "breakthrough in knowledge" about instructional practices to the work of Louis Pasteur, the
microbiologist famed for his discovery in 1857 that infectious diseases are caused by germs. It is not enough for such new knowledge to be available, explains Dickmann; "there has to be a perceptual shift" so such discoveries might be practically applied. Often there is a lag time between great scientific theories and their application in everyday situations. For example, Pasteur's findings were not immediately used to prevent wounded soldiers from contracting fatal infections. Similarly, some teachers hesitate to tap into the practical benefits of research-based strategies.

Putting Research to Work

Although years of evidence points to certain instructional practices as keys to promoting student achievement, sustaining such strategies in the classroom is an arduous process that calls for commitment on every level. In northeast Iowa, a group of school districts serving 38,000 students has been hard at work for 10 years crafting and refining a plan that promotes the latest research-based instructional strategies. The districts use the strategies as a key component of a larger vision of well-planned curriculum alignment that can increase student achievement.

Administrators in the region wanted an alternative to the kind of professional development that entailed having a "big inspirational speaker" descend in Augustjust when teachers need to be preparing to teach, says Nancy Lockett,
staff development coordinator for Iowa's Area Education Agency 7. AEA7, which oversees 26 independent school
districts, including Waterloo, Cedar Falls, and surrounding rural areas, wanted to cultivate a "common language and
critical mass" of research-based best practices that would "hit all administrators, teachers, and counselors."

The plan calls for a sea change in how teachers approach classroom instruction, student engagement, and lesson planning. Over the years, staff in participating school districts have learned about the latest research on brain-based learning, student assessment, and standards and benchmarks. After taking all this information in, teachers complained that it was difficult to incorporate strategies into lesson planning because the information was never at hand, Lockett recalls. Looking up the right strategy in books, notebooks, binders, file folders, and old workshop handouts was too time consuming. To help solve the difficulty of a wealth of strategies, the agency created a 30-page booklet of strategies it called the "skinny book" to help teachers plan lessons.

Consultants also advised school districts to reduce the number of standards and benchmarks for each subject area, so teachers would concentrate lessons on what students needed to know most to be successful.

Finally, the area education agency developed the Linking Learning, Teaching and Curriculum (LLTC) program to
assist teachers with aligning the selection of strategies with curriculum, assessment, and broader educational goals.
This program also allowed teachers and administrators from different districts to coordinate professional
development that addressed common concerns.

Teachers from the 18 districts that have signed on to the agency's LLTC program set their own training agendas by
identifying the strategies they want to master. Lockett recently led a group of 60 middle school teachers who wanted to enhance their use of cooperative learning. Teachers arrived with baseline data about the current level of "engaged behavior" in their classrooms' cooperative learning groups, then experimented with a variety of strategies to improve their use of the groups. These teachers' ultimate goal, says Lockett, is "to help kids learn to think deeply, work
together better, and organize learning visually."

Tailoring Teaching

Over the years, teachers have been exposed to a variety of strategies from expertssuch as Marzano or Patricia Wolfe, who specializes in brain-compatible instructional practiceswho have developed strong professional relationships with the teaching staff, says Edward Redalen, director of educational services for AEA7.

"An external consultant with expertise and charisma can unlock things for you," says Redalen. "And experts say they like coming back because we follow up on using the strategies."

After an inservice session has given teachers the "basic chocolate cake recipe," they are encouraged to adapt a variety of strategies into a rich combination that meets their specific classroom needs, says Lockett.

Of the numerous instructional strategies available, lateral thinking expert Edward de Bono's Plus, Minus, Interesting approach (PMI) has worked well to open up brainstorming sessions n teacher Pattie Bailey's gifted and regular classrooms. PMI, which looks at pros, cons, and interesting aspects of an idea or proposal, has proved useful in Bailey's social studies classes and even in her reading curriculum.

"Students will often come up with a statement that begins, 'What if this happened . . .?' so we can apply PMI to foster discussion" about some line of thought that intrigues them, says Bailey.

Another strategy she has used with 4th graders is Consequences and Sequel (C&S), which prods students to focus on the immediate, short-term, medium-term, and long-term consequences of actions taken by a story character or
historical figure.

Bailey, who teaches math for 5th graders and gifted students at Reinbeck Elementary School and gifted students at Gladbrook-Reinbeck High School, advises that no single strategy is going to meet the needs of all students. Bailey
has to do "lots of pre-testing," she says, and work with students to get to know their optimum learning styles.

For example, some of Bailey's gifted high school students want to try out many scenarios when deciding what to write for a Future Problem Solving essay, an international program for creative thinking that involves a changing
roster of topicsfrom education to virtual corporations. Other students "need time to think the whole period," she
says. Recognizing such student differences, Bailey allows for a variety of approaches.

Dan Flaharty, who teaches math and health at Jesup High School in Jesup, Iowa, has found visual organizers, such as a table of rubrics, helpful. At the beginning of the year, Flaharty and students together develop a rubric about expectations and goals for class learning. In terms of content, for instance, he uses rubrics to help students monitor whether they've correctly carried out all the steps for solving an algebraic equation.

"They acquire higher-order thinking skills because they evaluate themselves. There's no doubt about it that those students who are using the algebra rubric are achieving at a higher level," notes Flaharty.

In geometry class, a kinesthetic learner would be given the option to construct different triangle models in wood, or an artistic student could create an art project to demonstrate her knowledge of geometric concepts.

Still, there are challenges. "We learn all of these strategies in an inservice, and try them the next day," says Flaharty. But then it can be easy to "fall back into the old ways of the lecture rut. It just takes a long time to change."

Learning Teams

To keep teachers from backsliding and to entice other districts into the program, the education agency's LLTC
Online at http://edservices.aea7.k12.ia.us/lltc/index.html offers detailed resources and guidelines to help them align
their teaching strategies to curriculum and assessment goals. Although avid users of research-based strategies,
Flaharty and Bailey have joined learning teams, which are cross-curricular groups of teachers from multiple grade
levels who meet periodically to monitor how specific instructional strategies are helping them reach achievement
goals.

For example, Flaharty wanted to improve his students' ability to solve math story problems, so he is giving them
strategies for analyzing common words that appear. Using a math word bank, Flaharty helps his students break these
words into prefixes, suffixes, and root words to better understand their meaning. So if a student sees "colinear" on a test, she'll already understand that the prefix "co-" means "together with" and will have applied the prefix in nonmath sentences using words such as "cooperate" or "coed." Flaharty tracks student assessments in the targeted area in the first year and makes adjustments in the following year. In monthly learning team meetings, teachers compare notes and exchange ideas about their successes and challenges.

Not surprisingly, the strategy of generating and testing hypotheses is an essential learning team strategy as teachers try out different instructional practices, explains school improvement consultant Denise Schares.

Schares is working with a team of elementary school teachers interested in helping students with reading problems. Having hypothesized that these students don't have a bank of strategiesrereading, questioning, and so onto get them through the sticking points, these teachers selected a handful of reading strategies to teach their struggling readers.

"I asked them to start small so they can get a sense of the process," says Schares. "The team will now observe
students and chart data for the rest of the year to determine whether their hypothesis was correct" and what revisions they'll make to improve their use of instructional strategies.

"Implementation is key to this business," says Redalen. "We can't just keep adding stuff but need to get deeper penetration, and learning teams are evidence that teachers want to sustain more and better use of these strategies."

Teachers Make the Difference

Marzano believes that even though research-based instructional strategies are not yet widely used, the scientific evidence about their effectiveness will mount so that more teachers will see their value.

In the current age of measuring achievement, some district administrators are taking notice of practices proven to show percentile gains of 2637 points in research studies. For example, students tend to flourish when a classroom atmosphere reinforces effort or a teacher encourages them to analyze their thinking and self-motivation.

Perhaps researchers' long-standing claims that even one teacher armed with effective strategieseven in a mediocre school environmentcan make a profound difference in a student's learning will end up becoming the one piece of research that ushers in a new era of teaching.

Creative Project

Review the literature dealing with the theoretical background, development, and use of the product as well as its potential benefit. Based upon this review, a clearly defined statement of what the product of the study will be should be developed. For example one could say: The product of this study will be a guide for implementing a Tall Buddy program at an Elementary School that will service at-risk 6th graders due to emotional, social or behavioral problems and 1st grade struggling readers.
The final paper should contain concise statements about (a) the purpose of the project, (b) the population for which it is intended, (c) a description of the procedure showing how the project was developed, and (d) an evaluation of the product by 2-3 people with the background to provide feedback.

The Creative Project Paper Format 20 - 25 pages
Section 1: The Problem:
Purpose of the Study:
Importance of the Study:
Information for writer:
Teachers are overwhelmed by the special challenges they face: escalating numbers of students, categorized as emotionally or behaviorally disordered and escalating demands on teachers to fill nonteaching roles in childrens lives. It is my belief that helping troubled 6th grade students feel capable, connected and contributing members of a school will help decrease behavioral problems and increase a students self esteem. I also believe that by training the 6th grade students how to tutor low achieving 1st graders will have a chance to make accelerated growth. With the Tall Buddy program three things are possible for the 6th graders: First, Behavior can improve second, student self-esteem increases, which must happen if we want students too behave more responsibly and achieve more academically and third an improvement in reading skills. Another outcome of Tall Buddy tutoring is to improve the reading skills of both the Tall Buddies and the Small Buddies to ensure that all students become proficient readers. First Graders who have difficulty in reading quickly fall behind their classmates. First-grade teachers can predict with some confidence, that those student in their class with considerable reading deficits by the end of the school year will likely have long-lasting challenges in reading in their school years. All teachers involved should select academic measures to use to track students reading levels both before Tall Buddies begins and during the tutoring program. Also it is important to note that when a Tall Buddy is chosen to participate in the program that the privilege is non revocable meaning that their position is not held over their head and threatened to be ended due to poor behavior, not turning in homework or completing assignments. It takes time to break habits that have been in process for years. I believe in progress toward the behavior wanted, not prefection.



Section 2: Review of Literature: The critical need for doing this (15 20 references)
Introduction (How much literature is available? Organization of the Literature review)

Literature Review
Summary
Information for writer:
I have included a Lit Review with 5 sources that can be use to support the part about Promoting Self-Esteem Through Mentoring. I will be sending you the articles that will support both the self-esteem and behavioral improvement for the 6th graders as well as articles discussing the improvement in reading the 1st graders will benefit in. Can I email them to you?


Section 3: Procedure;
Development/ Approval of Project
How was the project developed? (blueprint for others to follow)
Who did you involve in the developmental process and why?
What was the approval process, if necessary?
Implementation
How was it or will it be implemented

Information for the writer
I am a Curriculum Support Teacher and my Job is to support teachers in raising student achievement. In 2005 I new we had a very difficult group of 5th graders coming into 6th. The fifth grade teachers continually complained about low-test scores due to misbehaving students. I had read a book called Cooperative Discipline by Linda Albert that discussed the importance of relationships with students and that if students feel capable, connected and contributing members of a school very often problem behaviors disappear. So I tried to come up with a plan to help the 6 major behavior problem soon to be 6th graders feel capable, connected and contributing members of our school. Thus Tall Buddies was born. I knew I could maintain a group of 10 but needed some other students besides behavior problems so in talking with the teachers it was decided that students with low self-esteem could also benefit from such a program.
I went to the principal of the school, Marcie Nichols, to get permission to begin the program because it would take 30 40 min. of my time 4 days a week. I also meet with both the 6th and 1st grade teachers to work out the details, student selection, time and so forth. All agreed it would be a valuable use of my time.
I involved the first grade teachers in deciding the most valuable things a first grader could do under the guidance of a 6th grader. We had to make it easy for the 6th grader because they had to feel Capable of doing the task in order for the project to be a sucess.

This Tall Buddy Program is intended to help guide a Peer-Tutoring Program in an elementary school. Schools can exercise creative freedom as they put together a Tall Buddy tutoring program in reading that meets the needs of their students. It includes instructions to prepare for and begin a school-based tutoring program in reading, how to select tutors and first grade students as well as lessons and materials to teach the 6th graders how to tutor 1st graders.

In putting the guide together I felt it of utmost importance to include thorough training to 6th grade tutors in the elements of the tutoring process. Tutors need to be carefully trained before hand and monitored frequently. The Tall Buddy tutors will meet with their Small Buddy 3 days a week. One day a week the Tall Buddy Trainer will meet with only the Tall Buddies for debriefing, celebrations and further training. (This meeting also helps to build the relationship between the Tutors and Tall Buddy Coach which is a critical component of the program) Any teacher organizing a Tall Buddies training should assume that tutors require lessons in appropriate behavior like how to pick up kids politely and respectfully to and from the tutoring sessions, use of praise and simple but effective intervention strategies. One of the important facets of the program is the continually monitoring of the program.
In order to make sure Tall Buddy tutors have learned the fundamentals of tutoring before letting them to meet with their Small Buddies they need to be given time to practice, and to show their mastery of the various skills taught. The teacher can come up with their own fun ways to get Tall Buddies to practice under their watchful eye. Whole group response, pairing off students to work on cooperative learning activities, and the use of role-playing are only some of the ideas that students can use to show what they know.

Implementation:
The program was implemented and actually begun before the target 5th grade group left for school that year. I went into each 5th grade classroom and gave them the details of the program and passed around a sign in sheet for those students who were interested. Almost the whole 5th grade signed up. (the reason why I did this, when we already knew who the students would be is because I wanted to make them feel specifically chosen for a very special task...helping a first grader who needed help in reading.
After summer and the students were 6th graders I had a 2-week training program that is outlined in detail in the project portion. The importance here was twofold, building repor and trust which helped us form a relationship and also teaching them the important components of a reading tutoring program.
Once trained the Small Buddies were carefully selected baed on assessments the teachers had and they were introduced. The program ran for 8 weeks at which time the first grade teachers revisited current data. Many students graduated the program some stayed for round 2.
At the end of the year at 6th grade graduation the 6th grade teachers passed our many certificates for many different reasons; attendance, presidents honor roll, academic achievement, Gifted and Talented and then I proudly presented all of the Tall Buddies with certificates for making a difference in a first graders life.

Section IV Evaluation
I have asked the first and 6th grade teachers for feedback so I will do this section once I recieve the feedback.


References; APA Style Please include the cooperative discipline book by Linda Albert ph.D. AGS (american Guidance Service, Inc. Circle Pines, Minnesota)

Articles for Lit Review


This is the Lit Review that you can also get information from.
Literature Review
Promoting Self Esteem Through Mentoring
Ellen Giffin
INTRODUCTION
This paper presents a detailed examination of what the outcome might be in using children with self-esteem issues to work with younger children at school.
I am going to be writing a grant to fund a tall buddy program at my school and want the literature selected for this review to support the program. I believe that such a program will promote self esteem and reduce behavior issues with the mentors as they begin to feel connected and capable as contributing members of the school.
Self esteem issues are the root of many problems in the world. Those who have a low self esteem work at a reduced capacity, tend to not perform at their peak and often cause problems in the world around them(Emler, 2002). The importance of healthy self esteem should not be minimized as it is one of the components that drive people to succeed as children and adults. A low self esteem can prevent one from completing goals, succeeding at tasks or having healthy personal relationships. If one has a healthy self esteem one is not afraid to reach for the moon, content in the knowledge that even if he or she fails she will still fall among the stars. In the field of education teachers and administrators are charged with imparting information as well as helping the students build strong social and interpersonal skills along the way. If a child has damaged self esteem in the younger grades that will carry into middle and high school, possibly having a negative impact on that students educational path. While it is important to read, write and do math, it is equally important to build a healthy self esteem and self concept so as the student advances, and the work becomes more self directed and difficult the student has the tools in self confidence to move into that level. Research has shown that people who have a low self esteem often do not feel they are contributing to the world in any way. They feel useless, hopeless and that their abilities are not needed in the large scheme of things. This often translates into behavior issues as the student tries to carve a place for himself or herself in the world and be noticed. A program in which students with low self esteem are partnered with younger students to help them with their work and their general school existence will help the older student realize they are a vital and positive contributor to the school. Helping the student feel connected with the school will help that student develop a more healthy self esteem thereby giving him the tools to succeed as he reaches the upper grades. This paper provides a literature review to support the idea of a Tall Buddy Program for at risk sixth grade students. The Tall Buddy Program is designed around the premise that students working with younger students will have their behavior and self concept improve for several reasons.

Connection with other teachers on campus
Feeling like they make a difference in a younger students life.
Feeling capable of helping other
Feeling like they can contribute to the school as a larger setting.
SELF ESTEEM
Before one can measure the possible benefits of such a program it is important to understand the impact a low self esteem has on individuals and therefore society. There is a long standing belief that self esteem issues contribute to delinquency, giving concern to having such students work with younger students, however, research has consistently proven that students with low self esteem are not more at risk to become delinquents, however the injury to their own psyche and their own lives is very real(Emler, 2002).
Over the years, many problems have been blamed on low self esteem. Some of the facts that the literature already bears
relatively low self-esteem is not a risk factor for delinquency, violence towards others (including child and partner abuse), drug use, alcohol abuse, educational under-attainment or racism;
relatively low self-esteem is a risk factor for suicide, suicide attempts and depression, for teenage pregnancy, and for victimization by others. In each case, however, this risk factor is one of several and probably interacts with others;
there are indications that childhood self-esteem is associated with adolescent eating disorders and with economic outcomes--earnings, continuity of employment--in early adulthood, but the causal mechanisms involved remain unclear(Emler, 2002).
Research has indicated that ones self esteem is a key factor in what that person accomplishes in life.
A high self esteem indicates a person has a positive attitude about themselves and that they feel they have a worth to the world and to society.
The importance of self-esteem can be considered from several perspectives. First, it is important to normal, psychological development. To adequately cope with the challenges of growing and developing, persons need to believe that they have the capacity to achieve what they need and want to and that they are deserving of happiness and joy in life(Walz, 1991).
One study measured the importance of school climate on the development of a childs self esteem and it proved to be a valuable element in the total package.
School climate plays an important role in the development of the self-esteem of students. Schools that target self-esteem as a major school goal appear to be "more successful academically as well as in developing healthy self-esteem among their students" (California Task Force to Promote Self-Esteem, 1990, p. 5) (Walz, 1991).
Studies have also concluded that students with high self esteems are less likely to become pregnant, use drugs or display behavior problems.
Exclusive attention to just self-esteem or personal achievement may well result in less favorable outcomes in either or both areas than when an approach is used which attends to both self-esteem and achievement. Walz and Bleuer (in press) in postulating the presence of an "esteem-achievement connection" emphasize the importance of presenting students with challenging experiences that enable the student to "earn" high esteem by successfully coping with difficult tasks(Walz, 1991).
A program in which the students are expected to perform academically as well as by a Tall Buddy to a younger student will illicit the above needs.
A recent study of American Asian students compared to other students showed that the attitude and belief that it is in their control is what causes American Asian students to perform better in school. Asian American parents believe that it is effort, not luck or ability that causes a student to succeed at school. Research found that this attitude of effort and connectedness to the school and the academics drove American Asian students to perform more highly than their Anglo American counterparts even given cultural and language barriers that were presented(Hwang, 1995).
Studies also found that too often, self-esteem programs send completely counterproductive messages to children by directing youngsters' attention toward their own basest inner gratification-no matter what they do, it's fine, because they are alays wonderful and special.
For students to develop true high self esteem that will assist them in accomplishing their later life goals it is important that they believe they connected and contributed to the society. A program that pairs them with younger students and allows them to succeed thereby build self confidence will help them develop high self esteem.
To possess self-esteem, one must possess self-worth. To be worthy, one must be good at something or at least try to be (Hwang, 1995).
High levels of self-esteem and positive school, peer, and family connections represent protective factors against youth involvement in risky behavior(McClellan, 2002).
Another study examined the impact that high self esteem has on a students performance and behavior.
High self esteem was shown in this research to contribute to high academic behavior by having the student feel a connectedness with the school he or she attends. When a person feels connected that person is more likely to perform and put for their best effort in the tasks that they undertake.
The study examined a mentoring program in which the students were mentored by adults and was successful(McClellan, 2002). This program illustrates the ability of a mentor program to help students increase self esteem, however, it was something they were given. Research also shows that increases in self esteem can be attributed to accomplishments and the feeling of being able. A program which has the students with low self esteem become the mentors will serve to strengthen the self esteem of those students even more than being mentored to.
In addition to the self esteem they will gain by being mentors, they will gain self esteem because of the adults who work with them as mentors. It will allow the students to be part of an important process in which they partner with adults in the quest to assist younger students. This will further enhance their sense of being connected and able to contribute positively to the school that they attend.
The use and benefits of mentors have been investigated and documented for a variety of professions and populations, including numerous peer-based mentoring programs for elementary-age students(Massey, 2000).
The conclusion is overwhelmingly in favor of mentoring because it creates a feeling of belonging and ability to succeed. A program that places the students with low self esteem in the role of leader and mentor can only serve to boost self esteem. In addition it will provide the student mentors with the knowledge that they can build goals and solve problems by attaining those goals, which is a valuable concept to understand in life.
In addition to the benefits that mentees gain, mentors gain by (a) improved self-esteem by modeling appropriate skills and knowledge to another peer, (b) increased opportunities to interact with peers different than themselves (e.g., students with disabilities), and (c) mastered social competence(Massey, 2000).
CONCLUSION
Students with high self esteem have a documented advantage over students with low self esteem. A Tall Buddy Program will allow students with low self esteem to increase their self esteem by mentoring to students who are younger. The younger students will also benefit form the program ass they have a buddy to turn to while they learn to navigate the path of education in elementary school.
Students who have high self esteem go on to become adults with high self esteem and it is those adults who cure disease, invent things, and provide positively to the society that they live in. It is important to help students with low self esteem get it turned around as they enter the upper school grades so that they will be equipped with the can do attitude that will allow them to succeed and go on to pursue their adult desires and goals with confidence. Students with low self esteem become adults with low self esteem which can translate to higher welfare roles at a cost to taxpayers. It is to societys advantage to help students who have low self esteem change their perceptions and given them confidence in their ability to contribute to the world.




REFERENCES




Emler, Nicholas (2002) The costs and causes of low self-esteem. Youth Studies Australia

Hwang, Yong G (1995) Student apathy, lack of self-responsibility and false self-esteem are failing American schools. Journal of Education

Massey, Gayle (2000) Mentoring with Elementary-Age Students.
Intervention in School & Clinic

McClellan, Warren (1995) Increasing self-esteem and school connectedness through a multidimensional mentoring program. Journal of School Health

Walz, Garry R (1991) ERIC Identifier: ED328827 http://www.ericdigests.org/pre-9219/self.htm ERIC Clearinghouse



Emler, Nicholas (2002) The costs and causes of low self-esteem. Youth Studies
Australia, 21(3) 45. Retrieved June 21, 2006, from the ULV Academic Search
Premier database.

Hwang, Yong G (1995) Student apathy, lack of self-responsibility and false self-esteem
are failing American schools. Journal of Education, 115(4)484. Retrieved June 21, 2006, from the ULV Academic Search Premier database.

Massey, Gayle (2000) Mentoring with Elementary-Age Students.
Intervention in School & Clinic, 36(1)36. Retrieved June 24, 2006 from the ULV
Academic Search database.

McClellan, Warren (1995) Increasing self-esteem and school connectedness through a
multidimensional mentoring program. Journal of School Health, 72(7)6. Retrieved
June 24, 2006 from the ULV Academic Search database.

Walz, Garry R (1991) Counseling to Enhance Self-Esteem. Eric Digest. ED328827
Retrieved on June 24, 2006 from the ERIC Clearinghouse.
http://www.ericdigests.org/pre-9219/self.htm
Articles to Use: Can I email them to you?

There are faxes for this order.

This is a Prior Learning Portfolio, describing experiences in the
classroom
and knowledge gained from teaching in a classroom setting. Statements
should
validate experience and knowledge. Example: I learned behavioral
modification techniques while working as a high school teacher?.. I
implemented??Use many action verbs while covering content areas as
listed
below. I have ten years experience working as an Earth Science
teacher for a
fully accredited private high school. Additionally, I worked as a
school
administrator for six years. I have vast experience with learning
challenges, including students with emotional/behavioral challenges
as well
as Specific Learning Disorders.

Classroom Management

Provides current theory and methodology for managing small and large
groups
of students so that students choose to be productively involved in
instructional activities. Covers the four major factors or skill
areas of
effective classroom management:
(1) understanding students personal/psychological and learning needs
(2) establishing positive teacher-student relationships
(3) implementing instructional methods that facilitate optimal
learning
(4) using organizational and group management methods that
maximize on-task
student behavior.
I. Overview of Classroom Management
A. Factors Influencing Student Behavior
B. Effective Schools
C. Changing Perspectives on Classroom Management
D. Factors Influencing Teachers' Management of Classrooms
II. Students' Basic Needs
A. A Review of Various Theories - What Children Need
B. The "At-Risk" Student
C. Power, Control, Order and Caring
D. Setting Up "Win-Win" Systems
III. Creating Positive Interpersonal Relationships
A. Teacher as a Model
B. Appropriate Dialogue with Students
C. Building Better Relationships
D. Creating Opportunities for Personal Discussion
E. Communication Skills Reviewed
F. Evaluating Classroom Relationships
IV. Creating Positive Peer Relationships
A. Understanding the Classroom Group
B. Activities that Support: Introductions, Diversity Acceptance,
Positive
School Climate, Examine Peer Relationships, Assessing Peer
Relationships
V. Student Motivation and Learning
A. Key Issues in Student Motivation
B. Student Academic Needs
C. Instructional Methods that Enhance Student Motivation and Learning
D. Self-Assessment
VI. Developing Standards for Classroom Behavior
A. Discussing, Getting a Commitment and Monitoring Rules and
Standards
Classroom Procedures
B. Keys to Beginning the School Year
C. Maximizing On-Task Behavior
VII. Responding to Violations of Rules and Procedures
A. Choosing an Approach
B. Tips for Handling Minor Disruptions
C. Classroom Procedure for Responding to Disruptive Behavior
D. Procedures for Handling More Serious Disruptions
VIII. Using Problem Solving Techniques
A. Models for Solving Problems With Individual Students
B. Methods for Solving Problems Between Students
C. Group Problem Solving
IX. Developing Individual Behavior Plans
A. Behavior Management in Perspective
B. Environmental Analysis
C. Strategies for Supporting New Behavior Skills
D. Social Skills Training
E. Contracts for Behavior Change
F. Team Approach
X. School-Wide Student Management Programs
A. Systems Approach to Managing Student Behaviors
B. Process for Developing a School-Wide Plan
C. Responding to Serious Threats of Violence

Please divide the Journal entries among the 2 pages: the journal entries should reflect on the relevance of the course materials and activities to your professional practice. Provide a reference at the end of each journal entry ONLY if you refer to an article or our textbook. The reference and citation MUST be formatted in APA 6th edition.

Journal entry 1:Think about the articles that you read this week, along with the chapters that you read in Units 1 and 2. How does this paradigm of classroom management as relationships compare to the other classroom management theories and practices that you have used? What questions have the readings from these first two units raised for you?

Articles: 1. In Jones, Jones, and Vermette\'s 2013 article, \"Exploring the Complexity of Classroom Management: 8 Components of Managing a Highly Productive, Safe, and Respectful Urban Environment,\" from American Secondary Education, volume 41, issue 3, pages 21?33, you will read about the change from classroom management as merely rules and consequences to a complex system of roles and relationships.

2. In Beaty-O\'Ferrell, Green, and Hanna\'s 2010 article, \"Classroom Management for Difficult Students: Promoting Change Through Relationships,\" from Middle School Journal, volume 41, issue 4, pages 4?11

3.In Ratcliff, Jones, Costner, Knight, and Disney\'s 2012 article, \"No Need to Wait for Superman: A Case Study of One Unique High School,\" from Journal for the Education of the Gifted, volume 35, issue 4, pages 391?411, the authors detail a study in which eight teachers of gifted students were observed. Although the study\'s setting was gifted classrooms, the authors indicate that the insights gained can help teachers as they develop effective, caring learning environments in traditional settings.
4.In Shindler, Jones, Williams, Taylor, and Cadenas\'s 2012 article, \"Inciting Something Better Than \'Best Practice:\' Taking a Closer Look at the Relationships Among Classroom Management Practice, School Climate and Student Achievement,\" the authors discuss the relationship between poor classroom management and poor student achievement outcomes.

Journal Entry 2: For this week?s journal entry, you will do some internet or library research and rely on your own experience to write about how technology can be used as part of classroom management to keep communication open between home and school. You might consider texting, e-mail, school-hosted teacher Web pages, blogs, apps, and so forth. Be sure you relate the selected technology to classroom management.


You may find this resource helpful:
Marcinek\'s 2014 blog post, \"Classroom Management in the Tech-Equipped Classroom,\" from Edutopia.

Journal Entry 3: This week, you conducted an Internet search on 504 plans. For your final reflective journal entry, summarize your understanding about students with IEPs, students with 504 plans, and accommodations for each. How do these accommodations impact management in your classroom?

1- My term paper should be in specific formula.I will send it as an attachment.
2- my topic is climate change and disease. Could dangerous diseases spread to areas that are free of disease at present? .so,I must answer this question in the conclusion.
3- The maximum plagiarism is 10%.
4- The sources must be online sources (from Web).

Hi i need a Persuade essay. I had to choose a topic that i believe on it. My professor already know that, as a second language in english, my paper can't be perfect. You have to use simple words, so it will be more like me. Also my paper research Has to be from the college database. Broward College or FAU University, it has to be from there. My persuade paper is going to be about IMPLEMENT OF UNIFORMS IN PUBLIC SCHOOL. I have to persuade my teacher with my idea, so some points must to be included on it.
* Thesis? Message?
* Why should we do it?
* Rhetorical Appeal: Ethos, Pathos, and Logo
* Patterns of Developing: Cause/Effect, Description, Compare/Contrast
* OPPOSING VIEW/ (HOW TO ADDRESS THE OTHER SIDE?)
* REFUTATION
Please let me know if you need any more information, thank you

You will choose one research article related to the chosen topic, Violence in Schools. The articles can come from the Regis Database (http://libguides.regis.edu/atozdatabases) or any site that publishes scholarly work.

Below are some references I have put together.

Center for Disease Control (CDC). (2012). Understanding school violence. Retrieved January 29, 2013, from http://www.cdc.gov/violenceprevention/pdf/schoolviolence_factsheet-a.pdf

Center for Disease Control (CDC). (2012). School-associated violent death study. Retrieved January 29, 2013, from http://www.cdc.gov/ViolencePrevention/youthviolence/schoolviolence/SAVD.html

Center for Disease Control (CDC). (2012). School-associated student homicides. Retrieved January 29, 2013, from http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5702a1.htm

Chicago Public School students shot this school year highest since 2008. (2012, June 26). Chicago Tribune. Retrieved January 29, 2013, from http://www.huffingtonpost.com/2012/06/26/chicago-public-school-stu_n_1627258.html

Elliott, Delbert S., Hamburg, Beatrice., & Williams, Kirk R. (1998). Violence in American schools: A new perspective. Cambridge: Cambridge University Press.

Furlong, Michael., Morrison, Gale., Skiba, Russell., & Cornell, Dewey. (2004). Issues in school violence research. Binghamton: The Haworth Press.

Hill, Susan C., & Drolet, Judy C. (2009). School-related violence among high school students in the United States, 1993-1995. Journal of School Health (69)7, 264-272.

Kozol, Johnathan. (2012). Savage inequalities: Children in America's schools. New York: Crown Publishing Group.

Mills, Martin. (2001). Challenging violence in schools. Philadelphia: Open University Press.

National Center for Education Statistics. (2011). Indicators of school crime and safety. Retrieved January 29, 2013, from http://nces.ed.gov/programs/crimeindicators/crimeindicators2011/index.asp

Prothrow-Stith, Deborah., & Quaday, Sher. (1995). Hidden casualties: The relationship between violence and learning. Washington D.C.: National Health and Education Consortium.

Rose, Ingrid. (2009). School violence: Studies in alienation, revenge, and redemption. London: Karnac Books.

Schechter DS (2011, February 16). Forecasting Aggression: What Makes Some Troubled Youth Turn Violent? Cerebrum. Retrieved January 29, 2013, from http://www.dana.org/news/cerebrum/detail.aspx?id=30762

Timeline: A history of violence in American schools. (2012, December 14). CTV News. Retrieved January 29, 2013, from http://www.ctvnews.ca/world/timeline-a-history-of-violence-in-american-schools-1.1079657

U.S. Department of Education. (2002). The final report and findings of the safe school initiative. Retrieved January 29, 2013, from http://www2.ed.gov/admins/lead/safety/preventingattacksreport.pdf

Please write approximately 2-3 pages per question- Total of 4 questions. Please provide at least 3 references per question with at least one of the references being a primary source reference.


References to possibly use:
*Interventions for Academic and Behavior Problems II: Preventive and Remedial Approaches. Edited by Mark R. Shinn, Hill M. Walker, and Gary Stoner. 2002.

*Best Practices in School Crisis Prevention and Intervention. Edited by Stephen E. Brock, Philip J. Lazarus, and Shane R. Jimerson. 2002.

*Best Practices in School Psychology IV and/or V. NASP

*Childrens Needs III: Development, prevention, and intervention. Bear and Minke 2006.

*California Special Education Programs Twenty-Ninth Edition: A Composite of Laws. 2007.

*Neef, N. A. et al. (2004). Behavior analysis in education (2nd Edition). Lawrence, KS: Journal of Applied Behavior Analysis

4 Questions:
1. In many cases, children learn the majority of their prosocial behaviors from school. Please discuss the process of teaching social skills to young children and adolescents. Please discuss the challenges associated with each age group and describe in detail procedures to assess need acquisition, progress, and mastery of social skills in elementary and secondary settings.
a. Possible references:
i. Shinn et al. Ch 15 and 17
ii. Kohler & Fowler (1985). Training prosocial behaviors to young children: An analysis of reciprocity with untrained peers. Journal of Applied Behavior Analysis, 279.

2. An 11th grade Special Day Class student has met his 10 days of suspension due to destruction of property in the classroom. Please discuss in detail the process of completing a Functional Behavior Assessment (FBA) of property destruction. Include the rationale of conducting an FBA. Please discuss all possible hypotheses, as well as corresponding interventions by function keeping in mind that our prevention approach attempts to make disruptive behaviors irrelevant, inefficient, and ineffective.
a. Possible references:
i. Shinn et al. Ch 31: Mayer & Sulzer-Azaroff (2002). Intervenitons for vandalism and aggression.
ii. Mayer (1995). Preventing antisocial behavior in the schools. JABA 338

3. Research on school refusal, bullying, substance abuse, and school failure have revealed that a primary protective factor for students in a positive relationship with one adult in a school. Please discuss ways that school psychologist can foster such relationships with students, as well as be an advocate for other school staff to do the same. Please describe how these efforts fit into a comprehensive hierarchical and preventive model of school-wide mental health support.
a. Possible references
i. Shinn et al. Ch 31, 7,
ii. Brock et al. Ch 12
iii. Bay-Hintz et al (1994). Cooperative Games: A way to modify aggressive and cooperative behaviors in young children, Journal of Applied Behavior Analysis 417.

4. A 5th grade student uses a drill bit to carve profanity and a threat to harm a teacher into a cafeteria window. The principal determines that you need to complete a Threat Assessment for the student and that a hearing must be held before the student returns to school. Please describe what behaviors prompt a threat assessment and discuss the process of completing a thorough threat assessment for a student.
a. Possible References
i. Shinn et al. Ch 31

*Please use no more than 1 quotation per question.
*Please write from a behavioral school psychologists perspective

THANK YOU!

The assignment is to write a Persuasive Essay on the topic of "Should students wear school uniforms."

I want to persuade the reader the need to wear school uniforms through the elements of:
-Statistics/Real Data
-Dialogue
-Rhetorical Questions
-Analogies.

There should be a conclusion that summarizes main arguments and restates(in another way)my position statement.

Research Design Project
SIGNATURE ASSIGNMENT

Purpose: The signature assignment is the Research Design Project. The purpose of this project is to confirm that the student has acquired research skills sufficient to design a meaningful research project on their own and that it can be communicated appropriately in APA style.
Since this is an eight-week course, collecting data for your assignment would not be possible and is not part of this project. However, students are expected to adhere to scholarly journal writing standards by writing their project in the third person. Although you would have not collected data, it is expected that you write your Research Design Project in the past tense, which is the accepted tense when writing scientific research and scholarly manuscripts. You may choose a qualitative-
Directions: Develop a research design project on a topic of interest. Write a paper that explains the project using the headings and subheadings described below. As a rule of thumb, the average length of the Research Design Project runs between 12-15 pages, cover to cover. This signature assignment should include the following elements:
Title Page (APA Format)
Introduction
Significance of the study (explain why you selected the topic you did, and make connections to the literature on the topic)
Statement of the problem and purpose of the study

Problem Question:

How do school systems use data to implement strategies and drive instruction for elementary students?

Research question

Brief Review of the Literature

Three to five peer-reviewed research studies (must be from the last 5 years)
Review summary further establishes the significance of your study and problem statement

Design and Methodology
Based on the research design you have selected describe the following:

o Qualitative
Site or social network, research role, purposeful sampling strategies, data collection strategies, data management and analysis, and limitations of the design.


Reflection

o Justify why you feel a qualitative design is the best choice for this study?
o Explain how your research design and methodology informs the questions or hypotheses of this study?
o In what ways do you feel this study might contribute to the body of knowledge on this topic?
o How might the results of this type of study improve your own practice?
o How might the results of this study influence decisions made by your school or district?
o What do you feel are the biggest challenges or roadblocks for conducting this study?
o In what ways has this process of designing a research study influenced your own views of educational research?

References (APA format)
must be from the past 5 years


RUBRIC:

Introduction
Choice of topic
General statement of the problem
Specific research questions and/or hypotheses
Significance of the study ? Research topic is relevant and clearly established
Problem statement is concise and well-stated
Research questions and/or hypotheses are thoughtful, reasonable and clearly support the problem statement
Significance of the study is clearly stated and establishes the importance of the problem and need for the study
Brief Review of the Literature
(5 peer-reviewed research articles from past 5 years)


Review of the literature provides a thoughtful and purposeful overview of the educational issue that is being addressed
Review of the literature provides convincing support for the proposed study
Review of the literature includes 5 peer-reviewed research articles clearly connected to the purpose of the study
Design and Methodology ? Design and methodology for a quantitative, qualitative, or mixed-method study are clearly and accurately identified and present
? Researcher provides a rich and detailed picture of how study will be conducted including the subjects, site/social network selection and his/her role in the study
? Data collection and analysis procedures/strategies are logical and manageable, with reasonable potential for generating reliable data
? Limitations have been clearly stated and include strong discussion of potential threats to internal or external validity or to the reliability of the study

Reflection ? Demonstrates a strong justification for the chosen research design or paradigm
? Demonstrates a strong understanding of the research design process.
? Demonstrates a strong understanding of how to collect and analyze research data
? Demonstrates a clear respect and understanding for the value of research in developing sound educational theories and in the improvement of practice
Writing and Mechanics (Manuscript)
? Current APA Guidelines
? Academic voice and scholarly/ descriptive use of language
? Logical sequence of ideas, transitions between paragraphs and sentence structure
? Grammar, spelling and punctuation
? Clarity of writing ? Current APA guidelines were followed for citations, references, pagination, title page, and headings
? Academic voice and the use of scholarly/descriptive language is effectively incorporated
? Logical sequence of ideas and transitions between paragraphs are effectively made with excellent sentence structure
? Grammar, spelling, and punctuation errors are non-existent
? Writing is clear, concise and easy to follow

Hello,

My thesis topic is why at-risk students perform well in continuation schools which utlizes an independent study format. Why do these student improve in their academic, self esteem and responsibility ect..


Outline (draft, not sure if this will look good, this is an idea that I want to do for my lit review):

History of Continuation Schools
What is Continuation schools

Who are At-Risk Students
What are their Issues?
What do they need and want?


Types of Programs for At-Risk
At-Risk Schools
Variations in programs/ kinds of schools
Independent Study Format
Ect

Please help me write a organized literature review.

Thank You

Conduct a 15 page review of literature on the topic violence in school. The objective for this assignment will be to have students review several research articles as well as other academic sources and synthesize the research to create a comprehensive, well thought out review of the topic. You will need at least 15 citations to support your writing. Refer to your Guidelines handbook and the Exemplar Writing Assignments on the website for a description and examples.