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The process involved in curriculum implementation
Curriculum implementation
Curriculum implementation
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Education is the path that children follow to reach their full potential in life, with a little help they will succeed. CAPS stands for Creative Before and After-school Programs for Success. CAPS has the goal of setting high academic expectations and creating a supportive climate of encouragement and provide extra help to the students who need it. The CAPS after school program is special because they have caring staff who are making an impact in students lives to advance in their education. The staff working for CAPS play an important role in completing certain goals set for them such as helping students with their classroom activities and homework. The staff at the CAPS after school program have the purpose of helping students succeed in …show more content…
Two employees working for CAPS are Kiara James and Jocelyn Sttotle, their hearts are full of love for each and every one of their students. Kiara and Jocelyn are respectful, responsive and reciprocal. They show undivided love and attention by putting away their phones and leaving their personal lives and problems at the door. They also show the children that they are caring and supporting. Kiara and Jocelyn are aware that being staff they are required to achieve the goals set for them. One goal being to promote academic achievement in curricular areas. Kiara and Jocelyn provide students with strategies to support student achievement such as arts and crafts, visual and performing arts, social skills education, academic games, activities, and gardening projects. Providing these strategies help show the students that education is important and that Kiara and Jocelyn are there for encouragement and motivation. Making an impact in a child’s future education is a priority for the CAPS …show more content…
Ultimately, the staff of CAPS also have the goal of developing cooperative social skills. Kiara and Jocelyn engage their students in challenging, hands on assignments that require them to practice new skills that incorporate their interests and that relate to life outside of school. Students should have a trusting relationship with the staff and feel safe in asking for help. All students need to be able to communicate, build and maintain trust, and engage in controversy with the staff. If for any reason a student encounters a problem with their assignment they shouldn’t be afraid to ask for help and have trust that the staff will assist them in any struggles. Once the student asks for help, Kiara and Jocelyn are required to step in and take the role of teacher and assist the student to conquer their setback. In doing so, the student who once failed now realizes that they can over achieve and overcome any situation they get put through due to Kiara and Jocelyn being caring mentors. Therefore, teaching cooperative skills becomes an important essential for academic learning because achievement improves as students become more effective in learning from each
It provides transportation for the students, snacks, clothes (as prizes), earned school supplies, and much more. Y-CAP also provides homework activities for to students who do not have any. Y-CAP goes above and beyond to do what they feel needs to be done. The agency has goals that they want met and have been successful in meeting these goals. 75% of the students have demonstrated improved behavior choices.
...it, set higher aspirations, have better attendance, come to class more prepared to learn, and have fewer behavior problems” (Robbins and Alvy, 2009, p.178). These achievable improvements should be priority for school districts.
“When schools, parents, families, and communities work together to support learning, students tend to earn higher grades, attend school more regularly, stay in school longer, and enroll in higher level programs.” (Van Roeckel, 2008, p. 1) Deer Valley High School in Glendale, AZ is the first high school built in the Deer Valley Unified Scholl District, and with a population around 1800 students, the high school is one of the bigger schools in the state. It has a tradition of family on its’ campus, where there are still teachers teaching that were there when the school opened in 1980. A number of former students have become new teachers on campus and just about all the teachers’ children have attended and graduated from the campus. With a school like ours, there are many connections to the community around it and it is demonstrated by the programs that bring in parent and community to help with the development of our students. There are numerous booster clubs run on our campus to help support student achievement on the sports fields, a school to work programs to teach the students necessary skills in different areas of either nursing, sports medicine classes, and in the culinary arts classrooms, and funding to our school to help ensure all students graduate on time. There are many programs on our campus, but I will discuss four of the programs: baseball booster club, C2G program, “school-to-work”, and the special education program sponsored by Arrowhead Hospital. These programs are designed to improve the relationships between the campus and the people in the community, and give all students on campus every opportunity to succeed in their future.
Collaborating with the school administration team, I was able to gain suffice information about the needs of the school as well as the needs from the community. I was given information about the academic needs of the students as well as the school’s improvement plan, which consists of the school needs assessment. Analyzing the needs assessment and test score data, there is a need for academic improvement is needed in the content areas of English-Language Arts and Math. The school is in need of strategies to improve scores in these areas, but the community can play an integral part in helping to provide the necessary resources, tools, and materials to enhance student learning in these areas. This could be established by community-school partnerships, if the school effectively communicates to the community their need for academic assistance. This can be achieved at PTO meetings, school activities, and local colleges or universities.
This chapter provides a review of the literature related to after school programs. The literature review is organized into the following categories: History of After School Programs, Need for After School Programs, Effectiveness of After School Programs, Frequency and Duration, and Middle School After School Programs. This section also reviews the theoretical framework for this research.
The innovative and flexible curriculum moves out of the classroom to create civic responsibility and build necessary emotional, academic, social and job skills. High school is the critical time when students prepare themselves to become successful at college, career, and life. Here students are taught” to communicate effectively, analyze and solve problems, set and achieve goals, work successfully as part of a team, and resolve conflict peacefully. Students also develop the means to resist negative peer pressure, make healthy choices; and understand and appreciate diversity in the classroom, school, and the broader community.” ("Lions Quest,"
As much as this class has grown together, every one of us has also grown as a unique individual. We have found our talents and interests. These interests have drawn us to different activities and in turn helped shape our lives. Some of us have excelled academically while others have helped improve Summer High School by participating in activities such as Link Crew or ASB. Some of us acted in plays while others shared their musical talents by singing in the choir or performing with our outstanding band. Many of us have preferred to be involved in community service with a group like KEY Club. In addition to these school activities, many of us have invested time in jobs and other community activities.
They need to communicate with the teacher and let him know what is not working in his class. Also, they should communicate between them to ask for help when they are struggling to understand the teacher. Teamwork is other skill that Mary’s classmates should work with. They should work together and share what they have understood during class and enrich their knowledge with the help of each other. They also should develop the skill of social networking because they can communicate and ask for help when they need it. More over, it will help students to know more about their classmates’ culture and be more connected with
The Corpus Christi After School Program is run by Diane Deluca and a variety of many different high-schoolers and college children. Everyone is always happy, enjoying their time, and always wants to have a good time. Each and everyone, including all the children, have a part in this program to help it reach it maximum. Without everyone doing their part, this program would not work the way it usually does.
The shared vision must be followed up with collective commitments that align with the vision and describe individual behaviors that staff agree to follow to make a contribution to achieve the shared vision (p. 11). Once the foundation of the PLC is in place school leadership must move staff from status quo to a whatever it takes attitude for student achievement. This occurs by organizing people into meaningful teams focus on learning, providing time to collaborate, and ensuring that the campus layout supports ongoing collaboration and shared responsibility for student learning (p. 15). Student and staff growth cannot happen unless teams have time to meet and collaborate.
All five of her educational experiences involved leadership and how she fits into a team. While she was in dance and the Health Occupations Students of America, she learned what it means to be a part of a team and how to work together towards a goal. By being a Bengal Pride Leader, dance coach, and a student teacher, Olivia found out that she succeeds in a leadership role where she can teach. She concluded that in her future she hopes to obtain a similar role. Also, because Olivia has had so much practice with working in a team setting, she will do well in college because she knows how to work with her peers. During this year, Olivia has learned about herself. She has had many educational experiences in college already. She first overcame a pattern in her family. Olivia is the first family member to attend a post-secondary school. She has recognized that school is hard through dropping a challenging math class and overcoming her speech anxiety. By rising above these limitations, Olivia has even been able to make conclusions about her future. She is now very motivated to finish college and persevere through hardships and struggles. Olivia knows that she wants to be a teacher through her current job at Kidstop. Specifically, she wants to work with special education because of her SPED 203 class. Olivia has had many key experiences shape her personal journey to become literate. On peer workshop day, Olivia learned how to
Scarnati, J. T. (2001). Cooperative learning: make groupwork work. New Directions for Teaching and Learning, 67(Fall), 71-82.
The application of collaborative learning strategies is a process in which two or more students work together. Collaborative strategies will be used in planning, translating and reviewing the education process to form student learning through group-oriented activities. This source will also be useful in lesson planning to help explain how collaborative learning strategies in the classroom will help students in the learning process improve by interaction; how positive interdependence of collaborative learning leads to common responsibility; how collaborative learning builds students’ self-esteem, and confidence in students. This application recommends that collaborative learning strategies can be implemented with Jig-saw technique as well as in learning technology which can be accessible to all participants working in cooperative groups (Iqbal, Kousar, and Ajmal, 2011).
My main vision encompassed providing administrators, teachers, students and parents with the resources necessary to achieve high levels of learning and academic performance. As one of the school leaders for a school with alternative setting, I believe that our over-aged and under-credited students can achieve and become prepared to enter in a post –secondary educational program
Cooperative learning in general and in particular in the EFL classroom has an important role. The aim behind cooperative learning may appear in three aspects as Academic learning, social-affective learning and personality development. In other words, for the first element learners acquire the content of the subject matter and develop meta-disciplinary competence. Also, they can learn to support each other, to working in heterogeneity in a group and one team with the perspective of others. This may lead to minimize fear, stress in a class and can increase the motivation so they are integrated into sociable context. In addition to the third one, learners in cooperative learning can be highly motivated and can also strengthen the confidence