At-risk students are students who have been removed from their home campus for behavior reasons at Williamson County Academy. What correlation exists between instructional strategies and student engagement in at-risk classroom settings? What strategies are most effective for keeping students engaged and in class?
At-risk students are students who have been removed from their home campus for behavior reasons at Williamson County Academy. What correlation exists between instructional strategies and student engagement in at-risk classroom settings? What strategies are most effective for keeping students engaged and in class?
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At-risk students are students who have been removed from their home campus for behavior reasons at Williamson County Academy. What correlation exists between instructional strategies and student engagement in at-risk classroom settings? What strategies are most effective for keeping students engaged and in class?
Direitos autorais:
Attribution Non-Commercial (BY-NC)
Formatos disponíveis
Baixe no formato DOC, PDF, TXT ou leia online no Scribd
Wonderings: What correlation exists between instructional strategies and
student engagement in WCA (Williamson County Academy) at-risk* classroom settings? Are there instructional strategies that result more often in students being removed from the classroom for behavior problems? What strategies are most effective for keeping students engaged and in class**?
*At-Risk: students who have been removed from their home campus for behavior reasons **at WCA students who are not choosing appropriate classroom behaviors are removed from the classroom.
Goal: Determine most effective classroom instructional strategies for at-risk
Responsible: Start/End Resources: Student Case managers Aug – Sept. -permissions *observation permission and Alicia form *feedback from to -time for parents to sign mentors, participate teachers, Present Coworkers and August students, and research Alicia 2010 -staff meeting other plan to -time stakeholders coworkers *number of Prepare Alicia and August surveys interview Greg(mentor) 2010 completed -time questions -survey monkey compared to and set up account number given out survey At-Risk Students Sept – Oct -time Student *personal and Alicia 2010 -interview journal for self Interviews questions reflection (invite Classroom Sept – Oct -time Teacher a coworkers teachers and 2010 -interview whose opinion I Interviews Alicia questions value to help me Student At-Risk students, Sept – Oct -time evaluate my Survey computer teacher, 2010 -survey monkey work) and Alicia Classroom Sept – Oct Teacher -time teachers and 2010 Survey Alicia -survey monkey Classroom Classroom Aug – -time Observation teachers and October -observation Alicia 2010 charts s Other Stakeholders and Sept – Oct -time stakeholder Alicia 2010 -interview Interviews questions Other Stakeholders and Sept – Oct Alicia 2010 -time stakeholder -survey monkey surveys Alicia and County Aug – Nov -time Behavior officers 2010 -behavior Referrals referrals files Data Study -permission to research files Examination Alicia Aug. - -time of Current -databases November Research Compilation Alicia Upon and study of completion -time of Research data -computer (December) gathered Alicia Upon Create completion -time Report of research -computer (December) Identify Alciia Upon resulting completion of research -time wonderings (December) -current action and new research data action and findings research possibilities Alicia Upon -time Sharing completion -PowerPoint findings of Report -blog (December) -report copies Implementin Principal, January -time g necessary teachers, and 2010 -lesson plans Alicia (Semester -teacher changes II) participation Teachers, ongoing mentors, students, -time Evaluation other stakeholders -surveys and Alicia