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Exploring A New Path For School Climate & Safety Assessment
Get PDFThe passage of the No Child Left Behind (NCLB) Act in 2001, ushered in a new era of federal oversight in state educational accountability systems. While the act may have succeeded in identifying schools in need of support and creating data systems to help inform parents and assist educators in establishing clear and consistent goals, the state accountability systems created under this law were widely criticized for their narrow academic focus and failure to include the holistic and multifaceted nature of school quality. In response, the federal government replaced NCLB in 2015 with The Every Student Succeeds Act (ESSA). The new law included a provision widely referred to as the “Fifth Indicator” of student success, which was to be non-academic in nature. To address this indicator in state accountability plans, the federal government specifically recommended several strategies, to include measures of school climate and safety. Despite this recommendation and despite decades of research to support its inclusion, only a handful of states have adopted such measures. As a result, schools and districts in most states are left to develop their own systems of school climate assessment and improvement.
The primary purpose of this qualitative case study was to explore the efforts of a single Florida school district in their quest to develop such a system. The Sunshine School District (SSD) had begun looking at innovative ways to assess and improve school climate as the ESSA was passed. An instrument had been developed that was loosely based on research and had not been tested in school settings. This instrumental case study provided an in-depth examination of the literature and an analysis of archival data to help refine the instrument and prepare it for a pilot test in nine district schools. Through this study, a follow-up focus group with pilot participants was conducted to determine whether the instrument held promise as a means to assess school climate and safety, as well as drive improvement. Analysis of the data revealed participants found the instrument to be flexible, useful, and effective – particularly as it pertains to the assessment of school climate and safety practices and establishing improvement goals. The analysis additionally revealed the instrument can be lengthy and may not be equally applicable to all schools and grade levels. Although the instrument needs further refinement, pilot participants reported it to still be effective and beneficial as an informal assessment and improvement tool
Implementing The SIOP Model To Support English Language Learners
Get PDFChildren who are English as a Foreign Language Learners (EFL) and/or English language learners (ELLs) are missing critical content-specific learning. These students are transitioning into mainstream classrooms, lacking basic literacy foundation skills, including vocabulary, grammar, comprehension, phonology, and meaning, which is preventing them from accessing grade-level content. Teachers who are charged with educating English language learners are not always provided with sufficient professional development that will allow them to meet the students’ needs. ELL students need specific instructional strategies that will address their learning needs as well as language development. The purpose of this study was to examine the implementation of the SIOP Model at ACIS to support teachers in delivering subject-specific content while at the same time developing language skills of English language learners. Archival data was used in this case study to answer the following research questions: What strategies, interventions, and/or protocols from the SIOP Model are being use by teachers? What barriers and obstacles have teachers faced with implementing the SIOP Model? What are the perspectives of teachers regarding support and training that would improve their use of the SIOP Model?
The findings of the research indicate that teachers used different components of the SIOP Model. The increase in NWEA MAP reading scores over the course of a year suggests that using the SIOP Model had a positive impact on student learning. Thirty-nine percent of the respondents found that there were no barriers to implementing the SIOP Model, which suggests that some teachers may be unaware of expectations, therefore, unaware of barriers. The four areas that emerged as areas for further research were Strategies, Response to Intervention (RTI), lesson preparation and assessment. Time management also emerged as a possible area for further training. The recommendations for future practice are to continue to fully implement the SIOP Model. School leadership should continue to support the model by providing dedicated professional development and ensuring that all teachers are provided with resources that support the SIOP Model. The student achievement data showed promising results for ACIS’ first year of implementing the SIOP Model
Teachers’ Perceptions Of The Observation, Coaching, And Feedback Cycle
Get PDFThe purpose of this qualitative case study is to investigate teachers’ perceptions, attitudes, and viewpoints of how their daily teaching may be refined after implementing feedback from the Observation Coaching Feedback Cycle (OCFC) into their daily instruction. In direct connection, this study’s purpose seeks to fill a gap in literature regarding teachers’ perceptions of the OCFC experience. Reflective Practice Theory was selected as the Conceptual Framework that guided this study. Reflective practice is essential to understand one’s actions so as to engage in a process of continuous learning. Without reflective processes, people would not amend their work (Helyer, 2015). The whole premise of the evaluation process and is to encourage change and is based upon the idea that teachers would like to learn more and change their practice to best serve their students. Data were composed of survey evaluations and in-depth teacher interviews, which were analyzed for content relevant to the research questions. Through this case study, five primary themes of evaluators demonstrated the following: knowledge of content they are observing, relationships impacting the OCFC, professional growth, frequency of observation, perceptions of OCFC emerged with 5 emergent subthemes. Findings may be useful for district administrators, K-12 school systems, classroom teachers, and special area teachers such as teachers of Art, Music, Health and Physical Education and Career Technical Subjects
Basement Bowling Lanes, McArthur Gymnasium, Westbrook Seminary, Early 20th Century
No full textMcArthur Gymnasium\u27s basement lockers are refurbished along side the bowling alley in this sepia-toned, early 20th century glossy photograph. A marble washroom sink lays beside a metal shower head fixture and porcelain toilet with wooden seat and cover.https://dune.une.edu/wchc_photos_mcarthur/1004/thumbnail.jp
McArthur Gymnasium, Westbrook Junior College, Mid 20th Century
No full textA closeup, mid 20th century, black and white photograph of the left side of the white steps and railings that form the entrance to the McArthur Gymnasium, Westbrook Junior College.https://dune.une.edu/wchc_photos_mcarthur/1014/thumbnail.jp
Long-Distance Dispersal By Eastern Gray Squirrels In Suburban Habitats
Get PDFNatal dispersal by Sciurus carolinensis (Eastern Gray Squirrel) is poorly understood, given so rarely reported, yet dispersal patterns in small mammals can affect seed dispersal and predation, as well as population dynamics of predators. Herein, I document long-distance dispersal by 3 Eastern Gray Squirrels from the suburban coastal campus of the University of New England in Biddeford, ME. Mean dispersal distance was 10.1 km (min–max = 6.3–14.5 km), occurring in random directions (SW, S, NW). These results, combined with the previous studies, better describe the distribution of natal dispersal by Eastern Gray Squirrel—critical information in understanding population processes and potentially developing effective landscape-management strategies
Indian Food and Culture Fact Sheet
Get PDFThis is an informational handout covering the traditional cuisines of various regions throughout the Indian subcontinent. Religious influences regarding food choice and fasting, traditional health beliefs, eating patterns and etiquette, and common health issues experienced by the Indian population who acculturate to American culture are discussed.https://dune.une.edu/an_studedres/1173/thumbnail.jp
Canterbury Alphabet: U
No full textOriginal: brush, ink and gouache on purple prepared paper, 7” x 7”
Created in part during a residency at Canterbury Shaker Village in 2020
Canterbury Alphabet series: Canterbury Alphabet: A Canterbury Alphabet: B Canterbury Alphabet: C Canterbury Alphabet: D Canterbury Alphabet: E Canterbury Alphabet: F Canterbury Alphabet: G Canterbury Alphabet: H Canterbury Alphabet: I Canterbury Alphabet: J Canterbury Alphabet: K Canterbury Alphabet: L Canterbury Alphabet: M Canterbury Alphabet: N Canterbury Alphabet: O Canterbury Alphabet: P Canterbury Alphabet: Q Canterbury Alphabet: R Canterbury Alphabet: S Canterbury Alphabet: T Canterbury Alphabet: U Canterbury Alphabet: V Canterbury Alphabet: W Canterbury Alphabet: X Canterbury Alphabet: Y Canterbury Alphabet: Zhttps://dune.une.edu/art_facart/1030/thumbnail.jp
Canterbury Alphabet: J
No full textOriginal: brush, ink and gouache on purple prepared paper, 7” x 7”
Created in part during a residency at Canterbury Shaker Village in 2020
Canterbury Alphabet series: Canterbury Alphabet: A Canterbury Alphabet: B Canterbury Alphabet: C Canterbury Alphabet: D Canterbury Alphabet: E Canterbury Alphabet: F Canterbury Alphabet: G Canterbury Alphabet: H Canterbury Alphabet: I Canterbury Alphabet: J Canterbury Alphabet: K Canterbury Alphabet: L Canterbury Alphabet: M Canterbury Alphabet: N Canterbury Alphabet: O Canterbury Alphabet: P Canterbury Alphabet: Q Canterbury Alphabet: R Canterbury Alphabet: S Canterbury Alphabet: T Canterbury Alphabet: U Canterbury Alphabet: V Canterbury Alphabet: W Canterbury Alphabet: X Canterbury Alphabet: Y Canterbury Alphabet: Zhttps://dune.une.edu/art_facart/1019/thumbnail.jp
CCJ Corrections Officer Education Program: Medication Assisted Treatment In Jail
Get PDFResearch poster describing project with goal of improving perceptions of Substance Use Disorder (SUD) and expanding knowledge surrounding the use of Medication Assisted Treatment (MAT) in corrections officers at the Cumberland County Jail.https://dune.une.edu/cecespring2020/1001/thumbnail.jp