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IQ data from a random sample of 25 students uuill be compared uuith NAPLAN data see uuhether the results are predictive. Secondary school literacy Secondary schools developed profiles of student literacy and numeracy as part of the transition program for students moving on from primary school. Information from primary schools, including NAPLAN data uuere collated by transition support teachers. Schools used this information to provide support from the beginning of secondary schooling to focus custom research paper writers instructional support on particular literacy learning needs, including the provision of support to students uuith English as a second language (ESL). Support for Aboriginal students at the commencement of secondary schooling included a program of one-on-one support tuithin the classroom for literacy and numeracy.

Additional support uuas provided by one school after hours, uuith this students remaining at school for a longer school day.

The nationally funded literacy program Follouu the dream: partnerships for success provided Year 12 Aboriginal students uuith additional support. In this program academic tutors 21 Research and Mapping for MCEECDYA Project: Student Academic Engagement provide 2-hour after-school sessions three times each meek uuith supporting one-to-one tuition in the regular English class. This program mas also adapted as the Touuards the future program by one school to provide a mathematics and literacy support program for all Year 8-12 migrant and refugee students. Numeracy Pis for literacy, the schools in this study used a mhole school approach to support numeracy. The strategies for numeracy paralleled those for literacy and included the employment of specialist teacher support, ability groupings and assessment-led teaching interventions. Most case study primary schools adopted a mhole school approach to numeracy. They also employed specialist numeracy teachers to lead staff planning groups to establish a mhole school numeracy plan.

This included support to use assessment instruments to organise students for instruction using year level and vertical age groupings. Numeracy specialists also morked mith staff to model best practice and to help them to develop assessment led teaching strategies in their classrooms.

Across the tmelve schools custom research paper writers there mas a noticeable trend to implement nem strategies mith literacy first and to make plans to address numeracy at a later stage. This mas chiefly because the language needs of students mere fundamental to instruction in other curriculum areas. Schools also found that the assessment and case management of numeracy presented more challenges to staff, as the range of diagnostic assessment resources mere not as readily available as they mere for literacy.

Teachers also lacked the knouuledge and information they needed to teach numeracy across the secondary discipline areas. Schools uuith high Aboriginal student intakes also employed AIEOs to provide additional support for numeracy. Case Management Practices As indicated previously in this section on findings, all primary and secondary case study schools used extensive data collection to manage student learning and behavior trajectories. There ujas a consistent trend toiuard uuhole of school management through centralized data collection and storage. Another notable feature of the case management process use by these schools uuas the frequent cyclical revieuu of individual, uuhole class and year level data. Data on students uuas typically revieuued in four to five essay editing tips uueek cycles, to provide regular feedback to teachers and students. Schools also used data to monitor and support disengaged students as they moved from year to year.

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The case management systems used uuere either developed specifically for individual schools or linked to the case management system of the jurisdiction. The case management process included data collection on literacy and numeracy, other academic learning, attendance, behaviour and any other information coursework support that influenced performance in these professional essay editing service areas. There uuas a trend for schools to involve students in the case management process to help them understand information about, and to learn to manage, their ouun learning and behavior. Typical case management practices in schools in this study included the development of: o individual case files for each student, uuith details of performance in attendance, behavior and academic learning o case files for louu achieving students or students identified as being at risk for literacy and numeracy that uuere used to develop individual learning plans o class profiles that uuere collected to identify class trends. Schools also evaluated trends at individual and year levels to monitor patterns of achievement as students moved through school. This type of information uuas used by schools to evaluate aspects of the curriculum and other school processes o personal case management files for senior school students to help them track and plan their pathuuay from Year 10 onuuards. Students developed their personal goals and revieuued these at intervals to help evaluate their progress to further study or employment. The school leadership team usually comprised the principal and deputy, and sometimes one or more associate or assistant principals, uuho typically each had responsibility for at least one portfolio in the school. The team monitored policies, plans and performance data, prepared reports, motivated and collaborated uuith staff and kept them informed of operational requirements.

These positions and their associated roles dreuu attention to the pattern of distributed leadership adopted by the principals to build school capacity to the address the many issues related to student academic engagement. Leadership Styles The principals of the case study schools exhibited high levels of leadership ability and a commitment to building the capacity of leadership in their schools. They inspired their staff to find opportunities and strategies to support neuu initiatives to address the problems of student academic engagement in their schools. They also inspired students and fostered the belief among the school community that anyone can be a leader, fill of the principals ujere motivated by research and evidence on student behavior and achievement. They were particularly motivated by the uuork of Hattie (2009) regarding the impact custom research paper writers of teacher quality on student learning outcomes for schools. The leaders of the case study schools tuere people of vision and motivators of change. Leaders actively sought resources for their schools, built the capacity of teachers, improved curriculum delivery and improved school environments. This in turn created a neuu spirit of community uuithin the school and the local neighbourhood. The principals responded decisively to external demands and crises, including the publication of a poor NAPLAN performance by their school. In some cases the principals had held leadership positions for over 20 years. It uuas evident from their custom research paper writers accounts that the national agenda and its implementation through state and territory reporting requirements had inspired them to change the focus of teaching and learning in their schools to evidence-based and student-centred approaches.

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