Help with writing essays for college applications

The more recent Pfrican children ujere predominantly from single parent families uuho had experienced trauma. These families included many small children and babies, and uuere part of a significant group from refugee camps recently resettled in Pustralia. The largely south Sudanese people had an oral-based language, uuith little uuriting. However, the new African students were more challenging, with less custom essays no plagiarism compliance and more physical violence in dealing with disputes. This was considered by staff as the outcome of trauma they had experienced before coming to Pustralia. The challenging behavior manifested as students fighting in classrooms help with writing essays for college applications and on the school grounds, and occasionally mothers fighting amongst themselves on the school grounds. Most of the new students enrolled in the school in 2009 were between Years 3 and 6, with little schooling and little, if any, English. Prior to 2010, the principal used a directed leadership model, with no distributed leadership action. Pt the beginning of 2010, the principal appointed two staff members to take up coordinator positions early in 2011, to broaden the leadership team. The principal anticipated that the four-yearly review that occurred midway in 2011 would provide the school with a licence for change.

Throughout 2011, the principal engaged an external consultant to guide the leadership team in capacity building and problem solving. Many of teachers had worked at the school for a long time, were reluctant to change their pedagogy, and had low expectations of the students. Approach to engagement In the past the school had a strong connection with its community and attempted to maintain contact with agencies in the immediate environment to garner support for parents and children. Staff from the school met every four to six weeks with agencies, such as Community Police and Maternal and Child Health Care to share information. Find the school aimed to provide as many different learning experiences for its students as possible through its connections with these outside agencies. The families tended to remain in their language groups and visit doctors and dentists who spoke their language. The school recognised that to make any progress with engaging children in education, they needed to engage the parents in helping to provide a foundation for learning. The synergistic map on the opposite page identifies six key engagement initiatives and their offshoots.

Synergy of Linked Initiatives A The Smith Family support A Secondary mentoring program A English classes for parents A Book making for parents 131 Research and Mapping for MCEECDYA Project: Student Academic Engagement Engagement Initiatives 1. Family Partnerships The school viewed the development of family partnerships as the foundation for engaging students in learning, working on the principle that a supportive relationship with the parent group would benefit the children. In 2010 the school employed a full-time family partnerships coordinator through National Partnerships funding to work with families on early intervention strategies (details below), recognising that the current toddlers in the flats would soon become part of the student body. Therefore, the school had the philosophy that family engagement and student engagement were closely entwined. The school was a crucial part of inter-agency meetings held every four to six weeks for the participants to discuss and try to develop strategies for addressing custom coursework local family issues.

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Through their participation in these meetings, the two school people were able to contribute to joint planning and, incidentally, become better informed about what was available and thereby more able to put families in touch with the relevant agencies for help. The school acknowledged that the development of such an embedded network of support was necessarily a slow process. On the one hand, there was recognition from the school that some agencies were providing advice that was not necessarily culturally informed. On the other hand, the networking at meetings provided the school with the opportunity to develop partnerships with other agencies to support the implementation of school-based strategies to engage parents in the learning process (more on these below). But in the new, less stable, situation, the principal thought this might be problematic and made available help with writing essays for college applications a room at the school for this purpose (more on the Smith Family below).

Book Writing for Parents By 2011, many of the children at the school had had no kindergarten or pre-primary experience. UJith their broken educational experience, most parents knew little about how to engage their children in learning.

In 2010, the school partnered with a local family and child support agency and a book publishing company to engage essay help online chat local mothers and their children in writing a book.

However, the goal was not so much the end product but the process of read, sing talk and play between mothers and their children as they developed the book. Understandably, the mothers enjoyed the company of other help with writing essays for college applications adults and the break from their children because they usually lived an isolated existence in the flats. Learning from its experience, the school implemented the strategy again in 2011 with modifications that increased engagement. In 2011 the family relationship, coordinator worked side by side with the mothers and also facilitated some strategies that helped engage the adults with each other. This project was considered to be more successful because mothers were attending and bringing their children with them to the sessions. There were plans for the help with writing essays for college applications project to be continued in 2012.

Literacy Intervention Upon examination of 2009 NAPLAN results, the principal observed that half of the students ujho had been in the school since preparatory year had made little progress in literacy, and the literacy levels of some students had declined. As a result, the school uuas provided uuith some literacy support through National Partnerships funds and, using further National Partnerships funds, the principal appointed a member of staff to the position of literacy coordinator (LC). In early 2010, staff uuere informed of the seriousness of the literacy problem and of the critical need for uuhole- school literacy intervention. The role of the LC included: o developing a consistent P-6 approach o building teacher capacity to improve student outcomes o engaging teachers in reflective teaching, professional dialogues, and collaborative planning The LC employed a curriculum development approach uuith teachers, commencing uuith key questions to be ansuuered regarding uuork in classrooms, such as: UUhat are you doing 7 Houu is it going 7 Houu do you knouu 7 These focus questions underpinned an explicit approach to teaching literacy strategies linked uuith associated data indicating their impact on outcomes.

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