Individual School Case Studies

2017 ◽  
pp. 57-71
Keyword(s):  
High School ◽  
Academic Success ◽  
Report Cards ◽  
Online Resources ◽  
Delivery Model ◽  
Related Data ◽  
State Report Cards ◽  
Individual School ◽  
Rti Model

This chapter presents information on a study designed to examine how three schools—one rural middle/high school and two urban high schools—have implemented the RTI service delivery model. Although the students at each site go through tiers, each school uses the model a little differently in order to match its specific needs with its teaching personnel and pupil deficits. Despite the differences in operation, each school has used the RTI model to improve its students' academic success. The data presented in this chapter were gathered from online resources, such as state report cards and individual school demographic information, and interviews with educators at the case study schools. Links to the online school-related data are not provided herein for confidentiality purposes.

Case Study Analysis of a Junior/High School Service Delivery Model

2019 ◽  
pp. 365-372
Keyword(s):  
High School ◽  
Service Delivery ◽  
Junior High School ◽  
Junior High ◽  
Service Delivery Model ◽  
Study Analysis ◽  
Delivery Model ◽  
Case Study Analysis ◽  
Education Act

This chapter presents a case study analysis of a junior/high school service delivery model that services identified students with a variety of disability categories under the Individuals with Disabilities Education Act. This model is unique because it is rare for a school to have such a variety of different placement options for students with exceptionalities. Typically, school districts have several options, but not to the extent presented here. This chapter explains the different support options within the service delivery model. The chapter concludes with a discussion about future trends for service delivery models.

scholarly journals Parents’ Perception: Roles and Involvement in Distance Learning Amid the Covid-19 Pandemic

2021 ◽  
Vol 13 (3) ◽  
pp. 1877-1887
Author(s):  
Yohana Eva Mau Kasi ◽  
Suparno Suparno ◽  
Abdul Asib
Keyword(s):  
High School ◽  
Academic Success ◽  
Junior High School ◽  
English Learning ◽  
Descriptive Model ◽  
Learning Achievement ◽  
Roles And Responsibilities ◽  
Case Study Design ◽  
School Activities

The purpose of this study was to ascertain parents' perceptions of their roles in mapping students' English learning achievement and identifying their involvements and strategies for involvement in students' English learning achievement amid the Covid-19 pandemic at a private junior high school in Kupang, East Nusa Tenggara province, Indonesia. The study is qualitative in nature and employs a case study design. The questionnaire and interview were made public in this study. Additionally, a descriptive model was utilized to examine the data. The findings suggested that parents agreed on their roles and responsibilities in mapping their children's English learning achievement. Certain parents considered their duties and involvement were critical, even more so during the Covid-19 epidemic, during which children spent most of their time at home. Parents believed that supporting, motivating, and directing their children's roles might aid the school and their children's English learning. Additionally, English teachers are expected to act like parents, monitoring, guiding, and acknowledging their students' assignments. Additionally, parents actively participated in school activities like teacher-parent online sessions to interact and discuss their children's academic success during the Covid-19 pandemic.

scholarly journals Investigating Reading Proficiency: A Case Study of a Moroccan High School

2020 ◽  
Vol 3 (6) ◽  
pp. 70-81
Author(s):  
Mounim LAKHAL
Keyword(s):  
High School ◽  
Academic Success ◽  
Common Core ◽  
Reading Skills ◽  
Reading Proficiency ◽  
Reading Competence ◽  
Assigned Reading ◽  
Second Year ◽  
Different Levels

The present study explores students’ primary concerns, perceptions, difficulties and attitudes characterized by a sheer lack of motivation towards reading. It also demonstrates how a language teacher can prosper in his/her own undertaking to bring about a community of readers with a want to read. This study covers an important comparison between students of three different levels, namely Common Core, First and Second year Baccalaureate. Likewise, it tries to explore the extent to which unmotivated readers are prone to meet the challenges all along the assigned reading tasks. A questionnaire was designed for analyzing the barriers towards attaining reading proficiency. It was also geared to determine the things that should be done to overcome the obstacles towards achieving the aspired reading competence. The results from this study imply that there is reason to suggest the need to develop a want in students to read via breathing life into comprehension texts presented to students. This can be done through integrating more illustrations and key vocabulary rubrics. Equally important, reading texts in students’ textbooks need to be given due importance, and dedicated efforts are to be considered on the part of textbook designers to help students attain and boost their reading skills. Reading, if done extensively, helps develop the reader’s reading competence and ultimately becomes an essential tool for academic success.

An Overview of RTI in Grades 6–12

2019 ◽  
pp. 1-24
Author(s):  
Pam Epler
Keyword(s):  
Elementary Schools ◽  
Academic Success ◽  
Service Delivery ◽  
The United States ◽  
Successful Implementation ◽  
Service Delivery Model ◽  
Delivery Model ◽  
History Of ◽  
Rti Model ◽  
Viable Model

The response to intervention (RTI) service delivery model has been incorporated into elementary schools throughout the United States. This multi-tiered model has been found to assist struggling students in all academic areas through the use of research-based instructional strategies. Because of its success at the elementary level, more and more secondary education institutions are turning to RTI as a viable model that can help students achieve academic success. This chapter provides a history of how the RTI model was established in American elementary schools as well as an overview of how it can be implemented into the secondary educational environment. The chapter also describes the components required for successful implementation along with challenges facing middle and high schools when using the model. This type of service delivery model is a new way of teaching within the secondary educational arena but has been shown to be extremely effective if implemented correctly.

Ongoing Issues Surrounding RTI

2015 ◽  
pp. 268-283
Author(s):  
Wanda G. Chandler
Keyword(s):  
High School ◽  
Service Delivery ◽  
Gifted And Talented ◽  
School Personnel ◽  
Transition Services ◽  
Delivery Model ◽  
Educational Environments ◽  
Rti Model ◽  
Involved Parents ◽  
Talented Students

Despite federal and state mandates regarding the use of the Response to Intervention (RTI) service delivery model and its widespread adoption in school districts across the nation, many issues still surround the model and its implementation, particularly at the secondary level. This chapter focuses on some of the more prevalent issues, including the importance of determining whether the RTI model as a whole is effective within middle and high school educational environments, how much time students should spend within each tier, how the roles of certain school personnel have changed with the implementation of the RTI model, the importance of providing transition services for all struggling students within RTI, how involved parents should be in the RTI process, how assessments are conducted within the model, and how gifted and talented students fit into the model.

Response to Intervention at the Secondary Education Level

2016 ◽  
pp. 86-109
Author(s):  
Pam L. Epler
Keyword(s):  
Elementary Schools ◽  
Academic Success ◽  
Secondary Education ◽  
Response To Intervention ◽  
Service Delivery ◽  
The United States ◽  
Successful Implementation ◽  
Service Delivery Model ◽  
Delivery Model ◽  
Rti Model

The Response to Intervention (RTI) service delivery model has been incorporated into elementary schools throughout the United States. This multi-tiered model has been found to assist struggling students in all academic areas through the use of research-based instructional strategies. Because of its success at the elementary level, more and more secondary education institutions are turning to RTI as a viable model that can help students achieve academic success. This chapter provides a history of how the RTI model was established in American elementary schools as well as an overview of how it can be implemented into the secondary educational environment. The chapter also describes the components required for successful implementation along with challenges facing middle and high schools when using the model. This type of service delivery model is a new way of teaching within the secondary educational arena but has been shown to be extremely effective if implemented correctly.

scholarly journals Evaluation of Implementation of Post-Transition Management Post Report by Provincial Government (Case Study at State Senior High School 19 and State Senior High School 20 Surabaya)

ASKETIK ◽  
2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Sri Roekminiati
Keyword(s):  
High School ◽  
Evaluation Research ◽  
Report Card ◽  
Senior High School ◽  
Provincial Government ◽  
Report Cards ◽  
Transition Management ◽  
School Senior ◽  
Heavy Application

Precisely As of January 2017, Senior High School / Senior Vocational School officially managed the province. Naming Online Reports become an e-report card. Online report cards can be accessed by guardians and students wherever located. While the online report card still can not be accessed publicly. Accessible only by teacher, admin / operator. Match Evaluation Research Results: The e-Rapor Policy is appropriate and feasible to maintain. The e-Rapor policy does not require a new policy as a replacement. Evaluation of Effectiveness: Facilitate the incorporation of scores, chart student scores and also counseling guidance and connect with DAPODIK Center. Service Performance B or Satisfactory, Evaluation Efficiency: Input issued with the output / output of e-report cards is comparable. Effect of e-Rapor is efficient. Meta Evaluation: This e-Rapor evaluation is performed by Provincial School Trustees professionally per semester Evaluation result e - Reports into school considerations in taking policy. Factors That Become Constraints: The e-Rapor application often updates the system. Have not yet adjusted the e-Rapor Application with the revised 2013 curriculum. Technically e-Rapor application is classified as heavy application.4) Limit Description KIKD 60 characters. Suggestions and recommendations: For School Parties: Continue to upgrade server and speed in order to increase e-Rapor access. For Kemendikbud: The application of e-Rapor is technically not a heavy application. 3) No Limitations of 60 characters for KIKD description. In the future e-Rapor can be accessed by parents.

Response to Intervention at the Secondary Education Level

2015 ◽  
pp. 1-24
Author(s):  
Pam L. Epler
Keyword(s):  
Elementary Schools ◽  
Academic Success ◽  
Secondary Education ◽  
Response To Intervention ◽  
Service Delivery ◽  
The United States ◽  
Successful Implementation ◽  
Service Delivery Model ◽  
Delivery Model ◽  
Rti Model

The Response to Intervention (RTI) service delivery model has been incorporated into elementary schools throughout the United States. This multi-tiered model has been found to assist struggling students in all academic areas through the use of research-based instructional strategies. Because of its success at the elementary level, more and more secondary education institutions are turning to RTI as a viable model that can help students achieve academic success. This chapter provides a history of how the RTI model was established in American elementary schools as well as an overview of how it can be implemented into the secondary educational environment. The chapter also describes the components required for successful implementation along with challenges facing middle and high schools when using the model. This type of service delivery model is a new way of teaching within the secondary educational arena but has been shown to be extremely effective if implemented correctly.

Manajemen Stratejik Pemanfaatan Teknologi Informasi dan Komunikasi untuk Peningkatan Mutu Pembelajaran SMK Ciledug Al Musaddadiyah dan SMKN 1 Garut

2020 ◽  
Vol 3 (2) ◽  
pp. 109-119
Author(s):  
Partono Partono
Keyword(s):  
High School ◽  
Strategic Management ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
General Description ◽  
Vocational High School ◽  
Information And Communication ◽  
School Learning

So far, in implementing school strategies, they tend not to utilize Information and Communication Technology (ICT), despite the availability of ICT resources available. Stages of strategic management are needed to generate the vision, mission, objectives, policy, program, budget, and procedures as well as control and evaluation process as an effort to utilize ICT to improve school quality. Based on the interpretation and the results of the study, it is concluded that schools have organized stages in strategic management that enable schools to have a quality profile. The impact of effective utilization of ICTs for schools is the achievement of effective school management, as per the National Education Standards, which is characterized by effective planning, implementation, control, and evaluation of school ICTs.The purpose of this study is to get a general description, describe, and reveal the Strategic Management of Information and Communication Technology Utilization to Improve the Quality of School Learning in Ciledug Al Musaddadiyah Vocational High School and Garut 1 Vocational High School, both on environmental analysis, strategic formulation, implementation and strategic evaluation. The research method used in this research is the case study method, because the problems studied occur in the place and situation of Ciledug Al Musaddadiyah Vocational School and Vocational High School 1 Garut. The use of case study models in this study is based on the consideration that to provide an overview of the strategic management activities of the use of ICTs carried out at vocational high schools with the ultimate goal of being able to improve the quality of school learning. Based on observations in the field of SMK 1 Garut and SMK Al Musaddadiyah Ciledug Garut is one of the public schools and private schools that have these advantages.

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