Essential Elements for Band â Trombone Book 1 with EEi
Series: Essential Elements for Band
Format: Softcover Media Online
(Essential Elements for Band and Essential Elements Interactive are fully compatible with Essential Elements 2000)
Essential Elements for Band offers beginning students sound pedagogy and engaging music, all carefully paced to successfully start young players on their musical journey. EE features both familiar songs and specially designed exercises, created and arranged for the classroom in a unison-learning environment, as well as instrument-specific exercises to focus each student on the unique characteristics of their own instrument. EE provides both teachers and students with a wealth of materials to develop total musicianship, even at the beginning stages.
Books 1 and 2 also include access to Essential Elements Interactive (EEi), the ultimate online music education resource - anywhere, anytime, and on any device.
â¢ Enhanced Learning System
â¢ Optimum Reinforced Learning
â¢ Theory, History, Cross-Curriculum & Creativity
â¢ Daily Warm-ups & Rubank Studies
â¢ 12 Full Band Arrangements
â¢ Rhythm Studies
Book also includes My EE Library Instant Stream/Download/CD-ROM
â¢ Start-up video Learn the basics
â¢ Play-along mp3 tracks for all exercises Features a professional player on each individual instrument
â¢ Duets and trios Print and play parts with friends
â¢ Music listening library Hear great pieces for band!
|Hal Leonard Student Keyboard Guide|
|Hal Leonard Student Piano Library|
|Series: Educational Piano Library|
|Piano Level: Method Supplements|
|This handy reference for beginning students clearly shows the note names and the note positions on the treble and bass clefs. The front of the guide fits behind all 88 keys of any piano, and the back of the guide is a practice keyboard.|
|Inventory #HL 00296039|
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Curriculum & Topic Work
In primary schools, learning is organised into phases:
Early Years Foundation Stage: Reception Class Key Stage 1: (Years 1-2)
Lower Key Stage 2: (Years 3-4) Upper Key Stage 2 (Years 5-6)
The New National Curriculum
In September 2013, the Government announced plans to overhaul the National Curriculum and in 2014 the primary school curriculum was up-dated with many changes. So why was a change needed and how has our school reacted to the change so far?
Why the big curriculum change?
The Governmentâs aim is to raise standards, particularly as the UK is slipping down international pupil assessment league tables. Inspired by what is taught in the worldâs most successful school systems, including Hong Kong, Singapore and Finland, as well as in the best UK schools, the new National Curriculum is designed to produce productive, creative and well educated students who will be able to compete in the international market.
Although the new curriculum is intended to be more challenging, the content is actually slimmer than the current curriculum, focusing on essential core subject knowledge and skills.
What are the main changes?
The curriculum will encourage all pupils to understand, be interested in and show respect to others, whilst also developing their own self esteem.
The curriculum will enable pupils to become literate and numerate, having confidence when communicating, working with and responding to others.
The curriculum will enable pupils to develop analytical problem solving skills.
The curriculum will develop independence in our pupils enabling them to make healthy, safe life choices for themselves and others.
If Parents or Carers would like to discuss any part of the curriculum please contact school via the main office on 01942 243068, option 3 and the office team will arrange a mutually convenient time for you to speak with the relevant member of the teaching staff.
Please contact the school office for the current list of extra-curricular activities available or see our calendar on the Home page


Relations Between Secondary Art Teachersâ Personal Education Theories And Attitudes About Inclusion
Manjack, Sharon K.
MetadataShow full item record
In a national sample of 205 secondary art education teachers recruited through the NAEA and Getty Art Education List serves, a causal comparative design was used to compare art teachersâ theories about the purpose of art education and their inclusion attitudes toward students with learning disabilities (LD) and students with emotional/behavioral disabilities (EBD) in general education art classes. Using factor analysis, the Art Related Teacher Theories (ARTT) measure confirmed three main purposes for art education: self discovery, subject knowledge, and social communication. Mean averages indicated teachers were generally positive on all three scales. Using cluster analysis, teacher self reports indicated their beliefs about the purpose for art education fell into one of four statistically independent profiles: social persuasion, human expression, integrated appreciation and disciplinary expertise. To explore teacher inclusion attitudes toward students with LD and students with EBD, analysis of variance test comparisons found the two inclusion measures statistically significant. Mean and standard deviations comparisons indicated art teachers prefer working with students with LD over those with EBD. Tests of between-subjects effects univariate analysis of variance between art teachersâ theories (clusters of beliefs) and their attitudes toward the inclusion of students with LD and students with EBD in art were found to be not significant; art teachersâ personal practical theories about the purpose of art education were not associated with their attitudes toward inclusion. Given the influence of teachersâ personal practical theories on their thinking about the subject they teach, the ARTT is a potentially useful tool for future research. Using quantitative analyses, the ARTT helped focus, synthesize and confirm three commonly referred to purposes for art education found in the literature and recognized by currently practicing teachers. There may not be clear consensus as to the main purpose for art education, but the ARTT did identify a common core of purposes that could be measured. Art teachers did not overwhelmingly support one purpose of art education over another, but they did form four distinct groups according to aspects associated with each of the three ARTT purposes they believed to be more important and less important.
Teacher personal theories
Art education beliefs


Elementary, my dear teacher! Turn your classroom into a crime scene and your students into detectives! Learning can be mysterious as students search for clues using simple tools and enhanced listening skills. Classroom items have disappeared - can your students follow the clues to solve the mystery?
Start by unraveling the mystery of fingerprints. What is a fingerprint? Where can we find fingerprints? What can we learn from collecting fingerprints?
Create Tactile Fingerprints
Each student will create a tactile print of his/her index finger.
On the back of a small paper plate, have each student write his name
- Modifications: add a brailled name label if a braille student is in the class
- Place a small ball of Crayola Magic Clay on each paper plate
- Have each student flatten their ball
- Have each student carefully press his/her index finger into the clay
Identifying Types of Fingerprints
Using the Fingerprint Patterns document, teach students about the various types of basic fingerprints.
Note: The fingerprint handouts are visual in nature and not fully accessible. The classroom teacher, TVI or braillist will need to modify these documents.
Modifications: Create a braille/tactile version of this worksheet, using the APH Tactile Graphics Kit (for the actual fingerprint) and Wikki Styks for the simple corresponding diagram. (When creating the tactile fingerprints, I enlarged the image and did four fingerprints per page.)
To prepare for the self-advocacy skills in the next activity, the teacher can name a type of fingerprint and have each student in the class quickly create the Wikki Styks version of the fingerprint. The student with visual impairments should be prepped ahead of time or simply reminded on how to guide his/her peers to provide verbal clarification of any visual aspect of the activity.
Magnifying Tools Activity
Break the students into small groups. Using the clay fingers prints from the activity above, have the students study the fingerprints using various magnification tools. Teachers of the Visually Impaired have a variety of magnification tools that can be used for this activity - including hand-held and stand magnifiers, video magnifiers, etc. Try various smart phones and tablets - each will have built-in magnification, zoom feature, and free magnification apps. Try taking using the device's camera to take a picture and then zoom or magnify the picture. Does lighting make it easier or harder to see the fingerprint details? How about inverting the color? Compare the different devices and discuss which device works best and why. Remember, different students may prefer different devices! Older students may designed a "detective" to write down notes of the results. These "notes" should be created on a tablet and then shared electronically with everyone in the group. (Electronic notes are accessible for students who are visually impaired and blind.)
TVI Hint: This is a great inclusive activity for the whole class to learn about magnification devices and how to use these devices and your low vision student just may embrace these low vision tools!
If you have a student in the class who is visually impaired or blind, this is a great opportunity for your student to ask guiding questions to his/her peers about each fingerprint. Be sure to provide Wikki Styks or other means so that the peers (not an adult!) can quickly make a simple tactile representative of the fingerprint being examined. To encourage active participation between group members, an adult should not be seated at the table. The classroom teacher can monitor the interactions and can model how to ask guided questions, if absolutely necessary, as the VIB student learns to interact with his/her peers.
Note: Even though the clay fingerprints are tactile, it may be challenging for a blind student to pick out the distinguishing characteristics. If a peer creates a Wikki Styk version of the fingerprint, the student with VIB can also identify and participate in the activity.) Reverse the activity! If a peer identifies the fingerprint as a "whorl" have the blind student create a "whorl" with the Wikki Styks!
It's a Mystery! Website link with 5 mystery related lesson plans
- Fingered Felons lesson - great fingerprinting activity!
Fingerprint Science for Kids -article with list of related books, additional activities, and information
- Can be sent home as a parent follow-up activity
- Fingerprint Basics worksheet - visual information and facts about Arches, Loops, Whorls and Ridge Characteristics*
- Fingerprint Worksheet - more information and questions for students*
*Note: These Fingerprint worksheets are visual in nature and will require modification for braille readers.


JosÃ© Pedro Varela
Varela, JosÃ© Pedro
Born Mar. 19, 1848; died Oct. 24, 1879, in Montevideo. Uruguayan teacher and leader in public education. President of the republic during the years 1875-76.
Varela organized the Society for Public Education in 1868, and in 1869 in the city of Cardona this society established the first experimental free elementary school. VÃ¡rela was an inspector of the Main Board of Elementary Schools from 1877 to 1879, the organizer of teachersâ congresses, and the founder of the Pedagogical Encyclopedia (1878). He was the author of the law, dated Aug. 24, 1877, concerning universal compulsory free elementary education. It was based on the main principles of his work On School Legislation (1876). Like other educators VÃ¡rela exaggerated the importance of education in the political liberation of the people and the social transformation of the country. Varelaâs pedagogical views were set forth in his principal theoretical work, Educating the People (1874).


Bachelor's programs in elementary education provide extensive training in techniques for teaching kindergarten through eighth-grade students. These programs are commonly available at 4-year colleges and universities. Students in these bachelor's degree programs learn about families and effective communication methods amongst other topics. In addition to lecture-based courses on teaching techniques and educational assessment, students must complete a supervised internship to gain classroom-teaching experience.
Applicants to elementary education programs must hold a high school diploma or equivalent. Prospective students may be also required to pass a basic skills test. Both bachelor's and master's degree programs are available. Applicants must have a high school diploma or GED and passing score on a skills test.
Find schools that offer these popular programs
- Teacher Education, Multiple Levels
- Teaching, Adults
- Teaching, Elementary
- Teaching, High School
- Teaching, Junior High
- Teaching, Kindergarten and Preschool
- Teaching, Waldorf and Steiner Education
- Teaching, Young Children
Bachelor's Degree in Elementary Education
Students in elementary education bachelor's degree programs usually receive a broad-based education in language arts, science, math, social studies and pedagogy techniques. Curricula also typically incorporate school policy, psychology and child development classes, along with courses in the following:
- Global awareness
- Curriculum design
- Planning and assessment
- Group management
- Children at-risk
- Children with disabilities
Employment Outlook and Salary Info
The U.S. Bureau of Labor Statistics (BLS) projected 6% job growth for kindergarten and elementary school teachers from 2014-2024 (www.bls.gov). Job opportunities for elementary teachers vary by state, but prospects were expected to be better for those in rural areas and inner cities. The annual median salary for elementary teachers was $54,890 in May 2015 according to BLS reports.
Professional Certification and Continuing Education Information
All states require teachers in public schools to hold a license. Requirements vary by state, but typically include passing an exam, meeting a minimum number of teacher training hours and completing a bachelor's program.
Additionally, some states require teachers to work toward a master's degree after they've begun teaching. Graduate programs in elementary education provide advanced study in educational research, theory and practice.
Students interested in elementary education should complete a bachelor's degree program in order to provide them with both classroom work and hands-on experience on topics related to teaching techniques and assessment. Licensing requirements vary according to state.


Parents' high school completion critical factor in literacy performance of children
Parenting and Child Education
The children of parents who have not completed high school are more likely to struggle with reading and writing, says a landmark University of Alberta study that proves family literacy programs can make a difference not only on the child's reading ability but the parents as well.
Despite assumptions about the benefit of literacy programs this study is the first to offer quantitative proof that parent-child literacy interventions for families of low educational and low income backgrounds do work. The study was conducted by Dr. Linda Phillips, professor in the Department of Elementary Education and Director of the Canadian Centre for Research on Literacy and her colleagues, Dr. Ruth Hayden and Dr. Stephen Norris.
"This study is unique because it attempted to look at the corresponding relationship between the mother and father's educational level and how well kids do on early screening tests," said Phillips, director of the Canadian Centre for Research on Literacy. "It became so definitive that based upon parental educational levels, we could predict how the kids would do. What this tells us is that it is critical for students to finish high school or this vicious circle of literacy will never improve if we don't improve the education level of parents and would-be parents across the country."
Over five years, Phillips and her research team followed 47 low-income and low-educational families. The program, "Learning Together," saw individual sessions for the parents and the children--between three and five years old--as well as a joint adult-child session. It consisted of eight units of study taught for 90 hours across 12 weeks of instruction designed to improve children's literacy, parent's literacy and the parents' ability to help their children. Control group families were matched with the treatment families on all demographic factors, starting with the age and sex of the child. These families carried on their lives without intervention but followed the same testing and interviewing pattern as the matched families in the treatment groups.
The study was grounded on the premise that parental interactive strategies and the quantity and variety of print materials available in the home are factors that affect children's preparation for meaningful formal literacy instruction.
For example, the study showed that everyday activities often taken for granted such as reading flyers, writing grocery lists and singing songs together in the car can and do foster collective learning for both parents and children.
"Parents in the study noted that their children were able to write their own names, make lists, read to pets and dolls, memorize texts of shared books, make labels for objects and more," says Phillips. "Not only did some of these kids take off like wildfire but their parents' reading improved at the same time. And the gains that these families made from participating in the program were sustained over time."


Energy is a great subject in science. It covers so many things and I have many other aspects that I hope to share with you soon but one thing that explains energy so well is a simple rubber band; it can demonstrate elasticity, kinetic energy and potential energy and it great to use in some really cool experiments. Here are just a few short facts on the topic.
What is Elasticity?
Elasticity is the ability of an object to return to its original size and shape after it has been stretched or squeezed.
When we pull an elastic object we are applying a force on it called a stress. If we apply too much stress to an object it will eventually reach a limit called its elastic limit.
When an object is pulled beyond its elastic limit is cannot return to its original shape.
All objects will eventually lose their elasticity due to wear and tear, friction and stress.
Potential and Kinetic Energy
Potential energy is energy stored within something. Kinetic energy is energy in motion.
If we take the example of stretching a rubber bandâ¦
When we use force to stretch an elastic object, such as an elastic band we are filling it with potential energy. When we let go of the rubber band and it springs back to its original shape, the energy released is Kinetic Energy.
Did you knowâ¦ kangaroos and other animals use the combination of potential and kinetic energy to save energy while jumping and springing?
Rubber is a material that has very good elasticity. It is a polymer, made up of a long chain of repeating molecules, that can be easily stretched and bent.
Rubber exists in both a natural and synthetic form; the natural form is latex from the sap of rubber trees.
A bit of history
The ancient Aztec and Mayan civilisations are thought to have been the first to discover and use this natural rubber. They used it to make balls for sport and rubber shoes, although the quality of this rubber was sensitive to heat and cold.
Columbus is credited with bringing rubber to Europe.
In 1839 Charles Goodyear discovered that he could stabilise rubber by mixing it with sulphur at high pressure; he called this process vulcanisation.
When Goodyear died in 1860 he was completely impoverished due to constant legal costs regarding his rubber patents.
Did you knowâ¦ the largest rubber band ball ever made weighed 4,097kg and was made using 700,000 rubber bands?
An experiment to try
Want to try an experiment that combines rubber, elasticity and kinetic and potential energy? Why not make a catapult? Or use elasticity to launch a paper plane. Youâll find out how, and a lot more of the science behind these experiments in this post!
A new venture
This article originally appeared in Science Spin magazine. Although the magazine is no longer in print I am delighted to be sharing some science facts and experiments in a new ventureâ¦ youâll find my new SCIENCE FOR KIDS page in each edition of Easy Parenting Magazine. I share one of our favourite experiments in the April/May edition, currently in shops. Take a lookâ¦


ERIC Number: ED449003
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
Closing the Loop: Exploring Integrated Waste Management and Resource Conservation, Kindergarten through Grade Six. 2000 Edition.
This document is designed to teach concepts of source reduction, recycling, composting, and integrated waste management to kindergarten through grade six students. The lessons correlate to grade level and include sections on the lesson's concepts, purpose, overview, correlations to California's content standards and frameworks, scientific thinking process, time, vocabulary, preparation, materials, pre-activity questions, procedure, discussion/questions, application, extension, resources, and background information for teachers. The content is divided into two modules. The K-3 module includes five units: (1) "Conserving Natural Resources"; (2) "Reducing, Reusing, and Recycling Classroom Waste"; (3) "Vermicomposting"; (4) "Proper Disposal of Waste"; and (5) "Proper Management of Household Hazardous Waste." The 4-6 grade module features 4 units: (1) "Managing and Conserving Natural Resources"; (2) "Reducing, Reusing, and Recycling"; (3) "Composting"; and (4) "Proper Management of Household Hazardous Waste." Appendices contain instructional materials, an overview of integrated waste management, an overview of specific materials, setting up and maintaining composting systems, Closing the Loop vocabulary, Web sites, and a local area template. (YDS)
Descriptors: Elementary Education, Environmental Education, Hands on Science, Instructional Materials, Integrated Curriculum, Recycling, Waste Disposal
California Integrated Waste Management Board, Public Education and Assistance Section, 1001 I Street, P.O. Box 4025, Sacramento, CA 95812-4025 ($15). Web site: http://www.ciwmb.ca.gov/schools/.
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: California Integrated Waste Management Board, Sacramento.


Early Years Foundation Stage
What is the Early Years Foundation Stage?
The Early Years Foundation Stage is a framework for children up to the age of five, setting out key areas of learning around which activities should be based.
What does the EYFS cover?
Pupils in our Reception Class follow the EYFS Curriculum, with it's focus on structured and stimulating play based learning.
There are 7 areas of learning and development that shape lesson planning in our Reception Class. All areas of learning and development are important and inter-connected. 3 areas are particularly crucial for igniting children's curiosity and enthusiasm for learning and for building their capacity to learn, form relationships and thrive. These 3 areas, the prime areas, are:
- Communication, language and literacy
- Physical development
- Personal, social and emotional development
We also support the children in the 4 specific areas through which the 3 prime areas are strengthened and applied. They are:
- Understanding the world
- Expressive arts and design
Here are the 7 areas of learning in a little more detail:
- Communication and language and literacy development involves giving children opportunities involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
- Physical development involves providing opportunities for young children to be active and interactive and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
- Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
- Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children are given access to a wide range of reading materials to ignite their interests.
- Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces and measures.
- Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
- Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play and design and technology.
How will I know how my child is doing?
The Reception Class teaching staff are responsible for putting together information on how your child is developing. You can ask to see this information, share your own impressions and build on what your child is learning at home.
Furthermore, half-year and end of year reports will be sent home detailing each child's progress in their Reception year.


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Storytelling in elementary educational institutions increases childrenâs language capabilities by furnishing learners with a valuable opportunity to practice auditory comprehension, a essential element of early childhood training. The skill to realize spoken language consists of so significantly extra than simply hearing phrases and figuring out what the speaker intends the words and phrases to indicate. Nonverbal cues of vocal pitch, tempo, and tonality are crucial in successful communication. In facial area-to-confront interactions, the further nonverbal things of physique language, gestures, and facial expressions variety up to 80% of expressive language. But how, in our multitasking, screen-dominant understanding environments, can teachers capture and maintain the attention of their distraction-prone pupils?
Why not check out utilizing the Japanese paper folding artwork of origami to assist focus studentsâ consideration during language arts actions? When an sudden curiosity like origami is extra to a storytelling presentation, the instructional rewards for elementary school pupils are greater. Origami types and other exciting objects include visual stimulation and get notice, so that younger learners are targeted and inspired to pay back nearer awareness. Yet another gain to incorporating origami to stories is that origami is established 1 stage at a time. As a story progresses scene by scene, an origami product can also be made, fold by fold. When the tale ends, the origami design is also established. This specialised storytelling technique is named Storigami. Storytelling + Origami = Storigami.
Seeing and listening to stories illustrated by the progressive folds of origami products enables learners to visualize the visible specifics of the scenes and people explained by the words and phrases, but also provides college students expertise with analyzing the symbolic representations of the paper designs and folds that are paired with tale figures or actions. The potential to realize how the shapes relate to the story and then visualize feasible outcomes are critical components of prosperous problem fixing, a single of the most significant goals of elementary education.To see more in regards to easy origami review the web-page.
How can academics and other educators discover how to use Storigami to establish dilemma resolving and language arts abilities in their elementary college lecture rooms? Thankfully a Mid-Western educational publisher, Storytime Ink Intercontinental, has posted various collections of origami stories, these as Nature Fold-Together Stories: Brief and Quick Origami Tales About Vegetation and Animals. This ebook and other fold-alongside storybooks describe how to use the technique, action by move.


ââ¦many experienced, skilled and successful teachers of reading are a bit concerned about an over-reliance on phonics. What can she do to persuade them that the Government are not being a little doctrinaire in this area?â John Pugh MP
asked schools minister, Elizabeth Truss.
Truss cited âa large body of research evidenceâ which, she said, âshows that phonics is the most effective way of teaching literacy to all children.â
But literacy is more than decoding â it comprises comprehension as well. And much of the âlarge body of research evidenceâ points this out. The National Reading Panel
, for example, cautioned against the over emphasis on phonics which was âone aspect of the complex reading process.â
When Truss talks of âphonicsâ, it is not clear what she means. The DfE pushes systematic synthetic phonics via its matched funding scheme. But the word âsyntheticâ doesnât appear in the National Curriculum Framework Document
and âsystematicâ is used only in relation to struggling pupils. Nevertheless, the Document makes it a statutory requirement that pupils should be taught to âapply phonic knowledge and skills as THE
route to decode wordsâ (my caps for emphasis).
So, according to the DfE, phonics is not just âone aspect of the complex reading processâ but THE only method of teaching reading. Ex-HMI Colin Richards has argued that reclassifying teaching methodology as content may be in breach of the Education Reform Act 1988
which forbids ministers from laying down particular methods of teaching.
But Truss seems unaware that including phonics teaching in statutory requirements could be breaking the law just as she seems unclear in her pronouncements that thereâs a difference between systematic teaching of phonics (any method), systematic synthetic phonics instruction (one method) and teaching of phonics (any method whether delivered systematically or ad-hoc).
Truss said phonics (method unclear) was essential because âLast yearâs phonics check identified 235,000 children who will now receive extra helpâ. The DfE earlier claimed that 43% of pilot schools
identified "pupils with reading problems of which they were not already aware". But this means that 57% of pilot schools found the test was no help in identifying struggling pupils. Perhaps the 43% which needed an external test to reveal struggling readers ought to receive training to hone their assessment skills. This would be more effective than imposing a statutory screening test on all schools.
Extra help was important, Truss said, because PIRLS showed that England had one of the largest gaps between strong and weak readers. But what Truss didnât say was that English pupils were only outscored significantly by just five countries
. Neither did she say that England had one of the largest proportions of pupils reaching the Advanced International Benchmark
(18%). And while itâs true that only 5% of English 10 year-olds reached the lowest level itâs also true that 7% of young Australians and 8% of New Zealand 10 year-olds didnât reach it either.
So, the large gap in attainment is caused by the large number (18%) of English pupils reaching the Advanced International Benchmark and a long, narrow tail of underachievement (5%). And though itâs quite correct that efforts should be made to improve the reading of weak readers it should not be by imposing particular methods of teaching reading onto teachers whose strategies have meant that the reading skills of English top-performing 10 year-olds in PIRLS 2011 are among the best in the world.


ERIC Number: EJ840484
Record Type: Journal
Publication Date: 2007
Reference Count: 4
Young Scholars Program in Fairfax County Public Schools
Horn, Carol V.; Fisher, Maurice D.
Understanding Our Gifted, v20 n1 p18-20 Fall 2007
Can school be structured so that all students are held to high expectations? Can curriculum be designed to find and nurture students with gifted potential from underrepresented populations? Can basic skills be strengthened so that such students can interact, compete, and work with other gifted learners? Young Scholars (YS) is a K-8 model that addresses these issues for low economic and minority learners(www.fcps.edu/DIS/gt/school.htm#anchor-ysi). The initial goal of the YS model is two pronged: (1) to identify giftedness in children with diverse cultural, ethnic, and linguistic backgrounds as early as possible; and (2) to nurture, guide, and support exceptional potential so that students are prepared for increasingly higher levels of challenge. The long-term goal for Young Scholars is that they participate and succeed in Honors, Advanced Placement, and International Baccalaureate programs in middle and high school. The authors talk about the Young Scholars Program in Fairfax County Public Schools and how the program was successfully developed to address the needs of diverse learners. Comments from students, teachers and principals regarding the YS program are presented.
Descriptors: Public Schools, Advanced Placement, Advanced Placement Programs, Academically Gifted, Elementary School Students, Gifted, Evaluation
Open Space Communications LLC. P.O. Box 18268, Boulder, CO 80308. Tel: 303-444-7020; Tel: 800-494-6178; Fax 303-545-6505; Web site: http://www.our-gifted.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Virginia


At the National Association for Music Education (NAfME), our mission has always been âto promote the understanding and making of music by all,â regardless of circumstance.
When the Every Student Succeeds Act (ESSA) passed in 2015, we became one step closer to achieving that goal. For nearly 15 years, due to the policies of No Child Left Behind, students, educators, parents, and music advocates frequently faced narrowed curricula that reduced student engagement in music and arts.
Today, the No Child Left Behind era is long gone. Music is featured as a standalone listing in ESSAâs âwell-rounded educationâ provision, bringing numerous opportunities, including the Title IV-A block grant, which supports access to a sequential and standards-based music education.
Authorized at $1.6 billion, Title IV-A, otherwise known as the Student Support and Academic Enrichment (SSAE) grant, has great potential to provide robust funding to a variety of school districts in supporting student access to a well-rounded education. Although well-rounded is only one of three allottable usesâothers being safe and healthy programs and educational technologyâthese funds can be used in a multitude of ways to support in-school music programs.
One district may want to utilize their Title IV-A funds to support capital costs, such as buying new instruments or sheet music, while others may want to supplement costs for facility improvements in their performing arts spaces. The possibilities can be endless, but how can you best determine what is most needed for your school and school districtâs music programs?
In 2015, NAfMEâs Council of Music Program Leaders developed a tool titled the Opportunity-to-Learn (OTL) Standards, which identifies and outlines resources that need to be in place for students to have an opportunity to achieve music literacy. The OTL Standards are aligned with the 2014 National Core Arts Standards and address four areas:
- Curriculum and scheduling: The curriculum must reflect a vision for helping students achieve the desired learning goals. The key to this vision is the scheduling of sufficient time so that students can carry out the four artistic processes (creating, performing, responding, and connecting) necessary for deep learning emphasized by the 2014 Music Standards.
- Staffing: The standards will not be achieved by students unless the system for delivering instruction is based on certified educators with the requisite qualifications, augmented in a structured and appropriate way by community resources.
- Materials and equipment: Music education cannot exist without making music, and making music in most traditions requires instruments, accessories, texts, and increasingly, access to and use of various technologies.
- Facilities: Making and learning music requires the dedication of appropriate space for day-to-day instruction. Correct design and maintenance of this space is essential to the success of the program and of the students.
Each area is given indicators to provide distinction between basic and quality needs for music programs. The OTL Standards also offer specific guidance for all grades and all music education content areas, including general music education, music technology, music composition, and ensembles such as band, orchestra, and choir.
An Invaluable Tool
Naturally, we believe the Opportunity-to-Learn Standards can be an invaluable tool for school administrators as you participate in your districtâs needs assessment or local application for Title IV-A.
They can act as a simple checklist to determine your music programsâ specific needs. You may even want to pitch the OTL Standards to your school districtâs fine arts coordinator or arts/music curriculum specialist, who can collaborate with other music education staff about what is or is not available throughout the district. Ultimately, the OTL Standards can be a great exercise in cultivating a positive relationship with your music educators, providing you with information that allows you to see music education through their lens.
In FY 2018, Congress appropriated $1.1 billion for the Title IV-A block grantâan amount that we were most pleased about, especially after the previous yearâs inadequate funding level of $400 million. At this funding level, numerous school districts will have the true flexibility that they deserve to invest in a well-rounded curriculum, including the ability to provide access to music education.
As we continue the 2018â19 school year, we hope you and your district will utilize the Opportunity-to-Learn Standards to evaluate your schoolâs music programs and determine their needs. Each and every student deserves a well-rounded education, and Title IV-A may be the key to providing your students the access to a sequential and standards-based music education.
Ronny Lau is the assistant director of public policy for the National Association for Music Education.


New Releases in Literacy
By now, readers of BookMarks are doubtless aware of our interest in how literacy teaching can be applied across subjects, and its place in out-of-school life. A number of new releases demonstrate the wide-ranging applications of literacy research and pedagogy in education, child development, and difficult-to-define fields like media literacy.
Literacy for a Better World: The Promise of Teaching in Diverse Classrooms, by Laura Schneider VanDerPloeg (Teachers College Press). Makes a case for social justice or socially just teaching as a way to "create opportunities for students to critically examine, resist, and reconstruct social structures and conditions that contribute to injustice." Literacy forms the core of this educational approach.
A Reason to Read: Linking Literacy and the Arts, by Eileen Landay and Kurt Wootton (Harvard Education Press). Landay and Wootton, cofounders and codirectors of the ArtsLiteracy Project at Brown University, collect what they've learned through 14 years of research and practice in arts instruction in this book, built around a teaching structure called the "Performance Cycle." This wide-ranging curricular framework considers the ties between creativity and literacy, mapping the different stages of creativity across media from photography to writing to performance.
Early Childhood Literacy: The National Early Literacy Panel and Beyond, edited by Timothy Shanahan and Christopher J. Lonigan (Paul H. Brookes). A sort of "what works" knowledge base between two covers, this title is a compendium of best practices inâand critiques ofâearly-childhood-literacy instruction, as collected and evaluated by 28 scholars in the field.
Reading Time: The Literate Lives of Urban Secondary Students and Their Families, by Catherine Compton-Lilly (Teachers College Press). A seven-year longitudinal study of eight middle grade students and their families provides the raw material for this analysis of literacy development in low-income, urban youth. Compton-Lilly examines how changing relationships between students, parents, and teachers affects literacy and literate behavior, and argues for increased community involvement, storytelling, and knowledge-sharing as key tools for educators.
Reading Girls, by Hadar Dubowsky Ma'ayan (Teachers College Press). Through a series of case studies, Reading Girls focuses on how adolescent girls develop and struggle with multiple literacies through in-school and out-of-school experiences.


To create the training format, protocols and structure for teaching interns who will be equipped to start or assist at other school garden programs.
To educate Hawaiâiâs students about the direct impact they can have on the oceans and the environment, particularly the effects of their actions both locally and globally.
To teach computer literacy, boost academic achievement and to offer constructive activities after school.
To increase the general safety of the community through water safety education (learn how to swim) and improve health through physical exercise (swimming).
To create a play space at Volcano Cooper Center that will encourage older children to participate in non- structured and fantasy play in addition to increasing motor skill development and body strength.
To teach youth that farming and gardening is cool and fun, while giving opportunities to care for and improve the land, and improve the local food economy.
To encourage young peopleâs creativity and provide them with opportunities to learn new skills, express themselves, and enjoy success through site-specific arts programs designed to meet their needs.
To provide high-quality training sessions for new volunteers, and to encourage and appreciate veteran members who mentor children in Hawaiiâs public schools.
To turn the isolated region of Hana, Maui into a strong, compassionate, and resilient community by focusing on the needs of youth and kupuna. The program trains âat-riskâ youth to do retrofits, build ramps and other disability-related improvements for kupuna who lack the funds for or access to such services.
To create a natural playground that will enhance Island Schoolâs atmosphere. The playground will create an innovative, imaginative, fun, and cost-effective environment that encourages play and learning with very little manufactured equipment.
To increase the capacity to respond to disasters, and to prepare more people in Hawaii to help their neighbors and community.
To foster caring relationships between adults and at-risk youngsters through weekend activities that will celebrate their friendships and strengthen their bonds.
To help young children and their families in our drastically under-served community.
To create models of existing and future community resources.
To touch the lives of others at the Ronald McDonald House, Kapiolani Hospital and other institutions by visiting, entertaining, and interacting with the residing seniors.
To improve the quality of life for children and adults with cerebral palsy or similar severe disabilities through hosting a Hawaii Openâan International Martial Arts Tournament for Individuals with Disabilities.
To allow youth to help create communities where people are safe, secure and prepared to meet the challenges of life.
To build at-risk students into spiritually and socially healthy individuals who are vocationally equipped to sustain themselves in the face of social, economic, and spiritual challenges, in ways that benefit their families and communities.
To promote sustainable, native plant-based landscape development in Hawaii by creating a Riparian Plant Restoration Interactive Key.
Perpetuation, practice, and exploration of ancient Polynesian seafaring arts and skills.
Environmental curriculum for 4th, 5th, and 6th graders.
International Education Week Program.back to Past Award Recipients main page


Esta pÃ¡gina estÃ¡ siendo traducida al espaÃ±ol. Gracias por su paciencia.
El Desarrollo Temprano del NiÃ±o
Call it a remarkable confluence.
Findings from the fields of health and child development, neuroscience, social sciences, and economics come to the same conclusion: development of a childâs early language skills and literacyâstarting from birthâis key to the health of a child, the family, the community, and our society as a whole.
Below are a few of the landmark studies and research on the importance and far-reaching ramifications of early childhood development.
Read to Grow welcomes your interest in this information and would be glad to provide you more.
Brains are built over time, from the bottom up. The basic architecture of the brain is constructed through an ongoing process that begins before birth and continues into adulthood. Early experiences affect the quality of that architecture by establishing either a sturdy or a fragile foundation for all of the learning, health and behavior that follow.
In the first few years of life, 700 new neural connections are formed every second. After this period of rapid proliferation, connections are reduced through a process called pruning, so that brain circuits become more efficient.
In mid-2014, the American Academy of Pediatrics issued a policy statement saying that all pediatric primary care should include literacy promotion, starting at birth.
But while we know that reading to a young child is associated with good outcomes, there is only limited understanding of what the mechanism might be. Two new studies examine the unexpectedly complex interactions that happen when you put a small child on your lap and open a picture book.
Whether rich or poor, residents of the United States or China, illiterate or college graduates, parents who have books in the home increase the level of education their children will attain, according to a 20-year study led by Mariah Evans, University of Nevada, Reno associate professor of sociology and resource economics.
Evans said, âEven a little bit goes a long way,â in terms of the number of books in a home. Having as few as 20 books in the home still has a significant impact on propelling a child to a higher level of education, and the more books you add, the greater the benefit.
Reading to very young children even before they have begun to identify letters can form an important foundation for vocabulary development and language skills later in life. This is especially true for lower-income families where offspring are more likely to fall behind in early language and cognitive achievementâ¦. Therefore, programs that improve the awareness and ability of low-income parents and caregivers to read frequently to infant and toddlers may lead to important literacy gains in the school years.
In an official policy of June 2014, The American Academy of Pediatrics (AAP) recommends that pediatric providers promote early literacy development for children beginning in infancy and continuing at least until the age of kindergarten entry.
By the age of 4, an average child in a professional family accumulates experience with 45 million words, an average child in a working-class family 26 million words, and a child in an average welfare family 13 million. This is the so-called â30 Million Word Gapâ â findings from a study by Betty Hart and Todd R. Risley.
Educators and researchers have long recognized the importance of mastering reading by the end of third grade. Students who fail to reach this critical milestone often falter in the later grades and drop out before earning a high school diploma.
Researchers confirmed this link in a first national study to calculate high school graduation rates for children at different reading skill levels and with different poverty rates. Results of a longitudinal study of nearly 4,000 students find that those who do not read proficiently by third grade are four times more likely to leave school without a diploma than proficient readers.
Those seeking to reduce deficits and strengthen the economy should make significant investments in early childhood education, asserts Nobel Prize-winning James J. Heckman.
Professor Heckmanâs ground-breaking work with a consortium of economists, psychologists, statisticians and neuroscientists shows that early childhood development directly influences economic, health and social outcomes for individuals and society. Adverse early environments create deficits in skills and abilities that drive down productivity and increase social costsâthereby adding to financial deficits borne by the public.


Family dynamics play a major role in shaping a childâs behavior. According to the U.S. Department of Health and Human Services, children who grow up in single parent homes are more likely to be financially and educationally disadvantaged than children raised by two parents. The financial and educational hardships faced by children from single parent households often lead to a variety of behavior problems.
The U.S. Department of Health and Human Services reports that single parent households, particularly those headed by single mothers, are more likely to live in poverty. Living in poverty inevitably creates stress that can wreak havoc on a childâs cognitive, emotional and social well-being. Single parents, regardless of gender, are more likely to face financial hardships as they struggle to make ends meet with only one income.
Lack of economic resources makes it more challenging for single parents to provide their child with books, educational technology, private lessons or other instructional tools that can help him increase his chances of academic achievement.
Economic hardship also makes it more likely for a child to live in rundown, crime-ridden neighborhoods with low-quality schools. Children living in poverty-stricken, single parent households are more likely to develop emotional and behavioral problems and less likely to establish healthy social connections or achieve academic success.
Quality of Parenting Effects
While a childâs cognitive, emotional and social well-being is more heavily influenced by quality of parenting than family structure, single parents generally struggle to balance quality parenting with the pressure of trying to fulfill the financial responsibilities necessary to maintain the family. According to research findings published on The Future of Childrenâs website, single parents are more likely to suffer from depression and rate lower on quality parenting than their coupled counterparts.
Some of the negative outcomes related to poor quality parenting include academic problems, emotional problems, conduct problems, self-esteem problems and problems establishing and maintaining social relationships.
In addition to carrying most, if not all, of the financial burden for the family, single parents are also responsible for ensuring that their childâs basic needs are continually met and that domestic responsibilities are taken care of. The job of a single parent is often so physically and emotionally taxing that there is rarely enough time or energy left over to help support a childâs learning at home. Single parents are less likely to read to their child or help with homework, which hinders the childâs early literacy development and school readiness.
According to the Heritage Foundation, children from single-parent households are more likely to engage in disruptive classroom behavior, which in turn leads to lower academic achievement. Children from single-parent families generally perform lower in school than children from two-parent households.
Depression, low self-esteem, frustration and anger are just a few of the emotional effects that a child from a single-parent family is likely to exhibit. A child living in a single-parent household is more prone to display aggressive, withdrawn and anxious behavior than a child from a two-parent household. Other emotional effects may include loneliness and feelings of abandonment.
Family structure plays a major role in how a child learns to socialize with others. Since single-parent households are less likely to model effective social interaction, the child is more likely to struggle socially and have a hard time connecting with others. Potential conflict between the single parent and the non-resident parent can also add to a childâs stress and inability to forge quality social connections.


How to Prepare for Class
David Spencer's Education Paragon is a free educational resource portal helping David Spencer's secondary school students, their parents and teaching colleagues with understanding, designing, applying and delivering assessment, curriculum, educational resources, evaluation and literacy skills accurately and effectively. This wiki features educational resources for Indigenous Aboriginal education, field trips for educators, Davids Music Jam, law and justice education, music education and outdoor, environmental and experiential education. Since our web site launch on September 27, 2006, online site statistics and web rankings indicate there are currently 1,878 pages and 14,603,137 page views using 7.85 Gig of bandwidth per month. Pages are written, edited, published and hosted by Brampton, Ontario, Canada based educator David Spencer. On social media, you may find David as @DavidSpencerEdu on Twitter, as DavidSpencerdotca on Linkedin.com and DavidSpencer on Prezi. Please send your accolades, feedback and resource suggestions to David Spencer. Share on social media with the hashtag #EducationParagon. Thank you for visiting.
How to Prepare for Class
- Keep and update an agenda book, calendar or journal that will help you keep track of assignments that are due. Update this daily as your teacher provides you with new assignment information and due dates.
- Try to start or complete your homework on the same day it is assigned by your teacher.
- At home the evening before class, pack your bag and include your pens, pencils, notebooks, binders, textbooks and completed homework you need for your classes. Prepare your lunch and keep it in the fridge until morning. Select the clothes and shoes you will wear and lay them out on a chair for morning.
- Arrange your transportation to school at least a day ahead of time. If you are planning to receive a ride to school from a family member or friend, speak to them and confirm your transporation ahead of time.
- Leave from home early enough so that you have at least 15 minutes of free time when you arrive to school. If your class begins at 9:00 a.m. then arrive to school at 8:45 a.m. If you need to go to your locker, allow yourself enough time so that you can arrive to class at least five (5) minutes before class starts.
- Bring your pens, pencils, notebooks, binders, textbooks and completed homework to class.
- Know the location and room number of your class.
- Know the name of the teacher for your class.


Who is Compass for?
Compass is a computer-based assessment of core literacy and numeracy skills specifically designed for disengaged and educationally marginalised young people and adults.
The assessment uses realistic vibrant question prompts to actively engage test takers with disrupted exposure to formal education, testing and assessment.
Compass is distinct from mainstream literacy and numeracy tests. A sample group of disengaged young adults played an active role in selecting the final test questions during the development of the assessment.
See Test Content for further details.
Compass provides an assessment of literacy and numeracy that can be delivered in a flexible, non-intimidating test environment. Testing does not have to take place in an educational setting.
This assists with assessing those disengaged from education, as traditional forms of testing can act as a barrier towards reengagement with formal learning.
See Test Delivery Options for more information.
Compass is aligned to the Australian Core Skills Framework (ACSF), the common national reference point for describing performance in the core skill areas.


Music is more than a literal experience. For Tomoko, music takes on metaphorical meaning. Here are a few of her analogies.
Feel free to listen to Tomokoâs creative expression as showcased in her Mozart album: https://www.cdbaby.com/cd/tomokohagiwara7
Tomoko compares the piano to a garden. âThe keyboard is a garden. Each key is a unique flower that needs to be cultivated. Together, the keys create a bouquet.â Of course, one difference is that the combination of those 88 keys offers much more variety because they constantly change; âHow many pieces does a scale play?â
When talking about learning a piece of music, Tomoko compares it to climbing up a hill: âEach piece is a little challenge. You need to keep moving.â As the performer gains more confidence, âthen you can look back to see your progress. And when you have mastered the piece, it is like reaching the mountain peak. You feel a great accomplishment, and can see a far distance.â In this same analogy, Tomoko points out the role of the teacher. âThe student should go straight ahead, but sometimes he needs direction. Thatâs the biggest job of the teacher.â
Another metaphor is carpentry. âMusic education provides tools for the pianist, like a carpenter. Each one draws upon his own experience using those tools to craft a beautiful performance.â Tomoko continues, âWhat is the difference in how the music sounds? Each composer is creative with his tools.â
And since Independence Day is forthcoming, a final metaphor is most timely. âMusic is freedom.â Tomoko thinks of Mozart in this regard, âI love Mozart so much, I can repeat it 20 times because it gives me freedom.â She concludes âThat is my main job, that spiritual idea of extending more freedom through music.â


The Bachelor of Fine Art degree is designed to prepare students for a career in Studio Art or Design. The BFA provides focused in-depth training in a chosen studio emphasis.
Ceramics: Learn a wide range of technical skills within the area of studio ceramics. Youâll develop sound craftsmanship as a means to expression along with learning the technology of ceramic materials and firing processes.
Drawing & Illustration: Develop a personal approach using a variety of drawing materials and concepts. Drawing is emphasized as an end in itself, beyond the more traditional idea that drawing is mainly a preparatory process for the development of visual ideas for other media. You will develop specific skills in traditional and digital illustration, and have the opportunity to apply these skills in sequential, book and scientific illustration.
Painting: After acquiring a thorough foundation in materials and techniques, youâll be encouraged to develop personal approaches to form and content, style and expression. Individual and group critiques, as well as slide lectures and demonstrations, guide this process.
Photography: Gain experience in both traditional and contemporary approaches to photography, including: developing, advanced composition, lighting techniques, retouching and negative manipulation, toning, hand coloring, and slide processing. Portraiture, night photography, landscape topography, and use of large camera format are taught.
Printmaking: Youâll learn the techniques of making art by printing. Printmaking encompasses relief printing, screen-printing and monoprinting, nontoxic intaglio and lithography.
Sculpture: Youâll be exposed to a broad range of materials, processes, techniques and concepts as they pertain to both traditional and nontraditional approaches to making sculpture., including wood fabrication, cold and hot steel fabrication, casting and methods such as bronze casting and mould making. The sculpture program addresses a range of topics including the figure/body, space, site and environment.
Art Education | Animation | Advertising | Graphic Design | Art History


Nov 5 2014
First you can introduce music education for kids by always playing music in the morning or in the night before you kid wants to sleep. There are some best music and songs that you can play. You better choose classic music and song because classic music and song will be able to make your kids feel better and relax especially when they are difficult to sleep. When you always play music every day, your kid will know that music is better for them. They will love to listen to music.
Second, in this modern era, there are some music courses and music schools that offered to you. If you donât have skill in music and you donât want to teach your kid with wrong thing, you better bring your kid to music schools. There are some experts that will teach your kids about music. They will teach about basic of music and make your kid easy to play some instruments too. You can try two ways to introduce music education for kids above now.


Aural Skills, Ear Training, and Musicianship
Aural skills, ear training, and musicianship are three related terms of musical pedagogy.
The term âaural skillsâ refers to the cognitive skills required to know musical structure without having to see them notated. Musicians with cultivated aural skills are able to write down music that they hear, rendering melodic, harmonic, and rhythmic elements in musical notation. Aural skills also allow musicians to look at notated music and hear it in their head without having to hear it through their ears.
To develop aural skills, musicians embark on aural training, also called ear-training. Ear-training programs often begin by isolating each musical element (pitch, meter, rhythmic patterns, harmony) and presenting its most rudimentary form. After mastering rudimentary isolated elements, ear training students are then challenged to combining these elements: forming simple melodies at first, eventually adding in harmony, and ultimately engaging all elements of fully rendered musical examples.
Musicianship is a term used to encompass ear training, aural skill, and some performance skills for rendering elements being studied, such as playing a keyboard to rendering harmonic material or percussion instruments to render rhythm material.
Ear training programs differ in several ways. Perhaps most critical to the success of aural skills development is the pacing and structure of progressing through the curriculum: when and how to combine musical elements. SonicFit offers guided curriculum, presenting next steps after various skills are mastered. While SonicFit has much to offer in guiding your study, there is no substitute to having a teacher who can offer individual guidance and coaching.
Another major way that ear training programs differ is in their pedagogical foundation- what they consider to be the rudimentary elements and pedagogical tools to approach each element. For example, at SonicFit, we consider the foundation of pitch to be scale degree recognition, not interval recognition. We use âmovable DOâ solfege as the primary pedagogical tool for ear training scale degree recognition. Eventually, we do study interval recognition, but this study is deliberately presented much later and built on the study of scale degree recognition, rather than the other way around. To read about the full pedagogy at SonicFit, please see our Pedagogical Approach and Choral Curriculum pages.
Finally, ear training programs will differ greatly depending upon the musical background of the student. Someone new to formal music education needs a very different approach than someone who already knows how to read music notation on an instrument and understands fundamentals of music theory such as key signatures, time signatures, scales, triads etc.
SonicFit can serve both novice and experience musicians. For the novice, the lessons interweave material, quizzes, and exercises in a guided curriculum. Experienced musicians should head right to the exercises where you can change the settings of each exercise to match your needs and abilities. Unfortunately, SonicFit does not yet have guided curriculum for the experienced musician to work on aural skills, but this is definitely a goal for summer 2016.


About Fine Arts
The philosophy of fine arts education in the Plano Independent School District is to provide a sequential, developmental fine arts curriculum which allows each student an opportunity to build skill and understanding through a wide variety of quality artistic experiences.
Fine arts have intrinsic value in the education of the whole child. In so much as the arts are now widely recognized as a separate and distinct forms of knowledge, the district has a responsibility to provide instruction that will nurture this intelligence to its fullest potential in each child. The study of fine arts as discrete disciplines can and should provide an avenue for unique creative and artistic self-expression. Fine arts have value as a vehicle for understanding the history, society, culture and creative expressions of a wide variety of peoples. Participation in the arts fosters inter-personal skills, self reliance, responsibility and team work and has been shown to have a positive effect on learning in other disciplines.
Instructional examples, repertoire, and other instructional materials are of the highest possible quality and are presented in a culturaly sensitive way to the students. While public performance and exhibition are natural outgrowths of this artistic instruction, it is not an end unto itself. The fine art education provided to students in the Plano Independent School District is a balanced one where the artistic growth of each child is the ultimate goal and public demonstration is an expression of this growth.


English Language Learners
Part of what makes Cotter Schools an international learning community are the students who travel from all over the world to become Ramblers! Currently, we have students from 14 different countries. As a result, students have a wide variety of native languages, but all students receive instruction in English while attending Cotter Schools.
Our ESL (English as a Second Language) program allows for our teachers to instruct the students, regardless of their native language, by speaking to them and teaching them in English. Students are tested (using the WIDA model) when they arrive at Cotter, and based on their speaking, listening, reading and writing skills are placed in an ESL or grade-level English class. We offer ESL 1, II, III and Transitional English classes. Students in these classes will receive at least one (1) period per day of instruction in the English language. Students who are proficient or near proficiency will be placed in grade-level appropriate English classes.
Students who may need additional language development may be assigned to the language lab before school. Additionally, students who need general academic help or additional assistance while navigating high school in a non-native language can access the resources in the Learning Center as well.
Our goal is to support all students and help all students reach their potential. We consider all students to be special and essential in making Cotter Schools a wonderful place to learn and grow.
English as a Second Language Courses
Mrs. Ulrike Schorn-Hoffert
Cotter High School offers several levels of ESL (English as a Second Language) to meet the different needs of English Language Learners (ELLs). Skills in the areas of reading and writing, listening and speaking are taught and practiced through thematic, content-based units along with explicit grammar instruction. Various aspects of the target culture will be an integral part of all course units. The Cotter ESL program aims to provide students with level-specific English language tools necessary for academic success while also reinforcing their social and conversational language proficiency. Independent reading assignments are part of each ESL course to promote successful reading strategies and ongoing vocabulary building. Students are expected to complete independent reading work and will fill out a variety of reading logs or book reports.
All new ELLs will be assessed at the beginning of the school year in the areas of reading, writing and oral language to determine the best placement for each student. Student placement throughout the school year is based on this initial assessment and ongoing teacher evaluation. ESL credits earned at Cotter will be applied towards English credits for graduation.
ESL I (High beginning)
(Grades 9-12) 2.0 credits
All four areas of language learning (reading, writing, listening, speaking) are addressed with special emphasis on developing confidence in speaking and comprehension skills of spoken and written material. Specific sessions address vocabulary enrichment using the VOCABULARY POWER series. Reading selections at this level include a variety of adapted fiction and non-fiction materials, especially tales and simple legends.
ESL II (Low intermediate)
(Grades 9-12) 1.0 credit
ESL II students meet for one period each day and will continue to focus on vocabulary, grammar and reading comprehension strategies along with written work that is based on thematic units using both fiction and non-fiction materials. Academic language will be used increasingly to facilitate moving into ESL III or Transitional English the following year depending on student skills. We will continue specific vocabulary building lessons and activities based on the VOCABULARY POWER series.
ESL III (high intermediate/ low advanced)
(Grades 9-12) 1.0 credit
At this level of learning English, students are expected to show strong communication skills in spoken and written English. The course content alternates advanced grammar and vocabulary lessons with thematic units using a variety of authentic non-fiction texts as well as short selections of fiction. Students will also be introduced to some basic literary terms and are encouraged to use critical thinking strategies as they respond to a variety of themes and stories. Students will continue their English studies the following year in the Transitional English Course or regular English class depending on academic readiness.
Transitional English(Grades 9-12) Year 1.0 Credit
This course provides transition for those students moving from the English as Second Language program to the grade level English classes. English for international students focuses specifically on addressing the unique writing needs and developing the composition skills of students for whom English is not their native language. In addition, this course strengthens the necessary reading comprehension skills and understanding of literary terms required in grade level English classes. Students are placed in transitional English based on their placement testing score and on teacher approval.


Laxman Narain Taskarâs paintings mirror the ideals of academic realism introduced by the British within their art education system. Indian artists were trained in naturalism, with lessons in soft effects of chiaroscuro and the three-dimensionality of the external world. History painting, perspective, and the copying of Victorian portraits became a vital ingredient within these art schools.
In 1898, Taskar joined the Sir J. J. School of Art, Bombay as an art teacher. Adopting the style of objective accuracy, formal order and an interest in visual narration, his paintings concentrated on âslices of everyday lifeâ. They became a tool for reflecting upon contemporary social reality, where he soon replaced mythological figures with common people in their local environments. Moods of festivities, celebration and local people engaged in rituals and routines were all lucidly portrayed by him through the use of vibrant colours. The women are often shown in familial or community settings, and rarely as private beings. In defiance of the academic norms of the time, Taskar is one of the few artists who painted subjects such as courtesans, staring confidently out of the frame, as opposed to the usually passive portrayals.
Despite the rigid academic discipline inherent in art schools, Taskar made several departures from his training in the transparent water colour technique. Sometimes, his oils adopt the lightness and airiness of his watercolours. The visibility of the pencil drawing underneath enhances the formal construction of the work, energising the outdoor atmosphere with a soothing lightness. Taskarâs works were part of several collections, the most prominent of which is that of Sir Ganga Singhji Bahadur, the Maharaja of Bikaner.


By Linda Irwin-DeVitis, Karen Bromley, Marcia Modlo
Read or Download 50 Graphic Organizers for Reading, Writing & More PDF
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Exotic educators Arthur L. Costa and Bena Kallick current this selection of tales via educators world wide who've effectively carried out the conduct of their day by day educating in ok 12 school rooms. The collective knowledge and event of those considerate practitioners supply readers with perception into the transdisciplinary nature of the sixteen conduct of Mind--intelligent behaviors that bring about luck at school and the bigger world--as good as version classes and recommendations for weaving the behavior into day-by-day guide in language arts, track, actual schooling, social experiences, math, overseas language, and different content material parts.
The review of the nationwide Curriculum has developed from the 1st blueprint of the TGAT record via a chain of coverage judgements and early event of implementation. The speed of swap, the complexity of the proposed review process and the political rhetoric linked to it have served to confuse and so vague the traits in coverage and perform.
Maths challenge fixing, 12 months 2 is the second one booklet in a six-book sequence that has been written for lecturers to take advantage of through the numeracy lesson. The sheets supply possibilities for making judgements, reasoning approximately numbers and shapes, fixing genuine lifestyles difficulties and organizing and utilizing info. Differentiated sheets makes it effortless to exploit the sheets in a mixed-ability school room.
In Differentiation and the mind: How Neuroscience helps the Learner-Friendly lecture room, authors David Sousa and Carol Ann Tomlinson study the fundamental ideas of differentiation in gentle of what the present examine on academic neuroscience has published. This examine pool bargains info and insights that may support educators make a decision no matter if definite curricular, tutorial, and review offerings usually are better than others.
- The Very Thought of Education: Psychoanalysis and the Impossible Professions
- Coordinating English at Key Stage 1 (Subject Leaders Handbooks)
- E-Learning by Design, 2nd Edition
- Cultural Validity in Assessment: Addressing Linguistic and Cultural Diversity
- Physical Education: Essential Issues
- Calvin: Ethics, Eschatology, and Education
Additional resources for 50 Graphic Organizers for Reading, Writing & More
For example, researchers may check to see how faithful teachers have been to implementing the treatment. Needless to say, the true experiment sets a very high standardâone that very few studies can achieve. A frequent shortcoming is the random assignment of students to treatments. Random assignment is difficult to achieve, because educators in schools have their own ideas about which students are to be placed in which classes. Researchers often have to make do with preexisting, nonrandom assignments.
Literacy coach Summer, year 2 â¢ Manage kindergarten transition summer school. Principal Assistant principal Fall, year 2 â¢ Arrange site-based graduate course in literacy development. 5. (continued) Time Activities Persons responsible Fall, year 2 â¢ Conduct one evening parent-and-child session for each grade level, including a focus on home literacy activities and local library offerings. â¢ Schedule library field trips for second, third, and fourth graders. Principal Assistant principal Grade-level teams Fall, year 2 â¢ Schedule evening parenting classes.
She also purchased separate new curriculum resources for needs-based instruction and tackled the prevailing preference of the teachers to teach on a whole-group basis all day. Once whole-group instruction and needs-based instruction were in place, she moved to materials selection for the intervention program. She worked to define the intervention programs more explicitly, purchasing a new phonemic awareness program for kindergarten and first grade, and a fluency-building program for third grade.
50 Graphic Organizers for Reading, Writing & More by Linda Irwin-DeVitis, Karen Bromley, Marcia Modlo


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A really good kindergarten teacher is worth $320,000 annually, according to one recent estimate, well publicized in this newspaper. That would reflect the present value of the additional money that students in a really good kindergarten class can expect to earn over their careers.
But average pay for kindergarten teachers is only about $50,380. And even at that level, kindergarten teachers, many employed by public school systems, fare relatively well compared with those in similar jobs.
Preschool teachers, who are typically responsible for only slightly younger children and donât belong to teachersâ unions, earn, on average, about $27,450. (Animal trainers, by comparison, take home on average $31,080.) Annual pay estimates are based on 2009 data from the Bureau of Labor Statistics.
More than 97 percent of employees in kindergarten and preschool teaching are women. Though women now average higher levels of educational attainment than men, many continue to enter occupations dominated by women where wages are relatively low.
Elementary education, special education, social work and child and family studies were recently tallied among the 20 college degrees in the country that lead to the lowest salaries.
As one online discussion of girly jobs explains, some women may just like these jobs despite the low pay.
Some empirical research supports this claim. In a careful analysis of longitudinal data on earnings that includes survey questions regarding attitudes related to work preferences, Nicole Fortin, at economist at the University of British Columbia, finds that women tend to place less importance on money and more importance on people and family than men do.
Those preferences help explain why women often choose to care for children and other family members, knowing full well that this will limit their career opportunities, lower their earnings and increase their economic vulnerability.
Both biological and cultural factors can explain attitudinal differences between women and men. In our society, caring for others has long been considered an essential aspect of femininity (social psychologists devote considerable effort to measuring such things). And sometimes women donât choose girly jobs, but end up in them because they face discrimination or harassment in other jobs.
Caring often entails commitments to dependents such as young children, adults with disabilities or the frail elderly who canât afford to pay directly for the services provided. It doesnât fit easily into the impersonal logic of fee for service or supply and demand.
Further, caring often creates âoutputsâ that are not easily captured in market transactions, such as the increases in lifetime capabilities created by excellent kindergarten and preschool teachers.
Itâs hard to imagine an explicit contract that could enable a care worker to âcaptureâ the value-added â which extends well beyond increases in lifetime earnings to many less tangible benefits.
Good care helps create â and maintain â good people.
I agree. And I argue that child care, elder care, education and many social services resemble health care in this respect. They are not commodities that can be efficiently produced by a purely market-based economic system.
Whatâs striking is the high cost of femininity. Many traits that contribute to womenâs success in finding a male partner donât pay off in the labor market â and vice versa. As one economic analysis of a speed-dating experiment puts it, âMen do not value womenâs intelligence or ambition when it exceeds their own.â By contrast, intelligence and ambition contribute to menâs success in both the âdating marketâ and the labor market.
But menâs attitudes toward women (which are changing, albeit slowly) donât tell the whole story. Another factor is womenâs affinity for services that arenât rewarded by a market-based economy.
Indeed, market failures in the provision of these services help explain why we rely heavily on a welfare state that is, not incidentally, often dubbed a nanny state.
Many of the best-paying girly jobs â the professional jobs in health care and education that highly educated women are rapidly moving into â are heavily subsidized by the public sector.
Many of the worst-paying girly jobs â like teaching young children before they enter public kindergarten â pay badly because they get relatively little public support, are poorly regulated and serve families who canât afford to pay for high-quality services.
Women who want to avoid the hazards of girly jobs can move into manly ones like petroleum engineering (the college degree leading to the best salary in 2009). But women have good reason to be more interested in social engineering.
We need to figure out how to honor girly values while earning manly pay.


Partner Highlight: An Invasive Beetle Puts a Local Spin on Penn Stateâs NanoDays 2015
In her position as Program Director for Education and Outreach at Penn State Universityâs Center for Nanoscale Science, Kristin Dreyerâs initiatives reach a wide range of audiences. For NanoDays 2015, she planned three different events. First, she coordinated a partnership with a local museum, Discovery Space of Central PA, to host a festival-style NanoDays event targeting families with children. Next, she took advantage of a weekly cafÃ©, designed to promote interdisciplinary research collaborations at Penn State, to talk to her colleagues about out reach opportunities using the NanoDays kits. Finally, in collaboration with Penn Stateâs Center for Science and the Schools (CSATS) and several other university partners, she organized a workshop for grade 6-12 teachers to build knowledge about nanoscience and design learning activities that model scientific research skills.
Like many NISE Net partners, Kristin and her team enjoy the flexibility of the NanoDays kits to mix and match activities into a cohesive theme. This year, for the teacher workshop, CSATS research associate Matt Johnson worked with entomologist Dr. Mike Domingue to focus on a theme of particular local importanceâthe invasive emerald ash borer that is threatening Pennsylvania forests. To detect and trap these beetles, Mike has led an innovative research effort to develop nanofabricated, electroconductive decoys that replicate the beetleâs wing nanostructures and successfully attract, stun, and kill the insects for collection.
During the workshop, a collection of past and present NanoDays activities were used to guide teachers in hands-on learning about this research story. The blue morpho butterfly activity demonstrated how color can emerge from nanostructures on an insect wing. Other optical properties of materials were illustrated using polarizers, thin films, stained glass, and nanogold, while graphene demonstrated principles of conductivity. Teachers used the transmission electron microscope model as well as Mattâs own model of an atomic force microscope to learn about the instrumentation used for characterization, then got a tour of Penn Stateâs characterization and nanofabrication facilities to see the real instruments in action. Images of the beetle and decoy were later viewed remotelyâa unique opportunity for teachers and their students to use and control powerful microscopes from their classrooms.
In addition to planning the details of each event, Kristin also considers how to leverage the intersection of these events to achieve more "big-picture" broader impact goals. One strategy was to recruit graduate student volunteers who could commit to participating in all three events. At Discovery Space, they worked in teams with pre-service elementary education teachers and school-aged volunteers to prepare and present NanoDays activities, each contributing a unique perspective that benefited fellow team members. Diving deeper into the NanoDays activities and related content with teachers at the workshop, graduate volunteers were able to share their own experiences doing real scientific research. When demonstrating the activities to peers at the research cafÃ©, they also offered valuable testimonials about their outreach work. Before and after each event, Kristin worked with them to reflect and shift focus to the needs and interests of the next target group. Thanks to this thoughtful approach, student volunteers developed flexible communication skills and realized the value of adapting the same activity to diverse audiences. In addition to the professional development benefits gained by engaging in public outreach, the graduate students found that these experiences renewed their own inspiration for science, and they cherished the opportunity to be role models for the next generation of scientists.
NISE Net NanoDays activities mentioned in partner highlight include:
- Exploring Structures - Butterfly (NanoDays 2012)
- Exploring Materials - Polarizers
- Exploring Materials - Thin Films
- Exploring Materials - Stained-Glass Windows
- Exploring Materials - Nano Gold (NanoDays 2012)
- Exploring Materials - Graphene
- Exploring Tools - Transmission Electron Microscopes