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Top 12 read about some alternative schools of thought chi tiết nhất

Top 12 read about some alternative schools of thought chi tiết nhất

Bài viết sau đây sẽ cung cấp cho bạn đầy đủ kiến thức và nội dung về read about some alternative schools of thought mà bạn đang tìm kiếm do chính biên tập viên Làm Bài Tập biên soạn và tổng hợp. Ngoài ra, bạn có thể tìm thấy những chủ đề có liên quan khác trên trang web lambaitap.edu.vn của chúng tôi. Hy vọng bài viết này sẽ giúp ích cho bạn.

On March 18th, 2020, my principal pulled me into a meeting with the superintendent, principals, and assistant principals from other high schools in the district. I knew this meeting was important when I saw all the other administrators.

The first words out of my principal’s mouth were, “we may have to close the school down for a few days.” After hearing this news, I was surprised and worried; we’d never had to close the school so abruptly before. Shortly after, the meeting delved into a discussion about the safer-at-home orders instituted in LA County and how the school would enact these orders. Initially, we thought school closures would last a week, at most. However, as we all know, it has lasted much longer.

As the safer-at-home orders extended from one week to one month to an indefinite time, I became more concerned about the students and how the school closure would affect them. In addition, I worried about whether we would meet our students’ academic, emotional, and social needs, especially for students that attend a non-traditional school.

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Throughout the pandemic, discussions about supporting students have centered on traditional, comprehensive schools. The traditional, comprehensive schools are where most students get an education. The students attend school Monday through Friday from 8 am to 3 pm. However, not all students attend a comprehensive school. There are also students who attend an alternative school because the comprehensive school did not meet their specific needs.

As an educator who works in an alternative school, I believe it is important to share how alternative schools support students throughout the pandemic and understand the experiences of the school staff and students from these schools.

One Alternative Education Model: Alta Vista Innovation High School

I am an Assistant Principal at Alta Vista Innovation High School (AVIHS), located in an urban area of Los Angeles, California. AVIHS follows an independent study model of schooling. Independent study is a hybrid of self-directed learning where the student guides their learning pathway and the continuation model, a more individualized curriculum with instruction in smaller class sizes). Under an independent study model, students are motivated by their own needs and goals while being supported and guided by a teacher providing an individualized curriculum.

AVIHS serves 500 high school students ages 14 to 24. Most of these students are referred to the school by district counselors, probation officers, or social service agencies. The student body mirrors the community AVIHS serves; however, it focuses on credit deficient students at-risk of dropping out of high school. Here are some other notable characteristics and identities represented in our student body:

  • 99% qualify for free and reduced meals
  • Many students come from historically and racially marginalized backgrounds, including 42% Black and African students and 50% Hispanic and Latino students
  • 33% of the students are between the ages of 18 to 24
  • 20% are English Language Learners
  • 15% are students with special needs
  • 10% are parents

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The student demographics reflect that the students attending AVIHS need more than academic support. Because of these demographics, AVIHS became a Workforce Innovation and Opportunity Act (WIOA) school and partnered with an outside agency to assist our students with part-time employment as they earn their high school diplomas.

As a result of these partnerships, our students do not have to choose between earning a high school diploma or working to provide for their families. Our partners provide our students with the opportunity to work while ensuring their academic progress is not interrupted. Additionally, our partners and AVIHS collaborate to confirm that students are on the path to graduation. Under these partnerships, our students blossom, attend school consistently, and complete academic credits while working. Then, the pandemic hit. The school closure and transition to remote learning affected our students like many others throughout the nation. However, many working students saw their hours reduced or positions eliminated.

Needless to say, our students were looking for answers and it was up to us to provide solutions that would help them navigate this situation.

Support Through the Pandemic

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As the safer-at-home orders extended into the 2019-2020 school year came to an end, the leadership team met to discuss how we would support our students. After the meeting, we decided to create a task force that included the school leadership team, staff, and students. As we gathered perspectives from task force members, we concluded that it was essential to focus on three key areas: financial support, academic support, and mental support.

  • Financial Support: We agreed that it was important to help students find secure job opportunities, especially those that lost employment during the pandemic. Through our WIOA partnerships, we established an internal internship opportunity to teach students how to utilize Tik Tok and other social media as a marketing tool by creating videos for the school. Students were paid to create video content for our school’s social media accounts. Additionally, we provided meal packages that students could either pick up from the school or someone from the leadership team would drop it off at their home. By focusing on these two areas, we were able to ensure that students weren’t putting themselves and their families at risk by leaving their homes to work, and it also provided our students with money that they could use as they saw fit.
  • Academic Support: In addition to student finances, we also wanted to make sure students could meet their educational goals. While all students in Los Angeles attended school remotely, many of our students were also supporting their younger siblings or children. Knowing this, we realized an 8 am to 3 pm school schedule would not work. To combat this issue, our school staff became flexible to meet the needs of our students. We expanded our hours for students; teachers began working chunked shifts that met the needs of the students’ schedules. Some teachers split their daily schedules by working in the mornings (8 to 11 am) and later in the evenings (5 to 8 pm). Others opened up the weekend hours and taught students Saturdays and Sundays.
  • Mental Support: Finally, we addressed mental health. Our school counselors provided professional developments to our teachers and school staff on trauma-informed practices and how to best support our students during this time. We also partnered with Care Solace to provide our students with any additional mental health support that our students and their families needed outside of the school.

Focusing on the overall student and the three aspects of financial, academic, and mental support ensured our students knew we were committed to their overall wellbeing.

Creating Solutions for Every Student

Schools have always been, in my opinion, a safe place for students; it is where students receive assistance to support their academic goals, mental wellbeing, and daily sustenance that some cannot access at home. Thankfully, the most significant change I have seen during the pandemic is that schools have accelerated the pace at which they adapt to meet the needs of their students. However, there is more that we can do.

The pandemic has reinforced that there is no such thing as a one-size-fits-all approach to supporting students. Each student has their own needs, some of which cannot be met if our solutions only focus on traditional schools and student populations. That is why we must share more information and best practices across our schools. The more we share about what schools are doing – both traditional and alternative – the better we can support students.

Top 12 read about some alternative schools of thought tổng hợp bởi Lambaitap.edu.vn

Bài tập trắc nghiệm unit 3 becoming independent lớp 11

  • Tác giả: hanghieugiatot.com
  • Ngày đăng: 07/07/2022
  • Đánh giá: 4.92 (956 vote)
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Đọc hiểu 8 câu – ARE TRADITIONAL WAYS OF LEARNING THE BEST

  • Tác giả: tracnghiemtienganh.vn
  • Ngày đăng: 10/26/2022
  • Đánh giá: 4.42 (363 vote)
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Bài tập trắc nghiệm Tiếng Anh lớp 11 Unit 3: Becoming Independent có đáp án

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  • Ngày đăng: 03/18/2022
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  • Tóm tắt: Read about some alternative schools of thought… One school in Hampshire, UK, offers 24-hour teaching. The children can decide when or if they come to school …
  • Khớp với kết quả tìm kiếm: William Sydney Porter (1862-1910), who wrote under the pseudonym of O. Henry, was born in North Carolina. His only formal education was to attend his Aunt Lina’s school until the age of fifteen, where he developed his lifelong love of books. By 1881 …

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Đề thi thử tiếng Anh học kì 1 lớp 11 – Có đáp án

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Challengesof Alternative Agencies In Indian School System

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Chicago quietly launches overhaul of schools serving its forgotten students

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Which of the following is NOT true about 24-hour teaching?

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  • Ngày đăng: 05/06/2022
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 Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions.       ARE TRADITIONAL WAYS OF LEARNING THE BEST? Read about some alternative schools of thought… One school in Hampshire, UK, offers 24-hour teaching. The children can decide when or if they come to school. The school is open from 7 a.m. to 10 p.m., for 364 days a year and provides online teaching throughout the night. The idea is that pupils don’t have to come to school and they can decide when they want to study. Cheryl Heron, the head teacher, said Some students learn better at night. Some students learn better in the morning. Cheryl believes that if children are bored, they will not come to school. Why must teaching only be conducted in a classroom? You can teach a child without him ever coming to school. Steiner schools encourage creativity and free thinking so children can study art, music and gardening as well as science and history. They dont have to learn to read and write at an early age. At some Steiner schools the teachers cant use textbooks. They talk to the children, who learn by listening. Every morning the children have to go to special music and movement classes called eurhythmy, which help them learn to concentrate. Very young children learn foreign languages through music and song. Another difference from traditional schools is that at Steiner schools you don’t have to do any tests or exams. A child learning music with the Suzuki method has to start as young as possible. Even two-year-old children can learn to play difficult pieces of classical music, often on the violin. They do this by watching and listening. They learn by copying, just like they learn their mother tongue. The child has to join in, but doesn’t have to get it right. They soon learn that they mustn’t stop every time they make a mistake. They just carry on, said one Suzuki trainer. The children have to practise for hours every day and they give performances once a week, so they learn quickly. The parents must be involved too, said the trainer, or it just doesn’t work. The wordthis in paragraph 3 refers to

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Teaching Literature in the New Culture Wars: Some Alternative Approaches

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Trắc nghiệm Reading tiếng Anh lớp 11 Unit 3 Becoming Independent

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