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Dodał: ~GrJzMBUHPHecUyH
2012-05-15, 06:06
Treść: Thanks for the comments Nancy. I would love to get others’ reactions to what you have to say. I will say that, in researching this over the past few days, it does seem that early reading data is one of the strongest leading indicators of future success that I could find. I’m interested in learning more about why you think that the other potential indicators mentioned are biased. I’m thinking that there could be a strong argument linking them with early school success (reflected in early reading). Certainly, in some cases, things like attendance, engagement, the types of courses chosen and even behaviour can be linked and followed back to early reading problems, but not always. Do these connections indicate a bias, or just a relationship? You are certainly an extremely involved parent, one that has had to become a well-researched advocate for your child. And your child has benefited from that. I’m thinking that you’re making a great case for the indicator relating to parental engagement. So, in terms of language instruction related to early reading success, are you suggesting that the use of a whole language approach could act as a solid indicator of school success?Thanks again for your input and your participation here.
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Dodał: ~ENluiluoKqJBfxJncR
2012-05-03, 07:04
Treść: before, leading indicators can be predictive for future actions of a student, but since the data comes in after the fact, the leading indicators that you have mentioned should be used for a hard cold look at the teaching methods, curriculum, and policies of the board and ministry, and not the students. For the students, hard cold numbers of testing should be sufficient to predict and make most of the educrats run for effective interventions that are based on science, and not on variables such as parent participation. I was a highly involved parent but not the kind a school would like to have, questioning the methods, the processes and listening to their evaluations of my child that were not pretty. It force me to turned the tables, and start using the cold hard numbers to my own advantage, to get help for my LD child to addressed her reading and writing weaknesses. In the process of collecting the data over the years, making pretty graphs to show how the cold hard numbers reflects the three way 1/3 split, by the students reading, writing and numeracy skills, I went a little further and discovered an interesting trend.I would not call it a trend, but at the moment I can’t think of a better word, the three way 1/3 split remains constant throughout high school. Now, I look at schools where whole language is not used, and the three way 1/3 split is not present, after grade 3. Food for thought, and I should add here the MOE of provinces know about the three way 1/3 split, but the statisticians at the ministry level are not talking. Here is a riddle. What is the toughest branch to talk to in any provincial MOE?
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Dodał: ~DNWpZABycpTTSls
2012-05-01, 11:52
Treść: What a great gift this will be for your stuednts and what a great gift your stuednts will be to you. This will be my 2nd year away from the kids and I know what you mean about missing the stuednts. You've been able to influence a lot of stuednts with the job you have had, but they will so benefit from learning at your side.

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