We’ve heard a lot about the conventional methods - classroom learning, practice exams, simulation-based testing - that have been employed to assist students in preparing for these key exams. Long tests and practice exams are often appropriate preparation methods however sometimes they may be too broad-based or inflexible to fit a student’s need to work on specific weak areas. Short, material-targeted practice quizzes have proven to be effective in helping students strengthen specific weak areas. Students who have used short quizzes in conjunction with traditional, practice exam preparation methods have reported strikingly positive results.
What makes short quizzes so effective in preparing for exams? A major factor is the ability of a short quiz to test a specific area of knowledge rather than all of the required material. For example, the SAT Critical Reading test contains two major sections of questions "reading comprehension" and "vocabulary in context" and even within these questions, different types appear. For example, a student may be very bad at summarizing a passage’s main focus, which in turn results in him getting a lower score every time on a major practice test. With shorter quizzes on only the main focus questions, the student will be able to quickly see how much room he has for improvement.
Pinpointing weaknesses, however, is only one part of the equation. With shorter quizzes, students can also receive customized feedback. Online practice quizzes in particular offer students the chance to receive instant feedback, which can be very helpful if a student is trying to "cram" for a big exam. Most students who take online practice quizzes agree that instant feedback is a major reason why they take the quizzes instead of simply reading preparation material or “cram sheets.” Candidates for IT certification, for example, will often need to read explanations for the answers to questions as many of the questions will test each candidate’s ability to analyze rather than to simply recall knowledge.
Online quizzes also offer the ability to include special media in questions that may appear on actual exams. For example, GED exams sometimes feature specialized images or pictures in order to assist the test-taker on a particular problem. Some IT or professional certification exams may even require a video demonstration of a particular problem to troubleshoot. All of this media and more can be included on an online practice quiz, which can significantly improve the testing experience and offer a great deal of realism to the test-taker.
The shorter length of the online quizzes combined with the customized feedback makes for an incredibly personalized and flexible exam preparation experience. Students note that while these large exams are useful to take as gauges or diagnostics, short quizzes are useful to improve on a specific weakness. In response, these same students have turned to a preparation regimen that includes both full-length exams and frequent quizzing.
It’s not by chance that so many students are using short, targeted online quizzes to quickly enhance their exam scores. The flexibility of these quizzes, coupled with their customizable feedback, offers to the test-taker the chance to improve on the areas that they need the most help with. In conjunction with classroom learning, everyday studying, and practice examinations, short quizzes can offer students the ability to significantly improve their performance on even the toughest exams.
About the Author
ProProfs Quiz School is a free web based tool that enables educators to create online quizzes and practice tests for their students. It also offers a large collection of quizzes over a range of topics from SAT preparation to technical certification, and even general trivia. To create a free quiz on any topic, visit ProProfs Quiz School at: www.proprofs.com/quiz-school/
Friday, February 26, 2010
Saturday, February 20, 2010
If you can't handle being threatened by a child, maybe you shouldn't be a teacher.
The sad fact is this has become the norm for many parents who would rather criticize their child's teacher than admit that their own child is in anyway wrong.
Mr. Kaye looked at the computer screen. The time read 10:25. If this class was going to be dismissed on time, he was going to have to get moving and minimize the distractions. The class had over ten pages scheduled to read aloud, as part of the curriculum for today. Still the class continued to yammer, as though it were lunch or maybe a crowded rock concert. Mr. Kaye raised his hand and roughly five to six of thirty in the class raised their hands. Most of the class was ignoring him, laughing, being social and exercising their freedom of ignorance. This was pretty much an everyday occurrence in Mr. Kaye's class. He had complained to many facets at the school that were supposed to support him, but in the end nothing ever seemed to be done.
Finally after Mr. Kaye started calling out, "A minutes and twenty seconds...A minute and twenty-one second," holding up a stopwatch, most of the class quieted down. There were still a few whispers toward the back, but Mr. Kaye recognized (for his class) this was as good as gets.
Mr. Kaye told the students to open their books on their desks to page 36. Then, he walked around the room, forcing many students to flip the books on their desks open to, because quiet frankly most of these children didn't care, obeying a direct order from a teacher was second nature to them.
Mr. Kaye started to read from the book, but a kid yelled out, "Kawika...Kawika...Kawika!"He was yelling across the classroom with a weird sort of quiet whisper. When Mr. Kaye looked at him, he gave his teacher a look like, "WHAT!!!"
Mr. Kaye started to read again, but he had to stop almost immediately because a girl was playing with her cell phone. He approached the girl, and she quickly shoved the cell phone between her legs, denying that she was even playing with it. Mr. Kaye continued reading, but had to stop five to ten more times for various interruptions. The time was now 10:35, and in ten minutes the class had progressed about two sentences. Mr. Kaye tried reading again, but was interrupted by spitballs and girls writing notes. Mr. Kaye called out, "Ashley put that note away."Ashley replied, "It's not a note."
Mr. Kaye warned the class one last time, "We can do this the easy way, or the HARD WAY." The class acknowledged they were going to do better, but the words were only hollow sounds coming out of their mouths. At 10:40 the class had still not even finished the first paragraph that was when Mr. Kaye put the book down. Mr. Kaye told the whole class to take out a sheet of paper, and with approximately twenty minutes left, he gave the class an assignment. He wrote it on the board.
THE HARD WAY!
READ Chapter 3
Write a full-page summary
During the next ten to fifteen minutes, many students fooled around and talked. A few were writing vigorously, but most wasted the entire time talking and laughing. AT 10:55 Mr. Kaye called the counselor, and asked her, if she could notify the cafeteria some students would be going a little late and to hold the door. Before the bell was going to ring many students began to get angry. There was swearing, some even looked as though they were going to throw temper tantrums. Mr. Kaye calmly assured the students they needed to finish the assignment before they went to lunch. Many students began to complain. Mr. Kaye told all of them the same thing. You need to finish your assignment before you go to lunch.
One student wrote Mr. Kaye a letter in which he blatantly told him he was not going to do the assignment and threatening the security of his job, saying he was going to call his Mom, and perhaps he would have Mr. Kaye fired.
After reading the letter, Mr. Kaye sprang to the telephone, "Let's call your Mom."
"Go ahead," the boy forewarned him, "She's going to be pissed you called her at work."
Mr. Kaye dialed the phone number, and after two to three minutes of waiting, got the Mom on the phone. He calmly explained the scenario, exactly as it happened.
After a long pause, the Mom asked plainly, "How did he threaten you?"
"Did he say he was going to hurt you?"
"No," Mr. Kaye replied.
"How's that a threat?" the Mom asked.
Mr. Kaye explained, how he perceived the child was trying to threaten the security of his job. The Mom replied, "That's not a threat!"
Mr. Kaye replied, "I felt threatened."
The Mom could only say, "She had to hear her son's side of the story."
Mr. Kaye assured her the story he told her was completely unbiased. The Mom continued to stick to her guns, saying she wanted to hear her son's side of the story. When Mr. Kaye realized nothing was going to be done, he asked if the Mom could come in for a parent conference immediately. The Mom told him she would come in two weeks.
Although this seems like a fictional, over-exaggerated story, this is a reality in many classrooms. This happened in my classroom. The day of the parent conference, the Mom told me in so many words, "I don't understand why you became a teacher, if you can't handle getting threatened by a child." That was it. No apology. No alibi. Apparently, I'm supposed to suck it up, because parents are going to keep allowing their children to act however they want to act. I wasn't really sure what to do about it, I wanted to crawl into a hole and hide. I felt weak and angry about the whole experience. Was I over-reacting? I didn't think so, but if I challenged this mother on her questionable parenting skills, I could be fired, or put on probation. I don't understand when it became acceptable for children to bully adults or when teachers lost all their civil rights in the classroom, but this is one teacher who is seriously considering changing careers.
About the Author
Joseph DeMarco was born in New York City; he lived most of his life in Buffalo, NY. He now teaches seventh grade on the island of Oahu, Hawaii. He is the author of the novels Plague of the Invigilare, The 4 Hundred and 20 Assassins of Emir Abdullah-Harazins, and At Play in the Killing Fields. He is currently working on several new projects.
Mr. Kaye looked at the computer screen. The time read 10:25. If this class was going to be dismissed on time, he was going to have to get moving and minimize the distractions. The class had over ten pages scheduled to read aloud, as part of the curriculum for today. Still the class continued to yammer, as though it were lunch or maybe a crowded rock concert. Mr. Kaye raised his hand and roughly five to six of thirty in the class raised their hands. Most of the class was ignoring him, laughing, being social and exercising their freedom of ignorance. This was pretty much an everyday occurrence in Mr. Kaye's class. He had complained to many facets at the school that were supposed to support him, but in the end nothing ever seemed to be done.
Finally after Mr. Kaye started calling out, "A minutes and twenty seconds...A minute and twenty-one second," holding up a stopwatch, most of the class quieted down. There were still a few whispers toward the back, but Mr. Kaye recognized (for his class) this was as good as gets.
Mr. Kaye told the students to open their books on their desks to page 36. Then, he walked around the room, forcing many students to flip the books on their desks open to, because quiet frankly most of these children didn't care, obeying a direct order from a teacher was second nature to them.
Mr. Kaye started to read from the book, but a kid yelled out, "Kawika...Kawika...Kawika!"He was yelling across the classroom with a weird sort of quiet whisper. When Mr. Kaye looked at him, he gave his teacher a look like, "WHAT!!!"
Mr. Kaye started to read again, but he had to stop almost immediately because a girl was playing with her cell phone. He approached the girl, and she quickly shoved the cell phone between her legs, denying that she was even playing with it. Mr. Kaye continued reading, but had to stop five to ten more times for various interruptions. The time was now 10:35, and in ten minutes the class had progressed about two sentences. Mr. Kaye tried reading again, but was interrupted by spitballs and girls writing notes. Mr. Kaye called out, "Ashley put that note away."Ashley replied, "It's not a note."
Mr. Kaye warned the class one last time, "We can do this the easy way, or the HARD WAY." The class acknowledged they were going to do better, but the words were only hollow sounds coming out of their mouths. At 10:40 the class had still not even finished the first paragraph that was when Mr. Kaye put the book down. Mr. Kaye told the whole class to take out a sheet of paper, and with approximately twenty minutes left, he gave the class an assignment. He wrote it on the board.
THE HARD WAY!
READ Chapter 3
Write a full-page summary
During the next ten to fifteen minutes, many students fooled around and talked. A few were writing vigorously, but most wasted the entire time talking and laughing. AT 10:55 Mr. Kaye called the counselor, and asked her, if she could notify the cafeteria some students would be going a little late and to hold the door. Before the bell was going to ring many students began to get angry. There was swearing, some even looked as though they were going to throw temper tantrums. Mr. Kaye calmly assured the students they needed to finish the assignment before they went to lunch. Many students began to complain. Mr. Kaye told all of them the same thing. You need to finish your assignment before you go to lunch.
One student wrote Mr. Kaye a letter in which he blatantly told him he was not going to do the assignment and threatening the security of his job, saying he was going to call his Mom, and perhaps he would have Mr. Kaye fired.
After reading the letter, Mr. Kaye sprang to the telephone, "Let's call your Mom."
"Go ahead," the boy forewarned him, "She's going to be pissed you called her at work."
Mr. Kaye dialed the phone number, and after two to three minutes of waiting, got the Mom on the phone. He calmly explained the scenario, exactly as it happened.
After a long pause, the Mom asked plainly, "How did he threaten you?"
"Did he say he was going to hurt you?"
"No," Mr. Kaye replied.
"How's that a threat?" the Mom asked.
Mr. Kaye explained, how he perceived the child was trying to threaten the security of his job. The Mom replied, "That's not a threat!"
Mr. Kaye replied, "I felt threatened."
The Mom could only say, "She had to hear her son's side of the story."
Mr. Kaye assured her the story he told her was completely unbiased. The Mom continued to stick to her guns, saying she wanted to hear her son's side of the story. When Mr. Kaye realized nothing was going to be done, he asked if the Mom could come in for a parent conference immediately. The Mom told him she would come in two weeks.
Although this seems like a fictional, over-exaggerated story, this is a reality in many classrooms. This happened in my classroom. The day of the parent conference, the Mom told me in so many words, "I don't understand why you became a teacher, if you can't handle getting threatened by a child." That was it. No apology. No alibi. Apparently, I'm supposed to suck it up, because parents are going to keep allowing their children to act however they want to act. I wasn't really sure what to do about it, I wanted to crawl into a hole and hide. I felt weak and angry about the whole experience. Was I over-reacting? I didn't think so, but if I challenged this mother on her questionable parenting skills, I could be fired, or put on probation. I don't understand when it became acceptable for children to bully adults or when teachers lost all their civil rights in the classroom, but this is one teacher who is seriously considering changing careers.
About the Author
Joseph DeMarco was born in New York City; he lived most of his life in Buffalo, NY. He now teaches seventh grade on the island of Oahu, Hawaii. He is the author of the novels Plague of the Invigilare, The 4 Hundred and 20 Assassins of Emir Abdullah-Harazins, and At Play in the Killing Fields. He is currently working on several new projects.
Tuesday, February 16, 2010
Eye Movement and Speed Reading
Eye movements in reading should have the same kind of automatic response as driving a car or word processing an e-mail. Training students to read faster helps build this automaticity by reducing line fixations and the amount of time spent on each fixation.
So, how do our eye movements affect our reading ability? Most people would probably say that their eyes follow the print, left to right, at a consistent rate across the page. However, this is far from the truth. Using sophisticated cameras and computer analysis, scientists have found that our eyes fixate on several places in the line in a rather herky-jerky motion.
In fact, when our eyes move, they aren’t even looking at the words, but are just moving from one fixation to the next. Eye movement accounts for only about one-tenth of the time spent on each line of reading text. In other words, reading consists of a series of individual glances at each line of text and the corresponding meaning-making of each glance.
The greater the number of fixations per line and the more time it takes to make sense of each fixation, the slower the meaning-making will be. Better readers have less fixations per line and rapid processing of each word. This is what Marilyn Adams (1995) refers to as “automaticity” and is the necessary prerequisite for reading well. This automatic processing develops as the reader becomes able to quickly and effectively apply the semantic, graphophonic, and syntactic cueing systems to the text.
Of course, the number of fixations per line and the duration of each fixation should depend on the degree of reading difficulty. Reading unfamiliar material or subject-specific vocabulary requires slower processing. Also, the purpose of the reader should determine reading speed. Reading a biology text for a test is quite different from reading a Goosebumps mystery for fun. The problem is that poor readers tend to read everything in the same way, that is with too many fixations and taking too much time to process the words.
Specific speed reading techniques have been developed to vary the reading rate according to the degree of text difficulty. Speed reading will also help call attention to, and even break, many poor reading habits. Effective speed reading will also maintain or improve reading comprehension as students increase their silent fluency rates.
About the Author
Mark Pennington is an educational author, presenter, reading specialist, and middle school teacher. Mark is committed to differentiated instruction for the diverse needs of today's students. Visit Mark’s website at http://www.penningtonpublishing.com to check out his speed reading teacher resources and books: Teaching Reading Strategies, Teaching Essay Strategies, Teaching Grammar and Mechanics, and Teaching Spelling and Vocabulary.
So, how do our eye movements affect our reading ability? Most people would probably say that their eyes follow the print, left to right, at a consistent rate across the page. However, this is far from the truth. Using sophisticated cameras and computer analysis, scientists have found that our eyes fixate on several places in the line in a rather herky-jerky motion.
In fact, when our eyes move, they aren’t even looking at the words, but are just moving from one fixation to the next. Eye movement accounts for only about one-tenth of the time spent on each line of reading text. In other words, reading consists of a series of individual glances at each line of text and the corresponding meaning-making of each glance.
The greater the number of fixations per line and the more time it takes to make sense of each fixation, the slower the meaning-making will be. Better readers have less fixations per line and rapid processing of each word. This is what Marilyn Adams (1995) refers to as “automaticity” and is the necessary prerequisite for reading well. This automatic processing develops as the reader becomes able to quickly and effectively apply the semantic, graphophonic, and syntactic cueing systems to the text.
Of course, the number of fixations per line and the duration of each fixation should depend on the degree of reading difficulty. Reading unfamiliar material or subject-specific vocabulary requires slower processing. Also, the purpose of the reader should determine reading speed. Reading a biology text for a test is quite different from reading a Goosebumps mystery for fun. The problem is that poor readers tend to read everything in the same way, that is with too many fixations and taking too much time to process the words.
Specific speed reading techniques have been developed to vary the reading rate according to the degree of text difficulty. Speed reading will also help call attention to, and even break, many poor reading habits. Effective speed reading will also maintain or improve reading comprehension as students increase their silent fluency rates.
About the Author
Mark Pennington is an educational author, presenter, reading specialist, and middle school teacher. Mark is committed to differentiated instruction for the diverse needs of today's students. Visit Mark’s website at http://www.penningtonpublishing.com to check out his speed reading teacher resources and books: Teaching Reading Strategies, Teaching Essay Strategies, Teaching Grammar and Mechanics, and Teaching Spelling and Vocabulary.
Wednesday, February 10, 2010
Parents, Are You Listening or Lecturing to Your Kids? Five Tips to Help You Listen
Seattle, WA – The knowledge that our children are safe, happy and emotionally sound is one of our greatest concerns. If they were being traumatized by something at school or, even worse, the attentions of a predator, we would want to be the first to know.
The only way we can truly be sure that they are all right, or if something is troubling them, is if they feel they can confide in us on a person-to-person basis. But are we actually listening to them as equals, or are we listening to them with condescending ears and, in the process, inadvertently breaking these lines of communication between parent and child – leaving them unwilling to come to us for help?
“Children don’t seem to get as much respect as other members of society,” says Julie Scandora, teacher and author of the book ‘Rules Are Rules.’ “They experience the same emotional obstacles as adults, but this is often overlooked by grown-ups. Parents need to treat children with respect and ensure a trusting relationship.”
Here are five of Julie’s tips to help you communicate more effectively with your children:
1. Listen. It sounds obvious, but if your children don’t think they will be heard, they won’t go to you with the hard questions or problems.
2. Create opportunities for interaction with your kids. Families spend so much time apart these days. Use ‘car time’ – such as the 20-minute drive to school – as a time to communicate with your children.
3. Lead by example. Far too many parents opt for the ‘do as I say not as I do’ method. But this sends mixed messages to children regarding important situations.
4. Respect the child’s intuition. We all have ‘gut feelings,’ and if kids are encouraged to trust theirs, they will be able to heed their intuition in dicey situations when we aren’t around to help.
5. Don’t confuse ‘respect’ with ‘giving in.’ It is important that the parental role is not usurped. Don’t give in to kids just to diffuse a problematic situation. Instead communicate with them and let them know why rules are rules.
By showing our children that we are receptive to what they have to say and that we are willing to talk with them, not just at them, we can help them gain confidence and maturity, but we need to make sure we are practicing what we preach.
“Perhaps we need to start with ourselves, don’t we!” laughs Julie, “But if we give our children the respect we give our peers, they will be better prepared to deal with whatever life throws at them. And when they encounter something for which they are still too young to deal with by themselves, they’ll naturally come to us for advice.”
About the Author
Julie Scandora is a teacher, editor, author and mother of three. She holds a BA from Smith and an MBA from the University of Washington and has taught children in schools and delivered lectures and workshops to adults. Julie has been an editor and assistant publisher for numerous publications. She is also a professional artist specializing in watercolors and is represented in several distinguished galleries. Julie lives in Seattle.
The only way we can truly be sure that they are all right, or if something is troubling them, is if they feel they can confide in us on a person-to-person basis. But are we actually listening to them as equals, or are we listening to them with condescending ears and, in the process, inadvertently breaking these lines of communication between parent and child – leaving them unwilling to come to us for help?
“Children don’t seem to get as much respect as other members of society,” says Julie Scandora, teacher and author of the book ‘Rules Are Rules.’ “They experience the same emotional obstacles as adults, but this is often overlooked by grown-ups. Parents need to treat children with respect and ensure a trusting relationship.”
Here are five of Julie’s tips to help you communicate more effectively with your children:
1. Listen. It sounds obvious, but if your children don’t think they will be heard, they won’t go to you with the hard questions or problems.
2. Create opportunities for interaction with your kids. Families spend so much time apart these days. Use ‘car time’ – such as the 20-minute drive to school – as a time to communicate with your children.
3. Lead by example. Far too many parents opt for the ‘do as I say not as I do’ method. But this sends mixed messages to children regarding important situations.
4. Respect the child’s intuition. We all have ‘gut feelings,’ and if kids are encouraged to trust theirs, they will be able to heed their intuition in dicey situations when we aren’t around to help.
5. Don’t confuse ‘respect’ with ‘giving in.’ It is important that the parental role is not usurped. Don’t give in to kids just to diffuse a problematic situation. Instead communicate with them and let them know why rules are rules.
By showing our children that we are receptive to what they have to say and that we are willing to talk with them, not just at them, we can help them gain confidence and maturity, but we need to make sure we are practicing what we preach.
“Perhaps we need to start with ourselves, don’t we!” laughs Julie, “But if we give our children the respect we give our peers, they will be better prepared to deal with whatever life throws at them. And when they encounter something for which they are still too young to deal with by themselves, they’ll naturally come to us for advice.”
About the Author
Julie Scandora is a teacher, editor, author and mother of three. She holds a BA from Smith and an MBA from the University of Washington and has taught children in schools and delivered lectures and workshops to adults. Julie has been an editor and assistant publisher for numerous publications. She is also a professional artist specializing in watercolors and is represented in several distinguished galleries. Julie lives in Seattle.
Thursday, February 4, 2010
Alternative Settings for Students
Alternative Night School and Credit Recovery are new programs that have been added to Elmira City School District’s already existing alternative day high school. Elmira City School District recognizes that students have varying learning styles. They also understand the difficulty that some students face when they become credit deficient. In response for the need to prevent increased drop out rates, and attempting to increase their graduation rates, the Elmira City School District added Alternative Night School and Credit Recovery programs.
It is the belief of the Elmira City School District (ECSD) that “Every Student Succeeds”, when in reality we know not every student succeeds in a traditional school environment (classroom settings, or even in a traditional school day). As a result, the Elmira City School District has organized and developed two additional alternative settings for high school students in their Credit Recovery and Night School also referred to as “Twilight” school. The addition of Credit Recovery and Twilight School brings the total number of alternative schools in Elmira to three, including an alternative school setting during normal school hours. These alternative settings assist in meeting not only student’s needs, but also the needs of the district to meet New York State graduation requirements and federal mandates such as No Child Left Behind.
Elmira’s Credit Recovery Program began in October 2007. Initially the program was offered in a central location, but as it expanded it was moved from the Alterative High School and offered at both Elmira Free Academy and Southside High schools. Classes meet for two hour sessions with two sessions an evening offered. The first session runs from 3:30-5:30 and the second session runs from 5:30-7:30. All sessions are Monday thru Thursday. Students receive approximately 26 hours of instruction for each course, which is six hours more than the State Education Department requires for credit recovery. Elmira City School’s alternative programs are funded through grants and a program entitled “Contract for Excellence”. As of June 2008, 195 credits have been awarded, thus reducing potential summer school enrollment and class size in day school by not repeating courses. Course offerings include, but are not limited to: English 9-12, Global Studies I & II, U.S. History and Government, Participation and Government, Economics, Algebra A, Geometry, Health, Living Environment, Biology, and Physical Education.
Credit Recovery is a collaboration of administration, teachers, students, and parents. The district provides students who meet strict eligibility requirements the opportunity for two credit recovery classes each afternoon. The class focuses on core content in the subject areas. Students and their parents sign an agreement to abide by the guidelines, which include attending all classes and completion of all work until proficiency is met. Credit Recovery instructors determine when a student reaches proficiency in the course to provide a passing grade.
Students who enter the Credit Recovery programs are assessed to determine areas of mastery and learning gaps. Their instruction will focus on individual areas of need. In some cases these courses may also provide opportunity for success on Regents exams. Research indicates that students who are unsuccessful at school are at a greater risk of dropping out. It is the belief and hope, that a Credit Recovery program will help those students identified as possible drop outs obtain academic success while having the potential to meet graduation requirements.
The following is a list of characteristics and best practices utilized by the ECSD as a foundation for Credit Recovery.
* An assessment of student’s strengths, weaknesses and instructional needs.
* Personalized learning plan and student goal-setting initiatives, with parents involved if possible.
* Flexibility in scheduling to meet the needs of a broad range of students.
* Computer assisted instruction is augmented by top notch teachers. This technology is effective but is no substitute for teacher centered instruction.
* Students enrolled may remain at their home schools.
* Credit received is applied towards graduation requirements.
Appromixemtently190 credits have been awarded this school year. Of these credits nearly 20-25 seniors from both Elmira Free Academy and Southside High school will graduate this June as a result of taking one or more Credit Recovery courses.
The second alternative school concept adopted by Elmira City School District is Night School or also referred to as “Twilight” school. This concept offers students supplement instruction allowing students to attend in a different setting and time. Many of the students attending night school are credit deficient, and utilizing Credit Recovery would not be an option. These students typically are several years behind. However, Night School is not limited to just these types of students. Some students have taken Night School classes to advance the number of credits needed to graduate, to either graduate early or free up time to take elective courses being offered at the traditional setting.
Night School is designed to supplement and/or replace academic classes available in day school. Eligibility for Night School requires students to be enrolled in one of the districts high schools, be credit deficient or academically ineligible to graduate with their cohort, and be referred by and administrator or school counselor.
Night School began in February 2008, upon approval from the Board of Education. Initially, approximately eighty students were recommended for the program. Each student receives an entrance interview by the superintendent, building administration, school counselor, and parent /guardian. Students receive 96 hours of instruction for 1 credit courses and 48 hours of instruction for .5 credit courses. Students attend from 3:30 to 7:30 Monday - Friday. Each student receives 3 hours of instructional times as well as 1 hour of physical education instruction. Courses meet for 32 instructional days for one credit course and 16 days for half credit courses. In addition each student who attends night school is eligable to receive a bagged lunch.
Half credit course offerings include, but are no limited to; Computer Applications, Careers, Art, Music Theory, and Health. A full credit course includes; English 9-12, Global I & II, U.S. History and Government, Participation in Government, Economics, Wildlife, Biology, Earth Science, Math A/ B and Geometry.
While meeting these goals Elmira City School District will provide quality schooling and education throughout the day and school year. These alternative settings will also help the district to successfully meet their vision that “Every Student Succeeds”, while understanding not every student succeeds in the same way. I believe that while these programs are great opportunities for our students, they also should not be a crutch. As these programs fall under the microscope of the community, I urge the community to realize that today’s students come to us with varying issues, and do not resemble students of ten or twenty years ago. It is our job as educators and the community to provide the best and least restrictive environment to educate our youth.
About the Author
Michael McCawley
Educator lats 9 years
Elmira Free Academy Social Studies Department
It is the belief of the Elmira City School District (ECSD) that “Every Student Succeeds”, when in reality we know not every student succeeds in a traditional school environment (classroom settings, or even in a traditional school day). As a result, the Elmira City School District has organized and developed two additional alternative settings for high school students in their Credit Recovery and Night School also referred to as “Twilight” school. The addition of Credit Recovery and Twilight School brings the total number of alternative schools in Elmira to three, including an alternative school setting during normal school hours. These alternative settings assist in meeting not only student’s needs, but also the needs of the district to meet New York State graduation requirements and federal mandates such as No Child Left Behind.
Elmira’s Credit Recovery Program began in October 2007. Initially the program was offered in a central location, but as it expanded it was moved from the Alterative High School and offered at both Elmira Free Academy and Southside High schools. Classes meet for two hour sessions with two sessions an evening offered. The first session runs from 3:30-5:30 and the second session runs from 5:30-7:30. All sessions are Monday thru Thursday. Students receive approximately 26 hours of instruction for each course, which is six hours more than the State Education Department requires for credit recovery. Elmira City School’s alternative programs are funded through grants and a program entitled “Contract for Excellence”. As of June 2008, 195 credits have been awarded, thus reducing potential summer school enrollment and class size in day school by not repeating courses. Course offerings include, but are not limited to: English 9-12, Global Studies I & II, U.S. History and Government, Participation and Government, Economics, Algebra A, Geometry, Health, Living Environment, Biology, and Physical Education.
Credit Recovery is a collaboration of administration, teachers, students, and parents. The district provides students who meet strict eligibility requirements the opportunity for two credit recovery classes each afternoon. The class focuses on core content in the subject areas. Students and their parents sign an agreement to abide by the guidelines, which include attending all classes and completion of all work until proficiency is met. Credit Recovery instructors determine when a student reaches proficiency in the course to provide a passing grade.
Students who enter the Credit Recovery programs are assessed to determine areas of mastery and learning gaps. Their instruction will focus on individual areas of need. In some cases these courses may also provide opportunity for success on Regents exams. Research indicates that students who are unsuccessful at school are at a greater risk of dropping out. It is the belief and hope, that a Credit Recovery program will help those students identified as possible drop outs obtain academic success while having the potential to meet graduation requirements.
The following is a list of characteristics and best practices utilized by the ECSD as a foundation for Credit Recovery.
* An assessment of student’s strengths, weaknesses and instructional needs.
* Personalized learning plan and student goal-setting initiatives, with parents involved if possible.
* Flexibility in scheduling to meet the needs of a broad range of students.
* Computer assisted instruction is augmented by top notch teachers. This technology is effective but is no substitute for teacher centered instruction.
* Students enrolled may remain at their home schools.
* Credit received is applied towards graduation requirements.
Appromixemtently190 credits have been awarded this school year. Of these credits nearly 20-25 seniors from both Elmira Free Academy and Southside High school will graduate this June as a result of taking one or more Credit Recovery courses.
The second alternative school concept adopted by Elmira City School District is Night School or also referred to as “Twilight” school. This concept offers students supplement instruction allowing students to attend in a different setting and time. Many of the students attending night school are credit deficient, and utilizing Credit Recovery would not be an option. These students typically are several years behind. However, Night School is not limited to just these types of students. Some students have taken Night School classes to advance the number of credits needed to graduate, to either graduate early or free up time to take elective courses being offered at the traditional setting.
Night School is designed to supplement and/or replace academic classes available in day school. Eligibility for Night School requires students to be enrolled in one of the districts high schools, be credit deficient or academically ineligible to graduate with their cohort, and be referred by and administrator or school counselor.
Night School began in February 2008, upon approval from the Board of Education. Initially, approximately eighty students were recommended for the program. Each student receives an entrance interview by the superintendent, building administration, school counselor, and parent /guardian. Students receive 96 hours of instruction for 1 credit courses and 48 hours of instruction for .5 credit courses. Students attend from 3:30 to 7:30 Monday - Friday. Each student receives 3 hours of instructional times as well as 1 hour of physical education instruction. Courses meet for 32 instructional days for one credit course and 16 days for half credit courses. In addition each student who attends night school is eligable to receive a bagged lunch.
Half credit course offerings include, but are no limited to; Computer Applications, Careers, Art, Music Theory, and Health. A full credit course includes; English 9-12, Global I & II, U.S. History and Government, Participation in Government, Economics, Wildlife, Biology, Earth Science, Math A/ B and Geometry.
While meeting these goals Elmira City School District will provide quality schooling and education throughout the day and school year. These alternative settings will also help the district to successfully meet their vision that “Every Student Succeeds”, while understanding not every student succeeds in the same way. I believe that while these programs are great opportunities for our students, they also should not be a crutch. As these programs fall under the microscope of the community, I urge the community to realize that today’s students come to us with varying issues, and do not resemble students of ten or twenty years ago. It is our job as educators and the community to provide the best and least restrictive environment to educate our youth.
About the Author
Michael McCawley
Educator lats 9 years
Elmira Free Academy Social Studies Department
Designing a Communications Plan for Effective School Leadership
Communications Plan
Want to develop a plan for communicating with your staff using a variety of methods? Interested in looking for a way to maximize your limited resources of time and energy to create an optimal school climate where communication is NOT your number one stumbling block?
I have composed a “why and how to design” a plan, what key elements need to be considered in the plan design, and the different audiences and classifications of information that needs to be communicated. The work here has two components; the first takes a look at the semantics and systematic development of a communication plan. The second component is the direct application and transfer of plan development to the communication needs of the school setting.
Values of a Communication Plan
· Gives daily work a sharp focus as it provides direction for leadership and management duties/responsibilities as it allows dissemination of information
· Helps leadership set priorities…short, moderate, and long range
· Helps solicit and accrue support from “superiors” and staff to support the program and to buy into the mission and vision of leadership
· Avoids or minimizes “last minute winging it” phenomena from staff and others
· Provides a modicum of stress reduction and reduces the sense of being overwhelmed as demands “fly in” from all over
· Communicates expectations, standards, and protocol
The Communications Plan Document
· Describes the mission, vision, and objectives of the school and team
· Includes methods and processes by which these will be accomplished
· Identifies the target audiences, stakeholders, and recipients of the communication process/proper information and feedback
· Disseminates methods for making the plan organic, includes the tools, timelines, and responsibilities for information processing
· Provides for measurement and a feedback vehicle to adjust, modify, or overhaul the communications plan
Communication Vehicles and Opportunities
· Newsletters
· Mailings
· E-mails
· Local Media Outlets
· District offices
· Memoranda
· Staff/Faculty Handbook
· Announcements
· Exterior/Interior Message Boards
· District/School Media Personnel
· Auto-Dialer
· Computer Programs
· Teachers and Staff
· Quick Notes
· Thank You’s
· Presentations
· Faculty Meetings
· Surveys
· Reports
· Data Dissemination
· Branding (school colors, mission/vision, display the message)
· Honors, Award and Successes of Students and Staff
· Open House
Plan Development: Timeline, Sources, How To
· Develop an initial plan prior to entering a job, but learn the school culture and current climate to “integrate” both plans….yours (mine) and existing plan
· Develop and modify as culture and circumstances warrant. Improving communication even in small, initial steps is something everyone notices.
· Needs of the plan can be found in mission and vision statement
· Develop a formal/informal communication audit
· Do staff/student/community surveys as viable and as needed
· Staff leadership, building committees solicited for input
· Conduct department discussion and individual discussions with staff…a great addition to learning the culture, increasing visibility, by doing walk throughs
Establishing Goals and Objectives
· Establish and post in plain sight what you hope to achieve and what the communication priorities are
· Recognize the successes and accomplishments of students-honor rolls, acceptances into college, scholarships won, athletic successes, community involvement of students in ACS, Red Cross, Habitat, etc.
· Recognize the successes and accomplishments of staff-years of service, excellence, and awards, facilitate teamwork, identify special projects, create visibility and respect for staff
· Improve standing in the community by fostering a positive school image
· Improve climate and culture of school…make it a place where people want to be at on a daily basis
Identify and Engage Audiences
· Staff
· School Official
· Students
· Parents
· Strategic Partner development (Leaders and Shakers of the Community)
· Community Organizations
· Business and Industry/Chamber of Commerce
· Media Outlets
· Institutions in Community
· Colleges, Technical, Trade, Vocational, and Business Schools in Community
· Educational Hierarchy
· Alumni Groups
Tactics
· Training/Media Kits for All Point People (District and Building administrators/coaches/others as identified)
· Newsletters from Multiple Levels (District/Building/Department/Academic)
· Video Postings on the Internet/District Website
· Employee Newsletters
· Mailbox Messages/Pay Stub Stuffers
· Student Plan incorporates morning announcements, school and grade level newsletters, message boards, and daily broadcasts (school TV station, Parent communication-monthly calendar. Parent –partner e-mails
· Miscellaneous (could be used in all aspects) brochures, press releases, letter writing campaign
· DEVELOP AND STAY ON MESSAGE
Communication Impementation: “A school based application”
LEVEL: LOW LEVEL
AUDIENCE: ALL STAFF
· Examples of Issues: Smaller, seemingly unimportant, minutiae of the building. These are the small things that can build relationships, trust, and leadership. They include important dates, birthdays, weddings, events around holidays, and knowing a person’s “story” or names of spouse, children etc. While they are “secondary” to the operation of the building, they build bridges people will cross when we move up the communication mountain. Small details matter to people.
· Communication Methods: E-mails, card, notes in boxes, quick news flashes, monthly newsletters listing personal column details, wishing happy birthday or other public acknowledgments of success and importance.
· Feedback Plan: Personalized requests, developing a personal inventory, delegating a place such as a personal recognition box in the mailroom. Pay attention to anecdotal feedback and observing personal relationships develop. Be out and about and listen to what others are saying.
LEVEL: MAINTENANCE ISSUES
AUDIENCE: STAFF, STUDENTS, SUPPORT PERSONNEL
· Examples of Issues: Information that is needed for people to perform their duties, responsibilities, and perform as best as possible. These are the bureaucratic details. This would include bell schedules, marking period dates; progress reporting dates, testing schedules, and similar nuts and volts information people need to know.
· Communication Methods: Faculty and staff handbook, weekly bulletins, e-mail reminders, building calendars, supplying updates of events to department chairs and using broadbills.
· Feedback Plan: Overlooking basic maintenance leads to staff inconsistency and not being on the same page. Staff will let you know via e-mail and other ways. Sending out a monthly or quarterly “how are we doing” and “what can I do to help you” simple response tool or survey that culls comments and feedback. A suggestions box would be a possible start.
LEVEL: SHARING KNOWLEDGE THOUGHTS
AUDIENCE: STAFF, DEPARTMENTS, CENTRAL OFFICE< PARENTS
· Examples of Issues: Teaching and learning methods such as cooperative learning, authentic assessments, designing varied lessons, more use of the multi-intelligence teaching theory, book groups, curriculum design, and data applications for improving instruction. Some of these may on the next level up the mountain as well depending on local culture and the history of the building.
· Communication Methods: In person type of information processing through faculty meetings, some e-mail correspondence to staff, use of support staff, group meetings and other more personal “face time” approaches.
· Feedback Plan: Suggestion box in office, open door policy, surveys, being visible and listening to what people are saying and how they are saying it.
LEVEL: SHARING FEELINGS
· Examples of Issues: This would include items and topics that may be change related, program related, or changing key, traditional values of the school. These could include curriculum modification, changes in teaching schedules, change in the structure of the day (block scheduling), new textbook adoption, changes in discipline policy, grading policies, discipline problems, and issues that cause struggle and anxiety in the staff.
· Communication Methods: As much as possible this should be face to face with individuals as needed and determined by the issue. Meeting with departments, conducting small and whole group settings, training in small groups, show visibility, leadership, and a willingness to listen to those that disagree, have fears and questions, or flat out oppose the idea. This shows leadership, courage, and commitment. People cannot stand to hear major issues from an errand boy or by way of some indirect process.... it shows weakness, cowardice. and insecurity
· Feedback Plan: This is direct and person-to-person or person to group(s). Seek out and invite the greatest skeptics in for a chat or better yet go down to their room for the discussion. It shows courage, trust and leadership as the person is on their own turf. They may not agree with you, but may give you respect for being open.
LEVEL: PEAK “Make or Break”M AJOR EVENTS
TARGET AUDIENCES: Staff, Students, Parents, Community, Central Office, The Media
· Examples of Issues: These are the big issues, problems, difficulties that develop. In a negative sense it could be an illness of a staff member, a tragic situation with a student, drug overdose or a student suicide. In a positive sense these are academic success, school organizations being successful.
· Communication Methods These should be communicated through a face- to-face meeting with the faculty, or other groups as needed. The building staff should be met face to face, the community and parents may be sent a letter (recent health situation), the central office should be contacted by phone ASAP in an adverse situation
· Feedback Plan: Pay attention. The major crises should be followed by a debriefing session, committee meeting, or solicitation of written or –e-mail input from the staff. This asks for what we did well, and what we did that needs to be looked at and improved. A short e-mail, a quick thank you, coffee and donuts in the lounge or other communication vehicle when a staff handles a crisis particularly well should be done
· CRISIS COMMUNICATION PLAN
· Plan and pre-plan for the unexpected and the worse possible scenario. Have a crisis plan that informs the faculty of what to based on a Color code and that has the building crisis team go into action.
· Use communication plans when responding to a crisis should have a plan built on:
ASSESSMENT OF THE CRISIS:
· What is known?
· What is possibly true but not verified?
· What is the cause of the event?
· What is the immediate harm or potential for harm?
· Where is the problem?
· What we are doing to help/control/keep people safe?
PREPARATION FOR INFORMATION FLOW:
· Act quickly,
· Inform upper management immediately (and personally),
· Determine who the ONE official spokesperson is,
· Prepare a written statement that is brief, accurate, and has the proper tone or expressions (sympathy or concern).
· Determine the best method to release the information
· Plan for media interviews
· Open communication lines
· Keep the team and leadership updated
· Provide phone numbers/ web site for further information
ACTIVATING THE PLAN
· Be open to request from media and others
· Respond in brief, factual answers
· Do not speculate
· Express concerns for those impacted by the crisis
· Be open, honest, and forthright
· Let other groups speak for themselves
· Do not point fingers or place blame
About the Author
Timothy J. Tobin
24 Years as an Educator
Social Studies Department Chairperson at Elmira Free Academy
Want to develop a plan for communicating with your staff using a variety of methods? Interested in looking for a way to maximize your limited resources of time and energy to create an optimal school climate where communication is NOT your number one stumbling block?
I have composed a “why and how to design” a plan, what key elements need to be considered in the plan design, and the different audiences and classifications of information that needs to be communicated. The work here has two components; the first takes a look at the semantics and systematic development of a communication plan. The second component is the direct application and transfer of plan development to the communication needs of the school setting.
Values of a Communication Plan
· Gives daily work a sharp focus as it provides direction for leadership and management duties/responsibilities as it allows dissemination of information
· Helps leadership set priorities…short, moderate, and long range
· Helps solicit and accrue support from “superiors” and staff to support the program and to buy into the mission and vision of leadership
· Avoids or minimizes “last minute winging it” phenomena from staff and others
· Provides a modicum of stress reduction and reduces the sense of being overwhelmed as demands “fly in” from all over
· Communicates expectations, standards, and protocol
The Communications Plan Document
· Describes the mission, vision, and objectives of the school and team
· Includes methods and processes by which these will be accomplished
· Identifies the target audiences, stakeholders, and recipients of the communication process/proper information and feedback
· Disseminates methods for making the plan organic, includes the tools, timelines, and responsibilities for information processing
· Provides for measurement and a feedback vehicle to adjust, modify, or overhaul the communications plan
Communication Vehicles and Opportunities
· Newsletters
· Mailings
· E-mails
· Local Media Outlets
· District offices
· Memoranda
· Staff/Faculty Handbook
· Announcements
· Exterior/Interior Message Boards
· District/School Media Personnel
· Auto-Dialer
· Computer Programs
· Teachers and Staff
· Quick Notes
· Thank You’s
· Presentations
· Faculty Meetings
· Surveys
· Reports
· Data Dissemination
· Branding (school colors, mission/vision, display the message)
· Honors, Award and Successes of Students and Staff
· Open House
Plan Development: Timeline, Sources, How To
· Develop an initial plan prior to entering a job, but learn the school culture and current climate to “integrate” both plans….yours (mine) and existing plan
· Develop and modify as culture and circumstances warrant. Improving communication even in small, initial steps is something everyone notices.
· Needs of the plan can be found in mission and vision statement
· Develop a formal/informal communication audit
· Do staff/student/community surveys as viable and as needed
· Staff leadership, building committees solicited for input
· Conduct department discussion and individual discussions with staff…a great addition to learning the culture, increasing visibility, by doing walk throughs
Establishing Goals and Objectives
· Establish and post in plain sight what you hope to achieve and what the communication priorities are
· Recognize the successes and accomplishments of students-honor rolls, acceptances into college, scholarships won, athletic successes, community involvement of students in ACS, Red Cross, Habitat, etc.
· Recognize the successes and accomplishments of staff-years of service, excellence, and awards, facilitate teamwork, identify special projects, create visibility and respect for staff
· Improve standing in the community by fostering a positive school image
· Improve climate and culture of school…make it a place where people want to be at on a daily basis
Identify and Engage Audiences
· Staff
· School Official
· Students
· Parents
· Strategic Partner development (Leaders and Shakers of the Community)
· Community Organizations
· Business and Industry/Chamber of Commerce
· Media Outlets
· Institutions in Community
· Colleges, Technical, Trade, Vocational, and Business Schools in Community
· Educational Hierarchy
· Alumni Groups
Tactics
· Training/Media Kits for All Point People (District and Building administrators/coaches/others as identified)
· Newsletters from Multiple Levels (District/Building/Department/Academic)
· Video Postings on the Internet/District Website
· Employee Newsletters
· Mailbox Messages/Pay Stub Stuffers
· Student Plan incorporates morning announcements, school and grade level newsletters, message boards, and daily broadcasts (school TV station, Parent communication-monthly calendar. Parent –partner e-mails
· Miscellaneous (could be used in all aspects) brochures, press releases, letter writing campaign
· DEVELOP AND STAY ON MESSAGE
Communication Impementation: “A school based application”
LEVEL: LOW LEVEL
AUDIENCE: ALL STAFF
· Examples of Issues: Smaller, seemingly unimportant, minutiae of the building. These are the small things that can build relationships, trust, and leadership. They include important dates, birthdays, weddings, events around holidays, and knowing a person’s “story” or names of spouse, children etc. While they are “secondary” to the operation of the building, they build bridges people will cross when we move up the communication mountain. Small details matter to people.
· Communication Methods: E-mails, card, notes in boxes, quick news flashes, monthly newsletters listing personal column details, wishing happy birthday or other public acknowledgments of success and importance.
· Feedback Plan: Personalized requests, developing a personal inventory, delegating a place such as a personal recognition box in the mailroom. Pay attention to anecdotal feedback and observing personal relationships develop. Be out and about and listen to what others are saying.
LEVEL: MAINTENANCE ISSUES
AUDIENCE: STAFF, STUDENTS, SUPPORT PERSONNEL
· Examples of Issues: Information that is needed for people to perform their duties, responsibilities, and perform as best as possible. These are the bureaucratic details. This would include bell schedules, marking period dates; progress reporting dates, testing schedules, and similar nuts and volts information people need to know.
· Communication Methods: Faculty and staff handbook, weekly bulletins, e-mail reminders, building calendars, supplying updates of events to department chairs and using broadbills.
· Feedback Plan: Overlooking basic maintenance leads to staff inconsistency and not being on the same page. Staff will let you know via e-mail and other ways. Sending out a monthly or quarterly “how are we doing” and “what can I do to help you” simple response tool or survey that culls comments and feedback. A suggestions box would be a possible start.
LEVEL: SHARING KNOWLEDGE THOUGHTS
AUDIENCE: STAFF, DEPARTMENTS, CENTRAL OFFICE< PARENTS
· Examples of Issues: Teaching and learning methods such as cooperative learning, authentic assessments, designing varied lessons, more use of the multi-intelligence teaching theory, book groups, curriculum design, and data applications for improving instruction. Some of these may on the next level up the mountain as well depending on local culture and the history of the building.
· Communication Methods: In person type of information processing through faculty meetings, some e-mail correspondence to staff, use of support staff, group meetings and other more personal “face time” approaches.
· Feedback Plan: Suggestion box in office, open door policy, surveys, being visible and listening to what people are saying and how they are saying it.
LEVEL: SHARING FEELINGS
· Examples of Issues: This would include items and topics that may be change related, program related, or changing key, traditional values of the school. These could include curriculum modification, changes in teaching schedules, change in the structure of the day (block scheduling), new textbook adoption, changes in discipline policy, grading policies, discipline problems, and issues that cause struggle and anxiety in the staff.
· Communication Methods: As much as possible this should be face to face with individuals as needed and determined by the issue. Meeting with departments, conducting small and whole group settings, training in small groups, show visibility, leadership, and a willingness to listen to those that disagree, have fears and questions, or flat out oppose the idea. This shows leadership, courage, and commitment. People cannot stand to hear major issues from an errand boy or by way of some indirect process.... it shows weakness, cowardice. and insecurity
· Feedback Plan: This is direct and person-to-person or person to group(s). Seek out and invite the greatest skeptics in for a chat or better yet go down to their room for the discussion. It shows courage, trust and leadership as the person is on their own turf. They may not agree with you, but may give you respect for being open.
LEVEL: PEAK “Make or Break”M AJOR EVENTS
TARGET AUDIENCES: Staff, Students, Parents, Community, Central Office, The Media
· Examples of Issues: These are the big issues, problems, difficulties that develop. In a negative sense it could be an illness of a staff member, a tragic situation with a student, drug overdose or a student suicide. In a positive sense these are academic success, school organizations being successful.
· Communication Methods These should be communicated through a face- to-face meeting with the faculty, or other groups as needed. The building staff should be met face to face, the community and parents may be sent a letter (recent health situation), the central office should be contacted by phone ASAP in an adverse situation
· Feedback Plan: Pay attention. The major crises should be followed by a debriefing session, committee meeting, or solicitation of written or –e-mail input from the staff. This asks for what we did well, and what we did that needs to be looked at and improved. A short e-mail, a quick thank you, coffee and donuts in the lounge or other communication vehicle when a staff handles a crisis particularly well should be done
· CRISIS COMMUNICATION PLAN
· Plan and pre-plan for the unexpected and the worse possible scenario. Have a crisis plan that informs the faculty of what to based on a Color code and that has the building crisis team go into action.
· Use communication plans when responding to a crisis should have a plan built on:
ASSESSMENT OF THE CRISIS:
· What is known?
· What is possibly true but not verified?
· What is the cause of the event?
· What is the immediate harm or potential for harm?
· Where is the problem?
· What we are doing to help/control/keep people safe?
PREPARATION FOR INFORMATION FLOW:
· Act quickly,
· Inform upper management immediately (and personally),
· Determine who the ONE official spokesperson is,
· Prepare a written statement that is brief, accurate, and has the proper tone or expressions (sympathy or concern).
· Determine the best method to release the information
· Plan for media interviews
· Open communication lines
· Keep the team and leadership updated
· Provide phone numbers/ web site for further information
ACTIVATING THE PLAN
· Be open to request from media and others
· Respond in brief, factual answers
· Do not speculate
· Express concerns for those impacted by the crisis
· Be open, honest, and forthright
· Let other groups speak for themselves
· Do not point fingers or place blame
About the Author
Timothy J. Tobin
24 Years as an Educator
Social Studies Department Chairperson at Elmira Free Academy
Monday, February 1, 2010
TOEFL iBT Transitional Words
TOEFL® iBT Transitional Words
Transitional words, called also linking words or signal words, are of huge importance for building your written and spoken responses at TOEFL iBT Exam. As the name suggests these words help you to move from one idea to another in a smooth and coherent way. They also signal the reader or listener what will follow after the transitional word. That is why transitional word will be helpful not only to do better in your TOEFL iBT Speaking and TOEFL iBT Writing but also to better comprehend the information presented in the TOEFL iBT Reading and TOEFL iBT Listening sections. The use of transitional words is not only limited to the Test of English as Foreign Language (TOEFL®) but also to any other English tests, like IELTS (International English Language Testing System), FCE (First Certificate in English), CAE (Certificate in Advanced English), CPE (Certificate of Proficiency in English), etc.
In this document we provide a list of some transitional words and their usage within the text. We do not claim that this is the complete list of transitional words, but we may state that it covers the most common transitional words. Studying this list will greatly improve the organization of your responses and thus enhance your chances of better result at TOEFL® iBT Exam.
Transitional Words Grouped according to their Purpose
To add extra information
* and
* also
* additionally
* alternatively
* and then
* apart from
* as well
* as well as
* besides
* besides that
* coupled with
* equally important
* finally
* first, second, third, and etc
* following this further
* further
* furthermore
* indeed
* in addition (to)
* in fact
* last, lastly
* last but not least
* likewise
* moreover
* not only …, but also…
* not to mention
* or
* then, too
* too
* what is more
Example: Likewise the speaking section, the TOEFL® iBT writing papers are sent to the ETS's Online Scoring Network where they are scored by certified raters.
To give examples
* for example
* as an example
* chiefly
* for instance
* especially
* illustrated with
* in this case
* in another case
* in particular
* in this situation
* including
* markedly
* namely
* notably
* on this occasion
* particularly
* in particular
* specifically
* such as
* take the case of
* to demonstrate
* to illustrate
* as an illustration
Example: Most of English Language Exams are divided into separate parts that test different language components. For example, TOEFL iBT has four sections – Reading, Listening, Speaking and Writing. Some other exams, including Cambridge FCE, CAE and CPE include Use of English or Grammar in their formats.
To clarify the information you have presented
* above all
* I mean
* in other words
* in this case
* that is to say
* to put it in another way
* under certain circumstances
* up to a point
* what I mean is
Example: To put it in another way, five are the components that you should pay attention where preparing for any English Language Test – Reading, Listening, Speaking, Writing, Use of English or Grammar.
To present consequence
* accordingly
* as a result
* consequently
* for this reason
* for this purpose
* hence
* in that case
* otherwise
* so then
* subsequently
* therefore
* thus
* thereupon
* under those circumstances
* wherefore
Example: As a result, most ESL (English as a Second Language) books and training programs are organized around this kind of division and closely follow this format.
Once again, using transitional words and phrases help you write or speak organize your thoughts in more logical and understandable way. Transitional words clarify the conjunctions and transitions between ideas and thoughts and thus facilitate the reader or listener’s comprehension. From that perspective, the right usage of transitional words will pay back with a better score on your TOEFL® iBT Exam.
See also our section with TOEFL iBT Test Taking Strategies for more tips on writing good essays.
Practice you writing skills with i-Courses TOEFL iBT Full Tests. You will benefit from the professional scoring that gives you feedback on all the weak points in your papers and ways to overcome those weaknesses.
About the Author
i-Courses.org is a TOEFL iBT dedicated web page to deliver realistic and best quality TOEFL iBT Practice Tests, free TOEFL iBT Sample Test and lots of TOEFL Learning resources online.
Transitional words, called also linking words or signal words, are of huge importance for building your written and spoken responses at TOEFL iBT Exam. As the name suggests these words help you to move from one idea to another in a smooth and coherent way. They also signal the reader or listener what will follow after the transitional word. That is why transitional word will be helpful not only to do better in your TOEFL iBT Speaking and TOEFL iBT Writing but also to better comprehend the information presented in the TOEFL iBT Reading and TOEFL iBT Listening sections. The use of transitional words is not only limited to the Test of English as Foreign Language (TOEFL®) but also to any other English tests, like IELTS (International English Language Testing System), FCE (First Certificate in English), CAE (Certificate in Advanced English), CPE (Certificate of Proficiency in English), etc.
In this document we provide a list of some transitional words and their usage within the text. We do not claim that this is the complete list of transitional words, but we may state that it covers the most common transitional words. Studying this list will greatly improve the organization of your responses and thus enhance your chances of better result at TOEFL® iBT Exam.
Transitional Words Grouped according to their Purpose
To add extra information
* and
* also
* additionally
* alternatively
* and then
* apart from
* as well
* as well as
* besides
* besides that
* coupled with
* equally important
* finally
* first, second, third, and etc
* following this further
* further
* furthermore
* indeed
* in addition (to)
* in fact
* last, lastly
* last but not least
* likewise
* moreover
* not only …, but also…
* not to mention
* or
* then, too
* too
* what is more
Example: Likewise the speaking section, the TOEFL® iBT writing papers are sent to the ETS's Online Scoring Network where they are scored by certified raters.
To give examples
* for example
* as an example
* chiefly
* for instance
* especially
* illustrated with
* in this case
* in another case
* in particular
* in this situation
* including
* markedly
* namely
* notably
* on this occasion
* particularly
* in particular
* specifically
* such as
* take the case of
* to demonstrate
* to illustrate
* as an illustration
Example: Most of English Language Exams are divided into separate parts that test different language components. For example, TOEFL iBT has four sections – Reading, Listening, Speaking and Writing. Some other exams, including Cambridge FCE, CAE and CPE include Use of English or Grammar in their formats.
To clarify the information you have presented
* above all
* I mean
* in other words
* in this case
* that is to say
* to put it in another way
* under certain circumstances
* up to a point
* what I mean is
Example: To put it in another way, five are the components that you should pay attention where preparing for any English Language Test – Reading, Listening, Speaking, Writing, Use of English or Grammar.
To present consequence
* accordingly
* as a result
* consequently
* for this reason
* for this purpose
* hence
* in that case
* otherwise
* so then
* subsequently
* therefore
* thus
* thereupon
* under those circumstances
* wherefore
Example: As a result, most ESL (English as a Second Language) books and training programs are organized around this kind of division and closely follow this format.
Once again, using transitional words and phrases help you write or speak organize your thoughts in more logical and understandable way. Transitional words clarify the conjunctions and transitions between ideas and thoughts and thus facilitate the reader or listener’s comprehension. From that perspective, the right usage of transitional words will pay back with a better score on your TOEFL® iBT Exam.
See also our section with TOEFL iBT Test Taking Strategies for more tips on writing good essays.
Practice you writing skills with i-Courses TOEFL iBT Full Tests. You will benefit from the professional scoring that gives you feedback on all the weak points in your papers and ways to overcome those weaknesses.
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