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Differentiation Case Study Mountain Meadows is a public high school in a lower-middle class neighborhood. The school population is 50% African American, 20% Hispanic, 25% Caucasian, 2% Asian, and 3% Native American. About half of the parents graduated from high school. Chen is a first generation Chinese American male in your high school STEM class. He is likable and socially accepted by his peers. He likes being a part of the brainstorming for group projects, but generally avoids most of the work on the actual project. His group members do not seem to mind because he gives them a great deal of insightful, helpful feedback and keeps the general mood of the group lighthearted with excellent comedic relief and good natured positivity. When he has to do his own work, he avoids the challenging work when there is a final letter grade or final score associated with it. His formative assessments show above grade-level mastery of the concepts. You are perplexed by his choices when he clearly knows the material. Not completing assignments has resulted in Chen receiving Cs and Ds. His parents are concerned that he is not living up to his potential. Frankly you are too. You investigate intrinsic and extrinsic motivations and implement some motivational strategies to get Chen to produce. They do not work. You meet with him and, together, you make an independent learning contract, but he is not able to uphold his end. You talk with him about having low self-esteem, and you administer an affective assessment. He does not have low self-esteem. During your research, you come across a term you have never heard before - underachieving perfectionist, also referred to as gifted underachiever. Underachieving perfectionists may not be identified as gifted and talented. After learning more about this unusual topic, you meet with Chen and his parents to discuss the characteristics of underachieving perfectionists. From this meeting, you learned that he loves learning, but hates being judged; he does not see the point in doing the final project or the test after getting high scores on the formative assessments; he’s comfortable being a part of the group, but fears being labeled “The Boss.” He is uncomfortable trying to live up to the standards of his parents and the stereotype of high-achieving Asian students, and he does not want others to see him struggle when working on something. He likes helping others with their projects and making friends by being nice instead of being mean during projects. He feels that by helping with projects, he is learning in the process. 1. What can you do to help Chen overcome his underachieving perfectionism in your class? 2. What strategies can you implement to engage Chen in your class? 3. Which type of formative assessments would you use to monitor Chen’s progress and adjust your instruction to meet his learning goals, particularly for his enrichment? 4. How will you engage Chen to monitor his progress and take ownership of his ow ...
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Why Some Schools With Latino Children ...and Others Don’tdo BEATTHEODDS Project Researchers and Authors Mary Jo Waits, Senior Fellow Center for the Future of Arizona Heather E. Campbell, PhD, Associate Professor and Director of Graduate, Studies School of Public Affairs Arizona State University Rebecca Gau, President Goal One Research Ellen Jacobs, President ebj Research & Market Analysis Tom Rex, Associate Director Center for Business Research, L. William Seidman Research Institute, W. P. Carey School of Business Arizona State University Robert K. Hess, PhD, Associate Professor of Measurement and Evaluation, College of Teacher Education and Leadership Arizona State University West Assisted By William Fulton, Writing and Editing Solimar Research Group Ben Busler, Data Base Consultant Jeff Berens, Intern Morrison Institute for Public Policy Benah J. Parker, Christine Getzler-Vaughan and Cristina Fernandez, Research Assistants Center for the Future of Arizona Lin Phillips Center for the Future of Arizona A Joint Publication of Morrison Institute for Public Policy School of Public Affairs, College of Public Programs Arizona State University P.O. Box 874405, Tempe, Arizona 85287-4405 Voice (480) 965-4525, Fax (480) 965-9219 Center for the Future of Arizona 541 East Van Buren, Suite B-5, Phoenix, Arizona 85004 Voice (602) 496-1360, Fax (602) 496-1359 We Wish to Thank Jim Collins, author of Good to Great: Why Some Companies Make the Leap…and Others Don’t, for his advice and steady encouragement throughout the multi-year project. Lattie F. Coor, Chairman and CEO Center for the Future of Arizona, for his insight and introduction to Jim Collins. Research Advisory Committee Deborah Dillon, Youth and Education Programs City of Phoenix David R. Garcia, Assistant Professor and Assistant Director, Education Policy Studies Laboratory, Arizona Education Policy Initiative Arizona State University Ildiko Laczko-Kerr, Former Deputy Associate Superintendent, Research and Policy Arizona Department of Education C. Diane Bishop, Former Arizona Superintendent of Public Instruction, 1987-1995 Arizona School Principals and Teachers The project owes most to the schools – to the responsiveness of the principals and teachers to our survey, visits and interviews, and to their ultimate willingness to share information and insight with us. Publication Design Rain Visual Strategy + Design © 2006 by the Arizona Board of Regents for and on behalf of Arizona State University and its Morrison Institute for Public Policy. Acknowledgments Bruce T. Halle Family Foundation City of Phoenix Valley of the Sun United Way Arizona Community Foundation Honeywell Arizona State University Funders that Made the Research Possible March 2006 Why Some Schools With Latino Children ...and Others Don’tdo BEATTHEODDS 25 The percentage of population made up of Latinos 38 The percentage of Latinos under .
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The pricing and discounting feature is very essential for Odoo POS. Global discount is actually a discount that will apply to the entire order. And it indicates that the discount is applied to every item in the order, regardless of how much each item costs separately. This slide will show how to manage global discounts in odoo 17 POS.
How to Manage Global Discount in Odoo 17 POS
How to Manage Global Discount in Odoo 17 POS
Celine George
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Dyslexia AI Workshop for Slideshare.pptx
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How to Manage Global Discount in Odoo 17 POS
How to Manage Global Discount in Odoo 17 POS
C Nofo Action Research Pt 2 2009
1.
2009 City University
Action Research Chris Nofo
2.
Mission Statement
3.
4.
5.
Data Collection
6.
What’s Our Current
State?
7.
8.
9.
10.
WA State Schools
(2007-08) Free & Reduced & Dropouts “ Schools with larger proportions of poor students tend to have higher dropout rates.” 2.7% dropout rate – 0-20% free & reduce schools 4.6% dropout rate – 20-40% free & reduce schools 7.7% dropout rate – 40-60% free & reduce schools 10.2% dropout rate - > 60% free & reduce schools
11.
12.
FMS: 8 th
Grade Hispanics (2008-09) Reading 74% (Up 10%) Math = 32% (Down 6%) Science = 39% (Down 14%)
13.
FMS: 8 th
Grade Low Income (2008-09) Reading 69% (Up 1%) Math = 35% (Down 10%) Science = 46% (Down 2%)
14.
15.
MVParents.com
16.
17.
18.
19.
20.
Donna M. Beegle
Poverty is RESOLVABLE It requires a SHIFT that stereotypes and judgment and moves to a deeper understanding of moves us beyond and its impact deeper understanding of the causes of POVERTY on human beings … ..however
21.
22.
23.
Data Analysis
24.
25.
26.
27.
28.
Mission Goals
29.
Where Are We
Going? When will we get there?
30.
31.
32.
33.
34.
35.
36.
37.
38.
PART 2: “Culminating
Project” See 2 nd PowerPoint Presentation “ Culminating Project”
