Riap - Example of a Final Report
Being a Special Education and Intervention Teacher, I am working with two others in my group, my school principal, Marla Stock, and the 11 / 12 English Teacher, Janet McHenry. We worked together, actually to our benefit and to the benefit of our students. Having the diversity of our group enabled us to spread the RIAP training and strategies among our peers, our PLCs, and the district staff and administration.
Students and Instruction:
The College Access Study, Student Questionnaire was given to our school’s 10 AP English Literature students. Following are my observations based on the results: * Students knew which classes were required for college, UC / CSU admission. * Students did not appear to know what the EAP test is. * Students vary with regard to their college goals and life goals. * Students were honest about their strengths and weaknesses, all seemed to find room for improvement.
The survey should be included within the regular English classes; many of those students are college bound. I believe that all students should have the opportunity to a higher bar and the opportunity to attend college and supplemental training. We plan to be doing so, from here on.
The “Reading and Composing Skills Test” was to our 10 AP English Literature students.
Janet, Ms. Stock and I read through some of the essays to determine if we were consistent on scoring and to obtain practice using the EPT rubric. Following are my observations based on the results: * Students scored well, and average of 86%. * Students scored highest on questions relating to the text readings and on sentence control and clarity. * Student’s scores were lowest in identifying important ideas, and recognizing purpose and strategy. However, even these scores were relatively high, in the 8Oth percentile. * Two students received a 5 using the EPT rubric; four students received a 4, three students received a 3; and two students received a 2, * It
Students and Instruction:
The College Access Study, Student Questionnaire was given to our school’s 10 AP English Literature students. Following are my observations based on the results: * Students knew which classes were required for college, UC / CSU admission. * Students did not appear to know what the EAP test is. * Students vary with regard to their college goals and life goals. * Students were honest about their strengths and weaknesses, all seemed to find room for improvement.
The survey should be included within the regular English classes; many of those students are college bound. I believe that all students should have the opportunity to a higher bar and the opportunity to attend college and supplemental training. We plan to be doing so, from here on.
The “Reading and Composing Skills Test” was to our 10 AP English Literature students.
Janet, Ms. Stock and I read through some of the essays to determine if we were consistent on scoring and to obtain practice using the EPT rubric. Following are my observations based on the results: * Students scored well, and average of 86%. * Students scored highest on questions relating to the text readings and on sentence control and clarity. * Student’s scores were lowest in identifying important ideas, and recognizing purpose and strategy. However, even these scores were relatively high, in the 8Oth percentile. * Two students received a 5 using the EPT rubric; four students received a 4, three students received a 3; and two students received a 2, * It