The topic I chose for the purpose of this assignment is: Increasing elementary school students reading achievement through the use of a reading rewards program. My research questions are: Will student reading achievement increase through the use of a reading rewards program? Which primary school reading rewards programs have been proven effective? How can primary school teachers effectively implement a reading rewards program into their curriculum? Will the reading rewards program translate into higher
standardized test scores for the students who participate? This topic was chosen
through my own personal observation inside my 3rd grade classroom
during my third year of teaching. A student of mine had the highest amount of
accumulated “Renaissance Place” reading points. Renaissance Place is the reading rewards program used by my teaching district to track students reading, and to reward them for an accumulated amount of points earned throughout the year. This particular student not only tested “above level” at the end of his third grade year, he also had the highest state standardized reading test scores out of the entire third grade population of students at the school I
worked at. After observing these coincidental events by my third grade student,
it left me with my interest in this topic.  I have mentioned this to other colleagues and they too think this would be a good area to gather research in. I eventually want to create a groundbreaking reading rewards program to spread throughout schools nationwide.

How academic professionals get their ideas of what constitutes good academic writing is a two sided issue that is the focus of the article written by Dinitia Smith (1999).  According to Smith (1999) “the argument over bad writing is more than a school yard spat. It is at the heart of the continuing ‘culture wars’, feeding conservative attacks on the abandonment of traditional standards and subjects at universities” (p.2). Both parties of the debate have lively advocates. Smith (1999) recounts Martha Nussbaum, a professor of law and ethics at the University of Chicago, writing an attack on the feminist theorist Judith Butler for “ponderous and obscure” writing (p.2). Judith Butler is a Berkeley professor who won the journal Philosophy and Literature’s annual Bad Writing contest in 1999. According to the article, Ms. Nussbaum charged Ms. Butler’s writing of resorting to mystification in an effort to create “an aura of importance” (Smith, 1999, p.2). Joan Scott, a professor of social science at the Institute for Advanced Study in Princeton, offered a defense for Ms. Butler’s writing arguing “when a scholar uses difficult language, he or she is not ‘pretending to be a journalist’ or to be writing for the general public (Smith, 1999, p.2). She argues that “the attacks on academic writing is “a kind of anti-intellectualism that is everywhere in the culture, a demand for things they already agree with” (Smith, 1999, p.2). At first glance, the article by Smith (1999) makes one unclear as to where academic professionals get their picture of what constitutes good academic writing, but Ms. Nussbaum says scholars are sometimes encouraged to write in obscure language (p.3).  “Graduate students in analytic philosophy often get the message that if you write in a way that is accessible to non-specialists it means you are going to hurt your career” (Smith, 1999, p.3). According to Smith (1999) Ralph Hexter, dean of humanities at the University of California at Berkeley exerts “if you define good writing as clarity and limpidity, most of this will be by definition bad writing”(p.3). Furthermore, Richard Kelly (1999) reports that Professor Michael Berube of the University of Illinois agrees that clear writing can spell trouble in academic circles (p.1). Therefore, one could argue that academic professionals get their picture of what constitutes good academic writing first, as students in their own program of study, and then, by reading and critically evaluating other scholarly writing within their field of expertise. According to the article written by Robert Rector (2010), the annual Bulwer-Lytton Fiction Contest is one source where academic writers get their picture of what constitutes good academic writing (p.1).

            After reading the Smith (1999) article, one could argue that some common mistakes academic writers make are being both clear, and unclear. Scholars such as Ralph Hexter and Judith Butler assert through their writing that having scholarly writing that is too clear will discredit a scholars’ work among his or her academic peers, while contemporary scholars like Martha Nussbaum suggests that writing unclearly only obscures its meaning and causes reader confusion. Richard Kelly (1999) also highlights the trouble that clear academic writing can lead to. The Robert Rector (2010) article did not highlight any common mistakes academic writers make.

            In conclusion, based on the assigned articles to analyze, one could argue that poor academic writing is writing either too lucidly, or writing too verbosely, it all depends on your academic circle, and the current body of scholarly writing already surrounding a writer’s field of expertise.  However, based on the assigned articles, one could have the strong argument that to avoid being labeled a “poor academic writer”, you could always write very robust passages full of verbose, scholarly language that is inaccessible to non-specialists.  

References

Kelly, R. (1999). Bad blood over bad writing: Critics say US academic language has become  so convoluted that it is largely incomprehensible to the point where argument is  becoming impossible. Richard Kelly reports: (City Edition). Irish Times. Retrieved  from http://search.proquest.com.proxy1.ncu.edu/docview/310535955?accountid=28180

Rector, R. (2010, April 3). Bad writing gets its just reward. San Gabriel Valley Tribune.  Retrieved from             http://search.proquest.com.proxy1.ncu.edu/docview/379815984?accountid=28180

Smith, D. (1999, February 27). When Ideas Get Lost in Bad Writing. The New York Times.  Retrieved from http://crab.rutgers.edu/~goertzel/badwriting.htm

My motivation touchstone is a series of quotes I have grown to live by and cherish throughout my academic career. These quotes will be what keeps me focused, resilient, and determined. They are the driving force behind my eventual doctoral graduation.

1. “God is Good All The Time, and All The Time God is Good”-universal quote from Mt. Pleasant Missionary Baptist Church, Pastor Robert Green; Oldsmar, Florida.

 This quote has been used in my daily live since childhood. It is part of my Christian faith and I believe firmly in the power and promises of God. While studying to obtain my master degree at Liberty University in Lynchburg, Virginia, I was made aware the importance of my Christian faith as it pertains to my educational pursuits in life. I now carry with me the confidence and peace of being a child a God, and I give thanks to him first and foremost for everything I have and will attain in life.

2. “The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands in moments of challenge and controversy...”- Dr. Martin Luther King

This quote was given to me during my undergraduate years at the University of South Florida.. It was during these years that I trained vigorously to be an Olympic gold medalist in boxing. Training to be a boxer taught me mental toughness. I had to learn how to think and react under pressure. I learned how to slow my heart rate during times of distress and focus on using my mental strategies to lead me to victory. Boxing also engrained in me a since of always wanting to be physically fit and strong, thus I have a home boxing studio to rival any franchise boxing gym. I learned the better my body feels, the better my mind receives, criticizes, and responds to knowledge.

3. “The road to glory is not always straight. There is a curve called failure, A loop called confusion, Speed bumps called friends, Red lights called enemies, Caution lights called family. You will have flats called jobs. But, if you have a spare called determination, An engine called Perseverance, Insurance called faith, and a driver called Jesus, you will make it to a place called success.”- Undisclosed Facebook Friend

This quote really sums up my journey in education. I have endured so many roadblocks during my academic career that I now plan for them. I keep this poem mounted in various places at home and work. It reminds me of where I’ve been, and where I’m going. I consider myself already victorious in my educational pursuits and completing this program will only begin my academic quest for expertise in educational change and reading resource technology.

DearParents and Students,

Today it is with great honor that I present to you the Dr. Michael L. Kendrick Christian Academy “where all students can learn!” It has been a tremendous journey for us here at K.C.A. and our faculty and staff couldn’t be more excited about the learning that is going to take place this school year. According to Scheuermann and Hall (2008) school experiences shape a child’s life beyond academic preparation; the quality of a child’s school experience is an important predictor of success later in life; and children and youth who successfully manage the academic and social challenges of school typically have more positive post-school experiences than children who struggle academically or socially.  While I have you here, I want to go over our schools vision and mission statement, and then talk about some of our special education initiatives for the 2012-2013 school term.

Our School Vision:
(1.) A "Bias Free Classroom" where teachers not only believe in each student, but instruct each student with the same rigor and passion regardless of the students instructional level, color, race, gender, or class. 
(2.) A Bias Free Public/Private School System where teachers are trained, supported, rewarded, and held accountable for education gains inside their classrooms without outside bias from administration, district officials, or government agencies.
(3.) A "Free Collegiate Education America" where any student, regardless of color, race, gender, or class, can go to college without financial hardship or obligation to "pay" back the government. 

Our School Mission:
            To create life-long learners inside my classroom by driving passion into each student with innovative and exciting instruction that challenges students in a way that makes learning not only fun, but adhesive. Also, to conduct research supporting putting students first, and possibly one day persuading government officials to create funding programs that pay for all of students' higher education costs-like many other countries around the world. Here at K.C.A., we pride ourselves on being a place where all students can learn, regardless of race, class, gender, or disability, and our state of the art campus offers a variety of programs to ensure the learning gains of all students. With that said, I will be going into detail about some of our program’s highlights.

We are serving pre-school through grade 5

         According to  Reynolds, Magnuson, & Ou (2010) there is increasing empirical evidence suggesting that  programs which successfully address children's learning needs must be comprehensive, span multiple years, and target key transition points. Using schools as the single delivery system for early and extended childhood interventions can strengthen the continuity of services to children and avoid the disjointedness between preschool and school-age programs (Reynolds, Magnuson & Ou, 2010, p.1126). This method of keeping students from early child care throughout grade five will strengthen the students academically and help to avoid any possible “disjointedness” between schools and programs. Students attending K.C.A. from preschool through grade five will have an advantage over students who only attend a year or two inconsistently. Therefore parents, we are priding ourselves on having one of the best possible education programs for your children so you’ll feel comfortable leaving your child with us for 5-7 years.

Language based school readiness programs

            Programs that focus on language-based school readiness skills appear to be more beneficial to children (Reynolds, Magnuson & Ou, 2010, p.1126). According to research, these types of programs lead to a greater student success rate. Here at K.C.A. we will be using language based school readiness skills, along with other research based programs, to ensure that every child is making learning gains.

Serving ELL, ESE, & Low Income Families

            According to Scarcella (2003) promoting the development of academic English for all learners and for ELL students in particular is a cause for concern because mastering academic English underpins students’ economic and social opportunities. Therefore, we pride ourselves serving these populations of students because our nation’s future depends on their success. We have to train our future leaders of tomorrow, and at K.C.A. we are committed to achieving learning gains in all of our students-no excuses!

Family Resource & Community Center

          It is crucial for programs to have an intensive family-support component which facilitates parental involvement and commitment to the child's education and promotes parents' personal growth (Reynolds, Magnuson & Ou, 2010, p.1126). At K.C.A. we offer extended learning opportunities for not only or students, but for the families of our students. We teach English language three times a week at our community center. K.C.A. partners with many businesses in the community to provide job fairs and career training for our parents. Furthermore,  Kearney & Griffin (2001) points out that mothers of disabled children rate their children as having more temperamental characteristics related to self regulatory processes such as being more distractive, more demanding, and less adaptable: which are persistent over time and are most common between ages of six to twelve years old, as  a result, K.C.A. Family Resource & Community center offers behavior medication classes to struggling parents of children with disabilities. Lastly, we have volunteer crisis counselors available to assist families in need, and we also have a food pantry where families can receive free can goods if needed. All these programs are in place to ensure the parents of our students are progressing in life just as much as their children. 

15/1 Student-Teacher Ratio plus an aide for each class

            It is beneficial to add teacher aides and reduce class sizes or student–teacher ratios so that children can receive individualized attention and more individual learning opportunities (Reynolds, Magnuson & Ou, 2010, p.1126). Each classroom will have no more than 15 students per certified teacher. Also, each certified teacher will have either a bi-lingual or special needs aide to assist him or her during daily learning activities. At K.C.A. we never want a student to feel left out or unimportant, therefore we offer a continuous support system for our students where they can always have someone to help them if needed.

Full inclusion of ESE Students

            Program personnel ensure that children with disabilities are active participants in all classroom routines and activities (Hurley & Horn, 2010, p.333). Research suggests this is the best instructional delivery method to promote learning gains. All classrooms are mixed with students from different cultures and ability levels so students can learn from one another and feel comfortable with students who may be different. This is will help students grow into mature citizens and help them develop an appreciation and a sensitivity towards others of different cultures or abilities.

State of the art instruction from master teachers

          Generally speaking, students who are academically deficient experience significantly more negative interactions, more punitive consequences, less demanding academic tasks, and less instructional time with the teacher because of a greater frequency of disciplinary actions that remove these students from the classroom (Leone et al., 2003). Conversely, high achieving students typically experience greater behavioral and social success in school (Catalano, Loeber, & Mckinney, 1999).  Therefore, it is vital for instructors to offer high quality instruction to their students to prevent them from entering the negative social cycle described above by Leone et al. (2003).Furthermore, According to Zetlin, Beltran, Saicido, Gonzalez & Reyes (2011) teacher preservice programs must include the training of special education teachers in strategies for effectively serving students with disabilities who are also English language learners. The preservice programs taught to our teachers ensures that each teacher develops the skills to determine the nature of students learning problems and to design learning environments that address the cultural, linguistic, and special education needs of students who are second language learners (Zetlin, Beltran, Saicido, Gonzalez & Reyes, 2011).

            In addition to all the wonderful resources spoken about above, we have a state of the art computer lab where students have daily access, an free after school enrichment center where students can get help with their classwork from certified teachers, and we other after school leadership clubs for students to get involved in their school and community. Here at K.C.A., we are truly breaking ground on the next generation of American schools where “all students can learn” together. I want to take this time to say thank you all for attending this orientation meeting. K.C.A.’s success depends on you-the parents, as much as it does our students, so let’s work together this year to help our school become the model for how schools should be ran!

References:

Catalano, R., Loeber, R., Mckinney, K. (1999). School and community interventions to prevent serious and violent offending. Juvenile Bulletin. Washington, DC: U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention.

Hurley, J.J., Horn, E.M., (2010). Family and professional priorities for inclusive early childhood settings. Journal of Early Intervention, 32(5), 335-350.

Kearney, P.M., Griffin, T. (2001). Between joy and sorrow: Being a parent of a child with developmental disability. Journal of Advanced Nursing, 34(1), 582-592.

Leone, P.E., Christle, C.A., Nelson, C.M., Skiba, R., Frey, A., & Jolivette, K. (2003). School failure, race, and disability: Promoting positive outcomes, decreasing vulnerability for involvement with the juvenile delinquency system. College Park, MD: The National Center on Education, Disability, and Juvenile Justice.

Reynolds, A.J., Magnuson, K.A., Ou, S. (2010). Preschool to third grade programs and practices:    A review of research. Children and Youth Service Review, 32, 1121-1131.

Scarcella, R. ( 2003). Academic English: A conceptual framework . University of California Linguistic Minority Research Institute Technical Report, 1. Retrieved from http://lmri.ucsb.edu/publications/03_scarcella.pdf.

Slama, R.B. (2012). A longitudinal analysis of academic English proficiency outcomes for  adolescent English language learners in the united states. Journal of Educational     Psychology, 104(2).

Scheuermann, B.K., & Hall, J.A. (2008). Positive behavioral supports for the classroom. Upper Saddle River, NJ: Pearson Education, Inc.

Zetlin, A., Beltran, D., Saicido, P., Gonzalez, T., Reyes, T. (2011). Building a pathway of optimal support for English language learners in special education. Teacher Education and Special Education, 34(1), 59-70.