part1 Data Collection and Analysis: (Minimum of 3 pages) Based on your research….. What areas of educational need are there in Rhode Island as a whole? What areas of educational need are in the district you chose to research? What areas of educational need are in the schools within that district? What seems to be working educationally in Rhode Island as a state? What seems to be working educationally in the district you chose? What seems to be working educationally in the schools within that district you chose? part2 Data Application and Evaluation: (Minimum of 4-5 pages) After you determine the problems of the state, district, and/or schools start researching specialized PROGRAMS that would benefit the problems you found and solve these issues. Make sure to research PROGRAMS and not policy or teaching strategies. For example, Title II and the free reduced lunch is federal policy, NOT A PROGRAM. Inclusion is a teaching strategy, NOT A PROGRAM. What outside specialized programs would be beneficial and help solve the problems you found in your research? Each person is expected to research 5-6 programs on their own. Make sure that you are specific in what the programs are called, and describe them in great detail as to why they will be effective in addressing the needs you found. Be sure to use the data collected to BACK-UP your claims. You must also use OUTSIDE websites and articles to back your recommendations. Be sure to CITE all information you gather. You will be graded on including the above bullets in your narrative, how well your narrative is written, and if you used outside sources with correct APA citation.
Additionally, Rhode Island’s public education system faces significant financial strain due to its reliance on local property taxes for funding rather than state funds; this means that wealthier areas receive more money per student than poorer districts leading to disparities in educational resources and opportunities within the state. Furthermore , poverty levels & economic inequality exacerbates these issues further by creating socioeconomic barriers that make it difficult for families living below the poverty line to access things such as extracurricular activities , college readiness courses etc .
Other key areas of need include making classrooms more inclusive & diverse through increased teacher diversity , better instruction methods specifically designed for English language learners (ELLs) and providing additional support services such as mental health counseling available both during & after school hours . Improving technology infrastructure in classrooms is also necessary so students can take advantage of digital learning tools like video conferencing applications & online webinars when tackling complex topics . Finally, developing programs integrating STEAM (science , technology , engineering , arts & math ) disciplines into traditional curriculum allows students gain valuable 21st century skills required for success beyond 4 walls of classroom setting .
was first kept in the Unified Realm in 2002 (UK Ranger service Commission, 2016). It taints the pony chestnut tree, Aesculus hippocastnum, causing leaf misfortune significantly sooner in its lifecycle than ought to occur (Grabenweger et al., 2005). A pony chestnut tree comprises of leaves comprised of five to seven handouts. One grown-up moth will rest up to 40 eggs for every flyer and every handout could have up to 300 eggs on it from various grown-ups (UK Ranger service Commission, 2016). It requires around a month for their improvement of the leaf excavator to be finished and during that time the hatchlings will consume within the pony chestnut flyer (UK Ranger service Commission, 2016) making mines. Albeit the leaf digger movement doesn’t appear to be disastrous to the pony chestnut tree, there is worry around the amount of an impact the nuisance has on the tree’s proliferation and how might affect the tree in the long haul (Percival et al., 2011). In spite of itself not being local to the Unified Realm, the pony chestnut tree has become piece of the rich biodiversity of the country. It is a staple across parks and sporting facilities and is stylishly significant (Percival et al., 2011).
The UK Ranger service Commission (2016) portrays the fundamental life pattern of Cameraria ohridella. In any case, minimal more is had some significant awareness of this species. Its reaction to expanded light contamination has absolutely not been reported. Concentrates on other leaf diggers and their reaction to light have been led however they report clashing discoveries. Connor (2006) concentrated on Cameraria hamadrydella, a leaf mining moth of white oak, Quercus alba, and found C. hamadrydella had no inclination among light and concealed leaves. In any case, there was a more prominent number of mines on concealed leaves contrasted with leaves in the light, suggesting that another element influences larval endurance (Connor, 2006). Potter (1992) concentrated on Phytomyza ilicicola, a leaf excavator of American holly and tracked down no distinction between leaf digger overflow on concealed and unshaded leaves. Collinge and Louda (1988) researched the action of Scaptomyza nigrita, a leaf mining fly, on harsh cress and viewed that as, regardless of the grown-up flies favoring plants in the sun, the wealth of mines was higher on leaves in counterfeit shade. Bultman and Faeth (1988) tracked down that leaf excavator movement because of light differs between leaf digger species. C. ohridella is a diurnal animal groups (Fischer et al., 2012) thus it would be normal to be attracted to trees in conditions with higher light forces.