Happy New Year

Welcome 2013

Author: Manuel R. CortezRodas

"From MRCR Education to you.

May the new year bring the best in education for all who take part in it."

Copyright 2012.  MRCR Educational Consulting Firm.  All Rights Reserved.

Closing The Year

Closing the Year in Education

Author: Manuel R. CortezRodas

As the year comes to a close, we, as educators, should take the time to look back and reflect on all that has taken place and has been achieved with our students, in our classrooms, and throughout our schools.

January-June (Last Year's Class)

Last Year's class was with us for the first half of the year.  We help to guide them as they concluded their school year, and prepared to move on to their next grade level.  We did our best to accommodate the learning needs of each of our students, and gave as much of our time as we could to ensure that every student in our classroom received the most excellent of education so that they may become successful learners for years to come.

July-August (Summer Time)

Summer time is not a stoppage of education, but rather a break for both students and educators to transition into the next educational year.  Summer time presents a time for students to catch up to grade level if they have fallen behind, or to get ahead if they have demonstrated the knowledge needed to pursuit further education.  For educators it is a time for lesson planning and adjustment, as well as thoroughly thinking about the responsibilities we have as educators and the role we have in the education of our students.

September-December (Next Year's Class)

Next Year's Class is with us now, and we have done our best to be prepared in order to meet the needs that each of our students will have.  As the year comes to a close, it is once again time to regroup and refocus our attention toward our students, so that they may become successful learners in the year to come as they prepare to advance to the next learning level in school.

We have reached the end of another year as educators.  As we look back and reflect on the accomplishments that have been made possible, let us keep looking forward toward the next class of students.  They are going to become the future of education throughout our nation.

Copyright 2012.  MRCR Educational Consulting Firm.  All Rights Reserved.

Winter Holiday Wishes

 Winter Holiday Wishes

Author: Manuel R. CortezRodas

 

 

From MRCR Education to you:

Wishing you and yours a wonderful winter holiday season.

De MRCR Eduaction a usted:

Deseandoles a usted y los suyos una maravillosa temporada feriada de invierno.

Copyright 2012.  MRCR Educational Consulting Firm.  All Rights Reserved.

Year End Evaluation

Evaluating Education as the Year Ends

Author: Manuel R. CortezRodas

As the year comes to an end we as educators should take a look back at the year in its entirety, the new school year, and look ahead to the new year.  If we have the fortune to be given a winter break, we should truly take the time to reflect on these three phases.  We cannot be ready to teach if we have not learn, and we cannot learn if we do not study.  It is part of our responsibility as educators to study, learn, and teach so that we can fully prepare our learners.

Evaluating the current school year

From the first day of school to the last day of the year, the current school year should be evaluated.  We should reflect on how we prepared to open the school year for our students, and how we welcomed them into our classrooms.  By now we should have a clear understanding of the educational level that our students have as individuals and as a classroom.  Students who are well prepared should be encouraged to continue pursuing further self-learning, while at the same time encouraging them to help other classmates by sharing their knowledge.  Students who were not prepared, have not caught up to their classmates, and are having a difficult time reaching the level required, should be our primary focus, and should be directed to further school resources and programs in order for them to reach an equal level of education.

Evaluating the year in its entirety

From the first school day of the year to the last day of the year, the year as a whole should be evaluated. We begun the year with a group of students who should have been able to learn, acquire, and demonstrate the knowledge necessary to advance to the next grade level.  During our summer break we should have taken the time to review, improve, and realign our lesson plans.  We have also began a new education cycle, with a new group of students, as we open a new school year.  It is this new group of students that we are now working with so that they learn, acquire, and demonstrate the knowledge necessary to advance to the next grade level.

Preparing for next year

From what we learn in our evaluation of the current school year and the year as a whole, we can gain the knowledge and develop the tools that we will need to help our students succeed.  Performing these evaluations will help us prepare for the next year.  As we are in our winter break, and as we do during our summer break, it is our responsibility as educators to continuously review, evaluate, and prepare so that we may also continuously maintain in our presence the students whom we are serving.

Copyright 2012.  MRCR Educational Consulting Firm.  All Rights Reserved.

Sandy Hook Elementary School

Newtown, Connecticut.

Author: Manuel R. CortezRodas

On Friday, the 14th of December 2012, in the Newtown, Connecticut, at Sandy Hook Elementary School, there were 26 individuals whose time in life came to an end too soon, in a place where education takes place, in order to prepare for the future.  6 educators, who were at work educating others, gave their lives in sacrifice.  20 children, who were at school getting educated, were sacrificed.

We acknowledge the loss of life has has taken place in a school, in a town, in a state, in a nation, in the world.  We must now sacrifice ourselves to support, honor, and respect these 26 individuals whose lives came to an end in a school.  We take a moment of silence as we read the following:

Davino, Rachel          (Age 29)   Educator

Hochsprung, Dawn    (Age 47)   Educator

Murphy, Anne Marie  (Age 52)   Educator

Rousseau, Lauren     (Age 30)   Educator

Sherlach, Mary           (Age 56)   Educator

Soto, Victoria             (Age 27)   Educator

Bacon, Charlote         (Age 6)   Student

Barden, Daniel           (Age 7)   Student

Engel, Olivia               (Age 6)   Student

Gay, Josephine          (Age 7)   Student

Marquez-Green, Ana (Age 6)   Student

Hockley, Dylan            (Age 6)   Student

Hsu, Madeleine          (Age 6)   Student

Hubbard, Catherine   (Age 6)   Student

Kowalski, Chase        (Age 7)   Student

Lewis, Jesse               (Age 6)   Student

Mattioli, James           (Age 6)   Student

McDonnell, Grace      (Age 7)   Student

Parker, Emilie             (Age 6)   Student

Pinto, Jack                   (Age 6)   Student

Pozner, Noah               (Age 6)   Student

Previdi, Caroline         (Age 6)   Student

Rekes, Jessica           (Age 6)   Student

Richman, Aville           (Age 6)   Student

Wheeler, Benjamin     (Age 6)   Student

Wyatt, Allison               (Age 6)   Student

(Source: Connecticut State Police; Via Associated Press Twitter Feed http://t.co/zvFeNdLb)

Copyright 2012.  MRCR Educational Consulting Firm.  All Rights Reserved.

Winter Break

Year End Review

Author: Manuel R. CortezRodas

Approaching Winter Break

  As we approach the winter break in most of our schools, it is a good time to take a look back at what has been accomplished since the school year started back in August. We have gone from the first day of school, to thanksgiving day, to the soon up coming winter festivities.  We have had our students for three months during which we have tried our best to educate them.  There have been lesson plans and homework that has been handed out and turned in.  There have also been quizzes, tests, and assignments that have been graded using the designated rubric.  By now we should be able to know where our students stand, and where they are going to go if they stay the course.

Year End Evaluation

  A good evaluation for the end of the year must take into account that it is not the end of the school year, but rather the end to the year.  This has the advantage of taking place before the half way mark to the actual school year.  Each student began the year at a different starting point.  Part of our responsibility as educators is to get them going at the same level and pace as the classroom as a whole.  As we close the year, and look back on three months of education, we should take the time to do a proper evaluation.  This evaluation should be done at the student, classroom, and curriculum level.

Preparing for the New Year

  This is a time to look forward toward the new year.  A time to look ahead to what our students still have to learn.  As we approach this winter break, we must approach the beginning of the new year as a time to press on with our educational goals.  Our students depend on us to instruct them properly and help them to plan their educational paths.  By preparing for the new year we can demonstrate to our students that, although we must make adjustments along the path, the overall goal is still the same.  Our goal is to educate, and to provide the best education for our students that we can offer them.

 

Copyright 2012.  MRCR Educational Consulting Firm.  All Rights Reserved.

Benefits of STEAM Education

What Students Develop from STEAM Education

Author: Manuel R. CortezRodas

The benefits of a STEAM education are reflected on the development of the students as they acquire, apply, and demonstrate the following skills:

• They find solutions to problems, rather than problem solving.
• They are artful in their communication, rather than express STEM-babble.
• They understand that information is pursued, rather than being a fact seeker.
• They become life-long learners, rather than stage students.
• They are neo-knowledgeable, rather than pseudo-fictional.

These are the skills that students who have been instructed in a STEAM education should be able to carry for their life.  They should demonstrate these skills, as they are acquired, by applying them to all problems that they may face in academics and daily life.

 With a solid foundation in a clearly defined STEAM education curriculum, we as educators can plant a seed of learning in each of our students.  This seed will then begin to branch out and grow in each student as they progress through their education.  With a constant evaluation of their learning we can ensure that as students grow they develop a healthy education, and it will allow for corrective actions to be implemented if needed.  The fruits of these students will be good and in time they will create an educational ecosystem that cycles around learning.

Copyright 2012.  MRCR Educational Consulting Firm.  All Rights Reserved.

STEAM Education Curriculum

Developing a STEAM Education Curriculum

Author: Manuel R. CortezRodas

Foundation for a STEAM Education Curriculum

The foundation for a STEAM education curriculum begins with a team of people who believe that educating students in Science, Technology, Engineering, Arts, and Mathematics is important for the preparation and development of future learners.

Definition of STEAM Education Curriculum

To begin the development of STEAM education curriculum, we must define what we understand to be STEAM education curriculum.  STEAM could be the foundation upon which we build education.  We could also use education as the foundation for STEAM education.  STEAM curriculum should be built on or around a defined foundation.

Planting STEAM Education Curriculum

With the foundation and definition of STEAM Education Curriculum, the planting can take place.  A seed is planted on a defined foundation, and it can begin growing by branching out.  A STEAM education curriculum branches out as it grows after it is planted on a defined foundation.    

Branching STEAM Education Curriculum

STEAM Education should branch out in a single direction before growing.  The direction of growth can be defined by a multitude of factors such as available educational resources, student education level, community priority of education, and the effective implementation of education regulation prior to growth.

Growing STEAM Education Curriculum

STEAM Education should grow out in a multitude of directions that allow for new branching in different directions.  Whether STEAM is the foundation and education the growth, or education the foundation and STEAM the growth, the curriculum branches out and grows allowing for the development of students who are learned in the areas of STEAM education.  

Evaluating STEAM Education Curriculum

As the curriculum flows throughout the educational system, it should be evaluated constantly and at every stage.  Measurements allow us to evaluate any part of the curriculum, and we learn from these measurements how effective the curriculum is, if it needs to be made better, are the students at an equal level.

Copyright 2012. MRCR Edcuational Consulting Firm.  All Rights Reserved.

Understanding STEAM Education

A Vision of STEAM Education

Author: Manuel R. CortezRodas

We now present a view of STEAM Education as envisioned at MRCR Education.  First, we take a look at the STEAM Educational Cycle, then we demonstrate how to link the strands of STEAM in a lesson plan.

The STEAM Education Cycle

The STEAM education cycle begins when the student is introduced to the five strands of STEAM.  Students who are educated in STEAM can become STEAM learners.  This approach will challenge students to cross-reference what they are learning.  It should allow students to connect and apply knowledge across the five unique strands in a way that expands their level of thinking.  Understanding a scientific concept like the water cycle is not enough.  The student should be able to relate the water cycle to tools in technology we have engineered like thermometers, barometers, and hydrometers which allow us to collect numeric data using a mathematical approach. This in turn will help us to better understand a scientific idea, while at the same time being able to visualize this cycle in a multitude of terrains as it takes place throughout the world.

Linking STEAM in a Lesson

Let us take a look at how a theme can be used to develop a STEAM lesson that links all five strands.  In the sample lesson, we see that the theme that has been selected is "Hammers".  in the strand of science, the connection to the theme is what happens when hammers strike? The scientific concepts that are associated with hammers include force, pressure, sound, vibration, etc.  Under technology, the development of hammers through time is the connection, as we look at the needs for each era.  The use of hammers in engineering has us turn our attention to railroads, homes, and tents; while in the arts we can search and find paintings like "Thor's Battle with the Ettins", not to mention that hammers have also been used by sculptures to create statues.  The strand of mathematics provides for us a way to compare and evaluate how the material of the hammer, at different weights, produces different results, which in itself completes the circle by linking this to science.

This is but one view of how STEAM can be developed into a lesson for the student to expand one theme across five strands.  It can be done with a variety of themes, and students can be allowed to generate their own themes and lessons by following the sample plan that has been presented here.

Copyright 2012.  MRCR Educational Consulting Firm.  All Rights Reserved.

STEAM Education

What is STEAM Education?

Author: Manuel R. CortezRodas

Introduction to STEAM Education

 STEAM education incorporates the following five strands: Science, Technology, Engineering, Arts, Mathematics.  It is a collaborative effort, by all who are involved in education, to develop a curriculum that allows students to interconnect the elements of STEAM and apply them, not just to school and academics, but to their lives and future growth.

This week we are going to share with you our thoughts on STEAM education, and how it can be beneficial to students, teachers, and parents, as well as the benefits to schools, homes, and the community.  By connecting the strands of STEAM education, students can be given an opportunity to develop a strong foundation, that will provide them with a set of skills which should help them face the future challenges whether they be educational, employment, equality, or environmental.

We hope that you find this week's theme as an important piece for the future of education across our nation.  Join us as we demonstrate how to develop lessons that cover each of the strands in STEAM, and how these lessons can be initiated with a concept or idea that can then be shared with students as part of their current education.

Copyright 2012.  MRCR Educational Consulting Firm.  All Rights Reserved.

Thoughts on Thanksgiving Day

Thoughts on Thanksgiving Day

Author: Manuel R. CortezRodas

Thanksgiving Day is a day to give thanks for the harvest we have been blessed with this season.

Thanksgiving Day gives us a chance to be thankful for the fruits of our labor, while reminding us that we must be constantly preparing for the possible perils of the winter that is to come.

Thanksgiving Day allows us to fill ourselves with nourishment, so we may replenish the energy we have spent from winter, into spring, and throughout the summer, as we have survived through rebirth and growth for the year.

Thanksgiving Day is the time of the year in which our agriculture comes to its culmination.

Thanksgiving Day demonstrates the spirit of collaboration among neighboring cultures who, while putting aside individual differences, and focusing on collective similarities, from which the strong bonds of friendship, family, and community emerge.

Thanksgiving Day connects places from different times and times from different places: From agricultural staples to industrial production.  From native inhabitants to foreign immigrants.  From humble origin to proud heritage.  From an ancient past to a modern future.

Thanksgiving Day presents to us the opportunity to be generous with our bounty as we share our surpluses with those whose deficits were caused, not for lack of labor, but by labor lost in sacrifice to the world.

Thanksgiving Day is a day to be spent in service to friends and family, not by culminating with a meal, but by commencing with preparations.

Happy Thanksgiving Day to all of you.

Copyright 2012. MRCR Educational Consulting Firm.  All Rights Reserved.

Thanksgiving Week

Thanksgiving 2012

Weekly Schedule

Author: Manuel R. CortezRodas

This week we celebrate Thanksgiving Day here, in the United States.  It falls in November, during fall season, when harvest takes place.  MRCR™ Education joins the celebration of this week by presenting its theme of "Thanksgiving Holiday".  We also thank those of you, who have been reading these posts and visiting these pages, as we continue to share our thoughts and ideas, with you, on education.

On the eve of Thanksgiving Day (Wednesday) we are going to post our thoughts on the many meanings that this holiday holds for us.  From its origin, history, and traditions, this holiday can present to us, as educators, with a series of lessons that we can design, teach, and learn as we share them with our students, colleagues, and families.

We will also be taking a break as we spend time with friends and family to reflect, while also developing STEAM Education presentations to be shared with the public at upcoming events.  December we will look back at the first three months of education, current level assessment, and the - year end / look ahead - as 2012 comes to a close and 2013 begins a new year.

© 2012 MRCR™ Educational Consulting Firm.  All Rights Reserved.

ELL Student Development: Developing ELL Students

ELL Student Development

Developing ELL Students

Author: Manuel R. CortezRodas

Time, Diversity, Culture, and Possibility are four aspects in the development of English Language Learner students.

From one day to several years, the length of time an ELL student will require, to successfully exit the program, will be varied from student to student.  It takes time for students to develop the skills needed to successfully communicate in a new language.  Some students arrive with advanced English language skills from prior education, while others will be experiencing a new language for the first time.  With a program for ELL students that has been established, and is successful, the transition from "English Learner" to "English Learned" will be proper, prompt, and perfect.

How diverse is the new school and how familiar is the student with diversity?  If the student has been introduced to diversity, then the student's learning, in a new education setting that is diverse, should be consistent.  When going from a non-diverse school to a diverse school, or a diverse school to a non-diverse school, an additional challenge is presented to the students, and they must also adapt to this while learning a new language.

There are many levels of culture that an ELL student will face throughout their education.  These will vary from academic to social, environmental to community, and many others.  ELL students should learn how to include the many levels of culture they will be experiencing in their lives.  By learning from both the positive and the negative, what is agreeable and disagreeable, students can develop a cultural level that is balance and helps grow their own cultural identity.

ELL students are the first true ambassadors that students observe, interact, and meet with.  They have the potential of presenting their patronage in a positive light for others to see, while learning a new language, maintaining pace with their mainstream fluent counterparts, and as they attempt to achieve equal education.

Copyright 2012.  MRCR Educational Consulting Firm.  All Rights Reserved.

ELL Student Development: Final Assessment

ELL Student Development

Final Assessment

Author: Manuel R. CortezRodas

We want for students to succeed in their learning.  Just as schools want students to graduate, and become self-sustained life-long learners, English Language Learners should be encouraged by their ELL program to become self-sustained English language learners.  With consistent measuring of student progress, with accurate analysis of these measurements, and with communication, collaboration, and cooperation, amongst all participants in the students education, the ELL student should become able to demonstrate the necessary skills and meet the established requirements to exit the ELL program, and succeed with mainstream and native students of similar age and grade level.

To ensure that the students, which have exited the ELL program, are succeeding, it is recommended that they be guarded from any possible academic downfall by implementing observatory monitoring of students, who may begin to under-perform academically, following the student's exit from the ELL program.  While we expect for most ELL students to make a smooth transition into mainstream education and succeed, there may be those who may be in need of further support from an ELL program whose aim is also to work with students who have exited the program.

An English Language Learner will be one for life.  They will have less of a life-time experience with the language than a native speaker.  With education the ELL student can develop skills equal to that of a native speaker, and with further education, the student can expand their understanding of the language and even add to the growth of it.  English Language Learners benefit the community by expanding the culture and diversity of schools.

Copyright 2012.  MRCR Educational Consulting Firm.  All Rights Reserved.

ELL Student Development: ELL Program

ELL Student Development

ELL Program

Author: Manuel R. CortezRodas

The English Language Learner Program, should serve as a bridge, that allows students, who are identified as ELL, to merge successfully with their English fluent classmates, as they transition into a new school setting and learn the language.  A good ELL program should have a balance of language and culture understanding, and should serve, not just the student, but the family as well.  It should facilitate the involvement and participation of families in school.  In addition, a good ELL program is fully supported by the school and the district.

The responsibilities of the ELL program are not limited to the students and their families, but expand from classroom instruction and faculty training, to district policy implementation.  To an ELL student, the ELL program may be only a temporary transition in their educational path, but it has an effect that transcends learning English.  A successful ELL program can provide a school with an influx of students that add to the diversity of the school and can help the school prepare them to become successful in their academic pursuits.

Copyright 2012.  MRCR Educational Consulting Firm.  All Rights Reserved.

ELL Student Development: Initial Assessment

ELL Student Development

Initial Assessment

Author: Manuel R. CortezRodas

The first step in the development of English Language Learner (ELL) students is the initial assessment of their English language level.  The student's English language level assessment should measure the students ability to speak, read, and write the English language.  The results of the student's initial assessment will vary between students, and will change over time.  An ELL student is merging into a main stream student population that has an English language level that, not only has the ability, but has developed the skills, that allow main stream students to speak, read, and write.

Measuring the ELL student's ability to speak, read, and write English in an initial assessment provides for us the foundation for developing that student's merging into main stream education.  Establishing a solid foundation on which the student can develop and grow is an important step to take toward helping the student develop in a positive way.  If we can help the student merge, in a positive way, into main stream education, the ELL student should be able to succeed just as main stream students do.  The ELL student that is properly assessed initially should have a greater chance of successfully become a Fluent English Learner (FEL) than one who is not properly assessed and is wrongfully placed in the merging path toward English language fluency.

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved.

ELL Student Development

ELL Student Development

Preview

Author: Manuel R. CortezRodas

This week, MRCR Education, takes a look at English Language Learner student development. The topics for these theme are: 

1. Initial Assessment.  
2. English Language Learner Program.  
3. Final Assessment.  
4. Developing English Language Learner Students.

Each day MRCR Education takes a look at each of these topics to give an analysis on how each topic helps ELL students develop into main stream learners that are capable of being successful amongst their classmates.  Each topic will be addressed as follows:

• Initial Assessment
• English Language Level:
• Speak.
• Read.
• Write

• ELL Program
• Prior Education.
• New Education.
• Transition.

• Final Assessment
• Language Age Level.
• Language Grade Level.
• ELL Exit

• Developing ELL Students
• Time.
• Diversity.
• Culture.
• Potential

MRCR Education looks forward to your participation in our weekly theme, and we encourage you to read our posts throughout this week.

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved

Language and Communication: Reading

"Language and Communication"

"Reading"

Author: Manuel R. CortezRodas

Defining Reading
Reading is the complement to writing.  If we define writing as a tactile visual form of communication, then reading is a visual tactile form of communication.  Writing gives us the skill to express our thoughts and ideas in a concrete way for others.  Reading gives us the skill to receive the thoughts and ideas that others present in a concrete way.  Reading allows us to input information into ourselves so that we may process and analyze it, then determine its value by studying it.

When to be Reading 
Since reading is an input, it can be done from the moment we begin to sense that which is around us.  Infants feel, hear, see, taste, and smell all that is available to them as they begin accumulating information.  We can become so skilled at reading that we could do it at a very fast pace, completing complete writing collections of a rich cultural diversity.  We can get to the point at which we begin to compare what we have read, with what is available for reading, and try to balance or surpass this point.

How much Reading is Good
 If we were to immerse ourselves in reading throughout our lives, we could possibly accumulate all knowledge available to us, but we would have no time to write, and share, and bring our light of clarity and understanding,  to that which we have read, accumulated, and understood.  Since reading and writing are complementary, both skills together should measure our ability to clearly and accurately communicate to others our thoughts and ideas through these two skills.

Why should we be Reading?
Reading provides for us the skills of searching, collecting, gathering, and analyzing information for our need to seek out knowledge and understanding.  We should be reading to better ourselves.  We should be reading to have a diverse amount of knowledge, that we have classified and categorized, on which we can make clear decisions and good choices.  Developing our reading skills gives us a way to connect to information, and the information that we connect to will lead us to a rational decision making path from which our lives will benefit.

Copyright 2012 MRCR Educational Consulting Firm. All Rights Reserved

Language & Communication: Writing

"Language and Communication"

"Writing"

Author: Manuel R. CortezRodas

Defining Writing

Writing is a tactile visual form of communication.  When we write we create a visual communication that can be sensed by touch.  Writing requires that we imprint onto, a tactile material, representations for thoughts and ideas.  Writing is developed through our ability to make marks and leave imprints by using the tools and materials available to us from our current technology. 

When to be Writing

With growth and training we begin to recognize lines, curves, and shapes that we try to replicate by carving, drawing, and inscribing. We use our fingers and hands before moving onto pencils and markers.  We mold clay, chisel rock, and carve wood.  We add our own creative style when replicating letters by creating fonts, adding color, underlining, and making bold traces.  We should encourage each other to develop writing skills from the earliest possible time in our life.

How much writing is good

Although we have established measuring units for writing like words, sentences, paragraphs, pages and essays, we should also keep in mind that we must look at what is being communicated to us through the writing.  Words should be spelled correctly, sentences should be complete, paragraphs should be thorough, essays should be structured properly so that the thoughts and ideas that we are going to convene through writing are clear.

Why should we be writing?

Writing provides for us a concrete record of thoughts, ideas, and expressions.  If the writing is done by many people, with a purpose, after careful consideration of worries and concerns, then writing can become a long lasting example of not only literal meaning, but of a reflection of the human characteristics of thinking, cooperation, development, and growth.  Writing allows us to reach others and share opinions, and if it lasts through time, writing allows us to reach future generations, as well as allowing them to look back at past ones.

Copyright 2012. MRCR Educational Consulting Firm. All Rights Reserved.

Language & Communication: Speaking

"Language and Communication"

Speaking

Author: Manuel R. CortezRodas

Defining Speaking

Speaking is an audible expression of communication in a language.  When we speak we attempt to create an audible sound to communicate in a language.  Speaking requires the physiological ability of the individual to speak and a pre-established common language.  Speech is developed with our skills of accurate sound reproduction and recognition. As we interact with others, we begin to recognize auditory clues that we then try to replicate to develop a speaking pattern.

When to be Speaking

From the time we are born, if we are able to, we produce audible sounds.  The first cry of a newborn, the speech from one of our elders, the laughter of children playing, are all examples of speaking without the need of a language.  Language is needed so that our speaking becomes refined.  That we develop the refined skills of reproducing sounds with accuracy and clarity.  A control over pitch, stress, and intonation, of letters, syllables, and words.  By the current nature of our culture mom, or any of its variations, in any language may be the first attempt we perform when it comes to speaking.  As newborns age they should begin to demonstrate that they can master a more accurate reproduction of the sounds that we are exposed to.  By the time that they reach the age to take part in formal education, a child should have developed the necessary speaking skills as required by the grade level they will be at.

How much Speaking is good

To determine if speaking is good, we need to define what is good speaking, and what is bad speaking.  A measuring scale must be established to determine the skills demonstrated when a student is speaking.  This skill level must then be measured, collected, and assessed for each student.  The individual demonstrations of skill level should then allow us to measure the performance of students, as well as groups of students.  It will also allow for the measure of development in language that will in turn introduce new sounds and words allowing the language to grow.

Why should we be Speaking?

Speaking is good, because it allows us to communicate in a language that is audible for others to hear, listen, and receive.  Others could then process and analyze that which we have spoken for accuracy and clarity in order to determine the meaning of our speech.  Without technological innovations,  speech can only be heard by those within range of our voice.  If speech is not recorded, language accuracy cannot develop, and communication becomes inaccurate.  Our ability to communicate accurately can help us collaborate and share ideas with clarity.  We should be speaking, because it gives us an opportunity express our thoughts and ideas, so that those who are around us may benefit from them.

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved.

Lenguage & Comunicacion

"Lenguage & Comunicacion"

"Lenguage"

Autor: Manuel R. CortezRodas

Que es Desarrollo de Lenguaje?

Desarrollo de lenguaje es una combinacion de habilidades que adquirimos para poder mejor expresar nuestros pensamientos en expresiones de claridad.  Las habilidades nesesarias para desarrollar el lenguaje son: Hablar, Escribir, Leer, y Comunicar.  Cada una de estas habilidades puede ser aprendida y desarrollada individualmente, pero debemos de apernderlas a un nivel igual para maximar la claridad de nuestra expresion en el lenguaje.

Como es Desarrollado el Lenguaje?

Lenguaje es desarrollado cuando una persona adquiere suficientes de las habilidades nescesitadas.  Desde el tiempo en que nacemos nosotros tratamos de interactuar con los que nos rodean usando lo mejor de nuestras habilidades.  Escuchamos sonidos y tratamos de duplicarlos.  Vemos imagenes y pistas visuales, y empezamos a conectar los sonidos que son asociados con estos.  Cuando crecemos y desarrollamos nuestras habilidades, nosotros empezamos a entender la conneccion entre lo que queremos expresar, y como podemos dar a entender a los que nos rodean.  Oimos, escuchamos, y comenzamos a hablar.  Practicamos copiar signos y simbolos para representar los sonidos que escuchamos, y cuando vemos estos los identificamos como sonidos audibles.

Por Que es importante el Desarollo de Lenguaje?

El desarrollo del lenguaje es importante para nosotros como una sociedad porque nos deja expresar nuestros pensamientos e ideas.  Nosotros desarrollamos habilidades de comunicacion por medio de una transicion de oyentes a escuchadores para intercambiar ideas usando sonidos audibles, palabras escritas, o desarrollando pistas visuales.  Sin el desarrollo de lenguaje una sociedad no puede funcionar, pues ellos no serial capaces de entender las nescecidades entre ellos, como poder ayudar a otros, o como guardar y pasar informacion a otras generaciones para que ellos puedan aprender de nuestras experiencias.

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved.

Language & Communication

"Language & Communication"

"Language"

Author: Manuel R. CortezRodas

What is language development?

Language Development is a combined balance of skills that we acquire in order to better express our thoughts into expressions of clarity.  The skills needed to develop a language are: Speaking, Writing, Reading, and Communication.  Each of these skills can be learned and developed individually, but must be learn at a concurrent level to maximize the clarity of expression in the language.

How is language developed?

Language is developed when a person acquires enough of the skills needed.  From the time we are born we begin to interact with those around us to the best of our abilities.  We hear sounds and try to duplicate them.  We see images and visual clues, and we begin connecting sounds that are associated with them.  As we grow and our skill develops, we begin to understand the connection between what we want to express, and how we can let those around us know.  We hear, listen, and begin to speak.  We practice copying signs and symbols to represent the sounds we hear, and when we see these identify them as audible sounds.

Why is language development important?

Language development is important to us as a society because it allows us to express thoughts and ideas.  We develop communication skills by transitioning from hearing to listening to exchanging ideas by audible sounds, written words, or developing visual clues.  Without language development a society cannot function, for they would not be able to understand each others needs, how to help each other, or how to store and pass information to other generations so they may learn from our experiences.

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved.

Ethnic: The Culture SubGroup

"Ethnic: The Culture Sub-Group"

Author: Manuel R. CortezRodas

 Is it a place? or beliefs? Is it the place where our beliefs originated from, or the place where our beliefs are taking place?  Defining ethnicity is complex, but it is worth defining, for it is an important part of us.  Of how we define ourselves, how we identify ourselves, and how we accept to be identified, or defined as.  Geographically we have defined areas like Africa, Asia, Europe, and The Americas, and politically we have defined countries like Kenya, China, Germany, and The United States of America, where there are ethnic groups, and cultural groups, who will adhere to a place, or beliefs, or a place where beliefs originated from.

In the State of California, in the United States of America, the major ethnic groups are: African-American, Asian, Latino/Hispanic, and White.  These are the major groups, and do not represent all ethnic groups in the state.  Each of these four major groups has been defined based on geographical, cultural, and ethnic characteristics that individuals in each group believe best identify them ethnically.  Once students have been identified by ethnic group, academic achievement can be measured, and differences in performance can be analyzed.  The overall purpose of using ethnicity as a tool for measuring academic performance should be to obtain equality in education, not to establish academic superiority.

Copyright 2012, MRCR Educational Consulting Firm.  All Rights Reserved.

Learning Disabled Students

Learning Disabled Students:

"Learning Differently"

Author: Manuel R. CortezRodas

A Learning Disabled (LD) subgroup student is one that either cannot learn in their current learning environment, is struggling to learn, or is learning at a slow rate that is significantly lower than most students. The students who are in the LD subgroup are diverse in skill and potential.  There are those who are severely disabled in their learning abilities, and as a result of these starting circumstances, will have severe obstacles to overcome in their education.  There are also those who have been identified as learning disabled, and have had access to education presented in a learning format that enables the student to learn.

The Learning Disable Sub-Group, has performed well below the minimum score, set in the standardized testing, as sufficient to meet the passing requirement.  Over time, with early identification, and proper presentation, EL students have demonstrated that they can develop the skills required to succeed in passing a standard test.  This can be achieved by identifying the student's disability early on in life, implementing an educational approach that addresses the student's disability, evaluating and adjusting the student's educational performance.

Learning Disabled students present to us the opportunity to expand our educational approach.  As educators we should attempt to educate 100% of those who are seeking education, and educate those who deny education based on the student's disability to learn.  LD students can learn and have demonstrated that they can succeed in education and life.  LD students challenge us to reach out to a subgroup who needs to learn how to learn before learning about education. 

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved.

Socio-Economically Disadvantaged: Class & Money

Socio-Economically Disadvantaged Students

"The Sub-Group of Class and Money"

Author: Manuel R. CortezRodas

Socio-Economically Disadvantaged are a subgroup of students that has limited or no access to social programs or financial resources.  When societies are created and developed, a structural hierarchy tends to evolve over time.  These structural hierarchies can be defined by the roles and responsibilities needed by the society from groups and individuals, or by the finances and earnings that individuals and groups acquire through various means.  Socio-Economically Disadvantaged (SED) students face not only a social barrier, but an economic one as well, as they attempt to achieve educational equality with their piers.

The two main obstacles that Socio-Economically Disadvantaged students face are the societal level of hierarchy in which they are, and the economical earnings achievable at their current level of societal hierarchy.  It is natural that an achievement gap develop between students with advantages and students with disadvantages.  History shows us that the elite, aristocratic, well-off 1%er can and do provide an educational level to their students that include, not only the best academic institutions, but knowledge, educators, teachers, instructors, and tutors. 

Achievement gap between disadvantaged and advantaged.  Those who have limited access to knowledge, educational institutions, and instructional time will always be at an academic disadvantage.  This educational achievement gap needs to be acknowledge, addressed and closed.

Helping students in the Socio-Economically Disadvantage Sub-Group close the achievement gap, and achieve educational equality with their S-E advantaged counterparts is beneficial to society, the economy, and education.  Benefiting these three areas serves the purpose of becoming a better prepared people who will be ready to face any future challenge that may come.  Beneficial contributions to the world have come from advantaged and disadvantage students alike.

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved.

ELL's Language Barrier

English Language Learners

The Language Barrier Sub-Group

Author: Manuel R. CortezRodas

English Language Learners (ELL) are a subgroup of students who have not acquired the fluency skills, in the English language, that the average native speaker possesses.  They have moved to a place where English is the native or primary language at a time when they are of school age and grade level. An English Language Learner, is learning language skills, while having the experience of practicing the language, in a new place of residency.  It takes a place of learning, like school, and it takes time, months and years, for an ELL to learn and become proficient in the language skills needed to equal those who have lived longer in a place where the English language is the primary language of communication.

There are two barriers that ELL's must overcome: experience with the language and skills practicing the language.  Experience with the language is how much time and exposure the student has had since birth.  An 8 year-old student has had 8 years of experience and exposure to a language given that they have had only one language throughout their 8 years.  Skills practicing the language is how the student learns to communicate and express successfully with others.  Two 8 year-old students may have 8 years of experience and exposure to a language, but may be at different skill levels in speaking, reading, and writing. An ELL can overcome these two barriers by learning how to make a transition between their native language and English.

The experience that an ELL has in their native language, as well as, the skills developed in the same are a contributing factor in the student's transition from English Language Learner to Fluent English Language.  An ELL student who is well educated, has a formal academic educational background, and has had at least limited experience with the English language will have a greater chance of success in transitioning between the native language and English; when compared to an ELL student who is not educated, has no formal academic educational background, and has not been exposed to the English language.  Understanding the initial skills of the English Language Learner should be the primary step to develop a path that will guide the ELL student toward becoming a Fluent English Language student.

Copyright 2012 MRCR Educational Consulting Group.  All Rights Reserved.

The Harvest Before Winter

"The Harvest Before Winter"

By: Manuel R. CortezRodas

If we think it

not as a month

but as a time,

then October should be

the time of harvest.

Harvest before winter time

is assessing summer growth,

and also summer decline.

Reviewing new instruction time,

and understanding academic requirements.

Store before winter time.

Year's end planning guide.

Spring's arrival planning guide.

School's end planning guide.

Analyze structure for weather.

Prepare before winter time.

Apply knowledge and experience.

Have practice drills regularly.

As students, as classmates.

Grow during winter hibernation.

October is about harvesting,

storing the summer's growth,

preparing for winter's arrival,

waiting for next spring,

looking toward next summer.

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved.

2012 CA API Results (Target)

2012 California Academic Performance Index Results by State Target (800pts)

Author: Manuel R. CortezRodas

The State of California has set an Academic Performance Index of 800 points as the standard that students must meet.  In California, students should meet or exceed the target score of 800 points to achieve the set State standard.  Illustrated below is the subgroup results in comparison to the state target of 800 points. Students identified as Asian score the highest with 105 points above the state target, while students identified as Disabled score the lowest with 193 points below the state target.  California students score 12 points below the state target for the 2012 year.

• California has set 800 as the target score that students must meet.
• As a whole, California Students score 12 points below State Target.
• Students with Disabilities score 193 points below State Target.
• Two subgroups score above the State Target:
• Asian ( 105 points above target)
• White ( 53 points above the target)
• Four subgroups score between 100 and 50 points below the State Target:
• African American ( 90 points below target)
• English Language Learner ( 84 points below target)
• Socio-Economically Disadvantaged ( 63 points below target)
• Latino ( 60 points below target )
• 298 point achievement gap
• Largest between two subgroups
• 105 points above the target (Asian)
• 193 points below the target (Disabled)
• 3 point gap achievement gap
• Closest between two subgroups
• 60 points below the target (Latino)
• 63 points below the target (Socio-Economically Disadvantaged)

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved.

2012 CA API Results (Ranking)

2012 California Academic Performance Index Results by Subgroup Score Ranking

Author: Manuel R. CortezRodas

This analysis of the 2012 California Academic Performance Index ranks scores by subgroups and compares them to the subgroup with the highest overall score.  In 2012 the subgroup with the highest overall score is students identified as Asian with a score of 905 points.  Students identified as Asian rank 1st as a subgroup in overall score.  All other subgroups have a score that falls below the score of 905 points that Asian students achieved in the 2012 CA API.

• The highest API score was achieved by Asian Students with 905 points.
• When compared to Asian Students:
• Students with Disabilities have an achievement gap of -298 points.
• African American Students have an achievement gap of -195 points.
• English Language Learners have an achievement gap of -189 points
• Socio-Economically Disadvantaged Students have an achievement gap of -168 points.
• Latino Students have an achievement gap of -165 points.
• California students, as a whole, have an achievement gap of -117 points.
• White Students have an achievement gap of -52 points.
•  The Asian student population is composed of students who are in the Disabled, English Language Learners, and Socio-Economically Disadvantaged Subgroups.
• Asian students are within 100 points of the maximum API score of 1000 points.

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved.

2012 CA API Results (Score)

2012 California Academic Performance Index Results

by Subgroup Score

Author: Manuel R. CortezRodas

All California student subgroups showed a higher score when compared to 2011 results. The state as a whole is closing in on the State Mark of 800.  It could be possible for California Students, as a whole, to meet the State Mark of 800 within two years (by 2014) if growth trends continue amongst all subgroups. There is more growth that can be achieved by all students, with the largest growth possible in the lowest performing subgroup of Students with Disabilities.  Students, parents, teachers, administrators, and educators have benefited over the years with a further understanding of the API's implementation and assessment through training and experience.

Analysis of 2012 CA API Results

• The subgroup with the highest score is students identified as Asian with a score of 905.
• Two subgroups have a score above the State Mark of 800 (Asian-905, White-853).
• Four subgroups have a score within a 30 point range:
• Latino - 740
• Socio-Economically Disadvantaged - 737
• English Language Learners - 716
• African American - 710
• Five subgroups have a score 50 points below the State Mark of 800:
• Latino - 740
• Socio-Economically Disadvantaged - 737
• English Language Learners - 716
• African American - 710
• Students with Disabilities - 607
• The Performance gap between highest and lowest score by subgroup is 298 points.
• Asian - 905
• Students with Disabilities - 607
• All of CA student scores (788) are 12 points below the State Mark of 800.

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved

2012 CA API RESULTS (Growth)

2012 California Academic Performance Index Results

Growth by Subgroup Analysis

By: Manuel R. CortezRodas

The 2012 California Academic Performance Index growth by subgroup are as follows:

• By Race/Culture
• Asian (+7pts)
• White (+8pts)
• Latino(+10pts)
• African American (+14pts)
• By Classification
• English Language Learner (+10pts)
• Socio-Economically Disadvantaged (+11pts)
• Disabled Students (+14pts)
• Overall
• CA Student growth +10pts.

Analysis of the 2012 CA API Growth by subgroup:

• Highest growth:
• Obtained by African Americans and Students with Disabilities.
• Each Subgroup demonstrated a 14 point growth.
• These two Subgroups are still performing well below the State requirement.

• Lowest Growth
• Obtained by Asian students.
• Subgroup demonstrated a 7 point growth.
• This Subgroup has the highest performance well above State requirements.

• Overall
• All 8 major Subgroups demonstrated positive growth.
• 6 Subgroups demonstrated a growth of 10 points.

Copyright 2012 MRCR Educational Consulting Firm, All Rights Reserved