School Readiness Of First Grade Charter School Students: An Evaluation Of An Early Childhood Program

This program evaluation studied the effectiveness of an early childhood program as it relates to school readiness. The early childhood program of a charter school located in Milwaukee, Wisconsin had been operating for over thirty without an evaluation of its effectiveness. To examine the effectiveness of the early childhood program, seventy-two students were evaluated using a teacher-developed First Grade Readiness Checklist; the Measures of Academic Progress (MAP) Test and Success for All (SFA) Assessment. School readiness, as a multifaceted construct, included five domains: academic, behavioral, emotional, social and self-help-skills. The results of the survey indicate that the early childhood program was effective in the behavioral, emotional, socials and self-help domains. However, the early childhood program was not effective in the academic domain

Improving Student Achievement of Private School Students Receiving Title Services: A Positional and Dispositional Change Plan

This change plan examined the current competencies, conditions, culture and context of a for-profit education corporation which resulted in low student achievement, “As Is”. As a means of developing strategies and actions for change, the competencies, conditions, culture and context necessary to increase student achievement was explored “To Be”. A change plan was developed and implemented. The change plan addressed my personal immunities to change as well as strategies and actions needed to improve student achievement. Private school students receiving title services were assessed using the Measures of Academic Progress (MAP) test in May of 2014. The results of that test were that fifty-four percent of the students receiving title services met or exceeded their growth targets. Fifty teachers participated in a focus group. Based on the results of that focus group, professional development was provided in the area of data driven instruction during the 2014-2015 school year. When the students were assessed again in May of 2015, fifty-nine percent of the students receiving title services met or exceeded their growth targets on the MAP test. The results indicate that there was a relationship between the teachers’ ability to engage in data driven decision making and student achievement

Schoolwide Services for Students That Attend Private Schools: A Policy Recommendation to the Every Student Succeeds Act

The Elementary and Secondary Education Act (ESEA) of 1965, reauthorized under the Every Student Succeeds Act (ESSA) of 2015, provides federal funding for equitable services to nonpublic school students, families and teachers. This act was signed by President Obama on December 10, 2015 and replaces No Child Left Behind (NCLB). As it relates to private schools, the reauthorization of ESEA mirrors NCLB in all areas but three: (1) set asides discontinued; (2) state appointed ombudsman; and (2) state as the provider of services. Upon reviewing the reauthorized law, I found an area that allows for inequitable services to students who attend private schools wherein excess of forty percent of the students come from low income families. My policy advocacy recommendation is grounded in this inequity and call for language in the law that eliminates this inequity

Capillary Action in a Rectangular Micro-Channel

The study of fluid flow on a microscale has become of increasing interest in recent years. We have studied the effects of capillary action in a micro-channel with a rectangular cross-section having a large width to height ratio. In general, capillary action allows fluid to fill a horizontally oriented tube smaller than the capillary length (on the order of 2 mm in water). When the far end of such a tube is capped, typically the fluid is drawn through the tube until it meets a pressure field that is equal but opposite of the surface tension force. We have found that when the capillary cross-section is rectangular with a large width to height ratio, the fluid can pass by the pressure field on the narrower sides of the capillary allowing fluid to move into the narrow gap while leaving pockets of air in the wake (figure 1)

A Meta-Authoring Tool for Specifying Interactions in Virtual Reality Environments

When creating virtual reality environments a large amount of the interaction needs to be programmed. The problem with this is that non-computer expert users lack the programming skills necessary to create useful applications. Specifying interactions remains in the domain of the programmer. Creating a single, generic authoring tool for every different kind of application would be an impossible task { more so if the authors are non-programmers. A more realistic solution to the problem would be to think of every environment as having a particular context such as a virtual museum or gallery. Creating authoring tools specific to these types of environment contexts greatly reduces the problem. We have produced a progressive meta-authoring system that allows both novice and advanced users to create useful virtual reality applications, allowing the smooth migration of novice users to becoming more experienced. We believe that our system overcomes problems in architecture and support for novice users found in previous systems

The Transition to Upper Secondary Level After Basic Education for Adolescents with Autism Spectrum Disorder in Finland

This chapter provides an exploration of the preparation of pupils with autism spectrum disorder (ASD) for transition to upper secondary level after Finnish basic education. It also examines the importance of supports required during the transition phase. Two examples of pupils with ASD (Kalle and Maija) are utilized to illustrate how to plan and support pupils with ASD during their initial post-school transition. Transitions are defined, after which education opportunities after basic education for pupils with ASD in Finland are examined. This is followed by a brief illustration of the Finnish comprehensive school system to provide context with a focus on support arrangements and the preparation of support for transition. Then, the individual transition-planning documents are examined, after which the two cases of Kalle and Maija are introduced. This is followed by an illustration of the use of the documents in practice for the two pupils. The summary includes a discussion of implications for future directions.Peer reviewe

Characterization of a Large Group of Individuals with Huntington Disease and Their Relatives Enrolled in the COHORT Study

Careful characterization of the phenotype and genotype of Huntington disease (HD) can foster better understanding of the condition.We conducted a cohort study in the United States, Canada, and Australia of members of families affected by HD. We collected demographic and clinical data, conducted the Unified Huntington's Disease Rating Scale and Mini-Mental State Examination, and determined Huntingtin trinucleotide CAG repeat length. We report primarily on cross-sectional baseline data from this recently completed prospective, longitudinal, observational study.As of December 31, 2009, 2,318 individuals enrolled; of these, 1,985 (85.6%) were classified into six analysis groups. Three groups had expanded CAG alleles (36 repeats or more): individuals with clinically diagnosed HD [n = 930], and clinically unaffected first-degree relatives who had previously pursued [n = 248] or not pursued [n = 112] predictive DNA testing. Three groups lacked expanded alleles: first-degree relatives who had previously pursued [n = 41] or not pursued [n = 224] genetic testing, and spouses and caregivers [n = 430]. Baseline mean performance differed across groups in all motor, behavioral, cognitive, and functional measures (p<0.001). Clinically unaffected individuals with expanded alleles weighed less (76.0 vs. 79.6 kg; p = 0.01) and had lower cognitive scores (28.5 vs. 29.1 on the Mini Mental State Examination; p = 0.008) than individuals without expanded alleles. The frequency of "high normal" repeat lengths (27 to 35) was 2.5% and repeat lengths associated with reduced penetrance (36 to 39) was 2.7%.Baseline analysis of COHORT study participants revealed differences that emerge prior to clinical diagnosis. Longitudinal investigation of this cohort will further characterize the natural history of HD and genetic and biological modifiers.Clinicaltrials.gov NCT00313495

The Swedish Version of the Ritvo Autism and Asperger Diagnostic Scale: Revised (RAADS-R). A Validation Study of a Rating Scale for Adults

There is a paucity of diagnostic instruments for adults with autism spectrum disorder (ASD). This study evaluates the psychometric properties of the Swedish version of the Ritvo Autism and Asperger Diagnostic Scale-Revised (RAADS-R), an 80-item self-rating scale designed to assist clinicians diagnosing ASD in adults. It was administered to 75 adults with ASD and 197 comparison cases. Also, a subset completed the Autism Spectrum Quotient (AQ). Three out of four subscales had high internal consistency. Sensitivity was 91% and specificity was 93%. The ASD subjects had significantly higher mean scores on all subscales. ASD females had higher scores than ASD males on the sensory motor subscale, a dimension not included in the AQ. RAADS-R showed promising test re-test reliability

Tubulin Tyrosination Is Required for the Proper Organization and Pathfinding of the Growth Cone

International audienceBACKGROUND: During development, neuronal growth cones integrate diffusible and contact guidance cues that are conveyed to both actin and microtubule (MT) cytoskeletons and ensure axon outgrowth and pathfinding. Although several post-translational modifications of tubulin have been identified and despite their strong conservation among species, their physiological roles during development, especially in the nervous sytem, are still poorly understood. METHODOLOGY/FINDINGS: Here, we have dissected the role of a post-translational modification of the last amino acid of the alpha-tubulin on axonal growth by analyzing the phenotype of precerebellar neurons in Tubulin tyrosin ligase knock-out mice (TTL(-/-)) through in vivo, ex vivo and in vitro analyses. TTL(-/-) neurons are devoid of tyrosinated tubulin. Their pathway shows defects in vivo, ex vivo, in hindbrains open-book preparations or in vitro, in a collagen matrix. Their axons still orient toward tropic cues, but they emit supernumerary branches and their growth cones are enlarged and exhibit an emission of mis-oriented filopodia. Further analysis of the TTL(-/-) growth cone intracellular organization also reveals that the respective localization of actin and MT filaments is disturbed, with a decrease in the distal accumulation of Myosin IIB, as well as a concomitant Rac1 over-activation in the hindbrain. Pharmacological inhibition of Rac1 over-activation in TTL(-/-) neurons can rescue Myosin IIB localization. CONCLUSIONS/SIGNIFICANCE: In the growth cone, we propose that tubulin tyrosination takes part in the relative arrangement of actin and MT cytoskeletons, in the regulation of small GTPases activity, and consequently, in the proper morphogenesis, organization and pathfinding of the growth cone during development