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COM 0160.001 2004-2006
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COM 0160.001 2004-2006
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Last modified
5/12/2008 10:32:15 PM
Creation date
5/8/2008 11:25:47 PM
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Communications
Communications - Type
COM
Communications - Council Term
2004-2006
Communication
0160
Point
001
Author
billy Kenoi, Executive Assistant to the Mayor
Communications - Referred To
COUNCIL
Comments
Presented: Council - 4/6/05
Document Relationships
BIL 056 Draft 01 2004-2006
(Related)
Path:
\Council Records\Bills\2004-2006
COM 0160.000 2004-2006
(Related)
Path:
\Council Records\Communications\2004-2006
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(6) 70% of program pazents will improve their communication with school <br /> counselors and teachers. <br /> <br /> b. Elementary School: <br /> (1) Language arts development: <br /> • 80% of the students will gain a minimum of 2 percentile points per <br /> year in reading comprehension based on a pre/post administration of <br /> the SAT Diagnostic Reading. <br /> • 80% of the students will attain 4.5 on the Stanford Achievement <br /> Writing Assessment or gain 1 point in writing skills as measured by <br /> the SAT Writing Assessment. <br /> • 80% of the students will gain basic computer knowledge. <br /> (2) Multicultural Understanding: <br /> • 80% of the students will achieve 80% on the teacher prepared <br /> Attitudinal Survey or gain 10% between the pre and post scores. <br /> • 90% of the students will improve in their socialization skills by 10% <br /> as determined by the pre/post administration of the teacher prepared <br /> assessment. <br /> (3) Communication: <br /> • 80% of participants will increase positive communication with their <br /> parents, peers and others as measured by pre-post observation rating <br /> form. <br /> (4) Attitudinal Chance: <br /> • 80% of participants will demonstrate positive attitude toward self <br /> and others as measured by pre-post observation rating form and <br /> attitudinal questionnaire. <br /> • 80% of participants will demonstrate ability to think and team <br /> independently as measured by pre-mid-post observation rating. <br /> <br />
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