INdiana Department of Education May 2012 Elsener overview / baseline for com...Blacketor Consultants, LLC
The Indiana State Board of Education document summarizes recent educational successes in Indiana. It highlights that between 2008-2012, Indiana saw significant increases in high school graduation rates (up 9.4% to 88.4%), ISTEP test passage rates (up 7% to 71.5%), AP exam participation (up 12.1% to 32.6%), and other metrics. The board credits these gains to empowering educators to try new approaches and find better ways to help students learn. It calls for continued support of innovative education policies to help more children succeed.
Community Education Partners is headquartered in Nashville, Tennessee, but its operation isn’t limited to one state. Community Education Partners (CEP) has contracts in Georgia, Florida, Ohio, and Texas.
The document outlines 10 essential best practices employed by high-achieving charter schools that are closing the achievement gap, including having a coherent instructional philosophy, a culture of high expectations, using rigorous curriculum and data-driven decision making, providing targeted student support and intervention, teaching reading and writing across all subjects, and ongoing staff training and development. These practices are common among charter schools in Minnesota that have been successful in reducing performance disparities between student groups.
Brittany Downey is seeking a position to assist in a Montessori classroom where she can observe parent-teacher interactions and help children reach their full potential. She has strong communication and teamwork skills from observing classrooms in Hawaii and Florida, and stays up-to-date in Montessori through seminars. Brittany is currently studying at the College of Central Florida and the Orlando Montessori Teacher Education Institute to become a certified Montessori teacher, and has certifications in CPR, nutrition, and child development. In her free time, she volunteers with the Let Girls Learn program.
The document discusses various questions about preschool education, including what percentage of preschoolers receive different types of therapies or tutoring. It then provides background information on a preschool program, noting that most children receive speech or language therapy, and other common services included special education, occupational therapy, and physical therapy. The remainder of the document addresses reasons for enrolling in preschool, benefits seen over time, activities, how preschool accelerates achievement, teacher salaries, career options, community service experience, and citing sources.
EdisonLearning provides a parental engagement program called Learning Force to improve student achievement. The program emphasizes the importance of parent involvement and provides several communication resources for parents, including online progress reports, newsletters, and student incentives. Research shows that strong parental partnerships lead to higher student achievement, attendance, and behavior. Evaluation of Learning Force found high parent satisfaction rates and gains in student performance linked to the parental involvement practices.
The document discusses the importance of after-school programs and expanded learning opportunities for supporting student success. It notes that high-quality after-school programs have been shown to improve student achievement, increase graduation rates, and help address issues of equity by combating summer learning loss for low-income youth. The document advocates for building partnerships across sectors to provide students with a continuum of learning and support outside of the traditional school day.
INdiana Department of Education May 2012 Elsener overview / baseline for com...Blacketor Consultants, LLC
The Indiana State Board of Education document summarizes recent educational successes in Indiana. It highlights that between 2008-2012, Indiana saw significant increases in high school graduation rates (up 9.4% to 88.4%), ISTEP test passage rates (up 7% to 71.5%), AP exam participation (up 12.1% to 32.6%), and other metrics. The board credits these gains to empowering educators to try new approaches and find better ways to help students learn. It calls for continued support of innovative education policies to help more children succeed.
Community Education Partners is headquartered in Nashville, Tennessee, but its operation isn’t limited to one state. Community Education Partners (CEP) has contracts in Georgia, Florida, Ohio, and Texas.
The document outlines 10 essential best practices employed by high-achieving charter schools that are closing the achievement gap, including having a coherent instructional philosophy, a culture of high expectations, using rigorous curriculum and data-driven decision making, providing targeted student support and intervention, teaching reading and writing across all subjects, and ongoing staff training and development. These practices are common among charter schools in Minnesota that have been successful in reducing performance disparities between student groups.
Brittany Downey is seeking a position to assist in a Montessori classroom where she can observe parent-teacher interactions and help children reach their full potential. She has strong communication and teamwork skills from observing classrooms in Hawaii and Florida, and stays up-to-date in Montessori through seminars. Brittany is currently studying at the College of Central Florida and the Orlando Montessori Teacher Education Institute to become a certified Montessori teacher, and has certifications in CPR, nutrition, and child development. In her free time, she volunteers with the Let Girls Learn program.
The document discusses various questions about preschool education, including what percentage of preschoolers receive different types of therapies or tutoring. It then provides background information on a preschool program, noting that most children receive speech or language therapy, and other common services included special education, occupational therapy, and physical therapy. The remainder of the document addresses reasons for enrolling in preschool, benefits seen over time, activities, how preschool accelerates achievement, teacher salaries, career options, community service experience, and citing sources.
EdisonLearning provides a parental engagement program called Learning Force to improve student achievement. The program emphasizes the importance of parent involvement and provides several communication resources for parents, including online progress reports, newsletters, and student incentives. Research shows that strong parental partnerships lead to higher student achievement, attendance, and behavior. Evaluation of Learning Force found high parent satisfaction rates and gains in student performance linked to the parental involvement practices.
The document discusses the importance of after-school programs and expanded learning opportunities for supporting student success. It notes that high-quality after-school programs have been shown to improve student achievement, increase graduation rates, and help address issues of equity by combating summer learning loss for low-income youth. The document advocates for building partnerships across sectors to provide students with a continuum of learning and support outside of the traditional school day.
Lakeside Middle School ESSA Presentation February 2018Spike Cook
Preview the information prior to the meeting on February 26, 2016. With the new ESSA under the New Jersey Department of Education, Lakeside Middle School will host a night to review the progress made over the past few years, and plan for next year.
Fredericksburg Academy Parent Meeting 2015bhunsinger
This is a presentation delivered by Fredericksburg Academy Head of School Karen Moschetto to FA parents in February 2015. It shares the feedback provided by parents in our 2014-2015 FA Parent Survey, updates the school's progress on the Strategic Plan, and puts Fredericksburg Academy in context by providing statistics about independent schools in Virginia and the U.S.
As of 2010, the median annual wage for middle school teachers was $51,960, though salary varies based on factors like state, education level, experience, type of school, and district. To become a secondary education teacher, states require at least a Bachelor's degree in Education or a subject major plus education courses. Employment of middle school teachers is projected to grow 17% by 2020 due to declining student-teacher ratios and rising enrollment, particularly in the South and West, though budget constraints could impact hiring.
The school serves a small, rural community with about 470 students in grades 7-12. About 1/3 of students receive free or reduced lunch. The principal wants to see more academic growth each year on the school report card. Through RTI, many middle school students are receiving extra help in reading and math. The school has a good special education program for its size, with dedicated teachers and instructional aides. Students are meeting annual measurable goals and other standards under NCLB.
The document discusses starting a mentoring program to help students who are struggling academically. It notes that 8% of students failed one class and 5% failed two or more in the first semester. Research shows mentoring programs can improve academic performance, work quality, attendance, and discipline. The proposed program would match weekly student mentors to help with homework, study skills, and be a positive influence. Next steps outlined are obtaining funding, recruiting mentors and students, training, matching, and evaluating the program.
The document proposes an afterschool program at Gable Middle School to benefit students, particularly those at risk. Test score data shows achievement gaps between racial groups and students with disabilities. The program aims to provide academic support, enrichment activities, and life skills development. It will operate 3 days a week, assisting with homework and test preparation. The goals are to improve student attendance, grades, and test scores, while gaining faculty volunteer support. Feedback is sought from stakeholders to support and improve the program.
New Day Academy is a small school that offers individualized education and rigorous curriculum focused on critical thinking. It has higher student performance than peer schools in middle and high school, and has received positive ratings from city and state evaluations. However, the school was scheduled for closure without sufficient time to improve its high school grade as allowed under the accountability framework. The document argues that with a new principal, Ms. Ganales, who has a track record of school improvement, New Day Academy has the tools to continue making significant academic progress.
Naviance Update Minnesota User Group - Minnesota User Group on 4 7-15Naviance
The document discusses updates to the Naviance college and career readiness platform from Hobsons, including new school districts adopting Naviance, enhancements to features like the individual learning plan alignment and curriculum, and an overview of the annual Naviance Summer Institute user conference.
This document discusses the challenges facing Forever Growing Preschool in Alvin, Texas. Due to rising costs and decreased funding, the preschool is struggling to provide high-quality early education programs. The director has implemented several cost-cutting measures, but may need to modestly increase tuition. The document evaluates alternatives and strategies to ensure the preschool's future success in preparing children for kindergarten through literacy-rich curriculum and teacher training.
This document discusses challenges faced by young people from early years through university. It finds that 1 in 5 Australian children start school developmentally vulnerable, particularly in academic domains. Early disadvantage continues as rural and remote students have lower school attendance rates. Barriers to success include low socioeconomic status, gender bias, and a lack of dedicated career advice. There is often a mismatch between young people's career aspirations and the training they undertake. The document recommends improving early education, implementing effective career education models, helping all learners see progression, developing alternative entry and study models, and better integrating school and higher education.
The survey of parents at the Scandinavian School of Brussels from 2010-2013 showed low participation rates, making the results difficult to interpret statistically. Overall feedback was positive on safety, bullying prevention, and encouraging parental engagement. However, reorganization to comply with Norwegian regulations caused worry among parents and took the school's focus away from pedagogical development temporarily. With the reorganization completed in 2013, the school is now refocused on strategic planning and quality improvement.
This document summarizes survey results from Scandinavian School of Brussels (SSB) students in grades 10-13 (GYM students) from 2010-2013. It shows the students rated various aspects of their learning environment, instruction, and school goals on a scale of 1-4. Across all categories, the average ratings were between 3-4, indicating students viewed their school as having a safe, respectful learning environment with clear rules and feedback. Areas rated highest included the quality of dialogue with teachers (3.5/4) and feeling motivated in their work. The analysis found students to be very satisfied with their learning environment and high levels of cooperation between staff and students.
This document discusses the advantages of distance learning programs for students living abroad or in transition. It notes that distance learning allows students to maintain consistency with their school and earn credits toward college no matter how many times they relocate. It also emphasizes that distance learning programs can provide meaningful relationships between students and teachers through online resources. The document provides information about different distance learning options and accreditation to assure credits will transfer.
The document summarizes survey results from 2013 about students in grades 8-10 at the Scandinavian School of Brussels. Approximately 88% of students responded. Survey results showed that students were generally satisfied with their learning environment and safety at the school. Areas identified for improvement included strengthening the school's learning cycle assessment tool and ensuring students feel motivated in their work. The analysis noted that recent class reorganization affected some students' satisfaction by separating Norwegian students from other nationalities.
This document proposes using an unfinished story to develop emotional intelligence in children. It will provide the beginning of the story and have children work in groups to analyze it, look up unfamiliar words, act out characters, and continue the ending. This will help children use language to express thoughts, ideas, feelings and needs. The methodology is communicative language teaching through meaningful, problem-solving tasks. Strategies include group work and didactic materials. An evaluation will analyze conclusions and how the story demonstrated caring, empathy and cooperation in students.
This document proposes using an unfinished story to develop emotional intelligence in children. It will provide children with illustrations from the story of The Boot and the Cat and have them continue the ending. This activity analyzes words, uses role playing to discuss characters' emotions, and stimulates language development. The proposal aims to nurture emotional skills like empathy, caring and cooperation through a collaborative creative writing task. It will be evaluated based on how well children express thoughts and feelings using language structures.
This document proposes using an unfinished story to develop emotional intelligence in children. It will provide the beginning of "The Boot Cat Story" and have children work in pairs or groups to analyze the story, discuss meanings of words, and plan and perform a role play to continue and finish the story. This creative activity uses literature to help children practice language skills and express their thoughts, ideas, feelings and needs in order to nurture emotional intelligence. The methodology is communicative language teaching and strategies include group work, didactic materials, and a chronogram of activities. Resources include computers, targets, colors, and writing materials. Children's language development and sharing will be evaluated.
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YOUR COMPANY - Phone - Email
OPTIMIZING YOUR GOOGLE PLACES LISTING
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Update your listing regularly with fresh content
Respond to reviews and questions promptly
Encourage customers to write reviews
Promote your listing on your website and other marketing
YOUR COMPANY - Phone - Email
OPTIMIZING YOUR GOOGLE PLACES LISTING
GOOGLE PLACES OPTIMIZATION CHECKLIST
Update listing regularly with fresh content
The document discusses the history and evolution of teaching as a profession. It begins by quoting an advertisement from the past seeking a schoolmaster to teach basic reading, writing and arithmetic. It then notes how teaching used to be seen as women's work that paid low wages. The document advocates for a more professional approach where teachers are accountable for student outcomes. It lists characteristics of great teachers such as knowing their content, establishing respect, facilitating learning, reflecting on their practice, and demonstrating leadership. The conclusion emphasizes that educators must have high expectations for students and help them achieve excellence.
Lakeside Middle School ESSA Presentation February 2018Spike Cook
Preview the information prior to the meeting on February 26, 2016. With the new ESSA under the New Jersey Department of Education, Lakeside Middle School will host a night to review the progress made over the past few years, and plan for next year.
Fredericksburg Academy Parent Meeting 2015bhunsinger
This is a presentation delivered by Fredericksburg Academy Head of School Karen Moschetto to FA parents in February 2015. It shares the feedback provided by parents in our 2014-2015 FA Parent Survey, updates the school's progress on the Strategic Plan, and puts Fredericksburg Academy in context by providing statistics about independent schools in Virginia and the U.S.
As of 2010, the median annual wage for middle school teachers was $51,960, though salary varies based on factors like state, education level, experience, type of school, and district. To become a secondary education teacher, states require at least a Bachelor's degree in Education or a subject major plus education courses. Employment of middle school teachers is projected to grow 17% by 2020 due to declining student-teacher ratios and rising enrollment, particularly in the South and West, though budget constraints could impact hiring.
The school serves a small, rural community with about 470 students in grades 7-12. About 1/3 of students receive free or reduced lunch. The principal wants to see more academic growth each year on the school report card. Through RTI, many middle school students are receiving extra help in reading and math. The school has a good special education program for its size, with dedicated teachers and instructional aides. Students are meeting annual measurable goals and other standards under NCLB.
The document discusses starting a mentoring program to help students who are struggling academically. It notes that 8% of students failed one class and 5% failed two or more in the first semester. Research shows mentoring programs can improve academic performance, work quality, attendance, and discipline. The proposed program would match weekly student mentors to help with homework, study skills, and be a positive influence. Next steps outlined are obtaining funding, recruiting mentors and students, training, matching, and evaluating the program.
The document proposes an afterschool program at Gable Middle School to benefit students, particularly those at risk. Test score data shows achievement gaps between racial groups and students with disabilities. The program aims to provide academic support, enrichment activities, and life skills development. It will operate 3 days a week, assisting with homework and test preparation. The goals are to improve student attendance, grades, and test scores, while gaining faculty volunteer support. Feedback is sought from stakeholders to support and improve the program.
New Day Academy is a small school that offers individualized education and rigorous curriculum focused on critical thinking. It has higher student performance than peer schools in middle and high school, and has received positive ratings from city and state evaluations. However, the school was scheduled for closure without sufficient time to improve its high school grade as allowed under the accountability framework. The document argues that with a new principal, Ms. Ganales, who has a track record of school improvement, New Day Academy has the tools to continue making significant academic progress.
Naviance Update Minnesota User Group - Minnesota User Group on 4 7-15Naviance
The document discusses updates to the Naviance college and career readiness platform from Hobsons, including new school districts adopting Naviance, enhancements to features like the individual learning plan alignment and curriculum, and an overview of the annual Naviance Summer Institute user conference.
This document discusses the challenges facing Forever Growing Preschool in Alvin, Texas. Due to rising costs and decreased funding, the preschool is struggling to provide high-quality early education programs. The director has implemented several cost-cutting measures, but may need to modestly increase tuition. The document evaluates alternatives and strategies to ensure the preschool's future success in preparing children for kindergarten through literacy-rich curriculum and teacher training.
This document discusses challenges faced by young people from early years through university. It finds that 1 in 5 Australian children start school developmentally vulnerable, particularly in academic domains. Early disadvantage continues as rural and remote students have lower school attendance rates. Barriers to success include low socioeconomic status, gender bias, and a lack of dedicated career advice. There is often a mismatch between young people's career aspirations and the training they undertake. The document recommends improving early education, implementing effective career education models, helping all learners see progression, developing alternative entry and study models, and better integrating school and higher education.
The survey of parents at the Scandinavian School of Brussels from 2010-2013 showed low participation rates, making the results difficult to interpret statistically. Overall feedback was positive on safety, bullying prevention, and encouraging parental engagement. However, reorganization to comply with Norwegian regulations caused worry among parents and took the school's focus away from pedagogical development temporarily. With the reorganization completed in 2013, the school is now refocused on strategic planning and quality improvement.
This document summarizes survey results from Scandinavian School of Brussels (SSB) students in grades 10-13 (GYM students) from 2010-2013. It shows the students rated various aspects of their learning environment, instruction, and school goals on a scale of 1-4. Across all categories, the average ratings were between 3-4, indicating students viewed their school as having a safe, respectful learning environment with clear rules and feedback. Areas rated highest included the quality of dialogue with teachers (3.5/4) and feeling motivated in their work. The analysis found students to be very satisfied with their learning environment and high levels of cooperation between staff and students.
This document discusses the advantages of distance learning programs for students living abroad or in transition. It notes that distance learning allows students to maintain consistency with their school and earn credits toward college no matter how many times they relocate. It also emphasizes that distance learning programs can provide meaningful relationships between students and teachers through online resources. The document provides information about different distance learning options and accreditation to assure credits will transfer.
The document summarizes survey results from 2013 about students in grades 8-10 at the Scandinavian School of Brussels. Approximately 88% of students responded. Survey results showed that students were generally satisfied with their learning environment and safety at the school. Areas identified for improvement included strengthening the school's learning cycle assessment tool and ensuring students feel motivated in their work. The analysis noted that recent class reorganization affected some students' satisfaction by separating Norwegian students from other nationalities.
This document proposes using an unfinished story to develop emotional intelligence in children. It will provide the beginning of the story and have children work in groups to analyze it, look up unfamiliar words, act out characters, and continue the ending. This will help children use language to express thoughts, ideas, feelings and needs. The methodology is communicative language teaching through meaningful, problem-solving tasks. Strategies include group work and didactic materials. An evaluation will analyze conclusions and how the story demonstrated caring, empathy and cooperation in students.
This document proposes using an unfinished story to develop emotional intelligence in children. It will provide children with illustrations from the story of The Boot and the Cat and have them continue the ending. This activity analyzes words, uses role playing to discuss characters' emotions, and stimulates language development. The proposal aims to nurture emotional skills like empathy, caring and cooperation through a collaborative creative writing task. It will be evaluated based on how well children express thoughts and feelings using language structures.
This document proposes using an unfinished story to develop emotional intelligence in children. It will provide the beginning of "The Boot Cat Story" and have children work in pairs or groups to analyze the story, discuss meanings of words, and plan and perform a role play to continue and finish the story. This creative activity uses literature to help children practice language skills and express their thoughts, ideas, feelings and needs in order to nurture emotional intelligence. The methodology is communicative language teaching and strategies include group work, didactic materials, and a chronogram of activities. Resources include computers, targets, colors, and writing materials. Children's language development and sharing will be evaluated.
Provide helpful information to customers
Questions & Answers: Answer questions from customers
Reviews: Respond to reviews and encourage more
Analytics: See how many views and clicks your listing gets
YOUR COMPANY - Phone - Email
OPTIMIZING YOUR GOOGLE PLACES LISTING
Now that your listing is live, you need to optimize it
Update your listing regularly with fresh content
Respond to reviews and questions promptly
Encourage customers to write reviews
Promote your listing on your website and other marketing
YOUR COMPANY - Phone - Email
OPTIMIZING YOUR GOOGLE PLACES LISTING
GOOGLE PLACES OPTIMIZATION CHECKLIST
Update listing regularly with fresh content
The document discusses the history and evolution of teaching as a profession. It begins by quoting an advertisement from the past seeking a schoolmaster to teach basic reading, writing and arithmetic. It then notes how teaching used to be seen as women's work that paid low wages. The document advocates for a more professional approach where teachers are accountable for student outcomes. It lists characteristics of great teachers such as knowing their content, establishing respect, facilitating learning, reflecting on their practice, and demonstrating leadership. The conclusion emphasizes that educators must have high expectations for students and help them achieve excellence.
The document outlines Jones Paideia Family Engagement Plan for the 2014-2015 school year. It provides background on the school, which serves a primarily low-income African American community. The plan aims to effectively communicate with parents, provide opportunities for parent input, and support English Language Learner families. Key goals include communication through various means, decision-making partnerships, and community involvement. An assessment plan is also outlined to evaluate parent involvement, relationships, and engagement effectiveness.
The document summarizes the goals of the Moses Lake School District for the 2010-2011 school year. The 9 goals are: 1) Clear and shared focus on student learning. 2) High standards and expectations for all students. 3) Effective leadership. 4) High levels of communication and collaboration. 5) Alignment of curriculum, instruction, and assessment. 6) Frequent monitoring of teaching and learning. 7) Focused professional development. 8) A supportive learning environment. 9) High levels of parent and community involvement. The goals aim to improve instruction and student achievement throughout the district.
This inspection report summarizes the findings of an inspection of Priory Community School. It was found to be an outstanding school in all areas inspected. Students of all abilities make excellent progress and enjoy their learning. Teaching is of a high standard and inspires students. Students' behavior is outstanding and they show respect for each other. Leadership of the school is also outstanding and focused on continual improvement. The broad curriculum and enrichment activities enable students to pursue their talents and interests.
- Pukekohe Hill School is a large primary school in Franklin serving over 600 students from diverse ethnic backgrounds.
- The school uses achievement data well to identify student progress, needs and to inform teaching. Most students are achieving at or above the National Standard.
- The curriculum promotes student learning effectively with a focus on literacy, numeracy and integrated learning. Recent efforts aim to further raise achievement for Māori and Pacific students.
- The board, leadership and teachers are well placed to sustain performance improvements through ongoing professional development, strengthened community relationships and targeted resources.
- Pukekohe Hill School is a large primary school in Franklin serving over 600 students from diverse ethnic backgrounds.
- The school uses achievement data well to identify student progress, needs and to inform teaching. Most students are achieving at or above the National Standard.
- The curriculum promotes student learning effectively with a focus on literacy, numeracy and integrated learning. Teachers are reflecting on improving teaching practices.
- The school is working to raise achievement for Māori and Pacific students through initiatives like Te Huarahi and developing relationships with the community.
- The board, leadership and teachers are well placed to sustain performance improvements through strategic planning, professional development and resources for priority students.
- Pukekohe Hill School is a large primary school in Pukekohe, Auckland with over 600 students from diverse ethnic backgrounds.
- The school uses achievement data well to identify student progress, needs, and the effectiveness of initiatives. Most students are achieving at or above the National Standard.
- The school's curriculum is well-documented and focuses on literacy, numeracy, and integrated learning. Teachers reflect on their practices and the school is working to better evaluate programme effectiveness.
- For Māori students specifically, the school has made progress in achievement, attendance, and whānau involvement through its work with the Te Huarahi initiative. It continues to strengthen culturally responsive practices
This school inspection report finds that Blakehill Primary School is a good school. It summarizes that the school is led well and pupils behave well and feel safe. The quality of teaching is also good, resulting in pupils achieving good outcomes. The report provides some areas for further improvement, such as ensuring work is always sufficiently challenging, especially for the most able pupils.
This school inspection report finds that Blakehill Primary School is a good school. It summarizes that the school is led well and pupils behave well and feel safe. The quality of teaching is also good, resulting in pupils achieving good outcomes. The report provides some areas for further improvement, such as ensuring work is always sufficiently challenging, especially for the most able pupils.
This school inspection report finds that Blakehill Primary School is a good school. It summarizes that the school is led well and pupils behave well and feel safe. The quality of teaching is also good, resulting in pupils achieving good outcomes. The report provides some areas for further improvement, such as ensuring work is always sufficiently challenging, especially for the most able pupils.
This school inspection report finds that Blakehill Primary School is a good school with the following key strengths:
1) Pupil achievement is good and attainment is above average. All groups of pupils make good progress.
2) Teaching is good and pupils find their learning interesting through activities like visits and special events.
3) Pupils' behaviour, safety, and development are strengths. Relationships between staff and pupils are positive.
However, the report notes that teaching could be improved by providing more challenging work, especially for the most able pupils, and by better directing teaching assistants to support learning.
Charlotte Park Elementary held its annual open house on September 8, 2011. The school's mission is to exceed achievement goals and help students read at or above grade level. As a Title I school, Charlotte Park receives additional funding to help disadvantaged students achieve academic proficiency. As parents, they are entitled to information about how Title I funds are spent, teacher qualifications, student progress, and school safety. Parents are also invited to be involved in the school through activities, conferences, and volunteering to help improve student outcomes.
Ryedale School Local Authority Report 2015Gareth Jenkins
- The local authority conducted a review of Ryedale School over two days in September 2015. They observed lessons, met with school leaders and students, and reviewed documentation.
- The review found that Ryedale School's overall effectiveness is outstanding. Student achievement is consistently above national averages and all student groups make rapid progress. Teaching is of a high quality across the school.
- Leadership and management at the school is also outstanding. The headteacher provides excellent leadership and has created a culture of high expectations. Governors hold the school accountable and ensure high quality governance.
This document is a letter from an Ofsted inspector to the headteacher of Southmead School regarding a short inspection of the school. The 3 main points are:
1. Southmead School continues to be rated as "good". Leadership has maintained quality of education and effectively deals with higher pupil mobility.
2. Leaders have developed strategies to improve writing and pupils' work shows high standards. They also provide support for disadvantaged pupils' progress.
3. Next steps include teachers providing more challenge to stretch the most able pupils in writing, and governors analyzing data more rigorously to fully understand the impact of initiatives.
The document is a submission from Box Hill High School to a parliamentary inquiry into gifted education. It discusses the school's Select Entry Accelerated Learning (SEAL) program, which began in 1994. The submission argues that current policies are ineffective at identifying gifted students, with many remaining unidentified. It notes girls and students from certain backgrounds are underidentified. The SEAL program helps identify more students but many still miss out on support. The submission makes recommendations to improve gifted student identification and support.
Closing the gap: Shared Learnings and Shared ResponsibilitySFI-slides
Mary Jean Gallagher, Chief Student Achievement Officer of Ontario, præsentation fra SFI-konferencen "Skolen og det inkluderende samfund" den 18. november 2013.
The document discusses Learning Force, a parent engagement program from EdisonLearning. It emphasizes the importance of parent involvement in a child's education and outlines resources provided by Learning Force to facilitate engagement. These include individual student achievement plans with pre- and post-assessment results, online progress reports, parent newsletters with at-home activity tips, and a student incentive program. Research indicates that strong parent engagement through these tools can improve student achievement, behavior, and attendance while increasing parent confidence in their child's schooling.
The document provides information about St Clement Danes School including its performance, strategies, teaching quality, and academic intervention practices. It finds the school's improvement strategies, outcomes for pupils, and quality of teaching and learning to be outstanding. The school's academic intervention program is highlighted as an area of excellent practice.
Eric Ryan is an experienced educator seeking a new position. He has over 12 years of teaching experience and has held several leadership roles, including 8 years as a Leading Teacher and 6 years as Head of Junior School. His experience includes implementing improvement strategies focused on student engagement, curriculum development, and teacher support. He believes his qualifications and experience make him well-suited for educational leadership positions.
This document outlines a vision for an excellent school with high expectations, rigorous and relevant curriculum, and stakeholder involvement. It proposes priorities like research-based practices, technology, data-driven assessment, and literacy strategies. Diverse programs are suggested to engage students alongside competitive salaries and appropriate funding. Cultural diversity, democratic values, and professional growth for faculty are also emphasized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
1. Johnson Middle School SCHOOL PROFILE 700 Student Population Virginia Public Schools Grades 6 - 8 Number of Classrooms: 28
2. Johnson Middle School At Johnson Middle School, we believe: OUR MISSION All children can learn.All children benefit from developmentally appropriate materials, practices, and strategies.All children deserve a quality education in which individual needs are met, exceeded, and supported.Social skills, such as Life skills, deserve the same attention as academic ones.School is not just about children: it encompasses families, parents, community, stakeholders, society, the environment and the world.Children must be encouraged to see the connections between new learning and prior knowledge.Children are more than test scores.Children learn best in a safe, caring environment, one that values diversity, collaboration, and risk-taking.Children thrive when expectations are high and self-esteem higher.Direct instruction of students helps to increase student achievement.
4. Data SCHOOL DATA Current Expenses Per Pupil: $7,500.00 - 8,199.99 Instructional Computers: 35 Technology Measure: MEDIUM-LOW Educational Climate Index: HIGH Cost per elementary school student: At $9,709 per student per year, the United States ranked first, followed in order by Norway, Iceland, Denmark, Switzerland and Austria
5. Breakdown by Ethnicity White 16.5% Black 3.9% Hispanic 74.9% Asian/Pacific Islander 2.1% American Indian/Alaska Native 2.6%
8. Student Achievement Objectives Here at Johnson Middle School, our objective is to increase student achievement in all areas.
9. Conclusions About The Learning Environment Although our school showed a trend in scoring below the national and state standards from 2008-2010, 2011 scores showed marked improvement We will focus on continuous improvement of our instructional strategies in order to boost test scores in the upcoming 2011-2012 school year Academic standards will be reinforced through professional development trainings, administrative reviews with feedback, and collaborative planning
10. Parental Participation We currently have a PTO organization in place with 45% of parents participating We will focus on improving parental participation in our school by holding membership drives at back to school nights and orientation nights. We will improve parental participation at our school by improving communication through updates on the school website, e-mails, and a Johnson Middle School PTO Facebook page
11. Classroom Profile Students Per Teacher 28 Enrollment 700 Economically Disadvantaged 30%
12. Attendance Rate Attendance at Johnson Middle School is high. Students are expected to attend school everyday unless they have an excused absence.
13. Technology Technology here at Johnson Middle School is adequate .
17. An assessment of teachers and their behavior toward the students will be conduct to ensure moral standards remain intact throughout the 2011-2012 school year.
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19. Faculty and staff will have to participate in a mandatory meetings to share strategies for improving test scores.
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Editor's Notes
Welcome to Johnson Middle School, a member of the Virginia Public Schools, serving a 700 student population, grades 6-8.
Thank you for visiting Johnson Middle School where All children can learn.At Johnson, we believe All children benefit from developmentally appropriate materials, practices, and strategies.All children deserve a quality education in which individual needs are met, exceeded, and supported.Social skills, such as Life skills, deserve the same attention as academic ones.At Johnson, School is not just about children: it encompasses families, parents, community, stakeholders, society, the environment and the world.We believeChildren must be encouraged to see the connections between new learning and prior knowledge.Children are more than test scores.All Children learn best in a safe, caring environment, one that values diversity, collaboration, and risk-taking.As Children thrive when expectations are high their self-esteem raises higher.That’s why Johnson Middle School, providesDirect instruction, to increase the student’s overall achievement.
We spend approximately 1000 hours per year in the actual implementation of the instruction of our children here at Johnson Middle School. Time management is an art and we have mastered it.
As a result of our efforts, we have been able to keep the cost of educating our student population well below the national average of 9,709per student. We cut our costs by approximately 1200- 2,209 per student relating to 800,400– 1, 500,000 per year. This adds nearly 1 to 1 and a half million dollars in savings to our educational budget annually
We have had over 2500 proposals come out of our office last year to request the federal, state and private funding necessary to allow us to offer top quality educational programs to our diverse studentpopulation on campus as well as to those students who join us from the comfort of their own homes through our satellite school operations.
The student population socio-economic background is mixed with 30% upper income, 40% average income, and 30% low income. Our students enjoy attending school and our retention rate is high. School-wide results on national tests are at the 45% percentile and in the area of state-mandated assessment, only 40% of the students were successful in passing. The majority of the students performed below state-mandated expectations.
Johnson’s Report Card When graduation time came around last year Johnson had the lowest test scores amongst middle schools in the nation, in every ethnic, socio-economic and gender category. We are reorganizing our efforts to train our students to become leaders, because as educators, that is what we do. In previous years some of our former students have exhibited academic excellence and become local and international leaders in their chosen professions. Our school is currently at the focal point of a change that will lead to academic success. We are prepared to lead in the national and international arena due to planned hard work and assessment strategies that will occur within the halls of this great school. Despite all of our previous efforts, a recent Virginia State Board of Education report has indicated that Johnson Middle School has failed to make adequate yearly progress in reading and math for students with disabilities last year, according to the Virginia State Board of Education's Report Card. The report card also showed that the Johnson underperformed state averages in standardized testing scores and attendance rate. Under the accountability provisions in the No Child Left Behind (NCLB) Act, all public school campuses, school districts, and the state are evaluated for Adequate Yearly Progress (AYP). Districts, campuses, and the state are required to meet AYP criteria on three measures: Reading/Language Arts, Mathematics, and either Graduation Rate (for high schools and districts) or Attendance Rate (for elementary and middle/junior high schools). If a campus, district, or state that is receiving Title I, Part A funds fails to meet AYP for two consecutive years, that campus, district, or state is subject to certain requirements such as offering supplemental education services, offering school choice, and/or taking corrective actions. Under the No Child Left Behind Act, AYP is a benchmark that increases by 7.5 percent each year to represent the annual academic performance targets schools must reach to be considered on track. For the 2009 -10 school year, the benchmark was for 77.5 percent of students to meet or exceed standards on state exams. According to the report card, only 40 percent of students in the Johnson Middle School met or exceeded the standards. We are proposing a plan to increase our (AYP) Adequate Yearly Progress report by taking the following measures to continue in our quest as an innovative school while allowing our outstanding teachers and leaders to utilize assistive technologies to make a positive difference to improve literacy, math and other skills. One of the best gifts that we can give our students is acceptance. Each student has different learning styles and abilities when it comes to retaining knowledge. We have worked steadily alongside our gifted teachers and we have collaborated for the past 6 months on ways to increase our AYP. We have determined that the work accomplished with the Don Johnston curriculum during a six month trial period has proved to increase student productivity and increased the morale of our teachers, so we will continue working with the curriculum over the next three years to increase AYP. At Johnson Middle School we are interested in Educational Innovation. We have found a curriculum by which our educators can work with tools, methods, strategies and materials in a different manner to support all learners. Our teachers are stretching ‘specialized instruction’ up the ladder and pressing right into the world of general education. We are talking “education” not assistive technology.”
Here at Johnson Middle School, our objective is to increase student achievement in all areas. We especially want our students to meet or exceed the benchmarks on national and state mandated assessments.We will achieve this objective by doing the following:Examining our assessment data to determine the areas of weakness and strengthReasons for weaknessesAfter areas of weakness have been identified:Teachers can focus on areas of weaknessTutorial sessions will be offered twice a weekAreas of weakness can strengthened in the computer lab with software
Conclusions About the Learning EnvironmentAlthough our school showed a trend in scoring below the national and state standards from 2008-2010, 2011 scores showed marked improvementWe will focus on continuous improvement of our instructional strategies in order to boost test scores in the upcoming 2011-2012 school yearAcademic standards will be reinforced through professional development trainings, administrative reviews with feedback, and collaborative planning
We currently have a PTO organization in place with 45% of parents participatingWe will focus on improving parental participation in our school by holding membership drives at back to school nights and orientation nights.We will improve parental participation at our school by improving communication through updates on the school website, e-mails, and a Johnson Middle School PTO Facebook page
We have had the privileged to receive exceptional students in our efforts to diversify our school’s student body and faculty composition.
Students are expected to attend school everyday unless they have an excused absence.Attendance at Johnson Middle School is high.In order to keep our attendance high, we will continue to do the following:Special events in recognition of good attendanceGrade level rewards and individual acknowledgements for good attendanceIntervention strategies when an attendance problem is recognized
Technology here at Johnson Middle School is adequate. We would like for our technology to be better than adequate but due to budgetary constraints, we are limited as to what and how much we can do. For the 2011-2012 school year, we have set up a Technology Committee to help improve our technology. The Technology Committee will address the following: How much of the school’s budget is allotted for technology?Is there a way to increase the budget?Is all technology in the school up and running (are there computers, smartboards, etc. that are not being used because they need to be fixed)?Is technology including computer labs being fully utilized?What are the technology concerns for each grade level?Technology training provided for staff, students
Professional Development Professional Development is essential in keeping our staff up to date and helping them in continuing to learn and improve. Here at Johnson Middle School, there is at least one professional development opportunity offered per week. Some of the staff development is required and some are optional. We also have a budget set aside that staff can also choose professional development opportunities that are outside of Johnson Middle School. Johnson Middle School does have a committee that schedules our weekly Professional Development.Professional Development CommitteeOur Professional Development Committee includes the principle, assistant principle, teachers, and assistant teachers so that there is equal representation. Based on our staff development needs, the Professional Development Committee will develop a calendar which will include the topic and date for each weekly staff development session.