2014 class meetings
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The document discusses changes to the grading policy and graduation requirements. It outlines new rubrics for behavioral standards, attendance, punctuality, work completion, and cooperative work that will be reported quarterly. Grades will now be reported on an integer scale of 1 to 4 that corresponds to a letter grade, and grades will be calculated as the average of standard grades. Restrictions are tightening for re-assessment and flexible deadlines. Commencement honors will now recognize students with a GPA of 3.5 or higher as cum laude, 3.75 or higher as magna cum laude, and 4.0 as summa cum laude. A process will be developed by December to select graduation speakers to be chosen
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Studying at university
Presentation from 28/04/2016 - Delivered by Joanne Boyes - Careers Manager at Oldham Sixth Form College.
Grading system
The document discusses the new grading system for grades K-12 at CKC. It includes the following key points:
- Mathematics components and their weights for calculating a student's class standing, including quizzes, unit tests, projects, and periodic exams.
- How to compute a student's quiz grade when they are absent using ratios and proportions.
- The new grading format uses letter grades of A, B, C, D, and F equivalent to numeric ranges from 74% and below to 90% and above.
- An example of a student's report card showing their class standing and periodic exam scores converting to a transmuted letter grade.
- How outstanding students are determined based on
Slo module1
1. Pennsylvania's Teacher Effectiveness System uses multiple measures to evaluate teacher performance, including observation scores, building-level data, teacher-specific data, and elective data.
2. The Student Learning Objective (SLO) process is used to document teacher effectiveness based on student achievement of content standards. Teachers design SLOs specific to their courses to establish goals and select assessments to provide evidence of reaching those goals.
3. The SLO process involves teachers identifying standards, establishing goals, and selecting assessments, and principals reviewing and refining the SLO. The process facilitates discussions between principals and teachers about performance expectations.
scad final project grades
John P. O'Brien completed a final MA project in historic preservation in the spring of 2016 and earned an A for 4 credit hours. His cumulative GPA is 3.66 based on 45 total credit hours and 165 total quality points earned. The grade report provides an explanation of the grade point values and how GPAs are calculated.
Dep ed order 22, s. 2015 ph hiring guidelines for teacher i position for sy...
PH Department of Education's hiring guidelines for Teacher I Applicants effective School Year 2016 - 2017 after applying DepEd Order 7, s. 2015
Parent 1 to 1 orientation 2013
This document provides information for parents about a school's 1:1 computing program where each student will be provided a netbook. It discusses the rationale for the program, how the netbooks will be used by teachers and students, training students will receive, maintenance and technical support details, insurance and fees, safety and security measures, and addresses some common parental concerns. The presentation aims to explain the new program and help parents support their children's participation in the 21st century learning initiative.
Fresh to soph scheduling
This document provides information and instructions for sophomore students to schedule their classes for the upcoming 2013-2014 school year at LVHS. It outlines graduation requirements including core classes in English, math, science, social studies and elective requirements. The document directs students to resources on the counseling website and course manual for further information. It provides things for students to consider when scheduling classes in various departments and a process for filling out and submitting their class schedule request form.
Recommended
Studying at university
Presentation from 28/04/2016 - Delivered by Joanne Boyes - Careers Manager at Oldham Sixth Form College.
Grading system
The document discusses the new grading system for grades K-12 at CKC. It includes the following key points:
- Mathematics components and their weights for calculating a student's class standing, including quizzes, unit tests, projects, and periodic exams.
- How to compute a student's quiz grade when they are absent using ratios and proportions.
- The new grading format uses letter grades of A, B, C, D, and F equivalent to numeric ranges from 74% and below to 90% and above.
- An example of a student's report card showing their class standing and periodic exam scores converting to a transmuted letter grade.
- How outstanding students are determined based on
Slo module1
1. Pennsylvania's Teacher Effectiveness System uses multiple measures to evaluate teacher performance, including observation scores, building-level data, teacher-specific data, and elective data.
2. The Student Learning Objective (SLO) process is used to document teacher effectiveness based on student achievement of content standards. Teachers design SLOs specific to their courses to establish goals and select assessments to provide evidence of reaching those goals.
3. The SLO process involves teachers identifying standards, establishing goals, and selecting assessments, and principals reviewing and refining the SLO. The process facilitates discussions between principals and teachers about performance expectations.
scad final project grades
John P. O'Brien completed a final MA project in historic preservation in the spring of 2016 and earned an A for 4 credit hours. His cumulative GPA is 3.66 based on 45 total credit hours and 165 total quality points earned. The grade report provides an explanation of the grade point values and how GPAs are calculated.
Dep ed order 22, s. 2015 ph hiring guidelines for teacher i position for sy...
PH Department of Education's hiring guidelines for Teacher I Applicants effective School Year 2016 - 2017 after applying DepEd Order 7, s. 2015
Parent 1 to 1 orientation 2013
This document provides information for parents about a school's 1:1 computing program where each student will be provided a netbook. It discusses the rationale for the program, how the netbooks will be used by teachers and students, training students will receive, maintenance and technical support details, insurance and fees, safety and security measures, and addresses some common parental concerns. The presentation aims to explain the new program and help parents support their children's participation in the 21st century learning initiative.
Fresh to soph scheduling
This document provides information and instructions for sophomore students to schedule their classes for the upcoming 2013-2014 school year at LVHS. It outlines graduation requirements including core classes in English, math, science, social studies and elective requirements. The document directs students to resources on the counseling website and course manual for further information. It provides things for students to consider when scheduling classes in various departments and a process for filling out and submitting their class schedule request form.
LVHS grading changes
This document outlines changes to LVHS's grading and assessment policies. It discusses moving to standards-based grading with integer scores reflecting student performance on standards. Grades will now be cumulative and reported quarterly, impacting eligibility. Examples of rubrics and assessments in core subjects are provided. The changes aim to improve formative assessment, feedback, and the validity of evaluations to support better student learning.
New k 12 grading system
The document summarizes the new K-12 grading system implemented in the Philippines. It discusses that assessment is now integrated into daily classroom activities and includes both formative and summative evaluations. Grades are based on weighted scores from written work, performance tasks, and quarterly assessments. Students need a final grade of at least 75 in all subjects to promote to the next grade level, or they may need to take remedial classes. The goal is for assessment to enhance the teaching and learning process.
New K-12 Grading System (HS/Elem)
The document summarizes the new K-12 grading system implemented in the Philippines. It discusses that assessment is now integrated into daily classroom activities and includes both formative and summative evaluations. Grades are based on weighted scores from written work, performance tasks, and quarterly assessments. Students need a final grade of at least 75 in all subjects to promote to the next grade level, or they may need to take remedial classes. The goal is for assessment to enhance the teaching and learning process.
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This document provides an overview of principal and teacher evaluation processes in Mississippi, including:
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- Teacher evaluations incorporate classroom observations, student growth objectives, and professional growth goals. Non-tested teachers use student learning objectives to measure student growth.
- Principal and teacher evaluations are interconnected, as principals and teachers must work together to achieve schoolwide student growth.
- "Leading indicators" and "lagging indicators" help define goals and measure progress, with leading indicators more easily influenced during the school year.
- Counselors can support the new evaluation processes by fostering
overviewaccountabilitymetrics_june2014.ppt
The document provides an overview of accountability measures used in the Chicago Public Schools (CPS) accountability system. It discusses how assessments are scored and interpreted, different accountability systems like teacher evaluations and school quality ratings, and the types of measures used, including attainment versus growth and student versus group measures. It also covers exclusions of student data and differences in how data is reported and accessed over time.
2017 2018 parent presentation
The document provides information about Wake County Public School System's Academically or Intellectually Gifted (AIG) program. It discusses the various service delivery options for AIG students at different grade levels, including differentiation in the classroom, pull-out programs, and advanced courses. It also outlines the traditional identification process, which involves teacher and parent nominations, aptitude and achievement testing through several pathways or "gateways" to determine eligibility for AIG services. Once identified, students have a Differentiated Education Plan to describe their personalized instruction. Stakeholders who support AIG students include teachers, counselors, parents, and the AIG program staff.
Senior parent night 2015 2016
Clear Creek High School parents of seniors, this slideshow should tell you all you need to know about your child's senior year in high school
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The document provides information about New Jersey's teacher evaluation system, which uses multiple measures including student growth objectives (SGOs) and classroom observations. SGOs are academic goals for student groups that are aligned to state standards and can be measured over time. Effective SGOs are specific, measurable, ambitious, results-driven and timed. Teachers of tested grades have their evaluation weighted based on student growth percentiles and one SGO, while other teachers have evaluations weighted based on classroom observations and two SGOs.
SBAC parent info
The document provides information about the California Assessment of Student Performance and Progress (CAASPP) test. It discusses how the test measures student progress on the Common Core State Standards and assesses skills needed for future college and careers such as problem solving, application of knowledge, and analyzing complex texts. It notes that the computer adaptive test can identify student strengths and weaknesses using fewer questions and less time than previous tests. The results include overall scores in English language arts and math across four performance levels, as well as additional scores on claims within each subject to provide targeted feedback for students, teachers, and parents.
Spring Registration Day 2 Presentation
The document provides training information for advisors assisting students with spring term course registration. It reviews the objectives of the training, which are to practice advising conversations, learn how to determine appropriate developmental courses, and review new course sequences. It also outlines the spring registration process, which involves students meeting with advisors, completing a questionnaire, and receiving guidance on course options. The document provides placement recommendations for developmental reading, writing, and mathematics courses based on factors like PERT scores and intended program of study.
9th Grade Registration Night PowerPoint
Maryville Junior High School held an information session to discuss the upcoming student registration process. They covered high school readiness requirements, the registration timeline from February to August, initial student placement criteria, athletic and summer school options, and how to register for classes online. Assistance for the online registration process was also offered after the presentation.
Clemson University Co op Program Orientation by Dr. Jeff Neal, Director
The Cooperative Education Program at Clemson University is an academic engaged-learning program that provides students with real-world work experience through multiple paid internship rotations. To be eligible, students must have a 2.5 GPA and be at least a second semester sophomore. The program involves completing goals and evaluation forms, on-site visits, and registering for a zero-credit pass/fail course for each rotation. Engineering students must commit to three semesters of rotations, while other majors need only one normal semester in addition to rotations. The program helps maintain scholarships and student status while assisting with resumes, interviews, and job placement.
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This document provides an overview of the American Honors program at Community Colleges of Spokane. It describes the 2+2 pathway where students complete their first two years of coursework at a community college through the American Honors program and then transfer to a 4-year university to complete their bachelor's degree. It outlines the benefits of the American Honors program including honors-level academics, one-on-one advising, leadership opportunities, guaranteed admission to partner universities, and significant cost savings compared to traditional 4-year programs. It also provides information on admissions requirements, tuition/fees, and directs students to next steps like attending an information session or starting their application.
Assessment and Evaluation in education
The document discusses assessment and evaluation in education. It defines grading as evaluating student performance using scales and letters or numbers. Various grading systems are described, including percentage grades, letter grades, descriptive evaluations, and pass-fail grading. Factors to consider when grading include the purpose of grading, which systems to use, how to assign grades, reporting non-achievement outcomes, formatting gradebooks, and communicating with families. Both merits and demerits of grading systems are provided.
Naace Strategic Conference 2009: The Next Generation of assessment - GL Asses...
This document discusses assessments in schools and the evolution from standardized tests to assessing pupils' progress (APP). It summarizes GL Assessment's role in providing both formative and summative assessments online and through their Testwise system. Key points covered include the phasing out of KS3 SATs, implementing APP across all subjects by 2011, and using periodic and transitional assessments to make holistic judgments of student progress.
02 2 do_8_s._2016_assessment_2
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program. It discusses how learner progress is recorded and grades are computed from Kindergarten to Senior High School. Progress is reported using descriptive remarks, and requirements for promotion or retention are specified for each grade level. The document also describes remedial classes, recomputed grades, and how core values are reflected in report cards.
02 2 do_8_s._2016_assessment_2
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program. It describes how learner progress is recorded and grades are computed from Kindergarten to Senior High School. Progress is reported using descriptive ratings, and requirements for promotion or retention are specified for each grade level. The document also discusses remedial classes, recomputed grades, and how core values are reflected in report cards.
MSDE Presentation on Student Learning Objectives: MSEA 2013 Convention
The document discusses implementing high-quality student learning objectives (SLOs) as part of Maryland's teacher evaluation model. It explains that 50% of teacher evaluations will be based on student growth measures, including SLOs. SLOs require teachers to identify critical content, select quality measures, set rigorous targets, and develop best practice action plans. The document provides questions and examples to guide teachers in developing high-quality SLOs and ensuring they are ambitious yet attainable. After using SLOs for 5 years, teachers reported benefits like stronger collaboration and a focus on student progress and achievement.
Assessment literacy
The document discusses a case study evaluating whether enhancing assessment literacy in first-year business students at Middlesex University leads to improved performance. It describes a 12-week program to introduce students to different assessments and provide support. Evaluation found the enhanced students' grades were slightly lower overall, though understanding of assessments and confidence in some areas was higher. Regression analysis showed understanding of essay requirements predicted essay grades for enhanced students. This suggests developing assessment literacy may benefit student performance.
Assessment Literacy - Simon Roberts
The document discusses a case study evaluating whether enhancing assessment literacy in first-year business students at Middlesex University leads to improved performance. It describes a 12-week program to introduce students to different assessments and provide support. Evaluation found the enhanced students' grades were slightly lower overall, though understanding of assessments and confidence in some areas was higher. Regression analysis showed understanding of essay requirements predicted essay grades for enhanced students. The study aims to determine if developing assessment literacy benefits student performance.
Senior academic awards ceremony 2021
This document provides the program for Licking Valley High School's Celebration of Academic Excellence on May 18, 2021. It recognizes seniors for academic achievements such as perfect attendance, high ACT scores, and scholarships. Students are honored for accomplishments in areas like arts, STEM, athletics, and more. The event concludes by congratulating all seniors and providing reminders for remaining senior activities that day.
Academic awards ceremony 2019
Katelyn Jenkins
Ag 3-Kayla Martin
Ag 4-Logan Hall
FFA Officer:
President-Kayla Martin
Presented by Mr. Hufford
Outstanding Senior
Agriculture Student
Logan Hall
$100
Outstanding Senior
Agriculture Student
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$100
Outstanding Senior
Agriculture Student
Kacey Maskew
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This document outlines changes to LVHS's grading and assessment policies. It discusses moving to standards-based grading with integer scores reflecting student performance on standards. Grades will now be cumulative and reported quarterly, impacting eligibility. Examples of rubrics and assessments in core subjects are provided. The changes aim to improve formative assessment, feedback, and the validity of evaluations to support better student learning.
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The document summarizes the new K-12 grading system implemented in the Philippines. It discusses that assessment is now integrated into daily classroom activities and includes both formative and summative evaluations. Grades are based on weighted scores from written work, performance tasks, and quarterly assessments. Students need a final grade of at least 75 in all subjects to promote to the next grade level, or they may need to take remedial classes. The goal is for assessment to enhance the teaching and learning process.
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The document summarizes the new K-12 grading system implemented in the Philippines. It discusses that assessment is now integrated into daily classroom activities and includes both formative and summative evaluations. Grades are based on weighted scores from written work, performance tasks, and quarterly assessments. Students need a final grade of at least 75 in all subjects to promote to the next grade level, or they may need to take remedial classes. The goal is for assessment to enhance the teaching and learning process.
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- Principal and teacher evaluations are interconnected, as principals and teachers must work together to achieve schoolwide student growth.
- "Leading indicators" and "lagging indicators" help define goals and measure progress, with leading indicators more easily influenced during the school year.
- Counselors can support the new evaluation processes by fostering
overviewaccountabilitymetrics_june2014.ppt
The document provides an overview of accountability measures used in the Chicago Public Schools (CPS) accountability system. It discusses how assessments are scored and interpreted, different accountability systems like teacher evaluations and school quality ratings, and the types of measures used, including attainment versus growth and student versus group measures. It also covers exclusions of student data and differences in how data is reported and accessed over time.
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The document provides information about Wake County Public School System's Academically or Intellectually Gifted (AIG) program. It discusses the various service delivery options for AIG students at different grade levels, including differentiation in the classroom, pull-out programs, and advanced courses. It also outlines the traditional identification process, which involves teacher and parent nominations, aptitude and achievement testing through several pathways or "gateways" to determine eligibility for AIG services. Once identified, students have a Differentiated Education Plan to describe their personalized instruction. Stakeholders who support AIG students include teachers, counselors, parents, and the AIG program staff.
Senior parent night 2015 2016
Clear Creek High School parents of seniors, this slideshow should tell you all you need to know about your child's senior year in high school
Teach NJ project SGO presentation 2013-14
The document provides information about New Jersey's teacher evaluation system, which uses multiple measures including student growth objectives (SGOs) and classroom observations. SGOs are academic goals for student groups that are aligned to state standards and can be measured over time. Effective SGOs are specific, measurable, ambitious, results-driven and timed. Teachers of tested grades have their evaluation weighted based on student growth percentiles and one SGO, while other teachers have evaluations weighted based on classroom observations and two SGOs.
SBAC parent info
The document provides information about the California Assessment of Student Performance and Progress (CAASPP) test. It discusses how the test measures student progress on the Common Core State Standards and assesses skills needed for future college and careers such as problem solving, application of knowledge, and analyzing complex texts. It notes that the computer adaptive test can identify student strengths and weaknesses using fewer questions and less time than previous tests. The results include overall scores in English language arts and math across four performance levels, as well as additional scores on claims within each subject to provide targeted feedback for students, teachers, and parents.
Spring Registration Day 2 Presentation
The document provides training information for advisors assisting students with spring term course registration. It reviews the objectives of the training, which are to practice advising conversations, learn how to determine appropriate developmental courses, and review new course sequences. It also outlines the spring registration process, which involves students meeting with advisors, completing a questionnaire, and receiving guidance on course options. The document provides placement recommendations for developmental reading, writing, and mathematics courses based on factors like PERT scores and intended program of study.
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The document discusses assessment and evaluation in education. It defines grading as evaluating student performance using scales and letters or numbers. Various grading systems are described, including percentage grades, letter grades, descriptive evaluations, and pass-fail grading. Factors to consider when grading include the purpose of grading, which systems to use, how to assign grades, reporting non-achievement outcomes, formatting gradebooks, and communicating with families. Both merits and demerits of grading systems are provided.
Naace Strategic Conference 2009: The Next Generation of assessment - GL Asses...
This document discusses assessments in schools and the evolution from standardized tests to assessing pupils' progress (APP). It summarizes GL Assessment's role in providing both formative and summative assessments online and through their Testwise system. Key points covered include the phasing out of KS3 SATs, implementing APP across all subjects by 2011, and using periodic and transitional assessments to make holistic judgments of student progress.
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This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program. It describes how learner progress is recorded and grades are computed from Kindergarten to Senior High School. Progress is reported using descriptive ratings, and requirements for promotion or retention are specified for each grade level. The document also discusses remedial classes, recomputed grades, and how core values are reflected in report cards.
MSDE Presentation on Student Learning Objectives: MSEA 2013 Convention
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Assessment Literacy - Simon Roberts
The document discusses a case study evaluating whether enhancing assessment literacy in first-year business students at Middlesex University leads to improved performance. It describes a 12-week program to introduce students to different assessments and provide support. Evaluation found the enhanced students' grades were slightly lower overall, though understanding of assessments and confidence in some areas was higher. Regression analysis showed understanding of essay requirements predicted essay grades for enhanced students. The study aims to determine if developing assessment literacy benefits student performance.
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The class meeting covered several topics:
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2) An overview of the grading system including standards-based learning, consequences for late work, and how to be successful;
3) Dress code, parking, and other policy reminders;
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Every year, we recognize students for their academic successes. Congratulations to our students who achieved 1st, 2nd, 3rd or 4th year Renaissance awards and other special awards!
Contemporary affairs thinggggg
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This document provides information for parents about their freshman student's orientation at Licking Valley High School. It discusses academics, grading, communication, computing devices, state testing requirements, and additional information. Academics involve in-class work with teacher assistance, online videos and tutorials, and using Google Classroom daily. Grading uses standards-based assessments with opportunities for re-takes. Parents can communicate with teachers via email, voicemail, meetings, and monthly newsletters. Students will use Chromebook computers and Google apps for classwork. State testing in spring can be replaced by ACT scores for graduation requirements.
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- The last day of school is May 24 and senior dinner is May 25. Graduation will be May 29 at 2:00 PM.
- Digital learning courses must be completed by deadlines or students will not graduate. C-TEC students must also meet deadlines.
- Service learning hours must be completed and paperwork submitted by deadlines or students will lose parking privileges.
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Class meetings 2015
1) The document discusses changes to the school's grading system, including adjustments to policies around re-assessment, late work, and consequences for missed deadlines.
2) Consequences for late or missing work include loss of privileges like Renaissance card status, assigned academic overtime (AO), and potential removal from honors/AP classes for persistent issues.
3) Additional reminders are provided around signing the student handbook, safety in parking lots, and end of day traffic procedures.
Senior academic awards ceremony 2015
The document appears to be the minutes from a Licking Valley School Board meeting that recognized various students for academic achievements and community service awards. It lists over 50 different students who received small cash awards and scholarships ranging from $150 to $1000 for accomplishments such as GPA, foreign language studies, athletics, and community service. It also recognizes two teachers for their contributions to student success.
2015 band meeting
The document provides information about the 2015 Licking Valley Marching Panthers season including membership requirements, schedules, payment details for band camp, and contact information for the Music Boosters who help support the band program through fundraising and volunteer efforts. Students must participate in both marching band and concert band unless they have a fall sport or attend C-TEC, and there is an audition process for colorguard, drumline, and 6th/7th graders to join. Fundraising efforts and donations are needed to cover the band's transportation, uniform, and equipment costs totaling around $15,000 for the year.
Freshman presentation: social media and you
This document provides advice to students on safe and responsible social media use. It addresses topics like managing privacy settings, avoiding oversharing personal information online, dealing with bullying and harassment, practicing good digital reputation management, and balancing social media use with schoolwork and other responsibilities. Students are encouraged to thoughtfully consider how their online posts could impact their reputation with colleges and employers, and to build a positive digital presence through networking and upholding the golden rule.
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LVIS teachers Kristen Rose and Chris Fisher explain what the Common Core standards mean to LV 4th graders!
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2014 class meetings
- 2. Welcome back! Today’s agenda: ○ Grading policy changes ○ Your questions!
- 3. Grading Policy Changes, etc. College & Career Readiness Standards ● Behavioral standards reported quarterly. ● Incentives / consequences developed. ● Process w/ student, parent, community input. ● Renaissance class, Mr. Clark ● Refer to handbook for rubrics
- 4. Grading Policy Changes, etc. College & Career Readiness Standards ● Attendance & Punctuality Rubric
- 5. Grading Policy Changes, etc. College & Career Readiness Standards ● Timely Work Completion Rubric
- 6. Grading Policy Changes, etc. College & Career Readiness Standards ● Quality of Work Rubric
- 7. Grading Policy Changes, etc. College & Career Readiness Standards ● Cooperative Work Rubric
- 8. Grades & Grade Reporting ● How we will help you learn -- your rights ● Integer scale ● Conversion to letter grade ● Jumprope ● GPA
- 9. Grades & Grade Reporting
- 10. Grades & Grade Reporting Knowledge & Skill Performance Reporting
- 11. Grades & Grade Reporting Grade calculation: ● Grade = Average of standard grades ● Grade = integer from 1 to 4 ● Integer converted to letter grade*
- 12. Grades & Grade Reporting Grade Reporting ● Grades reported using Jumprope gradebook
- 13. Grades & Grade Reporting Reporting & GPA Calculation: ● Grades reported quarterly with eligibility consequences. ● Grades are CUMULATIVE which means the final grade is based on EVIDENCE from the entire school year. ● Important sophomore, senior deadline: END OF 1st SEMESTER
- 14. Grading Policy Changes TIER 2 & TIER 3 Re-assessment and Flexible Deadline Rules tighten restrictions on re-dos and flexible deadlines. ● Using flexible deadlines impacts C&CR scores. ● Teachers will use the “Incomplete” more often. ● Teachers have discretion to reduce or eliminate deadline flexibility.
- 15. Graduation changes ● Commencement honors this year: ○ Recognition of graduates… (Latin honors system) ■ Cum Laude (3.50+) ■ Magna Cum Laude (3.75+) ■ Summa Cum Laude (4.00+) ○ Graduation speaker(s) chosen through process ■ Through OCT: Take student, parent, community input ■ By DEC: Process created ■ FEB: Process is board-approved ■ MAY: Speaker(s) chosen