2016 WP Curriculum Night
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This document discusses West Potomac High School's advanced academic programs for the 2015-2016 school year. It defines honors and Advanced Placement (AP) courses, noting that honors courses prepare students for AP courses and both types of courses are college-level classes. It emphasizes the benefits of advanced courses for student learning and college acceptance, and outlines supports provided to students, including teacher collaboration, mentoring, and workshops on essential skills. The document stresses the importance of balance and playing to student strengths and interests when selecting courses.
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Seagoville High School is committed to student success and believes access to rigorous coursework like Advanced Placement (AP) courses plays an important role. The document introduces AP courses and exams, noting that AP courses cover college-level content and exams can earn students college credit. It lists the AP courses offered at Seagoville High and notes benefits like improved college admission, skills, and timely graduation. The document provides information about registering for and taking AP exams and resources available to support AP students.
2015 WP AP Scholars
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This document provides information about academic advising and course selection for the 2020-21 school year at West Potomac High School. It discusses graduation requirements, the advanced academics program including honors and AP courses, academic supports, and the online course selection process. Upcoming advising events are outlined, including curriculum nights, individual advising meetings, and electives fairs to help students select their courses for next year.
Decoding O Level eduction a comprehensive guide.pdf
Definition of O-level Education O-level education refers to a secondary school
qualification program usually offered to students aged 14 to 16 years. The “O” in O-Level
stands for Ordinary Level, indicating a standard of education that is intermediate
between the General Certificate of Secondary Education (GCSE) and Advanced Level
(A-Level).
Historical Background and Development: O-Levels were introduced in the UK in the
1950s as part of education reforms. They were initially designed to cater to a wide range
of academic abilities and provide comprehensive secondary education to students. Over
time, O Levels gained international recognition and were adopted by various education
systems worldwide.
2. Key Characteristics and Features:
O-level education emphasizes a broad and balanced curriculum, including mathematics,
science, humanities, and languages.
The curriculum is structured to provide students with a strong foundation in core
academic areas and to develop critical thinking, problem-solving skills, and subject
knowledge.
Level examinations are usually assessed externally, often through standardized testing
administered by examination boards or education authorities.
3. Importance of Understanding O-Level Education:
Gateway to Further Education:
O-level education serves as an important milestone for students as it provides a
foundation for further academic pursuits. Success in O-Level exams opens doors to
higher education such as A Levels, International Baccalaureate (IB), or vocational
training programs. Therefore, understanding the nature and requirements of O-level
studies is essential for students to plan their educational path.
Global recognition and credibility:
O-level qualifications are widely recognized and respected globally. They provide
students with a qualification that is valued by universities, employers, and educational
institutions around the world. Understanding O-level education helps students and
parents appreciate the international recognition associated with this qualification, which
increases higher education and employment prospects.
Skill and Competency Development:
O-level education focuses not only on academic knowledge but also on the development
of essential skills and competencies. By understanding the objectives and structure of
O-level education, students can better appreciate the emphasis on critical thinking,
problem-solving, communication, and independent learning. These skills are invaluable
for success in higher education and a variety of professional settings.
In summary, understanding O-level education is important for students, parents, and
teachers alike. It provides insight into the nature of the program, its historical context,
and its importance in shaping students’ educational journeys and future opportunities. By
understanding the fundamentals of O-level education, individuals can make informed
decisions and reap the maximum benefits of this educational path overall, the benefits of O-Level Educat
Competency based learning and OER webinar
Please join the Community College Consortium for Open Educational Resources (CCCOER) on Tuesday, June 11, 10:00 am (PDT) for a webinar on Competency-based learning and OER. Competency-based learning is gaining traction as institutions strive to personalize learning experiences and decrease time to graduation. Students demonstrate mastery at their own pace through e-Portfolio assessments or on-demand tests and institutions often recommend free or open educational resources (OER) along with prior learning as a source for learning materials.
Hear from several higher education experts on how OER and open courses complement competency-based learning to improve student outcomes:
Dr. Ellen Marie Murphy, Executive Director of Curriculum and Learning Systems, Ivy Bridge College. Ivy Bridge College is a two-year online institution that streamlines the transfer process to four-year degrees through personalized learning programs.
Dr. Chari Leader-Kelley, Vice-President of Learning Counts at the Council for Adult & Experiential Learning (CAEL). Learning Counts specializes in the assessment of prior learning for college credit. Currently working with the Saylor foundation to embed portfolio templates into open courses to allow students to demonstrate and reflect upon their learning.
Dr. David Shulman, Vice-President of the Virtual Campus and Instructional Technology at Broward College, Florida. Broward College is offering a competency-based MOOC this summer entitled “College Foundations: Reading, Writing, and Math” to provide students with skills to begin college or to prepare for college placement exams.
Participant Login Information:
There is no need to register in advance but please use the link below on the day of the webinar. You may use a headset or dial-in over the phone if you would like to speak otherwise you can listen directly from your computer speakers and use the chat window.
Transitions
This document provides information about transition programs at Akron Firestone High School. It summarizes the school's demographics, career education programs including Project Lead the Way, DECA, and AOT/Business Finance. It also describes transition programs like Falcon Flight School freshman orientation, credit recovery, and initiatives to support students' transition to postsecondary education and career. Contact information is provided at the end.
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The document provides an overview of the Advanced Studies in Teaching and Learning (ASTL) program at George Mason University. It describes the program's mission, core values, structure, courses, and admissions process. The program offers a Master of Education degree with various concentration options. It is designed for practicing teachers and consists of 12 credits of core courses focusing on research, pedagogy, and leadership, along with 18-21 credits in the chosen concentration area. The core courses cover topics like how students learn, assessment, education and culture. The program can be completed fully online or through face-to-face instruction.
Transitions
Akron Firestone High School is an urban public high school located in northeast Ohio with over 1,187 students. The school offers a variety of academic programs including visual and performing arts, International Baccalaureate, Project Lead The Way, DECA, AOT/Business Finance, and Information Technology. The school also has several transition programs to help students prepare for life after high school such as Falcon Flight School orientation, career education programs, credit recovery, and initiatives covering college knowledge, financial
ASTL Program Overview
Advanced Studies in Teaching and Learning Program Overview, College of Education and Human Development, George Mason University
State of LUHS 10 11
- 4 LUHS students earned silver medals and 3 earned gold medals at the State Forensics Competition. The Interact Club raised $2500 for charity. Student Council raised $3248 for charity.
- LUHS had strong showings in various academic competitions, with several students qualifying for state and national levels. The Class of 2010 had 2 National Merit Scholarship Winners.
- Several LUHS sports teams were conference champions and had individual qualifiers for state competitions. A track coach received a regional coaching award.
Personnel1
The document provides information about the roles and responsibilities of school counselors at different educational levels. At the elementary level, counselors help children adjust to school, build self-esteem, and involve parents. In middle school, they provide guidance on problem-solving and interpersonal skills, assist with course selection, and inform parents and students of opportunities. At the high school level, counselors listen to student concerns, help explore careers, assist with college/job applications, facilitate prevention programs, and organize peer counseling.
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This document provides information about the Master of Education - Professional Development Learning Community program at the University of Wisconsin-La Crosse. It summarizes that the program is a 30-credit graduate program completed over 2 years by a learning community of 10-25 students. Students can choose from content emphases in English, math, global competence or the core ME-PD program. The curriculum is delivered using constructivist and adult learning principles with a focus on applying learning to professional practice.
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The document discusses a six-point plan to increase academic rigor in schools by committing to rigor for all students, conducting an inventory of advanced course offerings, supporting teacher professional development, aligning curricula between middle and high school, using data to inform decisions and identify prospective students, and offering a fully aligned college readiness system with AP courses. The plan is presented as a treatment to address concerns about student preparation for college.
Innovation Community Meeting 2014
This document summarizes the progress and current state of the Vista PEAK P-20 Campus Innovation Community after three years. It discusses how they have met most of their original innovation targets around student achievement, graduation rates, certifications earned, and ACT scores. It also outlines changes made to leadership structure, curriculum, assessment practices, budgeting, and areas of continued innovation. Overall, it shows that Vista PEAK has experienced success in many of its targeted areas while continuing to refine its practices.
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The document summarizes the services provided by the tutoring company A to Z Tutoring. It highlights their focus on convenience through in-home tutoring sessions that can be scheduled around a family's schedule. It also emphasizes their approach of individualized attention and assessment to address each student's unique needs. Effectiveness is demonstrated through survey results showing improved grades and test scores for over 90% of students, as well as growth on standardized tests with an average score increase of 16% in reading and 21% in math.
Improving retention and persistence in online learning
For the latest free CDE seminar we were very pleased to welcome Jon Bellum, Provost and Senior Vice-President at Colorado State University-Global Campus, to Senate House to talk about a case study for retention in online learning.
Colorado State University-Global Campus is a 100% online public institution focused on providing adults with career-relevant bachelor’s and master’s degrees. A university wide retention and persistence program was designed to provide its non-traditional students with the support they needed throughout the student lifecycle. Since implementing this process improvement, CSU-Global has been able to maintain first-to-third term retention rates that exceed 80% and a four-year retention/graduation rate that exceeds 75%.
The presentation ran through the processes involved in implementing this programme and reviewed the outcomes.
The slides and seminar is of interest to anyone involved in developing courses for online or flexible delivery – audio for the session can be found at www.cde.london.ac.uk.
2012 IHE Institutes Leaders with Leaders Session
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This document provides information about the College Transfer Success course (ACA 122). The course aims to help students develop academic goals and familiarity with college resources and policies to successfully transfer to a four-year university. It covers strategic planning, critical thinking, communication skills, and the Comprehensive Articulation Agreement. Students are required to complete weekly assignments over 7 units to develop plans for completing their community college program and transferring. Assessment is based on completion of orientation, weekly assignments, and developing academic and career plans. The course uses various online materials and activities to help students learn transfer processes and set goals for continued education.
PLA Presentation - OrACRAO
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The document provides information about grading practices at West Potomac High School. It discusses the shift to standards-based grading using a 4.0 scale for individual skills and allowing reassessment. Data on grade distributions from previous quarters is presented, showing an increase in the percentage of students earning A's and A/B's from previous years. The document also explains the grading philosophy during virtual learning, including focusing only on essential standards and no penalties for late work. Teachers provide examples of rubrics used for skills-based assessments in various subjects like Spanish, English, and AP Literature.
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West Potomac High School released its 1st quarter grading data for the 2021-2022 school year. The number of students receiving As decreased slightly from the previous year, while the number of Bs and Cs increased slightly. For AP courses specifically, the percentage of students receiving As decreased from the previous year, while the percentage receiving A- and B+ grades increased. Overall, the percentage of students making the A/B honor roll remained steady at around 38.7% compared to the previous year.
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The document provides information about Virginia's Summer Residential Governor's Schools program. Current 10th and 11th grade students who are gifted can apply to attend a four-week program focused on academics or visual/performing arts, living on a college campus. Students study intensively in their subject area through classroom, laboratory, and field experiences. The application process begins with an interest form due in November, followed by full applications due in December or January. Selection is competitive, and notification of acceptance does not occur until April.
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The document provides information about the 2020-2021 course selection process, which will be done online through the student information system (SIS). It advises students to select their courses, then meet with their counselor to confirm their selections. The document also offers tips for students to consider like checking graduation requirements, deciding which course levels to take, and selecting backup elective options.
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The document provides information about Virginia's Summer Residential Governor's Schools program. It summarizes that the program is a 4-week intensive educational experience for gifted 10th and 11th grade students, focusing on an area of interest. Students take classroom, laboratory, and field work, living on a college campus. The document outlines the selection criteria, costs, available programs, application process and timeline.
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The document provides information about Virginia's Summer Residential Governor's Schools program. It summarizes that the program is a 4-week intensive educational experience for gifted 10th and 11th grade students, focusing on an area of interest. Students take classroom, laboratory, and field work, living on a college campus. The selection process and timeline are outlined, with criteria including teacher recommendations and applications due in November-January. The program costs are covered except for personal expenses.
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This document provides information to help seniors at West Potomac High School plan for life after graduation. It discusses options like college, career training, military service, and gap years. It provides resources for students to research post-secondary fits, including meeting with counselors, attending college fairs and rep visits, using Naviance, and more. Statistics on previous graduating classes' college enrollment are included. Application timelines and requirements are outlined to guide students through the process.
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FCPSOn is Fairfax County Public Schools' initiative to provide equitable access to technology and instructional practices that lead to student success. It provides high school students with laptops to use in and out of school. Teachers receive professional development to develop lessons leveraging technology to engage students. An initial evaluation found FCPSOn increased student collaboration, critical thinking, and engagement. The document provides details on the laptop model, instructional approach, student responsibilities and support, and distribution plan for West Potomac High School's implementation of FCPSOn.
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This document provides information for students attending a curriculum night event at West Potomac High School. It includes the agenda for the event which involves welcome and overview sessions, as well as breakout sessions for different curriculum areas. It also provides details on graduation requirements, course options, and supports available for advanced academic programs at the high school.
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Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
2016 WP Curriculum Night
- 1. W E ST P OTO MAC H IGH S CHO O L • 2 0 1 5 - 2 0 1 6 2SYSTEMS SUPPORT 1 ENGAGED LEARNING 3 DEEPENED COMMUNITY
- 2. ADVAN CE D ACADE MICS CUR R ICULUM P R E SE N TATIO N What are Advanced Academic Programs? W E ST P OTO MAC H IGH S CHO O L • 2 0 1 5 - 2 0 1 6 Rigorous academic studies Open access to all students Academic exploration and knowledge beyond the standard course of study Require dedication of time and individual effort beyond the school day College preparatory (Honors) and college-level (AP) courses Visit http://www.fcps.edu/is/aap/index.shtml
- 3. W E ST P OTO MAC H IGH S CHO O L • 2 0 1 5 - 2 0 1 6
- 4. ADVAN CE D ACADE MICS CUR R ICULUM P R E SE N TATIO N Honors Courses W E ST P OTO MAC H IGH S CHO O L • 2 0 1 5 - 2 0 1 6 Honors courses are college preparatory courses offered to either prepare students for AP Courses or where a comparable AP course does not exist. Students who do well in Honors courses have a foundation for doing well in AP and college courses.
- 5. ADVAN CE D ACADE MICS CUR R ICULUM P R E SE N TATIO N Advanced Placement (AP) W E ST P OTO MAC H IGH S CHO O L • 2 0 1 5 - 2 0 1 6 Advanced Placement Program® (AP®) courses are college-level courses offered in high school. AP courses reflect what is taught in top introductory college courses At the end of course, students take AP Exams— standardized exams that measure how well students have mastered college-level course work. (Some also have an SOL.)
- 6. W E ST P OTO MAC H IGH S CHO O L • 2 0 1 5 - 2 0 1 6
- 7. ADVAN CE D ACADE MICS CUR R ICULUM P R E SE N TATIO N W E ST P OTO MAC H IGH S CHO O L • 2 0 1 5 - 2 0 1 6 One of the most significant factors leading to success in college is the rigor of the high school curriculum. Advanced academic courses expand a student’s ability to read, write, and think critically; analyze and solve problems; and build 21st century skills. Honors and AP courses can bolster a HS transcript and improve college acceptance. Honors courses have a 0.5 and AP courses have a 1.0 (with completion of class and exam) weighted grades which add to a student’s GPA. Many colleges grant credit for courses in which students earn a qualifying score on AP examinations.
- 8. W E ST P OTO MAC H IGH S CHO O L • 2 0 1 5 - 2 0 1 6
- 9. ADVAN CE D ACADE MICS CUR R ICULUM P R E SE N TATIO N W E ST P OTO MAC H IGH S CHO O L • 2 0 1 5 - 2 0 1 6 Advanced Placement courses typically demand more of students than on-level or honors courses. Classes tend to be faster-paced and cover more content material . More time required, both inside and outside of the classroom. A strong expectation for students to think critically, analyze and synthesize facts and data, weigh competing perspectives, and write clearly and persuasively.
- 10. W E ST P OTO MAC H IGH S CHO O L • 2 0 1 5 - 2 0 1 6
- 11. ADVAN CE D ACADE MICS CUR R ICULUM P R E SE N TATIO N W E ST P OTO MAC H IGH S CHO O L • 2 0 1 5 - 2 0 1 6 West Potomac’s Strong CT Culture: Working collaboratively, teachers can structure common activities, interventions, and instruction based on analysis of assessments. Advanced Academics Mentoring Program: Underclassmen students in advanced courses are invited to be mentored by upperclassmen with experiences in taking similar courses, providing advice on time management and study skills. First Quarter Skills Workshops: Students have the opportunity to work with Advanced Academics and AVID teachers on essential skills in an effort to start the school year off on the right foot. WICOR Strategies: WICOR strategies stem from AVID philosophy and are becoming a mainstay of West Potomac instructional culture
- 12. ADVAN CE D ACADE MICS CUR R ICULUM P R E SE N TATIO N Most Important Support W E ST P OTO MAC H IGH S CHO O L • 2 0 1 5 - 2 0 1 6 You! (Parents/Guardians) Advanced Academics is for the PREPARED not the ELITE Rigor ≠ More work…BALANCE is key Play to strengths and interest areas when selecting courses
- 13. W E ST P OTO MAC H IGH S CHO O L • 2 0 1 5 - 2 0 1 6
- 14. ADVAN CE D ACADE MICS CUR R ICULUM P R E SE N TATIO N W E ST P OTO MAC H IGH S CHO O L • 2 0 1 5 - 2 0 1 6 All registration materials are located on the WPHS website through the Student Services office http://www.fcps.edu/WestPotomacHS/student services/studentservices.html Further information on Advanced Academic Programs can be found on the FCPS website http://www.fcps.edu/is/aap/index.shtml