The document discusses Washington state's adoption of the ESEA flexibility waiver, which replaces Adequate Yearly Progress (AYP) determinations and sanctions with new accountability measures. Key points:
- Annual Measurable Objectives (AMOs) will set targets to reduce proficiency gaps in reading, math, and graduation rates by half by 2017, using 2011 proficiency levels as the baseline.
- Schools will be identified as Reward, Priority, Focus, or Emerging based on performance, replacing AYP determinations. Priority and Focus schools must implement improvement plans.
- State assessments will transition in 2014-15 from MSP, HSPE, EOC to the Smarter Balanced consort
Naureen Karachiwalla and Albert Park - Promotion Incentives in the Public Sec...IFPRI SIG
"Promotion Incentives in the Public Sector: Evidence from Chinese Schools" - Naureen Karachiwalla and Albert Park
SIG 2015 Workshop "Integrating Multi-level Governance into the Post-2015 Development Agenda: Opportunities, Trade-offs, and Implications", Nov 9-10, 2015
2017 Facilities Budget and Staffing Survey ResultsNicholas Mirisis
The second annual Budget, Staffing and Operations survey serves as the benchmarking document for K-12 and Higher Education operations professionals. Each year, we present the most relevant budgeting, staffing and operations data to our readers collected from the responses of hundreds of participants on the facilities landscape, budget and staffing, and operational Key Performance Indicators. This year, we heard from over 500 respondents in both K-12 and Higher Education from 46 states in the United States and spanning 8 countries.
- ERS is a nonprofit consulting firm that works with school districts to analyze spending and resource allocation to design new strategies.
- Between 1970-2005, K-12 spending doubled but achievement gaps remain, with 80% of increased spending going to staffing and benefits rather than teacher salaries.
- Class sizes have decreased slightly but school structure has remained the same despite rising costs and declining revenues.
This document summarizes a consultation on teaching funding and student numbers for 2012-13. It outlines a two stage consultation process and proposals to phase out funding for old-regime students while establishing a new funding method for new-regime students in 2012-13. It also discusses proposals for student number controls and using student data from 2013-14 to inform funding allocations. The document provides details on these proposals and poses six consultation questions seeking feedback.
ERS articulates for states what we know about district resource use and how states' policies can best help district efforts. ERS Director Don Hovey’s gave this presentation in Miami at the Governors’ Education Policy Advisors (GEPA) Institute for the National Governor’s Association on April 26. The presentation focused on helping states to understand our perspective on strategic resource use, the district transformational strategies and the top ten ways that states can support and enable strategic resource transformation.
Classroom assessment plays a key role in fostering students' attitudes, skills, knowledge, and thinking, or stifling their development. The document outlines a process for using assessment as a continuous cycle to improve instruction and support student learning. Teachers should assess students before and after instructional units, use data to inform materials and teaching methods, provide additional support as needed, and evaluate their own effectiveness through ongoing assessment.
Naureen Karachiwalla and Albert Park - Promotion Incentives in the Public Sec...IFPRI SIG
"Promotion Incentives in the Public Sector: Evidence from Chinese Schools" - Naureen Karachiwalla and Albert Park
SIG 2015 Workshop "Integrating Multi-level Governance into the Post-2015 Development Agenda: Opportunities, Trade-offs, and Implications", Nov 9-10, 2015
2017 Facilities Budget and Staffing Survey ResultsNicholas Mirisis
The second annual Budget, Staffing and Operations survey serves as the benchmarking document for K-12 and Higher Education operations professionals. Each year, we present the most relevant budgeting, staffing and operations data to our readers collected from the responses of hundreds of participants on the facilities landscape, budget and staffing, and operational Key Performance Indicators. This year, we heard from over 500 respondents in both K-12 and Higher Education from 46 states in the United States and spanning 8 countries.
- ERS is a nonprofit consulting firm that works with school districts to analyze spending and resource allocation to design new strategies.
- Between 1970-2005, K-12 spending doubled but achievement gaps remain, with 80% of increased spending going to staffing and benefits rather than teacher salaries.
- Class sizes have decreased slightly but school structure has remained the same despite rising costs and declining revenues.
This document summarizes a consultation on teaching funding and student numbers for 2012-13. It outlines a two stage consultation process and proposals to phase out funding for old-regime students while establishing a new funding method for new-regime students in 2012-13. It also discusses proposals for student number controls and using student data from 2013-14 to inform funding allocations. The document provides details on these proposals and poses six consultation questions seeking feedback.
ERS articulates for states what we know about district resource use and how states' policies can best help district efforts. ERS Director Don Hovey’s gave this presentation in Miami at the Governors’ Education Policy Advisors (GEPA) Institute for the National Governor’s Association on April 26. The presentation focused on helping states to understand our perspective on strategic resource use, the district transformational strategies and the top ten ways that states can support and enable strategic resource transformation.
Classroom assessment plays a key role in fostering students' attitudes, skills, knowledge, and thinking, or stifling their development. The document outlines a process for using assessment as a continuous cycle to improve instruction and support student learning. Teachers should assess students before and after instructional units, use data to inform materials and teaching methods, provide additional support as needed, and evaluate their own effectiveness through ongoing assessment.
This document discusses value-added measures and how educators can use them. It provides an overview of Ohio's value-added models generated by SAS, describes how the SAS EVAAS multivariate response model works, and defines key value-added terminology. It also explains how teachers can access and interpret their individual value-added reports, which measure growth compared to state standards. The document stresses the importance of accurate roster verification to ensure teachers are linked to their students' assessment results.
The document provides an overview of Ohio's value-added assessment and accountability system, including:
1) It describes the development of Ohio's two value-added models (URM and MRM) and the unification into a single system to expand teacher-level reporting statewide.
2) It summarizes recent changes and enhancements to Ohio's value-added reports, including the addition of subjects, inclusion of student historical data across districts, and expanded report views.
3) It discusses the role of value-added analysis in Ohio's accountability system and teacher evaluations under new laws.
Wsu Greg Lobdell September 2008 Data And Decision MakingWSU Cougars
The document summarizes research on schools that have shown significant improvement in student achievement over time, known as "Schools of Distinction." The research identified several common characteristics among these schools. They exhibited a culture of high expectations for students, strong collaboration among staff, stable leadership focused on instruction, and frequent use of data to personalize teaching and target interventions. The schools also invested in ongoing professional development for teachers and monitored school improvement plans regularly.
This document summarizes changes made to Washington state's accountability system in response to flaws in the federal No Child Left Behind system. It describes the original state Accountability Index which rated schools on a scale of 1-7 based on achievement, achievement of student subgroups, achievement compared to similar schools, and improvement over time. It also describes the use of student growth percentiles in the new index and potential use in teacher evaluations.
The document discusses a school's Academic Performance Index (API) score, which ranges from 200 to 1000. It provides details on how the API is calculated based on student test scores in different subject areas and performance bands. It then summarizes the school's specific API data over time, noting it decreased by 16 points from the previous year and fell short of its target goal. Areas of focus for improvement are identified.
This document proposes new measurable goals for a school district to align with its vision, mission, and values. It outlines 11 proposed goals in areas such as student achievement, attendance, behavior, college readiness, and surveys. Metrics and targets are provided for each goal from 2009-2010 through 2014-2015. Key strategies are identified to achieve the goals, and next steps are outlined to finalize and implement the framework.
The following are the findings from our School System 20/20 assessment on how Avoyelles Parish Schools uses resources like people, time, and money. In addition to highlighting many positive strategic investments, ERS recommends further investments to address challenges such as teacher shortages and struggling students getting enough time to catch up.
We focus on three important opportunities:
Increase teacher salaries to address the critical teacher shortage.
Realign schedules and staffing practices, so struggling students could receive more time and attention in core subject areas.
Roll out guidance and rubrics to help teachers optimize the district’s investment in time for teacher collaboration
The document discusses research conducted by the Center for Educational Effectiveness on schools that have been identified as Schools of Distinction in Washington state. The research examined staff perceptions at repeat winner schools compared to other schools on nine characteristics of high performing schools. The findings showed that repeat winner schools demonstrated significantly stronger perceptions across all nine characteristics, with key differences in areas like monitoring teaching and learning, quality curriculum and instruction, and collaborative practices. The research aims to identify distinguishing factors that contribute to improvement in these high performing schools.
The Common Core State Standards were developed by the National Governors Association and the Council of Chief State School Officers to provide consistent, clear educational standards across states. They are designed to ensure students are prepared for college and careers. The standards focus on developing critical thinking, problem solving, research, and writing skills. Assessments will be administered throughout the school year via the Partnership for Assessment of Readiness for College and Careers to provide feedback on student progress. States adopting the Common Core Standards will work together on common assessments and performance standards.
The document outlines the aims and content of a workshop for school governors on supporting school improvement. It discusses governors' accountability for school improvement and effectiveness, understanding data to evaluate performance, and levers that can drive improvement such as focusing on teaching and learning. It provides examples of effective governance practices like using data to identify priorities and holding leaders accountable. The key takeaways are that governors should understand data, set strategic plans and priorities, and challenge school leaders to improve outcomes for students.
This document provides an overview of a workshop on using SMART2 data from NAPLAN testing to analyze student performance and guide teaching and programming. It discusses clarifying the purposes of data analysis, understanding different perspectives on the data, and principles for effective data use. It also demonstrates how to navigate the SMART2 system to access various NAPLAN data reports and analysis tools.
1) The document outlines a vision to transform the South Delhi Municipal Corporation's (SDMC) school system by 2017 through ambitious goals focused on student learning outcomes.
2) Key targets include becoming the top ranked school system in Delhi and India based on standardized test scores, achieving near universal enrollment in pre-primary and elementary education, ensuring all children are at grade level by 3rd class, increasing the percentage of schools offering English medium instruction, and ensuring all schools are well-resourced.
3) The transformation will be driven through system-wide levers like collaboration between schools, improved accountability, selecting effective school leaders, and focus on literacy and numeracy, as well as school-level levers like
Naviance Summer Institute 2015 Product ForumNaviance
The product forum at the 2015 Naviance Summer Institute highlighted Hobsons' commitment to bridging the divide between college eligibility and college readiness.
Reviewing the Research and PEAC Recommendations around Principal EvaluationRichard Voltz
Presentation made by Benjamin Fenton, Chief Strategy and Knowledge Officer and Co-Founder of New Leaders for New Schools at the IASA sponsored workshop on November 18, 2011 at the Triple I Conference.
The document provides an overview of the Kindergarten Observation Form (KOF) and its use in assessing kindergarten readiness. It discusses how the KOF measures readiness across four domains using teacher observations and a parent survey. Results from multiple studies show the KOF is a valid predictor of later school performance. Data from the KOF have been used to identify factors linked to readiness, evaluate programs, and inform policies and investments to improve outcomes for children.
The document provides guidance for educators on implementing the Common Core State Standards. It outlines a multi-year process for building awareness, capacity, and classroom transitions to the new standards from 2011-2017. The key aspects of implementation include exploring the standards, building statewide coordination and collaboration, understanding the content shifts required in English language arts and math, and using data and professional learning to support the transition. Educators are encouraged to reflect on how to bring information back to their staff and what resources they need to fully implement the standards.
This document proposes a bold plan to transform Indianapolis Public Schools (IPS) by creating "Opportunity Schools." It summarizes that IPS is failing to meet student achievement goals and state averages, with only 45% of students meeting standards in math and English. While IPS has made recent progress, it would take many years at the current rate to meet its goals. The plan calls for reinventing IPS to create the conditions for great schools to thrive by shifting funding control to schools, investing in pre-K, giving schools control over staffing/budgets if they meet goals, empowering parents with more choices, and holding all schools accountable for results. The goal is to create a unified "Opportunity School" designation for all high-
Cves State Of School Overview Presentation Final With Sept Itbs IncludedKathy Shields
Creek View Elementary's principal Matt Rogers presented the school's annual State of the School address, summarizing data from the 2009 school year and outlining goals and plans for continued improvement. In 2009, Creek View had 967 students in grades K-5 with high achievement levels: 96% met reading standards and 92.5% met math standards on state tests. However, the principal noted subgroups of students who struggled and need additional support. He highlighted ongoing data collection, strategic planning, and professional development to further support all students and maintain the school's reputation for academic excellence.
Cves state of school overview presentation final with sept. itbs includedKathy Shields
Creek View Elementary's principal Matt Rogers presented the school's annual State of the School address, summarizing data from the 2009 school year and outlining goals and plans for continued improvement. In 2009, Creek View had 967 students in grades K-5 with high achievement levels: 96% met reading standards and 92.5% met math standards on state tests. However, the principal noted subgroups of students still needing support and areas of further growth. Key goals included improving support programs, using data to guide instruction, and increasing rigor to help all students succeed.
During one-year terms of service, teams of Blue Engine Fellows—recent college graduates of all academic backgrounds—work to accelerate academic achievement in high-need public high schools. To apply, visit us online: http://www.blueengine.org/apply/
This document provides information about a regional cohort presentation for WSU's principal certification program given by Dr. Frank Hewins, Superintendent of the Franklin Pierce School District. The presentation covered the district's early learning center, Dr. Hewins' background and strengths as superintendent, and key ingredients to student success in the district like clear goals, diversity and inclusion, and comprehensive student supports. It also discussed challenges around recruiting and retaining quality teachers and the district's strategic efforts in those areas like cultivating university partnerships and a "grow your own" program.
Educational Technology Update for Future Principals in WA State provides information about:
1) Key findings from the 2015-2016 Educational Technology Survey showing widespread connectivity and access to instructional devices in schools across Washington state.
2) Statewide educational technology initiatives including the K-20 Network, open educational resources, technology standards, and online assessments.
3) New legislation regarding computer science, digital citizenship, and sexual health education.
This document discusses value-added measures and how educators can use them. It provides an overview of Ohio's value-added models generated by SAS, describes how the SAS EVAAS multivariate response model works, and defines key value-added terminology. It also explains how teachers can access and interpret their individual value-added reports, which measure growth compared to state standards. The document stresses the importance of accurate roster verification to ensure teachers are linked to their students' assessment results.
The document provides an overview of Ohio's value-added assessment and accountability system, including:
1) It describes the development of Ohio's two value-added models (URM and MRM) and the unification into a single system to expand teacher-level reporting statewide.
2) It summarizes recent changes and enhancements to Ohio's value-added reports, including the addition of subjects, inclusion of student historical data across districts, and expanded report views.
3) It discusses the role of value-added analysis in Ohio's accountability system and teacher evaluations under new laws.
Wsu Greg Lobdell September 2008 Data And Decision MakingWSU Cougars
The document summarizes research on schools that have shown significant improvement in student achievement over time, known as "Schools of Distinction." The research identified several common characteristics among these schools. They exhibited a culture of high expectations for students, strong collaboration among staff, stable leadership focused on instruction, and frequent use of data to personalize teaching and target interventions. The schools also invested in ongoing professional development for teachers and monitored school improvement plans regularly.
This document summarizes changes made to Washington state's accountability system in response to flaws in the federal No Child Left Behind system. It describes the original state Accountability Index which rated schools on a scale of 1-7 based on achievement, achievement of student subgroups, achievement compared to similar schools, and improvement over time. It also describes the use of student growth percentiles in the new index and potential use in teacher evaluations.
The document discusses a school's Academic Performance Index (API) score, which ranges from 200 to 1000. It provides details on how the API is calculated based on student test scores in different subject areas and performance bands. It then summarizes the school's specific API data over time, noting it decreased by 16 points from the previous year and fell short of its target goal. Areas of focus for improvement are identified.
This document proposes new measurable goals for a school district to align with its vision, mission, and values. It outlines 11 proposed goals in areas such as student achievement, attendance, behavior, college readiness, and surveys. Metrics and targets are provided for each goal from 2009-2010 through 2014-2015. Key strategies are identified to achieve the goals, and next steps are outlined to finalize and implement the framework.
The following are the findings from our School System 20/20 assessment on how Avoyelles Parish Schools uses resources like people, time, and money. In addition to highlighting many positive strategic investments, ERS recommends further investments to address challenges such as teacher shortages and struggling students getting enough time to catch up.
We focus on three important opportunities:
Increase teacher salaries to address the critical teacher shortage.
Realign schedules and staffing practices, so struggling students could receive more time and attention in core subject areas.
Roll out guidance and rubrics to help teachers optimize the district’s investment in time for teacher collaboration
The document discusses research conducted by the Center for Educational Effectiveness on schools that have been identified as Schools of Distinction in Washington state. The research examined staff perceptions at repeat winner schools compared to other schools on nine characteristics of high performing schools. The findings showed that repeat winner schools demonstrated significantly stronger perceptions across all nine characteristics, with key differences in areas like monitoring teaching and learning, quality curriculum and instruction, and collaborative practices. The research aims to identify distinguishing factors that contribute to improvement in these high performing schools.
The Common Core State Standards were developed by the National Governors Association and the Council of Chief State School Officers to provide consistent, clear educational standards across states. They are designed to ensure students are prepared for college and careers. The standards focus on developing critical thinking, problem solving, research, and writing skills. Assessments will be administered throughout the school year via the Partnership for Assessment of Readiness for College and Careers to provide feedback on student progress. States adopting the Common Core Standards will work together on common assessments and performance standards.
The document outlines the aims and content of a workshop for school governors on supporting school improvement. It discusses governors' accountability for school improvement and effectiveness, understanding data to evaluate performance, and levers that can drive improvement such as focusing on teaching and learning. It provides examples of effective governance practices like using data to identify priorities and holding leaders accountable. The key takeaways are that governors should understand data, set strategic plans and priorities, and challenge school leaders to improve outcomes for students.
This document provides an overview of a workshop on using SMART2 data from NAPLAN testing to analyze student performance and guide teaching and programming. It discusses clarifying the purposes of data analysis, understanding different perspectives on the data, and principles for effective data use. It also demonstrates how to navigate the SMART2 system to access various NAPLAN data reports and analysis tools.
1) The document outlines a vision to transform the South Delhi Municipal Corporation's (SDMC) school system by 2017 through ambitious goals focused on student learning outcomes.
2) Key targets include becoming the top ranked school system in Delhi and India based on standardized test scores, achieving near universal enrollment in pre-primary and elementary education, ensuring all children are at grade level by 3rd class, increasing the percentage of schools offering English medium instruction, and ensuring all schools are well-resourced.
3) The transformation will be driven through system-wide levers like collaboration between schools, improved accountability, selecting effective school leaders, and focus on literacy and numeracy, as well as school-level levers like
Naviance Summer Institute 2015 Product ForumNaviance
The product forum at the 2015 Naviance Summer Institute highlighted Hobsons' commitment to bridging the divide between college eligibility and college readiness.
Reviewing the Research and PEAC Recommendations around Principal EvaluationRichard Voltz
Presentation made by Benjamin Fenton, Chief Strategy and Knowledge Officer and Co-Founder of New Leaders for New Schools at the IASA sponsored workshop on November 18, 2011 at the Triple I Conference.
The document provides an overview of the Kindergarten Observation Form (KOF) and its use in assessing kindergarten readiness. It discusses how the KOF measures readiness across four domains using teacher observations and a parent survey. Results from multiple studies show the KOF is a valid predictor of later school performance. Data from the KOF have been used to identify factors linked to readiness, evaluate programs, and inform policies and investments to improve outcomes for children.
The document provides guidance for educators on implementing the Common Core State Standards. It outlines a multi-year process for building awareness, capacity, and classroom transitions to the new standards from 2011-2017. The key aspects of implementation include exploring the standards, building statewide coordination and collaboration, understanding the content shifts required in English language arts and math, and using data and professional learning to support the transition. Educators are encouraged to reflect on how to bring information back to their staff and what resources they need to fully implement the standards.
This document proposes a bold plan to transform Indianapolis Public Schools (IPS) by creating "Opportunity Schools." It summarizes that IPS is failing to meet student achievement goals and state averages, with only 45% of students meeting standards in math and English. While IPS has made recent progress, it would take many years at the current rate to meet its goals. The plan calls for reinventing IPS to create the conditions for great schools to thrive by shifting funding control to schools, investing in pre-K, giving schools control over staffing/budgets if they meet goals, empowering parents with more choices, and holding all schools accountable for results. The goal is to create a unified "Opportunity School" designation for all high-
Cves State Of School Overview Presentation Final With Sept Itbs IncludedKathy Shields
Creek View Elementary's principal Matt Rogers presented the school's annual State of the School address, summarizing data from the 2009 school year and outlining goals and plans for continued improvement. In 2009, Creek View had 967 students in grades K-5 with high achievement levels: 96% met reading standards and 92.5% met math standards on state tests. However, the principal noted subgroups of students who struggled and need additional support. He highlighted ongoing data collection, strategic planning, and professional development to further support all students and maintain the school's reputation for academic excellence.
Cves state of school overview presentation final with sept. itbs includedKathy Shields
Creek View Elementary's principal Matt Rogers presented the school's annual State of the School address, summarizing data from the 2009 school year and outlining goals and plans for continued improvement. In 2009, Creek View had 967 students in grades K-5 with high achievement levels: 96% met reading standards and 92.5% met math standards on state tests. However, the principal noted subgroups of students still needing support and areas of further growth. Key goals included improving support programs, using data to guide instruction, and increasing rigor to help all students succeed.
During one-year terms of service, teams of Blue Engine Fellows—recent college graduates of all academic backgrounds—work to accelerate academic achievement in high-need public high schools. To apply, visit us online: http://www.blueengine.org/apply/
This document provides information about a regional cohort presentation for WSU's principal certification program given by Dr. Frank Hewins, Superintendent of the Franklin Pierce School District. The presentation covered the district's early learning center, Dr. Hewins' background and strengths as superintendent, and key ingredients to student success in the district like clear goals, diversity and inclusion, and comprehensive student supports. It also discussed challenges around recruiting and retaining quality teachers and the district's strategic efforts in those areas like cultivating university partnerships and a "grow your own" program.
Educational Technology Update for Future Principals in WA State provides information about:
1) Key findings from the 2015-2016 Educational Technology Survey showing widespread connectivity and access to instructional devices in schools across Washington state.
2) Statewide educational technology initiatives including the K-20 Network, open educational resources, technology standards, and online assessments.
3) New legislation regarding computer science, digital citizenship, and sexual health education.
Becky Firth has worked in education since 1974, earning her M.Ed. in 1991. She has been the Director of Professional Development at NCCE since 2009. NCCE focuses on digital leadership and competencies, hosting an annual conference in March that addresses topics like capacity building, resources, motivation, and roadblocks to change. The conference and NCCE's website provide connections to experts in educational technology, including recommendations for blogs and Twitter accounts to follow.
The document discusses how to guide adult learners in designing blended learning experiences for students in a digital classroom by outlining key concepts from Malcolm Knowles' theory of andragogy, including the need to make learning relevant, draw on life experiences, and address motivation; it then provides examples of three teachers with varying technology skills and instructional styles to illustrate applying andragogical principles when designing personalized learning experiences using 1:1 devices.
This document discusses using digital communications and social media to increase parental and community engagement in schools. It reviews research showing student achievement is related to community involvement. The study aims to understand how administrators use tools like social media to engage stakeholders and whether this relates to perceptions of the school. Focus groups and a parent survey were conducted in two districts. Themes that emerged included administrators strategically using tools to create transparency and influence reputation. Survey results found most parents prefer websites and newsletters for information and participate in special events. While participation was limited, the study provides examples of how principals communicate and celebrates collaboration between schools and communities. Further research is needed as technologies change and apprehension towards their use exists.
This document discusses the benefits of making and makerspaces for students, teachers, and principals. It defines making as using tools and technical skills, self-direction, design skills, and collaboration to create or fix things. Makerspaces provide resources like 3D printers that allow students to become makers and creators, rather than just consumers, helping them develop skills and find satisfaction in building projects. The rapid pace of technological change also makes maker skills increasingly important for adapting to new developments.
This document summarizes the key topics and assignments for session 14 of an educational psychology course. It includes a leadership plan sharing activity where students will present their data-based leadership plans in small groups and receive feedback. It also reviews available online data resources and visual models of assessment. The document concludes by reminding students that the culminating assessment portfolio is due on December 10th and to provide comments and feedback on the course blog and Dropbox assignments.
1) The document summarizes an Ed Psy 510 session that included a debrief on data and sharing of school data culture plans.
2) Students were to present plans for using data to promote a positive learning environment focusing on professional learning communities, social justice, and the principal's role.
3) Upcoming assignments included an assessment leadership plan with calendar and an assessment portfolio due at the end of the course.
Gene Sharratt is the Executive Director of the Washington Student Achievement Council. The document provides guidance and insights for school leaders on how to be effective catalysts for change. It emphasizes the importance of leadership, improving student performance, developing a collaborative culture focused on results, and building trust within the school community. The challenges facing schools are addressed, along with the need for partnerships beyond the school to support students' academic and social-emotional needs.
This document summarizes an Ed Psy 510 class session. It discusses sharing of understandings from readings in small groups, presentations of visual models of data usage, and upcoming assignments. The assignments include analyzing a CSIP plan, sharing examples from school settings relating to readings, presenting a school data culture plan, creating an assessment leadership calendar, and compiling an assessment portfolio.
This document outlines the agenda and assignments for Ed Psy 510 Session Ten. It includes a discussion of CSIP analysis in small groups and a review of visual models like Love's Pyramid and Harvard's Data Wise Cycle. Upcoming assignments are presented, including a School Data Culture Plan focusing on PLCs, social justice, and the principal's role in culture. An Assessment Leadership Plan with calendar is also assigned. The session concludes with reflections in an online blog and Dropbox on integrating course content into practice.
This document provides an overview of how student growth is included in educator evaluation in Washington state. It discusses the state laws and regulations around student growth measures, how student growth is defined, and how it is embedded in the evaluation criteria for teachers and principals. Sample student growth goals and rubrics are referenced to illustrate how student growth is implemented and assessed in practice. The document encourages examining actual case studies of student growth goals to understand how the process works in real classrooms.
This document summarizes an Ed Psy 510 session that included welcoming a guest principal, sharing books in a science fair style, discussing readings in small groups, reviewing visual models of educational concepts, and assignments to comment on a class blog and review work in a Dropbox. Students were also introduced to several online tools for summative educational data.
This document summarizes an Ed Psy 510 session on using data to meet student needs. It includes:
1) Presentations from Brian Lowney on developing systems to support struggling readers and building a data culture, and from Nicolle Wambold on NWEA assessments.
2) Small group discussions using visual models like Love's Pyramid and Harvard's Data Wise Cycle to analyze a reading on using data.
3) An assignment for participants to comment on a class blog post and provide feedback on assignments submitted to Dropbox.
The document outlines an intern seminar agenda held at WSU on October 12, 2015 from 5:30-7:00 pm. The agenda includes a meet and greet with light snacks from 5-5:30 pm, presentations from 5:30-6:15 pm on new administrative supports and the teaching and learning cycle at Rocky Ridge Elementary, a presentation from 6:15-6:30 pm on Bethel's Cambridge program, and updates from Dr. Glenn Malone and on the WSU program from 6:30-7:00 pm with dinner afterward.
The document then provides background information on Rocky Ridge Elementary, including declining test scores from 2005-2014 that placed it near the bottom compared to other elementary
The document discusses the role of the Cambridge Coordinator at Bethel High School. It outlines the coordinator's responsibilities which include administering exams, supporting teachers, ensuring proper procedures, and handling student registration. It provides background on Cambridge International Examinations and its learner-centered approach. The implementation of Cambridge programs at Bethel High School is summarized, starting small in 2013-14 and expanding course offerings and student participation in subsequent years. Requirements for the Advanced International Certificate of Education (AICE) Diploma are listed.
Dr. Patrick Murphy presented on his philosophy of assessment sharing. Participants broke into groups of 4 to share their assessment philosophies, including what they will adhere to, their beliefs about data usage, and non-negotiables. The session also covered online summative data sources and visual models of assessment, including Love's Pyramid, Harvard's Data Wise Cycle, and Bernhardt's Multiple Measures. Participants were instructed to comment on the class post in Dropbox and reply to 2-3 other comments, and to discuss the reading in groups of 4, citing examples and questions.
This document discusses using data to drive school improvement planning. It provides context on federal, state, and district requirements for school improvement plans. It highlights characteristics of high-performing schools and districts. The document also includes sample school data on achievement, attendance, graduation rates, discipline incidents, and mid-year discipline data comparisons. School improvement plans are intended to promote continuous improvement in student achievement.
The document defines formative assessment as a deliberate process used by teachers and students during instruction to provide feedback and adjust teaching and learning strategies. It describes the formative assessment process as having four steps: clarify the intended learning, elicit evidence of student learning, interpret the evidence, and act on it to adjust instruction. The document provides examples of formative assessment activities and discusses research supporting its benefits, such as doubling student learning speed. It introduces the Smarter Balanced Assessment System and its digital library of instructional and professional development resources aligned with common standards and the formative process.
This document summarizes an Ed Psy 510 session on resources for assessment. It introduces WSU library services, online assessment data resources, visual models for assessment, and formative assessment presented by Beth Simpson. Students are assigned to write a philosophy of assessment due October 8th and begin using the Dropbox and blog to review assignments and provide feedback.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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 ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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2. Management Time
Clock Hours Information
State of School Address
District Leadership Team
Contract Overview
(9/4 Building Administrators & 9/18 Building Teams)
6. Flexibility Waiver of
ESEA Requirements
From:
Current annual measurable goals for determining
adequate yearly progress (AYP) and associated
sanctions
To:
New “ambitious but achievable” AMOs to guide
improvement efforts for reading, mathematics, and
graduation rates
7. What does this mean
for the Puyallup School District?
Elimination of AYP determinations & associated
sanctions (i.e. Choice/Supplemental Education
Services (SES)/Professional Development set-
asides)
New ways of measuring & identifying schools
(Reward/Priority/Focus/Emerging Schools)
Continued work with Common Core State
Standards to ensure all students are college and
career ready
Continued work with our Teacher & Principal
8. Accountability Evolution with ESEA Waiver
Up to 2011-12 2012-13 and 2013-14 2014-15 and beyond
AYP Determinations AMO Calculations
Sanctions No Sanctions (letters, transportation, etc.)
Set-asides
Up to 20% Set-asides for Priority, Focus, and Emerging Schools
School Improvement
Uses AYP calculations to identify
schools and districts in a step of
improvement (Title I)
Uses PLA Methodology based on
AYP calculations to generate list of
Persistently Lowest Achieving ESEA Waiver Application ESEA New Accountability
Schools Accountability System System
Used to identify Reward, Focus and Priority Used to identify Reward, Focus and
SBE/OSPI Achievement and Emerging schools Priority and Emerging schools
Index
Used to identify Award Schools
9. Accountability Evolution with ESEA Waiver
Up to 2011-12 2012-13 and 2013-14 2014-15 and beyond
AYP Determinations AMO Calculations
Determinations based Annual targets to close proficiency gaps by ½ by 2017;
on current status of %
uses 2011 as baseline and adds equal annual
meeting standard
compared to Uniform
increments (1/6 of proficiency gap) to get to 2017
Bar (100% by 2014) target; each subgroup, school, district, and state, have
unique annual targets.
AYP determinations
reported on Report Calculations reported on Report Card
Card
No sanctions
Not making AYP
results in sanctions
for Title 1 schools
Up to 20% Set-asides for Priority, Focus, and Emerging
Schools
$$$ set-asides
10. Accountability Evolution with ESEA Waiver
Up to 2011-12 2012-13 and 2013-14 2014-15 and beyond
School Improvement ESEA Waiver Application ESEA New Accountability System
Uses AYP calculations to identify Priority and Focus Schools: Based on To be developed by SBE in collaboration
schools and districts in a step of calculations used to identify Persistently with OSPI and external stakeholders and
improvement (Title I) Lowest Achieving Schools (3 years of R/M informed by Joint Select Committee on
or Grad Rate data) Educational Accountability
Uses PLA Methodology based on
AYP calculations to generate list of Reward Schools: Uses 3-year average for Likely to incorporate aggregated year
Persistently Lowest Achieving R/M or Grad Rate data to identify Highest to year individual student growth but
Schools Performing Schools; uses status and how/how much not yet determined
growth (1:1) over 3 years to identify High-
Support and turn around principles Progress Schools Requirements: Priority must implement
optional turnaround principles and Focus must
Requirements: Priority must implement implement meaningful interventions;
turnaround principles and Focus must both receive added support/services
implement meaningful interventions; both
SBE/OSPI Achievement receive added support/services Don’t yet know what the balance of
Index current status, year to year change, and
Year to Year change in % meeting standard aggregated individual student growth will
Used to identify Award Schools counts as much as current status of % be
meeting standard
Current status emphasized (3:1)
over year to year change No year to year individual student growth
is incorporated
11. Annual Measurable Objectives (AMOs)
WA has opted to establish AMOs as equal increments set toward the goal of
reducing by half the percent of students who are not proficient
in all AYP sub categories by fall 2017 (within six years)
12. Based on 4 Principles
Principle 1: Principle 3:
College and Career Supporting effective
Ready expectations for instruction and leadership
all students via Common
Core State Standards
(CCSS)
Principle 2: Principle 4:
State-developed Reduce duplication and
differentiated recognition, unnecessary burden on
accountability, and school districts by the state
support
24. 2011-12 MSP HSPE & EOC Preliminary
Results
Think, Pair Share…Take a minute to reflect
Which subject areas and grade level do you expect to
see the most improvement and why?
Do you anticipate a decline in scores in any area or
grade level and why?
25. Change in Overall Performance
2010-11 to 2011-12
Grade Reading Math Writing Science EOC Year 1 EOC Year 2
3
4
5
6
7
8
9
10 N/A
- is less than 3% change from previous year
- is a 3% or more increase from previous year
- is a 3% or more decrease from previous year
26. Change in Overall Performance
2010-11 to 2011-12
Reading Math Writing Science EOC Year 1 EOC Year 2
Grade 2010-11 2011-12 Diff 2010-11 2011-12 Diff 2010-11 2011-12 Diff 2010-11 2011-12 Diff 2010-11 *2011-12 Diff 2010-11 *2011-12 Diff
3rd 78.3 72.2 -6.1 65.2 66.6 1.4
4th 75.1 78.2 3.1 66.3 64.1 -2.2 64.6 65.4 0.8
5th 75.9 81.0 5.1 70.1 73.0 2.9 63.8 77.5 13.7
6th 78.6 79.0 0.4 71.5 74.6 3.1
7th 60.7 75.7 15.0 68.1 67.0 -1.1 76.3 77.1 0.8 100.0 100.0 0.0
8th 70.4 69.4 -1.0 60.8 65.5 4.7 64.0 71.4 7.4 95.6 93.9 -1.7 100.0 97.9 -2.1
9th 55.7 70.3 14.6 95.5 97.7 2.2
10th 88.7 87.1 -1.6 93.6 90.6 -3.0 56.9 N/A 68.3 79.9 11.6 69.6 79.6 10.0
Purple = change of less than 3% from previous year, Blue=increase of 3% or more, Yellow = decrease of 3% or more
*2011-12 – includes Previously Passed
27. Percent of Grade 8 Students Meeting Standard in Science
100.0
90.0
80.0
70.0
% Met Standard
60.0
50.0
40.0
30.0
20.0
10.0
0.0
2005 2006 2007 2008 2009 2010 2011 2012
Science 32.7 41.9 41.9 46.4 56.6 60.0 64.0 71.4
36. Preliminary School Data
August 23: EOC Biology and WAAS-Portfolio scores are
included.
August 28: Round 2 of Record Reconciliation (RR) opens
August 29: State assessment general test score release
August 31: Districts preview preliminary AMO site
September 11: Round 2 of Record Reconciliation (RR)
closes
September 14: AMO appeals received by this date will be
reviewed, decisions made and reflected in the AMO press
release
September 26: AMO press release (tentative)
37. Next Steps Reflection
Today’s Learning?
Takeaways?
Evidence?
Next Best Step?
Help?
38. Hopes & Dreams
Turn to your elbow partner and share one hope and one
dream for the year.
Be ready to share one hope or dream from your table
with the large group.
Thank you!
Editor's Notes
The Dynamic Learning Maps Alternate Assessment System Consortium (DLM) is a group of 13 states dedicated to the development of an alternative assessment system. The consortium includes the states of Iowa, Kansas, Michigan, Mississippi, Missouri, New Jersey, North Carolina, Oklahoma, Utah, Virginia, Washington, West Virginia, and Wisconsin.DLM is led by the Center for Educational Testing and Evaluation (CETE) and includes experts from a wide range of assessment fields as well as key partners.