AMO Quiz!
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The document discusses the different types of Annual Measurable Objectives (AMOs) that a school must meet: Achievement, Growth, and Gap. It states that a school needs to meet only one AMO each year in both Mathematics and Reading. As the building leader, the principal cannot select which AMO the school will meet, as it is determined by statistical analysis of state assessment results. The document also provides definitions and response options to quiz questions about the specifics of the Achievement and Growth AMOs.
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Part ASome questions in Part A require that you access dat.docx
Part A
Some questions in Part A require that you access data from
Statistics for People Who (Think
T
hey) Hate Statistics
.
This data is available on the student website under the Student Text Resources link.
1.
Use the following data to answer Questions 1a and 1b.
Total no. of problems correct (out of a possible 20)
Attitude toward test taking (out of a possible 100)
17
94
13
73
12
59
15
80
16
93
14
85
16
66
16
79
18
77
19
91
a.
Compute the Pearson product-moment correlation coefficient by hand and show all your work.
b.
Construct a scatterplot for these 10 values by hand. Based on the scatterplot, would you predict the correlation to be direct or indirect? Why?
2.
Rank the following correlation coefficients on strength of their relationship (list the weakest first):
+.71
+.36
–.45
.47
–.62
3.
Use IBM
®
SPSS
®
software to determine the correlation between hours of studying and grade point average for these honor students. Why is the correlation so low?
Hours of studying
GPA
23
3.95
12
3.90
15
4.00
14
3.76
16
3.97
21
3.89
14
3.66
11
3.91
18
3.80
9
3.89
4.
Look at the following table. What type of correlation coefficient would you use to examine the relationship between ethnicity (defined as different categories) and political affiliation? How about club membership (yes or no) and high school GPA? Explain why you selected the answers you did.
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Interval (grade point average)
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Ordinal (height converted to rank)
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The correlation between height and weight
Interval (number of problems solved)
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5.
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6.
Given the following information, use Table B.4 in Appendix B of
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to determine whether the correlations are significant and how you would interpret the results.
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1) 8th grade test scores are highly predictive of college enrollment, similar to ACT scores;
2) While early grade test scores have improved across cohorts, gains have slowed in middle school;
3) NAEP scores show North Carolina students performing at the national average, but with little improvement since 2000 except in 4th grade reading;
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3. Prior academic achievement and cognitive ability have more influence on student performance than non-academic factors, though these can also impact outcomes. Being better prepared academically improves the likelihood of completing a college degree.Photography exam reveiw 2013
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Part ASome questions in Part A require that you access dat.docx
Part A
Some questions in Part A require that you access data from
Statistics for People Who (Think
T
hey) Hate Statistics
.
This data is available on the student website under the Student Text Resources link.
1.
Use the following data to answer Questions 1a and 1b.
Total no. of problems correct (out of a possible 20)
Attitude toward test taking (out of a possible 100)
17
94
13
73
12
59
15
80
16
93
14
85
16
66
16
79
18
77
19
91
a.
Compute the Pearson product-moment correlation coefficient by hand and show all your work.
b.
Construct a scatterplot for these 10 values by hand. Based on the scatterplot, would you predict the correlation to be direct or indirect? Why?
2.
Rank the following correlation coefficients on strength of their relationship (list the weakest first):
+.71
+.36
–.45
.47
–.62
3.
Use IBM
®
SPSS
®
software to determine the correlation between hours of studying and grade point average for these honor students. Why is the correlation so low?
Hours of studying
GPA
23
3.95
12
3.90
15
4.00
14
3.76
16
3.97
21
3.89
14
3.66
11
3.91
18
3.80
9
3.89
4.
Look at the following table. What type of correlation coefficient would you use to examine the relationship between ethnicity (defined as different categories) and political affiliation? How about club membership (yes or no) and high school GPA? Explain why you selected the answers you did.
Level of Measurement and Examples
Variable
X
Variable
Y
Type of correlation
Correlation being computed
Nominal (voting preference, such as Republican or Democrat)
Nominal (gender, such as male or female)
Phi coefficient
The correlation between voting preference and gender
Nominal (social class, such as high, medium, or low)
Ordinal (rank in high school graduating class)
Rank biserial coefficient
The correlation between social class and rank in high school
Nominal (family configuration, such as intact or single parent)
Interval (grade point average)
Point biserial
The correlation between family configuration and grade point average
Ordinal (height converted to rank)
Ordinal (weight converted to rank)
Spearman rank correlation coefficient
The correlation between height and weight
Interval (number of problems solved)
Interval (age in years)
Pearson product-moment correlation coefficient
The correlation between number of problems solved and the age in years
5.
When two variables are correlated (such as strength and running speed), it also means that they are associated with one another. But if they are associated with one another, then why does one not cause the other?
6.
Given the following information, use Table B.4 in Appendix B of
Statistics for People Who (Think They) Hate Statistics
to determine whether the correlations are significant and how you would interpret the results.
a.
The correlation between speed and strength for 20 women is .567. Test these results at the .01 level using a one-tailed test.
b.
The correlation between the number co.
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The document summarizes information about the Cognitive Abilities Test (CogAT) administered to third grade students in the Wake County Public School System. It explains that the CogAT measures verbal, quantitative, and nonverbal reasoning and provides scores to help with educational planning, including identification for gifted programs. National age scores are provided on scales from 1 to 9 and as percentiles. The student's profile code indicates their pattern of strengths and weaknesses across the three sections. Scores at or above the 85th percentile make students eligible for further gifted testing using the Iowa Test of Basic Skills.
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Can be used as school monitoring and evaluation assessment.
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This report summarizes a teacher's performance for the 2013-2014 school year as part of Chicago Public Schools' REACH evaluation system. The teacher received a summative rating of "Developing" based on scores of 2.8 for professional practice (observations), 3.02 for performance tasks (student growth measures), and 2 for value-added (student growth measures). The report provides detailed scores and feedback in each evaluation area to help the teacher celebrate strengths and prioritize professional development goals for the upcoming school year.
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This document discusses measuring student growth on MCAS tests in 3 districts. It defines growth as measuring individual student improvement over time compared to academic peers. Growth is important to evaluate curriculum, target assistance and make accountability decisions. The document introduces Student Growth Percentiles (SGP) which express a student's growth as a percentile based on their improvement relative to similar students. SGPs between 40-60 are typical, with higher or lower scores indicating exceptional growth. The document provides examples of how SGPs, fan charts and scatter plots can be used to analyze growth at the student, grade and school levels to inform instructional planning.
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1) It better prepares students for the academic rigor of college by exposing them to college-level coursework in high school.
2) Students can earn college credit for passing AP exam scores, allowing them to skip introductory courses and prerequisites in college.
3) Academic success in AP classes correlates with higher college GPAs and graduation rates - AP students are more likely to finish college on time or early.
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The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Your Skill Boost Masterclass: Strategies for Effective Upskilling
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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.Chapter wise All Notes of First year Basic Civil Engineering.pptx
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
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Create a More Engaging and Human Online Learning Experience
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Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
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.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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AMO Quiz!
- 1. AMO Quiz!
- 2. Which AMO must the school meet: A. Achievement B. Growth C. Gap D. Reduction of the Non-Proficient E. All of the Above F. None of the Above G. Any one of the Above
- 3. Answer: G The school need meet only ONE AMO each year!
- 4. True or False: As the building leader, I select the AMO our school will “go for” and meet. FALSE! The AMO you meet is determined by the statistical analysis of the results of the state assessments. No “pre-determination” is possible – remember that for 2 of the AMOs, the entire state’s data must be calculated to determine whether your building met it – so one could never pre-determine which one you would be most likely to meet!
- 5. True or False: As long as we meet one AMO in one content (either mathematics or reading), we “make” the AMO metric. FALSE! Each building must meet an AMO in BOTH Mathematics AND in Reading EACH YEAR!
- 6. The Achievement AMO: A. Requires us to have a specific percent of our students “at or above” proficiency increasing each year until 2018 B. Assigns a point value to each category of scoring above “Academic Warning” C. Has an “Assessment Performance Index” as part of the AMO D. Allows schools to use any measure it chooses to measure performance E. B and C only F. A and D only
- 7. Answer: E. The Achievement AMO provides an “Assessment Performance Index” that assigns point values to every performance category above “Academic Warning”
- 8. The Growth AMO: A. Requires schools to measure student height each year B. Looks at the movement of students from a “pre-test” to a “post- test” C. Measures the median score on the state assessment for each school and compares that to the median of each school in Kansas D. Can only be met by 50% of the schools in Kansas E. C and D F. None of the above
- 9. Answer: E The Growth AMO measures the median score on the state assessment for each school and compares that to the median of each school in Kansas and can only be met by 50% of the schools in Kansas