As part of the First Nation Student Support Program, this was our plan for 2010-2011 school year.
This and other FNSSP planning can also be found at the following site.
http://meeting.knet.ca/mp19/mod/data/view.php?d=14&advanced=0&paging=&page=1
In the 2009-10 school year, Dunlap CUSD #323 accomplished the following:
1) Created a district strategic plan with input from various stakeholders and posted information publicly.
2) Began long term facility planning including a proposed referendum in November 2010 for a new elementary school.
3) Upgraded technology district wide including a new data management system, SmartBoards, and improved network infrastructure.
4) Implemented continuous improvement practices and trained over 100 staff members. Aligned K-5 science curriculum and developed a K-2 handwriting curriculum.
5) Maintained strong funding and finances through bond refinancing and diversifying investments.
Join us for an in-depth discussion on blended learning led by two experienced practitioners, Amy Hance (Collier County Public Schools) and Pam Willingham (Volusia County Schools). Hear about the many teaching and learning objectives they are meeting through the implementation of a blended learning program. Also learn how the two districts have grown the level of adoption by their faculty over time by championing accomplishments of the program.
A presentation of South Africa’s Siyavula, which aims to support teachers’ curriculum needs through OER, professional development, and community building. The presentation was given at the Open Education Conference 2009, and addresses Siyavula's accomplishments to date and interventions going forward from a strategy, technology, and research perspective.
The document proposes a technology action plan for Columbia High School with the goal of fully integrating technology into the curriculum and providing daily computer/internet access for all students. Key elements of the plan include acquiring mobile computer labs for classroom use, establishing an after-school computer lab, providing teacher professional development on topics like data analysis and using Web 2.0 tools, and revising technology policies. Progress will be evaluated using tools like lesson plans, assessment scores, teacher websites, observations, and student/parent feedback to determine if technology goals are being effectively achieved.
Data-Driven STEM Curriculum Adoption through Inter-Campus Faculty GroupsChristoph Winkler
The document discusses a peer-led STEM adoption model used by the CUNY Institute for Virtual Enterprise. The model is an 8-step process that uses labor market and educational data to identify workforce needs, recommend existing NSF STEM curricula to address gaps, and facilitate faculty-led adoption of curricula through seminars, pairing with content experts, and ongoing support from a project team. The goal is to efficiently match community college STEM programs with modern curricula to meet regional workforce demands.
The document discusses strategies for increasing online learning delivery to 10% as encouraged by the Skills Funding Agency. It addresses developing digital literacy skills among both learners and staff. The Amateur Swimming Association describes its experience transitioning learning online using the PebblePad platform, emphasizing the importance of support, training, and celebrating learner successes during this change.
In the 2009-10 school year, Dunlap CUSD #323 accomplished the following:
1) Created a district strategic plan with input from various stakeholders and posted information publicly.
2) Began long term facility planning including a proposed referendum in November 2010 for a new elementary school.
3) Upgraded technology district wide including a new data management system, SmartBoards, and improved network infrastructure.
4) Implemented continuous improvement practices and trained over 100 staff members. Aligned K-5 science curriculum and developed a K-2 handwriting curriculum.
5) Maintained strong funding and finances through bond refinancing and diversifying investments.
Join us for an in-depth discussion on blended learning led by two experienced practitioners, Amy Hance (Collier County Public Schools) and Pam Willingham (Volusia County Schools). Hear about the many teaching and learning objectives they are meeting through the implementation of a blended learning program. Also learn how the two districts have grown the level of adoption by their faculty over time by championing accomplishments of the program.
A presentation of South Africa’s Siyavula, which aims to support teachers’ curriculum needs through OER, professional development, and community building. The presentation was given at the Open Education Conference 2009, and addresses Siyavula's accomplishments to date and interventions going forward from a strategy, technology, and research perspective.
The document proposes a technology action plan for Columbia High School with the goal of fully integrating technology into the curriculum and providing daily computer/internet access for all students. Key elements of the plan include acquiring mobile computer labs for classroom use, establishing an after-school computer lab, providing teacher professional development on topics like data analysis and using Web 2.0 tools, and revising technology policies. Progress will be evaluated using tools like lesson plans, assessment scores, teacher websites, observations, and student/parent feedback to determine if technology goals are being effectively achieved.
Data-Driven STEM Curriculum Adoption through Inter-Campus Faculty GroupsChristoph Winkler
The document discusses a peer-led STEM adoption model used by the CUNY Institute for Virtual Enterprise. The model is an 8-step process that uses labor market and educational data to identify workforce needs, recommend existing NSF STEM curricula to address gaps, and facilitate faculty-led adoption of curricula through seminars, pairing with content experts, and ongoing support from a project team. The goal is to efficiently match community college STEM programs with modern curricula to meet regional workforce demands.
The document discusses strategies for increasing online learning delivery to 10% as encouraged by the Skills Funding Agency. It addresses developing digital literacy skills among both learners and staff. The Amateur Swimming Association describes its experience transitioning learning online using the PebblePad platform, emphasizing the importance of support, training, and celebrating learner successes during this change.
The University of La Verne used multiple sources of data to redesign its liberal studies teacher education program to better integrate technology. Data from student and faculty surveys informed changes to course content and delivery, including increasing the use of mobile technologies, online resources, and blended learning. Courses were redesigned over three years to align assessments with learning outcomes, develop online materials like interactive eBooks, and require skills like video creation. Faculty development introduced skills like screencasting and supported consistent technology integration. The redesign aimed to improve student and instructor technology literacy for teaching.
The strategic plan target objective aims to promote a strong digital learning environment by enabling teachers to create personalized digital learning experiences for students. The plan identifies gaps such as insufficient technology utilization and proposes strategies to improve accessibility, utilization, and personalized learning experiences through measures like increasing device access, walkthroughs, and teacher training. Progress will be monitored through data collection and analysis with the goal of meeting targets by the end of the year.
Looking Forward: OU and the LMS Open (update)Mark Morvant
These are the slides for the online Town Hall for the University of Oklahoma community to discuss the recommendation of the Provost Advisory Committee for Learning Technologies concerning the future of the Learning Management System at OU.
This document summarizes a study on the acceptance of the Blackboard learning management system (LMS) among students at INTI International University in Malaysia. It includes sections on definitions, theoretical framework, hypotheses, preliminary analysis, findings, and contributions. Key findings are that over 60% of INTI students actively use Blackboard, and functions like assignment submission and discussions are widely accepted. However, improvements could increase acceptance, such as clearer instructions, faster speed, and more training. The study found students want to use Blackboard but it needs enhancements to improve acceptance levels. Recommendations include improving the interface, speed, training, and developing new online learning functions.
Costello Technology College and Bradley Stoke Community School Presentation FrogEducation
Parental involvement is important for student success. Two schools conducted audits of parental engagement using the free Parental Engagement Quality Standard toolkit to evaluate practices. Effective use of student data can foster partnerships by providing the right information to parents through portals and social media to support learning at home. Schools are shifting focus to changing learning in the home and engaging parents as co-learners through tools like FROG and treating parents as a valuable, unpaid workforce.
2019 01 16 data matters - v6 - Using data to support the student digital expe...jisc_digital_insights
Presentation to Data Matters conference on the 16th Jan 2019, entitled 'Using data to support the student digital experience'. Also included presentations by Marc Griffiths of LSBU and Marieke Guy at RAU
This document discusses issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It notes that ICT has become an important part of education but integrating it faces problems. Specifically, it identifies issues like ensuring ICT's effectiveness and computers' inability to interact personally. Challenges include lack of ICT access in remote schools, distracting designs in presentations, boredom from repetitive aids, slow replacement of equipment, and insufficient skills and motivation among senior teachers.
This document discusses issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It notes that ICT has become an important part of education but integrating it faces problems. The key issues are effectiveness of ICT, its inability to interact personally, and over-reliance on visuals hindering manual skills. Major challenges include lack of ICT access in remote schools, distracting designs, repetition boring students, slow replacement of equipment, and insufficient training for senior teachers.
The document discusses factors affecting education among tribal communities in India. It notes that while access and quality of primary education have improved due to government and non-government efforts, millions of tribal children remain out of school. Reasons include a lack of parental motivation and interest; inability to understand the medium of instruction which is often a state language rather than the tribal language; teacher absenteeism and attitudes; the opportunity cost of schooling, particularly for girls; and large seasonal migration. The document examines internal factors like language of instruction, curriculum, teacher training, community participation, and incentives, as well as external factors such as gender bias, access to non-formal education, and migration patterns. It emphasizes the need to balance preserving tribal cultural
This document examines the extent to which the Tribal Sub Plan (TSP) has achieved its objectives of tribal empowerment in Kerala. The TSP was started in 1974-75 to help tribal income generation and employment through family businesses, infrastructure development, and empowerment programs. The study analyzes TSP implementation in Noolpuzha Gram Panchayat from 2002-2003 to 2011-2012. It finds that 97.3% of funds were spent on infrastructure, while only 0.87% went to production and 2.22% to other sectors. Most projects involved building houses, roads, and facilities. The study recommends increasing productive spending to over 30% and providing more training and support for entrepreneurship and leadership
This document provides information on tribal education in North-Eastern India based on surveys and findings. It discusses:
- The history of indigenous and informal education systems among tribal communities in the region.
- How the introduction of formal Western-style education by Christian missionaries conflicted with existing systems.
- Literacy rates and issues with the formal education system like high dropout rates.
- National policies aimed at making education more relevant and accessible for tribal students through incentives, pedagogy, and vocational training.
- Differences in reading and writing motivation patterns among tribal communities in Tripura and Manipur based on surveys conducted with students. Intrinsic motives like knowledge and achievement were generally more preferred over ext
Keynote addess was delivered by Prof.Nityananda Pradhan, Professor of Education and Head, Department of Extension Education, NERIE, NCERT, Shillong, in the National Seminar held on Jan 19, 2015 at Kiraput, Odisha
This document summarizes a study on tribal development in India. It discusses how tribes were categorized by the British colonial administration and how the independent Indian government continued to schedule tribes. It outlines the challenges of ensuring social justice and development for tribes, who constitute some of the weakest sections of Indian society. The document then discusses various commissions and committees established to examine tribal issues and make recommendations. It analyzes tribal development policies and programs implemented under India's Five Year Plans, highlighting strategies used such as tribal sub-plans and area development approaches.
TRIBLE POPULATION AND THEIR HEALTH ISSUESbharti sharma
Tribal populations in India experience significant health issues compared to non-tribal populations due to factors such as poverty, lack of infrastructure and access to healthcare, and cultural and social barriers. Tribal groups make up around 8% of India's population but suffer from high rates of malnutrition, communicable diseases, and genetic disorders. Government initiatives have aimed to improve tribal health through expanding primary healthcare infrastructure and implementing national health programs, but challenges remain around manpower shortages and utilization of available services. Community-based organizations also work to enhance tribal health by increasing access to medical care, health education, and maternal/child health services.
The document summarizes the Fall 2008 Waukesha Information Technology Plan. The plan focuses on improving educator proficiency with technology, effective teaching and learning practices using technology, increasing access to technology resources, and strengthening support systems and leadership around technology integration. Key actions include establishing professional learning communities, curriculum mapping, providing technology-related professional development, upgrading infrastructure like wireless access, and collecting data to monitor progress and make adjustments to the plan.
The document summarizes the E-Rate program, which provides discounts of 20-90% on telecommunications services for eligible schools and libraries. Administered by the FCC and USAC, the program aims to ensure affordable access to modern services. Eligible institutions apply annually for discounts on services like phone, internet access, and equipment. The document also summarizes an independent school district's technology plan, which outlines goals and objectives around teaching/learning, educator development, administration/support, and infrastructure based on Texas' technology recommendations.
The document summarizes the E-Rate program, which provides discounts of 20-90% on telecommunications services for eligible schools and libraries. Administered by the FCC and USAC, the program aims to ensure affordable access to modern services. Eligible institutions apply annually for discounts on services like phone, internet access, and equipment. The document also summarizes an independent school district's technology plan, which outlines goals and budgets to improve teaching/learning and educator development through technology integration according to state recommendations.
The document is an end of year report from Bella T. Wong to the School Committee summarizing the Wellesley Public Schools' progress on their 2009-2010 system goals. It discusses initiatives to integrate technology into instruction, collect and analyze data to support students, and implement supplemental academic programs and mentoring to improve achievement for all students, especially those from Boston. Key accomplishments included increasing the number of classrooms with SMARTBoards and other technologies, launching math and tutoring programs, and collaborating with other districts on initiatives to close the achievement gap.
This document outlines the strategic plan for Comstock Park Public Schools. The mission is to prepare students to be productive citizens by developing the whole child, appreciating differences, and fulfilling individual needs. The vision is to honor the past while embracing the present and reaching for the future.
The plan identifies key considerations such as using data to guide instruction, creating an inclusive learning environment, providing professional development, and utilizing research-based practices and interventions. Goals include having every student ready for college and careers, kindergarten, and being at grade level in reading by third grade and math by eighth grade. Ongoing commitments include maintaining a positive learning environment and using data-driven decision making.
The document discusses leadership in integrating information and communication technology (ICT) in education. It begins with an outline of the session and introduces the presenter. It then discusses the presenter's experiences and journey in education, including using ICT. It describes an action research project on using ICT to improve student engagement and outcomes. Key issues around leading ICT integration are discussed based on input from the presenter's professional learning network on Twitter. The importance of teachers developing personal learning networks is emphasized.
WildWood Elementary's 2008-2009 State of the School Address outlines goals and initiatives in four strategic directions:
1. Student Achievement: Increase academic rigor, close achievement gaps, and demonstrate continuous improvement in reading and math standards. WildWood will focus on interventions and expanding learning opportunities.
2. Equity & Equal Opportunity: Implement evaluation, professional development, and increase cultural competence. WildWood focuses on diversity through assemblies and staff training.
3. Effective Communication: Strengthen communication between school and community and increase parent engagement and access to student performance data. WildWood connects with parents through bus visits and messaging.
4. Accountability: Provide safe learning environments, examine practices for efficiency and safety, and
The University of La Verne used multiple sources of data to redesign its liberal studies teacher education program to better integrate technology. Data from student and faculty surveys informed changes to course content and delivery, including increasing the use of mobile technologies, online resources, and blended learning. Courses were redesigned over three years to align assessments with learning outcomes, develop online materials like interactive eBooks, and require skills like video creation. Faculty development introduced skills like screencasting and supported consistent technology integration. The redesign aimed to improve student and instructor technology literacy for teaching.
The strategic plan target objective aims to promote a strong digital learning environment by enabling teachers to create personalized digital learning experiences for students. The plan identifies gaps such as insufficient technology utilization and proposes strategies to improve accessibility, utilization, and personalized learning experiences through measures like increasing device access, walkthroughs, and teacher training. Progress will be monitored through data collection and analysis with the goal of meeting targets by the end of the year.
Looking Forward: OU and the LMS Open (update)Mark Morvant
These are the slides for the online Town Hall for the University of Oklahoma community to discuss the recommendation of the Provost Advisory Committee for Learning Technologies concerning the future of the Learning Management System at OU.
This document summarizes a study on the acceptance of the Blackboard learning management system (LMS) among students at INTI International University in Malaysia. It includes sections on definitions, theoretical framework, hypotheses, preliminary analysis, findings, and contributions. Key findings are that over 60% of INTI students actively use Blackboard, and functions like assignment submission and discussions are widely accepted. However, improvements could increase acceptance, such as clearer instructions, faster speed, and more training. The study found students want to use Blackboard but it needs enhancements to improve acceptance levels. Recommendations include improving the interface, speed, training, and developing new online learning functions.
Costello Technology College and Bradley Stoke Community School Presentation FrogEducation
Parental involvement is important for student success. Two schools conducted audits of parental engagement using the free Parental Engagement Quality Standard toolkit to evaluate practices. Effective use of student data can foster partnerships by providing the right information to parents through portals and social media to support learning at home. Schools are shifting focus to changing learning in the home and engaging parents as co-learners through tools like FROG and treating parents as a valuable, unpaid workforce.
2019 01 16 data matters - v6 - Using data to support the student digital expe...jisc_digital_insights
Presentation to Data Matters conference on the 16th Jan 2019, entitled 'Using data to support the student digital experience'. Also included presentations by Marc Griffiths of LSBU and Marieke Guy at RAU
This document discusses issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It notes that ICT has become an important part of education but integrating it faces problems. Specifically, it identifies issues like ensuring ICT's effectiveness and computers' inability to interact personally. Challenges include lack of ICT access in remote schools, distracting designs in presentations, boredom from repetitive aids, slow replacement of equipment, and insufficient skills and motivation among senior teachers.
This document discusses issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It notes that ICT has become an important part of education but integrating it faces problems. The key issues are effectiveness of ICT, its inability to interact personally, and over-reliance on visuals hindering manual skills. Major challenges include lack of ICT access in remote schools, distracting designs, repetition boring students, slow replacement of equipment, and insufficient training for senior teachers.
The document discusses factors affecting education among tribal communities in India. It notes that while access and quality of primary education have improved due to government and non-government efforts, millions of tribal children remain out of school. Reasons include a lack of parental motivation and interest; inability to understand the medium of instruction which is often a state language rather than the tribal language; teacher absenteeism and attitudes; the opportunity cost of schooling, particularly for girls; and large seasonal migration. The document examines internal factors like language of instruction, curriculum, teacher training, community participation, and incentives, as well as external factors such as gender bias, access to non-formal education, and migration patterns. It emphasizes the need to balance preserving tribal cultural
This document examines the extent to which the Tribal Sub Plan (TSP) has achieved its objectives of tribal empowerment in Kerala. The TSP was started in 1974-75 to help tribal income generation and employment through family businesses, infrastructure development, and empowerment programs. The study analyzes TSP implementation in Noolpuzha Gram Panchayat from 2002-2003 to 2011-2012. It finds that 97.3% of funds were spent on infrastructure, while only 0.87% went to production and 2.22% to other sectors. Most projects involved building houses, roads, and facilities. The study recommends increasing productive spending to over 30% and providing more training and support for entrepreneurship and leadership
This document provides information on tribal education in North-Eastern India based on surveys and findings. It discusses:
- The history of indigenous and informal education systems among tribal communities in the region.
- How the introduction of formal Western-style education by Christian missionaries conflicted with existing systems.
- Literacy rates and issues with the formal education system like high dropout rates.
- National policies aimed at making education more relevant and accessible for tribal students through incentives, pedagogy, and vocational training.
- Differences in reading and writing motivation patterns among tribal communities in Tripura and Manipur based on surveys conducted with students. Intrinsic motives like knowledge and achievement were generally more preferred over ext
Keynote addess was delivered by Prof.Nityananda Pradhan, Professor of Education and Head, Department of Extension Education, NERIE, NCERT, Shillong, in the National Seminar held on Jan 19, 2015 at Kiraput, Odisha
This document summarizes a study on tribal development in India. It discusses how tribes were categorized by the British colonial administration and how the independent Indian government continued to schedule tribes. It outlines the challenges of ensuring social justice and development for tribes, who constitute some of the weakest sections of Indian society. The document then discusses various commissions and committees established to examine tribal issues and make recommendations. It analyzes tribal development policies and programs implemented under India's Five Year Plans, highlighting strategies used such as tribal sub-plans and area development approaches.
TRIBLE POPULATION AND THEIR HEALTH ISSUESbharti sharma
Tribal populations in India experience significant health issues compared to non-tribal populations due to factors such as poverty, lack of infrastructure and access to healthcare, and cultural and social barriers. Tribal groups make up around 8% of India's population but suffer from high rates of malnutrition, communicable diseases, and genetic disorders. Government initiatives have aimed to improve tribal health through expanding primary healthcare infrastructure and implementing national health programs, but challenges remain around manpower shortages and utilization of available services. Community-based organizations also work to enhance tribal health by increasing access to medical care, health education, and maternal/child health services.
The document summarizes the Fall 2008 Waukesha Information Technology Plan. The plan focuses on improving educator proficiency with technology, effective teaching and learning practices using technology, increasing access to technology resources, and strengthening support systems and leadership around technology integration. Key actions include establishing professional learning communities, curriculum mapping, providing technology-related professional development, upgrading infrastructure like wireless access, and collecting data to monitor progress and make adjustments to the plan.
The document summarizes the E-Rate program, which provides discounts of 20-90% on telecommunications services for eligible schools and libraries. Administered by the FCC and USAC, the program aims to ensure affordable access to modern services. Eligible institutions apply annually for discounts on services like phone, internet access, and equipment. The document also summarizes an independent school district's technology plan, which outlines goals and objectives around teaching/learning, educator development, administration/support, and infrastructure based on Texas' technology recommendations.
The document summarizes the E-Rate program, which provides discounts of 20-90% on telecommunications services for eligible schools and libraries. Administered by the FCC and USAC, the program aims to ensure affordable access to modern services. Eligible institutions apply annually for discounts on services like phone, internet access, and equipment. The document also summarizes an independent school district's technology plan, which outlines goals and budgets to improve teaching/learning and educator development through technology integration according to state recommendations.
The document is an end of year report from Bella T. Wong to the School Committee summarizing the Wellesley Public Schools' progress on their 2009-2010 system goals. It discusses initiatives to integrate technology into instruction, collect and analyze data to support students, and implement supplemental academic programs and mentoring to improve achievement for all students, especially those from Boston. Key accomplishments included increasing the number of classrooms with SMARTBoards and other technologies, launching math and tutoring programs, and collaborating with other districts on initiatives to close the achievement gap.
This document outlines the strategic plan for Comstock Park Public Schools. The mission is to prepare students to be productive citizens by developing the whole child, appreciating differences, and fulfilling individual needs. The vision is to honor the past while embracing the present and reaching for the future.
The plan identifies key considerations such as using data to guide instruction, creating an inclusive learning environment, providing professional development, and utilizing research-based practices and interventions. Goals include having every student ready for college and careers, kindergarten, and being at grade level in reading by third grade and math by eighth grade. Ongoing commitments include maintaining a positive learning environment and using data-driven decision making.
The document discusses leadership in integrating information and communication technology (ICT) in education. It begins with an outline of the session and introduces the presenter. It then discusses the presenter's experiences and journey in education, including using ICT. It describes an action research project on using ICT to improve student engagement and outcomes. Key issues around leading ICT integration are discussed based on input from the presenter's professional learning network on Twitter. The importance of teachers developing personal learning networks is emphasized.
WildWood Elementary's 2008-2009 State of the School Address outlines goals and initiatives in four strategic directions:
1. Student Achievement: Increase academic rigor, close achievement gaps, and demonstrate continuous improvement in reading and math standards. WildWood will focus on interventions and expanding learning opportunities.
2. Equity & Equal Opportunity: Implement evaluation, professional development, and increase cultural competence. WildWood focuses on diversity through assemblies and staff training.
3. Effective Communication: Strengthen communication between school and community and increase parent engagement and access to student performance data. WildWood connects with parents through bus visits and messaging.
4. Accountability: Provide safe learning environments, examine practices for efficiency and safety, and
This document provides an update on Durham Public Schools' Academically and Intellectually Gifted (AIG) Program. It outlines the goals and standards of the AIG Plan for 2010-2013, including nurturing gifted students in K-2, communication, acceleration, and professional development. It discusses identification procedures, differentiated curriculum, personnel training, comprehensive programming, partnerships, accountability, and alignment with the district's strategic plan. School-specific resources and opportunities are highlighted for Club Blvd Elementary.
This document provides an update on Durham Public Schools' Academically and Intellectually Gifted (AIG) Program. It outlines the program's goals of improving identification procedures, differentiated curriculum and instruction, professional development, comprehensive programming, partnerships, and accountability. Standardized test data shows an increase in the number of gifted students identified between 2006-2011. The update also provides resources for teachers and highlights opportunities to nurture gifted students at W.G. Pearson Middle School.
LCH Annual Report January- December 2010lchprincipal
The annual report from La Costa Heights Elementary School provides information on the school's accomplishments in 2010 and goals for 2011. Key accomplishments included academic awards and recognition for various programs. The report discusses the Single Plan for Student Achievement which is used to identify areas for improvement and create goals and action plans. It outlines steps taken to support academics, enrichment, safety, and use of funding. The report encourages parent involvement through the PTA, SSC, ELAC and other activities. It provides information on communication channels and asks for questions or comments.
The document outlines a technology plan for Mesa Elementary School. The plan aims to integrate technology into the curriculum to support student learning. It includes assessing current technology resources and skills, identifying needs, and establishing goals for infrastructure improvements, teacher training, and using data to monitor progress towards the plan's objectives of enhancing teaching and learning through technology.
The ITS Strategic Plan 2016-2020 outlines goals and objectives to guide the ITS Division in supporting students, faculty and staff at CSUSB over the next four years. The plan was developed through a collaborative process involving presentations, forums, meetings and surveys with campus stakeholders. Feedback was organized into operational, tactical and strategic categories, with the strategic plan focusing on the latter. The five strategic goals address strengthening online support and instruction, improving customer service, enhancing analytics, ensuring stable infrastructure, and increasing community engagement. Objectives under each goal are aligned with the university's strategic plan and CSU trustee initiatives. Implementation of the plan will help ITS support the academic mission of CSUSB.
The E-Rate program provides discounts for internet access to schools and libraries. To qualify for discounts, schools and districts must submit a technology plan outlining how funds will be used and how technology will support educational goals. The Rapides Parish technology plan has four action steps: strengthen leadership, improve teacher training, support e-learning, and encourage technology access and usage. The plan provides evaluation strategies and timelines to assess progress on these goals.
The Sampoorna Vidya Darshini (SVS) program aims to enhance education quality and student development in government schools in Guntur district, Andhra Pradesh. Key objectives include online student and teacher assessment, personality development, effective implementation of education policies, and monitoring of education, health, and meal schemes. SVS targets all primary, upper primary, and high schools for analysis of teacher and student performance across the entire district. Features of SVS include an online integrated performance monitoring software, multidimensional reporting, question banks, and management reports to help decision-making. SVS has enabled monitoring of academic performance, identification of high/low performing schools and teachers, and tracking of student and teacher attendance.
The document summarizes the development of the Local Control and Accountability Plan (LCAP) for a school district. It describes meetings held with stakeholders from April to June 2014 to gather input on priorities and review drafts. The LCAP includes goals in six areas such as college and career readiness, Common Core implementation, and safe learning environments. It outlines actions, services and expenditures to support goals, including hiring counselors, coaches and teachers. The next steps are to incorporate feedback on the draft LCAP and strategic plan, obtain board approval, and submit to the county for review.
Learning Continuity: A Discussion with Susan Patrick, CEO of iNACOLBlackboard
Schools across the nation are preparing for the possibility that H1N1 will hit their student population, causing student and staff absences or quarantines. Forward-looking districts are planning now to ensure learning continuity not only for this pandemic, but for future extended student absences.
Using examples and models from online learning can provide a framework for learning continuity during student absences and potential flu dismissals.
Susan Patrick, CEO of the International Association for K-12 Online Learning, reviews short and long-term frameworks to help schools provide learning continuity through online learning. Susan has traveled the world identifying case studies for academic continuity and recently briefed the Department of Education on recommendations for uninterrupted student learning.
During her travels, Susan identified that schools widely regarded as excellent share the following practices:
• Train every teacher to teach online
• Offer online learning in 100% of secondary schools
• Provide all instructional materials digitally and online
• Use a learning management system accessed by every teacher and secondary school to deliver course materials and track student progress.
A Blackboard client, Briarcliff Manor School District, will also share how they will be using Blackboard to prepare for possible extended student absences.
FI Presentation to State Board of Educationmjsamber
Glenn Kleiman and Phil Emer gave a presentation to the NC State Board of Education about developing a digital learning plan for the state. They discussed establishing foundations for digital learning, conducting a planning process that involves stakeholders, and next steps. The presentation addressed topics like preparing teachers and infrastructure, developing standards for digital resources, and engaging in a needs assessment. The goal is for the plan to help North Carolina schools implement digital learning strategies to better meet the needs of modern students.
At the Spring Expo, you’ll be able to network with school and district leaders; learn the ‘How’ of Partners’ Success; find out more about our school and district partnerships; hear about our national expansion; and get the latest on Common Core State Standards.
Similar to First Nation Student Success Planning (20)
Parent Engagement in First Nation Schools: An EthnographyFaymus Copperpot
This presentation is based on my research completed via the Masters of Education program. I have combined research with my own experiences as an Ojibway child, mother and finally my experiences as a teacher.
There are 137 First Nations communities located in Ontario with a total population of approximately 132,000. These communities are organized under 4 Provincial Territorial Organizations (PTOs) and 12 independent communities not affiliated with a PTO. The Nishnawbe Aski Nation (NAN) represents 49 communities in northern Ontario, with some only accessible by air. NAN covers over 210,000 square miles and has a population of around 45,000. It consists of 7 Tribal Councils representing different regions within its territory.
Fire safety requires understanding the elements of fire - fuel, oxygen, and heat. Fires can start from accidents, electrical issues, appliances, and unattended flames. Different types of fires involve solids, gases, electricity, or metals. When a fire occurs, remain calm and have an escape plan. To prevent fires, install alarms and avoid overloading outlets or leaving cooking unattended. If a fire does start, act quickly to put it out safely or evacuate to call for help.
The document announces a nomination call for the NAGE Role Model program at Lakehead University. The program recognizes Aboriginal, Metis, or Inuit students enrolled in a master's or PhD program for their achievements, leadership, and innovation. Nominations must be submitted by February 3, 2012 and two role models will be selected - one from a master's program and one from a PhD program. The nomination form requires information about the nominators, nominees, and reasons for nomination including the nominees' volunteer work, helpful nature, overcoming adversity, academic excellence, and other impacts.
PDD-NOS is an autism spectrum disorder used to describe individuals who do not fully meet criteria for autism or Asperger's. Matthew has mild autistic characteristics in social skills, repetitive behaviors, and sensitivity to sounds. He also takes medication to control epilepsy. Matthew is the middle child in his family and enjoys activities like bubbles, Harry Potter, swimming, and rollercoasters. His father advocates for more special education funding for First Nations students like Matthew whose needs are not fully met.
Do we need the Ojibway language in today's modern world? The answer to this is "Yes." The language not only tells who are people are but tells the exact location of where they live through various dialects in the Ojibway language. The Treaty #3 area must incorporate plans to revitalize the language. Here is one opinion on how to support this endeavor....
This document discusses issues facing Aboriginal children in Canada, including historical contexts of discrimination and challenges today. It notes that Aboriginal children are overrepresented in child welfare systems and face higher risks like substance abuse, suicide, and poverty due to impacts of the residential school system, lack of culturally-appropriate support services, and jurisdictional disputes between governments over funding responsibilities. The document argues that Canada is not fully upholding the rights of Aboriginal children as outlined in the UN Convention on the Rights of the Child.
There are several forms of indigenous language education programs in Canada. Core language programs teach an indigenous language for one class period per day, while immersion programs fully integrate the indigenous language into all classes. Language nests are preschool immersion programs conducted entirely in the indigenous language. Some schools, like the Akwesasne Freedom School, are fully immersed language schools that aim to incorporate indigenous language and culture into all aspects of education to reverse cultural assimilation and ensure language survival. Bilingual programs teach students to be fluent in both an indigenous language and English. Challenges to maintaining indigenous languages include a lack of community and financial support along with few remaining fluent speakers.
This document provides guidance on developing an Individual Education Plan (IEP). An IEP is a written plan describing the special education program and/or accommodations needed to help a student who requires modifications or accommodations to access the curriculum or demonstrate learning. It includes key information such as the student's strengths and needs, annual goals, teaching strategies, required supports, and transition planning for after graduation. The document outlines the components that must be included in an IEP and provides a checklist to guide its development. An IEP is intended to be a collaborative document developed by educators and parents/guardians to support a student's learning.
Administering the DRA 2: Diagnostic Reading AssessmentFaymus Copperpot
This is a teacher's workshop to show how to use the DRA 2: Diagnostic Reading Assessment. Teacher will have the opportunity to learn how to use the program during this workshop.
The document discusses assessment-driven instruction for reading programs in grades K-3. It defines assessment-driven instruction as using data from valid reading assessments that measure six components of reading. Teachers use several types of assessments, including screening, progress monitoring, diagnostic, and outcome assessments. The data from these assessments helps teachers identify students' reading levels, group students for effective instruction, target skills to reteach, and monitor student progress. The Lead Literacy Teacher's role includes scheduling assessments three times per year and implementing interventions for students at risk.
What is the "First Nation Student Success Program?"Faymus Copperpot
This is a brief introduction of what "The First Nation Student Success Program" is and how we are going to run Literacy portion of the program in our schools.
What is first steps reading and writing continuumFaymus Copperpot
First Steps is a literacy framework that provides teachers with strategies and assessments to develop students' reading, writing, spelling, and oral language skills, including for those with special needs. Literacy lead teachers will receive training to then support other teachers in implementing First Steps. The plan is to train teachers over 6 days to become literacy coaches and begin rollout of the First Steps Writing Continuum in November after lead teachers receive training in October.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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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.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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
2. Our Staff Jim Green-Education Advisor for Bimose Andy Graham-Education Coordinator Eva Graham-Literacy Specialist Donna Babiachuk-Student Success/Student Retention Specialist Ray Petiquan-Information Service and System Technician Bob Thompson-Data Management Technician Fay Zoccole-Student Behavior Support Specialist-New Path
3. Timelines May-July 2010-The FNSSP Workplan was Developed and Approved by INAC August 2010-Program Coordinator was hired by the Advisory Committee September 2010-Literacy and Student Success/Student Retention Specialists were hired December 2010-Data Management and Information System and Service Technicians were hired
5. Organization and Governance We currently have 5 communities involved in our program, with a 6th community joining as of April 1st, 2011
6. Organization and Goverance Our schools are all within a 1.5 hour drive from our central office in Kenora Most of our professional development sessions are in Kenora Currently Bimose Tribal Council has 9 member communities with 5 schools
7. Organization and Governance Advisory Committee Our Advisory Committee consists of one member for each community and one member from the Bimose Tribal Council Board of Directors The Committee meets once a month. There role includes: Budget development and approval Hiring of all staff Approval of new programs/program changes Review all new proposals
8. Organization and Governance Advisory Committee The committee has completed a Draft Terms of Reference to ensure consistency and define and authority of the group The committee also has a Chair and Vice Chair, with plans to establish various working committee (i.e. finance and Human Resource) The Draft Terms of Reference also outlined the ways the committee could move into more aggregate of services (i.e. New Paths proposals)
9. Organization and Governance Development of an RMO Our advisory committee and tribal council is looking into the possibility of creating a RMO or Education aggregate The advisory committee agrees that shared 2nd level services would be of great benefit to their schools but do not wish to see direct administration of the schools Focusing in developing and implementing 2nd level shared services and enhancing partnerships is key
10. Policy Monitoring Program Areas: Regular reporting to the Advisory Committee and our Education Authorities Developing implementation scheduling in consultation with the schools Developing common reporting dates and timelines Almost all of the implementation of the program components are centrally administered Creation of District Reviews in our schools
11. Policy Performance Indicators PM Benchmarks (K-4) and Fountas and Pinnell Benchmarks (4-12) (Completed) EQAO Grade 3 and 6/OSSLT (All Schools) Student Surveys (Completed in Nov 2010) At-Risk Student Interviews Provincial Student Success Indicators (i.e. Graduation Rates)
12. Policy Future Performance Indicators Report Card Data CAT 4 Tests (Yearly Implementation) Project/Planning Data Teacher Surveys Student Success Transition Data Numeracy Data Ontario Writing Assessment Oral Language Assessment Classroom Environmental Scans
13. Policy Supporting Performance Measure Implementation of the Trillium Data System Creating a secure IT infrastructure/server Creation of common reporting templates (i.e. Student Success Indicator Sheet, Benchmarking Sheets, Common Kindergarten Report) We are moving to support a paperless data environment
15. Policy December 2010: External Network Configuration Overview As of December 2010 all the schools involved with FNSSP were standalone networks accessing the Internet through their respective ISP’s· All firewalls were basic wide open “firewalls”, very limited security features· No secure connections to any other site
17. Policy March 2011: External Network Configuration Overview Bimose Tribal Council and Shoal Lake 39 School firewalls have been upgraded to higher-end feature rich units Bimose Tribal Council’s internal network switch equipment is being upgraded to higher-end units, the upgrade is 80% complete Configuration of a site-to-site VPN has been configured from Shoal Lake 39 School to Bimose Tribal Council The VPN connection is part of the Trillium report card system implementation. All Trillium network traffic will go over this connection to the Trillium database at BTC
19. March 2011: Bimose Tribal Council Internal Network Overview Bimose Tribal Council has totally redesigned its internal network into segmented traffic groups based on device rolls Notable Infrastructure Improvements Complete network and server redesign Nighty backup to secure network storage Complete environmental and network monitoring Monitoring alerts sent to IT cell phones 9 hour UPS backup power for network and servers Policy
21. Policy Student Management Planning: Trillium Network Setup This is the planned Trillium setup for the schools. Each school has a secure VPN connection back to Bimose Tribal Council· Only approved Trillium clients will be allowed access to the database· All logical security to the database will be setup as required All non Trillium traffic will be sent over the Internet
22. Policy Supporting Performance Measures Professional Development for all Staff Debbie Diller-December and May Nelson Canada EQAO/CAT4 Testing Sue Johnson-January and June David Booth Handwriting Without Tears Lion’s Quest Lab Classrooms
23. Policy Supporting Performance Measures Central Program Support Regular scheduling of visits by program staff Focused common program implementation (i.e. Literacy Rooms and Coop Programs) Purchasing of common resources in each school.
24. Policy Performance Measurement More networking and the establishment of functioning PLCs and TCLPs Enhanced data collection and interpretation tools Refinement of our District Review process and closely tying it to our school effectiveness plans
25. Program Current Timeline: To date, we have met all of our timelines and program goals (all timelines have been met on time or ahead of schedule) with the exception of the final implementation of our data collection system. Our Trillium system will be up and running by mid-May
26. Program Literacy Completed a literacy resource inventory in all schools to determine specific needs. Establishment of literacy libraries in each school Purchased the Nelson Literacy Program from JK-Grade 10 for each school. Completed a 2 day professional development session on Balanced Literacy and Guided Reading. Completed a 2 Day professional development session to support the Nelson Literacy Program and the EQAO Testing. Completed a 1 day professional development session on Literacy Best Practices
27. Program Literacy Purchased all materials and equipment to set-up Literacy Centres in all JK-Grade 3 classrooms. Worked with teachers to establish Guided Reading and Literacy Centres in their classrooms. Implemented the PM and Fountasand PinnellBenchmarks in all schools. Purchased First Nation books and Literacy resources for all of our schools Beatrice Culleton, author of ‘April Raintree’ will be visiting our schools in May Writing Anthology for our schools Authors’ Workshop for the Fall
28. Program Literacy Welcome to Kindergarten Online Language Dictionary School Twinning in Southern Ontario Parent support sessions in each community Benchmarks Home reading program Tips to support students
34. Program Student Success/Student Retention Established a Co-op Program at the two High Schools. Completed a student survey of all Grades 4-12 Students. Organized a professional development session for the Education Counsellors. Organized a parent survey for each school. Organized a detailed interview process for students at the two High Schools who have dropped out of school. Organized a High School Teacher’s meetings to discuss secondary issues.
35. Program Student Success/Student Retention Began the establishment of a Fiddling Program at each school. Organize Student Success Teams in our two High Schools Organized 2 professional development sessions for our Ojibway Teachers in conjunction with Keewatin-Patricia District School Board. Began the process of entry the two High Schools into NorWASSA Sports Competition Supported a student language session at Shoal Lake 39 to discuss language retention
36. Program Data Management and Information Technology Began the set-up of the Trillium Student Data Software on the server and at each school. Purchased and set-up 12 SMART Boards. Purchased and set-up new administration computers for each school. Purchased and set-up a new server to store student data. Investigated the set-up of LIVE@EDU in all of our schools.
37. Program Data Management and Information Technology Completed an inventory and analysis of all of the computer systems in each school. Established a remote link to each school server. Addressed any maintenance issues as they have arisen.
40. Program Student Behaviour Support Organized Professional Development for ‘Handwriting Without Tears’, Lion’s Quest and Anti-Bullying with Barbara Colloroso. Completed a training session with staffs on fine/gross motor skills. Met with all special education teachers and most classroom teachers to review any students with behaviour issues and suggestions for professional development. Continuing Learning Lunches/ Teacher Workshops on a variety of topics. Developed a common Special Education handbook for our schools with IEP templates
41. Program School Effectiveness Plans Our initial school plans involved a needs assessment and identification of common practices/materials for each school. Our next step will be the be the implementation of the provincial School Effectiveness Framework planning process in our schools
42. Program School Effectiveness Framework The framework is a continual planning process that focuses on 4 key areas-Literacy, Numeracy, Pathways and Culture, Community and Caring The schools will be involved in annual District Reviews that look at the success of their plan Some funding will be flowed to the school to support their plans PLCs and TCLPs will also support their plans
43. Partnerships Partnerships with Local School Boards Currently we do not share services agreements with our 2 local school boards We have been invited to participate in KPDSB’s Native Language PD sessions The two local boards have sent representatives to our PD sessions Our secondary students have participated in a Secondary Health and Wellness Forum.
44. Partnerships Future Partnerships Development of a Evening Fiddling Program in the Kenora area The development of a high skills major type of program that would be run at our two high schools and at the two public secondary schools based on Environmental Studies More formalized PD planning (i.e. use of common PD days)
45. Partnerships Provincial Level We currently receive no provincial funding Regionally, we have been invited to participate in all NOEL (Northern Ontario Education Leaders) projects and initiatives, but we have not been allowed to participate in the Directors meetings yet. We are in the process of becoming a member of the regional data warehouse through Compass to Success (Cognos)
46. Partnerships Provincial Level Cont. The LNS as allowed our teachers to participate in all initiatives and projects (i.e. Schools in the Middle) The regional office of the MOE has also invited all of our program staff to any regional meetings.
47. Partnerships Future Provincial Partnerships NorWASSA membership for our schools We applying to a number of provincial programs for funding to support our schools and program NOHF-Emerging Technology Fund NOHF-Youth Internship program
48. Partnerships Other Partnerships Common Ground Initiative University of Manitoba/Confederation College/AKRC Post Secondary Program Apple Canada/Smart Canada Welcome to Kindergarten program though The Learning Partnership
49. What Makes the Bimose Tribal Council FNSSP Great Strong community and staff support A focus on technology to promote learning (i.e. IPADS in all of our classrooms) A strong focus on best practices instead of using a set program Strong partnerships Strong planning process Getting the best of the best for our schools, staff and students Common spirit of success A willingness to think ‘outside the box’