Burnley Detroit Public School Accomplishments
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Detroit Public Schools saw improvements in student achievement and curriculum standards from 2000 to 2005 under Superintendent Burnley. Fourth grade reading proficiency increased from 40.4% to 66.7% on state tests despite changes to the exam. Whole school reform models transitioned from multiple independent programs to a unified literacy curriculum, generating gains in student learning.
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Formal education refers to structured learning through the school system that provides certification for advancing to higher grades or levels. Kindergarten is designed to transition children from informal to formal education at age 5. The K-12 curriculum includes core subjects from grades 1-10 plus electives in grades 9-10 and core subjects in grades 11-12. Tertiary education provides post-secondary schooling leading to a degree. Non-formal education through programs like ALS helps out-of-school youth and adults develop skills. ALS uses a modular approach for dropouts and others unable to attend formal school. Alternative delivery modes in basic education like multigrade instruction and MISOSA combine formal and non-formal learning to improve
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Detroit Public Schools Property Transaction: Heilmann Site
Detroit Public Schools Property Transaction: Heilmann Site
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Detroit Public Schools Property Transaction: Cass Tech Land Acquisition
Detroit Public Schools Property Transaction: New Center Complex
Detroit Public Schools Property Transaction: New Center Complex
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Detroit Public Schools Testimony Opening Statement
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Main Presenter: Virginia Ressa, Ohio Department of Education
MGSLG ACE Planning Unit Content
This document provides an overview of planning in education. It discusses different types of planning including strategic planning, business planning, project planning, and classroom planning. It emphasizes focusing planning on understanding the school, managing teaching and learning, and using data. Examples are provided of a school improvement plan process and using structured teacher planning time to review assessment data, analyze learner progress, and plan interventions. The importance of integrating different management systems like process, human resources, and knowledge management is also mentioned.
ASSESSMENT OF THE ACADEMIC ACHIEVEMENT OF STUDENTS UNDER SBM
The document assesses the academic achievement of students under the School-Based Management program in five pioneering schools in Banaybanay District, Davao Oriental, Philippines. It aims to determine the SBM profile level of the schools, the students' academic achievement in English, math and science, and problems encountered in implementing SBM. Data was collected through surveys of principals, teachers, parents, and stakeholders. Results showed the schools generally implemented SBM well based on indicators for school improvement processes, leadership, and internal stakeholders. Areas for improvement included external stakeholder involvement and utilizing incentives.
Faculty 2 copy - developing a new teacher eval process
This document introduces Fauquier County Public Schools' new teacher evaluation system which will be field tested from September 2011 to May 2012. The new system is in response to state legislative mandates and will evaluate teachers based on 7 standards rather than the previous 5. It aims to give teachers more voice in the process and make evaluations more meaningful. Six schools will participate by having teachers collect evidence of their performance and provide feedback. The goal is to create a practical and respectful system that encourages reflection and favors student learning outcomes over one-time test scores. Teachers and administrators will try out the standards in practice and suggest improvements.
Project from Start to Finish
This document summarizes an evaluation of education interventions in Haryana, India. It describes the Context, Interventions evaluated (Continuous and Comprehensive Evaluation (CCE) and Learning Enhancement Program (LEP)), Research Design (randomized control trial across 400 schools), Data Collection (baseline and endline tests of student learning outcomes), Preliminary Results (LEP had a positive impact on Hindi scores, no impact of CCE found), and next steps for scale-up. The evaluation found large potential gains from reorganizing curricula and classrooms to allow children to learn at their own pace, and that programs designed to teach at the appropriate level can work when implemented by government teachers.
K martin - Assignment 2 Hot Topic - Article review
This case study examined one highly effective, inclusive elementary school in Florida called Creekside Elementary School. The researchers conducted interviews, observed classrooms, and analyzed testing scores. They found two key factors contributing to the school's success: (1) strong student support and high-quality instruction through practices like Universal Design for Learning and (2) supportive administrative policies and organizational structures. For example, all students' grades improved with inclusive practices and the school's diversity was representative of the community. The researchers concluded inclusive education can benefit all students when schools implement the right supports.
K martin assignment2_article review
Article Review - Assignment 2 - EDUC8129 Contemporary Issues in Special Education - 2018 S1 DE
Kim Martin
Easy English and You Tube versions also available.
Aera presentation 2014
Presentation of the Georgia Tech and Center for Teaching Team on the work with Project-based learning at public charter school in Atlanta, GA.
High School Curriculum in the Age of RTI
Tiered interventions are used in schools to provide increasing levels of academic support to students struggling to meet performance standards. Response to intervention (RTI) uses data from student progress monitoring to guide educational decisions and determine the need for additional or differentiated instruction. A study of RTI implementation in high schools found that while the framework is similar to elementary schools, high school structures and operations require the approach be adapted to focus areas, instructional organization, and school culture. Effective RTI implementation in high schools requires establishing teams to determine targets and monitor student progress across tiers of intervention.
Model of evaluation
This document summarizes Kirkpatrick's model of evaluation, which has four levels: reaction, learning, behavior, and results. It then describes a study that evaluated an intervention to reduce dropout rates in adult distance education programs. The study measured student reaction, learning outcomes, and dropout rates (levels 1-3). Results showed that over time, students were more satisfied with courses and instructors. Pre- and post-tests showed increased learning. The dropout rate decreased significantly from 44% to 22% after interventions were implemented.
Model of evaluation
This document summarizes Kirkpatrick's model of evaluation, which has four levels: reaction, learning, behavior, and results. It then describes a study that evaluated an intervention to reduce dropout rates in adult distance education programs. The study measured student reaction, learning outcomes, and dropout rates (levels 1-3). Results showed that over time, students were more satisfied with courses and instructors. Pre- and post-tests showed increased learning. The dropout rate decreased significantly from 44% to 22% after interventions were implemented.
Results drive accountability ppt 8-27-12 final
The document discusses using assessment data as part of a results-driven accountability system for students with disabilities. It provides an overview of input from experts on how to structure such a system. Key recommendations include using multiple measures of performance, including participation and proficiency rates on general and alternate assessments. Several sample approaches are presented, such as decision matrices that classify states' performance based on factors like participation, proficiency gaps, and improvement over time. The experts note important considerations around transparency, incentives, and avoiding increased burden on states.
Building a High-Performing Middle School PLC
Learn how to bring the three big ideas of a PLC to life in a middle school. Leave with a powerful understanding of what it takes to transform any middle school into a high-performing PLC. Gain practical strategies you can use immediately.
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...
Purpose: To explore how systems of E&A can be used to improve the quality, equity and efficiency of school education.
Focus: A Review of national approaches to E&A in school education (primary and secondary schools)
Comprehensive approach: The Review looks at the various components of E&A such as:
Student assessment;
Teacher appraisal;
School evaluation;
The appraisal of school leaders;
Education system evaluation.
continuous and comprehensive evaluation
This document discusses Continuous and Comprehensive Evaluation (CCE), which aims to evaluate students in a holistic manner throughout the academic year rather than just through annual exams. CCE assesses scholastic and non-scholastic areas through both formative and summative assessments. Formative assessments include FA1-FA4 and summative assessments include SA1 and SA2. CCE was introduced to reduce student stress, encourage learning, and focus on conceptual understanding rather than memorization. While CCE provides benefits like feedback and identifying student needs, it also faces limitations like being time-consuming and requiring well-trained teachers.
NC-ACTE 2014 Fall Forum Luncheon Presentation
The document discusses recent changes to teacher licensure requirements and education program standards in North Carolina, including more rigorous licensing exams, incorporation of digital teaching competencies, and tying program approval to graduate effectiveness data. It also outlines the State Board of Education's strategic plan for education and includes objectives and measures for teacher and principal preparation programs. Recent legislative actions on topics like the Common Core are also mentioned, and enrollment and proficiency trends from the past five years are presented. Next steps at the state level include developing continuing approval standards aligned with the strategic plan and collaborating to reinstate graduate and employer surveys.
The Regents Reform Agenda & Improvement of Teaching Practices
A review or the Regents Reform Agenda in NYS, and how teacher improvement can affect student performance. A look into the standards and assessment, data systems to support instruction, great teachers and leaders, and turning around struggling schools as part of the Regents Reform Agenda.
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