Chapter 4a
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This document summarizes ELA predictive results from piloting a new reading program with 5th grade and 3rd grade students. It found that the largest gains were in reading for information and understanding, with more students attaining level 4. Both programs showed high rates of students reaching level 4 in critical analysis and evaluation, though program B lessened the number at level 2. It stresses that teachers must use long-term assessments to strengthen student skills and instruct effectively, and that administration must provide ongoing staff training to support consistency in scheduling, following the program, and monitoring progress.
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Chapter 4a
The document summarizes results from piloting a new reading program with 5th grade students and a 3rd grade class compared to the old program used with the rest of the school. While the percentage of students scoring at level 3 remained similar, more students achieved the higher level 4 with the new program. The new program also decreased the number of students scoring at level 2 while neither program had students at level 1. The largest gains were seen in the number of students reaching the highest level 4.
Rti intro
The document discusses the right questions to ask when implementing Response to Intervention (RTI). The most important questions are about what students need to succeed rather than test scores or legal compliance. RTI should focus on providing targeted instruction and extra time for students who are not learning from core instruction, with the goal of prevention rather than remediation. It operates in tiers, with Tier 1 involving quick boosts for all students, Tier 2 providing targeted small group instruction, and Tier 3 giving isolated individualized instruction.
Rti ber conference
The document summarizes key points from an RTI conference about improving tier 1 classroom instruction. It states that if more than 15% of students are tier 2 and 5% are tier 3, tier 1 instruction needs reevaluation. Next steps include delivering tier 1 instruction and tier 2 interventions in the classroom during a dedicated 30 minute "WIN time." It discusses changing mindsets about tier 1 instruction and expanding tier 2 interventions in the classroom. It also provides examples of effective tier 1 instructional practices like flexible small groups, skill-based mini-lessons, using progress monitoring, leveled books, and individual student conferences.
Analyzing data[1]
This document provides information about a unit on data analysis. Students will learn different ways to collect and interpret data, including through creating and analyzing glyphs. The teacher's role is to introduce data analysis concepts and oversee the glyph project. Parents should ensure students can follow directions before the project. Students will make and analyze glyphs correctly according to the directions. The unit aims to help students understand collecting and analyzing data at a basic level.
Kirkpatrick moodel
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Nh staff meeting 11:20:13
Presentation from November 20, 2013 staff meeting. Includes examples of professional practice goal and student learning goal.
Rti conclusion
If you intend to introduce an incompatible change, you have three options: modify the change to align with culture, alter culture to align with change, or prepare to fail. The document discusses interventions for struggling students, noting that targeted, short-cycle interventions of 12-15 weeks focused on specific skills are most effective, compared to broader matrices. It outlines developing collaborative models, problem-solving teams, and increasing support in classrooms over 3-5 years while focusing on program fidelity and shifting paradigms around supporting struggling students. This year's focus is on courageous conversations, strong Tier 1 instruction, piloting WIN time, and developing Staffing team processes.
LLI Procedures Flowchart
The document outlines the steps for selecting students for an LLI (Leveled Literacy Intervention) program and monitoring their progress. It includes:
1) The school LLI team will select students for the program based on F&P (Fountas and Pinnell) data and records, and submit their selections to the LLI coach.
2) The LLI teacher will carry out the intervention program following district expectations, with support from literacy coaches and regular meetings with classroom teachers.
3) Upon completion of each LLI group, the school LLI team will update the student grouping template and submit it to the LLI coach within one week.
Recommended
Chapter 4a
The document summarizes results from piloting a new reading program with 5th grade students and a 3rd grade class compared to the old program used with the rest of the school. While the percentage of students scoring at level 3 remained similar, more students achieved the higher level 4 with the new program. The new program also decreased the number of students scoring at level 2 while neither program had students at level 1. The largest gains were seen in the number of students reaching the highest level 4.
Rti intro
The document discusses the right questions to ask when implementing Response to Intervention (RTI). The most important questions are about what students need to succeed rather than test scores or legal compliance. RTI should focus on providing targeted instruction and extra time for students who are not learning from core instruction, with the goal of prevention rather than remediation. It operates in tiers, with Tier 1 involving quick boosts for all students, Tier 2 providing targeted small group instruction, and Tier 3 giving isolated individualized instruction.
Rti ber conference
The document summarizes key points from an RTI conference about improving tier 1 classroom instruction. It states that if more than 15% of students are tier 2 and 5% are tier 3, tier 1 instruction needs reevaluation. Next steps include delivering tier 1 instruction and tier 2 interventions in the classroom during a dedicated 30 minute "WIN time." It discusses changing mindsets about tier 1 instruction and expanding tier 2 interventions in the classroom. It also provides examples of effective tier 1 instructional practices like flexible small groups, skill-based mini-lessons, using progress monitoring, leveled books, and individual student conferences.
Analyzing data[1]
This document provides information about a unit on data analysis. Students will learn different ways to collect and interpret data, including through creating and analyzing glyphs. The teacher's role is to introduce data analysis concepts and oversee the glyph project. Parents should ensure students can follow directions before the project. Students will make and analyze glyphs correctly according to the directions. The unit aims to help students understand collecting and analyzing data at a basic level.
Kirkpatrick moodel
The document discusses three models for evaluating educational technology: reaction, behavior, and perceived learning. The reaction model evaluates user satisfaction. The behavior model looks at student engagement and interaction. The perceived learning model assesses if students feel they learned key concepts and skills.
Nh staff meeting 11:20:13
Presentation from November 20, 2013 staff meeting. Includes examples of professional practice goal and student learning goal.
Rti conclusion
If you intend to introduce an incompatible change, you have three options: modify the change to align with culture, alter culture to align with change, or prepare to fail. The document discusses interventions for struggling students, noting that targeted, short-cycle interventions of 12-15 weeks focused on specific skills are most effective, compared to broader matrices. It outlines developing collaborative models, problem-solving teams, and increasing support in classrooms over 3-5 years while focusing on program fidelity and shifting paradigms around supporting struggling students. This year's focus is on courageous conversations, strong Tier 1 instruction, piloting WIN time, and developing Staffing team processes.
LLI Procedures Flowchart
The document outlines the steps for selecting students for an LLI (Leveled Literacy Intervention) program and monitoring their progress. It includes:
1) The school LLI team will select students for the program based on F&P (Fountas and Pinnell) data and records, and submit their selections to the LLI coach.
2) The LLI teacher will carry out the intervention program following district expectations, with support from literacy coaches and regular meetings with classroom teachers.
3) Upon completion of each LLI group, the school LLI team will update the student grouping template and submit it to the LLI coach within one week.
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The JumpStart Program aims to bring a comprehensive school counseling curriculum to all middle school students in the district to address the transition from middle school to career. There is currently no formal program to help with this transition. The program covers topics like high school exploration, career exploration, and social emotional learning. It has been piloted at three middle schools, where 100% of participating students completed career and high school planning activities. Next steps include standardizing the curriculum across schools and creating a formal timeline and materials for teachers.
SLP Overview
The document provides an overview of the secondary literacy program at TuHS and the role of the instructional coordinator. It discusses using universal screening to identify approximately 20% of students in need of targeted reading interventions. Students scoring below the 35th percentile on standardized tests are further screened to determine the appropriate tier II or III intervention. It describes the Language! and Academic Literacy reading intervention curricula and their objectives to improve students' reading comprehension, confidence, and application of strategies across subjects. The instructional coordinator is available to support teachers' implementation of additional content literacy strategies.
Comprehensive teacher exams
The document discusses comprehensive exams that should be used to measure student progress. It suggests exams could be given in formats like multiple choice, true/false, essays, and math problems. The Brigance Test of Basic Skills is recommended to assess reading, writing, math and other skills every six months. Comprehensive exams created by teachers could also measure progress in subjects like social studies and science. Testing is an important way to evaluate student learning and plan appropriate lessons.
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Data notebooks were used by Theresa Whitehead's 3rd grade class to help 15 students, many from low-income backgrounds or at risk of learning disabilities, track their academic progress. Each notebook contained sections to log goals, attendance, reading scores, math scores, and writing samples. Tracking this data empowered students to take ownership of their learning and see academic growth over time. By year's end, the number of students needing extra support dropped significantly, and most students met end-of-year targets in reading and math. The data notebooks proved effective and were passed to the next year's teachers.
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The Explorers Model provides enrichment for 3rd grade students who demonstrate potential for high academic performance. It involves introductory lessons in the regular classroom taught by the AIG teacher, followed by flexible small group extension activities directed by the AIG teacher. Student participation does not guarantee future AIG identification. Student work is compiled into portfolios to inform the spring identification process. The goal is for teachers to work together supporting all students' growth.
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The document discusses major issues in student assessment and learning. It identifies five main issues: (1) Commercialization of assessment leading to poor test quality and lack of feedback. (2) Tests often only measure rote memorization and not higher-order skills. (3) Assessments need to consider different domains of learning. (4) Measurement issues include difficulties assessing affective and psychomotor domains and standardizing tests. (5) The assessment system relies too heavily on written exams without proper evaluation rubrics or performance testing.
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Research Proposal
1. The study examined the effects of cooperative learning strategies versus traditional instruction on student motivation and academic performance in learning application software.
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The lesson plan aims to help students understand their interests, strengths, and weaknesses by completing various transition assessments. Students will complete assessments on learning styles, independent living, work interests, and autonomy. They will then use the results to formulate postsecondary goals and plans. The teacher will lead an introduction and discussion on setting goals. Students will independently complete the assessments but can ask questions. Finally, they will discuss their plans and goals based on the assessment results.
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The document discusses an agenda for an English lesson about ordering food and drinks in a restaurant. The purpose is to discuss what to eat and recall food vocabulary. The lesson includes warm-up activities to review food and drink words, instructions for students to practice short dialogues ordering food in pairs, and a wrap-up discussion about what they learned.
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2. 80 students from two classes were assigned to work in groups of 4 on a PowerPoint presentation project, with the experimental group using cooperative learning and the control using traditional instruction.
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The document discusses different types of reading assessments that can inform instruction, including formal tests as well as informal teacher observations of students' behaviors, word game play, and oral reading fluency. It notes that teacher observations should be combined with more formal assessment information to give teachers a well-informed picture of students' reading abilities. The document then provides a form that teachers can use during meetings to assess the effectiveness of their reading programs.
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1) The document discusses an agenda for an ESL class on discussing food orders in a restaurant.
2) The purpose is to discuss what to eat and recall vocabulary about foods, appetizers, entrees, drinks and main dishes.
3) The agenda includes warming up with a food vocabulary matching activity, practicing dialogues for taking orders, and wrapping up with a discussion of what was learned.
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This document summarizes Cathleen Benedict's research on the impact of transitioning a fourth grade teaching team from meetings focused on information sharing and administrative tasks to meetings driven by data analysis within the framework of a professional learning community (PLC). The main research question examines what happens during this transition. Subquestions explore influencing factors and changes for teachers. Student achievement data and feedback from administrators suggest the PLC approach improved student language arts performance and increased teacher leadership roles.
Pd investing teachers in sl os
The document outlines an agenda for a professional development session on setting Student Learning Objectives (SLOs). It includes introducing SLOs and the key steps to create them: selecting assessments, determining student starting points, writing objectives, tracking progress, and reviewing results. Teachers practice bucketing students into preparedness groups based on beginning of year data. They then work through setting a Mastery Objective by determining the appropriate number of students in each preparedness group expected to achieve mastery for distinguished, proficient, basic, and unsatisfactory ratings. The goal is for teachers to understand how to use student data to set meaningful learning goals and link teacher effectiveness to student outcomes.
Curriculum and assessment
This document discusses the curriculum, assessment, and culture of learning at Almuñécar International School. It provides the following key points:
1) The school focuses on continuous improvement, developing new technology to support learning, and maintaining a positive learning culture where students and parents are informed of expectations and progress.
2) Student progress is assessed through ongoing formative and summative assessments as well as six grade reports per year. External exams like GCSEs and A-Levels are also used to assess performance.
3) The curriculum is being updated to better integrate British and Spanish standards and prepare students for the modern world. New technologies will also be used to improve communication and support the curriculum.
PPR_End_of_Year_Summary_2013
The principal summarized her progress on goals from her 2012-13 performance review. She deepened teacher pedagogy using the Danielson Framework, with two teachers gaining tenure and three improving. Performance tasks showed student growth in skills. Reading levels increased with 30% below grade level in June, down 15% from October. Special education and ELL students made gains, and legal/DOE mandates were met despite some technical issues.
Kindergarten school business management ppt.ppt
Awash International Bank
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From Wikipedia, the free encyclopedia
Awash Bank S.C.Awash International Bank.png
Native name
አዋሽ ኢተርናሽናል ባንክ
Type Commercial
Industry Finance
Founded 10 November 1994; 28 years ago
Headquarters Airport Road, Addis Ababa, Ethiopia
8.991997°N 38.782110°E
Key people
Tsehay Shiferaw, CEO
Yohannes Merga, CIO
Tadesse Gemeda, Chief Wholesale Banking Officer
Ato Henock Tessema, Chief Retail & SME Banking Officer
Tilahun Geleta, Chief Finance & Facilities Management Officer
Abebe Deressa, Chief Corporate Strategy Officer
Dessalegn Tolera, Chief Credit Operation Officer
Products Financial services
Revenue 5.87 billion birr (2020/21)
Owner Awash Bank S.C
Number of employees
More than 18000
Website www.awashbank.com
Awash International Bank (Amharic: አዋሽ ኢተርናሽናል ባንክ) is a commercial bank in Ethiopia that was established in 1994 by 486 founding shareholders with a paid-up capital of birr 24.2 million and started banking operations on 13 February 1995. As of end of June 2020 the number of shareholders and its paid-up capital increased to over 4369 and Birr 5.87 billion, respectively. Likewise, as of end June 2020, bank's total assets reached Birr 95.6 billion with over 700 branches found across the country, Awash Bank continues to be leading private commercial Bank in Ethiopia.[1][2]
History
Awash International Bank was founded on 10 November 1994 and started operation on 13 February 1995 with 486 shareholders and paid-up capital of 24.2 million birr.[3][4][5][6] It is named after Awash River.[7] In 2013/14 fiscal year, the bank gained roughly more than 1.37 billion birr, accounting 40% of the whole private banks.[8]
On 24 November 2014, Awash partnered with Misys FusionBanking Essence, a financial software company, to boost its continual growth and the branching process.[9]
References
"Awash Bank – Nurturing Like The River". www.awashbank.com. Retrieved 2022-05-28.
"Company Profile". www.awashbank.com. Retrieved 2022-05-28.
"Ethiopia's Awash International Bank : Growth amid challenges - Shiferaw". The Africa Report.com. 2013-10-14. Retrieved 2022-11-01.
"Awash Bank Ethiopia - All you need to know 2021!". Retrieved 2022-11-01.
"About Awash International Bank". ethiopia.financialadvisory.com. Retrieved 2022-11-01.
"Assessment of Customers' Satisfaction" (PDF). 1 November 2022.
"assessment of credit risk management policies" (PDF). 1 November 2022.
"Battle of the Titans". Retrieved 2022-11-01.
"AIB pioneers core and branch modernisation with Misys" (PDF). 1 November 2022.
External links
Official WebsiteAwash International Bank
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From Wikipedia, the free encyclopedia
Awash Bank S.C.Awash International Bank.png
Native name
አዋሽ ኢተርናሽናል ባንክ
Type Commercial
Industry Finance
Founded 10 November 1994; 28 years ago
Headquarters Airport Road, Addis Ababa, Ethiopia
Business Administration power point.ppt
13. Key Issues
Based on the analyses made, the following key issues are drawn.
• BNPL Financing is a type of short-term financing that allows consumers to make purchases and pay for them at a future date. It is becoming an increasingly popular payment option;
• BNPL has fully digital operating landscape that enables superior customer experience and business efficiency. Thus, it is expected to capture a significant portion of the market with strong growth prospect;
• Dashen Bank is the only bank that provides BNPL financing so far. However, as a substitute product Cooperative Bank of Ethiopia provide the Michu financing.
• Fin-tech and telecommunication companies that work in partnership with domestic banks are potential competitors to BNPL business that provide and facilitate digitized credit facility;
• The domestic experience revealed that:
o The eligibility for the service requires the customers age should be 18 years and above; have a monthly income, which they can prove from their employer or a business license in the case of business owners;
o The maximum spending limit on Dube Ale is currently set at Birr 700,000 and is determined at branches;
o Payments can only be made using the app, and withdrawals are not allowed;
o Customers charged a subscription, guarantee, and convenience fee; The maximum loan duration is 12 months;
o Interest Ranges from 2% to 2.5% on monthly basis;
o The customer should repay the previous credit first to get another credit and the credit can be paid fully or partially; and
o Charges vary depending on the credit period and if payment is made after the due date there will be a penalty fee.
• The market need assessment shows that there is a demand of BNPL financing and almost all interviewed sampled organizations were voluntary to give their employees information when requested by the bank;
• Majority of the sampled respondents prefer loan repayment through mobile banking and also most of the respondents prefer if the duration of loan repayment period up to a year and shall base on value of the purchased item;
• There are five BNPL financing models that are widely applicable. Partnering with Fin-tech to build BNPL solution and Rent out balance sheet are the best models that CBE can adopt right now. Furthermore, the Bank may entertain integrating installments in to credit cards. Acquiring a BNPL company and Rent a technology can also be adopted in line with the banks business model and when the need arise by the market;
• Currently, two local potential fin-tech companies EAGLELION System Technology (Dube Pay) and Seregela PLC approached and show an interest and signed memorandum of understanding to work with CBE through the two business models;
• The expected benefits of BNPL financing for the CBE are the loan is short term; it address the needs of credit access of retail customers; increase and diversify the credit portfolio; and the bank will have a special product that calls for and held its retail customer fr
IEP REPORT
The document provides guidance on developing measurable annual goals for a student's Individualized Education Program (IEP). It explains that annual goals should be directly related to the student's current performance levels, focus on skills that can reasonably be achieved in one school year, and include specific, measurable criteria. Short-term objectives and benchmarks should also be included to track progress towards the annual goals. Examples are provided of current performance levels, a measurable annual reading goal, and related benchmarks/objectives for a sample student.
Iep presentation
The document discusses individualized education programs (IEPs) which help meet the educational needs of students with special needs. An IEP is not a label or extra burden, but rather a tool to provide appropriate services. It benefits students by determining their needs, teachers by providing guidance, and parents through communication. An IEP is prepared by a team and contains elements like the student's current performance, long and short-term goals, and an evaluation plan. Objectives should be specific, measurable, and help students progress from their present level to their annual goals.
M4
This document provides an overview of Module 4 of a training on the Massachusetts Model System for Educator Evaluation. Module 4 focuses on establishing S.M.A.R.T. goals for student learning and professional practice that will be included in Educator Plans. The training teaches participants how to write specific, measurable, attainable, results-focused and time-bound (S.M.A.R.T.) goals and develop Educator Plans that include actions, supports, resources, and timelines to meet the goals. Sample goals and plans are provided to demonstrate how to develop high-quality goals and plans that promote continuous educator growth and keep student learning as the core focus.
Assessing the curriculum
The document discusses the intended, implemented, and achieved curriculum in the context of the Basic Education Curriculum (BEC) implemented in the Philippines. It outlines the goals of the BEC as the intended curriculum, how it was implemented through various reforms and teaching approaches, and some initial achievements observed, though no formal evaluation was cited. The key points made are that the BEC aimed to improve quality of education and decongest the curriculum, it was implemented through teacher training and interdisciplinary teaching, and early signs of success included increased student motivation and performance.
Iep presentation
The document discusses individualized education programs (IEPs) for students with special needs. It provides information on what an IEP is, why IEPs are important, how they are prepared, who is involved in creating them, and the key elements that should be included. An IEP is a tool that helps meet the unique educational needs of each student by outlining goals, services, and support. The document emphasizes that IEPs are essential to ensure students with disabilities receive an appropriate education tailored to their individual needs and abilities.
New TIP Course 3 (DepEd Teacher) TEACHERPH.COM.docx
1. The document discusses the Philippine Professional Standards for Teachers (PPST) which outlines 4 career stages that teachers can progress through - Beginning, Proficient, Highly Proficient, and Distinguished.
2. Each career stage is defined by the level of professional practice expected. Beginning Teachers are new to the profession, while Proficient Teachers display independence in teaching skills. Highly Proficient Teachers mentor others and Distinguished Teachers are recognized leaders in education.
3. The document provides details on the expectations for each career stage to help teachers understand where they are at currently and what it takes to progress to higher stages over their career.
Assesment, Data & Tracking
This document discusses different types of assessment used in schools including formative, summative, and diagnostic assessment. It also addresses tracking student progress and attainment, statutory assessment tests, and using assessment data to identify strengths and areas for improvement in student learning and school programs.
Evaluation Report pdf
This program evaluation examines the effectiveness of the San Joaquin County Office of Education's Special Education Teacher Mentoring Program. Data was collected through interviews with mentors and administrators, and surveys of first, second, and third year teachers over a three month period. The evaluation found the program is effective in improving teacher self-efficacy and feelings of support. It is recommended the program continue with modifications such as holding monthly sessions on early release days and providing compensation or incentives for teachers to attend. Developing a mentor handbook was also suggested to better structure the program.
Parent guidance - reports
The document provides guidance to parents on understanding student reports from school. It discusses the different types of reports, how to understand the data and grading, and how to set targets based on the reports. The key points are:
1) Schools provide different types of reports throughout the year to update parents on students' academic progress, attitudes, and attendance.
2) Reports use color-coding to indicate whether students are on track to meet targets, with purple, green, yellow, and red denoting different performance levels.
3) Written comments provide an area for students to focus on improving as well as how to access help and resources.
4) Parents should review reports with students and set specific, measurable,
LAURO GACUSANA_Data-Driven Supervisory Plan.docx
This document outlines a data-driven supervisory plan to improve reading proficiency among grade 5 learners. It begins by identifying the focus area and questions. Data is then collected on learners' reading levels, academic performance, and demographics. Analysis found most challenges were learners at frustration reading levels performing poorly in other subjects. Key drivers were identified as poor reading habits, lack of collaboration with families, and need for teacher training. An action plan was created to implement differentiated instruction, reading opportunities, integrate reading across subjects, train teachers, and strengthen existing programs. Progress will be monitored through assessments to determine if the desired changes in reading proficiency have been achieved.
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New TIP Course 3 (DepEd Teacher) TEACHERPH.COM.docx
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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Giridhar Meka - https://www.linkedin.com/in/giridharmeka
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Chapter 4a
- 1. ELA Predictive Results ELA Predictive Results
- 2. Reading for Information and Understanding
- 3. Reading for Critical Analysis and Evaluation
- 4. So, what does this all mean???? After piloting the new reading program for 5 months with the entire 5th grade and a 3rd grade Inter-grated Co-Teaching class these are our results. The old program was still being used with the rest of the school. While neither program had students attaining a level 1, the largest gains were with the students reaching a level 4in the reading for information and understanding. Both tools have a high rate of students attaining a level 4 in Critical Analysis and Evaluation, tool B lessened the amount of students at level 2, the level where most of NYC students are.
- 5. So, what does this all mean????con’t While we can see the predictions levels are great. Teachers must be mindful and must look to long term assessments as ways to instruct the student as a whole person. Skills that students are solid in must continue to be strengthen and skills that need strengthening must be strengthen. Teachers depend on assessments to determine abilities, and to instruct effectively. Students can only achieve if teachers are consistence with their scheduling, following the program and monitoring. Administration must also do their part by providing staff, (all staff) with on going training.