C&I 578 Assignment 11.1. Design Bad
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The document discusses GCMS Elementary's implementation of Response to Intervention (RtI) to address low reading scores, with only 75% of students meeting state standards. The school introduced RtI to provide students with tools to increase their reading success through data-driven assessment and targeted instruction. The core components of their RtI implementation included a multi-tiered model of instruction, a problem-solving method, integrated data collection and assessments, and a focus on the five elements of reading instruction. The school assessed students using DIBELS and MAP assessments and provided interventions in increasing intensities to students based on their risk levels and needs. While proud of initial gains, the school remained committed to ongoing improvement and helping more students succeed
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C&I 578 Assignment 11.1. Design Good
The document discusses the implementation of Response to Intervention (RtI) at GCMS Elementary to address low reading scores. It implemented RtI using a multi-tiered model with three tiers to identify student needs through assessments and provide research-based interventions. Tier 1 involves core instruction for 80% of students. Tiers 2 and 3 provide supplemental instruction of increasing intensity for 15% and 5% of students respectively based on progress monitoring. The school uses assessments such as DIBELS and MAP to track student progress and determine the need for tier changes. It has seen success with ISAT reading scores but still aims to improve further through continued efforts.
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C&I 578 Assignment 11.1. Design Good
The document discusses the implementation of Response to Intervention (RtI) at GCMS Elementary to address low reading scores. It implemented RtI using a multi-tiered model with three tiers to identify student needs through assessments and provide research-based interventions. Tier 1 involves core instruction for 80% of students. Tiers 2 and 3 provide supplemental instruction of increasing intensity for 15% and 5% of students respectively based on progress monitoring. The school uses assessments such as DIBELS and MAP to track student progress and determine the need for tier changes. It has seen success with ISAT reading scores but still aims to improve further through continued efforts.
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- The strategy taught students to identify key words in questions and rephrase questions in their own words.
- Data was collected through pre-and post-tests of test-taking strategies and student work to determine if explicitly teaching strategies improved test performance.
- While some individual classes saw significant effects, overall results were inconclusive as to whether the strategies significantly improved test scores across subjects.
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1. Whether the teacher has met State certification requirements;
2. Whether the teacher is teaching under an emergency permit or other provisional status by which State licensing criteria have been waived;
3. The teacher's college major;
4. Whether the teacher has any advanced degrees and, if so, the subject of the degrees; and
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3) CFA data is entered into a template to identify weaknesses by standard or question type for discussion on improving teaching and student learning.
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1. The document discusses developing effective feedback for students through a case study at UniSA. Student feedback was gathered on what they wanted, disliked, and how the course could improve.
2. Changes were made to feedback based on student input, including providing tutor feedback within 24 hours and using a structured feedback form for consistency. Peer feedback was also incorporated.
3. A feedback sheet is presented that grades hypotheses, questions, learning goals, and group dynamics on a scale from HD to D. It also includes peer ratings to calculate individual contribution to the group.
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3) CFA data is entered into a template to identify weaknesses by standard or question type for discussion on improving teaching and student learning.
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At the end of the session, participants will be able to:
1) Demonstrate the process of enrolling peer instructors as exam item writers.
2) Demonstrate the use of the internal comments box as a means of providing feedback to peer instructors.
3) Describe the process for analyzing ExamSoft data in the comparison of quiz and exam performance.
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2. The school implements Positive Behavior Interventions and Support (PBIS), Response to Intervention (RTI), and proficiency-based learning. Most student behavior is benchmark or strategic.
3. The school values flexibility, capacity, collaboration, and equity to help all students succeed. Small group and individualized instruction is based on student performance data. Teachers receive coaching to improve instruction.
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Teacher accountability systems that rely solely on test score improvements can incentivize artificially lowering student scores on initial tests. Instead, measuring increased levels of rigor in coursework and assignments can better demonstrate teacher effectiveness by showing students are learning at higher levels, even if their grades do not change. For example, asking students to write fully researched papers using multiple sources by year's end signals more advanced skills than single-source essays at the start of school.
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- The program uses balanced assessment including formative, benchmark, and large-scale assessments.
- Provincial assessments are administered at grades 4, 6, and 10 in reading, math, and science literacy and report results at the school, district, and provincial levels.
- Assessment results are reported using performance levels to provide information on student achievement.
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Location: Arrowhead
Wsu principals presentation -use of data
This document describes the evolution of a school's use of data-driven instruction from 2007-2014. It started with informal grade-level data reviews and shifted to more formal meetings using screening assessments. Teams began setting student learning goals and using common assessments. Over time, the focus shifted from what was taught to what students learned. Teams met weekly for collaboration and data-driven discussions. By 2014, the school saw significant improvements in math computational fluency based on their aligned goals and frequent data analysis at the grade, class, and student levels.
Using Assessment Data for Educator and Student Growth
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This presentation reviews major topics to be considered when using assessment data in implementing a school's program of educator and student growth and evaluation. By attending this workshop, participants will improve their assessment literacy, learn how to improve student achievement and instructional effectiveness through thoughtful data use, and discuss common issues shared by educators when using data for evaluative purposes.
School improvement plan
The document outlines King Middle School's student support team and school improvement plan. The student support team is comprised of various staff members and parents who identify and plan alternative instructional strategies for students experiencing academic or behavioral issues. The school improvement plan focuses on standards-based teaching and learning, providing targeted students with frequent progress reports and tutoring programs, and using data from assessments to monitor students and guide interventions. Key data sources discussed include CRCT scores, benchmarks, teacher assessments, and demographic and program information to track student performance and perceptions.
KochandcoIIMK
The document proposes developing a tool called "My Shiksha" to assess learning outcomes of students in primary schools in India. It would involve:
1) Using tablets to administer standardized tests measuring students' mathematics, writing, reading and speaking skills. Tests would be age-appropriate and in local languages.
2) Scores would be stored centrally to monitor individual and school performance over time, and identify gaps in curriculum, teaching or other systemic issues.
3) An initial pilot would be conducted in 50 primary schools across 5 zones in Madhya Pradesh to test the tool before broader rollout.
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
School Improvement Plan
The document provides information about formulating a School Improvement Plan (SIP) for 2016-2019. It discusses the legal basis for having an SIP, what an SIP entails, and the SIP planning process. The SIP is a 3-year roadmap that identifies interventions to be undertaken with community stakeholders. It is formulated based on school data and aims to improve learner outcomes. The planning process involves assessing the school's situation, identifying priority areas for improvement, determining objectives and root causes, and planning interventions over a 3-year timeframe. Key areas of focus for the SIP are access, quality, and governance of education. The workshop will guide participants through exercises to analyze school data and processes, select improvement areas, and develop the SIP.
sip
The document provides information about crafting a School Improvement Plan (SIP) for 2016-2019. It discusses the legal basis for having a SIP and outlines the key components that must be included. A SIP is a 3-year strategic plan that identifies priority areas for improvement. It also establishes annual targets and implementation plans. The workshop will guide participants through the process of assessing their school's performance and current improvement areas, prioritizing key issues to address, and planning interventions and targets for the upcoming years. Developing a robust yet feasible SIP requires data analysis, stakeholder collaboration, and setting goals across access, quality and governance domains.
Connect with Maths Leadership Series: Session 1- the right team
Building culture and capacity to enact the Australian Curriculum: Mathematics presented by Rob Proffitt-White for the Engaging All Students community. The first session will communicate the key factors and pre requisites common to schools successfully implementing elements of the initiative. This session has been designed for school leaders and Mathematics HODs wanting to prioritise numeracy and problem solving.
• Identification and remediation of common resistors
• Strategies for selecting a core key team and setting an agenda
• Valid and rigorous data professional learning communities
To view the accompanying webinar recording and resources please go to the Connect with Maths Engaging All Students community: http://connectwith.engaging.aamt.edu.au
Connect with Maths ~ supporting the teaching of mathematics ONLINE
Psy kirby wehr
This document discusses Response to Intervention (RTI) implementation in Pennsylvania schools. It covers three main points:
1. The connection between supplementary aids and services (SAS) and RTI, explaining that RTI organizes assessment, instruction, and interventions to provide support to students at all tier levels.
2. Identifying robust instructional strategies and interventions, emphasizing the importance of effective core instruction and using data to inform classroom practices.
3. Applying lessons learned about successful RTI implementation, such as the need for continuous professional development, a focus on instructional quality, and cross-role collaboration to close the "what-how" gap.
A multi tiered approach to instruction presentation
This document outlines a multi-tiered approach to instruction and intervention at Mountain Brook schools. It describes three tiers of support: Tier I is core instruction for all students, Tier II provides targeted small group instruction for students identified as at-risk, and Tier III involves intensive individualized interventions. The Student Support Team is responsible for determining student needs, monitoring progress, and making data-based decisions to maximize outcomes for students receiving Tier II and III support. A variety of screening, assessment, and progress monitoring tools are used to identify student needs and measure response to intervention.
Continuous Improvement in the Middle School Classroom
This document outlines the components of a Continuous Improvement Classroom for middle school students. It discusses eight key components: understanding quality tools, establishing ground rules and mission statements, creating a data center to track goals and progress, setting SMART goals, using data folders to monitor individual progress, leading student-led parent conferences, and establishing a culture of continuous improvement. Examples and videos are provided to illustrate how each component can be implemented in the classroom.
Sse workshop 2 spring 2014
This document provides information about a school self-evaluation process focused on improving teaching and learning. It outlines the six steps of the school self-evaluation process, which includes gathering evidence, analyzing data, developing an improvement plan, writing a report, implementing/monitoring the plan. It emphasizes that the process is collaborative and can be used to evaluate aspects of the new Junior Cycle, such as key skills. The document directs schools to resources and provides dates for completing self-evaluation reports and improvement plans. It also describes supports available from the PDST.
Getting explicit about reading
This document discusses a plan called GEAR (Getting Explicit About Reading) to improve literacy intervention programs across 9 elementary schools in the AMA ESD. The plan was informed by a survey identifying overreliance on DIBELS screening and lack of comprehension intervention. GEAR's vision is to provide training in diagnostic reading assessments and explicit comprehension instruction for Title 1 teachers and general educators. The strategic plan addresses obtaining district support, providing adequate time for implementation, and ensuring diagnostic assessments and strategy instruction become integrated into schools' intervention frameworks.
New To Year 6 Numeracy Added
The document provides guidance for teachers in Year 6 on supporting students to achieve age-related expectations in literacy and numeracy. It outlines aims to assess students, plan effective lessons, and familiarize teachers with resources. It also discusses tracking student progress, identifying underperformance, setting targets, analyzing data, and addressing barriers to learning. Suggestions are made for interventions, adjusting planning, and preparing students for standardized tests.
training-workshop-HOTS-ppt-deligero (1).pptx
The six levels were: knowledge, comprehension, application, analysis, synthesis, and evaluation. (The taxonomy's levels were later revised as remembering, understanding, applying, analyzing, revising, and creating.)
Assessment, recording, reporting policy
This document outlines an assessment, recording, and reporting policy for a school. It discusses the rationale for assessment and its various forms, including formative, diagnostic, and summative assessment. The aims of assessment are to recognize achievement, support learning, provide feedback, and inform instruction. Formative assessment should be integrated into teaching and used to evaluate and improve learning. Teachers should record evidence of progress systematically and use it to report to pupils, parents, and other teachers. The school policy includes issuing two written reports per year to parents and using various methods of assessment across subject areas. Assessment data will be evaluated regularly to ensure consistency and improve practice.
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C&I 578 Assignment 11.1. Design Bad
- 1. Assess…Address…Success! Response to Interception (RtI) at GCMS Elementary
- 2. Venturing into new territory…
- 3. GCMS jumped on the RtI bandwagon. Why?
- 7. 5% of students High At-Risk Learner Research based interventions 1-3 pupils/group 45-60 minutes supplement Progress monitoring weekly on target skill(s) 15% of students At-Risk Learners Research based interventions 4-6 pupils/group 20-45 minutes supplement Progress monitoring every 2 weeks on target skill(s) 80% of students All Learners receive Core Reading program (McMillan-McGraw Hill) 90 minutes/day grades K-3 (primary focus) 60 minutes/day grades 4-5 Benchmark assessments at beginning, middle and end of year (Areas: phonemic awareness, phonics, fluency, vocabulary, and comprehension) Multi-tier model Component 1
- 8. Problem Solving Method Component 2
- 9. Team Teacher and Interventionist 2008-09
- 10. Integrated data collection/assessment system Component 3 We are working hard to develop a data collection system that uses the information found on our Student Intervention sheets. Student data sheets and our formal and informal assessment probes.
- 11. Draft red = at risk 30 = Very concerned yellow = some risk 20 = Somewhat concerned green = low risk 10 = Slightly concerned * 0 = Not concerned 8 7 6 5 4 3 2 1 (9 weeks) Pre-Test Rating (0-3)* Comments Star Test Reading Grade Reading SAT 10 ISAT Teacher DIBELS Student Student Data
- 12. Individual Student Intervention Plan
- 15. Scheduling & flexibility! Component 6
- 16. Our source of pride for our efforts in 2007-08. ISAT- Reading
- 17. We are NOT satisfied! There is still MUCH more to do! MORE kids to reach! We have formulated a plan TO IMPROVE!
- 19. Our intentions are to continue to assess our students to best address their needs and continue to celebrate our students’ reading success !