The document discusses the need for equity in education as student diversity increases. It outlines two principles of equity and excellence from the National Science Education Standards: 1) All students should have the opportunity to attain higher levels of scientific literacy regardless of their background. 2) All students will learn all science content. The document provides a checklist for educational leaders to promote equity, including allocating funds for testing, using data to inform instruction, developing culturally sensitive curriculum, and ensuring high expectations for all students. Achieving excellence in equity requires courageous educators to make necessary changes and believe all children can learn.
This slideshow explains the Ministry of Education's guidelines and expectations around overall teacher judgements and reporting against the National Standards.
The document summarizes the Common Core State Standards Initiative, which aims to establish consistent K-12 standards in English and math that can be adopted by states. It discusses the importance of common standards, the momentum behind the initiative with 48 states and territories signed on, and outlines the process used to develop the standards with input from states and educators. It also emphasizes that fully implementing the standards will require changes to classroom instruction, materials, assessments, and policies to support student achievement.
NCLB requires states and school districts to implement standards, assessments, and accountability systems in reading and math. Westfall Local School District was already implementing many of the main elements required by NCLB, including a standards-aligned curriculum, investing in teacher professional development, and focusing on accountability, assessment, and research-based strategies to improve student performance. The district monitors its Title I schools annually on the ten components of an effective schoolwide program.
This document discusses the Common Core State Standards (CCSS) and Texas Essential Knowledge and Skills (TEKS), and explores how teachers can use technology to combine the two curricula. It provides overviews of the CCSS, which establish consistent expectations across states, and the TEKS, Texas' state-mandated curriculum. It also describes the State of Texas Assessments of Academic Readiness (STAAR) test and its alignment to readiness standards. Finally, it lists some online resources that can help teachers combine the CCSS and TEKS through technology.
This document discusses early learning and the Local Control Funding Formula (LCFF) in California. It provides background on LAUP, an organization dedicated to improving preschool access. It then summarizes data showing LAUP students are better prepared for kindergarten and cites research that high-quality preschool benefits students long-term. The LCFF is introduced as providing more school funding and flexibility to support at-risk students. The document argues that preschool can help meet several LCFF priorities and lists potential uses of LCFF dollars to expand preschool access and quality. It emphasizes that investing in preschool can save school districts money in the long run. Finally, it notes LAUP's work with LA school districts and encourages districts
The Common Core State Standards Initiative aims to establish consistent K-12 standards in English/language arts and mathematics across states. 48 states and territories have adopted the standards to better prepare students for college and careers and ensure clear expectations regardless of location. The standards emphasize fewer, higher concepts and apply knowledge through skills like problem solving. They were developed through an evidence-based process incorporating feedback from educators and other experts.
Leandro accountability work group priorities — September 2019EducationNC
Changes to the recommendations from the assessment/accountability work group of the Governor's Commission on Access to Sound Basic Education are in red.
The document discusses the need for equity in education as student diversity increases. It outlines two principles of equity and excellence from the National Science Education Standards: 1) All students should have the opportunity to attain higher levels of scientific literacy regardless of their background. 2) All students will learn all science content. The document provides a checklist for educational leaders to promote equity, including allocating funds for testing, using data to inform instruction, developing culturally sensitive curriculum, and ensuring high expectations for all students. Achieving excellence in equity requires courageous educators to make necessary changes and believe all children can learn.
This slideshow explains the Ministry of Education's guidelines and expectations around overall teacher judgements and reporting against the National Standards.
The document summarizes the Common Core State Standards Initiative, which aims to establish consistent K-12 standards in English and math that can be adopted by states. It discusses the importance of common standards, the momentum behind the initiative with 48 states and territories signed on, and outlines the process used to develop the standards with input from states and educators. It also emphasizes that fully implementing the standards will require changes to classroom instruction, materials, assessments, and policies to support student achievement.
NCLB requires states and school districts to implement standards, assessments, and accountability systems in reading and math. Westfall Local School District was already implementing many of the main elements required by NCLB, including a standards-aligned curriculum, investing in teacher professional development, and focusing on accountability, assessment, and research-based strategies to improve student performance. The district monitors its Title I schools annually on the ten components of an effective schoolwide program.
This document discusses the Common Core State Standards (CCSS) and Texas Essential Knowledge and Skills (TEKS), and explores how teachers can use technology to combine the two curricula. It provides overviews of the CCSS, which establish consistent expectations across states, and the TEKS, Texas' state-mandated curriculum. It also describes the State of Texas Assessments of Academic Readiness (STAAR) test and its alignment to readiness standards. Finally, it lists some online resources that can help teachers combine the CCSS and TEKS through technology.
This document discusses early learning and the Local Control Funding Formula (LCFF) in California. It provides background on LAUP, an organization dedicated to improving preschool access. It then summarizes data showing LAUP students are better prepared for kindergarten and cites research that high-quality preschool benefits students long-term. The LCFF is introduced as providing more school funding and flexibility to support at-risk students. The document argues that preschool can help meet several LCFF priorities and lists potential uses of LCFF dollars to expand preschool access and quality. It emphasizes that investing in preschool can save school districts money in the long run. Finally, it notes LAUP's work with LA school districts and encourages districts
The Common Core State Standards Initiative aims to establish consistent K-12 standards in English/language arts and mathematics across states. 48 states and territories have adopted the standards to better prepare students for college and careers and ensure clear expectations regardless of location. The standards emphasize fewer, higher concepts and apply knowledge through skills like problem solving. They were developed through an evidence-based process incorporating feedback from educators and other experts.
Leandro accountability work group priorities — September 2019EducationNC
Changes to the recommendations from the assessment/accountability work group of the Governor's Commission on Access to Sound Basic Education are in red.
The Reading First Initiative provided $900 million in grants to states to establish scientifically-based reading programs for students in kindergarten through 3rd grade. It aimed to ensure all children learn to read well by 3rd grade through increased professional development for teachers and use of screening tools to measure student progress. However, the initiative was detrimental to reading success in upper grades and ineffective for teaching reading skills to English language learners despite focusing on the five essential components of reading identified by the National Reading Panel.
The document summarizes research on how a Student Success Strategy program developed and contributed to student outcomes in an Ontario school district. It finds that while program elements varied between schools, consistent priorities included supporting grade 9 student transitions, expanding student support roles over time, and administrators driving improvements in teaching/learning. Outcomes included reduced suspensions, improved credit completion, and gains in math scores. Challenges faced included workload issues for Student Success Leads and retaining students in specialized high skills major programs. The research concluded the program was successfully meeting varied student needs through a multi-tiered approach.
Wildwood's mission is to achieve high academic success for all students and prepare them for future challenges. The document outlines Wildwood's goals in the strategic areas of student achievement, equity and communication. It discusses increasing academic rigor, implementing interventions, and closing achievement gaps. It also covers initiatives to promote cultural competence, strengthen parent engagement, ensure accountability, and maintain financial stability. Student test score data is presented showing performance on reading and math WASL exams from 2005 to 2009.
Wildwood's mission is to achieve high academic success for all students and prepare them for future challenges. The document outlines Wildwood's goals in the strategic areas of student achievement, equity and communication. It discusses increasing academic rigor, implementing interventions, and closing achievement gaps. It also covers initiatives to promote cultural competence, strengthen parent engagement, ensure accountability, and maintain financial stability. Student test score data is presented showing performance on reading and math WASL exams from 2005 to 2009.
1. The document discusses outdated educational systems in many European countries, including Croatia. It recommends large, comprehensive reforms that have been successfully implemented in some EU nations.
2. A new policy guide from the USA recommends research-based strategies to improve teacher quality, which is critical to student success. It draws from studies on effective teaching and policies from high-performing countries like Finland and Singapore.
3. The guide provides action steps, model legislation, and examples of policies that strengthen teacher recruitment, preparation, development, evaluation, working conditions, funding, and develop coherent, systemic approaches to support all students.
The North Carolina Principal Fellows Program and Transforming Principal Preparation Program will fully merge as of June 2021, leveraging elements of each program and consolidating $7 million in funding to prepare principals through 8 participating universities. The merger aims to improve principal preparation quality, allocate grant funding competitively to incentivize best practices, and continue to serve high-need schools and districts through a principal placement requirement. Key updates include new legislative enhancements, recruitment and selection priorities focusing on underserved districts, and continuous program improvement through research and data sharing.
This document discusses several key points about students with disabilities who complete high school versus post-secondary education:
- Students with disabilities who complete post-secondary education programs have higher employment rates (83% vs 38-58%), earn higher wages on average ($12.50/hour vs $9.80/hour), and are more likely to live independently compared to those only completing high school.
- Dropout rates are twice as high for students with disabilities compared to general education students, and increased testing pressures may exacerbate this issue. More accurate tracking of dropout data is still needed.
- Support strategies like supplemental services, alternative education, and school restructuring can help reduce dropout rates and encourage reentry for students with disabilities.
According to the 2018 annual report from the Office of Charter Schools:
- There are 184 operating charter schools in the state enrolling over 109,000 students, which is 7.3% of the state's total enrollment.
- Eleven charter schools underwent renewal reviews in 2018, with nine receiving 10-year renewals and two receiving 3-year renewals.
- The percentage of economically disadvantaged students enrolled in charter schools has been increasing each year since 2014-2015.
- The number of charter schools exceeding growth targets and the number earning high performance grades has increased in recent years.
The document discusses Texas Essential Knowledge and Skills (TEKS) which outline what students are expected to know and be able to do. It explains that TEKS state learning standards but do not dictate specific lesson plans or instructional methods. The structure of TEKS is also outlined, showing how standards are organized into strands, knowledge and skills statements, and student expectations. The document provides information on where to find the full list of TEKS standards and how TEKS are reviewed and updated over time. It also discusses how course crosswalks are used to map outdated courses to new courses and how teacher certification requirements may change with updated TEKS.
The document outlines North Carolina's comprehensive plan for improving reading achievement from kindergarten through third grade. It discusses six main components of the plan: implementing evidence-based reading instruction, assessing students, eliminating social promotion, supporting retained students, notifying parents, and ensuring accountability. The plan focuses on early intervention, high-quality literacy instruction, data-informed decisions, professional development, parental involvement, and providing multiple pathways for students to demonstrate reading proficiency. Upcoming steps include emphasizing evidence-based practices, implementing interventions quickly based on data, clearly defining supports, guiding reading camps, and collaborating with educators and parents.
The document summarizes a proposed educational project in Salvador, Brazil called the Brazilian Educational Project. The project aims to address the educational needs of underprivileged Brazilian students by providing academic preparation for college entrance exams, expanding access to higher education, and promoting the importance of higher education. The project will offer tutoring, test preparation, academic support, and work to improve literacy to help disadvantaged students succeed on the Brazilian college entrance exam called Vestibular.
1) Ontario implemented an education strategy with three simple goals of better student outcomes, greater equity, and improved public confidence.
2) The strategy focused on collectively building capacity through partnerships, transparency, and reducing distractions in order to raise literacy, numeracy, graduation rates, and early learning outcomes.
3) Implementation emphasized high standards, data, capacity building, accountability, and reducing distractors, resulting in improved student achievement and graduation rates over six years.
This document provides an overview of key laws and concepts related to special education. It summarizes the Individuals with Disabilities Education Act (IDEA), which ensures students with disabilities receive a free and appropriate public education. It also discusses the No Child Left Behind Act (NCLB), which increased accountability and standardized testing. Key concepts covered include inclusion, response to intervention (RTI), universal design for learning, differentiated instruction, and evidence-based practices.
This document provides a summary of testing and accountability updates from the North Carolina Department of Education. It discusses waivers provided by the US Department of Education that allow flexibility in assessment and accountability requirements for the 2020-2021 school year due to the pandemic. It also presents preliminary results from Fall 2020 end-of-course tests and the Beginning-of-Grade 3 reading test, noting variability in testing windows, participants, instructional models, and subgroup sizes that impact comparisons to previous years.
Transforming Principal Preparation March 2021EducationNC
The document summarizes the findings of an evaluation of North Carolina's Transforming Principal Preparation Program (TP3). Key findings include:
- The original 5 TP3 programs graduated over 240 candidates from 2016-2020, with over 75% being hired as principals/assistant principals, most at high-needs schools.
- There was variation across programs in costs per graduate ($50,000-$116,000) and percentages spent on institutional vs. participant expenses.
Recommendations focus on using funds to support more candidates, especially from high-needs areas, expanding the number of grant recipients, and promoting district-driven pipelines. The goal is to transform principal preparation across the state at highest quality and quantity
This document summarizes a review of literacy instruction in teacher preparation programs across the University of North Carolina system. Key findings include that programs have room for improvement in aligning literacy instruction with state standards and evidence-based practices, providing field experiences, and utilizing data. Recommendations include strengthening relationships with school districts, enhancing literacy curriculum, and utilizing data to inform program improvements. The review aims to help programs better prepare teachers to support rising literacy expectations in North Carolina.
The document analyzes the No Child Left Behind Act (NCLB) and proposes recommendations for changes. It discusses that NCLB aimed to close achievement gaps and ensure 100% proficiency by 2014, but has faced criticisms. Major proposed reforms include setting more realistic and research-based goals, allowing flexibility while maintaining national standards, updating testing to include multiple measures of achievement, and decreasing testing burden. Changes also should alter accountability to include growth, reconsider sanctions/rewards, fully fund the law, and be patient as NCLB aims for vast improvements compared to prior education policy.
The document summarizes research on the impacts of North Carolina's Read to Achieve program. Key findings include:
1) The program has not shown noticeable gains in student performance one or two years later, whether looking at initially impacted students or just those retained.
2) Summer reading camp attendance did not affect student outcomes the following year.
3) In practice, the program has operated more like 115 separate pilots rather than a unified initiative, contributing to inconsistent impacts.
4) Moving forward, the state aims to collect better implementation data, focus on fidelity, identify and expand on local successes, and strengthen early literacy development.
Heath phillips ut ascd summit dec 15 2011 finalJustin Reeve
The document discusses the Common Core State Standards initiative which aims to prepare students with the knowledge and skills needed for college and careers. It provides a brief history of the standards, noting that they were state-led and developed to ensure consistent expectations across states. The standards do not define everything needed to teach the standards or support all students. It also discusses the new common summative assessments being developed and the need for changes to school accountability systems to align with the goal of college and career readiness for all students.
The document discusses the Separatists who wanted to separate from the Church of England and became Pilgrims who traveled to the Netherlands and then set sail on the Mayflower to Virginia in 1620. Due to poor weather and mistakes, they landed off Cape Cod and signed the Mayflower Compact before establishing Plymouth colony. It also discusses the Puritans who wanted to purify the Church of England and established the Massachusetts Bay colony in the 1630s, led by Governor John Winthrop, with a strong emphasis on duty, hard work, and education.
1) Explorers from Europe searched for a Northwest Passage through North America as a faster route to Asia for trade.
2) Giovanni Verrazano explored the North American coast for France from Nova Scotia to the Carolinas in the early 1500s, believing he had found the Pacific Ocean.
3) Henry Hudson sailed for the Netherlands, exploring the river now named after him and discovering Hudson Bay in Canada.
The Virginia Company of London established the Jamestown colony in 1607 as a joint stock company to try to establish an English colony along the Atlantic coast of North America. The colony struggled at first due to its location in a swampland, lack of skills among colonists, and conflicts with Native Americans, but was saved by the introduction of tobacco as a lucrative cash crop. This allowed the colony to prosper and attracted more permanent settlers, helping Virginia to become the first self-sustaining English colony in North America.
The Reading First Initiative provided $900 million in grants to states to establish scientifically-based reading programs for students in kindergarten through 3rd grade. It aimed to ensure all children learn to read well by 3rd grade through increased professional development for teachers and use of screening tools to measure student progress. However, the initiative was detrimental to reading success in upper grades and ineffective for teaching reading skills to English language learners despite focusing on the five essential components of reading identified by the National Reading Panel.
The document summarizes research on how a Student Success Strategy program developed and contributed to student outcomes in an Ontario school district. It finds that while program elements varied between schools, consistent priorities included supporting grade 9 student transitions, expanding student support roles over time, and administrators driving improvements in teaching/learning. Outcomes included reduced suspensions, improved credit completion, and gains in math scores. Challenges faced included workload issues for Student Success Leads and retaining students in specialized high skills major programs. The research concluded the program was successfully meeting varied student needs through a multi-tiered approach.
Wildwood's mission is to achieve high academic success for all students and prepare them for future challenges. The document outlines Wildwood's goals in the strategic areas of student achievement, equity and communication. It discusses increasing academic rigor, implementing interventions, and closing achievement gaps. It also covers initiatives to promote cultural competence, strengthen parent engagement, ensure accountability, and maintain financial stability. Student test score data is presented showing performance on reading and math WASL exams from 2005 to 2009.
Wildwood's mission is to achieve high academic success for all students and prepare them for future challenges. The document outlines Wildwood's goals in the strategic areas of student achievement, equity and communication. It discusses increasing academic rigor, implementing interventions, and closing achievement gaps. It also covers initiatives to promote cultural competence, strengthen parent engagement, ensure accountability, and maintain financial stability. Student test score data is presented showing performance on reading and math WASL exams from 2005 to 2009.
1. The document discusses outdated educational systems in many European countries, including Croatia. It recommends large, comprehensive reforms that have been successfully implemented in some EU nations.
2. A new policy guide from the USA recommends research-based strategies to improve teacher quality, which is critical to student success. It draws from studies on effective teaching and policies from high-performing countries like Finland and Singapore.
3. The guide provides action steps, model legislation, and examples of policies that strengthen teacher recruitment, preparation, development, evaluation, working conditions, funding, and develop coherent, systemic approaches to support all students.
The North Carolina Principal Fellows Program and Transforming Principal Preparation Program will fully merge as of June 2021, leveraging elements of each program and consolidating $7 million in funding to prepare principals through 8 participating universities. The merger aims to improve principal preparation quality, allocate grant funding competitively to incentivize best practices, and continue to serve high-need schools and districts through a principal placement requirement. Key updates include new legislative enhancements, recruitment and selection priorities focusing on underserved districts, and continuous program improvement through research and data sharing.
This document discusses several key points about students with disabilities who complete high school versus post-secondary education:
- Students with disabilities who complete post-secondary education programs have higher employment rates (83% vs 38-58%), earn higher wages on average ($12.50/hour vs $9.80/hour), and are more likely to live independently compared to those only completing high school.
- Dropout rates are twice as high for students with disabilities compared to general education students, and increased testing pressures may exacerbate this issue. More accurate tracking of dropout data is still needed.
- Support strategies like supplemental services, alternative education, and school restructuring can help reduce dropout rates and encourage reentry for students with disabilities.
According to the 2018 annual report from the Office of Charter Schools:
- There are 184 operating charter schools in the state enrolling over 109,000 students, which is 7.3% of the state's total enrollment.
- Eleven charter schools underwent renewal reviews in 2018, with nine receiving 10-year renewals and two receiving 3-year renewals.
- The percentage of economically disadvantaged students enrolled in charter schools has been increasing each year since 2014-2015.
- The number of charter schools exceeding growth targets and the number earning high performance grades has increased in recent years.
The document discusses Texas Essential Knowledge and Skills (TEKS) which outline what students are expected to know and be able to do. It explains that TEKS state learning standards but do not dictate specific lesson plans or instructional methods. The structure of TEKS is also outlined, showing how standards are organized into strands, knowledge and skills statements, and student expectations. The document provides information on where to find the full list of TEKS standards and how TEKS are reviewed and updated over time. It also discusses how course crosswalks are used to map outdated courses to new courses and how teacher certification requirements may change with updated TEKS.
The document outlines North Carolina's comprehensive plan for improving reading achievement from kindergarten through third grade. It discusses six main components of the plan: implementing evidence-based reading instruction, assessing students, eliminating social promotion, supporting retained students, notifying parents, and ensuring accountability. The plan focuses on early intervention, high-quality literacy instruction, data-informed decisions, professional development, parental involvement, and providing multiple pathways for students to demonstrate reading proficiency. Upcoming steps include emphasizing evidence-based practices, implementing interventions quickly based on data, clearly defining supports, guiding reading camps, and collaborating with educators and parents.
The document summarizes a proposed educational project in Salvador, Brazil called the Brazilian Educational Project. The project aims to address the educational needs of underprivileged Brazilian students by providing academic preparation for college entrance exams, expanding access to higher education, and promoting the importance of higher education. The project will offer tutoring, test preparation, academic support, and work to improve literacy to help disadvantaged students succeed on the Brazilian college entrance exam called Vestibular.
1) Ontario implemented an education strategy with three simple goals of better student outcomes, greater equity, and improved public confidence.
2) The strategy focused on collectively building capacity through partnerships, transparency, and reducing distractions in order to raise literacy, numeracy, graduation rates, and early learning outcomes.
3) Implementation emphasized high standards, data, capacity building, accountability, and reducing distractors, resulting in improved student achievement and graduation rates over six years.
This document provides an overview of key laws and concepts related to special education. It summarizes the Individuals with Disabilities Education Act (IDEA), which ensures students with disabilities receive a free and appropriate public education. It also discusses the No Child Left Behind Act (NCLB), which increased accountability and standardized testing. Key concepts covered include inclusion, response to intervention (RTI), universal design for learning, differentiated instruction, and evidence-based practices.
This document provides a summary of testing and accountability updates from the North Carolina Department of Education. It discusses waivers provided by the US Department of Education that allow flexibility in assessment and accountability requirements for the 2020-2021 school year due to the pandemic. It also presents preliminary results from Fall 2020 end-of-course tests and the Beginning-of-Grade 3 reading test, noting variability in testing windows, participants, instructional models, and subgroup sizes that impact comparisons to previous years.
Transforming Principal Preparation March 2021EducationNC
The document summarizes the findings of an evaluation of North Carolina's Transforming Principal Preparation Program (TP3). Key findings include:
- The original 5 TP3 programs graduated over 240 candidates from 2016-2020, with over 75% being hired as principals/assistant principals, most at high-needs schools.
- There was variation across programs in costs per graduate ($50,000-$116,000) and percentages spent on institutional vs. participant expenses.
Recommendations focus on using funds to support more candidates, especially from high-needs areas, expanding the number of grant recipients, and promoting district-driven pipelines. The goal is to transform principal preparation across the state at highest quality and quantity
This document summarizes a review of literacy instruction in teacher preparation programs across the University of North Carolina system. Key findings include that programs have room for improvement in aligning literacy instruction with state standards and evidence-based practices, providing field experiences, and utilizing data. Recommendations include strengthening relationships with school districts, enhancing literacy curriculum, and utilizing data to inform program improvements. The review aims to help programs better prepare teachers to support rising literacy expectations in North Carolina.
The document analyzes the No Child Left Behind Act (NCLB) and proposes recommendations for changes. It discusses that NCLB aimed to close achievement gaps and ensure 100% proficiency by 2014, but has faced criticisms. Major proposed reforms include setting more realistic and research-based goals, allowing flexibility while maintaining national standards, updating testing to include multiple measures of achievement, and decreasing testing burden. Changes also should alter accountability to include growth, reconsider sanctions/rewards, fully fund the law, and be patient as NCLB aims for vast improvements compared to prior education policy.
The document summarizes research on the impacts of North Carolina's Read to Achieve program. Key findings include:
1) The program has not shown noticeable gains in student performance one or two years later, whether looking at initially impacted students or just those retained.
2) Summer reading camp attendance did not affect student outcomes the following year.
3) In practice, the program has operated more like 115 separate pilots rather than a unified initiative, contributing to inconsistent impacts.
4) Moving forward, the state aims to collect better implementation data, focus on fidelity, identify and expand on local successes, and strengthen early literacy development.
Heath phillips ut ascd summit dec 15 2011 finalJustin Reeve
The document discusses the Common Core State Standards initiative which aims to prepare students with the knowledge and skills needed for college and careers. It provides a brief history of the standards, noting that they were state-led and developed to ensure consistent expectations across states. The standards do not define everything needed to teach the standards or support all students. It also discusses the new common summative assessments being developed and the need for changes to school accountability systems to align with the goal of college and career readiness for all students.
The document discusses the Separatists who wanted to separate from the Church of England and became Pilgrims who traveled to the Netherlands and then set sail on the Mayflower to Virginia in 1620. Due to poor weather and mistakes, they landed off Cape Cod and signed the Mayflower Compact before establishing Plymouth colony. It also discusses the Puritans who wanted to purify the Church of England and established the Massachusetts Bay colony in the 1630s, led by Governor John Winthrop, with a strong emphasis on duty, hard work, and education.
1) Explorers from Europe searched for a Northwest Passage through North America as a faster route to Asia for trade.
2) Giovanni Verrazano explored the North American coast for France from Nova Scotia to the Carolinas in the early 1500s, believing he had found the Pacific Ocean.
3) Henry Hudson sailed for the Netherlands, exploring the river now named after him and discovering Hudson Bay in Canada.
The Virginia Company of London established the Jamestown colony in 1607 as a joint stock company to try to establish an English colony along the Atlantic coast of North America. The colony struggled at first due to its location in a swampland, lack of skills among colonists, and conflicts with Native Americans, but was saved by the introduction of tobacco as a lucrative cash crop. This allowed the colony to prosper and attracted more permanent settlers, helping Virginia to become the first self-sustaining English colony in North America.
The document discusses several key events that led up to World War II, including the rise of dictators in Germany, Italy, and Russia during the global economic crisis of the Great Depression. Adolf Hitler rose to power in Germany in the 1930s and violated the Treaty of Versailles by expanding Germany's military and annexing Austria. Meanwhile, Benito Mussolini consolidated power in Italy and allied with Hitler. Japan also became increasingly militaristic under General Hideki Tojo. These acts of aggression by the Axis powers of Germany, Italy, and Japan caused the start of World War II in Europe.
The document outlines a project for students to create travel brochures advertising time travel trips to the original 13 colonies. Students will first watch short videos about the three regions of colonies - New England, Middle, and Southern - and take notes. They will then choose a colony randomly and create a brochure in Microsoft Publisher to recruit settlers. The brochure must include information about the colony's founders, leaders, purpose, land, organization, climate, and maps. The goal is to entice time travelers to visit that colony. Resources on each colony are provided.
Samuel de Champlain explored the Saint Lawrence River and founded Quebec City as the first French colony in New America, hoping to find a Northwest Passage. Quebec became a major trading center for beaver fur. Henry Hudson sailed for the Dutch and established New Netherland along the North American coast, including the city of New Amsterdam, which was later captured by the English and renamed New York. The French and Dutch established colonies in North America in search of trading routes to Asia and resources like beaver fur.
Martin Luther rejected many Catholic practices that were not in the Bible and believed faith rather than good deeds led to heaven, sparking the Protestant Reformation where people formed their own Christian churches. John Calvin believed God chose who would be saved, while King Henry VIII established the Church of England with himself as its head by renouncing the Pope's authority.
SIRCDSociety for Reÿearchn Child Developmentsharin.docxedgar6wallace88877
SIR
CD
Society for Reÿearch
n Child Development
sharing child and youth development knowledge
volume 28, number 2
2014
I Social Policy Report
Common Core
Development and Substance
David T. Conley
University of Oregon
Abstract
his poticy report provides an overview of the Common Core State
Standards, how they were developed, the sources that were ref-
erenced in their development, the need for educationa[ standards
generatty, what they entail, and what it wit[ mean for educators
to imptement them. The report draws from research and refer-
ence materia[ to outtine the argument for the Common Core and the sources
used in its development. These inctude cortege and career readiness standards
developed over the past 15 years, high quality state standards, and the con-
tent spec]fications from other nations whose educationa[ systems are widety
respected. Additiona[ research demonstrates the retationship between the
Common Core and co[[ege and career readiness. While this report does offer
insight into the structure of the standards, most of the information presented
here is designed to hetp po[icymakers, educators, and other interested parties
understand the effects on educationa[ practice.
Common Core
Development and Substance
'he Common Core State Standards burst upon
the scene in June 2010 and were quickly
adopted by the vast majority of states, 43 as
of spring 2013. This initial embrace has been
followed by a period of reexamination in
some states. Although the idea of standards
that are consistent across states has become controver-
sial in certain circles, the undertying content knowledge
and cognitive skills that comprise the Common Core State
Standards themselves have not been seriously questioned
or chaltenged. When ideological arguments about edu-
cational governance and who should control curriculum
are stripped away, the Common Core State Standards are
more likely to be viewed more dispassionately as a syn-
thesis of college and career readiness standards already
developed, the expectations contained in the standards
of high performing U.S. states and in the educational sys-
tems of countries that are equipping their citizens for life
in the dynamically changing economic and social systems
of the 21st century (Conley, Drummond, de GonzaLez,
Rooseboom, Et Stout, 201ta; Conley, Drummond, de Gon-
zalez, Rooseboom, & Stout, 2011b; Council of Chief State
School Officers Et National Governors Association Center
for Best Practices, 2010).
This Social Policy Report considers the Common
Core State Standards, where they came from, what they
are, and what effect they are likely to have on educa-
tion. It begins with an overview of the importance of
educational standards in U.S. schools, the need for more
students who are college and career ready, and the role
of the Common Core State Standards in achieving this
goaL. The process by which the standards were deveL-
oped is described, followed by a consideration of the
facts about.
SIRCDSociety for Reÿearchn Child Developmentsharin.docxjennifer822
SIR
CD
Society for Reÿearch
n Child Development
sharing child and youth development knowledge
volume 28, number 2
2014
I Social Policy Report
Common Core
Development and Substance
David T. Conley
University of Oregon
Abstract
his poticy report provides an overview of the Common Core State
Standards, how they were developed, the sources that were ref-
erenced in their development, the need for educationa[ standards
generatty, what they entail, and what it wit[ mean for educators
to imptement them. The report draws from research and refer-
ence materia[ to outtine the argument for the Common Core and the sources
used in its development. These inctude cortege and career readiness standards
developed over the past 15 years, high quality state standards, and the con-
tent spec]fications from other nations whose educationa[ systems are widety
respected. Additiona[ research demonstrates the retationship between the
Common Core and co[[ege and career readiness. While this report does offer
insight into the structure of the standards, most of the information presented
here is designed to hetp po[icymakers, educators, and other interested parties
understand the effects on educationa[ practice.
Common Core
Development and Substance
'he Common Core State Standards burst upon
the scene in June 2010 and were quickly
adopted by the vast majority of states, 43 as
of spring 2013. This initial embrace has been
followed by a period of reexamination in
some states. Although the idea of standards
that are consistent across states has become controver-
sial in certain circles, the undertying content knowledge
and cognitive skills that comprise the Common Core State
Standards themselves have not been seriously questioned
or chaltenged. When ideological arguments about edu-
cational governance and who should control curriculum
are stripped away, the Common Core State Standards are
more likely to be viewed more dispassionately as a syn-
thesis of college and career readiness standards already
developed, the expectations contained in the standards
of high performing U.S. states and in the educational sys-
tems of countries that are equipping their citizens for life
in the dynamically changing economic and social systems
of the 21st century (Conley, Drummond, de GonzaLez,
Rooseboom, Et Stout, 201ta; Conley, Drummond, de Gon-
zalez, Rooseboom, & Stout, 2011b; Council of Chief State
School Officers Et National Governors Association Center
for Best Practices, 2010).
This Social Policy Report considers the Common
Core State Standards, where they came from, what they
are, and what effect they are likely to have on educa-
tion. It begins with an overview of the importance of
educational standards in U.S. schools, the need for more
students who are college and career ready, and the role
of the Common Core State Standards in achieving this
goaL. The process by which the standards were deveL-
oped is described, followed by a consideration of the
facts about.
The document outlines strategies for closing the achievement gap and increasing student achievement. It discusses that achievement gaps exist where minority students are behind white students and this gap grows from elementary to high school. It states that teacher efficacy, or a teacher's belief in their ability to help students learn, is highly correlated with student achievement gains. The document proposes several strategies like differentiating instruction, developing cultural competence, focusing on early learning, and strengthening family/community connections to increase teacher efficacy and student achievement.
The document summarizes President Obama's 2010 education reform plan, called the Blueprint for Reform. It overhauls the Elementary and Secondary Education Act to help ensure all students receive a complete education and are college and career ready. Key elements include developing rigorous common standards in core subjects; improving assessments; recruiting and supporting effective teachers and principals; meeting the needs of diverse learners including English learners; and providing competitive grants to foster innovation. The plan aims to improve student achievement, close achievement gaps, and better prepare students for success beyond high school.
We Must Have Even Higher Expectations For Teachersnoblex1
The document discusses the need to raise expectations for teachers in order to improve student outcomes. It argues that traditional teacher certification programs are inadequate and deter talented candidates. States are exploring alternative approaches to attract, prepare, and compensate teachers. These include reshaping teacher education, expanding alternative certification programs, increasing accountability based on student results, and giving schools more flexibility over staffing and compensation. The document calls for federal policy to support state-led education reform through funding tied to performance targets rather than process requirements.
This document provides an overview of the Common Core State Standards and the transition to Common Core-aligned assessments. It discusses how the Common Core requires higher standards that focus on deeper learning rather than superficial coverage of many topics. It also explains how assessments will change from primarily multiple choice to include more innovative item types like performance tasks and technology-enhanced questions to better measure skills like writing, problem-solving, and analytical thinking. The document provides resources and timelines to help educators understand what is required and plan their transition to meet Common Core requirements by the 2014-2015 deadline.
The document summarizes a community forum held by the Valley View School District to provide information about the Common Core State Standards and upcoming assessment changes. It includes:
- Welcome and introductions from district administrators and directors
- An overview of interactive technology tools available for the forum
- A survey to gauge attendees' knowledge of the Common Core
- Learning targets of understanding the need for new standards and what the Common Core is
- Presentation material on the Common Core shifts in ELA/literacy and math, as well as upcoming workshops and assessment changes through PARCC
- Questions from attendees and resources provided
The forum aimed to help community members understand the Common Core standards and their implementation in the district.
This document provides information for students starting high school at Zion-Benton Township High School or New Tech High. It discusses the schools' mission, essential 21st century skills, course requirements, and pathways. It also provides details on support services, extracurricular activities, communication channels, and timelines for things like course selection.
The document proposes rethinking Oregon's education budget framework to better align funding with student outcomes. It recommends transforming the current system of separate K-12, community college and university budgets into a unified "0-20" continuum budget focused on achieving the state's 40-40-20 degree attainment goals. Key elements of the proposed approach include agreeing on common outcomes, transforming the delivery system, creating a unified data system, and producing a transparent, outcome-based budget to improve accountability and determine the best use of resources.
Margaret J. Mclaughlin - Improving the Educational Outcomes of Students with ...IEFE
MARGARET J. MCLAUGHLIN, ASSOCIATE DEAN FOR RESEARCH AND OUTREACH AND PROFESSOR OF SPECIAL EDUCATION, COLLEGE OF EDUCATION
UNIVERSITY OF MARYLAND, COLLEGE PARK MD
Improving the Educational Outcomes of Students with Disabilities and Other Struggling Learners through Policy and Practice Reform
IEFE Forum 2014
The document outlines the U.S. Department of Education's goals for reauthorizing the Elementary and Secondary Education Act (ESEA). It discusses raising standards to prepare students for college and careers, developing effective teachers and leaders, providing a well-rounded education, meeting the needs of diverse learners, and fostering innovation through competitive funding programs. A key goal is to shift the federal role in education to focus on rewarding success and supporting evidence-based reforms.
The document discusses the Common Core State Standards that have been adopted by 46 states, including Washington. It notes that only 42% of Washington eighth graders were proficient in math and reading based on national test scores. The standards are designed to ensure students are prepared for success after high school by establishing clear guidelines for what students should know at each grade level in math and English. The document expresses support for the standards from teachers, education organizations, and others in helping raise standards and prepare students for college and careers.
The document discusses the Common Core State Standards that have been adopted by 46 states, including Washington. It notes that only 42% of Washington eighth graders were proficient in math and reading based on national test scores. The standards are designed to ensure students are prepared for success after high school by establishing clear guidelines for what students should know at each grade level in math and English. The document expresses support for the standards from teachers, education organizations, and others in helping raise standards and prepare students for college and careers.
The Common Core State Standards (CCSS) provide consistent educational standards across states to ensure students are prepared for college and careers. The standards were developed by teachers, education experts, and state leaders to define the knowledge and skills students should have from kindergarten through high school. Forty-five states have adopted the CCSS, which emphasize literacy and mathematics, with the goal of students gaining the skills they need to succeed after graduation.
The document provides information about the Common Core State Standards (CCSS) including:
1. The CCSS are an effort by states to define common standards in K-12 education to prepare students for college and careers regardless of which state they live in.
2. The standards were developed through collaboration between experts, teachers, and others and have been adopted by 45 states and territories.
3. Implementing the new standards will require changes to curriculum, assessments, teacher professional development, and may require additional funding for technology and other resources.
4. While the CCSS aim to increase rigor, consistency, and college and career readiness, some critics argue they may be difficult to implement effectively within schools facing budget
Presentation by Robert Michael Hubbell (Ohio Department of Education) and Eric Calvert (Learning|Connective) on credit flexibility for the Mid Ohio ESC annual conference in August, 2010.
10 Things You Should Know About the Common Corene atoday.o.docxpaynetawnya
10 Things You Should Know About the Common Core
ne atoday.org /2013/10/16/10-things-you-should-know-about-the-common-core/
October 16, 2013 by twalker
Filed under ,
By Tim Walker
An enormous effort to implement the Common Core State
Standards (CCSS) is underway in more than 40 states and the
District of Columbia. Districts are training staff, field-testing
assessments, and evaluating technology requirements.
Teachers are rewriting curriculum and instruction to prepare
students for more rigorous coursework. Some states are further
ahead than others. And as the 2014 – 2015 implementation
deadline draws near, it’s likely that the road has been—and will
continue to be—a bit rocky. But schools are forging ahead with
the initiative—even as it faces opponents who are determined to
mislabel the effort as everything from “Obamacore” to a
“national curriculum.” The Common Core is a set of voluntary
K–12 standards in English language arts/literacy and
mathematics. The White House did not create the initiative, nor is it leading it. The standards were developed by
governors and state school officials, with input from a wide range of educators, content experts, national
organizations (including NEA), and community groups.
The challenges surrounding implementation, however, are formidable. Teachers are concerned about adapting
their classrooms to the rigorous new standards and receiving the proper training. Many are also wondering about
the role of new assessments. But they also recognize the enormous opportunity that lies ahead.
“Educators desperately want to reclaim the joy in teaching—which means creative lesson plans, meaningful
exploration of topics, and inspiring the joy of real learning in our students,” says NEA President Dennis Van Roekel.
“Common Core could help achieve that if the implementation is done correctly.”
To reach that goal, all stakeholders must work together and take a leadership role in educating each other and the
general public about the Common Core. It’s a complex subject. The following facts are intended to clarify key
points, allay concerns about what the Common Core isn’t, and—most importantly—highlight how the standards
can be the game -change r stude nts ne e d.
1. M ost NEA M e mbe rs Support the Common Core
Are many teachers anxious about the Common Core? Absolutely. Are some die-hard
critics? No doubt. But there is no massive groundswell of opposition to the Common
Core among NEA members. An NEA poll conducte d in July by Gre e nbe rg Quinlan
Rosne r Re se arch found that 75 percent of its members—teachers and education
support professionals —supported the standards outright or supported “with
reservations.” Whether it’s tighter content focus or opportunities for deeper critical
thinking, the majority of teachers see the new standards as something to get excited
about. Another poll released by the American Federation of Teachers revealed similar
levels of enthusiasm, again i ...
The document discusses California's Local Control Funding Formula (LCFF) which established a new school funding system in 2013. It overhauled the previous funding streams and categorical programs into base, supplemental and concentration grants. Districts must adopt a Local Control and Accountability Plan (LCAP) with input from stakeholders focusing on 8 state priorities to improve outcomes for all students, especially traditionally underserved groups. The formula aims to increase transparency, equity and community engagement in decision making through the LCAP process. While implementation has faced challenges, districts that meaningfully engaged communities have seen benefits in cultural transformation and student achievement.
The document provides information about the Common Core State Standards (CCSS), including:
1) The CCSS are an effort by states to define common standards in K-12 education to prepare students for college and careers regardless of which state they live in.
2) The standards were developed through collaboration between experts, teachers, and others and have been adopted by 45 states and territories.
3) Implementing the CCSS will impact students with disabilities by holding them to the same high standards with supports like accommodations, assistive technologies, and teacher professional development on helping struggling students meet the standards.
Similar to Common core presentation for open house (20)
The document describes the major physical regions of the United States and North Carolina. It divides the US into five regions - West, Midwest, Northeast, Southeast, and Southwest - and provides details on each region's location, climate, and economy. North Carolina is further divided into four regions: the Tidewater region along the coast with barrier islands and sounds; the Coastal Plain with farmland and the Sandhills; the Piedmont region containing red clay and monadnocks; and the western Mountain region containing the Blue Ridge and Appalachian Mountains, including Mt. Mitchell.
The document summarizes the early government of the United States, from the Articles of Confederation to the ratification of the Constitution. It describes how the original 13 states each had their own government, and then joined together under the Articles of Confederation, which gave most power to state governments. However, problems with the Articles led to a Constitutional Convention that established a new national government with three branches and compromises between large and small states. The Constitution was then ratified and George Washington became the first President.
The document summarizes the early history of the United States government, from the Articles of Confederation to the ratification of the Constitution. It describes that the original 13 states each had their own government, and then joined together under the Articles of Confederation, which gave most power to state governments. However, problems with the Articles led to the Constitutional Convention and the drafting of a new Constitution, which was then ratified by the states and established a stronger federal government with balanced power between the national and state levels.
The document outlines a project for students to create travel brochures advertising time travel trips to the original 13 colonies. Students will first watch short videos about the three regions of colonies - New England, Middle, and Southern - and take notes. They will then choose a colony randomly and create a brochure in Microsoft Publisher to recruit settlers. The brochure must include information about the colony's founders, leaders, purpose, land, organization, climate, and maps. The goal is to entice time travelers to visit that colony. Resources on each colony are provided.
The document outlines a project for students to create travel brochures advertising time travel trips to the original 13 colonies. Students will first watch short videos about the three regions of colonies - New England, Middle, and Southern - and take notes. They will then choose a colony randomly and create a brochure in Microsoft Publisher to recruit settlers. The brochure must include information about the colony's founders, leaders, purpose, land, organization, climate, and maps. The goal is to entice time travelers to visit that colony. Resources on each colony are provided.
The document discusses the Separatists who wanted to separate from the Church of England and became Pilgrims. In 1620, 102 passengers including 41 Separatists boarded the Mayflower to sail for Virginia but ended up landing in Cape Cod after being blown off course. Before leaving the ship, the Pilgrim leaders drew up the Mayflower Compact to establish a plan of government for Plymouth. The document also discusses the Puritans who wanted to reform the Church of England and established the Massachusetts Bay Colony, with John Winthrop as its first governor.
The document discusses the Separatists who wanted to separate from the Church of England and became Pilgrims who traveled to the Netherlands and then set sail on the Mayflower to Virginia in 1620. Poor weather forced them to land in Cape Cod where they created the Mayflower Compact agreement before leaving the ship. It also discusses the Puritans who wanted to purify the Church of England and established the Massachusetts Bay colony through the Massachusetts Bay Company in the 1630s, led by Governor John Winthrop.
Immigration political cartoon and questionsmikedunton
This document provides 3 discussion questions about a cartoon and its caption, the assimilation of Pilgrims into Native American culture, and proposed solutions to illegal immigration. The first question asks for an opinion on what a cartoon represents and justification. The second asks what would have happened if Pilgrims assimilated into Native cultures. The third asks for a proposed solution to illegal immigration in the US.
European explorers came to the Western Hemisphere for power, gold, glory, and to spread Christianity. Their arrival impacted Native Americans greatly - they brought diseases, forced Native Americans from their lands, converted many to Christianity, enslaved some in mines or on farms, introduced new resources through the Columbian Exchange, and educated or provided horses and weapons to some Native Americans. This document outlines a four paragraph essay structure to discuss the reasons for European exploration in the Americas and how it impacted indigenous populations.
This graphic organizer outlines a four paragraph essay response about the reasons for European exploration of the Western Hemisphere and the impact on Native Americans. The introduction would give historical context and explain at least three reasons for exploration: to spread Catholicism, obtain resources like food and precious metals, and claim land. The arrival of Spanish conquistadors significantly impacted Native Americans by exchanging diseases, ideas, animals and foods, converting and educating natives to Christianity, and enslaving them through the encomienda system, which caused the loss of their cultural identity.
European explorers came to explore the Western Hemisphere for several reasons: to find gold to gain power in Europe, to acquire other resources like food, metals and wood, and to gain new lands to expand their empires. The arrival of the Spanish conquistadors significantly impacted Native Americans, changing their culture through the spread of European languages, religion, and way of life. Diseases devastated native civilizations, and the Columbian Exchange introduced new livestock, plants, diseases, and ideas throughout the Americas.
European explorers came to the Western Hemisphere for gold, to spread Christianity, and to find new sources of food. The arrival of Spanish conquistadors impacted Native Americans by converting some to Christianity which caused loss of cultural identity, spreading diseases, introducing new animals and foods, taking their land, and enslaving those who did not convert.
This document provides an outline for a 4 paragraph essay responding to a social studies DBQ prompt. The introduction would give historical context and restate the prompt. Two body paragraphs would each address one of two bullet points from the prompt, using document evidence and background facts. Each body paragraph restates the bullet point as the topic sentence and includes two lead sentences citing document evidence followed by background information. The conclusion restates the main ideas and has an optional personal reflection.
The document outlines the four main geographic regions of North Carolina - the Tidewater, Coastal Plain, Piedmont, and Mountain regions - and describes their defining physical characteristics and economies. It also provides an overview of the climate zones and major geographic features of the United States, including rivers, mountain ranges, and coastal areas. Key terms are defined to describe regions, landforms, bodies of water, and climates within North Carolina and the US.
The document provides information on several key events and developments in the United States during the 1920s. It discusses the 16th and 17th Amendments, women's suffrage movement leader Susan B. Anthony, changes for women after WWI, the 19th Amendment granting women's right to vote, the prosperity of the 1920s, the Scopes Monkey Trial, Prohibition, the impact of the automobile, mass culture including movies and radio, fashion and music of the Jazz Age, American writers of the period, the Harlem Renaissance, heroes of the 1920s like Babe Ruth and Charles Lindbergh, Coolidge's presidency, installment buying and the booming stock market.
The document provides information about Native American tribes that lived in North Carolina at the time of European contact, including their locations, sizes, languages, and ways of life. It discusses the Algonquin tribes along the coast like the Chowanoc and Waccamaw who depended on fishing and gathering food. The largest group in the Piedmont was the Catawba, known for their pottery. It also describes the Cherokee living in the mountains and controlling a large area, as well as typical Native American village, family, governance, and belief structures during the Woodland period.
Early European powers sought new trade routes to Asia to gain wealth and power, spread Christianity, and compete with rivals. Portugal took the lead in exploration down the west coast of Africa and to India. Christopher Columbus aimed to reach Asia by sailing west but landed in the Bahamas, believing he reached India. His voyages led to clashes between Europeans and Native Americans and the transatlantic slave trade. Magellan's expedition was the first to circumnavigate the globe in search of a faster route to Asia.
North Carolina has four geographic regions: the Tidewater region along the coast bordering the Atlantic Ocean, including barrier islands like the Outer Banks; the Coastal Plain region inland known for rich farmland; the Piedmont region with red clay soil including the city where the author lives; and the western Mountain region containing the Blue Ridge and Appalachian Mountains, home to the tallest peak east of the Rockies. The state has varied terrain, climate, and economic activities across its four main geographic areas.
World War I began after the heir to the Austro-Hungarian throne, Archduke Franz Ferdinand, was assassinated by a Serbian nationalist in 1914. This caused alliances between European powers to form, with Austria-Hungary and Germany on one side and Serbia, Russia, France and Britain on the other. The war became entrenched in trench warfare with new weapons like machine guns and poison gas. America entered the war in 1917 on the side of the Allies, tipping the balance in their favor. Germany surrendered in 1918 and the Treaty of Versailles formally ended the war, punishing Germany by making it accept blame and pay reparations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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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.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
2. The Common Core State Standards
Initiative is a significant and historic
opportunity for states to collectively
develop and adopt a core set of
academic standards in mathematics
and English language arts.
3. Currently every state has its own set of academic
standards, meaning public education students in each
state are learning to different levels
This initiative will allow equal access to an excellent
education
All students must be prepared to compete with not only
their American peers in the next state, but with students
from around the world
49 states and territories have signed on to the Common
Core State Standards Initiative
This initiative will potentially affect 43.5 million
students which is 87% of the student population
4. It will help prepare students with the knowledge
and skills they need to succeed in college and
careers
Expectations will be consistent for all students
and not dependent on a student’s zip code
It will help students with transitions between
states
Clearer standards will help students understand
what is expected of them and allow for more
self-directed learning by students
5. Helps parents understand exactly what students
need to know and be able to do
Helps parents support their children and
educators by making expectations clear and
goals high
Provides equal access to a high quality
education
Provides opportunities to meaningfully engage
parents
6. Allows for more focused pre-service and
professional development
Assures that what is taught is aligned with
assessments including formative, summative,
and benchmarking
Provides the opportunity for instructors to tailor
curriculum and teaching methods
Informs the development of a curriculum that
promotes deep understanding for all children
7. Allows states to align curricula to internationally
benchmarked standards
Allows states to ensure professional development for
educators based on best practices
Creates the opportunity for America to compete for
high-wage, high-skill jobs in a knowledge-based
economy
Allows for the development of a common assessment
Gives states the opportunity to compare and evaluate
policies that affect student achievement across states
Creates potential economies of scale around areas such
as curriculum development and assessment
8. Fewer, clearer,and higher learning goals
Clear expectations about what students
will know and be able to do grade by
grade and when they graduate from high
school
Internationally benchmarked
Research and evidence based