This webinar assists parents in understanding how they can support their children at home on Common Core activities. The Powerpoint gives an overview of CCSS and provides links should parents want to learn more about the CCSS.
This document provides tips for parents on helping their children transition to a new school year or grade level. It emphasizes speaking positively about the changes, allowing children to relax over breaks, and preparing them for what to expect from their new teacher. The document also suggests touring the school to familiarize children with the campus and informing them of pickup plans to ease anxiety.
Launching digital badges to motivate 21st century learnersApril Moore
These slides were presented to a live audience at the ACSA Leadership Summit on
Thursday, November 7, 2013.
(See http://2013leadershipsummit.sched.org/event/a8f56f7f7c3d7878e7bbaccca38d7221 )
This interactive workshop will briefly highlight a district’s use of digital badges to motivate students to become college and career ready and will provide a synopsis of the research of motivational theories as they apply to the digital badging movement.
Participants will break into small groups and engage in a process to develop their own digital badges. Facilitators will conduct a share out session capturing ideas generated for uses of students’ digital badges.
Participants will receive promotional materials, launch kits, access to an open source digital badge portal, and the opportunity to join an educator digital badge user group.
Presenters: Kelly Bruce, Dr. April Moore, Dr. Karen Jeffrey, Briana Hurd, Evita Gonzalez
The document provides tips for improving a child's academic performance. It suggests that instead of hiring tutors or limiting computer time, parents should consider adding arts to their child's activities. Studying art, music, theatre or dance helps children learn skills in other subjects like math, science and languages. It also teaches them goals, teamwork, public speaking skills and appreciation for beauty - all of which help students succeed. The document encourages learning more by providing links to articles on the benefits of arts education.
El documento resume los fondos federales asignados al Distrito Escolar Unificado de Corona y Norco para programas de categoría en los años fiscales 2014-2015 y 2015-2016. Estos incluyen fondos del Título I, Título II y Título III. El Título I proporciona apoyo a los estudiantes de bajos ingresos, el Título II mejora la calidad de los maestros y el Título III brinda servicios adicionales a los estudiantes de inglés. El documento también explica cómo se asignan los fondos a las escuelas individual
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document contains responses to frequently asked questions about California's new standardized tests which measure more rigorous college and career readiness standards. The tests have become more difficult to reflect higher grade level standards, use computer adaptive testing so no two exams are the same, and may show a student performing below level despite past performance due to measuring different standards than previous tests. The results help teachers and schools adjust instruction to the new standards which require more complex thinking skills.
This document provides tips for parents on helping their children transition to a new school year or grade level. It emphasizes speaking positively about the changes, allowing children to relax over breaks, and preparing them for what to expect from their new teacher. The document also suggests touring the school to familiarize children with the campus and informing them of pickup plans to ease anxiety.
Launching digital badges to motivate 21st century learnersApril Moore
These slides were presented to a live audience at the ACSA Leadership Summit on
Thursday, November 7, 2013.
(See http://2013leadershipsummit.sched.org/event/a8f56f7f7c3d7878e7bbaccca38d7221 )
This interactive workshop will briefly highlight a district’s use of digital badges to motivate students to become college and career ready and will provide a synopsis of the research of motivational theories as they apply to the digital badging movement.
Participants will break into small groups and engage in a process to develop their own digital badges. Facilitators will conduct a share out session capturing ideas generated for uses of students’ digital badges.
Participants will receive promotional materials, launch kits, access to an open source digital badge portal, and the opportunity to join an educator digital badge user group.
Presenters: Kelly Bruce, Dr. April Moore, Dr. Karen Jeffrey, Briana Hurd, Evita Gonzalez
The document provides tips for improving a child's academic performance. It suggests that instead of hiring tutors or limiting computer time, parents should consider adding arts to their child's activities. Studying art, music, theatre or dance helps children learn skills in other subjects like math, science and languages. It also teaches them goals, teamwork, public speaking skills and appreciation for beauty - all of which help students succeed. The document encourages learning more by providing links to articles on the benefits of arts education.
El documento resume los fondos federales asignados al Distrito Escolar Unificado de Corona y Norco para programas de categoría en los años fiscales 2014-2015 y 2015-2016. Estos incluyen fondos del Título I, Título II y Título III. El Título I proporciona apoyo a los estudiantes de bajos ingresos, el Título II mejora la calidad de los maestros y el Título III brinda servicios adicionales a los estudiantes de inglés. El documento también explica cómo se asignan los fondos a las escuelas individual
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document contains responses to frequently asked questions about California's new standardized tests which measure more rigorous college and career readiness standards. The tests have become more difficult to reflect higher grade level standards, use computer adaptive testing so no two exams are the same, and may show a student performing below level despite past performance due to measuring different standards than previous tests. The results help teachers and schools adjust instruction to the new standards which require more complex thinking skills.
The document provides information about the California Assessment of Student Performance and Progress (CAASPP) test. It discusses how the test measures student progress on the Common Core State Standards and assesses skills needed for future college and careers such as problem solving, application of knowledge, and analyzing complex texts. It notes that the computer adaptive test can identify student strengths and weaknesses using fewer questions and less time than previous tests. The results include overall scores in English language arts and math across four performance levels, as well as additional scores on claims within each subject to provide targeted feedback for students, teachers, and parents.
The document outlines the roles and responsibilities of schoolsite councils in California. It discusses the composition of elementary and secondary schoolsite councils and the process for selecting teachers, other school staff, parents, and students (for secondary councils). The key responsibilities of schoolsite councils are to develop, monitor, and evaluate the school's plan to raise student achievement for all students. Effective schoolsite councils focus on collaboration, shared leadership, and improving student outcomes.
This document provides tips for online student success in 3 sentences or less:
Ensure you meet technology requirements and have backup access; set up a study schedule and spaces to minimize distractions; connect with classmates through online discussions and study groups to build relationships and stay motivated.
An overview of Systems Thinking, and how to apply the ideas of Complexity Theory to management of systems, with the results being called "Complexity Thinking".
This presentation is part of the Management 3.0 course created by Jurgen Appelo.
http://www.management30.com/course-introduction/
This document provides guidance on preparing for a film shoot by outlining 7 key steps: 1) writing a script, 2) walking through scenes, 3) scouting locations, 4) creating a digital storyboard, 5) making a shot list, 6) taking test footage, and 7) scheduling the shoot. It emphasizes the importance of being organized through thorough pre-production work like writing a script, scouting locations to identify challenges, and creating a shot list and schedule to ensure all necessary shots are captured. Being prepared through these steps allows the creative talents of the filmmakers to shine on the day of the shoot.
The document outlines the Local Control Accountability Plan (LCAP) process for the Corona-Norco Unified School District. It discusses the Local Control Funding Formula which establishes base funding rates and provides supplemental funding for low-income, foster youth and English Learner students. It describes the timeline for developing the LCAP, which includes gathering public input through surveys and meetings between February-March and adopting the final LCAP at a board meeting in June. A steering committee provides guidance and the LCAP priorities include basic services, standards implementation, and student achievement.
This document provides guidance on procedures for speech language pathology (SLP) student success team (SST) meetings. It outlines a multi-tiered SST process including a pre-SST where the teacher consults resources to determine if speech concerns are developmentally appropriate. For SST I and II, the teacher works with parents, team members, and specialists to develop and monitor classroom and home interventions over 5-6 week periods. SST III involves an office-level meeting with an administrator to review intervention results and address remaining concerns, potentially recommending a formal evaluation. The goal is to provide appropriate support through general education interventions before considering a special education evaluation.
This document provides tips for parents on how to set up an effective study area for their children to do homework. It recommends that children have a quiet, well-lit space with needed supplies easily accessible to work independently or with a study partner. Examples of suitable locations include a desk in the home office or dining room table. It also emphasizes the importance of allowing kids to work problems out on their own while checking in periodically to ensure they remain on track.
This document provides tips for parents on how to set up an effective study area for their children to do homework. It recommends that children have a quiet, well-lit space with needed supplies easily accessible to work independently or with a study partner. Examples of suitable locations include a desk in the child's bedroom or the dining room table. It also emphasizes the importance of allowing kids to work problems out on their own while checking in periodically to ensure they remain on track.
How to give effective feedback with quotes from working women - Women’s Profe...Reedheiress
The document provides tips from members of the Connect: Professional Women's Network on how to effectively deliver feedback. Some key tips include being available for feedback, making positive feedback the norm, listening before offering criticism, asking permission before giving feedback, being solution-oriented, and choosing words carefully. The overall message is that feedback should be a two-way conversation aimed at improvement, delivered respectfully through specific examples and a focus on solutions rather than generalizations.
This document provides information and examples for conducting a Student Study Team (SST) meeting, including:
1) The Pre-SST meeting is a teacher-led meeting with parents to complete forms like a parent interview and intervention form.
2) Examples of measurable goals include a student computing double-digit math problems with 80% accuracy or reading passages at 70 words per minute with 5 or fewer errors.
3) Types of accommodations that could be provided include extra time, peer tutoring, visual aids, and adapting how students respond to instruction.
Dr. R. James Richardson II presents information on proper dental care for school aged children. Key points include:
- A child's first dental visit should be by age one or when the first tooth erupts to establish good prevention habits. Many children seen at ages 3-5 already had cavities.
- Baby teeth are important for nutrition, speech development, and proper alignment of permanent teeth.
- Cavities are transmissible and can be prevented by brushing twice daily, flossing daily, limiting sugary foods and drinks, and regular dental visits.
- Bad breath in children is usually due to tooth decay, gingivitis or periodontitis and can be addressed by brushing the tongue.
The document outlines the procedures for conducting Student Success Team (SST) meetings according to a school district's new process. It describes the rationale for implementing SSTs to provide universal access to curriculum, ensure students are in the least restrictive environment, and document that general education accommodations were attempted. It then compares the old and new SST procedures, which include completing forms, developing student interventions, monitoring progress, and referring students for further evaluation if needed. The document provides detailed steps for conducting initial SST meetings, follow-up meetings, and the meeting protocol. It also includes examples of Response to Intervention pyramids used at two elementary schools.
El resumen proporciona la información clave sobre la reunión del Equipo de Éxito Estudiantil del estudiante. La reunión se llevará a cabo en la escuela del estudiante para identificar el nivel de apoyo necesario para mejorar su progreso. Asistirán el padre/tutor del estudiante, maestros, consejero y director. Después de la reunión, se diseñará un plan de intervención que se implementará durante 4-8 semanas y luego habrá una reunión de seguimiento para determinar si se
The Student Success Team meeting will be held at the child's school to identify the appropriate level of support and educational conditions needed to improve the child's progress towards meeting district standards. The meeting will include the child's parent/guardian, teacher(s), school psychologist, counselor, and principal. An intervention plan will be designed and monitored for 4-8 weeks, after which the team will determine whether to discontinue interventions, modify them, or consider additional options such as a special education assessment.
The document provides information about a school district's Student Success Team (SST) process and forms. It outlines the rationale for developing new SST procedures, including findings of disproportionate identification of Hispanic students for special education and the district entering program improvement. It describes the old and new SST procedures. The new process involves more documentation of parent interviews, student interventions, and SST meetings. It provides examples of SST forms and explains how to complete them. The document aims to guide teachers through the SST process, including when to make referrals to higher-level SST meetings.
The document describes a capstone project for a teacher leader certification academy run by the Leadership Institute of Riverside County Teacher Support Center. The project focuses on developing systems to support school-wide success led by Jennifer L. Garcia of Clara Barton Elementary School in the Corona Norco Unified School District as part of the Riverside Thursday cohort.
We provide interventions to ensure students receive additional support if they experience initial difficulties with learning. Those who are proficient can access extended learning opportunities. The document discusses creating a system that guarantees extra time and assistance for any student struggling, while also allowing advanced students to pursue enrichment. It prompts the reader to consider steps, responsibilities, timelines, and assessments for implementing such a system in their own school.
The document outlines changes to a school district's Student Success Team (SST) procedures in response to disproportionate identification of Hispanic students for special education and the district entering program improvement. The new procedures implement a multi-tiered response to intervention process with increasing levels of support. This includes initial parent interviews, Tier I classroom interventions, monitoring by SST chairs, additional Tier II interventions if needed, and possible referral for special education assessment if progress is still lacking. The goal is to provide early intervention supports to struggling students before referral to special education.
The document lists the members of a success team committee chaired by Jennifer Garcia. It includes 9 other members: Dave Cammarato, Cydney Ford, Margaret Darby, Erin Monroe, Brenna Brown, Bonnie Young, Tara Manley, and Teresa Moya. Daniel Almirantearena serves as the team's technical consultant.
The document provides information about the California Assessment of Student Performance and Progress (CAASPP) test. It discusses how the test measures student progress on the Common Core State Standards and assesses skills needed for future college and careers such as problem solving, application of knowledge, and analyzing complex texts. It notes that the computer adaptive test can identify student strengths and weaknesses using fewer questions and less time than previous tests. The results include overall scores in English language arts and math across four performance levels, as well as additional scores on claims within each subject to provide targeted feedback for students, teachers, and parents.
The document outlines the roles and responsibilities of schoolsite councils in California. It discusses the composition of elementary and secondary schoolsite councils and the process for selecting teachers, other school staff, parents, and students (for secondary councils). The key responsibilities of schoolsite councils are to develop, monitor, and evaluate the school's plan to raise student achievement for all students. Effective schoolsite councils focus on collaboration, shared leadership, and improving student outcomes.
This document provides tips for online student success in 3 sentences or less:
Ensure you meet technology requirements and have backup access; set up a study schedule and spaces to minimize distractions; connect with classmates through online discussions and study groups to build relationships and stay motivated.
An overview of Systems Thinking, and how to apply the ideas of Complexity Theory to management of systems, with the results being called "Complexity Thinking".
This presentation is part of the Management 3.0 course created by Jurgen Appelo.
http://www.management30.com/course-introduction/
This document provides guidance on preparing for a film shoot by outlining 7 key steps: 1) writing a script, 2) walking through scenes, 3) scouting locations, 4) creating a digital storyboard, 5) making a shot list, 6) taking test footage, and 7) scheduling the shoot. It emphasizes the importance of being organized through thorough pre-production work like writing a script, scouting locations to identify challenges, and creating a shot list and schedule to ensure all necessary shots are captured. Being prepared through these steps allows the creative talents of the filmmakers to shine on the day of the shoot.
The document outlines the Local Control Accountability Plan (LCAP) process for the Corona-Norco Unified School District. It discusses the Local Control Funding Formula which establishes base funding rates and provides supplemental funding for low-income, foster youth and English Learner students. It describes the timeline for developing the LCAP, which includes gathering public input through surveys and meetings between February-March and adopting the final LCAP at a board meeting in June. A steering committee provides guidance and the LCAP priorities include basic services, standards implementation, and student achievement.
This document provides guidance on procedures for speech language pathology (SLP) student success team (SST) meetings. It outlines a multi-tiered SST process including a pre-SST where the teacher consults resources to determine if speech concerns are developmentally appropriate. For SST I and II, the teacher works with parents, team members, and specialists to develop and monitor classroom and home interventions over 5-6 week periods. SST III involves an office-level meeting with an administrator to review intervention results and address remaining concerns, potentially recommending a formal evaluation. The goal is to provide appropriate support through general education interventions before considering a special education evaluation.
This document provides tips for parents on how to set up an effective study area for their children to do homework. It recommends that children have a quiet, well-lit space with needed supplies easily accessible to work independently or with a study partner. Examples of suitable locations include a desk in the home office or dining room table. It also emphasizes the importance of allowing kids to work problems out on their own while checking in periodically to ensure they remain on track.
This document provides tips for parents on how to set up an effective study area for their children to do homework. It recommends that children have a quiet, well-lit space with needed supplies easily accessible to work independently or with a study partner. Examples of suitable locations include a desk in the child's bedroom or the dining room table. It also emphasizes the importance of allowing kids to work problems out on their own while checking in periodically to ensure they remain on track.
How to give effective feedback with quotes from working women - Women’s Profe...Reedheiress
The document provides tips from members of the Connect: Professional Women's Network on how to effectively deliver feedback. Some key tips include being available for feedback, making positive feedback the norm, listening before offering criticism, asking permission before giving feedback, being solution-oriented, and choosing words carefully. The overall message is that feedback should be a two-way conversation aimed at improvement, delivered respectfully through specific examples and a focus on solutions rather than generalizations.
This document provides information and examples for conducting a Student Study Team (SST) meeting, including:
1) The Pre-SST meeting is a teacher-led meeting with parents to complete forms like a parent interview and intervention form.
2) Examples of measurable goals include a student computing double-digit math problems with 80% accuracy or reading passages at 70 words per minute with 5 or fewer errors.
3) Types of accommodations that could be provided include extra time, peer tutoring, visual aids, and adapting how students respond to instruction.
Dr. R. James Richardson II presents information on proper dental care for school aged children. Key points include:
- A child's first dental visit should be by age one or when the first tooth erupts to establish good prevention habits. Many children seen at ages 3-5 already had cavities.
- Baby teeth are important for nutrition, speech development, and proper alignment of permanent teeth.
- Cavities are transmissible and can be prevented by brushing twice daily, flossing daily, limiting sugary foods and drinks, and regular dental visits.
- Bad breath in children is usually due to tooth decay, gingivitis or periodontitis and can be addressed by brushing the tongue.
The document outlines the procedures for conducting Student Success Team (SST) meetings according to a school district's new process. It describes the rationale for implementing SSTs to provide universal access to curriculum, ensure students are in the least restrictive environment, and document that general education accommodations were attempted. It then compares the old and new SST procedures, which include completing forms, developing student interventions, monitoring progress, and referring students for further evaluation if needed. The document provides detailed steps for conducting initial SST meetings, follow-up meetings, and the meeting protocol. It also includes examples of Response to Intervention pyramids used at two elementary schools.
El resumen proporciona la información clave sobre la reunión del Equipo de Éxito Estudiantil del estudiante. La reunión se llevará a cabo en la escuela del estudiante para identificar el nivel de apoyo necesario para mejorar su progreso. Asistirán el padre/tutor del estudiante, maestros, consejero y director. Después de la reunión, se diseñará un plan de intervención que se implementará durante 4-8 semanas y luego habrá una reunión de seguimiento para determinar si se
The Student Success Team meeting will be held at the child's school to identify the appropriate level of support and educational conditions needed to improve the child's progress towards meeting district standards. The meeting will include the child's parent/guardian, teacher(s), school psychologist, counselor, and principal. An intervention plan will be designed and monitored for 4-8 weeks, after which the team will determine whether to discontinue interventions, modify them, or consider additional options such as a special education assessment.
The document provides information about a school district's Student Success Team (SST) process and forms. It outlines the rationale for developing new SST procedures, including findings of disproportionate identification of Hispanic students for special education and the district entering program improvement. It describes the old and new SST procedures. The new process involves more documentation of parent interviews, student interventions, and SST meetings. It provides examples of SST forms and explains how to complete them. The document aims to guide teachers through the SST process, including when to make referrals to higher-level SST meetings.
The document describes a capstone project for a teacher leader certification academy run by the Leadership Institute of Riverside County Teacher Support Center. The project focuses on developing systems to support school-wide success led by Jennifer L. Garcia of Clara Barton Elementary School in the Corona Norco Unified School District as part of the Riverside Thursday cohort.
We provide interventions to ensure students receive additional support if they experience initial difficulties with learning. Those who are proficient can access extended learning opportunities. The document discusses creating a system that guarantees extra time and assistance for any student struggling, while also allowing advanced students to pursue enrichment. It prompts the reader to consider steps, responsibilities, timelines, and assessments for implementing such a system in their own school.
The document outlines changes to a school district's Student Success Team (SST) procedures in response to disproportionate identification of Hispanic students for special education and the district entering program improvement. The new procedures implement a multi-tiered response to intervention process with increasing levels of support. This includes initial parent interviews, Tier I classroom interventions, monitoring by SST chairs, additional Tier II interventions if needed, and possible referral for special education assessment if progress is still lacking. The goal is to provide early intervention supports to struggling students before referral to special education.
The document lists the members of a success team committee chaired by Jennifer Garcia. It includes 9 other members: Dave Cammarato, Cydney Ford, Margaret Darby, Erin Monroe, Brenna Brown, Bonnie Young, Tara Manley, and Teresa Moya. Daniel Almirantearena serves as the team's technical consultant.
This document is Clara Barton Elementary School's Single Plan for Student Achievement. It outlines actions the school will take to improve student academic performance and educational programs. Key goals include improving literacy, mathematics, and achievement for English learners and special education students. The plan provides data on student achievement and describes the school's vision, programs, and goals.
The document discusses the need for Response to Intervention (RTI) to address shortcomings in reading instruction and outcomes for students. It notes that reading scores have remained flat and the achievement gap is persistent, especially for those in poverty. While compensatory programs have shown limited effectiveness, prevention and early intervention studies demonstrate that 70-90% of at-risk students can achieve average reading levels with appropriate instruction. The document advocates for a multi-tiered RTI approach beginning with evidence-based core instruction in the classroom and providing supplemental targeted instruction for students not making adequate progress.
This document outlines a tiered model of academic intervention. Tier 1 involves standards-based classroom learning for all students. Tier 2 provides targeted instruction and interventions for some students in addition to Tier 1. Tier 3 includes specially designed learning with accommodations and modifications for a small number of students through IEPs or other plans. The tiers increase in intensity of intervention and decrease in number of students involved from Tier 1 to Tier 3.
A Student Success Team (SST) is a group that develops plans to help students who are struggling academically but may not qualify for special education. The SST includes the parent and develops classroom interventions over 4-8 weeks. If interventions are unsuccessful, the SST may refer the student for special education evaluation. The SST process aims to identify student needs and improve progress through general education supports before considering special education.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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!
1. What is Common Core ?
The Common Core State Standards (CCSS)
Initiative is an education initiative in the United
States that details what K-12 students should
know in English and Math at the end of each
grade.
2. Why Common Core?
The Goal of Common Core is to establish consistent
education standards across the states as well as
ensure that students graduating from high school
are prepared to enter two or four year college
programs or enter the workforce.
3. Key Common Core Components
• English and Language Arts: Reading, Writing,
Speaking and Listening, Language, and Media
and Technology (includes History and Science)
• Mathematics- Content and Practice
4. How is the CCSS different
from the 1997 California State
Standards?
The 1997 California State Standards focused on
content, the “What” and the CCSS focuses on
application and analysis , the “How”.
For Example: The 1997 California State Standard
may have asked “what” is 2+2 = ?. The CCSS may
ask “how” do you find 2+2 = ?
5. What is an example of the 1997 California
State Standard vs. Common Core state
Standard?
Current math Standard Common Core State Standard (CCSS)
Students understand the relationship
between numbers and quantities (that a set of
objects has the same number of objects in
different situations regard
less of its position or arrangement).
-Know number names and the count sequence.
-Count to tell the number of objects.
-Compare Numbers
(Cluster Statements)
Count, recognize, represent, name,
and order a number of objects ( up to 30)
•Count to 100 by ones and by tens.
•Count forward beginning from a
given number within the known sequence
(instead of having to begin at 1).
•Write numbers from 0 to 20. Represent a
number of objects with a written numeral 0-20
(with 0 representing a count of no objects).
•Count to answer “how many?” questions about
as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10
things in a
scattered configuration; given a number from 1–
20, count out that many objects.
Kindergarten Example
6. How will Common Core affect
what my child is learning?
Common Core will focus on fewer topics but will
provide a deeper understanding of each topic.
It will also shift “topics” to more age appropriate
levels for understanding.
7. What is an example of a Common Core
Lesson?
Teaching Math Problem Solving
The link below is a lesson centered on helping students use a method called
Three Ways to solve a Common Core Math problem. As students work
together to solve the problem, they explore possibilities, collaborate, make
mistakes and learn to evaluate answers.
Produced by Teach n' Kids Learn Professional Development Group
Contact: PD@TeachnKidsLearn.com
Website: http://teachnkidslearn.pathwright.com...
Category
Education
License
Standard YouTube License
8. How can I help my child with
class work or studying?
1. Set aside time for them to research, read and perhaps strategize!
The insight is in correcting the missed opportunity to find an
accurate answer.
2. Allow them to struggle. “Don’t steal the struggle from the child.”
This ultimately helps them to gain a better understanding by
working it out.
3. Ask them to explain the information to you.
4. Provide them with a print rich environment.
a) Make sure they have access to Non fiction in addition to
Fiction.
e.g. Magic Tree House resource guide in addition to the
Magic Tree House book.
9. How can I measure my
student “success” level with
the new learning methods?
Can your child explain why they solved a problem a certain way or
answered a question as they did?
10. Resources (Just a few of many!)
Corona-Norco Unified School District - CCSS
◦ http://www.cnusd.k12.ca.us/commoncore
Orange County Office of Educations –CCSS Resources
◦ http://www.ocde.us/commoncoreca/Pages/default.aspx
The Teaching Channel.org
Tulare County Office of Education
◦ http://www.tcoe.org/ERS/CCSS/
http://www.smarterbalanced.org/
Lesson Plan Examples for Common Core State
Standards
◦ http://www.usermanualebook.com/book/lesson-plan-
examples-for-common-core-state-standards-