The document provides information on the SIP Quality Assessment Tool used by Schools Division Offices to assess the quality of School Improvement Plans. It outlines the classification system for SIP quality and provides rubrics to determine if a SIP meets, exceeds, or is below expectations. The rubrics cover four chapters of the SIP: DepEd VMV, current school situation assessment, solution planning, and monitoring activities. Schools that meet all standards will receive a Certificate of Acceptance from the Schools Division Superintendent. The tool is intended to create a common framework for evaluating SIP quality rather than comparing school achievement.
Criteria Ratings Points
Mission
Statement
CAEP 1.3,
CEC 7
10 to >8.0 pts
Advanced
The mission statement
clarifies priorities and
gives direction to the
organization.
8 to >6.0 pts
Proficient
The mission statement clarifies
priorities but gives limited
direction to the organization.
6 to >0.0 pts
Developing
The mission
statement is vague
and does not clarify
priorities or give
direction to the
organization.
0 pts
Not
Present
10 pts
Character
Education
CEC 2
20 to >18.0 pts
Advanced
Character traits are
identified in learning
experiences that are
morally purposeful and
engaging.
18 to >16.0 pts
Proficient
Character traits are identified in
learning experiences that are
morally purposeful but not
engaging.
16 to >0.0 pts
Developing
Character traits are
unclear. Minimal
and vague
description of
learning
experiences.
0 pts
Not
Present
20 pts
Standards
Comparison
CAEP 1.1;
1.3 InTASC
4 MCEE 2
CEC 3
20 to >18.0 pts
Advanced
Detailed general to
specific comparison of
standards. Assertions are
clear and effectively
supported with citation of
specific standards.
18 to >16.0 pts
Proficient
Some general to specific
comparison of
standards--Assertions are vague
and/or minimally supported with
citation of specific standards.
16 to >0.0 pts
Developing
Minimal and vague
comparison of
standards.
Assertions are
unclear and
unsupported by
citation of specific
standards.
0 pts
Not
Present
20 pts
Standards
Integration
CAEP 1.1;
1.3 InTASC
4 MCEE 2
CEC 3
20 to >18.0 pts
Advanced
Learning activities address
state standards. Activities
are engaging and
interdisciplinary.
18 to >16.0 pts
Proficient
Learning activities address state
standards and are engaging. Most
activities are interdisciplinary.
16 to >0.0 pts
Developing
Learning activities
are engaging but
do not fully address
state standards.
Few activities are
interdisciplinary.
0 pts
Not
Present
20 pts
Curriculum Project: Curriculum Essentials Project Grading Rubric |
EDUC571_D03_202220
Criteria Ratings Points
Spelling
and
Grammar
20 to >18.0 pts
Advanced
Spelling and grammar are
correct. Sentences are
complete, clear, and
concise. Paragraphs have
varied sentence structure.
18 to >16.0 pts
Proficient
Some spelling and grammar
errors are present. Sentences are
presented well. Paragraphs
contain some varied sentence
structures.
16 to >0.0 pts
Developing
Spelling and
grammar errors
distract. Sentences
are incomplete or
unclear.
Paragraphs are
poorly formed.
0 pts
Not
Present
20 pts
Current
APA
Formatting
and Citation
10 to >8.0 pts
Advanced
Title page, headings, and
pagination are current APA
format. References are
provided for each template
section. References are
cited in current APA
format.
8 to >6.0 pts
Proficient
Some mistakes in current APA
format for the title page, headings,
and/or pagination. References are
provided for some template
sections. References have some
mistakes in current APA
formatting.
6 to >0.0 pts
Developing
S ...
Week 2 Assignment
Strategic Problem-Solving Assessment – Activity One - Building Relationships and Creating Ownership
(Instructions, and Rubric for Submission - W2LO2, W2LO3, CLO1, CLO2)
This assignment has three components. The components include a memo, documentation, and a reflection. Please review the rubric. Use all three components of the assignment to influence the opinion of the grader.
I. Memo #1:
You will assume the role of a new hypothetical principal at a campus as you respond to the issues found in the letter of concern by the hypothetical superintendent. It is found in the resource packet. In this activity, the candidate will prepare a four-paragraph written memo that addresses the following prescribed actions:
a) Create and share a new vision statement for the Agricultural Science Programidentified in theresource packet. It should be aligned with the following campus vision statement - “IN COLLABORATION WITH OUR SCHOOL COMMUNITY, WE TEACH ALL THE STUDENTS OF ALL THE PEOPLE DOING OUR BEST TO REACH EVERY STUDENT EVERY DAY”;
b) Describe and share with the superintendent the specific steps taken to develop, articulate, implement and steward a new vision statement for the identified program;
c) Share who was involved, sample activities conducted, how progress toward establishing the programs vision will be tracked, and how the program’s vision is aligned to the campus vision statement.
Special note: While preparing the simulated memo and attachments, you must address the superintendent directives described above. When addressing the superintendent directives, you will use the Stage 1 “BUILDING BLOCKS” found below to frame your memo. Use each building block as the topic for one paragraph.
Stage 1 Building Blocks
a) modeled a collaborative approach – paragraph one;
b) established expectations and built relationships – paragraph two;
c) defined roles and shared responsibilities – paragraph three;
d) aligned strategic priorities – paragraph four.
In the memo, you should write one paragraph on each individual stage one building block. It should prove easy to address the superintendent’s directives (a through c) in these four paragraphs.
II. Documentation:
Additionally, you are expected to attach simulated documentation that supports your four-paragraph memo to the superintendent. (Be creative!) The documentation is limited to two (2) additional pages. Documentation examples include:
· Agendas from meetings
· Minutes from meetings
· Pictures from meeting
· Emails
· Thank you notes
· News Articles
· List of those invited/attended
· Calendar of upcoming events
· Letters asking for Information
· Charts and graphs
· Others – be creative
III. Activity Reflection:
This submission requires an Activity Reflection. Answers to the following reflective questions are required in the Activity Reflection: (BE BRIEF- Use no less than 3 and no more than 5 sentences to answer each question in the reflection.) These questions were str ...
EDUC 571
Curriculum Project: Curriculum Essentials Project Assignment Instructions
The Curriculum Essentials Project template has four sectioned parts (Mission Statement, Character Education, Standards Comparison, and Standards Integration).
PART I: MISSION STATEMENT
A mission statement clarifies priorities and gives direction to everyone in the organization. Curriculum learning experiences must support the mission statement. For example:
Thomas C. Miller Elementary School for Innovation
is a partnership for children, parents, teachers, and the community that recognizes the special gifts of each child. We promote the intellectual, creative, social, and physical well-being of each student with a commitment to academic excellence. Our distinctive interdisciplinary curriculum provides for thematic units, innovative teaching and evaluation practices, and inclusive education with an emphasis on science, math, technology and the performing arts.
Found at: http://www.lynchburg.org/Schools/Tcm/Default.htm
In viewing curriculum written for this school, a curriculum evaluator will look for learning experiences that are integrative in nature and meet the needs of the whole child (intellectual, creative, social, and physical).
For the Part I Mission Statement section of the assignment template you should create a school mission statement that clarifies priorities and gives direction to the school organization. Situate your creativity and original mission statement from a local school’s mission statement. Reference that school’s mission statement in the mission statement reference section.
PART II: CHARACTER EDUCATION
Character education highlights character principles throughout the curriculum. Learning experiences should be engaging, active, and morally purposeful. For example:
Character Principle 1: Integrity: The teacher will use the literature story, The Empty Pot by Demi, to demonstrate the importance of integrity. Students will read the story and then create a sequence flip-book of the main events of the story. On the last page of the flip book, the students will write a summary sentence on “the moral of the story”; they will then write a few sentences on how they can show integrity in their own life experiences and actions.
Character Principle 2: Work Ethic: The teacher will introduce a unit the rise of industrialism in the United States. Students will study concepts in efficiency, division of labor, free enterprise, etc. For a home/school connection activity, students will complete a service learning project of their choice that demonstrates work ethic. Results of this project will be made into a “Social Studies Fair.”
For the Part II Character Education section of the assignment template you should create an abbreviated plan for implementing character education by listing 8 character principles that should be taught throughout the curriculum. Then create a corresponding learning experience that could be used to teach and pract ...
192020 Capella University Scoring Guide Toolhttpsscor.docxaulasnilda
1/9/2020 Capella University Scoring Guide Tool
https://scoringguide.capella.edu/grading-web/gradingdetails 1/7
MHA-FP5064
u03a1 - Health Information System Implementation
Learner: Monna , Joseph
OVERALL COMMENTS
Mona
This paper is not very clear and specific. You have very genialized explanations of data and are not discussing
data requirements from meaningful use and merit-based incentives. Also you are not supporting the data needs
with CURRENT academic sources. You only have 2 references both from well over 10 years ago. You need
research current trends and best practices from recent sources.
See the rubric below for more specifics.
RUBRICS
1/9/2020 Capella University Scoring Guide Tool
https://scoringguide.capella.edu/grading-web/gradingdetails 2/7
CRITERIA 1
Outline a plan for collecting and analyzing data.
COMPETENCY
Incorporate project management principles into health care administration management and leadership.
NON_PERFORMANCE: Does not outline a plan for collecting and analyzing data.
BASIC:
Outlines a plan for collecting and analyzing data that is impracticable or unlikely to yield limited data for
analysis.
PROFICIENT: Outlines a plan for collecting and analyzing data.
DISTINGUISHED:
Outlines a plan for collecting and analyzing data. Provides a concise and well-articulated outline that
identifies specific data needs and a clear approach to analysis.
Comments:
I am not see a plan that alignes with current trends in health care. Plan needs to address specific data that
would common in an EHR and meet current legislative requirments.
(20%)
1/9/2020 Capella University Scoring Guide Tool
https://scoringguide.capella.edu/grading-web/gradingdetails 3/7
CRITERIA 2
Propose criteria for evaluating organizational needs.
COMPETENCY
Incorporate project management principles into health care administration management and leadership.
NON_PERFORMANCE: Does not propose criteria for evaluating organizational needs.
BASIC:
Proposes criteria for evaluating organizational needs that may lead to erroneous conclusions.
PROFICIENT: Proposes criteria for evaluating organizational needs.
DISTINGUISHED:
Proposes criteria for evaluating organizational needs, and provides relevant, credible evidence that
clearly validates the proposed criteria.
Comments:
Very unclear and is not alinging with best practices from AHIMA, HIMSS or Health IT,gov. Research
current oversight organizations
(16%)
1/9/2020 Capella University Scoring Guide Tool
https://scoringguide.capella.edu/grading-web/gradingdetails 4/7
CRITERIA 3
Outline a plan for generating reports.
COMPETENCY
Incorporate project management principles into health care administration management and leadership.
NON_PERFORMANCE: Does not outline a plan for generating reports.
BASIC:
Outlines a plan for generating reports that is impracticable or unlikely to provide all of the information
necessary to support sound decision making.
PROFICIENT: Outlines a ...
Criteria Ratings Points
Mission
Statement
CAEP 1.3,
CEC 7
10 to >8.0 pts
Advanced
The mission statement
clarifies priorities and
gives direction to the
organization.
8 to >6.0 pts
Proficient
The mission statement clarifies
priorities but gives limited
direction to the organization.
6 to >0.0 pts
Developing
The mission
statement is vague
and does not clarify
priorities or give
direction to the
organization.
0 pts
Not
Present
10 pts
Character
Education
CEC 2
20 to >18.0 pts
Advanced
Character traits are
identified in learning
experiences that are
morally purposeful and
engaging.
18 to >16.0 pts
Proficient
Character traits are identified in
learning experiences that are
morally purposeful but not
engaging.
16 to >0.0 pts
Developing
Character traits are
unclear. Minimal
and vague
description of
learning
experiences.
0 pts
Not
Present
20 pts
Standards
Comparison
CAEP 1.1;
1.3 InTASC
4 MCEE 2
CEC 3
20 to >18.0 pts
Advanced
Detailed general to
specific comparison of
standards. Assertions are
clear and effectively
supported with citation of
specific standards.
18 to >16.0 pts
Proficient
Some general to specific
comparison of
standards--Assertions are vague
and/or minimally supported with
citation of specific standards.
16 to >0.0 pts
Developing
Minimal and vague
comparison of
standards.
Assertions are
unclear and
unsupported by
citation of specific
standards.
0 pts
Not
Present
20 pts
Standards
Integration
CAEP 1.1;
1.3 InTASC
4 MCEE 2
CEC 3
20 to >18.0 pts
Advanced
Learning activities address
state standards. Activities
are engaging and
interdisciplinary.
18 to >16.0 pts
Proficient
Learning activities address state
standards and are engaging. Most
activities are interdisciplinary.
16 to >0.0 pts
Developing
Learning activities
are engaging but
do not fully address
state standards.
Few activities are
interdisciplinary.
0 pts
Not
Present
20 pts
Curriculum Project: Curriculum Essentials Project Grading Rubric |
EDUC571_D03_202220
Criteria Ratings Points
Spelling
and
Grammar
20 to >18.0 pts
Advanced
Spelling and grammar are
correct. Sentences are
complete, clear, and
concise. Paragraphs have
varied sentence structure.
18 to >16.0 pts
Proficient
Some spelling and grammar
errors are present. Sentences are
presented well. Paragraphs
contain some varied sentence
structures.
16 to >0.0 pts
Developing
Spelling and
grammar errors
distract. Sentences
are incomplete or
unclear.
Paragraphs are
poorly formed.
0 pts
Not
Present
20 pts
Current
APA
Formatting
and Citation
10 to >8.0 pts
Advanced
Title page, headings, and
pagination are current APA
format. References are
provided for each template
section. References are
cited in current APA
format.
8 to >6.0 pts
Proficient
Some mistakes in current APA
format for the title page, headings,
and/or pagination. References are
provided for some template
sections. References have some
mistakes in current APA
formatting.
6 to >0.0 pts
Developing
S ...
Week 2 Assignment
Strategic Problem-Solving Assessment – Activity One - Building Relationships and Creating Ownership
(Instructions, and Rubric for Submission - W2LO2, W2LO3, CLO1, CLO2)
This assignment has three components. The components include a memo, documentation, and a reflection. Please review the rubric. Use all three components of the assignment to influence the opinion of the grader.
I. Memo #1:
You will assume the role of a new hypothetical principal at a campus as you respond to the issues found in the letter of concern by the hypothetical superintendent. It is found in the resource packet. In this activity, the candidate will prepare a four-paragraph written memo that addresses the following prescribed actions:
a) Create and share a new vision statement for the Agricultural Science Programidentified in theresource packet. It should be aligned with the following campus vision statement - “IN COLLABORATION WITH OUR SCHOOL COMMUNITY, WE TEACH ALL THE STUDENTS OF ALL THE PEOPLE DOING OUR BEST TO REACH EVERY STUDENT EVERY DAY”;
b) Describe and share with the superintendent the specific steps taken to develop, articulate, implement and steward a new vision statement for the identified program;
c) Share who was involved, sample activities conducted, how progress toward establishing the programs vision will be tracked, and how the program’s vision is aligned to the campus vision statement.
Special note: While preparing the simulated memo and attachments, you must address the superintendent directives described above. When addressing the superintendent directives, you will use the Stage 1 “BUILDING BLOCKS” found below to frame your memo. Use each building block as the topic for one paragraph.
Stage 1 Building Blocks
a) modeled a collaborative approach – paragraph one;
b) established expectations and built relationships – paragraph two;
c) defined roles and shared responsibilities – paragraph three;
d) aligned strategic priorities – paragraph four.
In the memo, you should write one paragraph on each individual stage one building block. It should prove easy to address the superintendent’s directives (a through c) in these four paragraphs.
II. Documentation:
Additionally, you are expected to attach simulated documentation that supports your four-paragraph memo to the superintendent. (Be creative!) The documentation is limited to two (2) additional pages. Documentation examples include:
· Agendas from meetings
· Minutes from meetings
· Pictures from meeting
· Emails
· Thank you notes
· News Articles
· List of those invited/attended
· Calendar of upcoming events
· Letters asking for Information
· Charts and graphs
· Others – be creative
III. Activity Reflection:
This submission requires an Activity Reflection. Answers to the following reflective questions are required in the Activity Reflection: (BE BRIEF- Use no less than 3 and no more than 5 sentences to answer each question in the reflection.) These questions were str ...
EDUC 571
Curriculum Project: Curriculum Essentials Project Assignment Instructions
The Curriculum Essentials Project template has four sectioned parts (Mission Statement, Character Education, Standards Comparison, and Standards Integration).
PART I: MISSION STATEMENT
A mission statement clarifies priorities and gives direction to everyone in the organization. Curriculum learning experiences must support the mission statement. For example:
Thomas C. Miller Elementary School for Innovation
is a partnership for children, parents, teachers, and the community that recognizes the special gifts of each child. We promote the intellectual, creative, social, and physical well-being of each student with a commitment to academic excellence. Our distinctive interdisciplinary curriculum provides for thematic units, innovative teaching and evaluation practices, and inclusive education with an emphasis on science, math, technology and the performing arts.
Found at: http://www.lynchburg.org/Schools/Tcm/Default.htm
In viewing curriculum written for this school, a curriculum evaluator will look for learning experiences that are integrative in nature and meet the needs of the whole child (intellectual, creative, social, and physical).
For the Part I Mission Statement section of the assignment template you should create a school mission statement that clarifies priorities and gives direction to the school organization. Situate your creativity and original mission statement from a local school’s mission statement. Reference that school’s mission statement in the mission statement reference section.
PART II: CHARACTER EDUCATION
Character education highlights character principles throughout the curriculum. Learning experiences should be engaging, active, and morally purposeful. For example:
Character Principle 1: Integrity: The teacher will use the literature story, The Empty Pot by Demi, to demonstrate the importance of integrity. Students will read the story and then create a sequence flip-book of the main events of the story. On the last page of the flip book, the students will write a summary sentence on “the moral of the story”; they will then write a few sentences on how they can show integrity in their own life experiences and actions.
Character Principle 2: Work Ethic: The teacher will introduce a unit the rise of industrialism in the United States. Students will study concepts in efficiency, division of labor, free enterprise, etc. For a home/school connection activity, students will complete a service learning project of their choice that demonstrates work ethic. Results of this project will be made into a “Social Studies Fair.”
For the Part II Character Education section of the assignment template you should create an abbreviated plan for implementing character education by listing 8 character principles that should be taught throughout the curriculum. Then create a corresponding learning experience that could be used to teach and pract ...
192020 Capella University Scoring Guide Toolhttpsscor.docxaulasnilda
1/9/2020 Capella University Scoring Guide Tool
https://scoringguide.capella.edu/grading-web/gradingdetails 1/7
MHA-FP5064
u03a1 - Health Information System Implementation
Learner: Monna , Joseph
OVERALL COMMENTS
Mona
This paper is not very clear and specific. You have very genialized explanations of data and are not discussing
data requirements from meaningful use and merit-based incentives. Also you are not supporting the data needs
with CURRENT academic sources. You only have 2 references both from well over 10 years ago. You need
research current trends and best practices from recent sources.
See the rubric below for more specifics.
RUBRICS
1/9/2020 Capella University Scoring Guide Tool
https://scoringguide.capella.edu/grading-web/gradingdetails 2/7
CRITERIA 1
Outline a plan for collecting and analyzing data.
COMPETENCY
Incorporate project management principles into health care administration management and leadership.
NON_PERFORMANCE: Does not outline a plan for collecting and analyzing data.
BASIC:
Outlines a plan for collecting and analyzing data that is impracticable or unlikely to yield limited data for
analysis.
PROFICIENT: Outlines a plan for collecting and analyzing data.
DISTINGUISHED:
Outlines a plan for collecting and analyzing data. Provides a concise and well-articulated outline that
identifies specific data needs and a clear approach to analysis.
Comments:
I am not see a plan that alignes with current trends in health care. Plan needs to address specific data that
would common in an EHR and meet current legislative requirments.
(20%)
1/9/2020 Capella University Scoring Guide Tool
https://scoringguide.capella.edu/grading-web/gradingdetails 3/7
CRITERIA 2
Propose criteria for evaluating organizational needs.
COMPETENCY
Incorporate project management principles into health care administration management and leadership.
NON_PERFORMANCE: Does not propose criteria for evaluating organizational needs.
BASIC:
Proposes criteria for evaluating organizational needs that may lead to erroneous conclusions.
PROFICIENT: Proposes criteria for evaluating organizational needs.
DISTINGUISHED:
Proposes criteria for evaluating organizational needs, and provides relevant, credible evidence that
clearly validates the proposed criteria.
Comments:
Very unclear and is not alinging with best practices from AHIMA, HIMSS or Health IT,gov. Research
current oversight organizations
(16%)
1/9/2020 Capella University Scoring Guide Tool
https://scoringguide.capella.edu/grading-web/gradingdetails 4/7
CRITERIA 3
Outline a plan for generating reports.
COMPETENCY
Incorporate project management principles into health care administration management and leadership.
NON_PERFORMANCE: Does not outline a plan for generating reports.
BASIC:
Outlines a plan for generating reports that is impracticable or unlikely to provide all of the information
necessary to support sound decision making.
PROFICIENT: Outlines a ...
FINC 335 Project Description Stage 2 Due at the End of WeeShainaBoling829
FINC 335 Project Description Stage 2
Due at the End of Week 6
This project is closely aligned with the course outcomes and Finance program
objectives. Completion of this project can be used as part of a portfolio to show
potential employers that you are skilled at performing company valuations and
financial statement analysis. Consider adding these skills to your résumé.
Part 1: Bond Performance Analysis and Interest Rate Trends (40% of the project grade)
Based on the course material presented in Week 3
The information on bonds can be found on the Bond section of the FINRA Market Data
Center. To find the information on bonds, click on Search tab in the middle of the screen
(under Market Center Bond Guide). Under Quick Search, complete the Issuer Name and
Symbol fields, then click Show Results.
If you cannot find a particular bond on the FINRA site, check the Bonds page on Markets
Insider. To find information on bonds, scroll down the page, type the name of the company
in the window under Bond Finder, then click on the magnifying glass.
Find quotations of five to eight corporate bonds that contain a price under "Last Sale" and
Ratings of Moody's and Standard & Poor's (S&P) 500. Not all companies list their bonds on
this website. You can use bonds from the same company or choose different companies.
Choose the bonds with different maturities, different coupon payments, and so on. Be
creative!
1. To grade your project your professor needs to see the information on the bonds
you chose. Copy the bonds quotations into your project.
2. What were the last prices of the bonds (from the Last Sale column)? What does this
price mean?
3. Assume the par value of the bond is $1,000.
a. How much will an investor pay for a bond purchased at the price listed in the
Last Sale column?
b. Calculate the annual coupon interest payments.
Show your work in your project.
4. The YTM is listed in quotations of the bonds (in the Last Sale column, Yield). What
does it mean? (No calculations are required for this section.)
5. Calculate the Macaulay duration and modified duration of these bonds. Use an
online duration calculator. Present the results of your calculations in your project.
How will changes in interest rates affect the bonds' prices?
6. Using the forecast of interest rates (short-term and long-term) that you found in
Stage 1 of the project, create a forecast of the bonds' prices. Explain your results.
http://finra-markets.morningstar.com/BondCenter/Default.jsp
http://finra-markets.morningstar.com/BondCenter/Default.jsp
https://markets.businessinsider.com/bonds
https://markets.businessinsider.com/bonds
https://umuc365-my.sharepoint.com/personal/candace_orsetti_umgc_edu/Documents/dqydj.com
7. Write at least two pages of analysis of the bonds. Answer the following questions,
explaining each answer.
a. If you are going to buy a bond, which bond would you choose? Why?
b. What connections are there among ...
Great job on your last assessment in our course so far! You did a .docxshericehewat
Great job on your last assessment in our course so far! You did a great job explaining all methods correctly. Please revise all calculations, then re-assess whether the two projects should be accepted or not based on the revised results.
Please apply my feedback below, refer to Weaver & Weston (2001) Chapter 9, highlight your changes, then resubmit your assessment for review. If you think it might be helpful, complete the calculations in Excel using the prebuilt formulas and submit the Excel spreadsheet with your next attempt.
Keep up the great work!
Dana
COMPETENCY: Define finance terminology and its application within the business environment.
CRITERION: Calculate the internal rate or return (IRR) and modified rate or return (MIRR) for a project.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Basic
Calculates the IRR and MIRR for a project using inaccurate or incomplete information.
Faculty Comments:“
Both the IRR and MIRR calculations are incorrect. Please double-check the formulas against those in our textbooks, then revise the calculations!
”
CRITERION: Identify the benchmark when using net present value (NVP).
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Proficient
Identifies the benchmark when using NPV.
Faculty Comments:“
Good job stating the benchmark for using NPV! For a distinguished level of performance, provide real-world and specific examples of using the benchmark for NPV.
”
CRITERION: Explain the payback period statistic.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Distinguished
Analyzes the payback period statistic and connects the analysis to relevant real-world examples.
Faculty Comments:“
Great job explaining the payback period statistic and the detailed example you provided to show its applicability!
”
CRITERION: Identify the payback period statistic acceptance benchmark.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Distinguished
Analyzes the payback period acceptance benchmark and connects the analysis to relevant real-world examples.
Faculty Comments:“
Very good job on your explanation of the payback period acceptance benchmark and the example you provided!
”
CRITERION: Calculate the net present value (NVP) for a project.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Basic
Calculates the NPV for a project using inaccurate or incomplete information.
Faculty Comments:“
The calculations of the NPV are incorrect. Please refer back to Weston and Weaver (2001), revise the formula, then the calculations.
”
COMPETENCY: Evaluate the financial health of an organization.
CRITERION: Explain the net present value (NVP) method for determining a capital budgeting project's desirability.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Proficient
Explains the NPV method for determining the desirability of a capital budgeting project.
Faculty Comments:“
Good job explaining the concept of NPV! Please provide specific examples of its applicability for a distinguished level of performance.
”
CRITERION: Explain whether a p ...
Pinterest Book Activity Template Once you have filled in these t.docxstilliegeorgiana
Pinterest Book Activity Template
Once you have filled in these two sections and the Lesson Plan Template section, delete the Lesson Plan Template – Example Overview and the References sections before submitting.
Pinterest Board Link:
Book Citations
Title / Author
Book Summary
2-3 sentence summary that includes how the book relates to teaching self-regulation.
Lesson Plan Template – Overview
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please view the Lesson Plan Handbook.
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
The goal is the purpose of the lesson.
Objective
The objective is what students will be able to know or do at the end of the lesson.
Standards Included
Standards are the knowledge or skills that students will be expected to demonstrate. Depending on the age of the children you are working with, you will choose the appropriate standard from the list below:
Birth to Age 5: Developmental Checklists Birth to Five
Ages 3 to 5: Early Learning Guidelines. State by State Early Learning Guidelines
Head Start Framework: Head Start Early Learning Outcomes Framework
K-3: Standards in Your State
Materials
The materials section lists all items needed throughout a lesson.
Introduction
The introduction is how you will introduce the activity so your students are interested, engaged, and have the opportunity to think about any background knowledge/experience that they may have.
Lesson Development:
The lesson development section includes the steps that you will take to teach the lesson including any modeling, direct instruction, centers, etc. that will be utilized. Sometimes this is also referred to as the “procedures” section of the lesson plan.
Differentiation
Often times you will have students that you will need to include modifications for when you are developing a lesson. In this section you will need to explain how you could modify your lesson to meet the needs of the different children you are working with. These modifications may apply to the lesson development section, the practice/check for understanding section, or both.
Assessment
(Practice/ Checking for
Understanding)
Students are given the opportunity to apply what they have learned in a formal or informal way. You will need to describe what you will do to assess student learning. It can be through guided practice and/or independent practice. Guided practice allows students to demonstrate their understanding of the material while the teacher is present and can provide needed assistance. Independent practice might be group work, projects, or homework.
Closing
Here the ECE teacher/provider reviews the highlights of the lesson and brings closure to the activity.
Lesson Plan Template
Lesson Plan Template
(Items highlighted in Red are required)
Content Area or Developmental Focus:
Age/Grade of Children:
Len ...
Throughout this course you have been preparing separate components.docxherthalearmont
Throughout this course you have been preparing separate components of a comprehensive 2,500-word financial analysis (excluding tables, figures, and addenda) of a chosen company following the nine-step assessment process detailed in Assessing a Company's Future Financial Health.
There are three parts to the final component assignment of the case study.
Part One (Case Study Component 4)
Apply the final three steps of the nine-step assessment process to develop a 750-word analysis of your chosen company:
1. Viability of the 3-5 Year Plan
2. Stress Test Under Scenarios of Adversity
3. Current Financing Plan
Part Two
Access the three prior component assignments, with instructor feedback incorporated, that you submitted in Topics 2, 4, and 6 see attachments. Integrate these three assignments into the final case study submission along with the Component 4 assignment in this topic to provide a comprehensive analysis inclusive of all nine steps that flows from start to finish.
Part Three
Assume that you will be presenting your analysis to a group of senior management at your place of employment that urgently needs to know this information to make a major financial decision for your company. In 250 words, develop an introduction to your analysis that can serve as an overview. Consider factors that might impede their ability to focus on the information you are presenting. For example, some of your audience may be pressed for time, another may have a crisis in their work team that needs to be attended to quickly, and others may simply not be paying attention. You have one chance to impress them; keep your overview focused, succinct, and informative. Present only key and other potentially relevant points this group needs to know.
Prepare this assignment according to the guidelines found in the APA Style Guide,. An abstract is not required.
This assignment uses a rubric below. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
70.0 %
Content
5
Great
100%
40.0 %Incorporation of the Required Set of Elements in the Nine-Step Assessment Process for the Case Study Component
The required set of elements is not present.
The required set of elements is incorporated, but the information provided is incomplete, inaccurate, or otherwise deficient.
The required set of elements is incorporated, but minimal detail or support is provided for one or more components.
The required set of elements is present, and is incorporated in full. The submission encompasses essential details and provides appropriate support.
The requir ...
CW1 PM BriefBackground my team and I made YouTube video about t.docxrandyburney60861
CW1 PM Brief
Background: my team and I made YouTube video about tasting food from the team members' hometown. I'm from southern China, Zhejiang Province. I brought nuts(xiangfei), from Zhejiang Province. My group consisted of Finnish girls with Finnish wine and Finnish chocolate. Thai boys bring a lot of Thai snacks. Three other Chinese, all from the north of China, brought all kinds of delicious snacks. And a Indian guy brought Indian dishes,We tastes and share. All tastes nice.
rubric
Sheet1Marking Criteria/RubricScale 1 No SubmissionScale 2 PoorScale 3 Incomplete Scale 4 BasicScale 5 Appropriate Scale 6 Competent Scale 7 CommendableScale 8 Excellent Scale 9 OutstandingScale 10 ExceptionalCriterion 1 - Executive Summary (5%) Criterion 1 description. Setting of Context. (to be no more than one page)No Executive SummaryPoor Executive Summary or Inadequate information provided.Inadequate attempt at an Executive Summary. Limited information given in an Introduction rather than a summary. Limited inclusion of recommendations. Inadequate in-text referencingBasic attempt at providing an Executive Summary. Acceptable level of articulation of the key features of the submission. Satisfactory inclusion of recommendations. Basic referencing. Acceptable attempt to set the submission in context.An Executive Summary is presented which appropriately highlights the key features of the submission. Fair inclusion of recommendations but with brief rationale. Reasonable referencing. Sets the submission partially in context.Overall well-presented commendable Executive Summary that articulates the key features of the submission including recommendations with rationale. Overall good referencing. Sets the submission in context.Proficiently well- presented Executive Summary that clearly articulates the key features of the submission including recommendations with rationale. Fully referenced. Sets the submission firmly in context of the overall management report.Articulated and well- presented Executive Summary that clearly articulates the key features of the submission including recommendations with rationale. Fully referenced. Sets the submission firmly in context of the overall management report.Superbly presented Executive Summary that clearly articulates the key features of the submission including recommendations with rationale. Fully referenced. Sets the submission firmly in context of the overall management report.Industry standard presented Executive Summary that clearly articulates the key features of the submission including recommendations with rationale. Fully referenced. Sets the submission firmly in context of the overall management report.Criterion 2 - Introduction (5%)Criterion 2 description. Ability to effectively present the aim of the management brief. Giving a clear structure of the brief and arguments with an explicit identification of areas of analysis and evaluation supported by relevant background information of the case study org.
Student Assessment Inventory for School Districts Achieve, Inc.
The Student Assessment Inventory for School Districts is a tool district leaders can use to take stock of their assessments and assessment strategy, and do so from a student perspective. The tool supports a process by which districts evaluate the assessments students are taking, determine the minimum testing necessary to serve essential diagnostic, instructional and accountability purposes, and work to ensure that every district-mandated test is of high quality, is providing the information needed for specific school and district purposes, and is supported by structures and routines so that assessment results are actually used and action steps taken that will help students. Visit http://www.achieve.org/publications/student-assessment-inventory-school-districts
Chapter 7:
Beyond Competence:
Developing Managers of Complex Projects,
Lynn Crawford and Ed Hoffman (in the book by Terry Cooke-Davies)
Dr Ziyad Abunada
Lecturer in Project Management,
School of Engineering & Technology
Higher Education Division, CQUniversity
It may be more effective to presented this chapter in a form of discussion group. The aim is to address the difference between Experience and education and why they cannot be equated to each other. The constraints in moving skills and experience to next generations.
Students input is vital in understanding what d they expect and to what extent they think CQU should prepare them to the market.
1
Week 7 - Topic: Beyond Competence.
Mandatory Readings:
Aspects of Complexity: Managing Projects in a Complex World (2011)
Chapter 7 Beyond Competence: Developing Managers of Complex Projects by Lynn Crawford and Ed Hoffman
Tutorial:
1- Watch the video for 8 min:
https://hml.uthsc.edu/Play/449)
2-Creating Complexity Radar using Excel
https://goo.gl/7o5SDW
3rd Discussion Forum
2
2
Content and main points
Introduction
Professional Competence and Beyond
Developing Reflective Practitioners
Managing Experiential Learning in the Workplace
Industry/University Alliances, Corporate Universities, and Project Academies
Benchmarking Project Academies: Methodology and Results
Methodology
Demographics
Results
Experiential Learning
Roles and Responsibilities of Project Academies
Workforce development
Advocacy for practitioners’ professional development needs
Common vocabulary
Alignment with corporate strategy
Alignment with external stakeholders
Promotion of continuous learning across the organization
Promotion of institutional knowledge
Conclusion
3
Chapter 7 Beyond Competence: Developing Managers of Complex Projects by Lynn Crawford and Ed Hoffman
The objective of the chapter is to define a future for project management—as a profession and as an approach to effectively delivering corporate strategy—demands capability that goes beyond minimum standards for competence.
Crawford and Hoffman discuss a number of corporations that are taking direct responsibility for developing sufficient people with the right set of skills, experience, and behaviors to cope with the management of complex projects.
They then articulate the development of higher-order expertise, which is required to manage more complex projects, requires opportunities to gain relevant experience.
They finally lament that few organisations are investing in mentoring and support of meta-competencies.
4
What is threshold competencies?
Are there any Minimum standards of KNOWLEDGE for workplace performance?
If so, are these standards applicable for all projects?
Authors in Page ’88’ argued the role of advanced technologies & changing social values on these standards
Can we learn from mistakes?
5
The Old and the new approach in skill transfer
Until 1970, organizations had taken much responsibility for developin.
For more course tutorials visit
www.tutorialrank.com
This Tutorial included All DQs, 2 Course Project, 2 Case Analysis for Week 3 and Two Case Analysis for Week 6, Two Week 4 Brics and Mitsk Project (Scroll down to see all included tutorials)
BUSN 412 Week 1 DQ 1 Robin Hood and DQ 2 Strategic Management
BUSN 412 Week 2 DQ 1 SWOT and DQ 2 Strategy and Performance
(APA Tutorial) (Library)HE521 Unit 3 Assignme.docxaryan532920
(
APA Tutorial
) (
Library
)
HE521 Unit 3 Assignment: Final Project: Literature Review, Contemporary Practices, and Adult Learning Theories and Models
Assignment Introduction
In Unit 2, you created the Final Project APA paper and completed the Title Page and Introduction. In this unit, you will reopen your Final Project APA paper and complete the following sections:
· Literature Review
· Contemporary Practices for Teaching Adult Learners
· Adult Learning Theories and Models
You may revisit the Unit 2 Discussion where you and your peers created a comparison chart of contemporary and traditional theories and models affected by emerging contemporary issues. You may also research some of the cited resources within that Discussion.
Assignment Directions
1. Open your Final Project APA paper you saved and revised from Unit 2.
2. Create the Literature Review section and answer the following question: What is known about the contemporary emerging issue you selected in Unit 2? To answer this question, complete the following:
● Use at least three current articles to gather information about your emerging contemporary issue you selected in Unit 2 and its relationship to adult education.
● Explain the emerging contemporary issue you selected in Unit 2.
● Describe the relationship of the emerging contemporary issue to adult education.
● Synthesize the research into essay form using standard APA citation.
· This section should be 1 to 2 pages long.
3. Create the Contemporary Practices for Teaching Adult Learners section and answer the following question: What are adult educators currently doing in the adult classroom to address your emerging contemporary issue selected in Unit 2? To answer this question, complete the following:
· Discuss the practices traditionally used in adult education and compare them to your chosen emerging issue from Unit 2.
· Discuss the pros and cons of the traditional practices you discovered in relation to your contemporary emerging issue you selected in Unit 2. You may find practices that could be successful or need to be improved.
· Support your discussion with proper APA citations from current articles and/or course materials.
· This section should be approximately 1 to 2 pages long.
4. Create the Adult Learning and Theories and Models section and answer the following question: How does your contemporary, emerging issue align with either traditional learning theories and/or adult learning theories? To answer this question, complete the following:
● Discuss how your chosen contemporary, emerging issue from Unit 2 affects traditional or contemporary theories.
● Explore how traditional and contemporary theories have a positive or negative impact on your chosen contemporary, emerging issue you selected in Unit 2.
● Support your discussion with proper APA citations from current articles and/or course materials.
· This section should be approximately 1 to 2 pages long.
Refer ...
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
FINC 335 Project Description Stage 2 Due at the End of WeeShainaBoling829
FINC 335 Project Description Stage 2
Due at the End of Week 6
This project is closely aligned with the course outcomes and Finance program
objectives. Completion of this project can be used as part of a portfolio to show
potential employers that you are skilled at performing company valuations and
financial statement analysis. Consider adding these skills to your résumé.
Part 1: Bond Performance Analysis and Interest Rate Trends (40% of the project grade)
Based on the course material presented in Week 3
The information on bonds can be found on the Bond section of the FINRA Market Data
Center. To find the information on bonds, click on Search tab in the middle of the screen
(under Market Center Bond Guide). Under Quick Search, complete the Issuer Name and
Symbol fields, then click Show Results.
If you cannot find a particular bond on the FINRA site, check the Bonds page on Markets
Insider. To find information on bonds, scroll down the page, type the name of the company
in the window under Bond Finder, then click on the magnifying glass.
Find quotations of five to eight corporate bonds that contain a price under "Last Sale" and
Ratings of Moody's and Standard & Poor's (S&P) 500. Not all companies list their bonds on
this website. You can use bonds from the same company or choose different companies.
Choose the bonds with different maturities, different coupon payments, and so on. Be
creative!
1. To grade your project your professor needs to see the information on the bonds
you chose. Copy the bonds quotations into your project.
2. What were the last prices of the bonds (from the Last Sale column)? What does this
price mean?
3. Assume the par value of the bond is $1,000.
a. How much will an investor pay for a bond purchased at the price listed in the
Last Sale column?
b. Calculate the annual coupon interest payments.
Show your work in your project.
4. The YTM is listed in quotations of the bonds (in the Last Sale column, Yield). What
does it mean? (No calculations are required for this section.)
5. Calculate the Macaulay duration and modified duration of these bonds. Use an
online duration calculator. Present the results of your calculations in your project.
How will changes in interest rates affect the bonds' prices?
6. Using the forecast of interest rates (short-term and long-term) that you found in
Stage 1 of the project, create a forecast of the bonds' prices. Explain your results.
http://finra-markets.morningstar.com/BondCenter/Default.jsp
http://finra-markets.morningstar.com/BondCenter/Default.jsp
https://markets.businessinsider.com/bonds
https://markets.businessinsider.com/bonds
https://umuc365-my.sharepoint.com/personal/candace_orsetti_umgc_edu/Documents/dqydj.com
7. Write at least two pages of analysis of the bonds. Answer the following questions,
explaining each answer.
a. If you are going to buy a bond, which bond would you choose? Why?
b. What connections are there among ...
Great job on your last assessment in our course so far! You did a .docxshericehewat
Great job on your last assessment in our course so far! You did a great job explaining all methods correctly. Please revise all calculations, then re-assess whether the two projects should be accepted or not based on the revised results.
Please apply my feedback below, refer to Weaver & Weston (2001) Chapter 9, highlight your changes, then resubmit your assessment for review. If you think it might be helpful, complete the calculations in Excel using the prebuilt formulas and submit the Excel spreadsheet with your next attempt.
Keep up the great work!
Dana
COMPETENCY: Define finance terminology and its application within the business environment.
CRITERION: Calculate the internal rate or return (IRR) and modified rate or return (MIRR) for a project.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Basic
Calculates the IRR and MIRR for a project using inaccurate or incomplete information.
Faculty Comments:“
Both the IRR and MIRR calculations are incorrect. Please double-check the formulas against those in our textbooks, then revise the calculations!
”
CRITERION: Identify the benchmark when using net present value (NVP).
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Proficient
Identifies the benchmark when using NPV.
Faculty Comments:“
Good job stating the benchmark for using NPV! For a distinguished level of performance, provide real-world and specific examples of using the benchmark for NPV.
”
CRITERION: Explain the payback period statistic.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Distinguished
Analyzes the payback period statistic and connects the analysis to relevant real-world examples.
Faculty Comments:“
Great job explaining the payback period statistic and the detailed example you provided to show its applicability!
”
CRITERION: Identify the payback period statistic acceptance benchmark.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Distinguished
Analyzes the payback period acceptance benchmark and connects the analysis to relevant real-world examples.
Faculty Comments:“
Very good job on your explanation of the payback period acceptance benchmark and the example you provided!
”
CRITERION: Calculate the net present value (NVP) for a project.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Basic
Calculates the NPV for a project using inaccurate or incomplete information.
Faculty Comments:“
The calculations of the NPV are incorrect. Please refer back to Weston and Weaver (2001), revise the formula, then the calculations.
”
COMPETENCY: Evaluate the financial health of an organization.
CRITERION: Explain the net present value (NVP) method for determining a capital budgeting project's desirability.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Proficient
Explains the NPV method for determining the desirability of a capital budgeting project.
Faculty Comments:“
Good job explaining the concept of NPV! Please provide specific examples of its applicability for a distinguished level of performance.
”
CRITERION: Explain whether a p ...
Pinterest Book Activity Template Once you have filled in these t.docxstilliegeorgiana
Pinterest Book Activity Template
Once you have filled in these two sections and the Lesson Plan Template section, delete the Lesson Plan Template – Example Overview and the References sections before submitting.
Pinterest Board Link:
Book Citations
Title / Author
Book Summary
2-3 sentence summary that includes how the book relates to teaching self-regulation.
Lesson Plan Template – Overview
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please view the Lesson Plan Handbook.
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
The goal is the purpose of the lesson.
Objective
The objective is what students will be able to know or do at the end of the lesson.
Standards Included
Standards are the knowledge or skills that students will be expected to demonstrate. Depending on the age of the children you are working with, you will choose the appropriate standard from the list below:
Birth to Age 5: Developmental Checklists Birth to Five
Ages 3 to 5: Early Learning Guidelines. State by State Early Learning Guidelines
Head Start Framework: Head Start Early Learning Outcomes Framework
K-3: Standards in Your State
Materials
The materials section lists all items needed throughout a lesson.
Introduction
The introduction is how you will introduce the activity so your students are interested, engaged, and have the opportunity to think about any background knowledge/experience that they may have.
Lesson Development:
The lesson development section includes the steps that you will take to teach the lesson including any modeling, direct instruction, centers, etc. that will be utilized. Sometimes this is also referred to as the “procedures” section of the lesson plan.
Differentiation
Often times you will have students that you will need to include modifications for when you are developing a lesson. In this section you will need to explain how you could modify your lesson to meet the needs of the different children you are working with. These modifications may apply to the lesson development section, the practice/check for understanding section, or both.
Assessment
(Practice/ Checking for
Understanding)
Students are given the opportunity to apply what they have learned in a formal or informal way. You will need to describe what you will do to assess student learning. It can be through guided practice and/or independent practice. Guided practice allows students to demonstrate their understanding of the material while the teacher is present and can provide needed assistance. Independent practice might be group work, projects, or homework.
Closing
Here the ECE teacher/provider reviews the highlights of the lesson and brings closure to the activity.
Lesson Plan Template
Lesson Plan Template
(Items highlighted in Red are required)
Content Area or Developmental Focus:
Age/Grade of Children:
Len ...
Throughout this course you have been preparing separate components.docxherthalearmont
Throughout this course you have been preparing separate components of a comprehensive 2,500-word financial analysis (excluding tables, figures, and addenda) of a chosen company following the nine-step assessment process detailed in Assessing a Company's Future Financial Health.
There are three parts to the final component assignment of the case study.
Part One (Case Study Component 4)
Apply the final three steps of the nine-step assessment process to develop a 750-word analysis of your chosen company:
1. Viability of the 3-5 Year Plan
2. Stress Test Under Scenarios of Adversity
3. Current Financing Plan
Part Two
Access the three prior component assignments, with instructor feedback incorporated, that you submitted in Topics 2, 4, and 6 see attachments. Integrate these three assignments into the final case study submission along with the Component 4 assignment in this topic to provide a comprehensive analysis inclusive of all nine steps that flows from start to finish.
Part Three
Assume that you will be presenting your analysis to a group of senior management at your place of employment that urgently needs to know this information to make a major financial decision for your company. In 250 words, develop an introduction to your analysis that can serve as an overview. Consider factors that might impede their ability to focus on the information you are presenting. For example, some of your audience may be pressed for time, another may have a crisis in their work team that needs to be attended to quickly, and others may simply not be paying attention. You have one chance to impress them; keep your overview focused, succinct, and informative. Present only key and other potentially relevant points this group needs to know.
Prepare this assignment according to the guidelines found in the APA Style Guide,. An abstract is not required.
This assignment uses a rubric below. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
70.0 %
Content
5
Great
100%
40.0 %Incorporation of the Required Set of Elements in the Nine-Step Assessment Process for the Case Study Component
The required set of elements is not present.
The required set of elements is incorporated, but the information provided is incomplete, inaccurate, or otherwise deficient.
The required set of elements is incorporated, but minimal detail or support is provided for one or more components.
The required set of elements is present, and is incorporated in full. The submission encompasses essential details and provides appropriate support.
The requir ...
CW1 PM BriefBackground my team and I made YouTube video about t.docxrandyburney60861
CW1 PM Brief
Background: my team and I made YouTube video about tasting food from the team members' hometown. I'm from southern China, Zhejiang Province. I brought nuts(xiangfei), from Zhejiang Province. My group consisted of Finnish girls with Finnish wine and Finnish chocolate. Thai boys bring a lot of Thai snacks. Three other Chinese, all from the north of China, brought all kinds of delicious snacks. And a Indian guy brought Indian dishes,We tastes and share. All tastes nice.
rubric
Sheet1Marking Criteria/RubricScale 1 No SubmissionScale 2 PoorScale 3 Incomplete Scale 4 BasicScale 5 Appropriate Scale 6 Competent Scale 7 CommendableScale 8 Excellent Scale 9 OutstandingScale 10 ExceptionalCriterion 1 - Executive Summary (5%) Criterion 1 description. Setting of Context. (to be no more than one page)No Executive SummaryPoor Executive Summary or Inadequate information provided.Inadequate attempt at an Executive Summary. Limited information given in an Introduction rather than a summary. Limited inclusion of recommendations. Inadequate in-text referencingBasic attempt at providing an Executive Summary. Acceptable level of articulation of the key features of the submission. Satisfactory inclusion of recommendations. Basic referencing. Acceptable attempt to set the submission in context.An Executive Summary is presented which appropriately highlights the key features of the submission. Fair inclusion of recommendations but with brief rationale. Reasonable referencing. Sets the submission partially in context.Overall well-presented commendable Executive Summary that articulates the key features of the submission including recommendations with rationale. Overall good referencing. Sets the submission in context.Proficiently well- presented Executive Summary that clearly articulates the key features of the submission including recommendations with rationale. Fully referenced. Sets the submission firmly in context of the overall management report.Articulated and well- presented Executive Summary that clearly articulates the key features of the submission including recommendations with rationale. Fully referenced. Sets the submission firmly in context of the overall management report.Superbly presented Executive Summary that clearly articulates the key features of the submission including recommendations with rationale. Fully referenced. Sets the submission firmly in context of the overall management report.Industry standard presented Executive Summary that clearly articulates the key features of the submission including recommendations with rationale. Fully referenced. Sets the submission firmly in context of the overall management report.Criterion 2 - Introduction (5%)Criterion 2 description. Ability to effectively present the aim of the management brief. Giving a clear structure of the brief and arguments with an explicit identification of areas of analysis and evaluation supported by relevant background information of the case study org.
Student Assessment Inventory for School Districts Achieve, Inc.
The Student Assessment Inventory for School Districts is a tool district leaders can use to take stock of their assessments and assessment strategy, and do so from a student perspective. The tool supports a process by which districts evaluate the assessments students are taking, determine the minimum testing necessary to serve essential diagnostic, instructional and accountability purposes, and work to ensure that every district-mandated test is of high quality, is providing the information needed for specific school and district purposes, and is supported by structures and routines so that assessment results are actually used and action steps taken that will help students. Visit http://www.achieve.org/publications/student-assessment-inventory-school-districts
Chapter 7:
Beyond Competence:
Developing Managers of Complex Projects,
Lynn Crawford and Ed Hoffman (in the book by Terry Cooke-Davies)
Dr Ziyad Abunada
Lecturer in Project Management,
School of Engineering & Technology
Higher Education Division, CQUniversity
It may be more effective to presented this chapter in a form of discussion group. The aim is to address the difference between Experience and education and why they cannot be equated to each other. The constraints in moving skills and experience to next generations.
Students input is vital in understanding what d they expect and to what extent they think CQU should prepare them to the market.
1
Week 7 - Topic: Beyond Competence.
Mandatory Readings:
Aspects of Complexity: Managing Projects in a Complex World (2011)
Chapter 7 Beyond Competence: Developing Managers of Complex Projects by Lynn Crawford and Ed Hoffman
Tutorial:
1- Watch the video for 8 min:
https://hml.uthsc.edu/Play/449)
2-Creating Complexity Radar using Excel
https://goo.gl/7o5SDW
3rd Discussion Forum
2
2
Content and main points
Introduction
Professional Competence and Beyond
Developing Reflective Practitioners
Managing Experiential Learning in the Workplace
Industry/University Alliances, Corporate Universities, and Project Academies
Benchmarking Project Academies: Methodology and Results
Methodology
Demographics
Results
Experiential Learning
Roles and Responsibilities of Project Academies
Workforce development
Advocacy for practitioners’ professional development needs
Common vocabulary
Alignment with corporate strategy
Alignment with external stakeholders
Promotion of continuous learning across the organization
Promotion of institutional knowledge
Conclusion
3
Chapter 7 Beyond Competence: Developing Managers of Complex Projects by Lynn Crawford and Ed Hoffman
The objective of the chapter is to define a future for project management—as a profession and as an approach to effectively delivering corporate strategy—demands capability that goes beyond minimum standards for competence.
Crawford and Hoffman discuss a number of corporations that are taking direct responsibility for developing sufficient people with the right set of skills, experience, and behaviors to cope with the management of complex projects.
They then articulate the development of higher-order expertise, which is required to manage more complex projects, requires opportunities to gain relevant experience.
They finally lament that few organisations are investing in mentoring and support of meta-competencies.
4
What is threshold competencies?
Are there any Minimum standards of KNOWLEDGE for workplace performance?
If so, are these standards applicable for all projects?
Authors in Page ’88’ argued the role of advanced technologies & changing social values on these standards
Can we learn from mistakes?
5
The Old and the new approach in skill transfer
Until 1970, organizations had taken much responsibility for developin.
For more course tutorials visit
www.tutorialrank.com
This Tutorial included All DQs, 2 Course Project, 2 Case Analysis for Week 3 and Two Case Analysis for Week 6, Two Week 4 Brics and Mitsk Project (Scroll down to see all included tutorials)
BUSN 412 Week 1 DQ 1 Robin Hood and DQ 2 Strategic Management
BUSN 412 Week 2 DQ 1 SWOT and DQ 2 Strategy and Performance
(APA Tutorial) (Library)HE521 Unit 3 Assignme.docxaryan532920
(
APA Tutorial
) (
Library
)
HE521 Unit 3 Assignment: Final Project: Literature Review, Contemporary Practices, and Adult Learning Theories and Models
Assignment Introduction
In Unit 2, you created the Final Project APA paper and completed the Title Page and Introduction. In this unit, you will reopen your Final Project APA paper and complete the following sections:
· Literature Review
· Contemporary Practices for Teaching Adult Learners
· Adult Learning Theories and Models
You may revisit the Unit 2 Discussion where you and your peers created a comparison chart of contemporary and traditional theories and models affected by emerging contemporary issues. You may also research some of the cited resources within that Discussion.
Assignment Directions
1. Open your Final Project APA paper you saved and revised from Unit 2.
2. Create the Literature Review section and answer the following question: What is known about the contemporary emerging issue you selected in Unit 2? To answer this question, complete the following:
● Use at least three current articles to gather information about your emerging contemporary issue you selected in Unit 2 and its relationship to adult education.
● Explain the emerging contemporary issue you selected in Unit 2.
● Describe the relationship of the emerging contemporary issue to adult education.
● Synthesize the research into essay form using standard APA citation.
· This section should be 1 to 2 pages long.
3. Create the Contemporary Practices for Teaching Adult Learners section and answer the following question: What are adult educators currently doing in the adult classroom to address your emerging contemporary issue selected in Unit 2? To answer this question, complete the following:
· Discuss the practices traditionally used in adult education and compare them to your chosen emerging issue from Unit 2.
· Discuss the pros and cons of the traditional practices you discovered in relation to your contemporary emerging issue you selected in Unit 2. You may find practices that could be successful or need to be improved.
· Support your discussion with proper APA citations from current articles and/or course materials.
· This section should be approximately 1 to 2 pages long.
4. Create the Adult Learning and Theories and Models section and answer the following question: How does your contemporary, emerging issue align with either traditional learning theories and/or adult learning theories? To answer this question, complete the following:
● Discuss how your chosen contemporary, emerging issue from Unit 2 affects traditional or contemporary theories.
● Explore how traditional and contemporary theories have a positive or negative impact on your chosen contemporary, emerging issue you selected in Unit 2.
● Support your discussion with proper APA citations from current articles and/or course materials.
· This section should be approximately 1 to 2 pages long.
Refer ...
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
3. What is SIP Quality Assessment (QA) Tool?
It is a tool that will be used by the Schools Division
Offices (SDOs) to assess the quality of the School
Improvement Plan (SIP).
The rubrics will guide the assessor/appraiser to
determine whether the SIP meets quality standards.
The remarks column, specify actions that the
school head and the SPT must take to improve the
SIP, if any; and words of appreciation if they did a
good job.
It does not intend to compare achievement of
schools, but the degree of meeting the criteria of a
good SIP; and it creates a common framework for
assessing SIPs.
4. The SIP QA Tool Classification
EXCEEDS
EXPECTATION:
Influence other
schools
MEETS
EXPECTATION:
Proficient but
must continue to
strive for
excellence
BELOW
EXPECTATION:
Revise the
whole chapter/
section
5. Chapter 1: DepEd VMV
CHARACTERISTIC
BELOW
EXPECTATION
MEETS
EXPECTATION
EXCEEDS
EXPECTATION
Chapter 1:
Clarity and
completeness of
discussion on
DepEd VMV
The chapter
"simply" states
the DepEd VMV.
The chapter clearly
articulates the SPT’s
understanding of the
VMV and their
aspirations for the
school and learners;
and states their roles
and responsibilities that
will contribute to the
attainment of the school
goals where all
members collaborate.
The chapter clearly
stipulates the SPT's
understanding of the VMV
and their aspirations for
the school and learners;
and commits to perform
their roles and
responsibilities for the
attainment of the school
goals where all members
collaborate.
6. Chapter 1: DepEd VMV
Content Check:
• Documentation of the Vision Sharing activity, their aspirations for
the school and learners and their insights on DepEd VMV and
Core Values
• List of roles and responsibilities of all SPT members
• SPT Timetable
Notes:
• Suggested number of pages: 1 to 2
• Additional references: ESIP Guidebook (pages 4-10) and
SIP Instructional Video 1 (Preparatory Phase)
7. CHARACTERISTIC
BELOW
EXPECTATION
MEETS
EXPECTATION
EXCEEDS
EXPECTATION
Chapter 2:
Clarity and
completeness of
discussion on
School’s
CURRENT
SITUATION
The chapter
presents accurate
and updated school
and community
data but the
discussion on its
connection to the
school's current
situation is not
clear.
The chapter
presents accurate
and updated school
and community data
with clear discussion
on its connection to
the school’s current
situation.
The chapter presents
accurate and updated
school and community
data with clear discussion
on its connection to the
school’s current situation,
highlighting alarming data
that need to be prioritized
for improvement.
Chapter 2: ASSESS
8. CHARACTERISTIC
BELOW
EXPECTATION
MEETS
EXPECTATION
EXCEEDS
EXPECTATION
Chapter 2:
Alignment and
Relevance of
PRIORITY
IMPROVEMENT
AREAS (PIAs) to
Intermediate
Outcomes (IOs)
The chapter
presents PIAs
based on the
situational
analysis, but are
not aligned to
IOs.
The chapter presents
PIAs that are aligned to
IOs based on
situational analysis;
and uses the
prescribed rubric.
The chapter presents PIAs
that are aligned to IOs
based on situational
analysis; and uses the
prescribed rubric; with
concise discussion on why
such PIAs were selected.
Chapter 2: ASSESS
10. CHARACTERISTIC
BELOW
EXPECTATION
MEETS
EXPECTATION
EXCEEDS
EXPECTATION
Chapter 2:
Feasibility of the
TARGETS
The chapter
presents general
objectives but
does not have
annual targets.
The chapter presents
general objectives that
are broken down into
annual targets and
aligned with the
proposed solutions.
The chapter presents
general objectives that are
broken down into realistic
annual targets and aligned
with the proposed
solutions.
Chapter 2: ASSESS
11. CHARACTERISTIC
BELOW
EXPECTATION
MEETS
EXPECTATION
EXCEEDS
EXPECTATION
Chapter 2:
Utilization of
ROOT CAUSE
ANALYSIS
(RCA)
The chapter
presents the root
causes but there is
no evidence of the
RCA process.
The chapter presents
the root causes with
evidence of the RCA
process.
The chapter presents the
root causes with evidence
of the RCA process, which
were thoroughly
deliberated by the SPT;
and with concise
discussion on why such
root causes were
identified.
Chapter 2: ASSESS
12. Chapter 2: ASSESS
Content Check:
• School’s Current Situation (brief discussion) with Initial List of
Improvement Areas (PIAs)
• List of PIAs (Annex 4)
• Annex 5 or Planning Worksheet - completely filled out with the
following information: priority improvement areas, general
objectives, targets, and root causes.
Notes:
• Suggested number of pages: 3-5
• Additional references: ESIP Guidebook (pages 11-21) and
SIP Instructional Video 2 (Assess Phase)
13. CHARACTERISTIC
BELOW
EXPECTATION
MEETS
EXPECTATION
EXCEEDS
EXPECTATION
Chapter 3:
Appropriateness
of the major
activities in the
identified
SOLUTION(s)
The chapter
presents the
major activities
for each project
but do not
address the root
cause/s.
The chapter presents
major activities for each
project that address the
root cause/s; which are
within the school's
control, economical,
sustainable, and with
support and
commitment from the
process owners.
The chapter presents
major activities for each
project that address
several root causes; which
are within the school's
control, economical,
sustainable, and with
support and commitment
from the process owners.
Chapter 3: PLAN
14. CHARACTERISTIC
BELOW
EXPECTATION
MEETS
EXPECTATION
EXCEEDS
EXPECTATION
Chapter 3:
Comprehensiveness
of the ANNUAL
IMPLEMENTATION
PLAN (AIP)
The AIP has
incomplete data
and information.
The AIP has
complete data and
information with
activities supporting
the attainment of the
school objectives.
The AIP has complete
data and information with
activities supporting the
attainment of the school
objectives and is aligned
with the OPCRF.
Chapter 3: PLAN
15. Chapter 3: PLAN
Content Check:
• List of Solutions
• Project Work Plan and Budget Matrix (Annex)
• Annual Implementation Plan Year 1 (Annex)
Note:
Additional references: ESIP Guidebook (pages 22-
26) and SIP Instructional Video 3 (Plan Phase)
16. CHARACTERISTI
C
BELOW
EXPECTATION
MEETS
EXPECTATION
EXCEEDS EXPECTATION
Chapter 4:
Completeness
of the
MONITORING
PLAN
The chapter
presents
incomplete
monitoring plan.
The chapters presents
a monitoring plan using
the Project Monitoring
Report Form (PMRF)
with the following
information: project
name, objectives and
targets, and schedule of
monitoring for the year
of implementation.
The chapters presents a
monitoring plan using the
PMRF with the following
information; project name,
objectives and targets, and
schedule of monitoring for
the year of implementation,
with reporting and feedback
mechanism to stakeholders.
Chapter 4: ACT
17. Chapter 4: ACT
Content Check:
Project Monitoring Report Forms
Note:
Additional references: ESIP Guidebook (pages 27-
30) and SIP Instructional Video 4 (Act Phase)
18. SCHOOL EFFECTIVENESS DIVISION
Bureau of Human Resource and Organizational Development
Certificate of Acceptance
to
Department of Education
awards this
Republic of the Philippines
for having successfully complied and met the requirements and standards
of the Department of Education as mandated by DepEd Order 44, s. 2015.
Given on the ______ day of __________________ 20____.
Region ______
DIVISION ____________________
(NAME OF SCHOOL)
Schools Division Superintendent
Certificate of Acceptance
Talking point/s:
Remember that a quality SIP is:
Complete – it followed what was required and all the necessary information are there.
Clear and Concise – We want our plan to be understood and owned by school and the community stakeholders.
Consistent – Everything is aligned to each other – from the vision down to the monitoring and evaluation
Evidence-based – the SIP was clearly based on evidence (quantitative and qualitative data)
Relevant – activities addresses the root causes and objectives
The BHROD thru SED has developed a standardized tool that will guide the Schools Division Offices in assessing the quality of SIPs for the next cycle.
The quality of an SIP maybe classified by the assessor/appraiser as “below expectation”, “meets expectation” or “exceeds expectation”
The school with SIP classified as MEETS EXPECTATION is considered proficient but must continuously improve its practices towards excellence.
On the other hand, the school which fared BELOW EXPECTATION must strive hard to improve the quality of its SIP.
And the school with SIP classified as EXCELLENT can influence other schools by sharing its good practices in SIP preparation.
Talking Points:
This chapter presents the documentation of matters that transpired during the Vision Sharing activity. These include the list of the School Planning Team’s (SPT’s) aspirations for the school and learners, their understanding of DepEd VMV and Core Values as well as their commitments based on these understanding.
Another important document that must be included here is the list of roles and responsibilities of all SPT members, as discussed and agreed upon during the brainstorming session.
Lastly, the SPT timetable in the preparation, implementation, and monitoring of the SIP and AIP must be presented in this chapter to serve as guide to all SPT members and the school-community at large.
NOTE: The Vision Sharing is a reflective activity where the SPT internalizes the DepEd VMV and Core Values. The School Head or other SPT member facilitates the activity to draw out the aspirations of all members that will contribute to the attainment of school goals and objectives.
Talking Points:
Assess
This chapter presents a brief discussion on the school and community data that were gathered, organized, and assessed using the templates provided in the ESIP Guidebook. The school must ensure that these data are accurate and updated to be able to capture the school’s current needs.
School’s Current Situation
Building on the results of data assessment, seamlessly connect the initial list of improvement areas to create a picture of the school’s current situation.
The school may also highlight their achievements in areas where they excel or perform highly, whether at the district, division, region, or national level.
Talking Points:
Priority Improvement Areas
In this Section, present the List of Priority Improvement Areas (PIAs) as a result of the 5-point scale ranking provided in the ESIP Guidebook (page 13). A sample listing will suffice. Use Annex 4 or Identifying Priority Improvement Areas matrix in presenting the list of PIAs.
Talking Points:
From the identified PIAs, the SPT will formulate corresponding objective statements that the school wants to achieve in the first, second, or third year of the SIP cycle. These objectives should be smart and responsive to PIAs.
A smart objective should have a baseline, target, and time period.
Talking Points:
It is important to make the timelines and targets realistic and feasible to provide the Project Team with immediate results, which they can celebrate (if successful) or improve (if did not meet the target).
Talking Points:
There are processes involved prior to the conduct of the actual Root Cause Analysis (RCA), like the conduct of FGDs and interviews with learners and other stakeholders, and analysis of specific school process involved in the assigned PIA to identify storm clouds and area of focus.
A focused problem/area can have several root causes, write in this Section the results of the Prioritization of Root Causes using the checklist provided in Annex 8 (ESIP Guidebook, page 98).
Talking Points:
Several solutions can be formulated for a single root cause. Thus, if the Project Team prioritized more than one root cause, several solutions must be formulated. The Project Team will prepare Project Design for each solution using the Project Work Plan and Budget Matrix.
The duration of projects vary depending on the timelines set for the identified PIAs. It is important to make these projects manageable to provide the team with immediate results that the school can celebrate (if these are successful) or improve (if these do not meet the target). Thus, in cases where there are major projects that would need a long time to implement, the Project Team should subdivide this into smaller, more manageable projects.
Talking Points:
Another important document that will be attached in the SIP is the Annual Implementation Plan (Annex 10) for Year 1, the SIP’s operational plan. It contains specific projects that will be undertaken by the school in a particular year, which include the following: outputs, activities, schedule, required resources, source of fund, and the individuals accountable for the conduct of these projects. It also includes operational cost such as but not limited to utilities, supplies and materials, etc. that are considered eligible expenditures in the existing MOOE guidelines.
The preparation of AIP is by Fiscal Year (Quarters 1 to 4) plus additional Quarter 1 of the following year to ensure that all activities from January to March will be planned, which is based on the amount of monthly MOOE.
NOTES:
It is recommended that the Project Team who was assigned to do the RCA and Project Design will be tasked to prepare the AIP for continuity.
Copy(ies) of project designs must be attached to the AIP to guide schools in implementing Year 2 and Year 3 AIPs.
Talking Points:
The SPT will monitor progress in the middle and end of project implementation period depending on the timelines set by the Project Teams. In longer projects, the SPT will have to monitor more than twice.
Schedules of monitoring must be indicated in the suggested Project Monitoring Report Form (ESIP Guidebook, page 29). To help inform the SPT of the status of their projects, the Project Teams will submit their respective progress reports using this template.
Attach the Project Monitoring Report Forms of all projects for Year 1 AIP, which contains the following information: names of project, project objectives and targets, and the proposed dates of monitoring.
Write 2-4 sentences describing the Project Monitoring Report Form to enlighten the readers who were not involved in the preparation of SIP.