The document discusses using various types of student data to inform instruction, including running records, testing data, student work samples, and staff data. It emphasizes looking at data to understand what students know, still need to learn, and their next steps. Teachers should differentiate instruction based on student data, find appropriate materials, and build on prior learning. The rationale for instructional decisions should be based on what the data shows about students' needs.
Used with elementary teachers who responded well to learning how to better identify a problem during the RTI process. Thoughts and comments welcome! This is my first SlideShare!
This lesson is about writing agony letter , it appears in the productive tasks of the New Slimming of the syllabus.
Teachers can use the letters or Reading and Writing as brainstorming without referring to the Second Conditional ( since it is omitted according to the New Slimming )
This review session was uploaded Nov. 3, 2015 and contains test taking hints as well as some content notes on the FTCE General Knowledge Test. All material was used from the http://www.fl.nesinc.com/testPage.asp?test=GK website. Note: Tests are edited and updated regularly. Please check with the State of Florida Department of Education website to verify that the contents of this slideshow is the most up-to-date information.
Used with elementary teachers who responded well to learning how to better identify a problem during the RTI process. Thoughts and comments welcome! This is my first SlideShare!
This lesson is about writing agony letter , it appears in the productive tasks of the New Slimming of the syllabus.
Teachers can use the letters or Reading and Writing as brainstorming without referring to the Second Conditional ( since it is omitted according to the New Slimming )
This review session was uploaded Nov. 3, 2015 and contains test taking hints as well as some content notes on the FTCE General Knowledge Test. All material was used from the http://www.fl.nesinc.com/testPage.asp?test=GK website. Note: Tests are edited and updated regularly. Please check with the State of Florida Department of Education website to verify that the contents of this slideshow is the most up-to-date information.
Data and assessment powerpoint presentation 2015Erica Zigelman
Presented for Datag in Albany, NY. This presentation is all about multiple types of data you may obtain within your classroom and how to assess your students.
Teachers often focus on delivering a lesson plan based on the content of the Learning Objectives, but how do we know if students really learned the content? If students didn’t learn, what do we do next? This webinar on Assessment for Learning will present several tools and techniques that help teachers identify those students lacking comprehension, as well as how to better support them.
Sudheer Mechineni, Head of Application Frameworks, Standard Chartered Bank
Discover how Standard Chartered Bank harnessed the power of Neo4j to transform complex data access challenges into a dynamic, scalable graph database solution. This keynote will cover their journey from initial adoption to deploying a fully automated, enterprise-grade causal cluster, highlighting key strategies for modelling organisational changes and ensuring robust disaster recovery. Learn how these innovations have not only enhanced Standard Chartered Bank’s data infrastructure but also positioned them as pioneers in the banking sector’s adoption of graph technology.
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Pushing the limits of ePRTC: 100ns holdover for 100 daysAdtran
At WSTS 2024, Alon Stern explored the topic of parametric holdover and explained how recent research findings can be implemented in real-world PNT networks to achieve 100 nanoseconds of accuracy for up to 100 days.
Dr. Sean Tan, Head of Data Science, Changi Airport Group
Discover how Changi Airport Group (CAG) leverages graph technologies and generative AI to revolutionize their search capabilities. This session delves into the unique search needs of CAG’s diverse passengers and customers, showcasing how graph data structures enhance the accuracy and relevance of AI-generated search results, mitigating the risk of “hallucinations” and improving the overall customer journey.
Removing Uninteresting Bytes in Software FuzzingAftab Hussain
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
Alt. GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using ...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
Why You Should Replace Windows 11 with Nitrux Linux 3.5.0 for enhanced perfor...SOFTTECHHUB
The choice of an operating system plays a pivotal role in shaping our computing experience. For decades, Microsoft's Windows has dominated the market, offering a familiar and widely adopted platform for personal and professional use. However, as technological advancements continue to push the boundaries of innovation, alternative operating systems have emerged, challenging the status quo and offering users a fresh perspective on computing.
One such alternative that has garnered significant attention and acclaim is Nitrux Linux 3.5.0, a sleek, powerful, and user-friendly Linux distribution that promises to redefine the way we interact with our devices. With its focus on performance, security, and customization, Nitrux Linux presents a compelling case for those seeking to break free from the constraints of proprietary software and embrace the freedom and flexibility of open-source computing.
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
Maruthi Prithivirajan, Head of ASEAN & IN Solution Architecture, Neo4j
Get an inside look at the latest Neo4j innovations that enable relationship-driven intelligence at scale. Learn more about the newest cloud integrations and product enhancements that make Neo4j an essential choice for developers building apps with interconnected data and generative AI.
Unlocking Productivity: Leveraging the Potential of Copilot in Microsoft 365, a presentation by Christoforos Vlachos, Senior Solutions Manager – Modern Workplace, Uni Systems
2. Running Records
Testing Data
Data of the environment
Data of accountability
Initial, Formative and Summative Data
StudentWork Data
Staff Data and Data of the School
3. What?
Do I know about my students? What do
They know and what do they need to do next?
What have they mastered?
What are their next steps?
What are the standards we need to reach?
How?
Do I differentiate my instruction based on the
data of my students?
Do I find the right material for my students?
Do I carry over what they have learned already?
Do I access what they will learn in this unit
Why?
Rationale
Would I teach this but leave this out
for my students?
Would I do a guided practice lesson
As opposed to a demo lesson?
Why is this a good essential question?
Looking At Data
4. Reading Writing
Running Records On Demand
Anecdotal Notes fromTalk Or RehearsalTalk
Post its Writing notebooks or Folders
Reading responses Drafts
Conferring Notes Conferring Notes
Performance Assessments Learning Progression
ELATesting ELATesting
WordTest Spelling Inventory
Content Area Responses Content Area Writing
5.
6. Look at your different populations who scored a one who
scored a two who scored a three who scored a four.
When looking one to four you then want to ask questions:
What kept your students from becoming a two?
What kept them from becoming a three?
Was it the genres?
What in the standards was missing?
How do you need to build capacity moving forward?
Was it the writing or the reading that interfered with
meaning?
7. When looking at NY ready one noticing is
that the students fell into different
subcategories of the NY ready. This makes
you think about the sub populations. Is there
a sub category that is doing better than
others and why?
Is there a subcategory that needs assistance?
Is it the language or the modifications?
8. The ELA has changed so looking at data is a little different this year, here are some of the
new things and some of the old things we should look at when looking at the ELA
When looking at the test one thing to realize is the scale score will count but not as much
as it did last year because of the change in the exam.
Also the scale scores have changed look at attachment
When looking at the scale score the movement in grades counts approximately two to
three percent. Example is how much did the schools fourth grade move from last year to
this year in fifth grade? Look at regular education than special education, than ells
The scale score from grade to grade counts approximately ten percent of the overall
percentage for the report card. You should just subtract the scale score from example
eighth grade and seventh grade to see percentage of growth or lack of.You should also be
aware that if more students came into the grade from like seventh to the eighth those
should also be taken out of the percentage since you cannot measure there growth.
The ones to fours count in three different ways. First of all you look across them to see
growth in the same grade from year to year thins only counts five percent. The second way
you can do this is to look from one grade like the third grade to the fourth grade to see
growth this is important and counts as about twenty to twenty five percent of a schools
grade.
When you look from grade to grade ones count as one point twos count as one point each
student that scored a twos and threes and fours are added together and doubled to
determine your total score.
Special Education population did more take the exam as well as ELL were they beginners
9. How do I take a running record?
How do you read a running record?
How do you follow the data across the year?
10.
11. Student November January March
Paul McCartney L N P
Ringo Starr N N N
John Lennon D J K
George S T T
12.
13.
14.
15.
16.
17.
18. Lead
In the beginning, I not only set readers up to expect that this will be a piece of opinion writing, I also tried to hook them into caring
about my opinion.
Transitions
I connected my ideas/ reasons with my examples using words like for example and because. I connected one reason (or example)
using words like also and another.
Ending
I worked on an ending. It might be a thought or comment related to my opinion.
Organization
I wrote several reasons or examples why people should agree with my opinion, and wrote at least several sentences about each
reason.
I organized my information so that each part of my writing is mostly about one thing.
Development
Elaboration
I didn’t just name my reasons to support my opinion, I wrote more about each one.
Description
I didn’t just tell readers to believe me, I wrote in ways that got them thinking or feeling in certain ways.
Language Conventions
Spelling
I used what I know about spelling patterns to help me spell and edit before I wrote my final draft.
I got help from others to check my spelling and punctuation before I wrote my final draft.
Punctuation
I punctuated dialogue correctly, with commas and quotation marks.
While writing, I put punctuation at the end of every sentence.
I wrote in ways that helped readers read with expression, reading some parts quickly some parts slowly, some parts in one sort of
voice and others in another.
19. Looking at post its influence short response
Reason evidence evidence
20. Strengths Next Steps Assessment
They seemed to get the
character questions
correct when reading
realistic fiction
Learning to read narrative
non fiction with the same lens
they used to read fiction
Check to see after instruction that
they can follow the characters: their
conflicts, resolution, point of view
etc.
Learning how to
monitor during their
independent reading
Need to realize that that skill
could and should be used
during testing situations
As they work on the passage do they
annotate, underline, question, go
back and reread
They can read text and
get the questions right
on their own text level
Use what they know to
master text of greater
complexity
Watch as they tackle harder level
text to see how they handle
vocabulary, comprehension etc.
They can recognize the
features of non fiction
text
Learn how to use those
features to think about why
they are there and how to use
them
Watch as they use the outside
features of non fiction to see if they
use these features to add to
meaning or interpret why the author
put them there
They are able to notice
characters’ actions and
motivations
Push to interpret why
characters do what they do
Oral reading in conferences, reading
responses, post its, talk, ELA
21. Standards Work with the standard
Key Ideas and Details
1. Student exhibits understanding of literal
details but fails to be able to synthesize
two details together
22. Reading Logs
How long do they read for
What is the number of pages
How are they accountable to what they read
23. Strengths Next Steps Assessment
Can answer literal
questions
Need to be taught to
answer interpretative
questions
Questions
Can answer predictable
questions
How do we read all the
questions for meaning
Questions and what do
they mean
Can say answer Answering on paper Short responses
Can answer earlier types
of questions
Learn to read for
author’s craft or CCSS
questions
MultipleChoice
24. Strengths Next Steps Assessments
Focus – Changes in the
middle of the text
Stay on topic in their essay -
All the parts go together –
Depending on the type of
essay how do they transition
from one part to another
Essay work
Details – are very literal Using details in a more
interpretative, inferential
manner and to elaborate for
meaning
Prompted Response
Structure – is with
beginning, middle, end
Structure - Does it follow the
structure of the essay or
response and the bullets
Essay or Response
Conventions – Ends
everything with a period
Conventions – Needs to learn
to end sentences with
different types of
punctuation for meaning
Writing
25. SET UP
How is class set up?
Where is the meeting area?
Where is the library?
Does the library have the
right levels ,different
genres, reflect your data
Student examplars
Flow
CHARTS
Dok Level
Charts reflect student
needs
Charts based not only on
the unit but on what the
reader writer need and
shows scaffolding and
transference
Charts are transperent
26. Teacher Data – Conference notes,
assessments, logs, student work, talk,
reflection
Student Data –Writing for reading, and
writing, talk, etc
28. Class Reading Research
AVOIDANCE
__Takes too long to find book in schoolbag.
__Takes too long to begin reading.
__Tries to get a new book.
__ Asks to leave the room
__ Asks a question
__ Spends too much time on RJ / Post-it.
__Appears unfocused
DISTRACTION
__ Looking around the room.
__ Frequent pauses / stops
__ Reacts to slight changes in environment.
__ Appears restless.
INDIFFERENCE / DISRUPTIVE
__ Clearly defiant.
__ Distract others
__Tries to communicate with others who are reading. ( verbal / nonverbal)
__ “Playing” with pen, toy…
__ Other
29. On Demand
Performance Assessment
Writing For Reading
Read Aloud
30. Conferences
Post its or reading trail
Talk
Rubrics
Criteria
Inquiry Study
Notebooks and Drafts
31. Has to show research
Has to show student and teacher
accountability
Has to show purpose
32. When researching you begin to notice that the student is
not elaborating and growing ideas
I love the way you describe the feelings of the character
but you do it in one word and sometimes I wonder are
characters that one dimensional and could you develop
your ideas more.. When I look at Journey I can say
journey is upset or which is what is says here in the text
but is says so much more than that doesn’t it lets read
about Journey. He is upset but conflicted do you see that
so I could say that Journey is conflicted he would love to
blame his grandfather for his mom leaving but right her
he is looking at that photograph and realizes that his
mom has a history of not being happy and walking away
even when he feel and needed her. So one thing I want
you to work on is to think about that one idea and how
You can elaborate or grow that idea just like you did
when we further explored Journey.
*2 Journey
When reading your student writing you notice that they are
naming their character putting them in a setting but really
not giving them a sense of story.
I am really impressed with how you in your notebook have so
many ideas about the texts you are reading. But you seem to
move from one text to another and what Im thinking is if we
can slow down. Can we take a text use what we know about
the character and begin to think about questions we can ask
ourselves about this character. Than we can use these
questions to read the text with a different lens and can help
us grow and elaborate on what we want to say about the
text.
33. Are they literal
Do they carry across one text two text
Do they show a deeper level of interpretation
Do they show knowledge of authors craft
Do they show evidence of the central idea in
Non fiction
34. Creating a rubric
What Should It Look Like
How do you use it