The document outlines the six sections that should be included in a data narrative report: 1) teaching context, 2) overall academic results, 3) academic results for subgroups of students, 4) academic results for one student, 5) overall character results and analysis, and 6) next steps based on the data analysis. Each section is described in 1-2 sentences with the focus of analysis or content that section should contain. The data narrative allows teachers to tell the full story of student performance through analysis of academic and character data.
The Learning Ecosystem – A Content Agnostic Adaptive Learning and Analytics System
Presentation from 'InFocus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by George Mitchell (Chief Operations Officer, CCKF Ltd, Dublin).
Audio of the session and more details can be found at www.cde.london.ac.uk.
Creating a Print-on-Demand Initiative for Open Educational ResourcesJeremy Anderson
Presentation delivered at the Northeast OER Summit on the work of Bay Path University to generate a print option for digital open educational resources in service of a diverse student population.
Teachers Name The Digital Learning Tools They Use Most OftenJustin Wedell
As part of our survey of ed tech uses and perceptions in U.S. PreK-12 public schools, we asked teachers to name the digital learning tools that they use most often for the subject(s) that they teach. A teacher’s subject area was determined by the teacher noting their main subject area(s) taught. These charts outline the breakdown for those teachers who listed Math, ELA, Reading, or Science as their primary or secondary subject. The percentages within the bar charts reflect the percentage of teacher respondents within that category who named that particular tool as one of their most often used. We highlighted any tools that were named by 5% or more of teacher respondents within that category. The percentages in donut charts reflect how many times a tool was named relative to others within that specific grade band. We highlighted any tools that accounted for two percent % or more of all named tools within that category.
Note: readers should not interpret the results as an indicator of tool popularity or endorsement of particular tools. The survey - as well as this particular question - was not designed to rank tool preferences or quality within the educator population.
CDE InFocus Conference (London): Big data in education - theory and practiceMike Moore
Big Data in Education: Theory and Practice
Presented at the CDE InFocus Conference - London
December 10, 2013
Presented by Mike Moore, Sr. Advisory Consultant - Analytics
Desire2Learn, Inc.
The Learning Ecosystem – A Content Agnostic Adaptive Learning and Analytics System
Presentation from 'InFocus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by George Mitchell (Chief Operations Officer, CCKF Ltd, Dublin).
Audio of the session and more details can be found at www.cde.london.ac.uk.
Creating a Print-on-Demand Initiative for Open Educational ResourcesJeremy Anderson
Presentation delivered at the Northeast OER Summit on the work of Bay Path University to generate a print option for digital open educational resources in service of a diverse student population.
Teachers Name The Digital Learning Tools They Use Most OftenJustin Wedell
As part of our survey of ed tech uses and perceptions in U.S. PreK-12 public schools, we asked teachers to name the digital learning tools that they use most often for the subject(s) that they teach. A teacher’s subject area was determined by the teacher noting their main subject area(s) taught. These charts outline the breakdown for those teachers who listed Math, ELA, Reading, or Science as their primary or secondary subject. The percentages within the bar charts reflect the percentage of teacher respondents within that category who named that particular tool as one of their most often used. We highlighted any tools that were named by 5% or more of teacher respondents within that category. The percentages in donut charts reflect how many times a tool was named relative to others within that specific grade band. We highlighted any tools that accounted for two percent % or more of all named tools within that category.
Note: readers should not interpret the results as an indicator of tool popularity or endorsement of particular tools. The survey - as well as this particular question - was not designed to rank tool preferences or quality within the educator population.
CDE InFocus Conference (London): Big data in education - theory and practiceMike Moore
Big Data in Education: Theory and Practice
Presented at the CDE InFocus Conference - London
December 10, 2013
Presented by Mike Moore, Sr. Advisory Consultant - Analytics
Desire2Learn, Inc.
Presentation for the 16th QMOD conference which details a novel approach of using the tools techniques and methods of Six Sigma to improve students learning of Six Sigma
Assessing the Impact of Mentoring: Lessons Learned from a Research Study in W...ICF
Samantha Spinney, Ph.D., Manager, Child Welfare & Education, ICF
Understand the impact mentoring has on students' behavioral engagement, academic achievement, and non-cognitive skill outcomes and learn best practices for designing and implementing a randomized controlled trial (RCT) in a school setting.
Learn more: https://www.icf.com/
Grade your college-readiness initiatives using CRA college readiness assessmentJeffrey Miller
In this session, learn how Grand Prairie ISD used the CRA process to evaluate the strengths and weaknesses of its high school college-readiness programs in five key areas.The presenters share how they were able to use the proven strategies and resources in the CRA follow-up report to guide the development of district- wide and campus action plans.
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CSE 148 Database Design:
University Database
Student
Field Name Data Type Description
StudentID Short Text Student banner ID number
Last Short Text Student last name
First Short Text Student first name
Gender Short Text Male/Female (use “M” or “F”)
Birth Date Date of Birth
EntryYear Number Academic Year student entered the university [See Notes #1 & #2]
USResident Yes/No Is student a US resident?
State Short Text Student home state if US resident (OH, IL, etc.)
MajorID Short Text Student major ID (use “ACC”, “ECO”, “FIN”, “MKT”, “MIS”, “MGT”)
Course
Field Name Data Type Description
CourseID Short Text University Course ID
Department Short Text Department code (use “ACC”, …)
CourseNumber Number Course number
Description Short Text Course description
Credits Number Course credit hours
MPCategory Short Text Miami Plan category (use I, II, III, IV, V)
Technical Yes/No Is this a technical course?
Class
Field Name Data Type Description
ClassID Auto Class ID
CourseID Short Text University Course ID
Semester Short Text Semester Identifier (use Academic Year 2008Fa, 2008Sp)
ClassSection Short Text Section of Class (use A, B, C, ..)
Instructor Short Text Name of Instructor
Location Short Text Building and Room Number of Class
Time Short Text Class meeting time (use MWF 8, TR 9:30)
MaxEnrollment Number Maximum number of students that may enroll
Enrollment
Field Name Data Type Description
SeqID Auto Enrollment Sequence Number
ClassID Short Text Class ID
StudentID Number Student ID number
MidtermGrade Short Text Grade received at Mid-term (use A, B, C, …)
FinalGrade Short Text Final grade received (use A, B, C, …)
Major
Field Name Data Type Description
MajorID Short Text University major
MajorDept Short Text University department housing that major
Advisor Short Text Name of advisor for that major
Notes:
#1: Entry Year – Indicates the academic year in which the student entered the university. In this
particular database, all students enter for the Fall Semester.
a) Entry Year: 2003 – Entry in academic year 2003 (semester 2003FA);
b) 2004 – Entry in academic year 2004 (semester 2004FA);
c) 2005 – Entry in academic year 2005 (semester 2005FA);
d) 2006 – Entry in academic year 2006 (semester 2006FA);
e) 2007 – Entry in academic year 2007 (semester 2007FA).
f) 2008 – Entry in academic year 2008 (semester 2008FA).
g) 2009 – Entry in academic year 2008 (semester 2009FA).
h) 2010 – Entry in academic year 2010 (semester 2010FA).
i) 2011 – Entry in academic year 2011 (semester 2011FA).
j) 2012 – Entry in academic year 2012 (semester 2012FA).
#2: Determination of Class Rank: The table below lists the semesters that currently exist on the
database and the possible class ranks. Use this table by matching a semester along with the entry year
and from this you can determine the class rank
Se.
Using Assessments to Increase Student SuccessAva Cranmore
A Capstone presentation by students in the Educational Leadership program at Auburn University. Presentation explains how the state assessments link together.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
6. SGA Data Narrative Sections
• Teaching Context
• Overall academic results
• Academic results for subgroups of students
• Academic results for one student
• Overall character results and analysis
• Next steps based on data
7. SGA Data Narrative Sections
• Teaching context
- You’ll provide context for your teaching placement and
scope of instruction.
• Overall academic results
• Academic results for subgroups of students
• Academic results for one student
• Overall character results and analysis
• Next steps based on data
8. SGA Data Narrative Sections
• Teaching context
• Overall academic results
- You'll analyze all students' performance relative to the
Proficient and Ambitious Goal.
• Academic results for subgroups of students
• Academic results for one student
• Overall character results and analysis
• Next steps based on data
9. SGA Data Narrative Sections
• Teaching context
• Overall academic results
• Academic results for subgroups of students
- You'll formulate two compelling research questions,
analyze your data, and narrate findings to address those
research questions.
• Academic results for one student
• Overall character results and analysis
• Next steps based on data
10. SGA Data Narrative Sections
• Teaching Context
• Overall academic results
• Academic results for subgroups of students
• Academic results for one student
- You'll describe a single student and analyze that
student’s achievement throughout the year.
• Overall character results and analysis
• Next steps based on data
11. SGA Data Narrative Sections
• Teaching Context
• Overall academic results
• Academic results for subgroups of students
• Academic results for one student
• Overall character results and analysis
- You'll analyze performance on the selected character
indicators and narrate findings.
• Next steps based on data
12. SGA Data Narrative Sections
• Teaching Context
• Overall academic results
• Academic results for subgroups of students
• Academic results for one student
• Overall character results and analysis
• Next steps based on data
- You'll leverage these analyses of academic and character
data to determine next steps.
13. Keep Up With Your Work, Leverage Your Peers
http://www.cultofmac.com/164117/the-case-for-a-macbook-pro-without-an-optical-drive/
Success is NOT just a number.
Say:
Numbers, without context, have no meaning. 76% and 1.14 years of reading growth don’t tell the full story. We're going to revisit that concept at a deeper level today.
Image from:
http://s1.hubimg.com/u/7599708_f520.jpg
The Data Narrative is a chance to tell the full story of performance.
Image from:
http://www.greenbookblog.org/wp-content/uploads//08/Martin-Dec-2010.jpg
The Data Narrative is a report and analysis of EOY academic and character data.
There are six sections of the Data Narrative which you will learn more about in your next session.
They are:
Teaching Context which is the explanation of who, what, and where you teach
A report of your overall academic results
Ask research questions of subgroups of students
Analyze one student’s results in detail
A report and analysis of your character growth data
Finally, you will share next steps based on those data
They are:
Teaching Context which is the explanation of who, what, and where you teach
A report of your overall academic results
Ask research questions of subgroups of students
Analyze one student’s results in detail
A report and analysis of your character growth data
Finally, you will share next steps based on those data
They are:
Teaching Context which is the explanation of who, what, and where you teach
A report of your overall academic results
Ask research questions of subgroups of students
Analyze one student’s results in detail
A report and analysis of your character growth data
Finally, you will share next steps based on those data
They are:
Teaching Context which is the explanation of who, what, and where you teach
A report of your overall academic results
Ask research questions of subgroups of students
Analyze one student’s results in detail
A report and analysis of your character growth data
Finally, you will share next steps based on those data
They are:
Teaching Context which is the explanation of who, what, and where you teach
A report of your overall academic results
Ask research questions of subgroups of students
Analyze one student’s results in detail
A report and analysis of your character growth data
Finally, you will share next steps based on those data
They are:
Teaching Context which is the explanation of who, what, and where you teach
A report of your overall academic results
Ask research questions of subgroups of students
Analyze one student’s results in detail
A report and analysis of your character growth data
Finally, you will share next steps based on those data
They are:
Teaching Context which is the explanation of who, what, and where you teach
A report of your overall academic results
Ask research questions of subgroups of students
Analyze one student’s results in detail
A report and analysis of your character growth data
Finally, you will share next steps based on those data
You gotta keep up with your work, and you gotta make use of your peer feedback during class time!
http://www.cultofmac.com/164117/the-case-for-a-macbook-pro-without-an-optical-drive/
Say
Who remembers this guy? You know, with the goal folders? The very first thing you did when you started your SGA work a year and a half ago was to hear Jonah talk about his goals. You probably remember our friend Jonah. [Optional] Replay Clip
He is SO excited and invested by his goals in his goal folder! You worked with 10 or 20 or 30 or 100 or 200 Jonah’s this year. The Master’s Defense is your opportunity to tell the story of what happened in their collective goal folda. This is the culmination of all of your hard work at Relay and your kids’ hard work this year. How will you remember their achievement and how will you tell your colleagues and friends about what they accomplished? The Master’s Defense process will help you write and orally share a polished, compelling account of this school year.
That brings us to the end of our session! Get excited to tell your kids story!