This document outlines a school's literacy plan to improve student outcomes across several spheres. The plan identifies school improvement goals in areas like education, leadership, learning and teaching, student wellbeing, and community engagement. Intended outcomes are to deepen student engagement and understanding in subjects like religion and improve literacy, numeracy, and connections between home and school. Key improvement strategies include introducing tools to measure student performance, monitoring work programs, and implementing a multimodal teaching approach. Specific actions proposed are writing a literacy plan, establishing peer observations, and ensuring professional learning time is devoted to literacy teaching and the development of a shared vision.
Middle and High School - End of Year - School Improvement Plan UpdatesFranklin Matters
The End of Year School Improvement Plan update for the past school year (2016-2017). This is scheduled for discussion and review with the Franklin, MA School Committee at their meeting on August 8, 2017.
Elementary- End of Year - 2016-17 School Improvement Plan Updates Franklin Matters
The End of Year School Improvement Plan update for the past school year (2016-2017). This is scheduled for discussion and review with the Franklin, MA School Committee at their meeting on August 8, 2017.
Middle and High School - End of Year - School Improvement Plan UpdatesFranklin Matters
The End of Year School Improvement Plan update for the past school year (2016-2017). This is scheduled for discussion and review with the Franklin, MA School Committee at their meeting on August 8, 2017.
Elementary- End of Year - 2016-17 School Improvement Plan Updates Franklin Matters
The End of Year School Improvement Plan update for the past school year (2016-2017). This is scheduled for discussion and review with the Franklin, MA School Committee at their meeting on August 8, 2017.
In this webinar, Dr. Eva Horn presented the Children’s School Success Plus (CSS+) Curriculum Framework for early childhood educators as a guide to plan and deliver instruction for all young children they serve. The CSS+ framework offers guidance to early educators on how to provide equal access to interesting, integrated academic and social curriculum content while simultaneously addressing children’s unique learning needs.
Dr. Horn discussed the major components, or the six steps, to the CSS+ Curriculum Framework:
▪ Developing/identifying your scope and sequence
▪ Organizing your scope and sequence to form a coherent and integrated plan of implementation
▪ Addressing UDL (Universal Design for Learning) as you plan activities
▪ Addressing differentiation and individualization in your planning and implementation
▪ Progress monitoring
▪ Reflection
Dr. Horn also shared how these six steps work together as a dynamic system to guide implementation of a high-quality early childhood education program. You will come away understanding of how this planning process results in a completed activity (lesson) plan that reflects intentional teaching on targeted content, is universally designed, has planned for differentiation and individualization, and allows for the natural collection of progress monitoring data. This webinar was designed for early childhood general educators and special educators, Head Start teachers, early childhood directors and administrators, as well as pre-service early childhood educators and administrators.
A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.
Curriculum development is a process of improving the curriculum. Approaches for curricula:
Analysis
Selecting
Formation
Review
Curriculum development is significant because it
Takes contents and shapes into plan for effective teaching and learning
Provide a map to achieve outputs
Provide appropriate learning activities and assessments
secondary education
In British India, the structure and curricula of secondary education were mandated by British colonial rule
After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12
Admission requires completion of middle school
Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream.
The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level\
According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
Introduction to ULBERG Curriculum Enhancement theme. Presented by theme leader Dr Sue Whittle (s.r.whittle@leeds.ac.uk). For more information about ULBERG, see: https://elgg.leeds.ac.uk/ulberg/ or follow us on Twitter @ul_berg or Linkedin (University of Leeds Bioscience Education Research Group). Email: ulberg@leeds.ac.uk
In this webinar, Dr. Eva Horn presented the Children’s School Success Plus (CSS+) Curriculum Framework for early childhood educators as a guide to plan and deliver instruction for all young children they serve. The CSS+ framework offers guidance to early educators on how to provide equal access to interesting, integrated academic and social curriculum content while simultaneously addressing children’s unique learning needs.
Dr. Horn discussed the major components, or the six steps, to the CSS+ Curriculum Framework:
▪ Developing/identifying your scope and sequence
▪ Organizing your scope and sequence to form a coherent and integrated plan of implementation
▪ Addressing UDL (Universal Design for Learning) as you plan activities
▪ Addressing differentiation and individualization in your planning and implementation
▪ Progress monitoring
▪ Reflection
Dr. Horn also shared how these six steps work together as a dynamic system to guide implementation of a high-quality early childhood education program. You will come away understanding of how this planning process results in a completed activity (lesson) plan that reflects intentional teaching on targeted content, is universally designed, has planned for differentiation and individualization, and allows for the natural collection of progress monitoring data. This webinar was designed for early childhood general educators and special educators, Head Start teachers, early childhood directors and administrators, as well as pre-service early childhood educators and administrators.
A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.
Curriculum development is a process of improving the curriculum. Approaches for curricula:
Analysis
Selecting
Formation
Review
Curriculum development is significant because it
Takes contents and shapes into plan for effective teaching and learning
Provide a map to achieve outputs
Provide appropriate learning activities and assessments
secondary education
In British India, the structure and curricula of secondary education were mandated by British colonial rule
After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12
Admission requires completion of middle school
Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream.
The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level\
According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
Introduction to ULBERG Curriculum Enhancement theme. Presented by theme leader Dr Sue Whittle (s.r.whittle@leeds.ac.uk). For more information about ULBERG, see: https://elgg.leeds.ac.uk/ulberg/ or follow us on Twitter @ul_berg or Linkedin (University of Leeds Bioscience Education Research Group). Email: ulberg@leeds.ac.uk
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
A Focus on the Six Steps to Inclusive Preschool CurriculumBrookes Publishing
Adapted from: Horn, E., Palmer, S., Lieber, J., Butera, G., Kang, J., Classen, A. & Friesen, A. (October, 2015). Children’s School Success: A framework for inclusive early education. Presented at the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) 31st Annual International Conference on Young Children with Special Needs and their Families. Atlanta, GA.
Six Steps to Inclusive Preschool Curriculum: http://products.brookespublishing.com/Six-Steps-to-Inclusive-Preschool-Curriculum-P895.aspx
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
1. Literacy Plan
School Improvement Goals
across the 5 spheres
Intended Outcomes -
Annual Action Plan
Key Improvement
Strategies from
AAP
Actions -To stimulate innovation and target
key literacy improvement strategies through
the teaching and learning framework
Evidence
Education in Faith
Learning and Teaching
Student Wellbeing
Leadership and Management
School Community
School_____________________ Suburb________________
Literacy Leader______________ Year 2013
2. School Improvement Goals
(across the spheres)
Education In Faith
To enrich and deepen personal engagement
in faith across the whole school community
Leadership and Management
To develop and embed a contemporary
professional learning model
Learning and Teaching
To improve student learning efficacy in a
contemporary learning environment
Student Wellbeing
To maximise students’ sense of wellbeing
and connectedness to school and their
learning.
School Community
To rebuild home and school partnership
Intended Outcomes
(from the AAP)
“WHAT WE WANT”
• That students will deepen their understanding and be
actively engaged in RE.
• That the links between the school and the parish are
strengthened
• That staff leadership capacity and empowerment is improved
• That a strategic professional learning plan is implemented
within the school.
• That students will be engaged in their learning
• That overall student outcomes in literacy be improved.
• That overall student outcomes in numeracy be improved
• That the students feel a connectedness to teachers, peers
and learning.
• That there is a stronger connection between home and
school.
3. (across the spheres)
School Improvement
Goals
Education In Faith
To enrich and deepen personal
engagement in faith across the
whole school community
Leadership and
Management
To develop and embed a
contemporary professional
learning model
Learning and Teaching
To improve student learning
efficacy in a contemporary
learning environment
Student Wellbeing
To maximise students’ sense of
wellbeing and connectedness
to school and their learning.
School Community
To rebuild home and school
partnership
(from the AAP)
Intended Outcomes
“WHAT WE WANT”
• That students will deepen their
understanding and be actively
engaged in RE.
• That the links between the school
and the parish are strengthened
• That staff leadership capacity and
empowerment is improved
• That a strategic professional learning
plan is implemented within the school.
• That students will be engaged in their
learning
• That overall student outcomes in
literacy be improved.
• That overall student outcomes in
numeracy be improved
•That the students feel a
connectedness to teachers,
peers and learning.
•That there is a stronger
connection between home and
school.
• Organise and attend Spiritual retreat with whole staff
• Build capacity in planning RE sessions with REC.
• Focus on linking assessment and learning in RE
• Develop role descriptions for all staff
• Explore effective professional development
• Develop alignment across leadership team about
contemporary learning and teaching
• Establish planning procedures that are supportive of teacher learning
• Use student data to meet the needs of student and inform teaching practice
• Write an annual action plan for literacy
• Trial the development of needs based mathematics units (differentiating
curriculum, effective use of cont tools and ICT)
• Develop relevant curriculum reflective of students’ diversity.
• Investigate ways of diversifying teaching to target individual
learning styles
• Investigate ways of targeting teaching and learning to 21st
century learners
• Create structures that enable students to co-construct their
learning
•Investigate ways of involving parents in the life of the school
• Present parent helper training sessions
• Formalise structures for the parent committee
• Involve parent in the process of ratifying the schools vision
and mission statement.
(from the AAP)Key Improvement
Strategies
“WHAT WE WILL DO”
4. Literacy Plan
School Improvement
Goals
Across the 5 spheres
Intended
Outcomes
Annual Action Plan
Key
Improvement
Strategies
Annual Action
Plan
Actions
To stimulate innovation and target key
literacy improvement strategies through the
teaching and learning framework
THE POSSIBILITIES YOU WILL
GENERATE
Evidence
Education in Faith
Learning and Teaching
To enrich teaching and
learning practices in order
to improve student
learning outcomes
To increase student
engagement in school
curriculum
Student Wellbeing
Leadership and Management
School Community
5. Literacy Plan
School Improvement
Goals
Across the 5 spheres
Intended
Outcomes
Annual Action Plan
Key
Improvement
Strategies
Annual Action
Plan
Actions
To stimulate innovation and target key
literacy improvement strategies through the
teaching and learning framework
THE POSSIBILITIES YOU WILL
GENERATE
Evidence
Learning and Teaching
To enrich teaching and
learning practices in order
to improve student
learning outcomes
To Increase student
engagement in school
curriculum
1.That literacy
standards be
improved
2.That Numeracy
standards be
improved
3.That science
standards be
improved
4.That ICT
standards be
improved
6. Literacy Plan
School Improvement
Goals
Across the 5 spheres
Intended
Outcomes
Annual Action Plan
Key Improvement
Strategies
Annual Action Plan
Actions
To stimulate innovation and target
key literacy improvement strategies
through the teaching and learning
framework
THE POSSIBILITIES YOU WILL
GENERATE
Evidence
Learning and Teaching
To enrich teaching and
learning practices in order
to improve student
learning outcomes
To Increase student
engagement in school
curriculum
1.That literacy
standards be
improved
2.That Numeracy
standards be
improved
3.That science
standards be
improved
4.That ICT
standards be
improved
Introduce quality
teaching and learning
tools to measure
student performance
Ongoing monitoring of
work programs and
planning processes
To be familiar with
AusVELS/Australian
Curriculum standards
To implement a
multimodal approach
across all curriculum
areas
7. Literacy Plan
School Improvement
Goals
Across the 5 spheres
Intended
Outcomes
Annual Action Plan
Key Improvement
Strategies
Annual Action Plan
Actions
To stimulate innovation and target
key literacy improvement strategies
through the teaching and learning
framework
THE POSSIBILITIES YOU WILL
GENERATE
Evidence
Start with a verb............
Learning and Teaching
To enrich teaching and
learning practices in order
to improve student
learning outcomes
To Increase student
engagement in school
curriculum
1.That literacy
standards be
improved
2.That Numeracy
standards be
improved
3.That science
standards be
improved
4.That ICT standards
be improved
Introduce quality
teaching and learning
tools to measure
student performance
Ongoing monitoring
of work programs and
planning processes
To be familiar with
AusVELS/Australian
Curriculum standards
To implement a
multimodal approach
across all curriculum
areas
8. Literacy Plan
School Improvement
Goals
Across the 5 spheres
Intended
Outcomes
Annual Action Plan
Key Improvement
Strategies
Annual Action Plan
Actions
To stimulate innovation and target
key literacy improvement strategies
through the teaching and learning
framework
THE POSSIBILITIES YOU WILL
GENERATE
Evidence
Write a Literacy Plan
Review our school Vision
Statement for English
Establish peer
observations of best
Practice
Presence of literacy leader
at planning sessions
Learning and Teaching
To enrich teaching and
learning practices in order
to improve student
learning outcomes
To Increase student
engagement in school
curriculum
1.That literacy
standards be
improved
2.That Numeracy
standards be
improved
3.That science
standards be
improved
4.That ICT standards
be improved
Introduce quality
teaching and learning
tools to measure
student performance
Ongoing monitoring
of work programs and
planning processes
To be familiar with
AusVELS/Australian
Curriculum standards
To implement a
multimodal approach
across all curriculum
areas
9. What small steps will enable the Key Improvement Strategies?
THE ACTIONS: possibilities that you generate
• Dedicate 3 PLT meetings for vision development
• Meet regularly with literacy Leader and Learning and Teaching coordinator to align beliefs and understandings
• Write a literacy improvement plan involving......
• Ensure regular PLT meetings are focused on literacy teaching and learning , with an emphasis on writing,
aligned with school directions and P-8 inquiry
• Focus on building knowledge about writing development through moderation
• Align professional learning with literacy plan.
• Develop those teachers involved in P-8 as learning leaders
• Collaborate with staff in supporting focus teachers in P-8
• Attend planning meetings when appropriate
• Use Inquiry cycle is being used to inform curriculum development in literacy
• Moderate to build shared understandings about linking assessment to inform teaching about writing.
• Involve teachers
• Identify needs of students
• Implement coaching cycle by literacy leader
• Develop student and teachers skills and knowledge of the writing process
• Collaborate in learning inquiries
• Set own personal learning goals and work collaboratively in flexible groupings.
• Explore structures for collaborative planning
• Identify teachers professional learning and next step teaching modelled by P-8 inquiry
10. Literacy Plan
School Improvement
Goals
Across the 5 spheres
Intended
Outcomes
Annual Action Plan
Key Improvement
Strategies
Annual Action Plan
Actions
To stimulate innovation and target
key literacy improvement strategies
through the teaching and learning
framework
THE POSSIBILITIES YOU WILL
GENERATE
Evidence
Write a Literacy Plan
Review our school Vision
Statement for English
Establish peer
observations of best
Practice
Presence of literacy leader
at planning sessions
Learning and Teaching
To enrich teaching and
learning practices in order
to improve student
learning outcomes
To Increase student
engagement in school
curriculum
1.That literacy
standards be
improved
2.That Numeracy
standards be
improved
3.That science
standards be
improved
4.That ICT standards
be improved
Introduce quality
teaching and learning
tools to measure
student performance
Ongoing monitoring
of work programs and
planning processes
To be familiar with
AusVELS/Australian
Curriculum standards
To implement a
multimodal approach
across all curriculum
areas
11. What small steps will enable the Key Improvement Strategies?
THE ACTIONS: possibilities that you generate
• Dedicate 3 PLT meetings for vision development
• Meet regularly with Literacy leader and Learning and teaching coordinator to align
beliefs and understandings
• Write a literacy improvement plan involving......
• Ensure regular PLT meetings are focused on literacy teaching and learning , with an
emphasis on writing, aligned with school directions and P-8 inquiry
• Focus on building knowledge about writing development through moderation
• Align professional learning with literacy plan.
• Develop those teachers involved in P-8 as learning leaders
• Collaborate with staff in supporting focus teachers in P-8
• Attend planning meetings when appropriate
• Use Inquiry cycle is being used to inform curriculum development in literacy
• Moderate to build shared understandings about linking assessment to inform teaching
about writing.
• Involve teachers in writing up individualised student learning plans
• Identify needs of students
• Implement Coaching cycle by literacy leader
• Develop student and teachers skills and knowledge of the writing process
• Collaborate in learning inquiries
• Set own personal learning goals and work collaboratively in flexible groupings.
• Explore structures for collaborative planning
• Identify teachers professional learning and next step teaching modelled by P-8 inquiry
12. Literacy Plan
School Improvement Goals
across the 5 spheres
Intended Outcomes
Annual Action Plan
Key Improvement
Strategies from
Annual Action
Plan
Actions :To stimulate innovation
and target key literacy
improvement strategies through
the teaching and learning
framework
Evidence
Education in Faith
Learning and Teaching
Student Wellbeing
Leadership and Management
School Community
School_____________________ Suburb________________
Literacy Leader______________ Year 2013