The Franklin Public Schools have developed a theory of action and strategic objectives for the 2018-2019 school year. Their theory of action states that by nurturing a safe, supportive, and collaborative learning environment; providing an engaging and rigorous curriculum; and engaging the community, each student will develop skills to be a productive citizen. Their four strategic objectives are: 1) enhancing social-emotional well-being programs; 2) developing an engaging and rigorous curriculum focused on future readiness; 3) aligning instruction, curriculum, and assessments to personalize learning; and 4) enhancing two-way communication between the school and stakeholders. The elementary schools will work on initiatives in each area like professional development, identifying at-risk students, improving attendance, and
The mid-year update on the School Improvement Plan for the elementary schools as presented to the Franklin, MA School Committee on Tuesday, March 12, 2019.
This document outlines the Learning Action Cell (LAC) action plan for Soong National High School from July to October 2019. The plan aims to improve higher order thinking skills of students, teach K-12 standards using technology, strengthen classroom management skills, enhance competence in blended learning, develop technology-based teaching materials, and use quick response assessment tools. The objectives will be achieved through activities like viewing presentations, brainstorming, demonstrations, and discussions. Teachers and school heads are responsible for implementation on set dates with expected outputs including sample lesson plans, lists of websites, and teachers' improved skills and knowledge.
Revised - Franklin Public Schools: District Improvement Plan 2017-18Franklin Matters
The Franklin Public Schools District Improvement Plan for 2017-18 aims to foster students' knowledge and skills to be productive global citizens through several strategic objectives and initiatives. The plan's vision is for students to find satisfaction in life, and its theory of action is that a safe, supportive, and collaborative learning environment will help students develop necessary social, emotional, academic and career skills. Key initiatives include implementing social-emotional learning programs, strengthening classroom practices, personalizing learning, and enhancing communication between schools and stakeholders. The plan outlines numerous specific strategies and actions to achieve these overarching goals.
Learning action cell plan of science teachers of esperidion f. encabo I memorial high school. Entails lots of programs and activities for one school year.
The Franklin Public Schools have developed a theory of action and strategic objectives for the 2018-2019 school year. Their theory of action states that by nurturing a safe, supportive, and collaborative learning environment; providing an engaging and rigorous curriculum; and engaging the community, each student will develop skills to be a productive citizen. Their four strategic objectives are: 1) enhancing social-emotional well-being programs; 2) developing an engaging and rigorous curriculum focused on future readiness; 3) aligning instruction, curriculum, and assessments to personalize learning; and 4) enhancing two-way communication between the school and stakeholders. The elementary schools will work on initiatives in each area like professional development, identifying at-risk students, improving attendance, and
The mid-year update on the School Improvement Plan for the elementary schools as presented to the Franklin, MA School Committee on Tuesday, March 12, 2019.
This document outlines the Learning Action Cell (LAC) action plan for Soong National High School from July to October 2019. The plan aims to improve higher order thinking skills of students, teach K-12 standards using technology, strengthen classroom management skills, enhance competence in blended learning, develop technology-based teaching materials, and use quick response assessment tools. The objectives will be achieved through activities like viewing presentations, brainstorming, demonstrations, and discussions. Teachers and school heads are responsible for implementation on set dates with expected outputs including sample lesson plans, lists of websites, and teachers' improved skills and knowledge.
Revised - Franklin Public Schools: District Improvement Plan 2017-18Franklin Matters
The Franklin Public Schools District Improvement Plan for 2017-18 aims to foster students' knowledge and skills to be productive global citizens through several strategic objectives and initiatives. The plan's vision is for students to find satisfaction in life, and its theory of action is that a safe, supportive, and collaborative learning environment will help students develop necessary social, emotional, academic and career skills. Key initiatives include implementing social-emotional learning programs, strengthening classroom practices, personalizing learning, and enhancing communication between schools and stakeholders. The plan outlines numerous specific strategies and actions to achieve these overarching goals.
Learning action cell plan of science teachers of esperidion f. encabo I memorial high school. Entails lots of programs and activities for one school year.
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.
Dawn S. Miller is an experienced school administrator with expertise in curriculum development, instruction, and special education. As Assistant Principal of T. Benton Gayle Middle School from 2005 to present, she led the development and implementation of a school-wide intervention program to improve student achievement through data analysis and research-based practices. She also established a blended learning lab, led professional development for teachers, and formed a climate committee to address issues identified in a school survey. Her work resulted in improved communication, trust, and student discipline at the school.
Basic education learning continuity plan abiera, lorlie alvarezLorlieAbiera1
The Learning Continuity Plan Plus (LCP+) of Southern Bugasong National High School outlines strategies for remote and limited face-to-face learning, including providing printed learning materials, dividing classes into morning and afternoon shifts, and conducting enrichment activities by phone. It also details plans for instructional support, health and safety protocols, monitoring implementation, and partnerships to support students during remote learning.
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.
This document provides a profile and resume for Mbakwe Elizabeth Ijeoma, an educational consultant with 14 years of experience in general education programs. The summary highlights her roles developing educational guidance programs and helping schools and students enhance their education. Her experience includes positions as a principal consultant, school principal, department head, and class teacher across several schools in Abuja, Lagos and the UK. She holds qualifications in computer science, English education, and education management.
The document outlines Ofsted's framework for evaluating the quality of teaching in schools. It discusses that inspectors consider how well teaching:
1. Raises pupil achievement across the curriculum through effective lesson planning, marking, assessment and feedback.
2. Promotes learning and progress, has high expectations, checks understanding, and teaches key subjects well.
3. Creates a positive learning environment where pupils are interested and engaged through strategies like homework and support that match individual needs.
This document discusses a program called E-Learning that aims to strengthen primary education for children in rural Nicaragua through the innovative use of technology. The program will provide tablet-based learning targeted at grades 1-3, using portable and high-quality educational content. It will train teachers, provide curriculum and technological resources, and measure results with internationally-recognized tests. The goal is to create a replicable and scalable model that empowers both students and teachers by improving skills like reading, writing, math and use of technology.
This document provides guidance on preparing a school-level Learning Continuity Operational Plan (S-LCOP) for the upcoming school year 2021-2022. It outlines the required sections and specifications for the S-LCOP document, including an introduction, objectives, accomplishments from the previous year, a situation analysis using SWOT, lessons learned and targets, frameworks, and implementation and monitoring plans. The situation analysis section involves reviewing accomplishments against objectives, analyzing the learning environment, teachers' professional development, and stakeholder engagement. It also includes conducting a SWOT analysis of the school's performance based on the four pillars of the Department of Education's Sulong Edukalidad program.
This document discusses the implementation of the National Competency-Based Teacher Standards (NCBTS) in the Philippines and identifies challenges. Key points:
- NCBTS was jointly adopted in 2007 to improve teacher competencies and has been incorporated into teacher education, licensing, and professional development.
- Milestones include advocacy, identification of training centers, mass institutionalization of induction programs, and reviews of licensure exams and curriculum.
- Challenges to ensuring full implementation include the need for clearer DepEd guidelines; integration into recruitment, selection, and incentives; competency-based reforms; and collaboration between agencies.
- Addressing these policy and collaboration challenges will help realize the goals of the NC
This summary outlines the experience and qualifications of an elementary school teacher with over 6 years of experience in Colorado. She has a proven track record of engaging students through innovative and hands-on teaching methods, and has received several awards for her work, including being selected as a model classroom.
The Revised Basic Education Curriculum (RBEC) of 2002 aimed to provide students with knowledge, skills, attitudes, and values needed for personal development and contributing to a changing society. It was based on a 16-year study that began in 1986 and recommendations from the Philippine Commission on Educational Reforms. Key features included greater emphasis on reading skills, interactive learning, integrating subjects, and teaching values across all areas. The curriculum structure focused on core subjects like Filipino, English, math, and science, as well as experiential areas like citizenship education. Its desired outcome was to develop patriotic, environmentally sensitive, and God-fearing students.
The document outlines an education plan with 4 key points: 1) Reviewing and updating the K-12 curriculum. 2) Improving the learning environment. 3) Upskilling and reskilling teachers. 4) Engaging stakeholders for support and collaboration. It also mentions opening schools and universities for the 2020-2021 year, enrolling learners, and BE-LCP principles regarding the opening and closing of classes. The document was reported by Ms. Dianne Grace P. Dutado.
The document discusses updates to several elementary school programs including the Universal Prekindergarten Program, English Language Arts, Social Studies, and the elementary report card. It provides details on grants for expanding UPK, a balanced literacy approach for ELA, using big ideas in social studies, and revising the report card to better align with standards and provide more specific feedback to students and parents. Professional learning communities for teachers are emphasized to continuously improve instruction.
Rapport the use of geographical applications for micro planning school locati...Gezondheidsdienst
This document describes the development of a geographic application called @SCHOOL to provide information on preschool and primary school locations in Flanders, Belgium. The application combines open source programs Google Docs and ESRI ArcGIS Online to allow centralized updating of school data and real-time access for users. It was first developed for preschools in Ghent and is now being expanded to include all primary schools in Flanders. The tool helps parents access relevant school details and identify the closest schools to any given address. Feedback from users in Ghent has been positive and local authorities are also finding it useful for education planning and policy support.
The document outlines the purposes and principles of curriculum development. The purposes are to provide guidelines for determining learning experiences, set clear objectives for teachers and planners, and ensure learners are aware of objectives. General goals and objectives are determined by societal demands, student characteristics, and fields of knowledge. Key principles include taking an encompassing view beyond just syllabus, acknowledging core values, being inclusive and flexible, integrating ideas with breadth and balance, taking a developmental approach, and emphasizing collaboration. Curriculum should be grounded in understanding middle school students, focus on what students should know and be able to do, engage students in authentic intellectual work, assess important work, and develop coherently across a school.
The document outlines the purposes and principles of curriculum development. The purposes are to provide guidelines for determining learning experiences, set clear objectives for teachers and planners, and ensure learners are aware of the objectives. General goals and objectives are determined based on societal demands, student characteristics, and fields of knowledge. The principles discussed include taking an encompassing view beyond just syllabus, acknowledging core values, being inclusive, being flexible and adaptable, integrating ideas with breadth and balance, taking a developmental approach, and emphasizing collaboration. Additional principles outlined are ensuring curriculum is based on understanding middle school students, focusing on what students should know and be able to do, engaging students in authentic intellectual work, assessing important work, and developing a coherent
Satoia Wright is a secondary mathematics educator seeking a teaching position. She has over 5 years of experience teaching 7th grade math and designing lesson plans aligned to state standards. As an educator, she analyzes assessment data to guide instruction and creates a rigorous learning environment for students. Additionally, she has 2 years of experience as a civic coordinator, leading fundraising initiatives and programs to engage the local community.
Wally Agboola is a goal-oriented educator with over 15 years of experience in K-12 and college teaching. He has held roles such as resource specialist, adjunct professor, and instruction leader. Agboola has a strong track record of executing strategic objectives and engaging stakeholders. He is well-versed in curriculum development, assessment, and special education compliance. Agboola also has experience in non-profit leadership, community outreach, and mentoring students.
A Finlândia aparece no topo dos principais rankings internacionais de qualidade da educação. O investimento na formação das professoras e professores finlandeses explica boa parte desse sucesso. Sem dúvida, o Brasil é muito diferente da Finlândia. Mas os desafios para formar um bom professor lá e cá são semelhantes, o que torna mutuamente útil e produtivo o diálogo entre profissionais dedicados a esse trabalho num e noutro país. É este o objetivo deste seminário, com palestra de Minna Mäkihonko, da Universidade da Finlândia, e comentários de Beatriz Cardoso, fundadora e diretora do Laboratório de Educação.
MINNA MÄKIHONKO
Professora universitária sênior especializada em educação infantil e de pessoas com necessidades especiais, é chefe de educação inclusiva na Tampere University (Finlândia). Tem larga experiência em desenvolvimento profissional e avaliação de competências de professores em diferentes contextos locais e regionais. Doutora em Educação, possui experiência internacional em políticas educacionais e desenvolvimento de sistemas e estratégicas educacionais.
The Franklin Public Schools' middle school improvement plans aim to nurture student well-being and achievement by providing a safe, supportive learning environment along with a rigorous curriculum and personalized instruction. The plans focus on 4 areas: 1) enhancing social-emotional learning programs, 2) offering an engaging curriculum preparing students for the future, 3) using high-quality, personalized instruction to meet student needs, and 4) improving communication between the school and community. Initiative highlights at the middle schools include monitoring attendance, implementing peer leadership and Responsive Classroom programs, supporting new math and homework practices, providing teacher coaching and professional development, and revising communication channels.
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.
Dawn S. Miller is an experienced school administrator with expertise in curriculum development, instruction, and special education. As Assistant Principal of T. Benton Gayle Middle School from 2005 to present, she led the development and implementation of a school-wide intervention program to improve student achievement through data analysis and research-based practices. She also established a blended learning lab, led professional development for teachers, and formed a climate committee to address issues identified in a school survey. Her work resulted in improved communication, trust, and student discipline at the school.
Basic education learning continuity plan abiera, lorlie alvarezLorlieAbiera1
The Learning Continuity Plan Plus (LCP+) of Southern Bugasong National High School outlines strategies for remote and limited face-to-face learning, including providing printed learning materials, dividing classes into morning and afternoon shifts, and conducting enrichment activities by phone. It also details plans for instructional support, health and safety protocols, monitoring implementation, and partnerships to support students during remote learning.
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.
This document provides a profile and resume for Mbakwe Elizabeth Ijeoma, an educational consultant with 14 years of experience in general education programs. The summary highlights her roles developing educational guidance programs and helping schools and students enhance their education. Her experience includes positions as a principal consultant, school principal, department head, and class teacher across several schools in Abuja, Lagos and the UK. She holds qualifications in computer science, English education, and education management.
The document outlines Ofsted's framework for evaluating the quality of teaching in schools. It discusses that inspectors consider how well teaching:
1. Raises pupil achievement across the curriculum through effective lesson planning, marking, assessment and feedback.
2. Promotes learning and progress, has high expectations, checks understanding, and teaches key subjects well.
3. Creates a positive learning environment where pupils are interested and engaged through strategies like homework and support that match individual needs.
This document discusses a program called E-Learning that aims to strengthen primary education for children in rural Nicaragua through the innovative use of technology. The program will provide tablet-based learning targeted at grades 1-3, using portable and high-quality educational content. It will train teachers, provide curriculum and technological resources, and measure results with internationally-recognized tests. The goal is to create a replicable and scalable model that empowers both students and teachers by improving skills like reading, writing, math and use of technology.
This document provides guidance on preparing a school-level Learning Continuity Operational Plan (S-LCOP) for the upcoming school year 2021-2022. It outlines the required sections and specifications for the S-LCOP document, including an introduction, objectives, accomplishments from the previous year, a situation analysis using SWOT, lessons learned and targets, frameworks, and implementation and monitoring plans. The situation analysis section involves reviewing accomplishments against objectives, analyzing the learning environment, teachers' professional development, and stakeholder engagement. It also includes conducting a SWOT analysis of the school's performance based on the four pillars of the Department of Education's Sulong Edukalidad program.
This document discusses the implementation of the National Competency-Based Teacher Standards (NCBTS) in the Philippines and identifies challenges. Key points:
- NCBTS was jointly adopted in 2007 to improve teacher competencies and has been incorporated into teacher education, licensing, and professional development.
- Milestones include advocacy, identification of training centers, mass institutionalization of induction programs, and reviews of licensure exams and curriculum.
- Challenges to ensuring full implementation include the need for clearer DepEd guidelines; integration into recruitment, selection, and incentives; competency-based reforms; and collaboration between agencies.
- Addressing these policy and collaboration challenges will help realize the goals of the NC
This summary outlines the experience and qualifications of an elementary school teacher with over 6 years of experience in Colorado. She has a proven track record of engaging students through innovative and hands-on teaching methods, and has received several awards for her work, including being selected as a model classroom.
The Revised Basic Education Curriculum (RBEC) of 2002 aimed to provide students with knowledge, skills, attitudes, and values needed for personal development and contributing to a changing society. It was based on a 16-year study that began in 1986 and recommendations from the Philippine Commission on Educational Reforms. Key features included greater emphasis on reading skills, interactive learning, integrating subjects, and teaching values across all areas. The curriculum structure focused on core subjects like Filipino, English, math, and science, as well as experiential areas like citizenship education. Its desired outcome was to develop patriotic, environmentally sensitive, and God-fearing students.
The document outlines an education plan with 4 key points: 1) Reviewing and updating the K-12 curriculum. 2) Improving the learning environment. 3) Upskilling and reskilling teachers. 4) Engaging stakeholders for support and collaboration. It also mentions opening schools and universities for the 2020-2021 year, enrolling learners, and BE-LCP principles regarding the opening and closing of classes. The document was reported by Ms. Dianne Grace P. Dutado.
The document discusses updates to several elementary school programs including the Universal Prekindergarten Program, English Language Arts, Social Studies, and the elementary report card. It provides details on grants for expanding UPK, a balanced literacy approach for ELA, using big ideas in social studies, and revising the report card to better align with standards and provide more specific feedback to students and parents. Professional learning communities for teachers are emphasized to continuously improve instruction.
Rapport the use of geographical applications for micro planning school locati...Gezondheidsdienst
This document describes the development of a geographic application called @SCHOOL to provide information on preschool and primary school locations in Flanders, Belgium. The application combines open source programs Google Docs and ESRI ArcGIS Online to allow centralized updating of school data and real-time access for users. It was first developed for preschools in Ghent and is now being expanded to include all primary schools in Flanders. The tool helps parents access relevant school details and identify the closest schools to any given address. Feedback from users in Ghent has been positive and local authorities are also finding it useful for education planning and policy support.
The document outlines the purposes and principles of curriculum development. The purposes are to provide guidelines for determining learning experiences, set clear objectives for teachers and planners, and ensure learners are aware of objectives. General goals and objectives are determined by societal demands, student characteristics, and fields of knowledge. Key principles include taking an encompassing view beyond just syllabus, acknowledging core values, being inclusive and flexible, integrating ideas with breadth and balance, taking a developmental approach, and emphasizing collaboration. Curriculum should be grounded in understanding middle school students, focus on what students should know and be able to do, engage students in authentic intellectual work, assess important work, and develop coherently across a school.
The document outlines the purposes and principles of curriculum development. The purposes are to provide guidelines for determining learning experiences, set clear objectives for teachers and planners, and ensure learners are aware of the objectives. General goals and objectives are determined based on societal demands, student characteristics, and fields of knowledge. The principles discussed include taking an encompassing view beyond just syllabus, acknowledging core values, being inclusive, being flexible and adaptable, integrating ideas with breadth and balance, taking a developmental approach, and emphasizing collaboration. Additional principles outlined are ensuring curriculum is based on understanding middle school students, focusing on what students should know and be able to do, engaging students in authentic intellectual work, assessing important work, and developing a coherent
Satoia Wright is a secondary mathematics educator seeking a teaching position. She has over 5 years of experience teaching 7th grade math and designing lesson plans aligned to state standards. As an educator, she analyzes assessment data to guide instruction and creates a rigorous learning environment for students. Additionally, she has 2 years of experience as a civic coordinator, leading fundraising initiatives and programs to engage the local community.
Wally Agboola is a goal-oriented educator with over 15 years of experience in K-12 and college teaching. He has held roles such as resource specialist, adjunct professor, and instruction leader. Agboola has a strong track record of executing strategic objectives and engaging stakeholders. He is well-versed in curriculum development, assessment, and special education compliance. Agboola also has experience in non-profit leadership, community outreach, and mentoring students.
A Finlândia aparece no topo dos principais rankings internacionais de qualidade da educação. O investimento na formação das professoras e professores finlandeses explica boa parte desse sucesso. Sem dúvida, o Brasil é muito diferente da Finlândia. Mas os desafios para formar um bom professor lá e cá são semelhantes, o que torna mutuamente útil e produtivo o diálogo entre profissionais dedicados a esse trabalho num e noutro país. É este o objetivo deste seminário, com palestra de Minna Mäkihonko, da Universidade da Finlândia, e comentários de Beatriz Cardoso, fundadora e diretora do Laboratório de Educação.
MINNA MÄKIHONKO
Professora universitária sênior especializada em educação infantil e de pessoas com necessidades especiais, é chefe de educação inclusiva na Tampere University (Finlândia). Tem larga experiência em desenvolvimento profissional e avaliação de competências de professores em diferentes contextos locais e regionais. Doutora em Educação, possui experiência internacional em políticas educacionais e desenvolvimento de sistemas e estratégicas educacionais.
The Franklin Public Schools' middle school improvement plans aim to nurture student well-being and achievement by providing a safe, supportive learning environment along with a rigorous curriculum and personalized instruction. The plans focus on 4 areas: 1) enhancing social-emotional learning programs, 2) offering an engaging curriculum preparing students for the future, 3) using high-quality, personalized instruction to meet student needs, and 4) improving communication between the school and community. Initiative highlights at the middle schools include monitoring attendance, implementing peer leadership and Responsive Classroom programs, supporting new math and homework practices, providing teacher coaching and professional development, and revising communication channels.
FPS 2019 2020 Elementary School Improvement PlanFranklin Matters
The Franklin Public Schools outlines their theory of action to create a safe, supportive, and collaborative learning environment through personalized learning opportunities and community engagement to help students develop skills to be productive citizens. The district organizes around four strategic objectives for school improvement: 1) enhancing social-emotional well-being programs, 2) developing an engaging and rigorous curriculum, 3) aligning instruction to meet individual student needs, and 4) improving two-way communication. At the elementary level, initiatives will focus on expanding SEL skills, identifying students' social-emotional needs, implementing new homework guidelines, and enhancing communication with the community.
This document summarizes the objectives, strategies and activities of several projects aimed at achieving intermediate outcomes related to access, quality, and rights-based education in the Philippines. The projects seek to improve learner retention, transition between school levels, and skills acquisition, as well as ensure safe, inclusive learning for all. Key strategies include aligning curriculum with learning standards, strengthening teacher competencies, enhancing assessment systems, and protecting education investments from natural disasters.
Project OneEducational SystemBinder1. Describe the nature .docxwkyra78
Project One
Educational System
Binder
1. Describe the nature of the project that you accomplished.
2. Describe and explain how you used any relevant data to complete your project. (Data could come from research, assessment results, the input from colleagues, parents and/or community members, etc.)
3. What were the financial considerations within the project? What political forces influenced the nature of the project? What cultural aspects of your work setting influenced the project?
4. Using the State learning standards, district goals, and/or community expectations as benchmarks evaluate the effectiveness of your project for improving the educational system where you work.
5. Make specific recommendations for improving upon what you accomplished.
6. Submit a plan for monitoring the impact of your project.
I. Overview
Co-teaching is designed to meet the educational needs of students with diverse learning options. It allows teachers to focus on more intense and individualized instruction in the general education setting for students with special needs. However not all schools have the ability to effectively co-teach and co-plan. Schools are not equipped to offer professional support and co-planning sessions for general education and special education teachers. Not many schools understand effective co-teaching models.
My role is to research effective co-teaching models and present this information to staff during an in-service training.
II. Relevant Data
a. Research co-teaching strategies with documented effectiveness by locating at least 5 recent journal articles.
b. Survey present teachers across two schools (building-wide) and determine what types of co-teaching is implemented in the respective classrooms.
c. Survey student and teacher feedback regarding the effectiveness of present co-teaching design.
d. Assist co-teachers with co-planning sessions and differentiation strategies.
III. Diverse Educational Setting
a. Different grade levels – High school grades 9-12
b. Different disciplines – core content areas (English, Math, Science, History)
c. Work with diverse student populations – General Education, Special Education Students and English Language Learners
IV. ISLLC Standards
a. Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
b. Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by ensuring management of the organization, operation and resources for a safe, efficient and effective learning environment.
...
This document outlines Forsyth County School District's strategic plan for 2017-2022. The plan was developed through reviewing data, focus groups, and surveys. It builds on previous strategic plans by further defining the district's vision, mission, beliefs, and continuous improvement process.
The plan contains three goal areas: learning and growth, culture and climate, and operational excellence. Each goal area has multiple performance objectives and initiatives to achieve the desired results. Initiatives include improving student achievement, building staff capacity, fostering social-emotional growth, developing cultural strategies, and managing financial and facility resources to support growth. The plan is intended to guide the district through the next five years.
This document outlines Miles Intermediate School's strategic plan for improving student achievement. The plan focuses on building teacher capacity, implementing the International Baccalaureate program, and establishing systems to support student growth. Key priorities include improving literacy and math skills, preparing students for global diversity, and increasing parent engagement. The school will provide targeted professional learning, implement rigorous projects, and strengthen partnerships to achieve these goals. Funding will support teacher training, data analysis, and resources for the IB authorization process. The strategic plan is intended to help Miles Intermediate increase test scores and other performance measures.
1SIP BEDP 2030 by DepEd Planning Service Director Roger Masapol.pptxberiniaedeno
Adopted through DepEd Order No. 24, s. 2022
It Shall
Serve as blueprint in the next decade in formulating, implementing, coordinating, monitoring plans, programs and projects
Provide strategic roadmap for the Department to follow in improving the delivery and quality of basic education
Address the immediate impacts of pandemic on education and anticipate the future of education and introduce innovation in fostering resiliency and embedding the rights of children in education
All offices and units in all governance levels shall align their policies, plans and programs with the BEDP
The BEDP shall be a living document, serving as guide to all DepEd units and offices in their operational programming
This document provides details of a proposed 5-day in-service training program for teachers at Policronio S. Dano Sr. High School in January 2024. The training will cover mid-year performance reviews, the national reading program, catch-up Fridays, inclusive education, and alternative delivery modes. It includes objectives, target participants, activities, schedules, budgets, and evaluation plans. [END SUMMARY]
The document provides details about Prenza Elementary School in the Philippines, including its historical background, vision and mission, school administration, and strategic planning efforts. Prenza Elementary School was established in 1956 and split into two schools in 1988 due to increasing enrollment. The school's strategic plans aim to improve reading proficiency, reduce dropout rates, enhance computer literacy among teachers, improve infrastructure, and obtain additional resources and funding. Key efforts include implementing an intensive English reading program, improving teaching performance, strengthening school-based management, and providing technology training for educators.
The document outlines the 2014-2020 social studies curriculum plan for Brazosport ISD. It details the district and social studies visions, missions, and curriculum goals. The K-8 curriculum structure focuses on key themes at each grade level guided by the TEKS. At the high school level, the social studies graduation requirements will change with House Bill 5. The curriculum is aligned with the BISD strategic plan to provide a rigorous and differentiated K-12 curriculum through relevant professional development and collaboration opportunities for teachers. A curriculum audit scores the social studies curriculum based on clarity of objectives, congruence with assessments, delineation of prerequisites, and instructional resources.
The orientation document provides information about school improvement plans (SIPs) and the DepEd results framework. It can be summarized as follows:
SIPs lay out the specific interventions and strategies schools will undertake over three years to make teaching and learning more effective and inclusive. Given COVID-19, SIPs will strengthen collaboration for health, WASH, and social protection for students. The DepEd results framework establishes goals and strategies in areas like access, equity, quality, and resilience to achieve the vision of all Filipinos realizing their potential through education. Implementation will occur through aligned plans at the national, regional, division, and school levels to coordinate efforts towards improving basic education in the Philippines.
High Quality And Ongoing Professional DevelopmentKathyRees
The staff at St. Helen Elementary School receives ongoing professional development aligned with the school improvement plan, including district-wide training, subject-area meetings, and conferences. This includes training to help teachers support economically disadvantaged students and improve reading skills. Data is used to determine development priorities and monitor progress. Professional development is research-based, collaborative, and aligns with curriculum and equity standards to improve student achievement.
This document outlines the Philippine Professional Standards for Teachers (PPST), which shifted from the previous National Competency-Based Teacher Standards (NCBTS) due to factors like K to 12 curriculum reform, ASEAN integration, globalization, and the needs of 21st century learners. The PPST aims to clearly define teacher career stages and expectations, engage teachers in continuous professional development, and provide a uniform measure for performance assessment, needs identification, and support. It comprises 7 domains and 37 strands that cover specific dimensions of teaching practice, with the goal of producing holistically developed Filipino graduates with values and 21st century skills.
Saint Francis Academy's annual operational plan for the 2021-2022 school year outlines objectives and strategies in four key areas: student development, staff development, curriculum development, and physical development. The plan aims to lessen student absences and cutting classes, develop student leaders, improve English proficiency, and boost academic performance. It also seeks to enhance teacher training, review the curriculum, hire qualified teachers, and repair building roofs to provide a better learning environment. Strategies include leadership programs, tutorials, English immersion, and teacher workshops on technology and the K-12 curriculum.
The document discusses digital teaching and learning initiatives in North Carolina. The Digital Teaching and Learning division is focusing on supporting digital initiatives like Home Base and developing digital learning competencies for educators. They are gathering feedback on draft competencies and providing professional development through regional sessions. The division aims to fully implement the competencies for all educators by 2017-2018 after revising the draft based on input.
York School District guidelines fo rliteracyiamprosperous
This document provides guidelines for literacy instruction in the York Region District School Board. It outlines the board's commitment to literacy and student success through comprehensive literacy planning, professional development for educators, and data-driven instruction. The board's literacy collaborative approach aims to increase student achievement in literacy by building teacher capacity, using assessment data to inform instruction, and establishing professional learning communities within and among schools.
Similar to DIP - Goals 2 and 3 - School Committee 3/12/19 (20)
The document proposes updates to Massachusetts' stretch energy code to help achieve the state's climate goals. It recommends (1) tightening the residential stretch code to require Home Energy Rating System scores of 42 for gas heating or 45 for electric heating, (2) introducing a specialized opt-in stretch code defining "net-zero" buildings and requiring solar panels and electric readiness for gas buildings, and (3) updating the commercial stretch code with more stringent efficiency standards tailored to different building types to lower emissions cost-effectively. Public comments are sought on the straw proposal.
Critical Conversations: Mental Health & Substance Use - 11/18/21Franklin Matters
The Franklin Public Schools Substance Abuse Task Force teamed up with the SAFE Coalition to host the Critical Conversations Panel. This event was held online and in person at Franklin High School on November 18th, 2021. The panel featured 7 speakers with various perspectives representing education, health care, law enforcement, parent/guardians, and people with lived experience. The conversation focused on identifying and addressing mental health and substance use among families and within our community.
The Town Administration and Board of Assessors prepared the following to present the FY 2022 tax rate info for the public hearing at the Town Council meeting on Wednesday, Dec 1, 2021.
My version shares the information with some chart views that I think help tell the story better (my 2 cents)
Town of Franklin: Human Resources Update - 10/13/21Franklin Matters
Town of Franklin (MA) - Human Resources presentation to the Finance Committee on Oct 13, 2021. HR Director Karen Bratt presents the updates and answers questions along with Town Administrator Jamie Hellen.
Franklin (MA) Housing Production Plan Presentation - 20210714Franklin Matters
The document summarizes Franklin's draft 2021 Housing Production Plan (HPP), which is an update to the town's 2011 HPP. The draft HPP contains a comprehensive housing needs assessment that finds increasing housing prices, an aging population, and a shortage of affordable housing units. It sets goals to maintain over 10% affordable housing and increase units for low-income and special needs residents. The draft identifies strategies like zoning changes and incentives to produce more affordable housing. Public feedback is being incorporated before final adoption and DHCD approval to help guide the town's housing development.
Davis Thayer Presentation - School Committee Meeting 06/08/21Franklin Matters
The presentation deck used to show the highlights of the Davis Thayer Elementary school for the 2020-2021 school year. The school building closes at the end of this school year and students in September will join the Keller Elementary School.
Municipal Affordable Housing Trust - presentation - 06/02/21Franklin Matters
The document summarizes Franklin's draft Housing Production Plan (HPP), which is an update to the town's 2011 HPP. The draft HPP includes a housing needs assessment, goals to increase affordable housing units above 10% as required by law, and implementation strategies. It finds Franklin's housing costs and ownership rates are high while supply is low. Goals aim to maintain and increase affordable units for low-income residents, seniors, disabled, and employers' workforce. Strategies could include zoning changes, density bonuses, and funding programs. Public comments are accepted through June 25th.
The updated school budget pages to be reviewed at the Franklin (MA) School Committee meeting Tuesday, Apr 13,2021. These pages reflect changes to the FY 2022 budget preview shared 2 weeks ago and are due to be voted on at the meeting.
Franklin Downtown Partnership planning Ladybug TrailFranklin Matters
The Franklin Downtown Partnership is developing the Ladybug Cultural & Historical Trail to highlight Franklin's unique downtown sites. The trail will feature 25 sites tied together with ladybug sculptures, each having an informational sign. It began as a public art project in 2014 and the partnership took over coordinating outdoor sites in 2018. Their goal is to encourage foot traffic downtown and remind residents of Franklin's history, like how it became the state bug. They have partnered with local groups and have 12 business and 13 cultural and historical sites planned. Installations will continue through 2022 with an unveiling planned for Spring 2022.
The presentation doc used for the Franklin, MA School Committee meeting on Feb 9, 2021 to provide insights on the proposed pool testing pilot for COVID-19
This document summarizes Massachusetts' COVID-19 vaccine timeline and distribution plan. It outlines that 300,000 vaccine doses will be available in phase one in December through February for priority groups like healthcare workers, long term care residents and staff, first responders, and those with two or more comorbidities. Phase two from March through April will include 1.9 million additional doses for groups like educators, grocery workers, those 65 and older, and those with one comorbidity. By phase three, the vaccine will be available to the general public. It emphasizes that the vaccine will only be distributed once the FDA confirms it is safe, and that the state will promote equitable access, with 20% of doses going to hard-hit communities
How To Cultivate Community Affinity Throughout The Generosity JourneyAggregage
This session will dive into how to create rich generosity experiences that foster long-lasting relationships. You’ll walk away with actionable insights to redefine how you engage with your supporters — emphasizing trust, engagement, and community!
Food safety, prepare for the unexpected - So what can be done in order to be ready to address food safety, food Consumers, food producers and manufacturers, food transporters, food businesses, food retailers can ...
This report explores the significance of border towns and spaces for strengthening responses to young people on the move. In particular it explores the linkages of young people to local service centres with the aim of further developing service, protection, and support strategies for migrant children in border areas across the region. The report is based on a small-scale fieldwork study in the border towns of Chipata and Katete in Zambia conducted in July 2023. Border towns and spaces provide a rich source of information about issues related to the informal or irregular movement of young people across borders, including smuggling and trafficking. They can help build a picture of the nature and scope of the type of movement young migrants undertake and also the forms of protection available to them. Border towns and spaces also provide a lens through which we can better understand the vulnerabilities of young people on the move and, critically, the strategies they use to navigate challenges and access support.
The findings in this report highlight some of the key factors shaping the experiences and vulnerabilities of young people on the move – particularly their proximity to border spaces and how this affects the risks that they face. The report describes strategies that young people on the move employ to remain below the radar of visibility to state and non-state actors due to fear of arrest, detention, and deportation while also trying to keep themselves safe and access support in border towns. These strategies of (in)visibility provide a way to protect themselves yet at the same time also heighten some of the risks young people face as their vulnerabilities are not always recognised by those who could offer support.
In this report we show that the realities and challenges of life and migration in this region and in Zambia need to be better understood for support to be strengthened and tuned to meet the specific needs of young people on the move. This includes understanding the role of state and non-state stakeholders, the impact of laws and policies and, critically, the experiences of the young people themselves. We provide recommendations for immediate action, recommendations for programming to support young people on the move in the two towns that would reduce risk for young people in this area, and recommendations for longer term policy advocacy.
Combined Illegal, Unregulated and Unreported (IUU) Vessel List.Christina Parmionova
The best available, up-to-date information on all fishing and related vessels that appear on the illegal, unregulated, and unreported (IUU) fishing vessel lists published by Regional Fisheries Management Organisations (RFMOs) and related organisations. The aim of the site is to improve the effectiveness of the original IUU lists as a tool for a wide variety of stakeholders to better understand and combat illegal fishing and broader fisheries crime.
To date, the following regional organisations maintain or share lists of vessels that have been found to carry out or support IUU fishing within their own or adjacent convention areas and/or species of competence:
Commission for the Conservation of Antarctic Marine Living Resources (CCAMLR)
Commission for the Conservation of Southern Bluefin Tuna (CCSBT)
General Fisheries Commission for the Mediterranean (GFCM)
Inter-American Tropical Tuna Commission (IATTC)
International Commission for the Conservation of Atlantic Tunas (ICCAT)
Indian Ocean Tuna Commission (IOTC)
Northwest Atlantic Fisheries Organisation (NAFO)
North East Atlantic Fisheries Commission (NEAFC)
North Pacific Fisheries Commission (NPFC)
South East Atlantic Fisheries Organisation (SEAFO)
South Pacific Regional Fisheries Management Organisation (SPRFMO)
Southern Indian Ocean Fisheries Agreement (SIOFA)
Western and Central Pacific Fisheries Commission (WCPFC)
The Combined IUU Fishing Vessel List merges all these sources into one list that provides a single reference point to identify whether a vessel is currently IUU listed. Vessels that have been IUU listed in the past and subsequently delisted (for example because of a change in ownership, or because the vessel is no longer in service) are also retained on the site, so that the site contains a full historic record of IUU listed fishing vessels.
Unlike the IUU lists published on individual RFMO websites, which may update vessel details infrequently or not at all, the Combined IUU Fishing Vessel List is kept up to date with the best available information regarding changes to vessel identity, flag state, ownership, location, and operations.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
3. I. Social-Emotional Well-being of Students and Staff
To help students develop connections to school, support
positive behaviors, and increase academic achievement, the
Franklin Public Schools will enhance programs and practices,
while promoting the well-being of staff, to enable each student
to acquire the knowledge, attitudes, and skills associated with
the core competencies for social-emotional learning.
II. Engaging and Rigorous Curriculum
To ensure that students are provided with rigorous learning
opportunities that foster the development of the
knowledge, skills, and dispositions they will need in their
future college, career, and civic endeavors,
the Franklin Public Schools will offer an engaging and
rigorous curriculum that focuses on preparing students for
a rapidly changing, technologically advanced, globally
interdependent future.
III. High-Quality Instruction to Meet the
Academic and SEL Needs of Each Learner
To ensure that each student is supported and
challenged to reach their full potential, the Franklin
Public Schools will align curriculum, instructional
practices, and varied assessment opportunities to
personalize learning and meet individual needs.
IV. Effective Two-Way Communication to
Support Student Learning
To ensure that all stakeholders are engaged with the school
community in support of student achievement, the Franklin Public
Schools will enhance opportunities for two-way communication
between and among all students, families, staff, administrators, and
the community.
2018-19 Strategic Objectives
4. Expand upon rigorous standards-based curriculum units,
which focus on the development of 21st-century skills
○ ELA: Elementary SIPs, Middle School exploring new
texts, FHS working on common rubrics
○ Math: Elementary working on assessments, MS and
HS working on Illustrative Math implementation
○ Science: Elementary SIPs, MS and FHS continue
implementation by working on assessments,
continuation of district Elementary Science Team
4
Strategic Objective II
5. Strategic Objective II
5
Social Studies: Mapping underway which will lead to
unit development next year
Digital Learning:
■ Developed K-12 Scope and Sequence
■ Identifying Digital Learning Priority
Standards (K-12)
■ Building Repository - Curating resources
and practices
■ Aligning to students performance
indicators (by-level)
6. Strategic Objective II
6
Engage educators and community members in the
development of Franklin Public Schools’ Portrait of a
Graduate (POG)
● Presented and gathered data about needed skills
from A-Team, School Committee, elementary staff
● Will continue with rest of teaching staff (all levels),
parents via PCC meetings, students and wider
community via focus groups
● Data to be refined into one set of commonly
expressed, needed skills for future grads
7. Strategic Objective II
7
Examine current curriculum and expand
opportunities for student choice and voice
○ Professional Development provided on
Phenomenon Based Learning
○ Educators developed or modified
projects/units to involve more choice
and voice
8. Strategic Objective II
8
Continue to examine homework practices and align to
best practices/research
● Proposed guidelines presented to SC, A team,
elementary staff
● Continue with rest of teaching staff, parents via
School Councils and JPCC, student focus groups
○ Data collection ongoing to inform revisions
to proposed guidelines by the Homework
Study Group
○ Will revisit SC Policy if needed
○ Inclusion in 2019 handbooks
9. Strategic Objective III
9
Develop and implement a continuum of services
for enrichment and interventions
○ Budget implications for programming,
materials, and staffing
○ SEL - identification of services provided
- strengths assessment
○ Counseling Review
○ Professional development among
administrators on Gifted and Talented
10. Strategic Objective III
10
Strengthen communication among teams of
educators
○ Improved communication structures
between and among CO administrators and
site based administrators
○ Exploring opportunities to strengthen
communication structures for teachers
Refresh district-wide practices in elementary
literacy instruction
○ Elementary SIPs
11. Strategic Objective III
11
Strengthen personalized learning opportunities
○ Maple
○ Elementary SIPs
Continue to develop capacity in inclusive, culturally
responsive instructional practices
○ Dr. Ahern and Dr. Edwards attended a PD series
regarding culturally responsive schools
○ Dr. Ahern’s school visits with principals, spring
2019, focus on equity
○ Will be area of focus for Administrative Retreat,
Summer 2019