This document provides an overview of Dream Charter High School, including its mission and values, demographics, educational technology, instructional methods, teacher qualifications and evaluations, proficiency standards, and key issues. The school's mission is to decrease dropout rates by providing an alternative environment where students can succeed. It serves a diverse student population of 500 students in grades 9-12. The school utilizes online learning platforms and provides technology support to students. Teachers are evaluated using the Teacher Keys Effectiveness System and are expected to meet state certification requirements. The school aims to improve discipline, attendance, bullying prevention, and support for academically struggling students.
This session will share how promoting and utilizing all leadership (students, parents, community, staff, teachers, and administrators) improves school culture. This session will demonstrate how working together to personalize the school environment and leading through serving others, coupled with an intent focus on building relationships and reflecting on school processes and practices, is flexible enough to be used by any school leader who wants to improve school culture and increase achievement.
AVID is a college readiness system started in 1980 to increase schoolwide learning and performance. It accelerates student learning through research-based instruction and professional development. AVID began at one high school with 32 students and now serves over 425,000 students in 4,800 schools across the U.S. and other countries. The AVID College Readiness System addresses elementary through postsecondary student needs to help students progress from elementary school to postsecondary completion.
The document discusses a program that provides high school students the opportunity to obtain the Child Development Associate (CDA) Credential as part of their career and technical education. The CDA Credential prepares students for careers in early childhood education and care. A survey found that obtaining the CDA encouraged many students to pursue higher education and helped most find employment in the childcare field after high school. The CDA Credential appears to provide a pathway for career preparation and development for students interested in early childhood education.
In 2016, The Council reached out to a base of nearly 700 CDA holders who earned their certificate through a high school CTE CDA program.
Most of the students who responded to the survey said the CTE CDA prepared them to work with children. A large majority also said CDA training helped them decide to pursue higher education.
The document discusses initiatives to improve student success in Ontario secondary schools. It outlines four pillars of literacy, numeracy, pathways, and community/culture. It focuses on pathways programs like Specialist High Skills Majors (SHSMs) and School College Work Initiatives (SCWI) that allow students to earn credits toward apprenticeships, college, university or workplace. It also discusses the importance of school culture and student voice in supporting transitions from grade 8 to grade 9 and beyond.
The document discusses the supply chain management system of Isabela State University. It outlines the key resources that feed into the system, including top management, faculty, students, infrastructure, and stakeholders. These resources work together to develop the university's products and services, such as academic programs, research, and community extension. The outcomes of the supply chain include globally competitive graduates, quality research outputs, and sustainable community programs. The conclusion reaffirms the university's commitment to providing high quality education and using supply chain management to continuously improve its offerings.
The document outlines the career pathways and courses offered at Etowah High School based on Georgia's 17 Career Clusters model. It provides an overview of the career clusters and associated pathways available to students, including Agriculture, Architecture & Construction, Arts/AV Technology, Business, Education, Government, Human Services, Information Technology, Law/Public Safety, Science/Technology/Engineering/Math, and Transportation. For each pathway, it lists relevant courses students can take in high school to explore potential career options and develop skills for college and career readiness.
The Challenge of 21st Century Education in the PhilippinesElvin Uy
The document discusses youth skills and workforce challenges in the Philippines. It provides data on population breakdown by age group, education enrollment numbers, and unemployment rates. The unemployed are most prevalent among youth aged 15-24, and many lack high school diplomas. Future jobs will require skills like problem-solving, critical thinking, and emotional intelligence. The K-12 education system aims to equip Filipino youth with 21st century skills through reformed curriculum, teaching, and community partnerships to better prepare them for the workforce. The overall goal is to provide inclusive, quality education for lifelong learning.
This session will share how promoting and utilizing all leadership (students, parents, community, staff, teachers, and administrators) improves school culture. This session will demonstrate how working together to personalize the school environment and leading through serving others, coupled with an intent focus on building relationships and reflecting on school processes and practices, is flexible enough to be used by any school leader who wants to improve school culture and increase achievement.
AVID is a college readiness system started in 1980 to increase schoolwide learning and performance. It accelerates student learning through research-based instruction and professional development. AVID began at one high school with 32 students and now serves over 425,000 students in 4,800 schools across the U.S. and other countries. The AVID College Readiness System addresses elementary through postsecondary student needs to help students progress from elementary school to postsecondary completion.
The document discusses a program that provides high school students the opportunity to obtain the Child Development Associate (CDA) Credential as part of their career and technical education. The CDA Credential prepares students for careers in early childhood education and care. A survey found that obtaining the CDA encouraged many students to pursue higher education and helped most find employment in the childcare field after high school. The CDA Credential appears to provide a pathway for career preparation and development for students interested in early childhood education.
In 2016, The Council reached out to a base of nearly 700 CDA holders who earned their certificate through a high school CTE CDA program.
Most of the students who responded to the survey said the CTE CDA prepared them to work with children. A large majority also said CDA training helped them decide to pursue higher education.
The document discusses initiatives to improve student success in Ontario secondary schools. It outlines four pillars of literacy, numeracy, pathways, and community/culture. It focuses on pathways programs like Specialist High Skills Majors (SHSMs) and School College Work Initiatives (SCWI) that allow students to earn credits toward apprenticeships, college, university or workplace. It also discusses the importance of school culture and student voice in supporting transitions from grade 8 to grade 9 and beyond.
The document discusses the supply chain management system of Isabela State University. It outlines the key resources that feed into the system, including top management, faculty, students, infrastructure, and stakeholders. These resources work together to develop the university's products and services, such as academic programs, research, and community extension. The outcomes of the supply chain include globally competitive graduates, quality research outputs, and sustainable community programs. The conclusion reaffirms the university's commitment to providing high quality education and using supply chain management to continuously improve its offerings.
The document outlines the career pathways and courses offered at Etowah High School based on Georgia's 17 Career Clusters model. It provides an overview of the career clusters and associated pathways available to students, including Agriculture, Architecture & Construction, Arts/AV Technology, Business, Education, Government, Human Services, Information Technology, Law/Public Safety, Science/Technology/Engineering/Math, and Transportation. For each pathway, it lists relevant courses students can take in high school to explore potential career options and develop skills for college and career readiness.
The Challenge of 21st Century Education in the PhilippinesElvin Uy
The document discusses youth skills and workforce challenges in the Philippines. It provides data on population breakdown by age group, education enrollment numbers, and unemployment rates. The unemployed are most prevalent among youth aged 15-24, and many lack high school diplomas. Future jobs will require skills like problem-solving, critical thinking, and emotional intelligence. The K-12 education system aims to equip Filipino youth with 21st century skills through reformed curriculum, teaching, and community partnerships to better prepare them for the workforce. The overall goal is to provide inclusive, quality education for lifelong learning.
Bringing Equity and Quality Learning Together: Institutional Priorities for T...Robert Kelly
The document summarizes key findings from a survey of 325 Chief Academic Officers about how their institutions track data on underserved student success and outcomes. Some of the main findings include:
- Most institutions track graduation and retention rates, but fewer track data on high-impact practices and learning outcomes, and even fewer disaggregate those data by factors like race/ethnicity.
- Institutions are more likely to track and disaggregate data based on race/ethnicity than other factors like socioeconomic status.
- Over half of institutions have set goals to close gaps in retention and graduation rates specifically for different racial/ethnic groups.
- The majority have or are developing programs to build faculty capacity to support underserved
This document summarizes the career and technical education programs in Frenship ISD. It discusses the district's mission to provide rigorous and relevant career education to develop productive citizens. It also provides statistics on the district and highlights workplace trends that show most future jobs will require technical skills and education beyond high school. The district implements career clusters, programs of study, and dual credit courses to help prepare students for college and careers. It discusses partnerships with local businesses and ways it enhances guidance, connections, learning opportunities, and professional development to support career readiness.
The document summarizes the findings of an equity audit conducted in the Mercer Area School District. The audit examined teacher quality, programming, and student achievement to evaluate equity across student groups.
Key findings include uneven distribution of experienced teachers, low representation of disadvantaged students in advanced courses, over-identification of students for special education, and achievement gaps between student groups. Suggested solutions focus on developing teacher and administrative efficacy, leadership, and experience, expanding rigorous programming, and improving achievement for all groups.
1) The document discusses strategies to improve student success in developmental education courses. It notes that around half of community college students and one-fifth of four-year college students require remedial courses, and fewer than one in four students who take developmental courses complete a degree.
2) One strategy discussed is course acceleration, which uses multiple measures like noncognitive assessments and placement test scores to potentially place some students directly into college-level courses rather than developmental prerequisites. The SuccessNavigator assessment provides schools with noncognitive data to help identify students who may be misplaced and could succeed if accelerated.
3) A case study is described that found students who were accelerated based on their SuccessNavigator results in addition
The document discusses a six-point plan to increase academic rigor in schools by committing to rigor for all students, conducting an inventory of advanced course offerings, supporting teacher professional development, aligning curricula between middle and high school, using data to inform decisions and identify prospective students, and offering a fully aligned college readiness system with AP courses. The plan is presented as a treatment to address concerns about student preparation for college.
This document outlines a 7-step process for developing a proposal and budget for a preschool program. It includes identifying the need for the program based on research showing benefits of preschool, determining the target population which are at-risk families in the community, considering program needs such as staffing and materials, locating funding sources such as grants, developing a budget, submitting a proposal to the school board, and promoting the program in the community. An example budget of over $136,000 is also provided to cover expenses like staff salaries, benefits, supplies, transportation, and food services for 16-18 students.
This document outlines the steps to develop a proposal and budget for a preschool program. It discusses identifying the need for the program by reviewing research on the benefits of preschool. It also discusses determining the target population by analyzing community demographics and at-risk factors. The document considers the program needs such as staffing, materials, transportation, and enrollment levels. It discusses locating funding sources such as grants from the state department of education and private organizations. Finally, it discusses developing a budget to cover all program costs and promoting the program in the community through various outreach strategies.
The AGAPE program aims to help disadvantaged students at Emerald High School prepare for college. It will provide free SAT/ACT test preparation, tutoring, and technology access to underserved students, especially minority males. The program goals are to increase student proficiency, graduation rates, college entrance exam participation, and college enrollment. It will be staffed by a coordinator and volunteers. Evaluations will track changes in students' knowledge and academic outcomes to measure the program's effectiveness. Fundraising will help make the program self-sustaining over time.
The lesson emphasizes the importance of obtaining at least a high school diploma for future career and financial success by explaining the relationship between education level, salary, and cost of living; it reviews New Jersey's high school graduation requirements to help 9th grade students achieve academic success; and incorporates small group and individual activities to engage students in learning about enhancing their future opportunities through school achievement.
The document discusses the state of student success at a university, including enrollment goals, recruitment efforts, and retention strategies. Specifically, it outlines the following:
1. Enrollment goals to increase overall enrollment over the next 5 years through recruiting new students and retaining current students at higher rates.
2. Recruitment efforts targeting specific states, schools, and majors based on historical data in order to meet enrollment number goals.
3. Retention strategies including participating in a collaborative initiative to improve graduation rates, setting a goal to improve retention rates 1% per year over 5 years, and providing student support services.
1) College dropout rates are high, with 1/3 of undergraduates dropping out in their first year and only half completing college, despite record enrollments. 2) Students with ADHD, which affects around 10% of children, face greater challenges in college like sustaining attention and organizing tasks. 3) Fewer than 3% of eligible students with ADHD receive accommodations from disability offices, despite laws requiring support. The document calls for colleges to improve support for students with ADHD through early screening, coaching, and disability office reforms to increase retention.
This document discusses using data to improve accountability and engagement with families and communities. It provides examples of data that can be shared with stakeholders, such as achievement, growth, improvement, and acceleration metrics. It also discusses understanding different types of parents and the data they want, such as information on their child's strengths/weaknesses and progress. The document emphasizes transparency, acknowledging failures, and using facts to have productive discussions about school performance and improvement efforts.
The document discusses improving student outcomes through data dashboards. It describes a Higher Education Compact in Greater Cleveland that uses data to track the educational journeys of Cleveland Metropolitan School District (CMSD) students. The Compact aims to increase CMSD student college readiness, access, and persistence. Student-level data is collected from 17 higher education institutions to identify factors impacting student success, such as high school GPA, ACT scores, and first semester college GPA. The Compact seeks to increase CMSD student graduation rates and prepare more students for college and careers.
Ivy Tech Community College is implementing student success courses as part of its efforts to increase completion rates through Achieving the Dream. The courses focus on academic skills, life skills, and college transition seminars. Initial data shows the courses have increased persistence and course completion rates. Ivy Tech plans to communicate about the courses through emails, websites and meetings to instructional teams, students and the public. The goal is to share best practices and the impact of using student success courses as part of a comprehensive first-year experience program.
The document discusses the importance of offering more Advanced Placement (AP) courses to 21st century students. It argues that students need to be challenged and prepared to compete globally for jobs and careers. While the Verona school district is meeting standards, it could enhance AP course offerings compared to other similar districts. The document examines whether Verona is offering the most popular AP courses and maximizing student enrollment and achievement in AP. It suggests the district could improve by offering additional in-demand AP courses to better prepare diverse students for their futures.
Dr. Dennis Pruitt, vice president for student affairs, vice provost and dean of students, shared an overview of trends and issues at the Sept. 9, 2016 meeting of the Division of Student Affairs and Academic Support.
The document discusses the need to broaden the pipeline of students in K-12 mathematics to address several issues, including declining student interest in STEM fields and an aging technical workforce. It introduces BEST, a public-private partnership aimed at building a stronger and more diverse workforce in STEM. BEST analyzes research on pre-K-12 programs to identify effective practices and design principles, such as defined outcomes, persistence, personalization, challenging content, and engaged adults. BEST then disseminates its findings and empowers districts to implement changes to broaden the STEM pipeline.
NSI 2012: KPI’s for College and Career ReadinessNaviance
Key performance indicators (KPI) can transform college and career readiness goals into a plan for continuous improvement of student outcomes. During this session, administrators will learn best practices for using Naviance to track individual students and to develop longitudinal data sets on student engagement and performance. Discover how this information can improve practices and policies throughout your school or district. *This session is for administrators only.
Todd Bloom, Chief Academic Officer, Hobsons
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Bringing Equity and Quality Learning Together: Institutional Priorities for T...Robert Kelly
The document summarizes key findings from a survey of 325 Chief Academic Officers about how their institutions track data on underserved student success and outcomes. Some of the main findings include:
- Most institutions track graduation and retention rates, but fewer track data on high-impact practices and learning outcomes, and even fewer disaggregate those data by factors like race/ethnicity.
- Institutions are more likely to track and disaggregate data based on race/ethnicity than other factors like socioeconomic status.
- Over half of institutions have set goals to close gaps in retention and graduation rates specifically for different racial/ethnic groups.
- The majority have or are developing programs to build faculty capacity to support underserved
This document summarizes the career and technical education programs in Frenship ISD. It discusses the district's mission to provide rigorous and relevant career education to develop productive citizens. It also provides statistics on the district and highlights workplace trends that show most future jobs will require technical skills and education beyond high school. The district implements career clusters, programs of study, and dual credit courses to help prepare students for college and careers. It discusses partnerships with local businesses and ways it enhances guidance, connections, learning opportunities, and professional development to support career readiness.
The document summarizes the findings of an equity audit conducted in the Mercer Area School District. The audit examined teacher quality, programming, and student achievement to evaluate equity across student groups.
Key findings include uneven distribution of experienced teachers, low representation of disadvantaged students in advanced courses, over-identification of students for special education, and achievement gaps between student groups. Suggested solutions focus on developing teacher and administrative efficacy, leadership, and experience, expanding rigorous programming, and improving achievement for all groups.
1) The document discusses strategies to improve student success in developmental education courses. It notes that around half of community college students and one-fifth of four-year college students require remedial courses, and fewer than one in four students who take developmental courses complete a degree.
2) One strategy discussed is course acceleration, which uses multiple measures like noncognitive assessments and placement test scores to potentially place some students directly into college-level courses rather than developmental prerequisites. The SuccessNavigator assessment provides schools with noncognitive data to help identify students who may be misplaced and could succeed if accelerated.
3) A case study is described that found students who were accelerated based on their SuccessNavigator results in addition
The document discusses a six-point plan to increase academic rigor in schools by committing to rigor for all students, conducting an inventory of advanced course offerings, supporting teacher professional development, aligning curricula between middle and high school, using data to inform decisions and identify prospective students, and offering a fully aligned college readiness system with AP courses. The plan is presented as a treatment to address concerns about student preparation for college.
This document outlines a 7-step process for developing a proposal and budget for a preschool program. It includes identifying the need for the program based on research showing benefits of preschool, determining the target population which are at-risk families in the community, considering program needs such as staffing and materials, locating funding sources such as grants, developing a budget, submitting a proposal to the school board, and promoting the program in the community. An example budget of over $136,000 is also provided to cover expenses like staff salaries, benefits, supplies, transportation, and food services for 16-18 students.
This document outlines the steps to develop a proposal and budget for a preschool program. It discusses identifying the need for the program by reviewing research on the benefits of preschool. It also discusses determining the target population by analyzing community demographics and at-risk factors. The document considers the program needs such as staffing, materials, transportation, and enrollment levels. It discusses locating funding sources such as grants from the state department of education and private organizations. Finally, it discusses developing a budget to cover all program costs and promoting the program in the community through various outreach strategies.
The AGAPE program aims to help disadvantaged students at Emerald High School prepare for college. It will provide free SAT/ACT test preparation, tutoring, and technology access to underserved students, especially minority males. The program goals are to increase student proficiency, graduation rates, college entrance exam participation, and college enrollment. It will be staffed by a coordinator and volunteers. Evaluations will track changes in students' knowledge and academic outcomes to measure the program's effectiveness. Fundraising will help make the program self-sustaining over time.
The lesson emphasizes the importance of obtaining at least a high school diploma for future career and financial success by explaining the relationship between education level, salary, and cost of living; it reviews New Jersey's high school graduation requirements to help 9th grade students achieve academic success; and incorporates small group and individual activities to engage students in learning about enhancing their future opportunities through school achievement.
The document discusses the state of student success at a university, including enrollment goals, recruitment efforts, and retention strategies. Specifically, it outlines the following:
1. Enrollment goals to increase overall enrollment over the next 5 years through recruiting new students and retaining current students at higher rates.
2. Recruitment efforts targeting specific states, schools, and majors based on historical data in order to meet enrollment number goals.
3. Retention strategies including participating in a collaborative initiative to improve graduation rates, setting a goal to improve retention rates 1% per year over 5 years, and providing student support services.
1) College dropout rates are high, with 1/3 of undergraduates dropping out in their first year and only half completing college, despite record enrollments. 2) Students with ADHD, which affects around 10% of children, face greater challenges in college like sustaining attention and organizing tasks. 3) Fewer than 3% of eligible students with ADHD receive accommodations from disability offices, despite laws requiring support. The document calls for colleges to improve support for students with ADHD through early screening, coaching, and disability office reforms to increase retention.
This document discusses using data to improve accountability and engagement with families and communities. It provides examples of data that can be shared with stakeholders, such as achievement, growth, improvement, and acceleration metrics. It also discusses understanding different types of parents and the data they want, such as information on their child's strengths/weaknesses and progress. The document emphasizes transparency, acknowledging failures, and using facts to have productive discussions about school performance and improvement efforts.
The document discusses improving student outcomes through data dashboards. It describes a Higher Education Compact in Greater Cleveland that uses data to track the educational journeys of Cleveland Metropolitan School District (CMSD) students. The Compact aims to increase CMSD student college readiness, access, and persistence. Student-level data is collected from 17 higher education institutions to identify factors impacting student success, such as high school GPA, ACT scores, and first semester college GPA. The Compact seeks to increase CMSD student graduation rates and prepare more students for college and careers.
Ivy Tech Community College is implementing student success courses as part of its efforts to increase completion rates through Achieving the Dream. The courses focus on academic skills, life skills, and college transition seminars. Initial data shows the courses have increased persistence and course completion rates. Ivy Tech plans to communicate about the courses through emails, websites and meetings to instructional teams, students and the public. The goal is to share best practices and the impact of using student success courses as part of a comprehensive first-year experience program.
The document discusses the importance of offering more Advanced Placement (AP) courses to 21st century students. It argues that students need to be challenged and prepared to compete globally for jobs and careers. While the Verona school district is meeting standards, it could enhance AP course offerings compared to other similar districts. The document examines whether Verona is offering the most popular AP courses and maximizing student enrollment and achievement in AP. It suggests the district could improve by offering additional in-demand AP courses to better prepare diverse students for their futures.
Dr. Dennis Pruitt, vice president for student affairs, vice provost and dean of students, shared an overview of trends and issues at the Sept. 9, 2016 meeting of the Division of Student Affairs and Academic Support.
The document discusses the need to broaden the pipeline of students in K-12 mathematics to address several issues, including declining student interest in STEM fields and an aging technical workforce. It introduces BEST, a public-private partnership aimed at building a stronger and more diverse workforce in STEM. BEST analyzes research on pre-K-12 programs to identify effective practices and design principles, such as defined outcomes, persistence, personalization, challenging content, and engaged adults. BEST then disseminates its findings and empowers districts to implement changes to broaden the STEM pipeline.
NSI 2012: KPI’s for College and Career ReadinessNaviance
Key performance indicators (KPI) can transform college and career readiness goals into a plan for continuous improvement of student outcomes. During this session, administrators will learn best practices for using Naviance to track individual students and to develop longitudinal data sets on student engagement and performance. Discover how this information can improve practices and policies throughout your school or district. *This session is for administrators only.
Todd Bloom, Chief Academic Officer, Hobsons
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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.
3. MISSION & VALUES
Our Mission:
To decrease the number of student drop outs by
providing an alternative environment where they can be
successful.
Our Vision:
We strive to provide a safe haven for those students
that do not reach their full potential in a traditional
school setting
Our Values:
Responsibility
Integrity
Compassion 3
4. DEMOGRAPHICS
4
9th Grade 200 White 60
10th Grade 150 Black 25
11th Grade 50 Hispanic 10
12th Grade 100 Asian 3
Other 2
T O T A L 500
T O T A L 100
EconomicallyDisadvantagedStudents
FreeLunch 60%
Female 60% Reduced-PriceLaunch 10% ELL/ESOLStudents
Male 40% Total 70% Total 13%
IDEAandIEPStudents
IDEA/IEP 25%
Total 25%
Ethnicity
GenderDistribution
InitialStudents
Population
DREAMCHARTERHIGHSCHOOL(DCHS)
White
60%
Black
25%
Hispanic
10%
Asian
3%
Other
2%
DreamCharter HighSchool
2018 May:EthnicityDistribution
White
Black
Hispanic
Asian
Other
60%
40%
0% 10% 20% 30% 40% 50% 60% 70%
FEMALE
MALE
Dream CharterHighSchool
GenderDistribution
9thGrade
10th Grade
11th Grade
12th Grade
0
50
100
150
200
Dream CharterHighSchool
2018-May: PopulationbyGrade
5. EDUCATIONAL TECHNOLOGY
GradPoint.
A place for teachers to post materials, assignments, and
to monitor student progress.
It also allows students a simplified way of asking a
question outside of the classroom.
Infinite Campus
Online portal designed for parents and students to
access student records and to plan for future classes.
Hardware
Most of our classwork is online. We help students with
financial difficulty to purchase laptops at reduced low
prices. We also provide technical support for students. 5
6. INSTRUCTIONAL METHODS
To provide Curricula and Methodologies that are:
Student Friendly
Individualized
Self Paced
24-7 Access to course work
6
7. TEACHER QUALIFICATIONS
At DCHS we hire professionals that are certified or
eligible for certification as defined by the Georgia
Department of Education.
Teachers at DCHS must meet the “highly qualified”
requirements under Title IIA of No Child Left
Behind.
All employees are subject to background clearance
and drug tests.
7
8. TEACHER EVALUATIONS
All Evaluations will be conducted in Teacher Keys
Effectiveness System (TKES)
Teacher Assessment on Performance Standards (TAPS)
Professional Growth
Student Growth
Teachers will be evaluated against Charter Goals
8
9. TEACHER STANDARDS
To provide multiple educational operational,
comprehensive management by the following:
Curriculum Design
Instructional Resources
Professional Development
Financial Management
9
10. ISSUES & TRENDS
Security and protection in the area are deficient and
requires improvement. Students need to feel safe.
Urgent need for innovative approaches to improve
discipline, attendance and eliminate bullying.
Out of school suspension rates are high.
Improve actions to support students that are
academically running behind.
Improve on curriculum and target STEM programs
to industry needs.
Tight budget.
10
11. PROFICIENCY STANDARDS
Georgia Standards of Excellence (GSE)
ELA
Mathematics
Social Studies
Foreign Language
Career, Technology and Agricultural Education (CTAE)
College/Career Ready Performance Index (CCRPI)
Student Achievement
Graduation Rate
School Climate
End of Course Test (EOCT)/Georgia Alternative Test
(GAA)
11
13. REFERENCES
Career, Technical, and Agricultural Education (CTAE). (2015). Georgia Department of Education. Retrieved from
https://www.georgiastandards.org/Frameworks/pages/BrowseFrameworks/CTAE.aspx
Charter for Costal Plains Education Charter High School. (2017). Retrieved
fromhttp://www.coastalplainscharter.org/UserFiles/Servers/Server_779378/File/Governance%20Board/Charter%20Document
s/Coastal%20Plains%20%20&%20SCSC%20Charter.PDF
Charter School Basics. (2017). Georgia Department of Education. Retrieved from http://www.gadoe.org/External-Affairs-and-
Policy/Charter-Schools/Pages/General-Frequently-Asked-Questions.aspx
FAQ. (2018). West Corporation. Retrieved from http://www.coastalplainscharter.org/about/f_a_q
Georgia Standards of Excellence (GSE). (2015). Georgia Department of Education. Retrieved from
https://www.georgiastandards.org/Frameworks/pages/BrowseFrameworks/ela.aspx
Governance Board. (2018). West Corporation. Retrieved
fromhttp://www.coastalplainscharter.org/cms/One.aspx?portalId=779462&pageId=923646
GradPoint. (2018). Retrieved from https://www.pearson.com/us/prek-12/products-services-teaching/online-blended-learning-
solutions/gradpoint.html
McDonald, L. (2014). TKES & LKES Erode Charter Flexibility. Georgia Charter Schools Association. Retrieved from
https://gacharters.org/blog/tkes-lkes-erode-charter-flexibility/
Soto, S. T. (2015). An analysis of curriculum development. Theory and Practice in Language Studies, 5(6), 1129-1139.
Retrieved from https://search-proquest-com.contentproxy.phoenix.edu/docview/1688646201?accountid=35812
State Charter Schools Commission of Georgia. (2015). The Legal Obligations of Operating a State Charter School as a Local
Education Agency (LEA). Retrieved from
https://scsc.georgia.gov/sites/scsc.georgia.gov/files/related_files/site_page/Legal_Obligations_of_a_State_Charter_School_v
2.3.pdf
TAPS Standards Reference Sheet Performance Standards and SAMPLE Performance Indicators. (2014). Georgia
Department of Education. Retrieved from http://www.gadoe.org/School-Improvement/Teacher-and-Leader-
Effectiveness/Documents/FY15%20TKES%20and%20LKES%20Documents/TAPS_Reference_Sheet%206-5-14.pdf
Teacher Keys Effectiveness System. (2017). Georgia Department of Education. Retrieved from http://www.gadoe.org/School-
Improvement/Teacher-and-Leader-Effectiveness/Pages/Teacher-Keys-Effectiveness-System.aspx
Qualifications for Opening a Charter School (2017). Georgia Department of Education. Retrieved from
http://www.gadoe.org/External-Affairs-and-Policy/Charter-Schools/Pages/Frequently-Asked-Questions-for-New-
Petitioners.aspx
13
Editor's Notes
This powerpoint will help to present to the viewer a better understanding of Dream Charter High School (DCHS). By first discussing the schools mission and values and then the demographics of the school. The discussion will move to the different technology used in classes and the methods that DCHS teachers use and how the teachers are evaluated. Also being discussed is the standards that DCHS teachers are held too. Finally, issues and trends in charter schools will close out the discussion.
According to the Georgia Department of Education (GaDOE) a charter school is a public school that is governed by a board of directors rather than a board of education and must meet the terms of the their Charter. (“Charter School Basics, 2017) The Charter school has more flexibility due to the fact that they are responsible for determining how to achieve success in this task.
Given that Charter schools like DCHS are funded in the same matter as any public school therefore “cannot charge tuition, must have fair and open enrollment, must be secular” (“Charter School Basics”, 2017, para 3).
The DCHS mission is to decrease drop-out rates by giving students an alternative environment to be successful. We believe that students are more successful when they are in smaller settings and can take in information at their own pace with additional instruction from teachers. The vision is to provide a safe haven for those students that do not reach their full potential in a traditional school setting. The hope is that all students at DCHS will learn the core values of responsibility, integrity, and compassion while spending time here.
Since DCHS is a publicly funded institution it must serve all populations to include students with disabilities and English Language Learners (“Charter Basics”, 2017)
Attached are the demographics for the DREAM charter High School. As you can see from the charts, there are 6 main categories:
1) Initial Population totaling 500 students.
2) Ethnicities' percentages
3) Gender distribution percentages
4) Economically disadvantage students
5) IDEA and IEP percentages
4) ELL/ESOL students’ percentages
DCHS has many different software programs that are used to assist students, parents and staff. DCHS utilizes GradPoint which allows faculty to post materials and assignments online for students to access and complete. Another useful tool is Infinite Campus, an online portal for parents to access their students’ records. The school also provides financial assistance in purchasing equipment such as projectors and Chromebooks. The school utilizes Title I funding allocated to these technology assets. DCHS has an onsite technical support team to assist with issues that may arise.
The DCHS curricula and methodologies are user friendly to make it easy for the students and make individualized graduation plans to cater to them. The program will be self-paced to enable the students to not feel rushed or pressured, when students feel the need to take a break from a subject they are struggling with it is simple to switch to another class. This will result in them doing their best work.
Classes are considered non-failure meaning that students can take the course as many times as required until mastery is achieved (“FAQ”, 2018). The information for each class will be available at anytime. We strive to communicate effectively and efficiently. There is always room for improvement and we are opened for suggestions.
Dual Enrollment, Work Based Learning (WBL) and CTAE course will be made available to DCHS students.
Teachers at Dream Charter High School are hired professionals that have obtained a Bachelor's Degree and are either certified or are working towards certification through a traditional or an alternative program. Teachers must meet the qualifications for "highly qualified" status which consists of holding a Teaching Certificate or License and are currently teaching in their subject area. At DCHS, all employees must undergo a pre-employment background clearance as part of the hiring process.
Given that Charter schools in Georgia fall under the Georgia Board of Education, they are directed to use the same TKES system as public schools. Prior to the implementation of TKES for evaluating teachers, Charter schools had significantly more flexibility in their operation (McDonald, 2014).
TKES is based on three factors: Teacher Assessment on Performance Standards, Professional Growth and Student Growth (“Teacher Keys”, 2017).
TAPS includes 5 areas with 2 factors includes in each: Planning (Professional Knowledge, Instructional learning), Instructional Delivery ( Instructional Strategies, Differentiated Instruction), Assessment of and For Learning (Assessment Strategies, Assessment uses), Learning Environment (Positive Learning Environment, Academically Challenging Environment), Professionalism and Communication (Professionalism, Communication) (“TAPS Reference Sheet”, 2014).
The focus was centered around student achievement above the state average and the charter goals.
Public schools are not held to this additional standard. If a Charter school does not meet their goals as established when it is agreed upon by the state, they run the risk of losing their Charter for the following year.
Curriculum design is a broad and complex process. The curriculum provided is all the learning experiences planned and directed by the school to reach the school's educational goals. Along with goals are the objectives and organization of content that will be incorporated in this learning plan. The DCHS curriculum will be visited regularly to ensure the application is within the state standards. Instructional resources provided will be videos for subject areas such as math, reading, wiring and science. The videos will be elements of instructions. These videos will be updated as needed to reflect the course work. Professional development will involve comprehensive exams and teacher sessions consisting of teachers work. This will be used to steadily improve teaching and learning. School goals will play a very important part in professional development Keeping in mind the vision of the school.
One of the major concerns in this community is the safety of the students attending. DCHS will work closely with the law enforcement authorities to guarantee that everyone feels safe and protected on campus. Also, DCHS will install one of the most technologically advanced surveillance systems with 24 hours monitoring personnel to ensure that areas with issues get immediate attention from the internal police assigned by the village and from the management team.
All these measures in conjunction with supportive approaches, community, and parents involvement will help us to provide a safe learning environment that our students need.
Given that DCS is a publically funded school DCS must follow the Georgia Standards of Excellence (GSE). GSE was developed by the Georgia Department of education replacing the Georgia Performance Standards (GPS) in the 2015-2106 school year. They were created to “provide a consistent framework to prepare students for success in college and/or the 21st century workplace” (“Georgia Standards”, 2015).
CTAE has 10 pathways that help to develop students in order to prepare them for the workforce after graduation or after college. (“Career, Technical”, 2015).
CCRPI was developed to meet the Title I standards for a single statewide accountability system when Georgia was granted a waiver under ESEA. EOCTs are the Assessment system used by the state of Georgia for high school students. Certain classes require these EOCTs at the end of the course and are factored into the CCRPI. The GAA is used for those who disabled and unable to take the EOCT. “Sate Charter schools, like all LEAs must participate in the National Assessment State Charter School Commission of Georgia, 2015of Education Progress (NAEP) assessment program” (State Charter School Commission of Georgia, 2015). Failure to meet the standards would result in a failure for the DCS to meet their charter goals. Ultimately, this would mean revoking or refusal to renew DCS’ charter in following years.