ECISD Technology
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The East Central Independent School District technology plan outlines goals for 2010-2011, including upgrading infrastructure, providing staff development, and increasing student achievement through technology integration. A technology committee assessed the district's technology resources and needs using the STaR Chart. The plan proposes expenditures to upgrade computers, equipment, and infrastructure while supporting district goals through appropriate and reliable technology resources.
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Who presentation
This document discusses designing a classroom experience for Spanish 3 students in grades 9-12. It provides information about the students, including that they are a diverse mix from urban and rural areas, most are from low socioeconomic backgrounds, they love music and socializing, enjoy using technology, do not value busy work, and learn best visually and kinesthetically in groups. It also includes a chart comparing the students ("The Who") to design qualities for the classroom, such as having compelling content that is authentically organized with novelty and variety.
Blooms taxonomy
Bloom's Taxonomy is a classification of learning objectives within education. It presents six levels of learning: remember, understand, apply, analyze, evaluate, and create. The revised version adds keywords to describe each level of learning, from basic recall of facts at the "remember" level to generating new ideas or products at the "create" level. The document also categorizes students as engaged, strategically compliant, ritually compliant, or retreatists/rebels based on how actively they participate at each level of learning.
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What is design
Design involves understanding customer needs and creating new processes and products to satisfy those needs. Invention creates something new, while innovation implements something new for customers. Effective design starts with understanding students and their abilities, challenges, and motives, rather than just focusing on content coverage. Good design requires more front-end planning to engage students, which increases learning, while poor design leads to more back-end remediation. The design process involves understanding needs, brainstorming ideas, prototyping solutions, and measuring engagement and achievement.
Connecting evidence based instructional practices to rti
This document summarizes information from a presentation on connecting evidence-based instructional practices to response to intervention (RTI). It reviews the basics of RTI including its multi-tiered framework and key components. It then discusses instructional practices for math, writing, and reading that have evidence from research and the courts. Specific math practices summarized include explicit instruction, formative assessment, cooperative learning approaches, and the use of real-world contexts and technology-based tools.
Coaching for design 5.25.10
The document provides answers to questions about the design process for a teacher leadership academy. It emphasizes the importance of spending time on the front-end design work, including prewriting and establishing the design qualities of context. Coaching sessions are an important part of the design process to help teams work through challenges and ensure mistakes early on don't impede later progress. Effective participation in coaching sessions involves listening first before offering questions or feedback to help other teams.
Ethics in School Leadership
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Curriculum Alignment
This document discusses curriculum alignment and its importance. It defines curriculum alignment as ensuring instruction at each grade level and subject area is focused on the appropriate academic standards. This allows for an equitable education for all students based on high standards. The document outlines steps for curriculum development, including understanding academic standards, developing a scope and sequence, and creating curriculum units. It also discusses using a Rigor/Relevance Framework to analyze lessons and ensure they have appropriate levels of difficulty and real-world application. School leaders must facilitate daily implementation of curriculum and assessments to support student learning.
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The document presents the learning center model as a student-centered approach to instruction. It discusses how learning centers engage students' whole brains by providing hands-on, multi-sensory activities that build prior knowledge and allow students to make connections. Learning centers minimize stress, encourage social interaction and metacognition, and give students choice and control over their learning. The model aims to reduce direct instruction time and give students more responsibility for their own learning.
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The document discusses descriptive review, a process where teachers examine student work together to improve quality and engagement. Key aspects include:
1) Teachers analyze student work without context to discuss what they see objectively and raise questions.
2) They speculate on evidence of student engagement and commitment, and whether work shows strategic compliance, ritual compliance, or retreatism.
3) The presenting teacher then provides context and responds to questions, and the group discusses implications to strengthen design qualities and increase student interest in future assignments.
4) The goal is to produce compelling work that engages students and gives them a sense of accomplishment.
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Cerita-Cerita Malaysia - a book on nuances of old and present Malaysia
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Texas STaR Chart
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ECISD Technology
- 1. East Central Independent School DistrictThe Future is Now! District Technology Plan 2010-2011 Presentation Prepared by: Mary Ray Lamar University ET8016
- 3. Technology Planning Committee Dr. Patti Birney Tom Harris Jim Selby Kathy Petrequin Tom Grove Connie Guerra Marguerite Lowak Susie Havard Mary Ray Linda Flores Cathy Zotz Natalie Ouellette Wes Stevens Liz Wilson Judy Burns Neil DeSiato Wayne Milner Jennifer Smith Lynn Hernandez Helen Zenner Rick Hernandez Suzette Arriola Patricia White
- 4. STaR Chart Assessment:School Technology and Readiness www.tea.state.tx.us/starchart
- 5. Technology Assessment Texas STaR Chart assessment Campus Improvement Plans Anticipated needs Overall operation of schools How can technology help meet goals and objectives?
- 6. Existing Technology 100 % Internet access 3 workstations per classroom Computer labs Elementary Intermediate Middle School High School Teacher workstations Email Closed-circuit TV network
- 7. Technology Needs Upgrade computers and related equipment Computers, printers, document cameras, digital cameras, LCD projectors Staff development Sustained, hands-on training On-line training Upgrade existing infrastructure
- 8. Executive Summary To identify ways in which technology can be used to support district goals and objectives:
- 9. Infrastructure Access to appropriate technology resources and infrastructure that is secure, safe and reliable.
- 10. Staff Development Increase educators’ effectiveness in using technology. Sustained, hands-on staff development Monitor technology proficiency levels of teachers
- 11. Student Achievement Increase student achievement by integrating technology into teaching and learning in all areas. Interactive web-based tools Software applications Interactive hardware Implement technology TEKS instruction in K-8 classrooms.
- 12. Administrator Effectiveness and Efficiency Integrate technology into instructional management and administration.
- 13. Proposed Technology Expenditures for 2010-2011
- 14. Correlations to State and National Technology Plans
- 15. The Future is Now!
- 16. References East Central ISD Technology Plan for E-Rate Year 13 TEA. Long range plan for technology. Retrieved on February 10, 2010 from www.tea.state.tx.us/technology/etac/LRPToct06.pdf National Educational Technology Plan. Retrieved on February 10, 2010 from https://edtechfuture.org TEA. STaR chart: School technology and readiness. Retrieved on February 10, 2010 from http://www.tea.state.tx.us/starchart