EdReady Montana project presentation for ACE PIR Day in Laurel on September 22, 2014. The presentation will summarize the current EdReady Montana project and how it ties to MTDA programming, demonstrate how the program works, display use cases and show participants how to get started with the program at their school in Montana.
Understand China's power in the international education landscape.
Read more here: https://www.student.com/blog/chinas-rapid-rise-academic-destination/
Over the past five years, we have had the privilege of witnessing the increasing pace of interest and growth in China as a destination. More people than ever are learning Chinese, visiting China for tourism or business, and studying in China.
The Chinese government has been making concentrated efforts to improve the quality of education in the country and provide nancial support to foreign students.
Whilst Student.com does not currently list accommodation in mainland China, this is a student corridor we predict will increase in importance as student mobility patterns change, grow and adapt. We are excited about the increasing lure of China as a destination for international students.
Currently, most Chinese student accommodation is on campus; however, opportunities exist for more purpose-built student accommodation in China, as GSA’s recent entry into the market demonstrates.
During a fishbowl session at EAIE 2016 in Liverpool, StudyPortals and Hobsons hosted a session on how students decide where to study. Providing insights into the decision-making process of students, including tips on how to better position your institution based on an analysis of this data.
Nearly four thousand years ago, in the Sumerian town of Ur in the valley of the river Euphrates, lived a young man named Abraham.
The people of Ur had once worshipped Allah but as time passed they forgot the true religion and started praying to idols, statues made of wood or clay and sometimes even of precious stones.
Even as a small child Abraham could not understand how his people, and especially his father, could make these images with their own hands, call them gods, and then worship them. He had always refused to join his people when they paid respect to these statues. Instead he would leave the town and sit alone, thinking about the heavens and the world about him. He was sure his people were doing wrong and so alone he searched for the right way. One clear night as he sat staring at the sky he saw a beautiful shining star, so beautiful that he cried out: ‘This must be Allah!' He looked at it in awe for some time, until suddenly it began to fade and then it disappeared. He turned away in disappointment saying: I love not things that set. (Koran vi.77)
On another night Abraham was again looking at the sky and he saw the rising moon, so big and bright that he felt he could almost touch it. He thought to himself: This is my Lord. (Koran vi.78) But it was not long before the moon set as well. Then he said, Unless my Lord guide me, I surely shall become one of the folk who are astray. (Koran vi.78) Abraham then saw the
beauty and splendor of the sunrise and decided that the sun must be the biggest and most powerful thing in the universe.
But for the third time he was wrong, for the sun set at the end of the day. It was then that he realized that Allah is the Most Powerful, the Creator of the stars, the moon, the sun, the earth and of all living things. Suddenly he felt himself totally at peace, because he knew that he had found the Truth.
Understand China's power in the international education landscape.
Read more here: https://www.student.com/blog/chinas-rapid-rise-academic-destination/
Over the past five years, we have had the privilege of witnessing the increasing pace of interest and growth in China as a destination. More people than ever are learning Chinese, visiting China for tourism or business, and studying in China.
The Chinese government has been making concentrated efforts to improve the quality of education in the country and provide nancial support to foreign students.
Whilst Student.com does not currently list accommodation in mainland China, this is a student corridor we predict will increase in importance as student mobility patterns change, grow and adapt. We are excited about the increasing lure of China as a destination for international students.
Currently, most Chinese student accommodation is on campus; however, opportunities exist for more purpose-built student accommodation in China, as GSA’s recent entry into the market demonstrates.
During a fishbowl session at EAIE 2016 in Liverpool, StudyPortals and Hobsons hosted a session on how students decide where to study. Providing insights into the decision-making process of students, including tips on how to better position your institution based on an analysis of this data.
Nearly four thousand years ago, in the Sumerian town of Ur in the valley of the river Euphrates, lived a young man named Abraham.
The people of Ur had once worshipped Allah but as time passed they forgot the true religion and started praying to idols, statues made of wood or clay and sometimes even of precious stones.
Even as a small child Abraham could not understand how his people, and especially his father, could make these images with their own hands, call them gods, and then worship them. He had always refused to join his people when they paid respect to these statues. Instead he would leave the town and sit alone, thinking about the heavens and the world about him. He was sure his people were doing wrong and so alone he searched for the right way. One clear night as he sat staring at the sky he saw a beautiful shining star, so beautiful that he cried out: ‘This must be Allah!' He looked at it in awe for some time, until suddenly it began to fade and then it disappeared. He turned away in disappointment saying: I love not things that set. (Koran vi.77)
On another night Abraham was again looking at the sky and he saw the rising moon, so big and bright that he felt he could almost touch it. He thought to himself: This is my Lord. (Koran vi.78) But it was not long before the moon set as well. Then he said, Unless my Lord guide me, I surely shall become one of the folk who are astray. (Koran vi.78) Abraham then saw the
beauty and splendor of the sunrise and decided that the sun must be the biggest and most powerful thing in the universe.
But for the third time he was wrong, for the sun set at the end of the day. It was then that he realized that Allah is the Most Powerful, the Creator of the stars, the moon, the sun, the earth and of all living things. Suddenly he felt himself totally at peace, because he knew that he had found the Truth.
Questo è MUHAMMAD _Italian
Abramo, Agar e Ismaele La nostra storia comincia molto lontano nel tempo, nel giorno in cui Allah (gloria a Lui l’Altissimo), ordinò al Suo profeta Abramo (pace su di lui) di prendere la moglie Agar e il figlioletto Ismaele e condurli in una landa desolata della penisola arabica, un territorio chiamato Hijaz, che dista poche decine di chilometri da Jeddah dove, secondo la tradizione fu sepolta nostra madre Eva. Giunto nel luogo che Allah gli aveva indicato, Abramo lasciò ad Agar un otre pieno d’acqua e le poche provviste che poteva e si allontanò con il cuore gonfio di dispiacere ma confidando nella misericordia dell’Altissimo, al quale elevò un’invocazione: "O Signor nostro, ho stabilito una parte della mia progenie in una valle sterile, nei pressi della Tua Sacra Casa , affinché, o Signor nostro, assolvano all’orazione. Fai che i cuori di una parte dell’umanità tendano a loro; concedi loro [ogni specie] di frutti". (Corano XIV,37) Agar seguì le sue tracce e lo raggiunse e gli chiese a chi affidasse lei e Ismaele. "Ad Allah, rispose Abramo, Colui che ha il potere su ogni cosa È .
"Con Allah sono al sicuro" disse Agar, e ritornò presso suo figlio. Finché durò l’acqua Agar rimase in fiduciosa attesa in quel sito desolato; poi quando essa si esaurì, temette per la sua vita e per quella del figlioletto il cui pianto riempiva d’angoscia il suo cuore di madre. Il luogo in cui si trovavano era un avvallamento tra montagne brulle e polverose, lontano da ogni centro abitato; la salvezza sarebbe potuta venire solo da qualche carovana di passaggio e allora, spinta dall’ansia che opprimeva il suo petto, per scrutare l’orizzonte si inerpicò su di una roccia (Saf-) che si trovava in quei paraggi. Non vide nulla e allora corse fino alla sommità di un piccolo colle (Marwa) distante dalla roccia qualche centinaio di metri. Con il cuore in tumulto per il pianto di Ismaele e per la fatica ripetè sette volte il percorso, senza poter avvistare nulla.
Tornò esausta presso il bambino e vide dell’acqua affiorare sotto i suoi piedini, scavò e fece un bacino per trattenerla, poi dissetò Ismaele, se stessa, riempì l’otre e ringraziò l’Altissimo. Allah aveva fatto sgorgare la fonte di Zamzam.
HealthCARE Montana and EdReady June 2015Ryan Schrenk
This presentation was an overview of EdReady with background research, demo/orientation and the start of planning for creation of EdReady goals to help prepare prospective college students for gateway math classes in allied health fields.
Education In the United States and Innovative SolutionsRyan Schrenk
This was a presentation delivered by Dean Roberta D. "Bobbie" Evans and I to a traveling group of international scholars from around the world who visited the University of Montana during the month of June, 2014. We presented our information and discussed topics ranging from the education system in the US relating to their countries to the makeup of virtual schools, online teaching and learning and differentiated/blended learning.
Modularized developmental ed at x li 2011 3 8_2011Ryan Schrenk
Sharing progress on state-wide Credit Retrieval program (MTDA Connect) for the state of Montana using the PLATO Learning Environment and a coach/facilitator model through the Montana Digital Academy. XLi 2011
MTDA Connect Credit Recovery began in February of 2011 and has served around 2000 enrollments already. This session discusses the issues and lessons learned in this fast-track start-up program serving over 70 districts from around Montana.
Delivering Online Credit Recovery: Featuring St. Tammany Parish Public SchoolsBlackboard
Often called the "silent epidemic" in our nation's high schools, high dropout rates put individual students' futures at risk and pose enormous challenges to our nation's economic and social well being. Online credit recovery is an option that is rapidly gaining acceptance thanks to its unique ability to help address the dropout crisis.
With innovative delivery options that include before/after school models, weekend programs, and offerings during the school day, online credit recovery is delivering important benefits to students and schools alike including efficiency, flexibility, and cost effectiveness.
St. Tammany Parish Public Schools (LA) describes how they are using online credit recovery, delivered through a virtual school, to engage students with personalized learning opportunities and maximize district resources in order to increase graduation rates.
Also explored is how the Blackboard Learn(TM) platform provides the foundation for a district-based online credit recovery program.
Offering Students a Spectrum of Online Learning Experiences: featuring Jeffco...Blackboard
In 2006, Jeffco Public Schools in Colorado was looking for a way to address the staggering number of students that were failing classes as well as provide options for students that wanted to learn in a way that modeled their digital lives. The district also wanted to expand educational options for the hundreds of students that were leaving the district each year to learn online elsewhere.
In order to meet these needs, Jeffco Public Schools turned to Blackboard to expand educational offerings with online courses.
Jeffco Public Schools shares how Blackboard software helped accomplish the following:
Develop a five-year road map for online learning,
Address the districts withdrawal and failure rate,
Provide online learning opportunities without students having to leave their school,
Launch a statewide online school and,
Use online learning as a vehicle for organizational change.
Small Districts Make A Difference With Blended LearningBlackboard
Three districts with enrollment under 10,000 students share how they are using blended learning to impact student achievement and give teachers the tools necessary to develop engaging lessons that build 21st century skills.
PLATO EdTech 2011 Conference. Montana Digital Academy Connect Credit Recovery Program Overview. Special Focus upon API integration between GeniusSIS and PLATO Learning Environment.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
EdReady Montana Program ACE PIR Day in Laurel, Montana September 2014
1. EdReady Montana
(a project of the Montana Digital Academy)
ACE PIR Day
Laurel – Sept 22, 2014
Ryan Schrenk, Ed.D. –EdReady Montana Project Manager
(slides available at: http://www.slideshare.net/rschrenk)
2.
3. Plan for today
What is EdReady Montana and how does it fit with the MTDA mission?
Who can use EdReady?
What were pilot and early use cases like?
Screenshots and demo of how it works!
How to get started!
5. Dennis
Parman,
Chair,
Deputy Supt.
OPI
Anthony
Lapke
Teacher
Kalispell PS
Joel Graves
Principal Lincoln
County High
School
Bryan
Duvall
Trustee,
Geraldine
Clay
Christian
Comm. Higher
Education
Roberta Evans
Dean Coll. Of Ed.
UM
8. – Montana Legislature approves $2M funding to
start Montana Digital Academy
– MTDA opens for student enrollment with
45 courses
– Enrollment surpasses 27,000
10. Focus on Helping Students Prepare for
Advanced Placement and Dual
Enrollment/Credit
New High School Advanced Courses
Helping Students New to Online Learning
Become Comfortable
11. Photo by Riebart - Creative Commons Attribution License https://www.flickr.com/photos/39911851@N05 Created with Haiku Deck
12.
13. Photo by alika89 - Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/28863939@N04 Created with Haiku Deck
14.
15.
16. MTDA – The only Statewide
Virtual School on a
University Campus
Opens Partnerships
Encourages Research
Helps Address Transition from K12 to Higher Ed!
MTDA = Core MTDA Programs
Plus MDPLN and EdReady Montana
17. A Natural Bridge between K-12 and
Higher Education
• History and experience with NROC
• Relationship with middle and high
schools in Montana
• Unique association with Higher
Education through the Phyllis J.
Washington College of Education and
Human Sciences
18. EdReady is a tool…
What do I want my students to be
ready for?
19. EdReady Montana is not….
A stand alone online course.
• It is a free, online, customized math readiness
and individualized learning path curriculum
based upon school need
• Offered/managed/supported state-wide by
MTDA
• Facilitated locally by K12 school or
college/university personnel
20. High Schools and Middle Schools, Alternative Education
Programs
Montana University System UM, MSU, Colleges (4 and 2 Year)
and Private and Tribal Colleges
and possibly
Adult Learning Centers (Workforce Development)
Military, Incarcerated, Adult Basic Ed. and more
21.
22. EdReady Montana Is…
Aimed at math (and later English 2015) readiness.
Uses NROC’s Dev Math as a base: (19 Units/59 Topics)
23. EdReady Montana is….
• Customized K12 and Higher Ed
Assessments
• Personalized student learning
paths
• Reporting/tracking for Montana
Secondary Schools and Higher
Ed Institutions
24. Pilot Testing Results 2013
Developed by NROC
Phase 1 Pilot in these states – Montana (4 schools),
Oregon, Minnesota, North Carolina and Kentucky
Funded by a Gates Foundation Grant
25. Pilot Testing Results 2013
Office of Student Success
University of Montana
Summer 2013 Students in Dev Level Math
3 points or lower on ALEKS test
26.
27. Worked With Math Professors to Identify Units and Topics to Study (set goals)
28. Customized
With over 50 color
Assessment Icons
combinations,
assessments are
personalized with
student’s school colors.
Havre High School
Browning High School
Fergus High School
Sentinel High School
Missoula
West Yellowstone High School
Scobey High School
Dawson High School
Glendive
Plenty Coups High School
Pryor
36. Pilot Outcomes
43 students voluntarily opened an EdReady account
completed the program:
• 70% increased by 1 ALEKS point
• 27% increased by 2 ALEKS points
• 3% increased by 3 ALEKS points
86% of students who completed EdReady increased
their ALEKS score by at least 1 point … AND qualified
to enroll in a higher math course at UM
37. Saving Time and Money!
43 students skipped 49 courses
Total of 151 credits were “skipped”
…adding up to estimated $31,000 tuition/fees!
38. Results After Enrollment?
37 of the pilot participants enrolled in a
mathematics course in the Fall 2014 term
91% successfully completed their course
Average mathematics grade for these students: B-
UM Freshman overall average mathematics grade:
C+
44. Washington Foundation Gift to
Implement EdReady Montana
Three year field test and rollout funding -
$800,000/year for a 3 year total of $2,400,000
All students in 7-12 and higher education eligible to
establish EdReady account and utilize the program
Substantial Gates Foundation Funding invested in the
development of the NROC EdReady Project
45. Rollout Plan for Montana Higher Ed.,
Schools and Students
Spring and Summer 2014
Outreach to the 2 year Colleges and
Universities
Field tests in several high schools
Fall 2014
Large scale rollout to both higher education
and secondary schools
46.
47. Utah State University STEM Action Center Pilot
Results
Grade 10 students using EdReady made five times the progress expected in an entire
academic year with just 3 months of use (EdReady N=206).
48. How to find out more
Contact Ryan Schrenk, EdReady Montana Project Manager
406-203-1812
ryan.schrenk@montanadigitalacademy.org
Visit our website to get started: http://edreadymontana.org
Click on Secondary schools and “how to get started for local schools”
Step 1 will set up your account with us
Step 2 sets up customized goals/assessments
From there, you create student accounts and enroll them
That link is here:
http://edreadymontana.org/how-to-get-started-for-local-schools/
These slide are available at http://www.slideshare.net/rschrenk