An update on the Franklin Public Schools MCAS performance for 2014. The presentation copy is released for the agenda of the School Committee meeting Nov 18, 2014.
An update on the Franklin Public Schools MCAS performance for 2014. The presentation copy is released for the agenda of the School Committee meeting Nov 18, 2014.
A quick look at who our students are, our student mentor progam, online tutoring, online developmental courses, and satisfaction rates of online students.
Design and Technology Association’s 3rd Annual Consultant ConferenceOfsted
Diana Choulerton's, National Lead for Design and Technology, presentation at the Design and Technology Association’s third Annual Consultant Conference.
Taking a stand on different critical issues.pptxrunaylanan1
Sound reasoning is very important in taking a stand on different issues. In the advent of technology where information is on the tips of our fingers, it's very important to analyze the validity and reliability of that certain information.
A quick look at who our students are, our student mentor progam, online tutoring, online developmental courses, and satisfaction rates of online students.
Design and Technology Association’s 3rd Annual Consultant ConferenceOfsted
Diana Choulerton's, National Lead for Design and Technology, presentation at the Design and Technology Association’s third Annual Consultant Conference.
Taking a stand on different critical issues.pptxrunaylanan1
Sound reasoning is very important in taking a stand on different issues. In the advent of technology where information is on the tips of our fingers, it's very important to analyze the validity and reliability of that certain information.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
2. Division Profile
1 • No. of Elementary Schools
2 • No. of Secondary Schools
3 • TOTAL
4 •No. of Districts
894
239
1,133
55
3. Division Profile
1 • No. of Districts
2 • No. of Teachers
3 • No. of Municipalities
4 •Congressional Districts
15,306
55
44
7
4. DMEA SCOPE
Total No. of LARDO per Grade Level
Total Number of Schools with LARDO in each Quadrant
(ELEMENTARY)
Total Number of Schools with LARDO in each Quadrant
(SECONDARY)
Number of Learners with Mastery Level in each Quadrant
(KINDERGARTEN)
Number of Learners with Mastery Level in each Quadrant
(GRADE 1-3 (READING, FILIPINO, MTB)
CONCERNS/ISSUES/GAPS/PROBLEMS (CIGPs)
6. Percentage of LARDO per Grade Level
Series1
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
0.31
0.71
0.47
0.52 0.55
0.49
0.37
0.26
0.16
0.23
0.17
0.00 0.00
Percentage of LARDOs per Grade Level
7. Percentage of LARDO by Congressional
District - ELEMENTARY
0
0.2
0.4
0.6
0.8
1
1.2
1.4
FIRST
DISTRICT
SECOND
DISTRICT
THIRD
DISTRICT
FOURTH
DISTRICT
FIFTH
DISTRICT
SIXTH
DISTRICT
SEVENTH
DISTRICT
OVERALL
0.75
1.12
1.32
0.62
0.56 0.57
0.1
0.81
8. Percentage of LARDO by Congressional
District - SECONDARY
0
0.5
1
1.5
2
2.5
FIRST
DISTRICT
SECOND
DISTRICT
THIRD
DISTRICT
FOURTH
DISTRICT
FIFTH
DISTRICT
SIXTH
DISTRICT
SEVENTH
DISTRICT
OVERALL
1.8
2.22
1.1 1.14
0.58
1.95 2
1.57
9. Total Number of Schools with LARDO in
each Quadrant (ELEMENTARY)
with 0 LARDOs with 1-5 LARDOs
with 6-10 LARDOs
with 11 and above
LARDOs
599 143
89 63
ELEMENTARY-
894
1
• With O LARDOs
2
• With 1-5 LARDOs
3
• With 6-10 LARDOs
4
• With 11 & above
LARDOs
10. Total Number of Schools with LARDO in
each Quadrant (SECONDARY)
with 0 LARDOs with 1-5 LARDOs
with 6-10 LARDOs
with 11 and above
LARDOs
177 24
17 21
SECONDARY-
239
1
• With O LARDOs
2
• With 1-5 LARDOs
3
• With 6-10 LARDOs
4
• With 11 & above
LARDOs
11. Total Number of Teacher RESPONDENTS
Who conducted a meeting with Parents of LARDO
NONE with SOME
with MANY with ALL
2,140
(36.59%)
1,660
(28.39%)
666
(11.39%)
1,383
(26.65%)
12. Was conducting a meeting with parents effective?
YES NO
% 83.45 16.55
Peer Guidance Home Visits
13.76 % 34.19 % 52.05 %
13. Number of Learners with Mastery Level in Each
Quadrant
KINDERGARTEN
Enrolment Beginning Developing Consistent
32,581 8,145 12,707 11,729
21. Policies in K to 12
None 1-3 4-6 7-9 10
more
If NO what?
Home Visits More
meetings
Performance
contract
others
3159 733 212 155
Was Intervention conducted YES NO
7441 592
23. Policies in K to 12
None 1-3 4-6 7-9 10
more
Failures 4563 2752 1129 365 918
Student you’ve
meet
3836 3027 1136 393 715
Parents you’ve
meet
3080 3324 1150 418 635
Was the meeting effective? YES NO
7515 619
24. Policies in K to 12
None 1-3 4-6 7-9 10
more
If NO what?
Home Visits More
meetings
Performance
contract
others
3159 733 212 155
Was Intervention conducted YES NO
7441 592
25. CIGPs that Contribute to the School Performance
Areas of
Concern
Implementation
CIGP
TYPE OF CIGP Action taken/ to
be taken
Proposed
Resolution
structure Trigger person New/
recurring
LEARNERS LARDO’s Institutional PSDS, SH,
Teachers
recurring Mapping/
Data Mining,
identification
of schools/
teachers/
Learners
with CIGP
Home
visitation
ICT Integration
Remedial reading
Designated
DSS
Rewards
System
Capacitate
SH/Teachers
on :Varied
instructional
delivery,
conduct of
remediation
Failures Institutional PSDS, SH,
Teachers
recurring
Reading Mastery technical EPS, PSDS, SH,
Teachers
recurring
TEACHERS Instructional
Competence
technical SDS, ASDS,
PSDS, SH,
Teachers
recurring Conduct
orientation,
Induction,
Training and LAC
sessions
Intensify
Capacity
Building and
LAC Session
activitieds
Time on task technical PSDS, SH,
Teachers
recurring Intensify Time-on-
Task Policy
Constant
Monitoring
21st skills
Integration
technical PSDS, SH,
Teachers
new Conduct Training
Needs Analysis on
ICT Skills
Conduct
Capacity
Building
Training on
identified
26. CIGPs that Contribute to the School Performance
Areas of
Concern
Implementation
CIGP
TYPE OF CIGP Action taken/
to be taken
Proposed
Resolution
structure Trigger person New/
recurring
Sch. HEADS/
Managers
Time on Task Technical/
institution
al
SH, PSDS, recurring Observance of
the required
number of
observations
to be
conducted
monthly
Constant
technical
assistance
given to
School Heads
on
Instructional
supervision,
Resource
generation
and
mobilization,
SIP
preparation,
review and
revalidation,
Regular
Division
Executive
Conference in
3 batches
Report
Management
Technical SH, PSDS, EPS Recurring Capacity
building/
Training on
Report
Management,
Monitoring
and
evaluation,
Instructional
supervision
M and E Technical SH, PSDS, EPS Recurring
Instructional
Supervision
Technical SH, PSDS, EPS Recurring
Managerial
competence
Technical SH, PSDS, EPS Recurring
27. CIGPs that Contribute to the School Performance
Areas of
Concern
Implementation
CIGP
TYPE OF CIGP Action taken/
to be taken
Proposed
Resolution
structure Trigger
person
New/
recurring
IM/Learning
Materials
Adequacy/
availability
Institutional SH,
PSDS,EPS
recurring *In-house
production of
Grade 5 and
Grade 11
Learners’
materials and
Teachers’
guides
*hiring of
personnel
assigned to
manned in the
production of
the materials
*utilization of
the LRMDS
portal and
Division
website
*Intensify
production of
Learners’
materials and
Teachers’
guides for all
grade levels
*Maximize
the use of
LRMDS portal
and Division
website for
uploading and
downloading
of learners’
materials
*School-to-
School
Partnership(
318 recipient
schools)
Maximizing use Institutional SH,
PSDS,EPS
recurring
Institutional SH,
PSDS,EPS
recurring
28. CIGPs that Contribute to the School Performance
Areas of
Concern
Implementation
CIGP
TYPE OF CIGP Action
taken/ to be
taken
Proposed
Resolution
structure Trigger
person
New/
recurring
Learning
Facilities
Classroom Needs Institutional SH,
PSDS,EPS
recurring *Coordinate
with the
Physical
Facility In-
charge
*Tap
possible
partners
from Private
institutions
(eg. RAFI,
Basa
Pilipinas,
VECO, Rotary
Club,
AFLATOUN
Project-
Lamac
Coop.)
*Chinese
Chamber of
Commerce
• Intensify
Public-
Private
partnerships
• Allocation of
school
buildings
using SEF
Fund (35M)
• Allocation of
other
facilities
using LGU
SEF Fund
• Intensify
Adopt-a-
School
Program
• Giving of
Plaque of
Appreciation
to Donors
and partners
Blackboard Institutional SH,
PSDS,EPS
recurring
Physical
Facilities
CR adequacy Institutional SH,
PSDS,EPS
recurring
Water Institutional SH,
PSDS,EPS
recurring
Electricity Institutional SH,
PSDS,EPS
recurring
29. CIGPs that Contribute to the School Performance
Areas of
Concern
Implementation
CIGP
TYPE OF CIGP Action taken/
to be taken
Proposed
Resolution
structure Trigger
person
New/
recurring
Financial
Management
Resource
mobilization
Institutional,
technical
SH, PSDS,
Disbursing
Officer,
Acountant,
Bookkeeper,
Property
Custodian,
BAC
recurring
Training of
newly-hired
bookkeepers,
In-house
Training (COA)
PHILGEPS,
Developed
Scheme on
liquidation,
Assigned
bookkeepers
to check
liquidation
reports
*Intensify
capacity
building of
bookkeepers,
accountant,
budget officer
Resource
Generation
Liquidation of
Funds
Late SARO Institutional,
technical
