The document discusses Texas House Bill 5 which establishes new high school graduation requirements and endorsements. It requires students to complete either a foundation high school program, which involves 22 credits across various subject areas, or a foundation program with an endorsement in STEM, business and industry, public services, arts and humanities, or multidisciplinary studies. The bill aims to increase rigor and better prepare students for postsecondary education or careers. The document provides guidance on implementing the new requirements and developing course sequences and graduation plans for students.
This document discusses the requirements and guidelines of House Bill 5 regarding graduation plans and endorsements in Texas. It outlines the foundation graduation requirements of 22 credits, including 4 credits of English/Language Arts and Social Studies each, as well as credits in other core subjects and electives. Students can choose endorsements in specific fields that require completion of a coherent sequence of courses within that field. The document provides details on the endorsement options and acceptable course sequences for each one. It also addresses considerations for special student populations and flexibility within the requirements.
House Bill 5 updates Texas' high school graduation requirements and establishes new graduation plans called the Foundation High School Program. The main goals are to develop a more diverse workforce and better prepare students for postsecondary education. The Foundation High School Program includes 4 requirements: foundation credits, endorsements in a coherent sequence of courses, performance acknowledgements, and a distinguished level of achievement. Districts must provide information and counseling to help students choose endorsement areas and develop academic plans to meet graduation requirements.
To graduate from Albion College, students must complete several requirements including 32 credit units, a major, the CORE curriculum, distribution requirements, and pass a writing exam. The CORE includes 10 credit units across 5 areas - a first year seminar, 4 modes of inquiry courses examining different approaches to thinking, and 4 category courses focusing on specific topics. Students must also complete two humanities, two science, and two social science courses along with one fine art course. Students select a major from 25 departmental options, interdepartmental programs, or individually designed majors. Additionally, students can choose to complete a minor in another field of study.
This document summarizes an information session for parents of grade 10 students about the International Baccalaureate (IB) Diploma Programme. The IB Programme is a comprehensive two-year curriculum that provides both breadth and depth. It is highly regarded by universities worldwide. The session outlines the requirements of the IB Diploma, including studying 6 subjects (3 at higher level), the extended essay, theory of knowledge, and creativity/activity/service. Subject choices and level criteria for ACS Jakarta are also presented.
This document provides information about the International Baccalaureate (IB) Diploma Programme offered at an international school. It discusses the following key points in 3 or fewer sentences:
The IB Diploma Programme is a comprehensive two-year curriculum that provides both breadth and depth. It is highly regarded for university entrance worldwide and students routinely gain admission to top universities. The programme requires students to take courses in 6 subject groups, complete an extended essay, theory of knowledge course, and creativity, action, and service activities.
ACSJAKARTA - IB Parents' Info Session 14 Jan 2015sutantoherman
Ā
This document summarizes an information session for parents about the International Baccalaureate (IB) Diploma Programme offered at the school. The IB Programme is a comprehensive two-year curriculum accepted by universities worldwide. It requires students to take courses across six subject groups, complete an extended essay, participate in creativity/action/service activities, and take a Theory of Knowledge class. The presentation provided details on subject and level requirements, the grading system, university recognition of the IB Diploma, and the school's historical success rates in the programme. It also included a subject selection form for parents and students to indicate their course choices.
This document provides an overview of the International Baccalaureate (IB) Diploma Programme for students at STB-ACS International Jakarta. It discusses the requirements and differences for Diploma Programme (DP) Course Students and Full Diploma Students. Key points include choosing subjects at higher level (HL) or standard level (SL), the three core components of Extended Essay, Theory of Knowledge and Creativity/Action/Service, subject and examination requirements, and the conditions for earning an IB Diploma. The document also addresses subject selection, university application process, pressures of the programme and what is required to be a successful IB student.
This document discusses the requirements and guidelines of House Bill 5 regarding graduation plans and endorsements in Texas. It outlines the foundation graduation requirements of 22 credits, including 4 credits of English/Language Arts and Social Studies each, as well as credits in other core subjects and electives. Students can choose endorsements in specific fields that require completion of a coherent sequence of courses within that field. The document provides details on the endorsement options and acceptable course sequences for each one. It also addresses considerations for special student populations and flexibility within the requirements.
House Bill 5 updates Texas' high school graduation requirements and establishes new graduation plans called the Foundation High School Program. The main goals are to develop a more diverse workforce and better prepare students for postsecondary education. The Foundation High School Program includes 4 requirements: foundation credits, endorsements in a coherent sequence of courses, performance acknowledgements, and a distinguished level of achievement. Districts must provide information and counseling to help students choose endorsement areas and develop academic plans to meet graduation requirements.
To graduate from Albion College, students must complete several requirements including 32 credit units, a major, the CORE curriculum, distribution requirements, and pass a writing exam. The CORE includes 10 credit units across 5 areas - a first year seminar, 4 modes of inquiry courses examining different approaches to thinking, and 4 category courses focusing on specific topics. Students must also complete two humanities, two science, and two social science courses along with one fine art course. Students select a major from 25 departmental options, interdepartmental programs, or individually designed majors. Additionally, students can choose to complete a minor in another field of study.
This document summarizes an information session for parents of grade 10 students about the International Baccalaureate (IB) Diploma Programme. The IB Programme is a comprehensive two-year curriculum that provides both breadth and depth. It is highly regarded by universities worldwide. The session outlines the requirements of the IB Diploma, including studying 6 subjects (3 at higher level), the extended essay, theory of knowledge, and creativity/activity/service. Subject choices and level criteria for ACS Jakarta are also presented.
This document provides information about the International Baccalaureate (IB) Diploma Programme offered at an international school. It discusses the following key points in 3 or fewer sentences:
The IB Diploma Programme is a comprehensive two-year curriculum that provides both breadth and depth. It is highly regarded for university entrance worldwide and students routinely gain admission to top universities. The programme requires students to take courses in 6 subject groups, complete an extended essay, theory of knowledge course, and creativity, action, and service activities.
ACSJAKARTA - IB Parents' Info Session 14 Jan 2015sutantoherman
Ā
This document summarizes an information session for parents about the International Baccalaureate (IB) Diploma Programme offered at the school. The IB Programme is a comprehensive two-year curriculum accepted by universities worldwide. It requires students to take courses across six subject groups, complete an extended essay, participate in creativity/action/service activities, and take a Theory of Knowledge class. The presentation provided details on subject and level requirements, the grading system, university recognition of the IB Diploma, and the school's historical success rates in the programme. It also included a subject selection form for parents and students to indicate their course choices.
This document provides an overview of the International Baccalaureate (IB) Diploma Programme for students at STB-ACS International Jakarta. It discusses the requirements and differences for Diploma Programme (DP) Course Students and Full Diploma Students. Key points include choosing subjects at higher level (HL) or standard level (SL), the three core components of Extended Essay, Theory of Knowledge and Creativity/Action/Service, subject and examination requirements, and the conditions for earning an IB Diploma. The document also addresses subject selection, university application process, pressures of the programme and what is required to be a successful IB student.
Illinois Biblioteconomia e CiĆŖncia da InformaĆ§Ć£oMarcela Bassoli
Ā
The document provides information about the Graduate School of Library and Information Science (GSLIS) at the University of Illinois at Urbana-Champaign. It outlines various degree programs including a Master of Science, PhD, and Certificate of Advanced Study. It also discusses admission requirements, coursework, financial aid options, and notable faculty and alumni of the university.
The document provides information about applying for higher studies, including why higher education is beneficial, different levels of higher education degrees, prerequisites and requirements for applying, exams that may need to be taken, and opportunities locally and abroad. Specifically, it outlines the career, social, and personal benefits of higher education, describes masters and PhD programs, lists common application requirements like transcripts and language exam scores, and names exams like the GRE, TOEFL, and IELTS that are often required.
Get Me To College Part 4: What Else Colleges Look ForRebecca Joseph
Ā
This is Part 4: What Else Colleges Look For of a five part powerpoint presentation, Get Me To College: A College Readiness primer. Dr. Rebecca Joseph, a college admissions and access expert, designed this presentation and invites you to use it as long as you cite her.
This document provides information for parents about university options for junior students. It introduces counseling staff and outlines factors for students to consider when researching universities, including location, size, programs offered, academics, and cost. The document reviews the application process and admission tests for US, Canadian, and UK universities. Students are encouraged to thoroughly research options and develop an initial list of reach, target, and safety schools.
This document discusses standardized testing options and recommendations for college admissions. It provides information on the SAT, ACT, SAT Subject Tests, and AP/IB tests. It recommends taking the PSAT/PLAN in sophomore/junior year and the SAT/ACT in spring junior and fall senior years. The document also notes that some colleges are making standardized tests optional or allowing alternatives like SAT Subject Tests or AP scores. It provides tips on practice and free resources for test preparation.
This document provides information about the counseling center and support services at Clear Creek High School. It lists the counseling team members and their roles. It also provides details about counseling functions like academic advising, career exploration, and personal counseling. Additionally, it outlines tutoring and testing requirements. The document is intended to inform parents of sophomore and junior students about the counseling center and available resources.
This document provides information about a college planning meeting being held at Riverside High School on September 30, 2015 from 6:00-7:00 pm. The agenda includes discussing graduation requirements, post-secondary options, the college application process, financial aid, SAT/ACT testing, and important upcoming dates. Counselors are assigned to students by last name and contact information is provided for additional support staff. An overview of graduation requirements, endorsement options, and the NC Academic Scholars program is also given. The document outlines the college application process including early decision, early action, regular admission and rolling admission. It provides information about the SAT, ACT, transcripts requests, and financial aid including the FAFSA.
This document discusses strengthening college-going cultures, particularly for low-income and underrepresented students. It provides true/false questions about college access programs and policies. The answers discuss opportunities for free SAT/ACT tests, college applications, and financial aid. It notes that undocumented students qualify for Cal Grants and the UC Blue and Gold Plan guarantees aid for families under $80k. The document emphasizes the importance of counselor letters and college visits in the admissions process.
This document provides important dates and information for Liberty High School students registering for classes for the 2011 school year. It includes the dates that registration forms will be distributed and completed, as well as demonstrations on how to input course numbers online. The document also provides summaries of graduation requirements, core academic classes, pathways and programs, and tips for choosing classes.
This document provides information from a senior parent night presentation at Clear Creek High School. It discusses graduation requirements, college admission information like the SAT/ACT, financial aid and scholarships. Key contacts in the counseling center are listed. The timeline for seniors is reviewed, including important application deadlines. Resources like Naviance and Khan Academy are also mentioned.
This document provides an overview of studying in Australia and New Zealand. It discusses the various types of universities and colleges, application processes, costs, and resources. Key points include: there are over 1,000 higher education institutions in Australia with over 22,000 courses; 8 Australian universities are ranked in the top 100 worldwide; degrees typically take 3-4 years; international students apply directly to universities; tuition is about $9,000 AUD for domestic students and $35,000 AUD for international students. Useful application resources and timelines are also outlined.
The presenter provides an overview of studying in Canada for Philippine students. Some of the key points covered include:
- An introduction to the presenter's background growing up in Ontario, Canada.
- Details on the "Big 3" universities in Canada - UBC, University of Toronto, and McGill University.
- Top 10 reasons for studying in Canada, including its natural beauty, high standard of living, not requiring SAT scores for IB diploma students, co-op programs, ability to work after graduation, and lower tuition compared to other countries.
- An explanation of the Canadian university system and typical application process.
This document provides information about applying to universities in Japan for international students and Japanese returnees. It outlines that there is no centralized application system, and students apply directly to individual universities, which include private, national, and technical universities. Popular universities mentioned include Waseda, ICU, Keio, Sophia, and Ritsumeikan Asia Pacific. The admissions process involves submitting transcripts and essays, with interviews also required for some programs. English proficiency is important for international student programs, while Japanese proficiency is required for Japanese returnee programs. Scholarships are available. The document provides timelines and sample essay questions to help students prepare their applications.
This document provides information about studying at universities in Japan. It discusses the application process, types of universities, and popular programs. There is no centralized application system, and students apply directly to individual universities. The main types are private, national, and technical universities. Students are categorized as Japanese returnees or international students. Popular universities for returnees include Waseda, ICU, Keio, Sophia, and Ritsumeikan Asia Pacific. The Global Universities program aims to enhance internationalization, with courses in English and no Japanese required for entrance. Admissions requirements vary between Japanese and English programs but include entrance exams, interviews, transcripts, and language test scores. Researching universities and attending fairs is recommended. ISM
To be considered college ready, students must complete the A-G Requirements. This presentation includes required and suggested high school coursework for students to be ready for college.
This document summarizes a presentation about an accelerated dual-language education model for higher education. The presentation discusses the need for such a model given the growing Latino population in the US and barriers to higher education for Latinos. It describes the characteristics of the dual-language immersion model used, including using both English and Spanish in all courses, language placement testing, and hiring bilingual faculty. The presentation shares the experience of implementing this accelerated dual-language model at a university center in Orlando, which has experienced enrollment growth. It promotes partnering with other institutions and provides contact information for the program.
Hispanic Association of Colleges and Universities Phoenix, 2005
Analyze the need for Accelerated Dual Language education
Discuss the characteristics of the Accelerated Dual Language model
Share the experience of the implementation & assessment of the Accelerated Dual Language model
Present services and opportunities to establish Accelerated Dual Language programs
This document provides information about the application process for overseas Korean and international students seeking admission to Korean universities. It outlines the eligibility requirements, timeline, selection criteria, and required supporting documents for the different applicant categories. Students who have completed all 12 years of education overseas or have non-Korean nationality can apply without quotas in September or March. Universities evaluate applicants holistically based on transcripts, standardized test scores, language proficiency, extracurricular activities, and interviews. Strong applications include high grades, test scores, language abilities, and participation in school activities. Weaker applications may have lower academics and limited extracurricular involvement. All documents must be verified by the Korean Embassy.
This is a narrated slide presentation that reports on Dr. Lubienski's study of 7th-graders' experiences with a problem-centered curriculum, analyzing dependency on Socio-Economic Status (SES).
Summary of Results:
(1) āHigher SES students tended to display confidence and solve problems with an eye toward the intended mathematical ideasā
(2) āLower SES students preferred more external direction and sometimes approached problems in a way that caused them to miss the intended mathematical pointsā
Vincent and Yosef debated whether the percentage of people in Fresno/Clovis who would talk to scammers for over a minute would be above or below 10%. Vincent claimed it would be 10% or less, while Yosef believed it would be over 9%. To test this, a random sample of 120 people were called pretending to be a scammer. The results found that 15 out of 120 spoke for over a minute, supporting Yosef's hypothesis that the percentage is above 9% with a p-value of 0.089, making Yosef the winner.
Illinois Biblioteconomia e CiĆŖncia da InformaĆ§Ć£oMarcela Bassoli
Ā
The document provides information about the Graduate School of Library and Information Science (GSLIS) at the University of Illinois at Urbana-Champaign. It outlines various degree programs including a Master of Science, PhD, and Certificate of Advanced Study. It also discusses admission requirements, coursework, financial aid options, and notable faculty and alumni of the university.
The document provides information about applying for higher studies, including why higher education is beneficial, different levels of higher education degrees, prerequisites and requirements for applying, exams that may need to be taken, and opportunities locally and abroad. Specifically, it outlines the career, social, and personal benefits of higher education, describes masters and PhD programs, lists common application requirements like transcripts and language exam scores, and names exams like the GRE, TOEFL, and IELTS that are often required.
Get Me To College Part 4: What Else Colleges Look ForRebecca Joseph
Ā
This is Part 4: What Else Colleges Look For of a five part powerpoint presentation, Get Me To College: A College Readiness primer. Dr. Rebecca Joseph, a college admissions and access expert, designed this presentation and invites you to use it as long as you cite her.
This document provides information for parents about university options for junior students. It introduces counseling staff and outlines factors for students to consider when researching universities, including location, size, programs offered, academics, and cost. The document reviews the application process and admission tests for US, Canadian, and UK universities. Students are encouraged to thoroughly research options and develop an initial list of reach, target, and safety schools.
This document discusses standardized testing options and recommendations for college admissions. It provides information on the SAT, ACT, SAT Subject Tests, and AP/IB tests. It recommends taking the PSAT/PLAN in sophomore/junior year and the SAT/ACT in spring junior and fall senior years. The document also notes that some colleges are making standardized tests optional or allowing alternatives like SAT Subject Tests or AP scores. It provides tips on practice and free resources for test preparation.
This document provides information about the counseling center and support services at Clear Creek High School. It lists the counseling team members and their roles. It also provides details about counseling functions like academic advising, career exploration, and personal counseling. Additionally, it outlines tutoring and testing requirements. The document is intended to inform parents of sophomore and junior students about the counseling center and available resources.
This document provides information about a college planning meeting being held at Riverside High School on September 30, 2015 from 6:00-7:00 pm. The agenda includes discussing graduation requirements, post-secondary options, the college application process, financial aid, SAT/ACT testing, and important upcoming dates. Counselors are assigned to students by last name and contact information is provided for additional support staff. An overview of graduation requirements, endorsement options, and the NC Academic Scholars program is also given. The document outlines the college application process including early decision, early action, regular admission and rolling admission. It provides information about the SAT, ACT, transcripts requests, and financial aid including the FAFSA.
This document discusses strengthening college-going cultures, particularly for low-income and underrepresented students. It provides true/false questions about college access programs and policies. The answers discuss opportunities for free SAT/ACT tests, college applications, and financial aid. It notes that undocumented students qualify for Cal Grants and the UC Blue and Gold Plan guarantees aid for families under $80k. The document emphasizes the importance of counselor letters and college visits in the admissions process.
This document provides important dates and information for Liberty High School students registering for classes for the 2011 school year. It includes the dates that registration forms will be distributed and completed, as well as demonstrations on how to input course numbers online. The document also provides summaries of graduation requirements, core academic classes, pathways and programs, and tips for choosing classes.
This document provides information from a senior parent night presentation at Clear Creek High School. It discusses graduation requirements, college admission information like the SAT/ACT, financial aid and scholarships. Key contacts in the counseling center are listed. The timeline for seniors is reviewed, including important application deadlines. Resources like Naviance and Khan Academy are also mentioned.
This document provides an overview of studying in Australia and New Zealand. It discusses the various types of universities and colleges, application processes, costs, and resources. Key points include: there are over 1,000 higher education institutions in Australia with over 22,000 courses; 8 Australian universities are ranked in the top 100 worldwide; degrees typically take 3-4 years; international students apply directly to universities; tuition is about $9,000 AUD for domestic students and $35,000 AUD for international students. Useful application resources and timelines are also outlined.
The presenter provides an overview of studying in Canada for Philippine students. Some of the key points covered include:
- An introduction to the presenter's background growing up in Ontario, Canada.
- Details on the "Big 3" universities in Canada - UBC, University of Toronto, and McGill University.
- Top 10 reasons for studying in Canada, including its natural beauty, high standard of living, not requiring SAT scores for IB diploma students, co-op programs, ability to work after graduation, and lower tuition compared to other countries.
- An explanation of the Canadian university system and typical application process.
This document provides information about applying to universities in Japan for international students and Japanese returnees. It outlines that there is no centralized application system, and students apply directly to individual universities, which include private, national, and technical universities. Popular universities mentioned include Waseda, ICU, Keio, Sophia, and Ritsumeikan Asia Pacific. The admissions process involves submitting transcripts and essays, with interviews also required for some programs. English proficiency is important for international student programs, while Japanese proficiency is required for Japanese returnee programs. Scholarships are available. The document provides timelines and sample essay questions to help students prepare their applications.
This document provides information about studying at universities in Japan. It discusses the application process, types of universities, and popular programs. There is no centralized application system, and students apply directly to individual universities. The main types are private, national, and technical universities. Students are categorized as Japanese returnees or international students. Popular universities for returnees include Waseda, ICU, Keio, Sophia, and Ritsumeikan Asia Pacific. The Global Universities program aims to enhance internationalization, with courses in English and no Japanese required for entrance. Admissions requirements vary between Japanese and English programs but include entrance exams, interviews, transcripts, and language test scores. Researching universities and attending fairs is recommended. ISM
To be considered college ready, students must complete the A-G Requirements. This presentation includes required and suggested high school coursework for students to be ready for college.
This document summarizes a presentation about an accelerated dual-language education model for higher education. The presentation discusses the need for such a model given the growing Latino population in the US and barriers to higher education for Latinos. It describes the characteristics of the dual-language immersion model used, including using both English and Spanish in all courses, language placement testing, and hiring bilingual faculty. The presentation shares the experience of implementing this accelerated dual-language model at a university center in Orlando, which has experienced enrollment growth. It promotes partnering with other institutions and provides contact information for the program.
Hispanic Association of Colleges and Universities Phoenix, 2005
Analyze the need for Accelerated Dual Language education
Discuss the characteristics of the Accelerated Dual Language model
Share the experience of the implementation & assessment of the Accelerated Dual Language model
Present services and opportunities to establish Accelerated Dual Language programs
This document provides information about the application process for overseas Korean and international students seeking admission to Korean universities. It outlines the eligibility requirements, timeline, selection criteria, and required supporting documents for the different applicant categories. Students who have completed all 12 years of education overseas or have non-Korean nationality can apply without quotas in September or March. Universities evaluate applicants holistically based on transcripts, standardized test scores, language proficiency, extracurricular activities, and interviews. Strong applications include high grades, test scores, language abilities, and participation in school activities. Weaker applications may have lower academics and limited extracurricular involvement. All documents must be verified by the Korean Embassy.
This is a narrated slide presentation that reports on Dr. Lubienski's study of 7th-graders' experiences with a problem-centered curriculum, analyzing dependency on Socio-Economic Status (SES).
Summary of Results:
(1) āHigher SES students tended to display confidence and solve problems with an eye toward the intended mathematical ideasā
(2) āLower SES students preferred more external direction and sometimes approached problems in a way that caused them to miss the intended mathematical pointsā
Vincent and Yosef debated whether the percentage of people in Fresno/Clovis who would talk to scammers for over a minute would be above or below 10%. Vincent claimed it would be 10% or less, while Yosef believed it would be over 9%. To test this, a random sample of 120 people were called pretending to be a scammer. The results found that 15 out of 120 spoke for over a minute, supporting Yosef's hypothesis that the percentage is above 9% with a p-value of 0.089, making Yosef the winner.
Este documento describe el modelo de diseƱo instruccional de Morrison, Ross y Kemp. Este modelo define nueve elementos clave para el diseƱo instruccional que no siguen un orden secuencial, sino que enfatizan la evaluaciĆ³n continua. Los nueve elementos son: 1) identificar problemas y objetivos, 2) examinar caracterĆsticas de estudiantes, 3) identificar contenidos y actividades, 4) establecer objetivos de aprendizaje, 5) establecer secuencia de contenidos, 6) diseƱar estrategias de instrucciĆ³n, 7) planear entrega de contenidos
Materials that allow electricity to flow through them easily are called electrical conductors, while materials that do not allow electricity to flow are called insulators. An online experiment was conducted to test different objects and see which ones completed the electrical circuit by conducting electricity, and which did not complete the circuit because they insulated the electricity. The experiment helped determine whether each object was a conductor or insulator of electricity.
This study examined the impact of Howard Gardner's theory of multiple intelligences (MI) on third grade students' mastery of basic math skills. Two classrooms participated - one used traditional teaching methods while the other incorporated MI strategies. Students in the MI classroom showed greater improvement in math fact speed and accuracy after two weeks compared to the traditional classroom. Educator observations also found students in the MI classroom were more engaged. However, the study was limited in duration and longer research is needed to determine MI's impact on retention of math skills over subsequent years of schooling.
This document provides information for 8th grade students and parents about orientation for Gateway Regional High School. It discusses upcoming state testing, different instructional levels (general, college prep, honors, AP), required courses and credits needed to graduate. Elective course options are presented across various departments including science, math, social studies, world languages, business, music, art, technology and physical education. Dual enrollment opportunities are mentioned. Information is also provided about scheduling classes, waivers, extracurricular activities, National Honor Society requirements, college admission requirements, NCAA eligibility, financial aid like NJ STARS and Naviance.
This document provides incoming 9th grade students at Prosper High School with information about graduation requirements, course offerings, scheduling, and important dates. It outlines the recommended and distinguished achievement graduation programs, describes available core academic, elective, and CTE courses, and provides guidance on course selection and scheduling for the upcoming school year.
This document provides information for incoming freshman students and parents at Seymour High School. It outlines the various course offerings and pathways available, including AP, dual credit, C4 career training programs, and internship opportunities to help students earn college credits and explore careers. It details graduation requirements like the Core 40 diploma and end-of-course assessments. The document also answers common questions about scheduling, required classes, electives, lunch, counseling services and more to help guide students' first year of high school. Contact information is provided for the assigned counselors to help students select their initial course schedules.
This document provides incoming 9th grade students at Prosper High School with information about graduation requirements, course offerings, standardized testing, and important dates. It outlines the recommended 26-credit graduation program and distinguished achievement program. It describes available courses in core subjects, electives, and career pathways. It also provides details about GPA weighting, course changes, extracurricular activities, and counseling department contacts.
This document provides updates and clarification regarding Texas' Foundation High School Program (FHSP) graduation requirements. It defines key terms related to FHSP such as endorsements, distinguished level, and performance acknowledgements. It addresses questions about requirements for junior and senior students and the effects of testing on diploma plans. The document also provides guidance on topics like transfer credits, ARD committee decisions, English I provisions, speech requirements, prerequisites, dual credit courses, and science scope and sequence.
The presentation provided Clear Creek High School students and parents information about course registration for the upcoming school year. It reviewed graduation requirements, endorsement options, AP and pre-AP courses, the course selection process using online tools, and important deadlines. Students were encouraged to choose their courses carefully with their future goals in mind and select alternate courses in case their first choices were not available.
This document summarizes a junior parent meeting at Etowah High School on August 14, 2012. It provides information about graduation requirements, standardized testing, college planning, and career research that juniors and their parents need to be aware of. Contact information for counselors is listed. Important upcoming test dates and deadlines are highlighted. Requirements for the HOPE and Zell Miller scholarships in Georgia are outlined. Post-high school options like college, technical schools, apprenticeships, military service, and the workforce are also briefly discussed.
This document provides an overview of Clear Creek High School's course selection process for the 2021-2022 school year. It introduces administrators and counselors, outlines graduation requirements, describes course levels including Advanced Placement, and explains how to select courses online through Skyward. Students are encouraged to choose their courses carefully as changes will be limited once selected.
The document summarizes information presented at a 7th/8th grade parent night about preparing for high school and beyond. It discusses using EXPLORE test results to identify strengths/weaknesses and gauge readiness for high school courses and ACT benchmarks. The presentation also outlines dual enrollment, AP, and industry certification options in high school; scholarships and grants to make postsecondary education affordable; and emphasizes the importance of using high school opportunities to be prepared after graduation.
The document provides information to help international students navigate the US education system and Shoreline Community College. It includes:
1) An overview of the US education system including bachelor's degrees, associate degrees, and transferring from community college to university.
2) Details on the different programs of study available at Shoreline like professional/technical, high school completion, and academic transfer.
3) Information on classes, credits, general education requirements, and resources for academic transferring.
4) Guidance on registration, the grading system, important academic dates, and advising assistance available.
The document provides information for international students about navigating the US education system and programs of study at Shoreline Community College. It summarizes the types of degrees like associate degrees and bachelor degrees, as well as programs in professional/technical fields, high school completion, and academic transfer. It also outlines resources for academic advising, registration, math and English placement, and expectations for international students.
The document summarizes a parent information night about preparing students for high school and post-secondary options. It discusses the importance of the EXPLORE test in 8th grade, tips for doing well, and how scores can impact high school course placement. The summary also outlines the various programs, electives, clubs, and opportunities available to students in high school like AP, dual enrollment, EPSOs. Finally, it provides information on making post-secondary education affordable through programs like TN Promise, FAFSA, scholarships, and saving money.
IB Parents Options and Pathways November2013Alan Perkins
Ā
This document provides information about an information evening for Grade 10 students and parents regarding pathway and option choices for the final years of high school. It discusses the International Baccalaureate (IB) Diploma Programme and various course options including full diploma, individual courses, and career certificates. Statistics are presented on participation rates, pass rates, and university acceptance. The core elements of the IB including extended essay, theory of knowledge, and creativity/action/service requirements are outlined. Subject groups and course offerings are described along with course planning considerations. University admission data is shared supporting advantages of the IB Diploma.
This document provides information for 9th grade students at Discovery Canyon Campus to assist them in selecting courses for the upcoming 2014-15 school year. It outlines graduation requirements, an overview of the Middle Years Programme (MYP), typical class schedules, elective and required course options, the application process for honors classes, and instructions for requesting classes online. Key details include needing 50 credits to graduate, required core classes for 9th grade, and a window of February 21st - March 1st to enter course requests into the online system called IC.
The document summarizes information presented at a 7th/8th grade parent night about preparing for high school and postsecondary options. It discusses the importance of the EXPLORE test in 8th grade, opportunities in high school like dual enrollment and AP courses, and ways to make college affordable including TN Promise, Hope Scholarship, and FAFSA. Parents are encouraged to help their students be ready for high school and utilize all options to succeed in their education beyond high school.
Rising 9th Grade Registration Night PowerPoint (2-2-2015)Andy Lombardo
Ā
The document outlines information presented at a meeting for Maryville Junior High School parents and students. It discusses the path to college and careers, including GPA, testing, and course rigor. It provides details about courses, graduation requirements, and the registration process for freshman year. It also reviews athletic eligibility and available help for the online registration system.
This document provides information to help students prepare for life after middle school, including the requirements to graduate high school, general attendance policies, details about 4-year colleges, how grade point ratios are calculated, scholarships, individual graduation plans, and extracurricular activities. It outlines the core classes and credits needed to graduate as well as earn admission to 4-year universities. Students are also introduced to career clusters and advanced centers of study they can pursue in high school.
This document provides information about an options information evening for Grade 10 students at ACS Egham International School regarding their pathway and option choices for their final years of high school. It discusses the IB Diploma Programme, IB Courses/Certificates option, the new IB Career-related Programme (IBCP), and the American High School Diploma. The document provides details on the requirements, structures and assessments of the different programmes. It aims to help students understand the options available and choose the pathway that best suits them.
This document provides information about House Bill 5, which updated Texas high school graduation requirements and plans. It discusses the foundation high school program requirements, including the 22 credits needed. It also covers endorsements, which are a set of courses in a coherent sequence that represent a field of study. Students must complete the foundation requirements, have 4 math and 4 science credits, and the courses for one endorsement to receive a distinguished level of achievement. The document provides guidance on course sequencing, testing requirements, and recording student plans in the Public Education Information Management System.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
Ā
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
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these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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IvƔn Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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2. House Bill 5 āThe Basics
ā¢Accountability
ā¢Assessment
ā¢Graduation Plans
ā¢The goals:
ā¢the development of a more diverse workforce
ā¢sending students to the postsecondary level more prepared
ā¢The understanding is that each studentās path to the workforce is unique
The Intent
The Structure
3. House Bill 5 āThe Basics
ā¢Accountability
ā¢Assessment
ā¢Graduation Plans
ā¢The goals:
ā¢the development of a more diverse workforce
ā¢sending students to the postsecondary level more prepared
ā¢The understanding is that each studentās path to the workforce is unique
The Intent
The Structure
5. Parameters to follow
ļ¶āā¦students entering Grade 9 in the 2014-15 school year and thereafterā¦ā
ļ¶Endorsements, distinguished level and performance acknowledgements to be on studentsā transcript and diploma
ļ¶Students can move to a Foundation only diploma aftertheir sophomore year with:
ļ§Parent advisement
ļ§Parent signed permission
6. Can current high school students switch?
ā¢Yes, current high school students can opt for the new diploma program.
ā¢If they are class of 2014, they may onlyreceive a Foundation level diploma.
ā¢Students in the classes of 2015, 2016, 2017 must have the option available.
ā¢If done by ARDC, must be documented and take into consideration what is available.
7. āSpeech requirementā
(3) demonstrated proficiency, as determined by the district in which the student is enrolled, in
* delivering clear verbal messages;
* choosing effective nonverbal behaviors;
* listening for desired results;
* applying valid critical-thinking and problem-solving processes; and
* identifying, analyzing, developing, and evaluating communication skills needed for professional and social success in interpersonal situations, group interactions, and personal and professional presentations.
8. Speech course? The state says ānoā
ā¢Not required for a diploma for Foundation diploma students
ā¢Districts may opt to add it to their diploma requirements as a required āElectiveā but be sure that is necessary since it replaces another elective
ā¢Standards are within English/Language Arts TEKS (Oral Conventions)
ā¢Be open to many options your district offers.
ā¢*NOTE: Communication Applications (1/2 credit) is on the list of Advanced English courses āso consider impact in senior year
9. āSpeech proficiencyā?
ā¢Look for the speech component within the CTE TEKS
ā¢UIL activities (Extemporaneous Speaking; Oral Interpretation and Debate; One Act Play)
ā¢Competitions where students must present information
ā¢FFA
ā¢History Fair/Science Fair
ā¢FBLA
ā¢4H (or other outside activities)
ā¢HOSA
ā¢Skills USA
ā¢VASE
ā¢Mock Trial
ā¢TPSP for GT students (actually all students) Just create a documentation method for participation!
10. Graduation plans
ā¢Foundation requirements
ā¢Endorsements(4 Math & 4 Science & pathway credits)
ā¢STEM
ā¢Business and Industry
ā¢Public services
ā¢Arts and Humanities
ā¢Multidisciplinary
ā¢Distinguished (Endorsement with one math being Algebra II)
ā¢Performance AcknowledgementsKey phrase to look for: āone full or combination of two half creditsā
11. Start with adjustments, not additions
When reviewing diploma development in your district, ask yourselfā¦.
WHY?
HOW?
ā¢Why would we add in a course that the state doesnāt require?
ā¢How can we add more courses for more choices?
ā¢How does the student benefit in their post-secondary career from the courses they are taking?
13. Foundation credits = 22 credits
ā¢4 credits ELA/R
ā¢3 credits of Math
ā¢3 credits of Science
ā¢3 credits of Social Studies
ā¢1 credit of PE
ā¢1 credit of Fine Arts
ā¢2 credits of LOTE (Foreign Language)
ā¢Core subject areas credits and LOTE not used for core requirements
ā¢Fine Arts/Health/PE
ā¢CTE, Technology Applications, and Career Development
ā¢Consider overlap for Endorsement requirements
Electives ā5 credits
Basics ā17 credits
14. Scope and Sequence
ā¢English I, II and III required
ā¢ESOL I and II may substitute for students at Intermediate level of TELPAS
ā¢Fourth credit from one full/two half credits from the list of advanced courses
ā¢SBOE requires at least one other course to be offered besides English IV as advanced
ā¢U.S. History, Government and Economics required
ā¢Combo World Geo/World History class being developed
ā¢Cannot split World History and World Geography
Social Studies
ELA/R
15.
16. World Geo vs.World History vs. Both
ā¢Why require both courses if the state does not?
ā¢Have the curricular conversation
ā¢Consider having a stronger Social Studies program by having scaffoldedcourse completion which gets students more opportunities for performance acknowledgements.
Possibilities:
ā¢US History then AP or Dual Credit USH
ā¢World History then AP WH or AP Euro History or Dual Credit WH
ā¢AP Human Geography as a senior course
ā¢Government then AP US Govor AP Comparative Govor Dual Credit Texas Gov
ā¢Economics then AP or Dual Credit Microeconomics or Macroeconomics
"Hold students accountable to the highest standards, provide academic and social support, and they will rise to the challenge." AVID Founder Mary Catherine Swanson
17. Scope and Sequence
ā¢Biology required (may be AP or IB)
ā¢One credit from Second Science list
ā¢One additional credit that is one full credit ortwo half credits from Advanced list
ā¢Remember scaffolding possibilities
ā¢Algebra I and Geometry required
ā¢There are two lists of additional credit possibilities
ā¢Prerequisites affect the order of courses
Math
Science
Donāt forget CTE options and Endorsement crossovers!
18.
19.
20.
21. LOTE is now a ācoreā course
ā¢Students must have two credits from:
ā¢Same language
ā¢Computer programming languages
ā¢Special Topics in Language and Culture as the 2ndcourse
ā¢ARDC/504 decision ādecision for whole two credits
ā¢This does not ādowngradeā diploma
ā¢Committee of principal, parent and LOTE teacher to determine needs for the 2ndLOTE credit
ā¢Special Topics in Language and Culture
ā¢World History/World Geo if not used
ā¢Computer language
ā¢Different language
Considerations
LOTE (Foreign Language)
22. For ARDC to decide
From TEA:
A student, who due to a disability, is unable to complete two credits in the same language in LOTE, may substitute:
ā¢a combination of two credits from English language arts, mathematics, science, or social studies;
ā¢two credits in career and technical education or technology applications
The determination regarding a student's ability to complete the LOTE credit requirements will be made by:
the student's ARD committee if the student receives special education services under the TEC, Chapter 29, Subchapter A
or the committee established for the student under Section 504, Rehabilitation Act of 1973 (29 United States Code (USC), Ā§794)
23. Scope and Sequence
ā¢Any combination of one half to one credit
ā¢Local district allowable course that meets criteria
ā¢Athletics/JROTC and privately sponsored PE activities which meet requirements
ā¢Drill team /Band/ Cheerleading according to local district policy
ā¢ācredit may be selected from the following coursesā¦ā
ā¢Areas of: Art, Dance, Music, Theatre, Principles of Floral Design, Digital Art and Animation, 3-D Modeling and Animation
ā¢Community-based fine arts programs allowed w/board approval
Fine Arts
PE
24. Other Elective possibilities
ā¢State approved innovative courses (including AVID courses)
ā¢JROTC āone to four credits āDonāt forget this is an Endorsement!
ā¢Driverās education (1/2 credit)
26. Endorsements
ā¢Specified in writing by student when entering 9thgrade
ā¢Must have 4 math and 4 science for any Endorsement
ā¢Minimum 26 credits (remember your 5 electives help with Endorsement requirements)
ā¢More than one track before junior year (does not entitle enrollment over 26 credits)
ā¢May change at any time
ā¢School districts decide the coherent sequence for Endorsement (must follow prerequisites)
27. Endorsements
ā¢Remember, āa course completed as part of a set of the four courses needed to satisfy the endorsement requirement may also satisfy a requirement underā¦ [Foundation] including an electiveā
ā¢To earn Endorsement:
ā¢Foundation requirements
ā¢Additional credit in math from list Additional credit in science from list
28.
29.
30. Scope and Sequence
Three options
ā¢Four advanced courses that allow entry into workforce or college without remediation from within one endorsement or among endorsement areas not in coherent sequence
OR
ā¢Four credits in four foundation subject areas including English IV and Chemistry and/or Physics
OR
ā¢Four AP, IB or Dual Credit courses including one credit in each Foundation subject
Multidisciplinary āa must
31. Scope and Sequence
Five options which include Algebra II, Chemistry, and Physics required for all
Two options
ā¢Coherent sequence of 3 or more courses for 4 or more credits with at least 1 advanced CTE course in various areas
ā¢4 English elective classes (Journalism and Speech courses)
Business & Industry
STEM
32.
33.
34.
35.
36. Scope and Sequence
Two options:
ā¢Coherent sequence of 3 or more courses for 4 or more credits with at least 1 advanced CTE
ā¢Four courses in JROTC
Five options:
ā¢5Social Studies courses
ā¢4 of same LOTE
ā¢2 levels of LOTE in two LOTE
ā¢4 sign language
ā¢Coherent sequence of fine arts
Arts & Humanities
Public services
37.
38.
39. Itās all about the final courseā¦
When determining what Endorsement(s) a student has achieved, you will look at the final coursewithin the coherent sequence as the determining factor!
40. CTE and Fine Arts ā from nice to have to need to have
CTE
ā¢Note how many of the Endorsements require CTE courses
ā¢Look at CTE Matrix and Capacity Tool
ā¢What do you have? Where can you grow?
Fine Arts
ā¢What advanced option possibilities are available for your district?
ā¢Remember the alternating year possibility to make best use of staffing.
42. Distinguished Level
Mustinclude:
ā¢Foundation requirements
ā¢4 credits of Science
ā¢4 credits of Math
ā¢Requirements for one Endorsement
ā¢Algebra II as one of the 4 Math credits
43. Performance Acknowledgements
ļ¶Dual creditā12 hours with 3.0+ or an Associate degree
ļ¶AP score 3+ or IB exams scoring 4+
ļ¶Earning a nationally or internationally recognized business or industry certification/license
44. Performance Acknowledgements
ļ¶PSAT, SAT, ACT-PLAN, ACT
ļ¶PSAT = commended scholar or higher
ļ¶ACT-PLAN = college readiness in two of four subject areas
ļ¶SAT = combined reading and math score of 1250+
ļ¶ACT = composite score of 28 (excluding writing)
45. Performance Acknowledgements
ļ¶For this, ELL must exit ESL and score AH on TELPAS
ļ¶Bilingualism/BiliteracyāELAR average of 80+ and one of:
ļ§3 LOTE with GPA of 80+
ļ§Proficiency in Level IV LOTE with GPA of 80+
ļ§3 credits of LOTE with GPA of 80+
ļ§Proficiency shown through:
ā¢3+ on AP exam in LOTE
ā¢4+ on IB exam in LOTE
ā¢National assessment of Intermediate High
46. Building programs
Look at the Performance Acknowledgements to consider how to add some programs and courses that support students to achieve
ā¢How many dual credits courses do you offer?
ā¢How is the curricular alignment in your LOTE program?
ā¢Are there SAT/ACT prep opportunities?
ā¢Can you expand AP program?
52. ESC Region 12 Tools Planning support guide
ā¢Geared towards graduation plans and testing decisions
ā¢All questions to help you implement new diploma plans.
ā¢Categories:
ā¢Master Schedule
ā¢Testing
ā¢Special Populations
ā¢Logistics
53. ESC Region 12 ToolsTimeline with Appendices
ā¢Timeline organized by semesters
ā¢Outlines decisions needing focus at that time
ā¢Appendices at the back have list of advanced courses, endorsement options (from TEA) and prerequisites
54. Moving forward towards implementation
Remember the ESC Region 12 HB5 page is updated regularly.
It is organized by tabs so you can focus on your needs.
www.esc12.net/hb5
Feel free to contact us with questions:
Denise Bell dbell@esc12.net
Stephanie Kucera skucera@esc12.net
Chris Holecek cholecek@esc12.net
JeniJanek jjanek@esc12.net