The document provides an overview of mathematics curriculum, instruction, assessment, and professional development initiatives for the 2009-2010 school year in Houston ISD. Key activities include implementing a new textbook program, developing curriculum planning guides, introducing district-wide problem solving journals, administering formative assessments, and offering professional learning opportunities for teachers. Assessment data shows improvement in TAKS passing rates and value-added gains over time, though some gaps remain for economically disadvantaged students.
The document provides a brief history of mathematics education standards leading up to the Common Core State Standards, adopted in 2010. It describes key lessons learned about how students best learn mathematics, primarily by doing math rather than just listening. The goals of the Common Core are to provide consistent standards to prepare students for college and careers and compete globally. The standards focus on coherence, clarity, and specificity. They describe mathematical practices and content domain progressions from kindergarten through high school.
This document outlines the agenda for a professional development session on algebraic readiness. The day-long session is divided into three parts. Session I focuses on setting the stage for algebraic readiness by exploring number sense, patterns, and the development of algebraic thinking from kindergarten through 5th grade standards. Session II examines the trajectory of algebra concepts through middle and high school standards. Session III provides lesson planning resources and interactive activities centered around algebraic thinking and the Standards for Mathematical Practice.
This document presents data on 5th grade science test scores, attendance rates, and referral rates for KIPP Voyage Academy for Girls in 2009. It shows that the academy had lower passing rates than KIPP Houston, the district, and the state average. Attendance rates decreased slightly over the school year while referral rates increased. The document prompts discussion of how these factors may have influenced test scores and goals to improve scores and attendance by 2011. It outlines developing action plans to achieve 100% passing rates by 2013 through identifying contributing issues, monitoring struggling students, and regularly checking data progress.
The document discusses mathematical literacy and how to best structure the school curriculum to help students achieve it. It presents topics that could be covered in grades 10-12, including application topics like patterns and finance, and basic skills topics like measurement, numbers, and data handling. It considers how prescriptive the curriculum should be and whether best practices are known. It also examines how to integrate mathematical content with real-life contexts and problem-solving skills. There is discussion on ensuring progression in content, contexts, and confidence in problem-solving from grades 10-12. Questions are raised about whether the current curriculum is achieving its goals and how it could be improved.
1. The document aims to provide clearer guidance on the content and skills to be taught in Mathematical Literacy by detailing the specific concepts to be covered in each topic and grade level.
2. Assessment would change to include two exam papers - one focusing on skills in familiar contexts, and one requiring both mathematical and non-mathematical approaches to familiar and unfamiliar contexts.
3. The document proposes distributing exam marks according to a taxonomy of levels, from simple recall to complex problem-solving, though challenges remain in aligning this to the philosophy of the subject.
The Levels of Thinking in AP Vertical Teamskileyandjulie
This document outlines the process undertaken by Ruston High School to improve its Advanced Placement program through developing skill progressions and aligning curriculum across courses. It involved conducting an alignment study to identify gaps, creating charts to illustrate skill progressions, and developing an intensive professional development plan involving workshops and institutes. The goal was to ensure courses are focused on deeper learning of skills and concepts necessary for success in AP courses. Assessment development and interdisciplinary opportunities were also part of the work. The results included improved performance scores, ACT averages, and AP exam pass rates after implementation.
K-8 Mathematics Update to Chicago Board of EducationMichael Lach
This is a 15-minute presentation I made to the Board of Education during the public participation segment of the October 2006 board meeting. These slides were the support displayed full-screen on video while I talked.
This document summarizes an informational meeting about the E-Rate program and Kaufman Independent School District's (KISD) involvement. It defines E-Rate as a program that provides discounts for schools and libraries to access telecommunications and internet. The meeting reviewed KISD's technology assessment data, long-range technology plan with goals in different areas, and three-year budget. It outlined the E-Rate application and bidding process and explained that receiving discounts is the final step. The technology plan and limited budget aim to meet teacher and student needs despite economic challenges.
The document provides a brief history of mathematics education standards leading up to the Common Core State Standards, adopted in 2010. It describes key lessons learned about how students best learn mathematics, primarily by doing math rather than just listening. The goals of the Common Core are to provide consistent standards to prepare students for college and careers and compete globally. The standards focus on coherence, clarity, and specificity. They describe mathematical practices and content domain progressions from kindergarten through high school.
This document outlines the agenda for a professional development session on algebraic readiness. The day-long session is divided into three parts. Session I focuses on setting the stage for algebraic readiness by exploring number sense, patterns, and the development of algebraic thinking from kindergarten through 5th grade standards. Session II examines the trajectory of algebra concepts through middle and high school standards. Session III provides lesson planning resources and interactive activities centered around algebraic thinking and the Standards for Mathematical Practice.
This document presents data on 5th grade science test scores, attendance rates, and referral rates for KIPP Voyage Academy for Girls in 2009. It shows that the academy had lower passing rates than KIPP Houston, the district, and the state average. Attendance rates decreased slightly over the school year while referral rates increased. The document prompts discussion of how these factors may have influenced test scores and goals to improve scores and attendance by 2011. It outlines developing action plans to achieve 100% passing rates by 2013 through identifying contributing issues, monitoring struggling students, and regularly checking data progress.
The document discusses mathematical literacy and how to best structure the school curriculum to help students achieve it. It presents topics that could be covered in grades 10-12, including application topics like patterns and finance, and basic skills topics like measurement, numbers, and data handling. It considers how prescriptive the curriculum should be and whether best practices are known. It also examines how to integrate mathematical content with real-life contexts and problem-solving skills. There is discussion on ensuring progression in content, contexts, and confidence in problem-solving from grades 10-12. Questions are raised about whether the current curriculum is achieving its goals and how it could be improved.
1. The document aims to provide clearer guidance on the content and skills to be taught in Mathematical Literacy by detailing the specific concepts to be covered in each topic and grade level.
2. Assessment would change to include two exam papers - one focusing on skills in familiar contexts, and one requiring both mathematical and non-mathematical approaches to familiar and unfamiliar contexts.
3. The document proposes distributing exam marks according to a taxonomy of levels, from simple recall to complex problem-solving, though challenges remain in aligning this to the philosophy of the subject.
The Levels of Thinking in AP Vertical Teamskileyandjulie
This document outlines the process undertaken by Ruston High School to improve its Advanced Placement program through developing skill progressions and aligning curriculum across courses. It involved conducting an alignment study to identify gaps, creating charts to illustrate skill progressions, and developing an intensive professional development plan involving workshops and institutes. The goal was to ensure courses are focused on deeper learning of skills and concepts necessary for success in AP courses. Assessment development and interdisciplinary opportunities were also part of the work. The results included improved performance scores, ACT averages, and AP exam pass rates after implementation.
K-8 Mathematics Update to Chicago Board of EducationMichael Lach
This is a 15-minute presentation I made to the Board of Education during the public participation segment of the October 2006 board meeting. These slides were the support displayed full-screen on video while I talked.
This document summarizes an informational meeting about the E-Rate program and Kaufman Independent School District's (KISD) involvement. It defines E-Rate as a program that provides discounts for schools and libraries to access telecommunications and internet. The meeting reviewed KISD's technology assessment data, long-range technology plan with goals in different areas, and three-year budget. It outlined the E-Rate application and bidding process and explained that receiving discounts is the final step. The technology plan and limited budget aim to meet teacher and student needs despite economic challenges.
The document provides instructions for kindergarten teachers in the Rochester City School District to administer mathematics performance assessments aligned to the Common Core standards using an online system called LinkIt, including logging into LinkIt, the timeline and process for pre- and post-assessments, how to read the assessment tasks and rubrics, and directing teachers to test students individually on 12 tasks assessing skills like counting, comparing numbers, addition, shapes, and measurement.
This document provides data and analysis on student performance at a high school over several years. It shows improvements in math, science, reading, and writing scores on standardized tests from 2007-2012. Interventions like math lab, literacy lab, and writing lab helped move more students to proficiency. The school outperformed its district reference group and state averages in most subjects and years. Ongoing professional development focused on literacy strategies is credited for gains. Moving forward, the school will focus on moving more students from proficiency to advanced levels, with close attention to subgroups. Analysis of current 9th graders' prior test data will guide instruction.
The document discusses the Texas STaR Chart, which was developed in 2006-2007 as part of a long-range technology plan for Texas schools. The STaR Chart is used to review progress towards technology goals at the state, district, and school level. Lindale Junior High School has been classified as "Developing Technology" for several years based on the STaR Chart review. The school aims to improve technology integration and student use of technology to achieve the "Target Technology" classification.
The document discusses the Texas STaR Chart, which was developed in 2006-2007 as part of a long-range technology plan for Texas schools. The STaR Chart is used to review progress towards technology goals at the state, district, and school level. Lindale Junior High School has been classified as "Developing Technology" for several years based on the STaR Chart review. The school aims to improve technology integration and student use of technology to achieve the "Target Technology" classification.
This document provides information about NFBM Jagruti School, a school for visually impaired girls in India. It summarizes enrollment numbers, expenditures, highlights from the past quarter, student attendance and assessments, proposed budgets, and plans for various subjects. In the past year, the school had 129 enrolled students, with a per beneficiary cost of Rs. 11,209. Plans for the upcoming year include adding early childhood education, an English language training program, and providing placement or higher education opportunities after 12th grade.
Dactm 2015 state assessment update for spring 2016acreace
This document summarizes Michigan's M-STEP assessment for mathematics and science. It outlines the test development process including item writing, review, field testing, and standard setting. It provides examples of test item types for both subjects, including multiple choice, technology-enhanced, and constructed response items. Timelines are given for transitioning to new science standards. Resources for further information are also listed.
The document summarizes the findings of Sabine Pass School's STaR Chart, which measures the school's progress in meeting Texas technology goals. The STaR Chart data shows improvement from 2008-2009 to 2009-2010 but a decline from 2009-2010 to 2010-2011 in the areas of Teaching and Learning, Educator Preparation, Leadership and Support, and Infrastructure. To reverse this trend, the presentation recommends increasing technology-focused professional development, developing collaborative solutions to better integrate technology into the curriculum, improving infrastructure, and establishing a committee to improve STaR Chart performance.
Increasing Student Success with Pre-enrollment and Self-registration Prep Cou...D2L Barry
Presenter: Dave Kell, New Brunswick Community College
At Holland College in Charlottetown, PEI on May 31, 2019.
D2L Connection: Atlantic Provinces is your opportunity to connect with peers and D2L staff, exchange product feedback, share effective practices, and network with other Learning Professionals.
The document discusses Texas' use of vertical scale scores (VSS) and the Texas Projection Measure (TPM) to assess student growth on standardized tests and project future performance. VSS allow scores to be compared across grade levels, while TPM projects whether students will pass future assessments based on current scores. The document provides details on how VSS and TPM are calculated and used in Texas' accountability system.
Action research on grading and assessment practices of grade 7 mathematicsGary Johnston
The document discusses changes made to the 7th grade math program, including shifting to a grading system that emphasized summative assessments over assignments. Test scores and student surveys showed benefits from this change, such as higher test scores and students reporting improved learning and lower stress. The grading change aimed for students to take responsibility as learners through mastery-based assessments rather than multiple chances. Differentiated practice levels and targeted test preparation helped students learn effectively.
View the details of the Orange Board of Education’s 2012-2013 Budget as presented by Superintendent Lynn McMullin on April 25th at the Annual Budget Meeting held at High Plains. The budget is a 1.1% increase over the previous year’s budget and supports significant advancements in technology and a new math curriculum.
This document is a 2012-2013 report card for Big Walnut High School that provides grades and performance data across several measures. The school received an overall grade of A for achievement, B for progress, and A's for most other graded components. Charts and tables show the school met nearly all achievement indicators and had high graduation rates. Data on gifted students show most performed at accelerated or advanced levels on tests.
The keynote presentation at a mathematics conference addressed several issues:
1) National attainment in mathematics has risen but problem solving skills are lacking.
2) Pupils' achievement declines at successive key stages, and gaps remain between disadvantaged students and peers.
3) Teaching quality varies significantly both between schools and within schools, with conceptual understanding and problem solving underemphasized. The presentation aimed to help attendees identify priorities to strengthen mathematics teaching and learning at their schools.
Webquest Descriptive Statistics of the NCAAsrthomas
This WebQuest assignment uses descriptive statistics to analyze the performance of NCAA men's basketball teams from the Big 10 conference. Students are divided into groups and assigned roles to research statistics on 2-4 favorite teams, calculate descriptive statistics, conduct statistical tests, create visualizations, and present their findings. The goal is for students to apply their statistical knowledge to real-world sports data and communicate their analysis.
This WebQuest assignment uses descriptive statistics to analyze the performance of NCAA men's basketball teams from the Big 10 conference. Students are divided into groups and assigned roles to research statistics on 2-4 teams, calculate descriptive statistics, conduct statistical tests, create visualizations, and present their findings. The goal is for students to apply their statistical knowledge to real-world sports data and communicate their analysis.
This WebQuest assigns students to analyze descriptive statistics of NCAA basketball teams. Students will be grouped and each assigned a role, such as researcher or statistician. They will use websites to find statistics on 2-4 Big 10 teams. Students will then calculate descriptive statistics, conduct tests, create visuals, and present their findings. The goal is for students to apply their knowledge of descriptive statistics to real sports data.
This document provides instructions for an assignment assessing students' analysis of a state's campus technology assessment tool. Students are asked to analyze the Texas Campus STaR Chart, which evaluates schools' progress in four technology domains. Students must access the online STaR Chart, analyze data for their selected campus over three years, and answer questions about strengths, weaknesses, and areas for discussion. They are also instructed to create an educational blog and make posts on technology assessment and their campus STaR Chart findings. The assignment will be evaluated based on criteria such as thoroughness, use of evidence, and writing mechanics.
1. The document provides information about an orientation session for a business statistics course, including the contact information for the instructor, Ahmad Jalil Ansari.
2. It outlines the course objectives to introduce basic statistical techniques applicable to business studies and research. Upon completing the course, students will be able to use statistical tools in various fields.
3. The document details the topics to be covered in the course before and after midterms, drawing mainly from the textbook "Statistics for Management, 7th Edition".
Forecasting Questions
Student Name
University Affiliate
Forecasting Questions
Problem 1: Planning
Step 1: Define – Create a list of all the tasks that require to be completed so as to complete this examination appropriately and keep a track of the tasks accordingly
Step 2: Plan – What information is available for solving the problem? Lecture Notes and Canvas Handouts. The lecture Notes provided is from Notes on PERT Chart, GRANTT Chart and Activity Matrix.
Step 3: Execute - Create an activity matrix and a table to make comparisons on your plan
Activity Matrix
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
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A
A
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x
B
B
x
C
X
x
C
x
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x
D
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E
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GRANTT chart
GANTT CHART
PROJECT TITLE
CSE171B Midterm
COMPANY NAME
CSE171B
PROJECT MANAGER
Shen Cheng
DATE
2/11/2019
WBS NUMBER
TASK TITLE
TASK OWNER
START DATE
END DATE
DURATION
PCT OF TASK COMPLETE
FRIDAY
SATURDAY
SUNDAY
MONDAY
TUESDAY
1
Problem 1: Planning
1.1
Activity Matrix
Shen Cheng
2/7/20
2/7/20
1
100%
1.2
GANTT chart
Shen Cheng
2/7/20
2/11/20
1
100%
1.3
PERT Chart
Shen Cheng
2/7/20
2/11/20
1
100%
1.4
Keep track of each task and document
Completion
Shen Cheng
2/7/20
2/11/20
100%
2
Problem 2
2.1
Read the Specialty Packaging Corporation Case
Study
Shen Cheng
2/8/20
2/8/20
1
100%
2.2
Competitive Strategy
Shen Cheng
2/8/20
2/8/20
1
100%
2.3
Supply Chain Strategy
Shen Cheng
2/8/20
2/8/20
1
100%
2.4
Where does SPC lie in the zone of strategic fit
between IDU and responsiveness?
Shen Cheng
2/8/20
2/8/20
1
100%
2.5
Identify what SPC’s high-level SC strategy
should be for each of the SC drivers.
Shen Cheng
2/8/20
2/8/20
1
100%
3
Problem 3
3.1
Form Hypothesis
Shen Cheng
2/8/20
2/10/20
1
100%
3.2
Forecast Demand for clear plastic using the 5
Methods
Shen Cheng
2/8/20
2/10/20
1
100%
3.3
Identify the better method for Clear Plastic.
Shen Cheng
2/8/20
2/10/20
1
100%
3.4
Was the Hypothesis Correct?
Shen Cheng
2/8/20
2/10/20
1
100%
3.5
Forecast Demand for 2007 Clear Plastic.
Shen Cheng
2/8/20
2/10/20
1
100%
4
Problem 4
4.1
Why should ...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
The document provides instructions for kindergarten teachers in the Rochester City School District to administer mathematics performance assessments aligned to the Common Core standards using an online system called LinkIt, including logging into LinkIt, the timeline and process for pre- and post-assessments, how to read the assessment tasks and rubrics, and directing teachers to test students individually on 12 tasks assessing skills like counting, comparing numbers, addition, shapes, and measurement.
This document provides data and analysis on student performance at a high school over several years. It shows improvements in math, science, reading, and writing scores on standardized tests from 2007-2012. Interventions like math lab, literacy lab, and writing lab helped move more students to proficiency. The school outperformed its district reference group and state averages in most subjects and years. Ongoing professional development focused on literacy strategies is credited for gains. Moving forward, the school will focus on moving more students from proficiency to advanced levels, with close attention to subgroups. Analysis of current 9th graders' prior test data will guide instruction.
The document discusses the Texas STaR Chart, which was developed in 2006-2007 as part of a long-range technology plan for Texas schools. The STaR Chart is used to review progress towards technology goals at the state, district, and school level. Lindale Junior High School has been classified as "Developing Technology" for several years based on the STaR Chart review. The school aims to improve technology integration and student use of technology to achieve the "Target Technology" classification.
The document discusses the Texas STaR Chart, which was developed in 2006-2007 as part of a long-range technology plan for Texas schools. The STaR Chart is used to review progress towards technology goals at the state, district, and school level. Lindale Junior High School has been classified as "Developing Technology" for several years based on the STaR Chart review. The school aims to improve technology integration and student use of technology to achieve the "Target Technology" classification.
This document provides information about NFBM Jagruti School, a school for visually impaired girls in India. It summarizes enrollment numbers, expenditures, highlights from the past quarter, student attendance and assessments, proposed budgets, and plans for various subjects. In the past year, the school had 129 enrolled students, with a per beneficiary cost of Rs. 11,209. Plans for the upcoming year include adding early childhood education, an English language training program, and providing placement or higher education opportunities after 12th grade.
Dactm 2015 state assessment update for spring 2016acreace
This document summarizes Michigan's M-STEP assessment for mathematics and science. It outlines the test development process including item writing, review, field testing, and standard setting. It provides examples of test item types for both subjects, including multiple choice, technology-enhanced, and constructed response items. Timelines are given for transitioning to new science standards. Resources for further information are also listed.
The document summarizes the findings of Sabine Pass School's STaR Chart, which measures the school's progress in meeting Texas technology goals. The STaR Chart data shows improvement from 2008-2009 to 2009-2010 but a decline from 2009-2010 to 2010-2011 in the areas of Teaching and Learning, Educator Preparation, Leadership and Support, and Infrastructure. To reverse this trend, the presentation recommends increasing technology-focused professional development, developing collaborative solutions to better integrate technology into the curriculum, improving infrastructure, and establishing a committee to improve STaR Chart performance.
Increasing Student Success with Pre-enrollment and Self-registration Prep Cou...D2L Barry
Presenter: Dave Kell, New Brunswick Community College
At Holland College in Charlottetown, PEI on May 31, 2019.
D2L Connection: Atlantic Provinces is your opportunity to connect with peers and D2L staff, exchange product feedback, share effective practices, and network with other Learning Professionals.
The document discusses Texas' use of vertical scale scores (VSS) and the Texas Projection Measure (TPM) to assess student growth on standardized tests and project future performance. VSS allow scores to be compared across grade levels, while TPM projects whether students will pass future assessments based on current scores. The document provides details on how VSS and TPM are calculated and used in Texas' accountability system.
Action research on grading and assessment practices of grade 7 mathematicsGary Johnston
The document discusses changes made to the 7th grade math program, including shifting to a grading system that emphasized summative assessments over assignments. Test scores and student surveys showed benefits from this change, such as higher test scores and students reporting improved learning and lower stress. The grading change aimed for students to take responsibility as learners through mastery-based assessments rather than multiple chances. Differentiated practice levels and targeted test preparation helped students learn effectively.
View the details of the Orange Board of Education’s 2012-2013 Budget as presented by Superintendent Lynn McMullin on April 25th at the Annual Budget Meeting held at High Plains. The budget is a 1.1% increase over the previous year’s budget and supports significant advancements in technology and a new math curriculum.
This document is a 2012-2013 report card for Big Walnut High School that provides grades and performance data across several measures. The school received an overall grade of A for achievement, B for progress, and A's for most other graded components. Charts and tables show the school met nearly all achievement indicators and had high graduation rates. Data on gifted students show most performed at accelerated or advanced levels on tests.
The keynote presentation at a mathematics conference addressed several issues:
1) National attainment in mathematics has risen but problem solving skills are lacking.
2) Pupils' achievement declines at successive key stages, and gaps remain between disadvantaged students and peers.
3) Teaching quality varies significantly both between schools and within schools, with conceptual understanding and problem solving underemphasized. The presentation aimed to help attendees identify priorities to strengthen mathematics teaching and learning at their schools.
Webquest Descriptive Statistics of the NCAAsrthomas
This WebQuest assignment uses descriptive statistics to analyze the performance of NCAA men's basketball teams from the Big 10 conference. Students are divided into groups and assigned roles to research statistics on 2-4 favorite teams, calculate descriptive statistics, conduct statistical tests, create visualizations, and present their findings. The goal is for students to apply their statistical knowledge to real-world sports data and communicate their analysis.
This WebQuest assignment uses descriptive statistics to analyze the performance of NCAA men's basketball teams from the Big 10 conference. Students are divided into groups and assigned roles to research statistics on 2-4 teams, calculate descriptive statistics, conduct statistical tests, create visualizations, and present their findings. The goal is for students to apply their statistical knowledge to real-world sports data and communicate their analysis.
This WebQuest assigns students to analyze descriptive statistics of NCAA basketball teams. Students will be grouped and each assigned a role, such as researcher or statistician. They will use websites to find statistics on 2-4 Big 10 teams. Students will then calculate descriptive statistics, conduct tests, create visuals, and present their findings. The goal is for students to apply their knowledge of descriptive statistics to real sports data.
This document provides instructions for an assignment assessing students' analysis of a state's campus technology assessment tool. Students are asked to analyze the Texas Campus STaR Chart, which evaluates schools' progress in four technology domains. Students must access the online STaR Chart, analyze data for their selected campus over three years, and answer questions about strengths, weaknesses, and areas for discussion. They are also instructed to create an educational blog and make posts on technology assessment and their campus STaR Chart findings. The assignment will be evaluated based on criteria such as thoroughness, use of evidence, and writing mechanics.
1. The document provides information about an orientation session for a business statistics course, including the contact information for the instructor, Ahmad Jalil Ansari.
2. It outlines the course objectives to introduce basic statistical techniques applicable to business studies and research. Upon completing the course, students will be able to use statistical tools in various fields.
3. The document details the topics to be covered in the course before and after midterms, drawing mainly from the textbook "Statistics for Management, 7th Edition".
Forecasting Questions
Student Name
University Affiliate
Forecasting Questions
Problem 1: Planning
Step 1: Define – Create a list of all the tasks that require to be completed so as to complete this examination appropriately and keep a track of the tasks accordingly
Step 2: Plan – What information is available for solving the problem? Lecture Notes and Canvas Handouts. The lecture Notes provided is from Notes on PERT Chart, GRANTT Chart and Activity Matrix.
Step 3: Execute - Create an activity matrix and a table to make comparisons on your plan
Activity Matrix
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
A
A
x
x
B
B
x
C
X
x
C
x
D
x
D
E
E
x
F
x
F
X
G
x
x
G
X
H
x
x
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H
I
x
x
X
X
I
x
J
J
x
K
x
K
x
L
x
x
L
x
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x
x
x
M
x
N
x
x
x
x
N
x
O
O
P
x
P
Q
x
x
Q
x
R
x
R
S
x
S
GRANTT chart
GANTT CHART
PROJECT TITLE
CSE171B Midterm
COMPANY NAME
CSE171B
PROJECT MANAGER
Shen Cheng
DATE
2/11/2019
WBS NUMBER
TASK TITLE
TASK OWNER
START DATE
END DATE
DURATION
PCT OF TASK COMPLETE
FRIDAY
SATURDAY
SUNDAY
MONDAY
TUESDAY
1
Problem 1: Planning
1.1
Activity Matrix
Shen Cheng
2/7/20
2/7/20
1
100%
1.2
GANTT chart
Shen Cheng
2/7/20
2/11/20
1
100%
1.3
PERT Chart
Shen Cheng
2/7/20
2/11/20
1
100%
1.4
Keep track of each task and document
Completion
Shen Cheng
2/7/20
2/11/20
100%
2
Problem 2
2.1
Read the Specialty Packaging Corporation Case
Study
Shen Cheng
2/8/20
2/8/20
1
100%
2.2
Competitive Strategy
Shen Cheng
2/8/20
2/8/20
1
100%
2.3
Supply Chain Strategy
Shen Cheng
2/8/20
2/8/20
1
100%
2.4
Where does SPC lie in the zone of strategic fit
between IDU and responsiveness?
Shen Cheng
2/8/20
2/8/20
1
100%
2.5
Identify what SPC’s high-level SC strategy
should be for each of the SC drivers.
Shen Cheng
2/8/20
2/8/20
1
100%
3
Problem 3
3.1
Form Hypothesis
Shen Cheng
2/8/20
2/10/20
1
100%
3.2
Forecast Demand for clear plastic using the 5
Methods
Shen Cheng
2/8/20
2/10/20
1
100%
3.3
Identify the better method for Clear Plastic.
Shen Cheng
2/8/20
2/10/20
1
100%
3.4
Was the Hypothesis Correct?
Shen Cheng
2/8/20
2/10/20
1
100%
3.5
Forecast Demand for 2007 Clear Plastic.
Shen Cheng
2/8/20
2/10/20
1
100%
4
Problem 4
4.1
Why should ...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
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Azure Interview Questions and Answers PDF By ScholarHat
Hisd Elem Math 2009 2010
1. The State of Houston ISD
Elementary Mathematics
September 2009
Houston ISD-Elementary Mathematics Department
2. Houston ISD’s Current Reality
Vision Building:Vision Building: What does quality elementary
mathematics teaching and learning look like in
Houston ISD?
Solution: Houston ISD Elementary
Mathematics Curriculum, Instruction and
Assessment Tools
What is the impact on mathematics student
achievement and progress in Houston ISD?
What is happening in elementary mathematics
for school year 2009-2010?
3. WhatWhat Houston ISDHouston ISD CurriculumCurriculum resources areresources are
at teacher and administrator fingertipsat teacher and administrator fingertips
to respond this question?to respond this question?
Vertical Alignment MatrixVertical Alignment Matrix
TEKS/TAKS CorrelationTEKS/TAKS Correlation
Horizontal Alignment Planning GuidesHorizontal Alignment Planning Guides
The Year-at-a-GlanceThe Year-at-a-Glance
PLC Question #1: What is it we want ourPLC Question #1: What is it we want our
students to learn?students to learn?
8. The Toolbox!The Toolbox!
PK-5 Every
Day Counts
Calendar Math
District-
Produced
Elem
Math TV
Show
Newly Adopted and
Implemented Textbook
Resources
Developing
Mathematical
Ideas (DMI)
Professional
Development
SuperSource CD
Manipulative
Lessons
9. District-wide Mathematics Problem SolvingDistrict-wide Mathematics Problem Solving
Graphic OrganizerGraphic Organizer
NEW
in
2009-
2010
10. PLC Questions 2 and 3: How do we know ourPLC Questions 2 and 3: How do we know our
students are learning? How do we respond when astudents are learning? How do we respond when a
student is or is not learning?student is or is not learning?
Grades K-2 Assessing Math
Concepts/Kathy Richardson
Assessments using PDA/Palm
Technology
Grades 3-5 Nine-Week
Formative Curriculum
Benchmark Assessments
11. How are HISD students performing on the K-2 palm-based
Assessing Math Concepts (AMC) by Kathy Richardson?
12. Kindergarten-Counting Objects
Task Met Benchmark
Task 1: Count a Pile (21+) 84%
Task 2: Make a Pile (18) 78%
Task 3: 1 More/1 Less with Counters (12+) 62%
Task 4: 1 More/1 Less without Counters (12+) 53%
Grade One-Hiding Assessment Facts to 10
Task Met Benchmark
Part 1: With Counters (7+) 64%
Part 2: Without Counters (7+) 64%
Grade Two-2-Digit Addition and Subtraction
Task Met Benchmark
Part 1: Two-Digit Addition 70%
Part 2: Two-Digit Subtraction 57%
How are HISD students performing on the K-2 palm-basedHow are HISD students performing on the K-2 palm-based
Assessing Math Concepts (AMC)Assessing Math Concepts (AMC) by Kathy Richardson?by Kathy Richardson?
13. HISD Math
TAKS
Passing
Rate
2005 2006 2007 2008 2009 2005-2009
Comparison
Grade 3 71 72 75 78 82 +11
Grade 4 69 77 80 82 86 +17
Grade 5 68 76 81 82 84 +16
Texas
Math
TAKS
Passing
Rate
2005 2006 2007 2008 2009 2005-2009
Comparison
Grade 3 82 83 82 83 84 +2
Grade 4 82 84 76 84 86 +4
Grade 5 80 82 86 83 84 +4
How are we doing on the Texas Assessment of Knowledge
and Skills (TAKS)?
15. Estimated District Mean NCE Gain
Grade: 2 3 4 5 6 7 8 9 10 11
Mean NCE Gain over Grades Relative
to Growth Standard
Growth Standard: 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0
2007 Mean NCE Gain: 4.4 G 1.1 G 3.8 G -2.5 R* 5.2 G 3.3 G 2.7 G -1.7 R* 2.2 G 2.1
Std Error: 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.2 0.0
2008 Mean NCE Gain: 6.1 G 1.2 G 4.1 G -2.6 R* 5.7 G 4.1 G 3.0 G -2.1 R* 4.3 G 2.7
Std Error: 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.0
2009 Mean NCE Gain: 8.1 G 5.1 G 3.1 G -2.8 R* 6.3 G 3.2 G 2.7 G -2.4 R* 5.0 G 3.2
Std Error: 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.0
3-Yr-Avg NCE Gain: 6.2 G 2.5 G 3.7 G -2.6 R* 5.7 G 3.6 G 2.8 G -2.1 R* 3.8 G 2.6
Std Error: 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.0
Estimated District Mean NCE Scores
Grade: 2 3 4 5 6 7 8 9 10 11
State Base Year (2006): 50.0 50.0 50.0 50.0 50.0 50.0 50.0 50.0 50.0 50.0
2006 Mean: 38.9 39.2 38.3 39.4 33.8 36.2 38.2 39.1 37.6 40.1
2007 Mean: 39.3 43.3 40.3 42.1 36.9 39.1 39.5 40.9 37.4 39.7
2008 Mean: 39.6 45.4 44.5 44.4 39.5 42.5 43.2 42.6 38.8 41.7
2009 Mean: 40.2 47.8 50.6 47.7 41.6 45.8 45.8 45.9 40.2 43.8
G - Estimated mean NCE gain is above the Growth
Standard by 1 Standard Error or more.
Y - Estimated mean NCE gain is at most 1
Standard Error below the Growth Standard
but less than 1 Standard Error above it.
R* - Estimated mean NCE gain is below the Growth
Standard by more than 1 Standard Error.
Houston ISD Mathematics Value-Added Data
16. How has the HISD Elementary Mathematics Department
added-value to teachers, mathematics content specialists,
mathematics lead teachers and administrators?
During school year 2008-
2009, 7,146 HISD teachers
and leaders attended one
ore more elementary
mathematics professional
development learning
opportunities.
During school year 2008-
2009, the Elementary
Mathematics Department
provided 59 different
elementary mathematics
professional learning
opportunities for HISD
teachers.
17. ImplicationsImplications
What we know today doesWhat we know today does
not make yesterdaynot make yesterday
wrong,wrong,
it makes tomorrowit makes tomorrow
better.better.
-Carol Commodore-Carol Commodore
18. Curriculum
•Robust Horizontal Alignment Planning Guides (HAPG’s) based
upon 2008-09 student achievement data and user feedback
•Implementation of Pearson Scott-Foresman enVision Math
textbook and technology resources (Year 2)
•Power Objectives, Essential Understandings, Guiding
Questions, Literacy Leads the Way Strategies, and English
Language Proficiency Standards connected to K-5 Math TEKS.
•All 2009-2010 K-5 Math HAPGs posted online in June 2009 to
facilitate curriculum mapping and strategic planning.
What is happening in ElementaryWhat is happening in Elementary
Mathematics for 2009-2010?Mathematics for 2009-2010?
19. What is happening in ElementaryWhat is happening in Elementary
Mathematics for 2009-2010?Mathematics for 2009-2010?
Instruction
•District-wide Problem Solving Journals using the HISD
Problem Solving Board graphic organizer
•Number of the Day and Number Talks
•Every Day Counts Calendar Math
•Math TV Show-Math-A-Letics DVD Library disseminated to
teachers and leaders demonstrating conceptually-based
teaching practices
•enVision Math Resources including: 4-Step Lesson Planning,
Interactive White Boards, ExamView, ready-made center
games, and effective use of math manipulatives
20. What is happening in ElementaryWhat is happening in Elementary
Mathematics for 2009-2010?Mathematics for 2009-2010?
Assessment
•K-2 primary formative Assessing Math Concepts student
interviews Palm/PDA technology
•Grades 3-5 Curriculum-Based Assessments (CBAs)
•Grades 3-5 CBA Student Self-Analysis Documents and Tools
•New Horizontal Alignment Planning Guide (HAPG) Math
Formative Assessments
•Explicit TAKS references and connections in HAPG’s
21. What is happening in ElementaryWhat is happening in Elementary
Mathematics for 2009-2010?Mathematics for 2009-2010?
Professional Development
•emPOWERing Math Teaching and Learning
•Numeracy Content Specialist Math Leadership Initiative
•Developing Mathematical Ideas (DMI) seminars promoting accuracy,
efficiency, and flexibility in math learning and teaching
•Rice University Math Project (RUSMP) seminars, courses, and summer
program
•Every Day Counts Calendar Math institutes
•Elementary Math Lead Teacher Institute and Seminars
•Systemic enVision Math and technology professional development for K-5
classroom teachers, math specialists, and administrators
•Assessing Math Concepts palm-based assessments for K-2 teachers
•Manipulative Mondays
23. For More InformationFor More Information
Assessing Math Concepts using PDA Technology
www.mathperspectives.com
Battelle for Kids Value-Added
http://www.battelleforkids.org/
Developing Mathematical IdeasDeveloping Mathematical Ideas (DMI)(DMI) Professional DevelopmentProfessional Development
http://www.edc.org/MLP/DMI/about.html
Every Day CountsEvery Day Counts Calendar Math www.greatsource.comCalendar Math www.greatsource.com
Houston ISD Curriculum Department
http://dept.houstonisd.org/curriculum/
Pearson Scott-Foresman enVision Math
http://www.envisionmathtexas.com/
Texas Education Agency
http://www.tea.state.tx.us/accountability.html
Editor's Notes
Say: As HISD has worked hard to establish Professional Learning Communities across the district, we must always think and consider carefully PLC Question #1 which is “What is it we want students to know and understand?”
As a response to this important question, the Elementary Mathematics Curriculum Department, has created four important math curriculum documents to support your planning needs. These documents are:
The Vertical Alignment Matrix (VAM)
The Horizontal Alignment Planning Guide (HAP-G)
The TEKS/TAKS Correlations Documents
Year-a-a-Glance Documents
We’ll take a moment to preview each of these documents. Think about how this document will help you plan instruction for your students.
Say: This Vertical Alignment Matrix is a big picture document. On this document you will find the TEKS for every grade level and for every strand of mathematics for grades PK-5. Notice across the top of this document that there are columns for each grade level. Down the left hand side of the document you be able to see all six strands of mathematics. On the screen, you see the first page of the VAM.
The Math Department describes this as the “Looking Back and Looking Ahead” Document. Everyone should download this document so you can easily see where a math concept is introduced and also to see where different levels of mastery are expected. Also, this document is helpful so you can quickly see what knowledge and skills should be taught at each grade level in comparison to the grade level you are teaching. As you think about differentiated instruction, struggling students, and even gifted and talented students, you will find this document extremely valuable as tool and resource for planning.
As you look at the VAM, you will notice some objects that have a Red “P” in front the objective and the object is highlighted. These are identified “POWER OBJECTIVES” which are objectives that should be emphasized and taught deeply because due to connections to other content areas, leverage to similar objectives on your grade level, help prepare students for the next grade level, and have implications for preparing children for the TAKS test. Power Objectives were identified by over 500 teachers and the Math Department during the 2007-2008 school year.
Say: Another important document to assist you in your planning is the TEKS/TAKS Correlations Document. This document is grade-level specific so you can easily see the TEKS for your grade level all on one document. Take note that there are 3 columns on this document. The middle column is the Texas Education Agency’s language for the TEKS.
The column on the left (HISD Objective Column) matches TEA’s language exactly using the same words and numbering system. However, you will notice from time to time that there may be some extra words under this column. Based upon a careful study of the TEKS and TAKS, additional specificity and clarity have been added to some HISD Objectives to give you a better image and idea of what the objective means.
A very popular feature on this document is the Assessment Correlations column on the right hand side. You will notice that the Math Department, using Margaret Kilgo’s, work has correlated every single released TAKS test time to each TEA objective. For example, for 3.1A (the first objective on this document), was tested in 2006 (question #2), in 2004 (question #33), and in 2002 (question #2). When you want images of how each objective has been assessed on the TAKS and how often, this document will help you immensely. Additionally, for grades K-2, correlations to Assessing Math Concepts/Kathy Richardson Assessments are available to you as well.
Say: One of the most powerful resources for planning elementary mathematics in HISD are the Horizontal Alignment Planning Guides (HAP-Gs). These are grade-level specific documents which lay out all of the objectives for your grade level into Learning Foci by each 9-week grading period. This is the district’s scope and sequence and provides you with the order and timeline for teaching the objectives for your grade level. Related objectives are clustered together in each Learning Focus to assist you in connecting objectives together as opposed to teaching each of them in isolation. Right now you can log into the HISD Portal and download the 1st, 2nd, 3rd, and 4th 9-weeks Math HAPG for your grade level. The entire year is ready for you!
An important thing to know is that all objectives are sequenced so they are all taught at least two school weeks or more prior to the first administration of TAKS for your grade level. Also, you will see that enVision Math lessons, strategies, and resources are included and referenced all throughout the HAPG. enVision Math is 100% aligned and correlated in the HAPG. Specific features as to how the HAPG and enVision go hand-in-hand are as follows:
On the last column (Resource Column), you will quickly see the www.pearsonsuccessnet.com website so you can view, download, and access enVision math online anywhere you have internet connectivity. A must use website!
Also, under the Resource Column, you will know what enVision Math lessons to use because the specific Teacher Topic and Lesson is referenced for you. For example, on this Grade 5 HAPG example…you can see that you would use Teacher Topic #1 Lessons 3 and 4 to teach decimals. Remember, enVision Math is a resource for you and is aligned all throughout the HAPG. Additionally, there are many other high quality resources and web links in the Resource Column to help you to plan aligned, rigorous, and engaging instruction for your students.
Another wonderful feature is that the Math Department has included many wonderful visual models and representations from enVision Math in the HAPG. For example, on this slide you see how decimals are modeled and represented in enVision Math.
enVision Math has wonderful “Instructional Considerations” for you as well. Note that the HAPG references enVision Math Essential Understandings, Guiding Questions, and TAKS Tips…all of which will help you to provide rigor in your teaching.
Say: Another wonderful Curriculum Document available to you that can downloaded from the HISD Curriculum Department website are Year-At-A-Glance Documents which provide you with a big picture so you can see quickly where math topics and concepts are taught in each 9-week grading period. Additionally, you can see what topics are being taught during the same grading period in other content areas. For example, on this Grade 2 Year-At-A-Glance document, you can see what concepts are being taught in Reading/Language Arts, Math, Science, and Social Studies during the 1st 9-weeks of school. As you think about integration and themes in your teaching, this document will definitely help you in your planning.