Information Literacy Project presentation
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James Hargest College's participation in the Otago/Southland Information Literacy Project in 2007-2008
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This document discusses a research project examining the impact of seating arrangements on behavior for low-attaining students. It notes that while schools focus on behavior, the classroom environment is often overlooked. The research will study the standard boy-girl seating policy and two other arrangements to see how seating in a non-standard classroom impacts behavior and learning. It provides context on the school, including that it is in a socially deprived area and has above average numbers of students eligible for free school meals.
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MEMORANDUMTo Jan Powell, Principal (Autism Pro.docx
MEMORANDUM
To: Jan Powell, Principal (Autism Program), Riverside County Office of Education
From: Maggie Berganza, Instructional Assistant, Jurupa Readiness Preschool
Date: August 18, 2013
Subject: iPad for Jurupa Readiness (Autism Program) Proposal
Riverside County Office of Education provides Special Education programs where students
develop their capabilities needed to expand. Early intervention through educational programs is
essential for children with Autism. At Jurupa Readiness Preschool we strive to prepare the
children to improve in their behavior, learning and communication skills as well as their social
development. Through the years innovative technology has increased and has become a part of
almost every individuals life. Technology has been presented and applied into children’s lives
outside; and at times, inside of schools. Research demonstrates that an iPad can be an excellent
communication and learning tool for autistic children.
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tool and a positive reinforcer for the children. Take the time needed to review the enclosed
information. If there are any questions or comments related to the proposal, please contact
Maggie Berganza. Your involvement is appreciated.
1
iPAD FOR JURUPA READINESS
(AUTISM PROGRAM)
PREPARED BY:
Maggie Berganza
Instructional Assistant
Jurupa Readiness Preschool
PREPARED FOR:
Jan Powell
Principal for Autism Program at Jurupa Readiness Preschool
Riverside County Office of Education
Proposal Written On: August 18, 2013
2
ABSTRACT
This document contains a proposal written for Jan Powell, Principal of Jurupa Readiness
Preschool from the Riverside County Office of Education. The information in this document
examines the iPad features and applications that can be used to assist children with disabilities.
The Common Core State Standards states that children can be assisted by technology to meet
learning requirements. The problem is that it can be difficult to teach children with Autism in a
single way, since Autism varies by individual. The iPad can be an essential tool to motivate
children in learning, communication and behavior. The iPad can replace all other intimidating
methods, making learning an easy fun experience. The proposal describes a few of the features
and applications the iPad offers children with disabilities. Included is a chart where the reader
can compare features and it’s functions. In the document there are testimonials of children that
have used the iPad and have improved in some way. Finally, costs and conclusion are displayed
to have the proposal be considered for Jurupa Readiness Preschool.
3
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- There was a largely new board elected in 2013 that has faced a steep learning curve.
- The school received high praise in its 2012 ERO review for its strong, dedicated teaching team and sound governance.
- Enrollment has remained steady at around 600 students, placing pressure on school facilities. Repairs were made to the roof and leaks over the past year.
- The board reviews the school's strategic charter and policies annually to set goals and measure progress. Efforts continue to support Maori and Pacific island students.
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- Canadian students perform highly in international assessments like PISA, and students in BC and SD#8 typically meet or exceed provincial averages.
- SD#8 has a high graduation rate of 84% which is above the provincial average of 77%.
- Student performance on provincial exams is very strong, with pass rates over 90% in many subject areas.
- Literacy and numeracy assessment results for elementary students are mostly at or above expectations.
- Action research projects have helped support struggling "gray area" students, with most improving their performance levels.
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The document provides an overview of the Uwezo learning assessment surveys conducted in East Africa between 2009-2012. It finds that:
1) Less than a third of children enrolled in Grade 3 have basic Grade 2 level literacy and numeracy skills, indicating a continued crisis in learning outcomes across East Africa.
2) There are large differences in learning achievement among countries and within countries, with Kenya performing best and disparities between rich and poor households.
3) Out of every ten teachers in East Africa, at least one is absent from school on any given day. Trend data shows little improvement in literacy and numeracy skills over the last three assessment rounds.Room to Read Global Monitoring Report 2013
The document presents key findings from Room to Read's 2013 Global Monitoring Report, which details progress and results of their Literacy and Girls' Education programs. In 2013, the Literacy Program established 1,457 new school libraries, benefited 62,597 children through reading and writing instruction, and published 155 book titles. The Girls' Education Program celebrated reaching 25,000 participants and 1,000 graduates, and saw high retention rates with 94% of participants either continuing or graduating.
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This document summarizes discussions from a staff meeting about supporting Māori students' achievement. It was noted that Māori students at the school are achieving above average but not as many earn Merit and Excellence endorsements. The school's plans to support Māori students include meeting with parents, tracking attendance and credits, offering te reo classes, and targeting Māori in careers programs. Suggestions for improving included having higher expectations for Māori students, more Māori role models, and better sharing best practices between teachers and schools.
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A little bit of context.
St Peters Musheyija is one of the many public primary schools in Uganda which has continued to suffer from perennial neglect. Though it has consistently produced some of the top students in the region, the school lacks a library that matches its compliments.
We firmly believe that the 21st century belongs to Africa, to the growth and development of the many countries in this continent. To enable and help with such growth and development, there is an urgent need for the promotion of better education for the Africa youth, both NOW, and in the years to come.
Fight for your right!
1. The document discusses the challenges faced by reference and data librarians at UNCG due to budget cuts, which have required cutting resources each year.
2. Despite increasing interest in data and quantitative research from students and faculty, data and statistical resources are always at high risk of being cut due to the perception that "library resources = the word."
3. The author argues that data librarians must advocate for the value of numerical resources by training staff and promoting gateway resources, creating tutorials, and demonstrating how resources directly support student and faculty work to ensure these valuable resources are retained.
Field observations
This document summarizes an interview with an Exceptional Student Education (ESE) teacher, Mary Powers, who teaches students with special needs in grades 1-5. The teacher has students with autism spectrum disorder, other health impairments, and intellectual disabilities. Unique needs include assistance with daily living skills and behavioral plans for some students. Instruction is modified with a different curriculum, more time, repetition, and small group work. Parents provide input on student abilities and goals. While policy focuses on academic achievement, the teacher feels more time is needed for functional life skills to prepare students for community interaction. Assistive technologies like communication devices and Smart Boards are used to accommodate students' special needs.
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The document discusses the roles and responsibilities of a school library team. It emphasizes that the library staff should not try to do everything alone and that the team includes library staff, teachers, volunteers, and student librarians. It provides information on job descriptions for library staff and where to go for support, such as the New Zealand Educational Institute. It also stresses the importance of the school librarian demonstrating how the library contributes to the school's learning goals.
MEMORANDUMTo Jan Powell, Principal (Autism Pro.docx
MEMORANDUM
To: Jan Powell, Principal (Autism Program), Riverside County Office of Education
From: Maggie Berganza, Instructional Assistant, Jurupa Readiness Preschool
Date: August 18, 2013
Subject: iPad for Jurupa Readiness (Autism Program) Proposal
Riverside County Office of Education provides Special Education programs where students
develop their capabilities needed to expand. Early intervention through educational programs is
essential for children with Autism. At Jurupa Readiness Preschool we strive to prepare the
children to improve in their behavior, learning and communication skills as well as their social
development. Through the years innovative technology has increased and has become a part of
almost every individuals life. Technology has been presented and applied into children’s lives
outside; and at times, inside of schools. Research demonstrates that an iPad can be an excellent
communication and learning tool for autistic children.
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Readiness Preschool (Autism program). The purpose of this proposal is to solicit an iPad for the
Jurupa Readiness classroom; which would be implemented as a learning tool, a communication
tool and a positive reinforcer for the children. Take the time needed to review the enclosed
information. If there are any questions or comments related to the proposal, please contact
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1
iPAD FOR JURUPA READINESS
(AUTISM PROGRAM)
PREPARED BY:
Maggie Berganza
Instructional Assistant
Jurupa Readiness Preschool
PREPARED FOR:
Jan Powell
Principal for Autism Program at Jurupa Readiness Preschool
Riverside County Office of Education
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ABSTRACT
This document contains a proposal written for Jan Powell, Principal of Jurupa Readiness
Preschool from the Riverside County Office of Education. The information in this document
examines the iPad features and applications that can be used to assist children with disabilities.
The Common Core State Standards states that children can be assisted by technology to meet
learning requirements. The problem is that it can be difficult to teach children with Autism in a
single way, since Autism varies by individual. The iPad can be an essential tool to motivate
children in learning, communication and behavior. The iPad can replace all other intimidating
methods, making learning an easy fun experience. The proposal describes a few of the features
and applications the iPad offers children with disabilities. Included is a chart where the reader
can compare features and it’s functions. In the document there are testimonials of children that
have used the iPad and have improved in some way. Finally, costs and conclusion are displayed
to have the proposal be considered for Jurupa Readiness Preschool.
3
TABLE OF CONTENTS .
Using Researching Together
This document discusses the implementation of an inquiry-based learning program called Researching Together: Engaging Minds (R2G) at The Hamilton and Alexandra College. It details the school's journey with R2G beginning in 2005 through developing units and teacher training. Tips are provided on getting started with R2G including exploring the program, attending training sessions, and collaborating with teachers on unit development.
It was the Best of Times (ISASA)
Aligning library goals with school goals is a vital step in ensuring that principals are aware of the enormous contribution teacher librarians make towards the success of educational programs.
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- There was a largely new board elected in 2013 that has faced a steep learning curve.
- The school received high praise in its 2012 ERO review for its strong, dedicated teaching team and sound governance.
- Enrollment has remained steady at around 600 students, placing pressure on school facilities. Repairs were made to the roof and leaks over the past year.
- The board reviews the school's strategic charter and policies annually to set goals and measure progress. Efforts continue to support Maori and Pacific island students.
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EduKit is a social enterprise that helps schools identify high-quality local programs to address students' personal development needs and improve attainment levels. It maintains a database of over 500 programs in London and matches individual students to programs based on their interests, needs, and goals. EduKit then tracks student results to help schools with self-evaluations and inspections.
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The document summarizes data from School District #8 that shows student performance and outcomes that can be celebrated. Some of the key points included are:
- Canadian students perform highly in international assessments like PISA, and students in BC and SD#8 typically meet or exceed provincial averages.
- SD#8 has a high graduation rate of 84% which is above the provincial average of 77%.
- Student performance on provincial exams is very strong, with pass rates over 90% in many subject areas.
- Literacy and numeracy assessment results for elementary students are mostly at or above expectations.
- Action research projects have helped support struggling "gray area" students, with most improving their performance levels.
Elpf summary jan2012
The document discusses an E-learning Planning Framework (ELPF) that is intended to help schools evaluate their e-learning capabilities and identify next steps for development. It includes 5 dimensions that are assessed at different phases of ICT integration from emerging to empowering. The framework is intended as a self-review tool for principals, e-learning leaders and teachers to gauge effectiveness and needs for professional development. An example is provided of how the framework was applied at Snells Beach School.
Inspiringactiononedu
The document proposes a framework for new education legislation in Alberta, including key areas of change and benefits. It outlines a vision for Alberta's education system to inspire and enable students, and establishes guiding values and principles. The new legislation aims to improve accessibility and responsiveness to meet all students' needs through a more flexible, enabling and supportive system.
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The document provides an overview of the Uwezo learning assessment surveys conducted in East Africa between 2009-2012. It finds that:
1) Less than a third of children enrolled in Grade 3 have basic Grade 2 level literacy and numeracy skills, indicating a continued crisis in learning outcomes across East Africa.
2) There are large differences in learning achievement among countries and within countries, with Kenya performing best and disparities between rich and poor households.
3) Out of every ten teachers in East Africa, at least one is absent from school on any given day. Trend data shows little improvement in literacy and numeracy skills over the last three assessment rounds.Room to Read Global Monitoring Report 2013
The document presents key findings from Room to Read's 2013 Global Monitoring Report, which details progress and results of their Literacy and Girls' Education programs. In 2013, the Literacy Program established 1,457 new school libraries, benefited 62,597 children through reading and writing instruction, and published 155 book titles. The Girls' Education Program celebrated reaching 25,000 participants and 1,000 graduates, and saw high retention rates with 94% of participants either continuing or graduating.
RELEVANCE OF NTI/NCE PROGRAM TO SELF DEVELOPMENT BY OLUSHEUN EKUOYE
This document discusses the relevance of the National Teachers Institute (NTI) and National Certificate of Education (NCE) program for self-development. It notes that NTI was established to train and upgrade teachers, improve backgrounds, and produce more teachers for universal basic education. Tables show that there is a large shortage of teachers in Nigeria, with millions more pupils enrolled than teachers available. The NTI/NCE program provides an opportunity for uncertified teachers and others to become qualified, certified teachers through distance education to help address this shortage. Students who complete the program can then inspire students and help develop their communities.
Madison Metropolitan School District
The document provides information about action research and the Madison Metropolitan School District. It discusses the five phases of action research and provides examples of writing prompts and questions that could be used for classroom action research. It also discusses data collection methods and how to plan for action research in terms of what data to collect, where to collect it, and for how long.
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This document contains a transcript of questions and comments from a town hall meeting to discuss a school district's Local Control and Accountability Plan (LCAP). Responses are provided to 13 questions from attendees. Key details include: survey results from over 1700 people will be analyzed and posted online; the draft LCAP plan will be presented for public feedback in June and voted on by the school board on June 30th; and stakeholder input is being considered through committees and a facilitator to develop priorities in the plan.
Norwalk town hall faq answered3.12.14[1]
This document contains a transcript of questions and comments from a town hall meeting to discuss the Local Control and Accountability Plan (LCAP) for a school district. Several questions were asked about how stakeholder input would be incorporated into the LCAP plan and budget. Responses indicated that input from surveys was still being analyzed, the draft LCAP plan would be shared in June and include a budget, and committees were working to ensure stakeholder input was fairly considered in decision making. The school board would vote to approve the final LCAP plan at the end of June.
UAH information literacy
The UAH Information Literacy Program takes an active, collaborative approach to teaching information literacy skills. It embeds these skills throughout courses and instructional sessions by designing each around the subject matter and information needs of the class. Students participate in hands-on assignments and collaborative activities to develop critical skills for lifelong learning. The program works closely with faculty to align information literacy goals with class objectives. Students leave sessions with a solid start on their research projects and an understanding of how to effectively find and use information.
Staff Discussion Summary Ka Hikitia
This document summarizes discussions from a staff meeting about supporting Māori students' achievement. It was noted that Māori students at the school are achieving above average but not as many earn Merit and Excellence endorsements. The school's plans to support Māori students include meeting with parents, tracking attendance and credits, offering te reo classes, and targeting Māori in careers programs. Suggestions for improving included having higher expectations for Māori students, more Māori role models, and better sharing best practices between teachers and schools.
Let's Build a Library in Uganda!
Let's Build a Library in Uganda!
A little bit of context.
St Peters Musheyija is one of the many public primary schools in Uganda which has continued to suffer from perennial neglect. Though it has consistently produced some of the top students in the region, the school lacks a library that matches its compliments.
We firmly believe that the 21st century belongs to Africa, to the growth and development of the many countries in this continent. To enable and help with such growth and development, there is an urgent need for the promotion of better education for the Africa youth, both NOW, and in the years to come.
Fight for your right!
1. The document discusses the challenges faced by reference and data librarians at UNCG due to budget cuts, which have required cutting resources each year.
2. Despite increasing interest in data and quantitative research from students and faculty, data and statistical resources are always at high risk of being cut due to the perception that "library resources = the word."
3. The author argues that data librarians must advocate for the value of numerical resources by training staff and promoting gateway resources, creating tutorials, and demonstrating how resources directly support student and faculty work to ensure these valuable resources are retained.
Field observations
This document summarizes an interview with an Exceptional Student Education (ESE) teacher, Mary Powers, who teaches students with special needs in grades 1-5. The teacher has students with autism spectrum disorder, other health impairments, and intellectual disabilities. Unique needs include assistance with daily living skills and behavioral plans for some students. Instruction is modified with a different curriculum, more time, repetition, and small group work. Parents provide input on student abilities and goals. While policy focuses on academic achievement, the teacher feels more time is needed for functional life skills to prepare students for community interaction. Assistive technologies like communication devices and Smart Boards are used to accommodate students' special needs.
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MEMORANDUMTo Jan Powell, Principal (Autism Pro.docx
MEMORANDUMTo Jan Powell, Principal (Autism Pro.docx
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RELEVANCE OF NTI/NCE PROGRAM TO SELF DEVELOPMENT BY OLUSHEUN EKUOYE
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Librarians know their “superpowers” and a collaborative mind-set is but one of them. However, they often feel like they’re wearing a cloak of invisibility when attempting to establish their role in supporting the curriculum in schools and initiating collaboration in less “traditional” areas, or outside the physical library environment. The need for such collaborative approaches in education has never been more important or urgent. They are foundational to effective pedagogy and enhance the way schools function in an increasingly networked world. (Core Education, 2018), but effective outcomes-based collaboration is not yet deeply established – so there are few friends or colleagues to learn from. (Munby & Fullan, 2016). This workshop will discuss the current New Zealand research into teacher/librarian collaboration, and explore the role of librarian leadership in this while providing examples of how and why it works.
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Workshop to facilitate teacher and librarian collaboration as part of a two-day Hui for the Information Literacy Spaces TLRI
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The document discusses the role of librarians and libraries in supporting learning and literacy. It outlines how librarians love to network, share information, find resources, and work with teachers and students. Librarians help develop students' information literacy and research skills through scaffolding research, curating resources, and teaching the research cycle. The document emphasizes the importance of collaboration between teachers and librarians, noting that partnerships can provide complementary expertise and support for student reading, research, and NCEA assessments.
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Information literacy skills for lifelong learning
The document discusses the Tertiary Prep Programme, which aims to support students' development of independent learning skills and critical thinking in order to better prepare them for academic study at a tertiary level by highlighting skills like managing self, research, information, and study. Research identified a gap between secondary and tertiary education in terms of literacy and learning environments. The programme provides flexible tutorial sessions to support students in taking responsibility for their own learning.
Research pizza process 2017
1. The document outlines the steps to take when researching options for ordering pizza for a family celebration.
2. It provides questions to consider, such as how many people, pizza types, delivery vs pickup, deals, and pizza quality. Methods to find answers are also listed, like websites, phone calls, ads.
3. More questions are then listed to help determine the best option, like price, toppings, and reputation. The document concludes by going through the ordering and eating process, then reflecting on the research steps used.
Collaborative Pilot for Tertiary Transition
Information about a pilot programme to trial a tertiary prep programme at Waimea College with Canterbury University and Senga White, using the Tertiary Prep Programme
Creating an Information Literate Community
Presentation at the SLANZA 2017 Conference in Auckland, New Zealand July 17th describing why and how to establish and embed information literacy skills through the curriculum
School Library Advocacy
Presentation workshop for the Waikato/BOP SLANZA group on how to advocate for your school library in May 2017.
LIANZA Heart of Libraries Weekend School
A presentation on the Tertiary Prep Programme to public and tertiary librarians on 14th February 2016 in Oamaru, New Zealand
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