Milford Exempted Village School District presents its 2012 Annual Progress Report, a complete look at the many factors that go into making the district excellent!
The Hillsboro School District 2010 Annual Report summarizes the District's performance and key initiatives. It notes that all schools received satisfactory or higher ratings on state assessments, with 10 elementary schools receiving outstanding ratings. It also discusses financial challenges facing the District like state budget shortfalls. The report concludes by profiling the District's four feeder groups centered around its four high schools.
York School District guidelines fo rliteracyiamprosperous
This document provides guidelines for literacy instruction in the York Region District School Board. It outlines the board's commitment to literacy and student success through comprehensive literacy planning, professional development for educators, and data-driven instruction. The board's literacy collaborative approach aims to increase student achievement in literacy by building teacher capacity, using assessment data to inform instruction, and establishing professional learning communities within and among schools.
Minneapolis Public Schools, Title I and No Child Left Behindmlcvista
The document discusses the provisions of Title I funding and NCLB waivers in Minnesota Public Schools (MPS). Key programs funded by Title I include tutoring through RAMPP and family engagement activities. MPS must adhere to federal regulations under ESEA, including Titles I, II, and III. Schools receive Title I funding based on their poverty levels and funds must supplement, not supplant, existing programs. Under the new NCLB waiver accountability system, schools will receive an annual rating based on multiple measures of proficiency, growth, achievement gap closure and graduation rates.
This document summarizes the efforts of J. Sargeant Reynolds Community College librarians and faculty to develop and assess an information literacy program. It describes how they [1] created online research modules mapped to standards, [2] piloted the modules with students and got feedback, [3] integrated the modules into English 112 courses and assessed students, and [4] found the modules significantly improved students' research skills, especially for African American students. It calls for a faculty task force to further integrate information literacy instruction across the curriculum.
The document describes the Migrant Education Newcomer Academy (MENA) program in Fort Morgan School District. MENA serves recent immigrant middle and high school students with limited English proficiency. The goals of MENA are to develop students' English skills, help them acculturate to US schools, and connect them to educational and community resources. MENA provides half-day instruction separated from more advanced ESL students. Partnerships with community organizations support students' social, cultural, and career readiness. The program has helped both MENA and non-MENA students progress more quickly in their English acquisition.
MCS faces ongoing financial challenges including $44 million in long-term debt. Enrollment has declined from over 7,000 students in 2010 to around 5,100 currently. The superintendent outlined goals for 2018 such as implementing a strategic plan, improving curriculum, addressing fiscal issues, and increasing student achievement. Academic programs are expanding with initiatives like 1:1 Chromebooks, dual credit opportunities, and career training. Graduation rates have risen to over 90% though challenges remain around standardized test scores and reducing failure rates at the secondary level.
The document summarizes the district's work over the past year to improve teaching, learning, and student achievement. Key points include developing curriculum and intervention systems, implementing new programs like ADSIS, analyzing assessment data showing progress in reading and math, and recommending the board approve the annual report.
The Hillsboro School District 2010 Annual Report summarizes the District's performance and key initiatives. It notes that all schools received satisfactory or higher ratings on state assessments, with 10 elementary schools receiving outstanding ratings. It also discusses financial challenges facing the District like state budget shortfalls. The report concludes by profiling the District's four feeder groups centered around its four high schools.
York School District guidelines fo rliteracyiamprosperous
This document provides guidelines for literacy instruction in the York Region District School Board. It outlines the board's commitment to literacy and student success through comprehensive literacy planning, professional development for educators, and data-driven instruction. The board's literacy collaborative approach aims to increase student achievement in literacy by building teacher capacity, using assessment data to inform instruction, and establishing professional learning communities within and among schools.
Minneapolis Public Schools, Title I and No Child Left Behindmlcvista
The document discusses the provisions of Title I funding and NCLB waivers in Minnesota Public Schools (MPS). Key programs funded by Title I include tutoring through RAMPP and family engagement activities. MPS must adhere to federal regulations under ESEA, including Titles I, II, and III. Schools receive Title I funding based on their poverty levels and funds must supplement, not supplant, existing programs. Under the new NCLB waiver accountability system, schools will receive an annual rating based on multiple measures of proficiency, growth, achievement gap closure and graduation rates.
This document summarizes the efforts of J. Sargeant Reynolds Community College librarians and faculty to develop and assess an information literacy program. It describes how they [1] created online research modules mapped to standards, [2] piloted the modules with students and got feedback, [3] integrated the modules into English 112 courses and assessed students, and [4] found the modules significantly improved students' research skills, especially for African American students. It calls for a faculty task force to further integrate information literacy instruction across the curriculum.
The document describes the Migrant Education Newcomer Academy (MENA) program in Fort Morgan School District. MENA serves recent immigrant middle and high school students with limited English proficiency. The goals of MENA are to develop students' English skills, help them acculturate to US schools, and connect them to educational and community resources. MENA provides half-day instruction separated from more advanced ESL students. Partnerships with community organizations support students' social, cultural, and career readiness. The program has helped both MENA and non-MENA students progress more quickly in their English acquisition.
MCS faces ongoing financial challenges including $44 million in long-term debt. Enrollment has declined from over 7,000 students in 2010 to around 5,100 currently. The superintendent outlined goals for 2018 such as implementing a strategic plan, improving curriculum, addressing fiscal issues, and increasing student achievement. Academic programs are expanding with initiatives like 1:1 Chromebooks, dual credit opportunities, and career training. Graduation rates have risen to over 90% though challenges remain around standardized test scores and reducing failure rates at the secondary level.
The document summarizes the district's work over the past year to improve teaching, learning, and student achievement. Key points include developing curriculum and intervention systems, implementing new programs like ADSIS, analyzing assessment data showing progress in reading and math, and recommending the board approve the annual report.
Kew High School has a defined neighborhood zone for Year 7 enrolments. In 2020, primary schools will distribute electronic Year 7 transition forms to families by late May, to be submitted by May 29. The school will process forms by late July and notify primary schools of placement results by mid-August. Placement priority is given to students in the neighborhood zone, those with siblings currently enrolled, and those applying based on specific curriculum grounds. Families must nominate Kew High as their first choice and provide evidence for curriculum claims to be considered under that criteria.
The document provides an agenda and overview for Berkmar Middle School's Title I orientation for parents. It summarizes the goals of the Title I program, how funds are used, academic needs identified in the school's needs assessment, and an overview of parents' rights. Parents are encouraged to participate in Title I planning and events held in the school's parent center.
Wellstone International High School is located in Minneapolis and serves multilingual and multicultural students ages 17-21. The school aims to make students college and career ready through an aligned curriculum, community partnerships, blended learning in math, literacy programs, and native language support. Key elements of the redesign include accelerated English courses, native language and world language courses, expanded afterschool and summer programming, a blended learning approach to math utilizing online and teacher-led instruction, counseling support, and partnerships with local colleges and workforce programs. Data shows growth in math scores through the blended learning model.
Improving School Access in Yemen outlines education challenges in Yemen due to ongoing conflict and the displacement of people. It discusses interventions by the Community Livelihoods Project to rehabilitate schools damaged in fighting, provide furniture to schools housing displaced people, and conduct a back to school campaign supplying backpacks. Over 10,000 students and teachers benefited from rehabilitated schools in Abyan and other regions. The involvement of local communities in prioritizing needs, overseeing work, and guarding materials was important. Future plans include conducting research on the impact of interventions by the end of the school year.
This document is Danielle Carrier's resume. It outlines her objective of obtaining an assistant principal role at a high-achieving school, as well as her educational and professional background. She has a Principal Certificate from the University of Saint Thomas in Houston and over 15 years of experience in education, including creating engaging literacy lessons and training teachers to improve student outcomes. She currently works at Cline Elementary School in Friendswood, Texas, where she has held leadership roles such as the STEAM Day Coordinator and as a member of the Site-Based Decision Making Committee.
The document discusses the strengths of Del Mar Pines School including its exceptional teachers, nurturing environment, focus on citizenship, enrichment programs, and student leadership opportunities. It also notes the school's strong curriculum alignment, special events, and preparation of graduates. The school provides support through student progress monitoring, parent involvement, and its foundation. Facilities improvements and a campus expansion are planned. The school uses surveys to gather feedback and is working to improve its math curriculum, language arts resources, grading policy, library programs, and facilities.
The Northern Kentucky Education Council works to align education initiatives across six counties in Northern Kentucky. It aims to ensure successful transitions for students from birth through career. One of its key regional strategies is to address chronic absenteeism, which is defined as missing 10% or more of the school year. Over 2,300 elementary students in the region missed this threshold in the 2011-2012 school year. The document discusses convening local schools to review attendance data and strategies, and having an Action Team collaborate with pilot schools to track data, analyze root causes, and share effective approaches to reduce chronic absenteeism in the region.
In this webinar, speaker Candis Bowles, Managing Attorney at Disability Rights California, Los Angeles Regional Office, discusses:
- What is E.S.S.A.?
- How it differs from No Child Left Behind
- How E.S.S.A. addresses students with disabilities
- I.E.P. considerations in light of E.S.S.A.
- What E.S.S.A. says about postsecondary education and employment
- How to find out status of E.S.S.A. in your state
The document provides an overview of the status of the College of Education at the University of Wyoming. It notes that total enrollment is 1,509 students with 375 graduates last year. It highlights several program rankings and recent funding received. Goals include further outreach across Wyoming and enhancing support for students and faculty. The dean's priorities center on literacy, educational leadership, and securing additional endowments and funding. Possible programmatic changes are also discussed.
This document provides contextual information about the community, school district, school, classroom, and students for a teacher work sample being conducted in a 6th grade math class at Three Oaks Middle School in Lee County, Florida. Key details include that Lee County has a population of over 661,000 people and the school district is the 9th largest in Florida. Three Oaks Middle School has over 700 students and has received recognition for its academic programs. The classroom consists of 28 students ranging in age from 11-13, with various characteristics and needs.
This document summarizes the successes and goals of Lakeland Union High School for the 2009-2010 school year. It highlights academic achievements such as National Merit Scholars and state qualifiers in various activities. It outlines goals such as improving the transition to high school, increasing personalization, and emphasizing curriculum, instruction, and assessment. The document also discusses demographic trends, technology enhancements, and plans to improve collaboration among staff.
This document provides background information on a second grade classroom in Arial, Montana. It describes the community of Arial, the school, classroom, teacher, and students. The community is predominantly white with a university. The school has over 450 students from kindergarten to 5th grade and 34% qualify for free/reduced lunch. The classroom has 20 students, 12 female and 8 male, all white. Two students have IEPs. The document provides details on 4 individual students, including one student named AJ who struggles to focus but is passionate about learning.
Scott Iliff is seeking a full-time position as a district or site administrator. He has over 25 years of experience in education, including roles as a teacher, department chair, testing coordinator, and coordinator of secondary education. As coordinator of secondary education, he oversaw various programs and ensured compliance. He has a master's degree in educational administration and clear administrative and teaching credentials. He provides references from administrators in his current district who can speak to his leadership, organization, and collaborative skills.
Three students - Daria Selezeneva, Katerina Vodopianova, and Alyona Maximova - are mentioned in a comfortable classroom environment where teachers make their lessons interesting. The document discusses two competitions during the academic year that generate rivalry between departments - one where departments compete for a cup by gaining and losing points, and another where each faculty has a Quidditch team competing for the school cup in the magical sport.
Collaborating for Community Success by Gene Chasin and Sam Radford - Communit...America's Promise Alliance
America's Promise Alliance Community Convention 2016
Collaborating for Community Success
What if an entire community came together to ensure that each of its children had the opportunity and the support to go to college? This is exactly what happens in Say Yes communities. Each student served by Say Yes has access to college or other post-secondary scholarships — as well as academic, social-emotional and other supports to break down barriers to achievement. Come and learn about the unique Say Yes strategy and approach to redesigning the civic infrastructure around urban public education.
Created by
Gene Chasin, Say Yes to Education (@SayYesEducation)
Sam Radford, Say Yes Buffalo (@SayYesBuffalo)
This document provides information about Vision Charter School, including its mission to produce well-educated citizen leaders through an accelerated K-12 program with an emphasis on arts, sciences, and character development. It outlines the school's academic successes, enrichment opportunities, dual credit program that allows students to earn an associate's degree, and questions frequently asked by parents about whether Vision Charter School is a good fit for their child.
- 4 LUHS students earned silver medals and 3 earned gold medals at the State Forensics Competition. The Interact Club raised $2500 for charity. Student Council raised $3248 for charity.
- LUHS had strong showings in various academic competitions, with several students qualifying for state and national levels. The Class of 2010 had 2 National Merit Scholarship Winners.
- Several LUHS sports teams were conference champions and had individual qualifiers for state competitions. A track coach received a regional coaching award.
Closing the gap: Shared Learnings and Shared ResponsibilitySFI-slides
Mary Jean Gallagher, Chief Student Achievement Officer of Ontario, præsentation fra SFI-konferencen "Skolen og det inkluderende samfund" den 18. november 2013.
This document discusses two models for eliminating remedial courses: early college high schools and New Tech schools. Early college high schools allow students to earn both a high school diploma and the first two years of college credits simultaneously. They target underserved student populations and provide supports to help students succeed academically, socially, and emotionally. New Tech schools use project-based learning, 1:1 computing, and standards-based instruction to develop students' self-management, cognitive, and college readiness skills. Both models aim to accelerate students' mastery of college-level skills and completion of gateway courses.
The document summarizes Diplomas Now, a comprehensive school turnaround model. It received a $30 million federal grant and $6 million private match to implement the model in 60 high-poverty middle and high schools across 10 districts, reaching 57,000 students. The goal is to achieve 80% graduation rates and reduce the number of students entering high school below grade level by 66% through early identification of at-risk students and providing intensive academic and social-emotional supports. Initial results from the first year of implementation showed improvements in keeping students on track to graduate.
Kew High School has a defined neighborhood zone for Year 7 enrolments. In 2020, primary schools will distribute electronic Year 7 transition forms to families by late May, to be submitted by May 29. The school will process forms by late July and notify primary schools of placement results by mid-August. Placement priority is given to students in the neighborhood zone, those with siblings currently enrolled, and those applying based on specific curriculum grounds. Families must nominate Kew High as their first choice and provide evidence for curriculum claims to be considered under that criteria.
The document provides an agenda and overview for Berkmar Middle School's Title I orientation for parents. It summarizes the goals of the Title I program, how funds are used, academic needs identified in the school's needs assessment, and an overview of parents' rights. Parents are encouraged to participate in Title I planning and events held in the school's parent center.
Wellstone International High School is located in Minneapolis and serves multilingual and multicultural students ages 17-21. The school aims to make students college and career ready through an aligned curriculum, community partnerships, blended learning in math, literacy programs, and native language support. Key elements of the redesign include accelerated English courses, native language and world language courses, expanded afterschool and summer programming, a blended learning approach to math utilizing online and teacher-led instruction, counseling support, and partnerships with local colleges and workforce programs. Data shows growth in math scores through the blended learning model.
Improving School Access in Yemen outlines education challenges in Yemen due to ongoing conflict and the displacement of people. It discusses interventions by the Community Livelihoods Project to rehabilitate schools damaged in fighting, provide furniture to schools housing displaced people, and conduct a back to school campaign supplying backpacks. Over 10,000 students and teachers benefited from rehabilitated schools in Abyan and other regions. The involvement of local communities in prioritizing needs, overseeing work, and guarding materials was important. Future plans include conducting research on the impact of interventions by the end of the school year.
This document is Danielle Carrier's resume. It outlines her objective of obtaining an assistant principal role at a high-achieving school, as well as her educational and professional background. She has a Principal Certificate from the University of Saint Thomas in Houston and over 15 years of experience in education, including creating engaging literacy lessons and training teachers to improve student outcomes. She currently works at Cline Elementary School in Friendswood, Texas, where she has held leadership roles such as the STEAM Day Coordinator and as a member of the Site-Based Decision Making Committee.
The document discusses the strengths of Del Mar Pines School including its exceptional teachers, nurturing environment, focus on citizenship, enrichment programs, and student leadership opportunities. It also notes the school's strong curriculum alignment, special events, and preparation of graduates. The school provides support through student progress monitoring, parent involvement, and its foundation. Facilities improvements and a campus expansion are planned. The school uses surveys to gather feedback and is working to improve its math curriculum, language arts resources, grading policy, library programs, and facilities.
The Northern Kentucky Education Council works to align education initiatives across six counties in Northern Kentucky. It aims to ensure successful transitions for students from birth through career. One of its key regional strategies is to address chronic absenteeism, which is defined as missing 10% or more of the school year. Over 2,300 elementary students in the region missed this threshold in the 2011-2012 school year. The document discusses convening local schools to review attendance data and strategies, and having an Action Team collaborate with pilot schools to track data, analyze root causes, and share effective approaches to reduce chronic absenteeism in the region.
In this webinar, speaker Candis Bowles, Managing Attorney at Disability Rights California, Los Angeles Regional Office, discusses:
- What is E.S.S.A.?
- How it differs from No Child Left Behind
- How E.S.S.A. addresses students with disabilities
- I.E.P. considerations in light of E.S.S.A.
- What E.S.S.A. says about postsecondary education and employment
- How to find out status of E.S.S.A. in your state
The document provides an overview of the status of the College of Education at the University of Wyoming. It notes that total enrollment is 1,509 students with 375 graduates last year. It highlights several program rankings and recent funding received. Goals include further outreach across Wyoming and enhancing support for students and faculty. The dean's priorities center on literacy, educational leadership, and securing additional endowments and funding. Possible programmatic changes are also discussed.
This document provides contextual information about the community, school district, school, classroom, and students for a teacher work sample being conducted in a 6th grade math class at Three Oaks Middle School in Lee County, Florida. Key details include that Lee County has a population of over 661,000 people and the school district is the 9th largest in Florida. Three Oaks Middle School has over 700 students and has received recognition for its academic programs. The classroom consists of 28 students ranging in age from 11-13, with various characteristics and needs.
This document summarizes the successes and goals of Lakeland Union High School for the 2009-2010 school year. It highlights academic achievements such as National Merit Scholars and state qualifiers in various activities. It outlines goals such as improving the transition to high school, increasing personalization, and emphasizing curriculum, instruction, and assessment. The document also discusses demographic trends, technology enhancements, and plans to improve collaboration among staff.
This document provides background information on a second grade classroom in Arial, Montana. It describes the community of Arial, the school, classroom, teacher, and students. The community is predominantly white with a university. The school has over 450 students from kindergarten to 5th grade and 34% qualify for free/reduced lunch. The classroom has 20 students, 12 female and 8 male, all white. Two students have IEPs. The document provides details on 4 individual students, including one student named AJ who struggles to focus but is passionate about learning.
Scott Iliff is seeking a full-time position as a district or site administrator. He has over 25 years of experience in education, including roles as a teacher, department chair, testing coordinator, and coordinator of secondary education. As coordinator of secondary education, he oversaw various programs and ensured compliance. He has a master's degree in educational administration and clear administrative and teaching credentials. He provides references from administrators in his current district who can speak to his leadership, organization, and collaborative skills.
Three students - Daria Selezeneva, Katerina Vodopianova, and Alyona Maximova - are mentioned in a comfortable classroom environment where teachers make their lessons interesting. The document discusses two competitions during the academic year that generate rivalry between departments - one where departments compete for a cup by gaining and losing points, and another where each faculty has a Quidditch team competing for the school cup in the magical sport.
Collaborating for Community Success by Gene Chasin and Sam Radford - Communit...America's Promise Alliance
America's Promise Alliance Community Convention 2016
Collaborating for Community Success
What if an entire community came together to ensure that each of its children had the opportunity and the support to go to college? This is exactly what happens in Say Yes communities. Each student served by Say Yes has access to college or other post-secondary scholarships — as well as academic, social-emotional and other supports to break down barriers to achievement. Come and learn about the unique Say Yes strategy and approach to redesigning the civic infrastructure around urban public education.
Created by
Gene Chasin, Say Yes to Education (@SayYesEducation)
Sam Radford, Say Yes Buffalo (@SayYesBuffalo)
This document provides information about Vision Charter School, including its mission to produce well-educated citizen leaders through an accelerated K-12 program with an emphasis on arts, sciences, and character development. It outlines the school's academic successes, enrichment opportunities, dual credit program that allows students to earn an associate's degree, and questions frequently asked by parents about whether Vision Charter School is a good fit for their child.
- 4 LUHS students earned silver medals and 3 earned gold medals at the State Forensics Competition. The Interact Club raised $2500 for charity. Student Council raised $3248 for charity.
- LUHS had strong showings in various academic competitions, with several students qualifying for state and national levels. The Class of 2010 had 2 National Merit Scholarship Winners.
- Several LUHS sports teams were conference champions and had individual qualifiers for state competitions. A track coach received a regional coaching award.
Closing the gap: Shared Learnings and Shared ResponsibilitySFI-slides
Mary Jean Gallagher, Chief Student Achievement Officer of Ontario, præsentation fra SFI-konferencen "Skolen og det inkluderende samfund" den 18. november 2013.
This document discusses two models for eliminating remedial courses: early college high schools and New Tech schools. Early college high schools allow students to earn both a high school diploma and the first two years of college credits simultaneously. They target underserved student populations and provide supports to help students succeed academically, socially, and emotionally. New Tech schools use project-based learning, 1:1 computing, and standards-based instruction to develop students' self-management, cognitive, and college readiness skills. Both models aim to accelerate students' mastery of college-level skills and completion of gateway courses.
The document summarizes Diplomas Now, a comprehensive school turnaround model. It received a $30 million federal grant and $6 million private match to implement the model in 60 high-poverty middle and high schools across 10 districts, reaching 57,000 students. The goal is to achieve 80% graduation rates and reduce the number of students entering high school below grade level by 66% through early identification of at-risk students and providing intensive academic and social-emotional supports. Initial results from the first year of implementation showed improvements in keeping students on track to graduate.
This document provides information about transition programs at Akron Firestone High School. It summarizes the school's demographics, career education programs including Project Lead the Way, DECA, and AOT/Business Finance. It also describes transition programs like Falcon Flight School freshman orientation, credit recovery, and initiatives to support students' transition to postsecondary education and career. Contact information is provided at the end.
The document summarizes an upcoming Greater Chapel Hill Association of REALTORS member meeting focused on education. The meeting will include presentations from local school officials on topics like Project Graduation, the state of Chatham County Schools, how Chatham County high schools rank, partnerships with the community, accomplishments, and the direction of the schools. It will also include a presentation from Orange County Schools on celebrating their district, achievement results, increasing enrollment, their historical profile, funding, and staff.
Akron Firestone High School is an urban public high school located in northeast Ohio with over 1,187 students. The school offers a variety of academic programs including visual and performing arts, International Baccalaureate, Project Lead The Way, DECA, AOT/Business Finance, and Information Technology. The school also has several transition programs to help students prepare for life after high school such as Falcon Flight School orientation, career education programs, credit recovery, and initiatives covering college knowledge, financial
At the Jacksonville Public Education Fund's 2015 ONE by ONE Convention, Dr. Nikolai Vitti, Superintendent of Duval County Public Schools, presented an update on the progress of public education. The event took place on January 31, 2015.
Florida Christian School was established 45 years ago by Christian parents and educators to provide a quality education with a strong commitment to Biblical teachings. Over the past two years, the school has continued to fulfill its mission through academic excellence, extracurricular activities, spiritual programs, community service opportunities, and fine arts programs. Test scores and college acceptance rates indicate the school's academic success, while sports teams have achieved district, regional, and state championships. The state of the school is described as strong with growing enrollment, alumni continuing in education and employment, and multigenerational families attending.
Copy Of Characteristics Of Highly Effective Schools Sept 2008WSU Cougars
The document summarizes the leadership approach and improvements made by the Yakima School District in Washington. Key changes included developing a clear district roadmap with instructional goals and accountability, increasing consistency in curriculum and assessments, providing targeted professional development for teachers, and improving engagement with families and the community through bilingual communications. As a result, the district saw declines in dropout rates and increases in on-time graduation rates.
This document summarizes the current situation of Bayawa Elementary School in the Republic of the Philippines. It outlines the school's enrollment numbers, health and nutritional status of students, availability of learning materials, teacher professional development activities, financial sources, awards received, student promotion and dropout rates, literacy levels, governance indicators like student-teacher ratios and classroom facilities, and continuous improvement projects. The school has seen stable enrollment and promotion rates but needs more learning materials and seating for students. Teacher training has focused on learning cell activities and the school is funded mostly by MOOE funds with some LGU and donor support.
This document summarizes a presentation given at an ACTE conference about career and technical programs at Akron Firestone High School that have increased student achievement. Firestone offers career programs in business education, engineering, information technology, marketing, and arts. These programs engage students and help close achievement gaps. Firestone has also implemented high expectations, rigorous coursework, extra help programs, and data-driven professional development to strengthen its curriculum and continuously improve student outcomes.
The Kingston City School District is proposing a restructuring that merges some administrative positions and expands support. Specifically:
- Two assistant superintendent positions will be merged into one new "Deputy Superintendent" position each for curriculum and business functions.
- Three director positions will be replaced with new assistant superintendent positions for humanities, STEM, and special education. Each will have additional director/assistant director support.
- This restructuring aims to better support teachers, principals, and students by streamlining some roles and increasing specialized academic support.
The GE Foundation provides grants to support education programs and initiatives in several large urban school districts. Testimonials from government officials and education leaders praise the GE Foundation for its leadership, focus on improving public education, and strategic partnerships. Data shows proficiency gains in math, science, and other subjects in districts receiving GE Foundation grants, particularly in schools directly involved in Foundation programs. The grants aim to improve student outcomes through initiatives like teacher professional development, college readiness programs, and implementing common state standards.
Small Districts Make A Difference With Blended LearningBlackboard
Three districts with enrollment under 10,000 students share how they are using blended learning to impact student achievement and give teachers the tools necessary to develop engaging lessons that build 21st century skills.
Julie Carpenter is seeking a K-8 teaching position. She has a Bachelor's degree in elementary education from Oakland University and a Michigan teaching certificate. She has several years of experience as a substitute teacher in various grade levels and subjects. Her experience includes implementing curriculum, assessments, and technology into engaging lessons aligned to standards. She aims to create a student-centered learning environment where all children can reach their full potential.
The 2015 Dean's Report from the University of San Diego's School of Leadership and Education Sciences (SOLES) highlights the school's progress and accomplishments in addressing societal challenges, teaching excellence, intellectual influence, and sustainability over the past few years. Key developments include conducting the first technology needs assessment of San Diego county schools, launching the inaugural class of the RISE Urban Leadership Fellows program, hosting the annual Nonprofit Governance Symposium, and evolving curriculum such as a new PhD specialization in Teaching, Learning, and Leadership. Dean Paula Cordeiro provides an introduction before passing the role to the new Dean, Dr. Nicholas Ladany.
The document provides an update on the Montana Digital Academy (MTDA) and its current initiatives. It discusses MTDA's history since 2010 in providing online courses to over 27,000 students across Montana. Current projects include developing credit recovery programs, a blended learning project for educators, and implementing the EdReady Montana math readiness program based on positive pilot results showing students increasing their math skills. The rollout of EdReady Montana to schools and higher education across the state is planned for the 2014-2015 school year.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
6. Scholarship Dollars
2011 2012
Offered to Milford students Offered to Milford students
$7,083,070 $9,718,043
Scholarship dollars received Scholarship dollars received
by Milford students by Milford students
$2,794,840 $4,031,387
Students receiving State of Students receiving State of
Ohio honors diplomas Ohio honors diplomas
48 68
7. Advanced Placement
2011 2012
Students 277 476
completing AP
courses
AP exams taken 483 813
Students passing 218 359
AP exams with
three or better for
college credit
AP courses 17 18
offered
8. 10th Grade OGT
Test 2011 2012
Reading 95.1% 94.4%
Writing 92.1% 92.8%
Math 92.1% 92.03%
Science 87.8% 86.1%
Social Studies 89.9% 91.7%
10. Test Results
ACT SAT-2011
2011 2012 Milford 1094
Milford 23.4 23.4 State 1084
State 21.8 21.8 Average
Average National 1011
National 21.1 21.1 Average
Average
Note: 270 students took the ACT in
2011 and 330 in 2012
11. Curricular Highlights
grades 7-12
AP program -MHS
We will be offering 18 Advanced Placement
courses at Milford High School during the 2012-2013
school year, with the addition of AP World History
and AP Spanish.
The number of students taking at least one AP
course has grown from 168 (2009-2010) to 483
(2011-2012).
Milford Junior High School offers four high school
credit courses for our junior high students, including
Chinese 1, Math 1, French 1, and Spanish 1.
12. Curricular Highlights
grades 7-12
Math XL for School/Digits
Provided students and teachers with immediate
feedback regarding progress.
Teachers are able to quickly gather data and
make decisions regarding instruction.
This new curriculum enabled teachers to
differentiate instruction.
13. Curricular Highlights
grades 7-12
Schoology
A learning management system that allows
for an electronic extension of the classroom.
The use of Learning Management Systems
across the buildings will provide students with
tools similar to what they will use in college.
This tool will assist in creating flipped
classrooms for the 12-13 school year.
14. • Teachers utilized PBL (Problem
Based Leaning) units in
grades 7-9.
• Bring Your Own Device
(BYOD) in grades 8-12 and
enabled students to take 21
century learning to a new
level.
• BYOD will be expanded to
Curricular Highlights grade 7 for the 2012-2013
school year.
grades 7-12
• Teachers used student
response cards to quickly
Learning and gather information from
students allowing them to
Innovation Skills for immediately re-teach and
differentiate instruction.
the 21st Century
15. Curricular Highlights
• In an effort to continue
grades 7-12 improving the transition to
the junior high and high
school, committees were
formed to research and
plan for future
improvements.
• A plan for improvement has
been developed and set to
be implemented next year.
• This plan will focus on the
continued improvement of
school culture, diversity, and
respect for others.
16. Extracurricular Activities
grades 9-12
Students participating in extracurricular activities 50.0%
Student hours devoted to community service 13,864
Total dollars contributed to community $15,550
Organizations benefited by Milford High School fundraising
include:
Free-Store Food Bank
Wrapping Together (DECA‟s Giving Tree)
Milford-Miami Ministries (The Mary Miller Fund)
Miami Township – Bench for the “Spirit of ‟76” Memorial at Miami Meadows Park
17. Milford High School
The band program continues with its tradition of
excellence.
Twenty-nine students were chosen for the District
14 Honor Band, which represents the highest
number of students of any district.
All of the bands won awards at their competitions
during the year.
The Marching Band was recognized as a Bands of
America Regional Finalist and National Semi-Finalist.
The Symphonic Band received a Superior Rating at
the OMEA District Festival.
The Concert Band received a Superior Rating at the
District Concert Festival.
18. Milford High School
The
2011 Droflim, Milford High School‟s
yearbook, received the highest
award, “All American” from the
NSPA, and was also awarded the gold
medalist rating from the Columbia
Scholastic Press Association.
19. Milford High School
MHS athletes
15 members of this year‟s senior class have committed to
colleges to continue their academic and athletic careers.
129 student athletes were recognized as FAVC Student
Athletes. All had a cumulative GPA of 3.5 or higher during
their season.
89 All FAVC awards were captured by MHS
athletes, including the FAVC East Performer of the Year in
Girls‟ Basketball, Girls‟ Cross Country, Girls‟ Soccer, and
Girls‟ Volleyball.
5 Members of the Boys‟ Varsity Swim Team competed in
the State Swim Meet.
Girls‟ Soccer and Boys‟ Baseball were FAVC Champions.
Coach Pat Winkler and Coach Tom Kilgore were
recognized as Coaches of the Year.
20. Milford High School
Visual Arts
Five students were awarded Honorable Mentions in the
Scholastics Art competition.
Eight students were awarded Silver Key Awards in the
Scholastics Art competition.
Eight students were awarded Gold Key Awards in the
Scholastics Art competition.
One student was awarded the American Visions Award in
the Scholastics Art competition.
One student was awarded the Gold Key and National
Silver Medal for his photography portfolio.
One student was a finalist in the Cincinnati Overture
Awards.
One student had a photograph published in the national
literary magazine “Teen Ink.”
One student won first place in the Montgomery
Photography Show.
21. Milford High School
Marketing Program
42 students competed at the 2012 DECA District
Competition. 62% went on to the state
competition.
26 students competed at the 2012 DECA Career
Development Conference, with 58 % earning Top
10 recognition. 35% went on to the 2012 DECA
International Career Development Conference.
11 students competed in Salt Lake City, Utah at the
2012 DECA International Career Development
Conference.
83% of the seniors who took the Marketing CLEP
Exam earned college credit.
22. Ninth Grade Community
Asevidenced by the statistical data
compiled, the Ninth Grade Community
continues to have a positive impact on
student learning and achievement.
Once again, during the 2011-12 school
year nearly 90% of ninth grade students
earned credit in all of their classes.
23. Ninth Grade Community
Teaming approach allows for ninth grade students
to have a study hall with their team of teachers
during each week
Study hall provides an opportunity for students to
get extra assistance and for teachers to design
specific interventions for individual students.
The Ninth Grade Community continues to address
21st century skills with the addition of laptop carts
and a computer lab.
24. Milford Junior High School
Students participating in extracurricular activities 74.0%
Student hours devoted to community service 1,040
Total dollars contributed to community $10,000
Organizations benefited by Junior High School fundraising
include:
InterParish Ministry
Leukemia/Lymphoma Society
Relay for Life
Josh Cares
American Cancer Society
Miami Township – Bench for the “Spirit of „76” Memorial at Miami
Meadows Park
25. Milford Junior High School
Vocal Music
26 MJHS students were selected to
participate in the Ohio Music Educators
Association District 14 Junior Honor Choir.
In April, MJHS Triple Trio and BariTenors, and
two soloists performed at the OMEA Solo and
Ensemble Competition at Madeira Middle
School, all receiving Superior or Excellent
ratings.
26. Milford Junior High School
Athletics
8th Grade Boys Basketball FAVC League Champs
8th Grade Girls Basketball FAVC League Champs
James Murphy, Wrestler, won FAVC in his weight
class
AJ Erdaty, Cross Country, won second in FAVC
Alexis Foster, Discus and Shot Put League
Championship
Cheerleading Jam Fest 2012 Champions
27. Milford Junior High School
Academics 2011 2012
OAA Reading
Grade 7 87.9% 89.95%
Grade 8 91.3% 93.4%
OAA Math
Grade 7 88.5% 87.8%
Grade 8 86.0% 93.76%
Receiving 13%
academic support
Students in honors
Language 42% 42%
Accelerated Math 69% 79%
28. Elementary Students
grades K-6
A variety of After School Activities for elementary students are offered at
each elementary school sponsored by our PTA or PTO or community
organizations.
Taekwondo
Spanish
Dance
Young Rembrandts
Girl Scouts
Boy Scouts
Girls on the Run
Mad Science
Newspaper
Talent Show
Carnivals
Family Nights
Science Night
Fine Arts Night
29. Elementary Students
grades K-6
Enrichment activities offered during the day by the
schools often in conjunction with PTA/PTO.
These include the following:
Children‟s Theater
Crystal Clear Science
Cincinnati Arts Music
Schoolhouse Symphony
Zoo Outreach
COSI on Wheels
Dance Troupes
Museum Center Programs
30. Elementary Students
grades K-6
A range of sports activities are offered by the community
organizations.
Milford Basketball Association (MBA)
MAST group offers club swimming programs for age 6 – high
school and uses Milford High School‟s pool.
Boys and girls scout programs are offered, and many troops
meet in our schools.
The Milford community supports baseball and softball
teams, and soccer, both club and community teams.
31. Elementary Students
grades K-6
Our elementary students have contributed to a wide variety of worthy
causes that include:
Miami Township – Benches for “Spirit of „76” Memorial at Miami
Meadows Park
Milford Miami Ministry
Troop Box Ministry
American Heart Association
Jump Rope for Heart
Relay for Life
We Support Connor
Natalie Fossier Memorial
Veterans‟ Programs
Faces Without Places
32. Elementary Reading
Assessments
Kindergarten Readiness Fountas and Pinell Reading
Assessment (KRA-L) Levels February 2012*
Milford 21.5 Kindergarten 28.8%
Clermont 20.4 Grade 1 74.5%
County Grade 2 80.3%
State of Ohio 20.1 Grade 3 83.8%
*The percent of students who are reading at
grade level at that point in the year.
34. Intervention
Students receiving additional academic 20.1%
support in math/reading – Tier II
Students receiving intensive academic 8.2%
support in math/reading – Tier III
Student population identified as gifted in at 31.0%
least one area in grades 2-6.
35. Academic Program
grades K-6
Balanced literacy program in grades K – 6.
Guided reading groups allow students to
receive small group instruction with the
teacher on their individual reading level.
Writers‟ Workshop-intense and
individualized instruction and
conferencing that gives students at all
levels the skills to develop as a writer.
36. Academic Program
grades K-6
Math Investigations program at K – 5, and
the DIGITS program at grade 6.
Both math programs help students
develop deep understanding of number
sense and math concepts through hands-
on, interactive lessons.
Sixth grade students have access to an
online math portal for homework.
37. Academic Programs
grades K-6
Our science lessons provide experiences for students to
use an inquiry approach to learn and to problem solve.
Our social studies lessons are interactive and aligned to
Ohio‟s revised social studies standards.
Art, music, and physical education classes are scheduled
weekly with instructors who are certified in their
respective areas.
Libraries are kept up-to-date and all students visit them at
least weekly.
Computer labs and technology are used in every
classroom.
Musical instrument instruction for the band begins in sixth
grade with teachers from the high school offering this
small group instruction before school.
38. Support from Parent
Organizations
Milford parent organizations support our schools with
dedicated volunteers and financial donations to enhance
our educational and extracurricular programs.
MHS* Athletic MJHS Elementary
Boosters
Volunteer 5,200 5,000 200 16,032
Hours
Financial $45,000 $192,000 $21,350 $190,056
Donations
Please note: The number of volunteer hours and donations can be difficult to quantify
and the above numbers are estimates.
*MHS includes PTSA/Academic Boosters, After Prom, and Band Boosters.
39. Community Support
Milford has had a long history of support from local
business and community members.
Business partnerships are coordinated with the
Milford/Miami Township Chamber. Local
businesses volunteer for special projects and
contribute to fund raising efforts at each of our
local schools.
Milford has received numerous grants from
foundations and the State of Ohio.
Highlights of the grants given in 2011 and 2012:
3M Company-$32,000 for math and science
initiatives
Milford Schools Foundation-$60,000 in teacher
and staff mini-grants
40. For More Information
Ask questions via Eagle Talk on the district
homepage.
www.milfordschools.org
Facebook @Milford_Schools
Twitter @Milford_Schools
Attend Listening Sessions
September 13, 2012 -MHS @ 7 p.m.
October 9, 2012-McCormick @ 7 p.m.