The document outlines the Good Spirit School Division's (GSSD) strategies and goal areas for inclusive education based on Saskatchewan's Ministry of Education service delivery rubric for 2011/12. Key goals included continuing to use an inclusionary philosophy when making placement and programming decisions, fostering collaboration through professional learning communities, and engaging families through transition planning. The GSSD organized its student services department into regional clusters and established meeting structures to facilitate communication, collaboration, and capacity building across teams. Progress would be assessed using the Ministry's rubric during the upcoming school review process.
"Silos Support Farmers, Not the Learning Ecosystem" By Susan Meek- Serious Pl...SeriousGamesAssoc
Susan Meek speaks about "Silos Support Farmers, Not the Learning Ecosystem" at the 2012 Serious Play Conference
ABSTRACT:
In order to fully exploit technology’s potential in the new learning ecosystem, the creation of serious games and simulations must take into account the need to embrace a holistic strategy. When creating serious games and simulations to deliver and support curriculum, it is important to remember that the game or simulation’s ability to plug into a closed-loop instructional system will impact its chances of being adopted by the instructor. Technology tools, which seamlessly integrate into a continuous instructional feedback loop, will be able to capitalize on the true power of technology and will fuel the new learning ecosystem by inspiring and empowering students and teachers.
This document provides an overview of the ReTeach program, which focuses on teaching and learning in higher education. It includes Chinese proverbs about learning, principles of good teaching, theories of teaching, and frameworks for constructive alignment between learning outcomes, teaching methods, and assessment. The goal of ReTeach is to involve students and teachers in the learning process through active and social learning experiences, clear expectations, feedback, and reflection on teaching practices. References are provided for further reading on quality learning and teaching in higher education.
Ele3102 principle of english language teachingAinu Amirah
The document discusses strategies for teaching English language skills. It outlines three main purposes: increasing comprehensibility, interaction, and thinking skills. To increase comprehensibility, teachers make content understandable through visual aids, building on existing knowledge, and using students' native languages. For interaction, teachers provide opportunities for communication through group work and discussions. Developing thinking skills involves asking higher-order questions and modeling complex language. The document also discusses lesson planning, remedial activities, enrichment activities, and selecting materials based on students' abilities and interests.
The document outlines a plan to provide support to two teachers at Eagle Elementary School. It describes collecting data on student and teacher performance to identify areas for growth. Goals were set for each teacher to improve instruction and increase student achievement. Support strategies included reorganizing classrooms, aligning instruction to data, modeling lessons, and developing leadership skills. Progress was monitored through observations and assessments. Collaboration between teachers, coaches, and administrators helped ensure the plan's success in facilitating teacher development and higher student outcomes.
Innovations 2012 Presentation: Teamwork: The Key to Faculty Engagement in Cou...kForgard
Presentation for League for Innovations in Community Colleges 2012: Teamwork: The Key to Faculty Engagement in Course Redesign.
Presented by:
Kevin Forgard – Instructional Designer, Title III
Donald Kilguss – Associate Professor of History
Jacci Barry - Associate Professor of Reading and ESL
Transitioning to New Standards Using Formative Instructional Practicesohedconnectforsuccess
June 27, 10:15– 11:30am, Room: Franklin C
Formative instructional practices give educators a roadmap for how the new state standards can be taught to increase student success. Find out more about how these practices can help teachers and leaders ensure a smooth transition to the new state standards and assessment system. Learn about FIP Your School™ Ohio, the Ohio Department of Education’s effort to support and advance the use of proven formative instructional practices that accelerate student learning.
Main Presenter: Virginia Ressa, Ohio Department of Education
Problem-based learning (PBL) is a pedagogical approach where students learn through solving open-ended problems. In PBL, students work collaboratively in small groups to identify learning needs and find information to solve problems. The instructor acts as a facilitator rather than lecturer. PBL aims to develop students' critical thinking, collaboration skills, and self-directed learning. It is used in teacher education to model how students may apply PBL in their own teaching by engaging them in authentic problems and gradually reducing guidance. While challenging to implement, PBL is believed to increase engagement and transfer of learning by simulating real-world problem solving.
The document discusses several learning theories and instructional design theories. It summarizes the information processing theory which proposes that the human mind processes information similarly to a computer. It also summarizes Dale's Cone of Learning which classifies learning experiences from active to passive. Finally, it provides overviews of Bruner's educational theory, Bandura's social learning theory, Gagne's nine events of instruction, and Vygotsky's social development theory.
"Silos Support Farmers, Not the Learning Ecosystem" By Susan Meek- Serious Pl...SeriousGamesAssoc
Susan Meek speaks about "Silos Support Farmers, Not the Learning Ecosystem" at the 2012 Serious Play Conference
ABSTRACT:
In order to fully exploit technology’s potential in the new learning ecosystem, the creation of serious games and simulations must take into account the need to embrace a holistic strategy. When creating serious games and simulations to deliver and support curriculum, it is important to remember that the game or simulation’s ability to plug into a closed-loop instructional system will impact its chances of being adopted by the instructor. Technology tools, which seamlessly integrate into a continuous instructional feedback loop, will be able to capitalize on the true power of technology and will fuel the new learning ecosystem by inspiring and empowering students and teachers.
This document provides an overview of the ReTeach program, which focuses on teaching and learning in higher education. It includes Chinese proverbs about learning, principles of good teaching, theories of teaching, and frameworks for constructive alignment between learning outcomes, teaching methods, and assessment. The goal of ReTeach is to involve students and teachers in the learning process through active and social learning experiences, clear expectations, feedback, and reflection on teaching practices. References are provided for further reading on quality learning and teaching in higher education.
Ele3102 principle of english language teachingAinu Amirah
The document discusses strategies for teaching English language skills. It outlines three main purposes: increasing comprehensibility, interaction, and thinking skills. To increase comprehensibility, teachers make content understandable through visual aids, building on existing knowledge, and using students' native languages. For interaction, teachers provide opportunities for communication through group work and discussions. Developing thinking skills involves asking higher-order questions and modeling complex language. The document also discusses lesson planning, remedial activities, enrichment activities, and selecting materials based on students' abilities and interests.
The document outlines a plan to provide support to two teachers at Eagle Elementary School. It describes collecting data on student and teacher performance to identify areas for growth. Goals were set for each teacher to improve instruction and increase student achievement. Support strategies included reorganizing classrooms, aligning instruction to data, modeling lessons, and developing leadership skills. Progress was monitored through observations and assessments. Collaboration between teachers, coaches, and administrators helped ensure the plan's success in facilitating teacher development and higher student outcomes.
Innovations 2012 Presentation: Teamwork: The Key to Faculty Engagement in Cou...kForgard
Presentation for League for Innovations in Community Colleges 2012: Teamwork: The Key to Faculty Engagement in Course Redesign.
Presented by:
Kevin Forgard – Instructional Designer, Title III
Donald Kilguss – Associate Professor of History
Jacci Barry - Associate Professor of Reading and ESL
Transitioning to New Standards Using Formative Instructional Practicesohedconnectforsuccess
June 27, 10:15– 11:30am, Room: Franklin C
Formative instructional practices give educators a roadmap for how the new state standards can be taught to increase student success. Find out more about how these practices can help teachers and leaders ensure a smooth transition to the new state standards and assessment system. Learn about FIP Your School™ Ohio, the Ohio Department of Education’s effort to support and advance the use of proven formative instructional practices that accelerate student learning.
Main Presenter: Virginia Ressa, Ohio Department of Education
Problem-based learning (PBL) is a pedagogical approach where students learn through solving open-ended problems. In PBL, students work collaboratively in small groups to identify learning needs and find information to solve problems. The instructor acts as a facilitator rather than lecturer. PBL aims to develop students' critical thinking, collaboration skills, and self-directed learning. It is used in teacher education to model how students may apply PBL in their own teaching by engaging them in authentic problems and gradually reducing guidance. While challenging to implement, PBL is believed to increase engagement and transfer of learning by simulating real-world problem solving.
The document discusses several learning theories and instructional design theories. It summarizes the information processing theory which proposes that the human mind processes information similarly to a computer. It also summarizes Dale's Cone of Learning which classifies learning experiences from active to passive. Finally, it provides overviews of Bruner's educational theory, Bandura's social learning theory, Gagne's nine events of instruction, and Vygotsky's social development theory.
1. Problem/project-based learning involves students exploring real-world problems and challenges through sustained cooperative investigation. Students learn thinking strategies and domain knowledge through this active learning approach.
2. Key features include learning being initiated by a problem, problems being based on complex real-world situations, and students working in permanent groups to identify appropriate resources and solve problems.
3. Benefits include improved problem solving abilities, development of critical thinking skills, and linking of theory to practice. It is a more student-centered approach compared to traditional teaching.
The document discusses the PETALS framework for engaged learning. It defines the six dimensions of the framework - Pedagogy, Experience of Learning, Tone of Environment, Assessment, Learning Content, and Build a Common Language. For each dimension, it provides the core ideas and key considerations for an engaged learning experience based on that dimension. It applies the framework to discuss assessment types, feedback, and designing lesson plans using an understanding by design model.
1. Problem/project-based learning involves students exploring real-world problems and challenges through sustained cooperative investigation.
2. It is a student-centered approach that improves learning strategies, thinking skills, and engagement through contextual learning.
3. Key aspects include setting meaningful purposes, providing sufficient time, incorporating multiple subjects, and allowing students to connect with each other and share their work.
This document introduces Module 5 which focuses on the indicator "Manage learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments." It defines 3 key concepts related to this indicator:
1) Learner behavior refers to how learners conduct themselves through their actions and responses. It emphasizes the link between how learners learn and their social knowledge and behavior.
2) Positive and non-violent discipline involves constructively disciplining learners through respectful dialogue and counseling, avoiding punishment like spanking or verbal abuse.
3) A learning-focused environment is a classroom where learners feel encouraged to participate freely without disruptions
The path of learning requires that students demonstrate the mastery of both skills and concepts in any class. In the traditional model of mastery in higher education, both formative and summative assessments are conducted via a rigid set of assignments, activities, and tests that require all students to perform the same set of skills for each concept mastery demonstration. The idea of choice in the classroom is a concept of Universal Design for Learning (UDL), and while choice can be easily produced for content delivery (text, audio, video, interactive materials), assessment of both skills and concept mastery is not addressed in most classrooms. This leads to the development of homogenous courses and assignments where many students show objective mastery via exams and subjective mastery via writing. Students can be given choice on their demonstration of mastery without undue burden on the faculty member while also creating increased mastery of skills important to their respective fields. In business, a fungible asset is one that is mutually interchangeable. In this case, I am applying the concept of fungibility to learning assessment. Faculty can give students choice; but, in order to create fungible assignments that do not, faculty must ensure that proper design of instruction and assessment is used. In order to facilitate the assessment of fungible assignments, faculty must be able to create clear and concise criteria for assessment that tie directly to objectives for learning. Allowing students to choose how they show their knowledge of concepts and mastery of skills gives them control over their learning and ultimately improving educational outcomes.
For this professional development session our learning target is:
I can analyze critical areas of focus so I can apply them in my teaching.
Success Criteria:
•Examine Critical Areas of Focus for my grade level
•Connect standards to Critical Areas of Focus
•Unpack the standards
•Determine cognitive demand
•Link content standards with Standards for Mathematical Practices
•(Begin to) Align curriculum with standards
•Make connections to 5D
•Reflect to personalize the learning
The document outlines the purpose and goals of the Fort Dodge Community School District. The purpose is to improve teaching and learning to ensure all Iowa students engage in a rigorous and relevant curriculum. There are six outcomes focused on different areas to achieve this purpose, including leadership, community involvement, improving schools through continuous improvement, aligning content, providing professional development, and strengthening instructional practices. The goals are to improve student achievement in reading, math, science, and technology integration, while also providing a safe and conducive learning environment.
Developing Serious Games: from Face-to-Face to a Computer-based ModalityeLearning Papers
Author(s): Ariadna Padrós, Margarida ROMERO, Usart Mireia.
This paper introduces a methodology for the design of a collaborative Game Based Learning (GBL) model, used here in the context of a finance course in an onsite learning context. In this paper we discuss three releases of the Finance Assets Game (FAG), the teacher-led face-to-face model, the paper-based model, and the computer-based model.
___________________________ Not in Place = 1
1. Rules are posted, referred to, and reinforced daily.
2. Routines and procedures are established and taught.
3. Transitions are well-planned and efficient.
4. Seating arrangements facilitate instruction and behavior.
5. Teacher actively supervises students.
6. Teacher uses a variety of instructional formats.
7. Teacher provides specific praise and feedback.
8. Teacher ignores minor inappropriate behavior.
9. Teacher uses pre-corrections to prevent problems.
10. Teacher reinforces appropriate behavior.
11. Teacher uses effective error corrections.
12. Teacher uses a variety
Here are my responses to your questions:
1. Teacher Abby's practice of keeping a notebook that contains her plans for the day's lesson is helpful in instructional planning because it allows her to systematically prepare, develop, evaluate and manage the instructional process. By writing down her plans, she can ensure her lessons are properly sequenced and aligned with the learning competencies and standards. It also helps her stay organized.
2. Yes, the plans written down by Teacher Abby are logically sequenced. She begins by referring to the curriculum guide and learner's material to establish context. She then fills out the DLL and sequences activities like reviews, questions, integration of a previous lesson, reading time and assessment.
3. If I
This document discusses the technique of anchoring in education. It begins by defining anchoring as a technique in Neuro-Linguistic Programming that involves associating desired mental states with stimuli to help manage emotions. In education, anchoring situates learning within an authentic context to engage students in problem-solving. Anchored instruction presents problems through video to immerse students and help with comprehension. The document then discusses several theories that support anchored learning, such as situated cognition and cognitive apprenticeship. It provides examples of how anchoring can be used in the classroom through activities and video problems for students to solve. Overall, the document advocates for anchoring instruction as an active, engaging approach to learning that situates knowledge within a meaningful
Seminor on cce 2013 at diet,vzm.docx revised.docx 2Vanapall Ramesh
CARE- Recommendations for sustainable learning.
---Present teaching learning process has been going on fallowed by only objectvism.
----There is no possibility to child centered , & constructionistic teaching learning methods. So reforms should be taken place .
This document outlines the agenda for a 3-day curriculum leadership module on primary mathematics for new heads of department and subject heads. Day 1 will cover the role of mathematics curriculum leaders, lesson planning frameworks, and self-directed learning. Day 2 focuses on higher-order thinking, technology integration, and department planning. Day 3 addresses group discussions on views of mathematics and how the subject has evolved. The objective is to support new curriculum leaders in their role and enable them to understand the mathematics curriculum framework, align programs to student needs, integrate technology, and facilitate teacher professional development.
The document provides information on student support services in the Good Spirit School Division (GSSD) including:
1) Statistics on the student population in GSSD as of September 2011 including total enrollment, students new to GSSD, full time equivalents, students transferring from other areas.
2) An overview of GSSD's continuum of support for all students focusing on effective core instruction, screening tools, and levels of intervention from classroom teachers to student support teachers to professional service providers.
3) Goals for 2011-2012 including increasing ratings on GSSD's service delivery rubric and building an inter-professional team through processes like inter-disciplinary meetings and referral intake meetings.
B11 - Archie Graham & Chris Munro (Aberdeen): Developing a Combined Primary &...Mike Blamires
B11 - Archie Graham & Chris Munro (Aberdeen): Developing a Combined Primary & Secondary PGDE Programme at the University of Aberdeen: A View from the Programme Team
Developing expertise to meet the teachers' standards ts 5 differentiation(1)Lee Hazeldine
This document discusses differentiating instruction to meet the needs of all learners. It defines differentiation as identifying the most effective strategies for achieving learning goals for each student. The document outlines ways teachers can differentiate the process, product, content, and grouping based on students' readiness, interests, and learning styles. Teachers are encouraged to use assessments to understand students' prior knowledge and tailor instruction accordingly. Examples of differentiation strategies include varying activities, resources, support, tasks, and outcomes. The benefits and challenges of differentiation are discussed.
The National Competency-Based Teacher Standards (NCBTS) provides a single framework that defines effective teaching in the Philippines. It is intended to guide all aspects of a teacher's professional development and practice. The NCBTS framework is organized into 7 domains that represent distinct areas of the teaching and learning process, with each domain defined by a principle related to enhancing student learning. The NCBTS aims to establish consistent standards for quality teaching across the country and provide a common language for teachers to evaluate and improve their practice.
Project DEgree is an evidence-based approach to developmental education reform that aims to improve success rates of students requiring remediation. It provides comprehensive support through practices such as intrusive advising, learning communities, and accelerated curriculum. Project DEgree has proven success based on evaluations of nine pilot colleges. It works with colleges to tailor supports and provides training, resources, and a national network to assist with implementation and scaling of effective practices. The goal is to engage, support, and accelerate students to graduation through holistic and integrated academic and student support.
Preparing staff for instructional roundsndaviskunyung
The document discusses Instructional Rounds, which is a process for school staff to work together systematically to improve teaching and learning. It provides context on what has prepared staff at this school for Instructional Rounds. The key aspects of Instructional Rounds are that it is evidence-based rather than judgemental, focuses on a specific Problem of Practice identified by the school, and examines the relationship between teachers and students in the context of content. Developing a collaborative culture and clear expectations is important for the Instructional Rounds process.
1. Problem/project-based learning involves students exploring real-world problems and challenges through sustained cooperative investigation. Students learn thinking strategies and domain knowledge through this active learning approach.
2. Key features include learning being initiated by a problem, problems being based on complex real-world situations, and students working in permanent groups to identify appropriate resources and solve problems.
3. Benefits include improved problem solving abilities, development of critical thinking skills, and linking of theory to practice. It is a more student-centered approach compared to traditional teaching.
The document discusses the PETALS framework for engaged learning. It defines the six dimensions of the framework - Pedagogy, Experience of Learning, Tone of Environment, Assessment, Learning Content, and Build a Common Language. For each dimension, it provides the core ideas and key considerations for an engaged learning experience based on that dimension. It applies the framework to discuss assessment types, feedback, and designing lesson plans using an understanding by design model.
1. Problem/project-based learning involves students exploring real-world problems and challenges through sustained cooperative investigation.
2. It is a student-centered approach that improves learning strategies, thinking skills, and engagement through contextual learning.
3. Key aspects include setting meaningful purposes, providing sufficient time, incorporating multiple subjects, and allowing students to connect with each other and share their work.
This document introduces Module 5 which focuses on the indicator "Manage learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments." It defines 3 key concepts related to this indicator:
1) Learner behavior refers to how learners conduct themselves through their actions and responses. It emphasizes the link between how learners learn and their social knowledge and behavior.
2) Positive and non-violent discipline involves constructively disciplining learners through respectful dialogue and counseling, avoiding punishment like spanking or verbal abuse.
3) A learning-focused environment is a classroom where learners feel encouraged to participate freely without disruptions
The path of learning requires that students demonstrate the mastery of both skills and concepts in any class. In the traditional model of mastery in higher education, both formative and summative assessments are conducted via a rigid set of assignments, activities, and tests that require all students to perform the same set of skills for each concept mastery demonstration. The idea of choice in the classroom is a concept of Universal Design for Learning (UDL), and while choice can be easily produced for content delivery (text, audio, video, interactive materials), assessment of both skills and concept mastery is not addressed in most classrooms. This leads to the development of homogenous courses and assignments where many students show objective mastery via exams and subjective mastery via writing. Students can be given choice on their demonstration of mastery without undue burden on the faculty member while also creating increased mastery of skills important to their respective fields. In business, a fungible asset is one that is mutually interchangeable. In this case, I am applying the concept of fungibility to learning assessment. Faculty can give students choice; but, in order to create fungible assignments that do not, faculty must ensure that proper design of instruction and assessment is used. In order to facilitate the assessment of fungible assignments, faculty must be able to create clear and concise criteria for assessment that tie directly to objectives for learning. Allowing students to choose how they show their knowledge of concepts and mastery of skills gives them control over their learning and ultimately improving educational outcomes.
For this professional development session our learning target is:
I can analyze critical areas of focus so I can apply them in my teaching.
Success Criteria:
•Examine Critical Areas of Focus for my grade level
•Connect standards to Critical Areas of Focus
•Unpack the standards
•Determine cognitive demand
•Link content standards with Standards for Mathematical Practices
•(Begin to) Align curriculum with standards
•Make connections to 5D
•Reflect to personalize the learning
The document outlines the purpose and goals of the Fort Dodge Community School District. The purpose is to improve teaching and learning to ensure all Iowa students engage in a rigorous and relevant curriculum. There are six outcomes focused on different areas to achieve this purpose, including leadership, community involvement, improving schools through continuous improvement, aligning content, providing professional development, and strengthening instructional practices. The goals are to improve student achievement in reading, math, science, and technology integration, while also providing a safe and conducive learning environment.
Developing Serious Games: from Face-to-Face to a Computer-based ModalityeLearning Papers
Author(s): Ariadna Padrós, Margarida ROMERO, Usart Mireia.
This paper introduces a methodology for the design of a collaborative Game Based Learning (GBL) model, used here in the context of a finance course in an onsite learning context. In this paper we discuss three releases of the Finance Assets Game (FAG), the teacher-led face-to-face model, the paper-based model, and the computer-based model.
___________________________ Not in Place = 1
1. Rules are posted, referred to, and reinforced daily.
2. Routines and procedures are established and taught.
3. Transitions are well-planned and efficient.
4. Seating arrangements facilitate instruction and behavior.
5. Teacher actively supervises students.
6. Teacher uses a variety of instructional formats.
7. Teacher provides specific praise and feedback.
8. Teacher ignores minor inappropriate behavior.
9. Teacher uses pre-corrections to prevent problems.
10. Teacher reinforces appropriate behavior.
11. Teacher uses effective error corrections.
12. Teacher uses a variety
Here are my responses to your questions:
1. Teacher Abby's practice of keeping a notebook that contains her plans for the day's lesson is helpful in instructional planning because it allows her to systematically prepare, develop, evaluate and manage the instructional process. By writing down her plans, she can ensure her lessons are properly sequenced and aligned with the learning competencies and standards. It also helps her stay organized.
2. Yes, the plans written down by Teacher Abby are logically sequenced. She begins by referring to the curriculum guide and learner's material to establish context. She then fills out the DLL and sequences activities like reviews, questions, integration of a previous lesson, reading time and assessment.
3. If I
This document discusses the technique of anchoring in education. It begins by defining anchoring as a technique in Neuro-Linguistic Programming that involves associating desired mental states with stimuli to help manage emotions. In education, anchoring situates learning within an authentic context to engage students in problem-solving. Anchored instruction presents problems through video to immerse students and help with comprehension. The document then discusses several theories that support anchored learning, such as situated cognition and cognitive apprenticeship. It provides examples of how anchoring can be used in the classroom through activities and video problems for students to solve. Overall, the document advocates for anchoring instruction as an active, engaging approach to learning that situates knowledge within a meaningful
Seminor on cce 2013 at diet,vzm.docx revised.docx 2Vanapall Ramesh
CARE- Recommendations for sustainable learning.
---Present teaching learning process has been going on fallowed by only objectvism.
----There is no possibility to child centered , & constructionistic teaching learning methods. So reforms should be taken place .
This document outlines the agenda for a 3-day curriculum leadership module on primary mathematics for new heads of department and subject heads. Day 1 will cover the role of mathematics curriculum leaders, lesson planning frameworks, and self-directed learning. Day 2 focuses on higher-order thinking, technology integration, and department planning. Day 3 addresses group discussions on views of mathematics and how the subject has evolved. The objective is to support new curriculum leaders in their role and enable them to understand the mathematics curriculum framework, align programs to student needs, integrate technology, and facilitate teacher professional development.
The document provides information on student support services in the Good Spirit School Division (GSSD) including:
1) Statistics on the student population in GSSD as of September 2011 including total enrollment, students new to GSSD, full time equivalents, students transferring from other areas.
2) An overview of GSSD's continuum of support for all students focusing on effective core instruction, screening tools, and levels of intervention from classroom teachers to student support teachers to professional service providers.
3) Goals for 2011-2012 including increasing ratings on GSSD's service delivery rubric and building an inter-professional team through processes like inter-disciplinary meetings and referral intake meetings.
B11 - Archie Graham & Chris Munro (Aberdeen): Developing a Combined Primary &...Mike Blamires
B11 - Archie Graham & Chris Munro (Aberdeen): Developing a Combined Primary & Secondary PGDE Programme at the University of Aberdeen: A View from the Programme Team
Developing expertise to meet the teachers' standards ts 5 differentiation(1)Lee Hazeldine
This document discusses differentiating instruction to meet the needs of all learners. It defines differentiation as identifying the most effective strategies for achieving learning goals for each student. The document outlines ways teachers can differentiate the process, product, content, and grouping based on students' readiness, interests, and learning styles. Teachers are encouraged to use assessments to understand students' prior knowledge and tailor instruction accordingly. Examples of differentiation strategies include varying activities, resources, support, tasks, and outcomes. The benefits and challenges of differentiation are discussed.
The National Competency-Based Teacher Standards (NCBTS) provides a single framework that defines effective teaching in the Philippines. It is intended to guide all aspects of a teacher's professional development and practice. The NCBTS framework is organized into 7 domains that represent distinct areas of the teaching and learning process, with each domain defined by a principle related to enhancing student learning. The NCBTS aims to establish consistent standards for quality teaching across the country and provide a common language for teachers to evaluate and improve their practice.
Project DEgree is an evidence-based approach to developmental education reform that aims to improve success rates of students requiring remediation. It provides comprehensive support through practices such as intrusive advising, learning communities, and accelerated curriculum. Project DEgree has proven success based on evaluations of nine pilot colleges. It works with colleges to tailor supports and provides training, resources, and a national network to assist with implementation and scaling of effective practices. The goal is to engage, support, and accelerate students to graduation through holistic and integrated academic and student support.
Preparing staff for instructional roundsndaviskunyung
The document discusses Instructional Rounds, which is a process for school staff to work together systematically to improve teaching and learning. It provides context on what has prepared staff at this school for Instructional Rounds. The key aspects of Instructional Rounds are that it is evidence-based rather than judgemental, focuses on a specific Problem of Practice identified by the school, and examines the relationship between teachers and students in the context of content. Developing a collaborative culture and clear expectations is important for the Instructional Rounds process.
The document discusses curriculum design and its types. It defines curriculum design as the purposeful planning of instruction to identify what will be taught, who will teach it, and the schedule. There are three main types of curriculum design: subject-centered, which focuses on teaching a subject matter; learner-centered, which customizes learning to each student's needs; and problem-centered, which exposes students to real-world problems to develop skills. Effective curriculum design considers student needs, sets clear learning goals, identifies constraints, chooses appropriate instructional methods, and establishes evaluation methods to assess student learning and make improvements.
The document outlines an action plan to address achievement gaps among student groups in the Wellesley school district. It acknowledges that current initiatives have shown slow improvement and need better coordination. The plan aims to coordinate ongoing efforts across the district to narrow achievement gaps for all students. It is based on research that shows combining multiple strategies, including academic and social-emotional supports, benefits all students. The plan will document progress, develop common assessments, implement intervention strategies, review curriculum, monitor engagement, create an environment for intellectual risk-taking, support technology and professional development, and adjust strategies until success is achieved.
This document discusses several models and programs for gifted learners in elementary and secondary education. It describes the Schoolwide Enrichment Model (SEM) which provides enrichment to meet gifted students' unique needs. SEM assumes giftedness is a behavior that can be developed through interaction of abilities, commitment, and creativity. It also outlines The Grid or Kaplan's Model which uses themes to organize differentiated curriculum components. Finally, it discusses the Autonomous Learning Model (ALM) which aims to make students independent, creative learners and increase their knowledge through five dimensions including orientation and individual development.
This document provides an overview of several models and programs for gifted learners in elementary and secondary schools. It discusses the Schoolwide Enrichment Model (SEM), which aims to develop gifted behaviors through enrichment opportunities. The Grid or Kaplan's Model uses themes to organize differentiated curriculum components. The Autonomous Learning Model (ALM) aims to develop independent, creative learners and has five dimensions, including orientation, individual development, and enrichment.
The importance of differentiated instruction in the classroom 5Melody Dougherty
This document discusses the importance of differentiated instruction in the classroom. It defines differentiated instruction as modifying instruction to meet the varying needs of students in terms of their readiness levels, interests, and learning preferences. The document outlines types of differentiation like modifying content, process, product, and learning environment. It provides examples of differentiation strategies and considerations for implementation, including using assessments to inform instruction, tiered lessons, flexible grouping, learning contracts, and UDL. The document also discusses creating an optimal learning environment, monitoring behaviors, embedding social skills instruction, and references related resources.
The document provides a blueprint for school improvement in the Western Metropolitan Region. It aims to improve literacy and numeracy as foundational skills through three key strategies:
1) Building the capacity of leaders and teachers to use effective instructional practices in an engaging learning environment.
2) Tracking individual student data to monitor progress and inform support.
3) Achieving measurable gains in student learning outcomes in literacy, numeracy, and school completion rates within three years.
The document discusses the importance of inclusiveness and learning to live together in creating a positive classroom environment. It emphasizes developing understanding of students' diverse strengths and needs through various assessment techniques. Teachers must consider required adaptations and accommodations to assessment and instruction rather than using a one-size-fits-all approach. Effective strategies for inclusive classrooms include individualized education plans, universal design for learning, differentiated instruction, and using technology, peer tutoring and positive behavior management.
Advanced global perspectives facilitator Manju KumariSameerKumarJha1
Global Perspectives is a groundbreaking and stimulating course that stretches across traditional subject boundaries and develops transferable skills. It is both cross-curricular and skills-based and taps into the way learners of today enjoy learning, including team work, presentations and projects. The emphasis is on developing the ability to think critically about a range of global issues where there is always more than one point of view.
MG-BOW and MG-DLP (no procedures) Sept. 2018.pptxSanangBadillo
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Spiral Galaxy type Sa-Sb or Sa/Sb in the constellation Virgo. The majestic Sombrero Galaxy Messier 104 (M104) or NGC 4594. The team took six pictures of the galaxy, stitched them together to create the final composite image. Photo from May-June 2003
9 Britannica Articles That Explain the Meaning of Life
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The document discusses various strategies for professional development (PD), but notes that it is difficult to determine the most effective approach as the field has not agreed on standardized measures. It advocates for PD practices that are tailored to individual needs, integrating multiple strategies like mentoring, peer coaching, and hands-on activities. Effective PD requires clear goals, defined methods, and consideration of teachers' technological, pedagogical, and content knowledge.
EdisonLearning partners with Houghton Mifflin Harcourt to provide a unified K-12 curriculum to schools. A unified curriculum supports consistent, high-quality instruction across grades and subjects. It provides teachers with shared resources and assessments to better identify and address student needs. Implementing a unified curriculum also streamlines program adoption, allows for universal best practices, and facilitates data-driven professional development.
Curriculum Development involves the systematic creation and enhancement of educational content. In Curriculum Development, educators design and refine learning materials to meet specific goals. Through Curriculum Development, institutions ensure relevance and effectiveness in teaching methodologies. Curriculum Development is a continuous process, adapting to evolving educational needs. Explore the depth and impact of Curriculum Development in shaping learning experiences.
Developing learning capacity for teachersJune Wall
As new learning skills emerge it is necessary for teachers to develop sufficient capacity to develop learning programs that will provide the opportunity for students to develop these critical learning skills. ‘Learning and Literacy for the future: Building capacity Part 2’ by June Wall and Karen Bonanno, published in Scan, Volume 33, Issue 4 in 2014 considers a capacity building approach, through formal and information professional learning experiences, to ensure teachers develop competencies and capacity to help improve learning outcomes and prepare students for the rapidly changing world of work.
A capacity building tool is outlined and explained as a development tool for teachers to develop capabilities for future learning. Reflection and strategic visioning, that includes the development of a personal professional learning plan, is an integral component of the tool and will also be explained in this presentation.
Similar to Ministry checklist with action planning and goals.docx (20)
Good Spirit School Division's 2013-2018 Professional Development Plan outlines initiatives to improve responsive teaching strategies over five years. The plan focuses on developing teachers' skills in response to intervention, creating supportive learning environments, unpacking curriculum outcomes, using assessment to inform instruction, and incorporating differentiated instructional strategies. Key initiatives include establishing school-based RTI teams, reducing classroom clutter, designing performance tasks, and providing flexible grouping and student choice. Progress in implementation is indicated by color coding, with the expectation that all strategies will be fully implemented by 2018.
This document outlines a 5-year professional development plan for Good Spirit School Division. The plan focuses on developing teachers' skills in areas like digital fluency, creating supportive learning environments, unpacking curriculums using the Understanding by Design framework, and improving assessment practices. Over the 5 years, teachers will receive training to help implement initiatives in these areas and work towards expectations like differentiating instruction for all students and using technology to enhance teaching and learning.
This document outlines Good Spirit School Division's 5-year professional development continuum from 2013-2018. The goals are to implement differentiated instruction, develop digital fluency, establish response to intervention processes to support all students, unpack renewed curriculums using Understanding by Design, enhance assessment practices, and incorporate differentiated instruction strategies. Each year focuses on different aspects, with full implementation of strategies expected by 2017-2018.
The Good Spirit School Division Professional Development Plan for 2013-2018 outlines initiatives focused on building teacher capacity in response to intervention, environment, curriculum, assessment, and instruction. In the 2013-2014 school year, teachers are expected to create uncluttered teaching spaces, explore accommodations for student learning, unpack curriculum outcomes, implement pre-assessment and formative assessment strategies, and incorporate flexible groupings into instruction. Accountability measures include submission of documentation and classroom observations by administrators. The plan emphasizes an ongoing process of awareness, development and refinement of strategies over the five-year period to support student achievement.
The Superintendent of Student Services has a busy week ahead with several meetings scheduled around strategic planning, staffing, Response to Intervention teams, and training. Key events and tasks include: developing strategic work plans; discussing staffing with principals; planning for school-based RtI teams; scheduling NVCI training in February, April, and May; contacting service providers and vendors; and organizing various staffing meetings.
The document provides the schedule and action items for the Superintendent of Student Services for the week of November 11th to November 16th. It includes attending a conference call on Tuesday, observing career fairs and school council meetings on Wednesday, attending LEAN training in Saskatoon on Thursday, and observing a PAL program and drug committee meeting on Friday. The schedule aims to conduct school visits, work on the strategic plan, and schedule professional growth plan meetings for the Student Services Coordinating Committee that week.
This document provides a 5-step guide to planning a successful transition from school to adult life. It includes stories from individuals who have gone through the transition process. The 5 steps are: 1) Starting the transition planning process; 2) Deciding who should be on the transition planning team; 3) Beginning transition planning meetings; 4) Carrying out the transition plan; and 5) Checking how the plan is working. Worksheets and tips are provided to help students, families, and teachers with each step of the planning process. The overall goal is to develop a personalized plan to help the student transition successfully from school to independent adult living.
Interview a farmer maggie robertson gr. 4 qrobertson
The student interviewed their Papa, a retired farmer, and learned that he spent most of his life farming wheat and canola. Over time, canola became more popular than wheat. The student was surprised to learn that their Papa said his mother worked harder than his father on the farm. Their favorite part of the interview was hearing about the manual labor and chores required on the farm when their Papa was young.
Interview a farmer maggie robertson gr. 4 qrobertson
Maggie interviewed her Papa, a retired farmer, and learned about his experiences working on the farm. She discovered that wheat was the most popular crop when he was young, but canola later became more profitable. Maggie was surprised to learn that her Papa said his mother worked harder than his father on the farm.
1. Starting the transition planning process - Begin planning early, 4-5 years before leaving school. Ask questions about dreams, strengths, and needs.
2. Deciding who should be on the transition planning team - Include the student, family, teachers, support people.
3. Beginning the transition planning meetings - Discuss living, work, community involvement, free time, relationships.
4. Carrying out the transition plan - Implement the goals and activities outlined in the plan.
5. Checking how the plan is working - Review progress regularly and make adjustments as needed.
(1) This document contains a transition planning guide for a student moving from their present school and grade to a new environment.
(2) It includes sections to provide background information on the student's learning needs, strengths, preferences, and concerns across various domains.
(3) Signatures are included from team members involved in the student's transition, such as parents, teachers, administrators, and other support staff.
The document outlines the strategic planning and change management initiatives for the 2012/13 school year for the GSSD Student Services Department. It identifies drivers for change such as school review results, ministry direction, and feedback from parents, staff, and strategic planning. New products and processes being designed include an Inclusion and Intervention Plan, LEAN processes using tracking software, transition documents, and partnerships. Existing products and services like block therapy, staffing allotments, assistive technology processes, and alternate transportation processes are being redesigned. The strategic priorities of collaboration, capacity building, and communication will guide planning to operate. New procedures and roles for supports, reviews, professional development and meetings are also outlined.
Ministry checklist with action planning and goals.docxqrobertson
The document summarizes the Good Spirit School Division's (GSSD) strategies and goal areas based on the Ministry of Education's Service Delivery Rubric for 2011/12. Key strategies included implementing an inclusive philosophy, using professional learning communities and response to intervention, collaborative structures like interdisciplinary teams, and administrative support through training programs. Goals focused on areas like inclusive attitudes, instructional practices, parental engagement, and developing a collaborative culture. Progress would be assessed using the ministry's rubric through school reviews in Spring 2012.
This budget report summarizes spending for the 2012 fiscal year for the Good Spirit School Division No. 204 in various programs and objects related to instruction and student services. It shows budgets, actual spending, commitments and balances. For the student services function, 63.54% of the budget for instructional aids was spent. Overall, 78.30% was spent on communications and 70.11% on travel for student services.
The document provides feedback from multiple school review meetings.
1) Communication and problem solving support from student services is working well, as is involving stakeholders in identification meetings. However, having resources for students who don't qualify for intensive support and solutions for extremely difficult behaviors is tricky.
2) Meetings could be improved by being tighter on roles and deadlines and providing more school-based support for differentiated instruction. One-shot professional development doesn't work and data like CAT4 is not always useful.
3) Identification meetings and the exemplary practice rubric are valuable, but the rubric language could be simplified with examples. Scheduling meetings after school limits participation, and balancing direct support with professional learning community
The document appears to be a report card evaluating various schools in the Good Spirit School Division on their inclusionary practices and policies. It provides ratings from 1 to 4 on a variety of metrics relating to inclusive attitudes, instructional practices, programming, and collaborative culture. Most schools received ratings between 3-4, indicating their practices are evident to exemplary in supporting inclusion. A few areas like parental engagement and administrative leadership saw some schools rated lower between 2-2.5.
The document projects staffing levels for the 2012/13 school year at Canora Composite School. It estimates 260 students enrolled with 20.5 full-time professional staff allocated, including 17.6 for core instruction and 1.5 for student support services. Additionally, 29 educational assistants are budgeted, with 5.5 positions currently vacant. The projected student to teacher ratio is 12.68 to 1.
The document outlines the strategic planning and change management initiatives for the 2012/13 school year for the GSSD Student Services Department. It identifies drivers for change such as school review results, ministry direction, and feedback from parents, staff, and strategic planning. New products and processes being designed include an Inclusion and Intervention Plan, LEAN processes using tracking software, transition documents, and partnerships. Existing products and services like block therapy, staffing allotments, assistive technology processes, and alternate transportation processes are being redesigned. The strategic priorities of collaboration, capacity building, and communication will guide planning to operate. New procedures and roles for supports, reviews, professional development and meetings are also outlined.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
This document provides the weekly schedule and action items for student services coordinators (SSCs) for the week of May 14-18. It includes:
- A tracking task of the number of substitute teacher days schools are requesting with a note that only 30 days remain to assign for instructional improvement plan development.
- Quintin's scheduled meetings that week, including central office updates, staff meetings, year-end conversations with various staff, teacher observations, and accountability reports.
- Additional details for SSCs on monitoring instructional improvement plan development using the TPM system.
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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Walmart Business+ and Spark Good for Nonprofits.pdf
Ministry checklist with action planning and goals.docx
1. GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12
The following chart represents the exemplary level of practice or ideal as identified on the Ministry Service Delivery Rubric. Information is also presented on the current practice within the Good Spirit School Division to
work towards this exemplary level. Goal areas have been developed for certain principle areas (ie. Support for School Personnel, etc…).
Inclusionary Philosophy & Beliefs
Principle Exemplary Practice as Defined by the GSSD Goal GSSD Strategies Action Plan Assessment
Ministry
Inclusive Attitudes ● Understanding & accept inclusive philosophy The GSSD Student Services Department will Spring 2012 – School
● Supports the inclusion values of participation, belonging and continue to use inclusionary philosophy as our lens Reviews using Ministry
interaction when making placement and programming Rubric
● Recognize the benefit of inclusion for students with and without decisions for students. Inclusive attitudes and
a disability practices were goal areas during the past three
● Embrace the value of diversity years. While this will no longer be a goal area,
● Use inclusive philosophy in decision making emphasis will continue to be placed on inclusion
● Utilize problem-solving mindset through quality core programming, RTI, unit
● Acknowledge responsibility for education and success of all planning using Backward Planning/UBD, and
students differentiate instruction.
Inclusive Practices ● Students are supported in a range of age-appropriate classrooms GSSD continues to use Professional Learning We will meet as a PLC Spring 2012 – School
in neighborhood schools Communities (PLCs) to foster collaborative teams once per month. Our Reviews using Ministry
● Sufficient supports exist within regular classrooms for within the school environment and within our discussion will be Rubric
successful achievement of appropriate outcomes for students professional service provider groups. All GSSD around the four big
● Classroom teachers engage in instructional planning based on schools are expected to form and operate as a questions: What do we
inclusionary practices and beliefs Professional Learning Community with the focus want our students to
● Take purposeful action to create a welcoming, responsive, and being student learning. All schools are expected to learn?
inclusive environment complete Learning Improvement Plans that align How will we know they
● Work in collaborative teams with the Continuous Improvement - Improved are learning?
Learning (reading and math). This is considered a How will we respond
non-negotiable item and will be closely monitored when they don’t learn?
at both the school and division level. How will we respond
when they do learn?
2. GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12
Principle Exemplary Practice as Defined by the GSSD Goal GSSD Strategies Action Plan Assessment
Ministry
Organizational ● Shared vision for inclusion GSSD has organized the Student Services Spring 2012 – School
Structures that ● Policies and procedures that are consistent with inclusive Department into three clusters according to Reviews using Ministry
Support Inclusive philosophy geographic region. Each cluster has a Coordinator, Rubric
Education ● Collaborative work environment Psychologist, Occupational Therapist, Speech and
● Multi-disciplinary teams Language Pathologist, Counsellor, etc. The
● Administrative support and leadership Division has set up meeting structures that include
● Professional supports and resources monthly referral intake meetings, school based
● Emphasis on teaching and learning interdisciplinary team meetings, and monthly role
alike PLC meetings. The focus will be on
● Participation in continuous school improvement
collaboration, capacity building and
● Educational programming based on effective practice
communication. These structures and focus areas
have been communicated to the public, the Board,
Senior Leadership and the schools. Frequent
monitoring will occur to ensure that all decision and
actions adhere to the principles of Communication,
Collaboration, and Capacity Building.
Parental/ Caregiver ● There are purposeful attempts by school personnel to build Transition planning will be utilized to engage Spring 2012 – School
Engagement rapport families. Focus will be placed on the transition Reviews using Ministry
● There is an established and effective ongoing communication between health and education for preschool and Rubric.
system between parents/caregivers and school personnel kindergarten aged students, transition from grade to
● The school creates additional special event opportunities, grade, and transition from school to life/work.
beyond PPP meetings Formal partnerships and joint protocols have been
● Parents/caregivers understand and work in partnership with developed by Health, Education, PECIP, Kids First,
school personnel to collaboratively plan and provide Families First, the Parkland College, etc., to
meaningful educational experiences facilitate parental engagement, communication, and
● Shared responsibility for supporting learner outcomes is evident smooth transitions.
3. GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12
Instructional Practices & Programming Interventions
Principle Exemplary Practice as Defined by the GSSD Goal GSSD Strategies Action Plan Assessment
Ministry
Planning ●Classroom teachers recognize and acknowledge students’ All teachers have been introduced to RTI - what do Spring 2012 – School
Processes unresponsiveness to classroom instruction/interventions and enact we want students to learn; how will we know that Reviews using
referral process they have learned it; what will we do if they have not Ministry Rubric.
●Implementation of school division’s referral process is common learned it? Teachers and schools are working
practice towards the development of Common Learning
●Assessment plans are developed that include up-to-date Outcomes for ELA and Math. School based PLC
information from a variety of informal and formal sources and across teams are developing common pacing guides and
settings common formative and summative assessments that
●Assessment results are used to direct programming and are linked are guiding instruction and are improving outcomes
to a student’s PPP for all students.
●School-based team involved in PPP development, review, and Student Services has developed a continuum of
update supports that outline responsibilities of the
●Priority annual outcomes are established and aligned with areas Classroom Teacher, the Student Support Teacher
within the Impact Assessment Profile and with the standards (SST), and Professional Service Providers (PSPs).
identified by the Ministry of Education PPPs are developed in the spring and reviewed at
●Plans for monitoring student progress are established reporting periods, more frequently if necessary.
●Dates for mid-year reviews and an annual update for PPP Transition planning procedures and documents have
determined been provided to support transition planning;
●PPP adjusted to reflect data collected regarding student’s progress structures have been developed for working with
●Plans developed to address critical factors that may affect partner agencies to support successful transitions.
successful transition
●Indicators of successful transition developed and monitored
Fostering ● Student accesses staffing allocation for physical or academic Independence goals are included in PPPs. Spring 2012 – School
Independence support as required Administrators and SSTs are required to assess their Reviews using
● Regular monitoring and adjustment of student’s level of PPPs for the Essential Components as outlined by Ministry Rubric.
adult support the Ministry prior to submission.
● Student explicitly taught skills that facilitate independence When support is requested, staff has to outline how
and self-determination the EA will support skill development so the student
● Positive interdependence with peers fostered to provide can become more independent.
support for inclusive activities Support can be added in the form of teachers
● Purposeful planning and programming for independent delivering tiers of intervention to close the gap.
living needs EA orientation outlines rationale for student
● Parents/caregivers, classroom teachers, and educational independence.
assistants understand the importance of fostering student Formalized process has been developed for schools
independence and work together to take purposeful actions to identify when students are not functioning
that will maximize student independence independently and require additional supports.
When necessary, an EA is hired; the practice is to
revisit this placement frequently and hire only on a
temporary basis to promote reflection.
4. GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12
Principle Exemplary Practice as Defined by the Ministry GSSD Goal GSSD Strategies Action Plan Assessment
Designing ●School-based team plans and develops a program of instruction, including School teams have increased understanding of Spring 2012 – School
Instructional essential support services PLCs and RTI, which focus on student learning and Reviews using
Program ●A full range of support services, including natural supports, are the provision of appropriate strategies and supports Ministry Rubric.
considered for all students.
●Instructional plan is aligned with student’s learning profile, PPP, and their Classroom teachers, as well as student support
response to instruction teachers, professional service providers, and
●Curriculum is designed for a range of learner needs (i.e., universal access) curriculum coaches have been supported in
●Evidence-based strategies are used to accomplish educational outcomes accessing research-based, best practices to support
●Differentiated instruction is common practice and includes adaptations learning outcomes (e.g. balanced literacy, LLI and
and modifications that reflect differing learning modalities, pacing, and other reading interventions, Do the Math, Key Math
complexity Interventions, social skills instruction, and
●Instruction, assessment, curriculum, and classroom management are behavioral supports). Common formative and
aligned summative assessments are being developed at the
school level to assess student growth and areas of
●Flexible grouping patterns are created based on student’s strengths and
strength/need. Diagnostic assessments like the
needs, and the instructional content
F&P, RAD, CAT 4, AFL, etc. are also being
●Emphasis on self-determination peer interaction, and the
strategically used to paint a clear picture of student
maintenance/generalization of skills
learning in the areas of reading, math, and writing
●All options for support are considered within the context of: expression. Schools, led by their administrator, are
a. Student needs using a three-part system to activate and apply their
b. Student strengths understanding of student learning based on a
c. Instructional content number of data sources.
d. Need for independence
e. Social acceptance
Assistive ● Accept assistive technology as a tool for learning and as a means to Principles of UDL have been adopted as school- Spring 2012 – School
Technology promoting inclusive values based teams develop greater understanding of RTI. Reviews using
● Individual assistive technology, as well as universal assistive Procedures have been put in place for accessing Ministry Rubric.
technology is used to provide curricular access and individualized classroom AT as well as individualized AT. The
instruction GSSD has improved tracking procedures to follow
● Assistive technology is routinely considered to support students’ the implementation and use of approved
functional capabilities, to help them interact with the curriculum and technologies for individual students; Student
the environment, and to support their achievement of educational Services is collaborating with Digital Learning
outcomes Coaches to increase access to AT. AT has also
● Assessments are conducted to determine the most effective student- been infused into the core program by introducing
technology match Smart Board technology, etc., into virtually every
● School division has a comprehensive plan to facilitate and enhance school.
access to a range of low and high assistive technology used in a range
of applications
● Technical support is available to students and/or school personnel
● Professionals are trained on the implementation of assistive
technology
5. GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12
Principle Exemplary Practice as Defined by the Ministry GSSD Goal GSSD Strategies Action Plan Assessment
Behavioral ● School division/school promotes and provides a comprehensive School counsellors have been trained to utilize Spring 2012 –
Supports system of behavioral supports that include targeted prevention programs such as Incredible School Reviews
a. Preventive school-wide approaches that foster positive Years & Skill Streaming to build capacity in using Ministry
behaviors through effective instructional practices and classroom teachers and provide Tier 1 and 2 Rubric.
classroom management strategies interventions.
b. Targeted prevention for those who may be at risk of Data collection methods such as CAFAS in
developing challenging behaviors partnership with Mental Health.
c. Intensive interventions, such as functional behavioral School Counsellors connecting with admin to share
assessments and individualized behavior intervention monthly caseload data.
plans, specifically designed for those who require Caring and Respectful School Committees (CARS).
intensive support Interdisciplinary team meetings build capacity in
● School personnel collect data to determine the effectiveness of school staffs in area of behavior.
their interventions Division-wide training in Threat Risk Assessment.
● Classroom teachers identify students at risk of developing NVCI (Non-Violent Crisis Intervention) - 16/28
challenging behaviors as early as possible schools have teams trained.
● The school-based team is involved in developing effective
behavior intervention plans that are monitored and reviewed on a
regular basis
● A number of factors are considered in the development of an
effective behavior intervention plan, including the needs of the
students, environmental conditions, instructional practices, and
behavioral management philosophy and approaches
6. GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12
A Collaborative Culture
Principle Exemplary Practice as Defined by the Ministry GSSD Goal GSSD Strategies Action Plan Assessment
Creating a Culture ● Collaborative school-level planning is deeply embedded as common All schools are required, as a non-negotiable, to Spring 2012 – School
of Collaboration practice develop school-based PLCs to ensure improved Reviews using
● School-based teams share responsibility in developing, monitoring, student learning. All schools/admin have received Ministry Rubric.
and reviewing PPPs, intervention strategies, and support services training in PLCs through Solution Tree (Becky
● Effectiveness of collaborative teams is judged by impact on student and Rick DuFour, Chris Weber, etc.). Over thirty
learning school-based and Division level personnel
● Personnel work together to support each other, and accept attended Solution Tree PRTI in-services to
responsibility for the success of all students activate their understanding of the concept of
● Professional development for all personnel includes explicit training tiered response during the 2010/11 school year.
in collaborative skill development Interdisciplinary team meetings at schools model
● Systematic planning time is scheduled for collegial collaboration collaboration while building capacity. Learning
purposes Improvement Plans - shared responsibility for the
learning of all students - non-negotiable.
Formalized planning time is scheduled and
provided during early dismissal days to allow for
collaboration time at the school level.
Administrators have to gather data and report on
their data to parents, their staff and fellow
administrators as part of their Learning
Improvement Plan (data walls).
Individual schools have adopted collaborative
student support teams
Autism Pro trial – Circle of Care – one in each
area of division.
7. GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12
Principle Exemplary Practice as Defined by the Ministry GSSD Goal GSSD Strategies Action Plan Assessment
Administrative ● School division/school administrators are well versed in rationale CLASS ACT for new administrators focusing on Spring 2012 –
Leadership and principles of inclusive education school culture, instructional leadership, School Reviews
● School divisions/school administration promote vision for inclusive organizational management and qualities of effective using Ministry
education and collaborative practices Principals. A GSSD Admin Guide book was Rubric.
● Administration provides school division/school personnel with developed outlining PLC requirements, etc.
organizational structures, resources, and moral support necessary to Admin have been provided with a ‘Year at a Glance’
create meaningful educational programs for all students which includes Student Services monthly actions.
● School-based administrators demonstrate support for inter- Admin must develop mission, vision, values along
professional team members and supporting agencies with PLC norms – included in LIP template.
● Student support services teachers and educational assistants new to TEAM Orientation for teachers & EAs.
their roles are provided with additional school-based administrator Greater emphasis on development of LIP with SCCs
support during their first 1-2 years – present their AFL data to the SCC.
● Whole school improvement initiatives are aimed at improving the Looking at efficiencies in allocating of staff and
outcomes for all students grade configurations - possible software support for
● School administrators foster supportive, welcoming, and this.
collaborative school cultures School Division vision for inclusive education.
Vision for collaborative practices; Principals are the
● Administrators engage parents/caregivers and the community as
leaders in PLCs and this is monitored at the division
partners in educating all students
level.
● Classroom configurations are balanced and heterogeneous
Data walls demonstrating that collaboration is
● Student support services teachers meet qualifications according to improving student learning.
Ministry of Education requirements Administrators are required to attend
Interdisciplinary team meetings.
Administrators are required to sign the essential
components checklist for all PPPs.
All Administrators will participate in a division level
PPP review process to build capacity in
understanding the PPP process.
8. GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12
Principle Exemplary Practice as Defined by the Ministry GSSD Goal GSSD Strategies Action Plan Assessment
Support of ●School division provides clearly articulated job descriptions that outlines 98% of SSTs will Roles & Responsibilities are outlined in our GSSD Oct. 20th – SSTs will SSTs completion
School specific roles and responsibilities for all school personnel successfully complete APs & shared at interviews. be introduced to the rate and accuracy
Personnel ●School personnel understand and support the roles and responsibilities of 6 self-directed modules PSP Operational Procedures are shared annually Master Teacher rate will be
their colleagues from Master Teacher with PSPs and revised as necessary. software, given monitored by
●Systematic planning time is allocated New teachers to GSSD receive in-service on R & R
Software by June training on the Master Teacher.
●Paperwork requirements are streamlined for SSTs, Admin, PSPs & EAs.
2012. PLC collaboration time and prep time is provided
software, and
●School personnel are provided with effective training and/or professional provided release time Updates will be
development pertaining to their specific roles (common prep time for PLCs in some schools)
TPM Software – investigating streamlining of to complete 1 or 2 provided to SSTs &
●Performance expectations are developed for each school personnel role
student services paperwork such as referrals, PPPs modules. administrators on a
●Strategies to facilitate communication and collaboration among staff are
etc. regular basis.
developed and implemented
●Educational assistants are aware of individual and classroom needs prior to
TEAM orientation available for classroom teachers Remaining 2 Positive
& EAs and addresses effective EA utilization. Path Forward
working in the classroom
FLEX time provided to allow EAs to participate in Meetings will allow
●Classroom teachers are provided with guidance, support, and training
meetings, PD, collaboration time. time to complete the
pertaining to effective use of educational assistant support
Interdisciplinary meetings provide support and remaining modules.
●Mutual respect and positive relationships among staff are evident build capacity in teachers.
●School personnel work together to support each other, and accept Outside agencies attending and presenting at our
responsibility for the success of all students SST/PSP days SSTs will be
●Teachers have adequate access to inter-professional team members and Professional Growth Plans link to Learning encouraged to
supporting agencies to provide ideas, resources, and moral support Improvement Plans and School Division Strategic complete more than
Plans the 6 required
EAs evaluation every two years. modules on their own
Performance Appraisals & Annual Growth plans time.
completed by PSPs, as well as year-end Annual
Reports.
Monthly reports from school counsellors to
administrators.
9. GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12
Principle Exemplary Practice as Defined by the Ministry GSSD Goal GSSD Strategies Action Plan Assessment
Building an ● Inter-professional team members and school personnel working By June 2012, GSSD Interdisciplinary meetings provide support and Survey Monkey will
Inter- together as collaborative teams to combine expertise and share Student Services rubric build capacity in teachers – 3 times per year for be administered the
professional responsibility for student success rating will increase to at selected students. last week of October
Team ● Inter-professional team members provide support in all required areas least 3.5 as measured by Defined various therapy definitions for consistency and the first week of
● Clear role definitions and accountability parameters (including who a survey completed by among PSPs – posted on blog.
May.
reports to whom) is evident SSTs, administrators & Referral intake meeting process and reviewing
PSPs. previous students – monthly accountability on
Survey questions
● Team members emphasize interdisciplinary trust, collaborative will be based on
problem-solving, and effective intra-team communication school staff & PSPs to carry out responsibilities.
(Current level of Defined procedures for interdisciplinary team, exemplary practices
● Conflicts are resolved constructively through agreed upon mechanisms
and protocols functioning from last referral intake, intensive support committee from the Ministry
● Administrators and teachers have clear process available to access inter- year’s data placed the meetings – reviewed throughout the year. Rubric Model.
professional team members division at the emergent TPM – will include F&P and RAD results on this
● A systematic approach to collection/analysis of diagnostic information level or 2.9). software.
exists TPM will track amount of referrals – goal is to
reduce the amount of referrals.
● Inter-professional team members considered an important support
Counsellors share caseloads monthly.
network for teachers, offering ideas and resources, and assisting in
More strategic with AFL results – admin
building teacher capacity and confidence
collaborate to analyze data. Working with school
● School division needs are consistently monitored to reflect the
teams to analyze assessment data for learning and
consultative needs of school staff
implement strategies and interventions before
● Caseloads of inter-professional team members are monitored to ensure automatically accessing PSPs through referral
effectiveness of service to schools process.
● Team members learn new skills and complement the skills of each other Looking at various universal screening measures –
F&P, Math Benchmarks, RAD, AFL, CAT-4,
Curriculum Based Measures (as shared with us
from Chris Weber’s RTI Presentation).
SLP piloting Case-Lite software.
Built cluster teams in central areas – to enhance
communication, collaboration & capacity building.
Reaching outside of Student Services to make
connections with other Division personnel – lit. &
math coaches, tech. coaches, facilities etc.
10. GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12
Principle Exemplary Practice as Defined by the Ministry GSSD Goal GSSD Strategies Action Plan Assessment
Effective ● Extensive professional development focuses on topics that The formation and development of Professional
Professional support inclusive education including differentiating Learning Communities is an area of focus and
Development instruction, evidence-based approaches for instruction, co- concentration for GSSD. Linked closely with this is
teaching, developing collaborative cultures RTI, Differentiated Instruction, UBD, etc. Both
● School division personnel aware of school division expectations of financial and staffing resources will be allocated to
professional development responsibility these focus areas to make them a viable reality at all
● Strong professional development models that incorporate 28 GSSD schools. Job embedded and on-going PD is
a. Theory and practice being offered by the Student Services Department,
b. Professional reflection time the Curriculum and Learning Departments, etc.
c. Practices that improve student outcomes Emphasis has also been placed on encouraging our
d. Extensive follow-up in classrooms/schools teachers to embrace 21 century learning techniques
e. Opportunities for peer dialogue and support and technologies while improving their
f. Problem-solving training understanding of areas like Guided Reading, F&P
● Classroom teachers’ professional development focuses on building assessment, Autism, common disability areas, etc.
teacher capacity to teach to a diverse range of strengths and needs
● Educational assistants’ professional development focuses on best ways
to provide support within inclusive settings
● Structures exist to support a variety of mentoring relationships that
focus on professional growth
● Professional development activities are embedded within personnel’s
daily work in schools
● School division provides
● School division’s induction process for newly hired personnel is clearly
enunciated and consistently practiced
Engagement of ● Professionals from health care, social services, recreation, juvenile Efforts continue to be made to bridge the gap
Support justice, employment, mental health, and other related human service between education and health. Joint protocols have
Agencies fields are at various times members of collaborative teams in planning been developed to assist in the transition of students
and implementing programming for students to Kindergarten/Pre-K. Additional support and
● School division and supporting agency personnel share perspectives, service agencies have also been involved with this
observations, expectations, ideas, and recommendations project – Kids First, Mental Health, Families First,
● Interventions and transition plans for students are more integrated and PECIP, etc. Efforts have also been made with
coherent as a result of joint efforts Addiction Services and Mental Health to work more
● Protocols are mutually developed and implemented with shared closely to develop joint working procedures, etc.
leadership among agency and school-based personnel Common summative/diagnostic assessments have
● Joint planning for the identification and elimination of gaps occurs on a been purchased to add in treatment and information
regular and pre-determined basis sharing. Additional work is being done with Cog.
● Shared case management, prioritization of cases, and interagency Dis., etc. to raise teacher awareness of their services
coordination evident and illustrate possible supports.