The document outlines the Common Core State Standards initiative which is a state-led effort to establish consistent academic standards across K-12 in English language arts and mathematics. It provides information on the organizations involved, participants, structure and organization of the standards, implementation timeline, and potential challenges of adopting the standards. The standards are intended to ensure students are prepared for success in postsecondary education and the workforce.
Common core state standards power point presentationBrearn Wright
This Power Point provides a definition of Common Core Standards. The presentation also gives a rationale for the Common Core Standards. More importantly, the Power Point reviews the difference between standards and curriculum. And finally, the presentation illustrates how the Common Core Standards were developed.
Perfromance Information in the Education Sector by Paulo SantiagoOECD Governance
Presentation by Paulo Santiago at the 10th annual meeting of the Senior Budget Officials Performance and Results Network held on 24-25 November 2014. Find more information at http://www.oecd.org/gov/budgeting
Common core state standards power point presentationBrearn Wright
This Power Point provides a definition of Common Core Standards. The presentation also gives a rationale for the Common Core Standards. More importantly, the Power Point reviews the difference between standards and curriculum. And finally, the presentation illustrates how the Common Core Standards were developed.
Perfromance Information in the Education Sector by Paulo SantiagoOECD Governance
Presentation by Paulo Santiago at the 10th annual meeting of the Senior Budget Officials Performance and Results Network held on 24-25 November 2014. Find more information at http://www.oecd.org/gov/budgeting
Vocational education and training (VET) plays a central role in preparing young people for work, developing the skills of adults and responding to the labour-market needs of the economy. Teachers and leaders in VET can have an immediate and positive influence on learners’ skills, employability and career development. However, when compared to general academic programmes, there is limited evidence on the characteristics of teachers and institutional leaders in VET and the policies and practices of attracting and preparing them. VET teachers require a mix of pedagogical skills and occupational knowledge and experience, and need to keep these up to date to reflect changing skill needs in the labour market and evolving teaching and learning environments. This report fills the knowledge gap on teachers and leaders in VET, and produces new insights into what strategies and policies can help develop and maintain a well-prepared workforce. It zooms in on VET teacher shortages; strategies for attracting and retaining teachers; initial training and professional development opportunities for teachers; the use of innovative technologies and pedagogical strategies; and the important role of institutional leaders and strategies for better preparing and supporting them
OECD School Resources Review - Working and Learning TogetherEduSkills OECD
The staff working in schools are the most important resource for today’s education systems, both educationally and financially. This report aims to provide guidance for the design of human resource policies that strengthen, recognise and preserve the positive impact that teachers, school leaders and other school staff have on their students. It offers an in-depth analysis of how human resource policies can make the best use of available resources to create supportive working environments and build both individual and collective professional capacity in schools. This includes the design of entry requirements, career structures, salary schedules and working time arrangements to attract, retain and motivate high-quality staff; the effective and equitable matching of staff with schools through fair and transparent staff funding and recruitment; and informed investments in professional learning, from initial preparation to continuing development. Throughout its analysis, the report looks at implementation challenges and considers under which conditions human resource policy reforms are most likely to have the desired effects on schools and their staff. This report is the third in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. This report was co-funded by the European Commission.
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
B pont int perspective on ed change bc boisi oct 2015Beatriz Pont
What are OECD countries education change and reform strategies? Are policy makers high expectations: matched with policy capacity to reach the classrooms? There is a need to have clear vision, focus on implementation and evaluation of reforms.
20 annual boisi lecture, Lynch School of Education, Boston College,October, 2015
http://frontrow.bc.edu/program/pont/
OECD PISA 2018 Results - U.K Media BriefingEduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
A coordinated approach to skills issues: the OECD Centre for Skills EduSkills OECD
A PowerPoint by Ms. Montserrat Gomendio, OECD Deputy Director for Education and Skills & Head of the Skills Centre, presented at the Skills Summit 2018, Porto.
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
Vocational education and training (VET) plays a central role in preparing young people for work, developing the skills of adults and responding to the labour-market needs of the economy. Teachers and leaders in VET can have an immediate and positive influence on learners’ skills, employability and career development. However, when compared to general academic programmes, there is limited evidence on the characteristics of teachers and institutional leaders in VET and the policies and practices of attracting and preparing them. VET teachers require a mix of pedagogical skills and occupational knowledge and experience, and need to keep these up to date to reflect changing skill needs in the labour market and evolving teaching and learning environments. This report fills the knowledge gap on teachers and leaders in VET, and produces new insights into what strategies and policies can help develop and maintain a well-prepared workforce. It zooms in on VET teacher shortages; strategies for attracting and retaining teachers; initial training and professional development opportunities for teachers; the use of innovative technologies and pedagogical strategies; and the important role of institutional leaders and strategies for better preparing and supporting them
OECD School Resources Review - Working and Learning TogetherEduSkills OECD
The staff working in schools are the most important resource for today’s education systems, both educationally and financially. This report aims to provide guidance for the design of human resource policies that strengthen, recognise and preserve the positive impact that teachers, school leaders and other school staff have on their students. It offers an in-depth analysis of how human resource policies can make the best use of available resources to create supportive working environments and build both individual and collective professional capacity in schools. This includes the design of entry requirements, career structures, salary schedules and working time arrangements to attract, retain and motivate high-quality staff; the effective and equitable matching of staff with schools through fair and transparent staff funding and recruitment; and informed investments in professional learning, from initial preparation to continuing development. Throughout its analysis, the report looks at implementation challenges and considers under which conditions human resource policy reforms are most likely to have the desired effects on schools and their staff. This report is the third in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. This report was co-funded by the European Commission.
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
B pont int perspective on ed change bc boisi oct 2015Beatriz Pont
What are OECD countries education change and reform strategies? Are policy makers high expectations: matched with policy capacity to reach the classrooms? There is a need to have clear vision, focus on implementation and evaluation of reforms.
20 annual boisi lecture, Lynch School of Education, Boston College,October, 2015
http://frontrow.bc.edu/program/pont/
OECD PISA 2018 Results - U.K Media BriefingEduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
A coordinated approach to skills issues: the OECD Centre for Skills EduSkills OECD
A PowerPoint by Ms. Montserrat Gomendio, OECD Deputy Director for Education and Skills & Head of the Skills Centre, presented at the Skills Summit 2018, Porto.
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
Temperature sensor with a led matrix display (arduino controlled)TechLeap
Basic idea was to build a simple, cheap temperature sensing circuit-manually calibrated. then display the temperature in real-time on an 8x8 LED matrix.
Understanding the Common Core State StandardsAchieve, Inc.
This PowerPoint presentation was prepared in 2012.
In 2009, 48 states, 2 territories and the District of Columbia signed a memorandum of agreement with the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO), committing to a state-led process - the Common Core State Standards Initiative (CCSSI).
Achieve partnered with NGA and CCSSO on the Initiative and a number of Achieve staff and consultants served on the writing and review teams. On June 2, 2010, the Common Core State Standards for English Language Arts/Literacy and Mathematics (CCSS) were released, and since then, over 45 states have adopted the Common Core State Standards and are now working to implement the standards.
Achieve has developed materials to help states, districts, and others understand the organization and content of the standards and the content and evidence base used to support the standards. Visit http://www.achieve.org
On May 1st, the Center for Innovative School Facilities hosted a group workshop led by Adam Rubin of New Visions for Public Schools. Adam led a discussion focusing on education reform and how it is driving the design, construction, and community and administrative infrastructure of school facilities.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Nasbe ccss example presentation 07 version
1.
2. Leaders:
◦ Council of Chief State School Officers (CCSSO)
◦ National Governors Association (NGA)
Partners:
◦ Achieve
◦ ACT
◦ College Board
◦ National Association of State Boards of Education (NASBE)
◦ State Higher Education Executive Officers (SHEEO)
◦ Many others
Participants:
◦ 48 states
◦ District of Columbia
◦ Puerto Rico
◦ Virgin Islands
3. Fewer, higher, and clearer academic
standards
Aligned with college and work expectations
Based on current educational research and
evidence
Benchmarked to high performing countries
and states
Rigorous standards emphasizing skill and
application of content
4. Clarity: The standards are designed to help teachers, students, and parents
understand what is expected of them to be ready to enter the workforce or
college.
Consistency: These standards will level the playing field so all students will
be held to the same rigorous expectations.
Global Society: The standards are internationally benchmarked to high
performing countries to help our students succeed in a global economy.
Preparation: These standards are designed for students to be college and
career ready upon completing secondary education.
Quality: Teachers are given more flexibility to teach standards in depth and
across disciplines that can be tailored to fit the students needs.
Skilled Workforce: These standards emphasize skills and application, in
addition to content, to prepare students for working in the current
workforce.
5. State-led and developed.
Voluntary, adoption of the standards are not
mandated.
Developed with input from teachers,
administrators, content experts, state
education leaders, and the general public.
An opportunity for states to collaborate,
innovate and reach economies of scale.
Intended to have equal expectations of all
students.
6. A federal initiative.
Tied to annual yearly progress.
Designed to tell teachers what to teach or
how to teach it.
A national curriculum for schools.
A way for states with current high standards
to lower expectations of the students.
7. The K-8 Math Standards are organized by
Domain, Clusters, and Standards
Domain
Operations and Algebraic Thinking
Represent and Solve Problems Involving Addition and Subtraction
1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from,
putting together, taking apart, and comparing, with all unknowns in all positions, e.g., by using objects, drawing,
and equations, with a symbol for the unknown number to represent the problem.
Clusters
2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by
using objects, drawings, and equations with a symbol for the unknown number to represent the problems.
Understand and apply properties of operations and the relationship between addition and subtraction
1. Apply properties of operations and the relationship between addition and subtraction
2. Understand subtraction as an unknown-addend problem
Standards
8. The standards are organized by conceptual categories:
number and quantity, algebra, functions, modeling,
geometry, statistics and probability.
Standards with a (+) symbol are above the benchmark for
students to be college and career ready.
◦ Students who plan on entering the STEM field may require mastery of
these skills.
Modeling is a requirement under the Standards for
Mathematical Practice. Modeling standards are indicated by a
(*) symbol.
9. General
The K-12 standards stress conceptual knowledge and understanding
in addition to procedural skills.
Grades 9-12 require the application of mathematics to real world
situations and issues.
Mastery of Knowledge and Skills
Students who master the K-5 standards will have a strong
foundation in whole numbers, fractions, decimals, and the basic
operations (addition, subtraction, multiplication, and division.)
Students who master the K-7 materials will be able to take Algebra 1
by 8th grade.
10. The K-12 ELA standards are benchmarked to 10
College and Career Readiness Standards.
K-8 standards are listed by grade level.
Standards in grades 9-12 are listed in two year
bands to allow flexibility in course design.
The standards are separated into four strands:
Reading, Writing, Speaking and Listening.
11. General
The use of media is integrated into all areas of the standards.
The standards require students to learn information across
disciplines.
Mastery of Knowledge and Skills
The standards are based on learning progressions.
Students are required to demonstrate mastery of knowledge
and application through several avenues and environments
suitable for the work and college environment.
12. Expected release date of the K-12 English
language arts and math standards: June 2010
States must adopt 100% of the standards
verbatim.
States may add an additional 15% to the
common core standards.
The standards will be completely integrated
into schools within three years of adoption.
Assessments on the standards will take place
during the 2014-2015 school year.
13. Resistance: Local teachers, principles, district leaders, and
members of the community may not be on board.
Transition: Shifting from the current standards-assessment
system to a new common system.
◦ Comparability of the current state standards to the common core
standards.
◦ Developing new assessments, instructional materials, and curriculum
frameworks, aligned with the common core standards.
◦ Evaluating and modifying state and local policies to ease implementation
of the common standards.
◦ Aligning teacher preparation and in-service programs to reflect the new
standards.
Funding: Providing the ability and capacity to communicate,
advocate and educate about the standards.
Political: Governors, Commissioners, and State Board
members are facing re-election.
14. Convene stakeholders to inform and gain support for
common standards.
◦ Key stakeholders: teachers, administrators, legislatures,
parents, students, businesses, newspapers, others that
contribute to education in your state.
Host webinars and workshops to educate teachers on
the format and content of the standards.
Establish P-20 taskforces to analyze the standards and
programs to ensure students are prepared to enter
college or the workforce.
Host a press conference on the adoption of the
standards.
15. Submit op-eds or letters to editors to the
local papers.
Create video clips of supporters of common
core.
Engage parents, students, local business and
other local entities to advocate for common
standards.
Host town hall or local school board
meetings.
16. Voluntary adoption of the standards.
Federal, state, and local policies will be
revised to reflect the change in education.
Development of assessments, curriculum
frameworks and instructional materials that
are aligned with the standards.
17. Common Core State Standards Official Website:
www.corestandards.org
National Association of State Boards of Education:
http://www.nasbe.org/index.php/ccssi
Subscribe to Common Core State Standards
updates at: www.ccsso.org or the NGA newsletter
at join-nganews@talk.ngs.org