The document summarizes a professional development day agenda for the AMA Educational Service District. The agenda includes:
1. Table introductions for staff to get to know each other and their roles.
2. A review of current initiatives like the District Improvement Team, Unique Learning System curriculum, and the Getting Explicit About Reading program.
3. An introduction of new initiatives like the Criteria for Success template to evaluate programs and the Community Forums to promote community partnerships.
The document provides updates on e4TN's online curriculum development and student usage. It discusses that as of April 2011, e4TN had developed 89 total courses, including 28 full and 40 half high school credit courses. It also notes positive student feedback from surveys of over 3,000 students on the clarity of materials, involvement of instructors, and learning. Additionally, it outlines current projects including the development of new middle school math and language arts courses and over 450,000 views of existing practice tests for end-of-course exams on mobile devices.
The document discusses how Newsome High School created an Instructional Leadership Team (ILT) to help support teachers' use of data-driven instruction and literacy standards. It describes how the ILT collects data from departments to identify areas for improvement. The goal is for teachers to evaluate the assessments they use to identify useful data for monitoring student progress in order to better target instruction. At professional development sessions, teachers will learn how to report the appropriate assessment data from their PLCs to the ILT to facilitate campus-wide improvements in literacy.
The document discusses measuring the success of a new CPM math program implemented in a school district. It notes that extensive staff training and high teacher buy-in contributed to improved PSSA math scores at the middle school level. However, lack of training and low teacher buy-in were issues at the high school level. The district has implemented strategies like ongoing teacher training, tutoring programs, and behavioral supports to address the differing results and further improve math achievement across grade levels.
Ict applications used in teaching statisticsDEBORAH ENGKOH
This study examined the use of information and communication technologies (ICT) in teaching statistics and its impact on student academic performance at Baliwasan Senior High School in Zamboanga City, Philippines. The study found that: 1) Students had an average academic performance in statistics, 2) Teachers had a low extent of overall ICT use in teaching statistics with only moderate use of spreadsheets, and 3) There was a statistically significant relationship between greater teacher ICT use and higher student academic performance in statistics.
This document discusses numeracy and provides recommendations for developing numeracy in schools. It defines numeracy as involving thinking and communicating quantitatively, making sense of data, understanding patterns and sequences, and recognizing situations where mathematical reasoning can be applied. The document notes a decline in mathematics scores for students in transition year and recommends whole-school, subject-based, and extra-curricular approaches to strengthen numeracy, including identifying weaknesses, collaboration among teachers, and activities to promote positive attitudes toward mathematics.
- The document discusses EdReady Montana, a new online learning program that will provide math and English readiness assessments and instruction. It was piloted successfully in 2013 at the University of Montana and showed students skipping courses and completing their subsequent math class with higher grades.
- EdReady Montana will launch statewide in Montana in 2014, funded for 3 years, starting with 7th-12th graders and college students. It uses the National Research Center for Developmental Education's curriculum and has shown results of students gaining a year's worth of math skills in 3 months.
- The document outlines the potential uses, benefits, and challenges of implementing EdReady Montana statewide to improve math and English skills and increase secondary and post-secondary student
This document provides the rationale and process for Wilkeson Elementary's RTI Data Board. It aims to facilitate collaboration around monitoring student progress, identifying needs, and evaluating interventions. The process involves three benchmark periods where teachers and staff add student data to notes on a visual display board and rearrange them based on need and progress. They celebrate successes, discuss intervention plans, and make adjustments to support students. Progress is reviewed every 4-6 weeks to ensure interventions are working and changes are made if needed.
The document summarizes a professional development day agenda for the AMA Educational Service District. The agenda includes:
1. Table introductions for staff to get to know each other and their roles.
2. A review of current initiatives like the District Improvement Team, Unique Learning System curriculum, and the Getting Explicit About Reading program.
3. An introduction of new initiatives like the Criteria for Success template to evaluate programs and the Community Forums to promote community partnerships.
The document provides updates on e4TN's online curriculum development and student usage. It discusses that as of April 2011, e4TN had developed 89 total courses, including 28 full and 40 half high school credit courses. It also notes positive student feedback from surveys of over 3,000 students on the clarity of materials, involvement of instructors, and learning. Additionally, it outlines current projects including the development of new middle school math and language arts courses and over 450,000 views of existing practice tests for end-of-course exams on mobile devices.
The document discusses how Newsome High School created an Instructional Leadership Team (ILT) to help support teachers' use of data-driven instruction and literacy standards. It describes how the ILT collects data from departments to identify areas for improvement. The goal is for teachers to evaluate the assessments they use to identify useful data for monitoring student progress in order to better target instruction. At professional development sessions, teachers will learn how to report the appropriate assessment data from their PLCs to the ILT to facilitate campus-wide improvements in literacy.
The document discusses measuring the success of a new CPM math program implemented in a school district. It notes that extensive staff training and high teacher buy-in contributed to improved PSSA math scores at the middle school level. However, lack of training and low teacher buy-in were issues at the high school level. The district has implemented strategies like ongoing teacher training, tutoring programs, and behavioral supports to address the differing results and further improve math achievement across grade levels.
Ict applications used in teaching statisticsDEBORAH ENGKOH
This study examined the use of information and communication technologies (ICT) in teaching statistics and its impact on student academic performance at Baliwasan Senior High School in Zamboanga City, Philippines. The study found that: 1) Students had an average academic performance in statistics, 2) Teachers had a low extent of overall ICT use in teaching statistics with only moderate use of spreadsheets, and 3) There was a statistically significant relationship between greater teacher ICT use and higher student academic performance in statistics.
This document discusses numeracy and provides recommendations for developing numeracy in schools. It defines numeracy as involving thinking and communicating quantitatively, making sense of data, understanding patterns and sequences, and recognizing situations where mathematical reasoning can be applied. The document notes a decline in mathematics scores for students in transition year and recommends whole-school, subject-based, and extra-curricular approaches to strengthen numeracy, including identifying weaknesses, collaboration among teachers, and activities to promote positive attitudes toward mathematics.
- The document discusses EdReady Montana, a new online learning program that will provide math and English readiness assessments and instruction. It was piloted successfully in 2013 at the University of Montana and showed students skipping courses and completing their subsequent math class with higher grades.
- EdReady Montana will launch statewide in Montana in 2014, funded for 3 years, starting with 7th-12th graders and college students. It uses the National Research Center for Developmental Education's curriculum and has shown results of students gaining a year's worth of math skills in 3 months.
- The document outlines the potential uses, benefits, and challenges of implementing EdReady Montana statewide to improve math and English skills and increase secondary and post-secondary student
This document provides the rationale and process for Wilkeson Elementary's RTI Data Board. It aims to facilitate collaboration around monitoring student progress, identifying needs, and evaluating interventions. The process involves three benchmark periods where teachers and staff add student data to notes on a visual display board and rearrange them based on need and progress. They celebrate successes, discuss intervention plans, and make adjustments to support students. Progress is reviewed every 4-6 weeks to ensure interventions are working and changes are made if needed.
This document discusses using the School Effectiveness Framework (SEF) to assist with school improvement planning. It introduces the SEF and its components, which include curriculum, teaching and learning practices, assessment, and interventions. School administrators will use the SEF and data on student achievement, attitudes, and needs to identify focus areas and evidence-based strategies to implement in classrooms. Progress will be monitored to ensure the strategies are having their intended impact on student outcomes.
1. An assessment given to Year 9 students at the beginning of the year found that only 19% achieved the expected level in research skills like developing questions, finding information, and presenting findings, showing that students lacked skills for online research.
2. Over the course of the year, classes participated in guided research assignments on various topics and learned skills like annotating sources and evaluating reliability.
3. A re-designed end of year exam showed a massive improvement, with 87% of students from three classes achieving the expected level, demonstrating that with explicit instruction, students can gain strong digital inquiry skills.
This document provides a summary of a presentation about supporting charter schools to serve increased numbers of students with disabilities. The presentation was given by Bob Farran, a consultant and former SELPA Director, and Christine Suh, Ed.D, the Executive Director of Program Development at DirectEd Specialized Services. Contact information is provided for Mihal Spiegel at DirectEd for those seeking more information. The presentation covers the history of charter schools and service delivery models, the continuum of service options available to support students with disabilities, and considerations for implementing expanded services at charter schools.
I’m Useless at Maths! How Can We Overcome this Mindset with Student Primary T...Kenji Lamb
Ted wins £3.68 short of one million pounds in the lottery. The document discusses using e-assessment tools to help raise math competence and confidence in student primary teachers. It provides details on an online math assessment tool used by the university and research showing it helped increase students' math skills and reduced anxiety compared to exams.
The document summarizes Lexia Reading Core 5, an award-winning phonics-based reading intervention program that builds reading skills in stages from phonemic awareness to comprehension. It uses adaptive computer software to engage students in games that teach skills one at a time until mastery. Research shows Lexia effectively closes reading gaps when used correctly, especially for struggling readers receiving Tier 3 support. It also supports English language learners in acquiring literacy.
HLPUSD Common Core State Standards for Mathematics Parent Meetingdsoohoo
The document provides an introduction to the Common Core State Standards for mathematics. It discusses that 44 states have adopted the new standards to ensure students are prepared for college and careers. The standards focus on mathematical content and practices. They will be fully implemented in California by 2015. The new Smarter Balanced tests will assess students in grades 3-8 and 11 starting in 2014-2015 and test a range of math skills using computer-adaptive technology. Parents can help their children by knowing struggle is normal, praising the process, and guiding them to learning resources.
Learning competencies in mathematics at reremoana schoolLJHarland
The document discusses implementing learning competencies, specifically questioning, in mathematics at Reremoana School. It outlines objectives to integrate learning competencies into the curriculum and assess them using rubrics and student learning journals. Teachers will trial using a rubric and learning journal to support students reflecting on and evaluating their questioning skills and math learning over time. The document also discusses using web-based tools to create an online space for student learning journals and class intranet to enhance integration of learning competencies.
This document proposes a one-day professional development workshop for 6th grade math teachers to familiarize them with library resources that support the Common Core State Standards for ratio and proportion lessons. The goals are to establish relationships between math teachers and librarians, help teachers develop lessons integrating real-world applications, and move toward full CCSS compliance by 2014. The librarians will facilitate activities to explore resources and enhance lesson plans during the workshop. Assessment will evaluate increased use of the library and student/teacher comfort with resources.
Staff Development and Training Needs That Teachers of English Desire to Parti...inventionjournals
ABSTRACT: The main purpose of this study was to investigate the staff development and training needs that teachers of English desire to participate in with reference to Kericho County. The objective of the study was to: identify the staff development and training programmes that teachers of English desire to participate in, In doing this, the study adopted the needs assessment theory. The theory talks of the need for continuous training of staff in order to increase their productivity. Both qualitative and quantitative research methodologies were used in the study. The study used a survey research design. A total of 25 schools, 50 teachers of English, 25 heads of department and 25 head teachers took part in the study. Simple random sampling technique was used to select the 25 schools out of which two teachers of English from each of the participating schools were randomly picked. Te study used questionnaires to collect data from the 50 teachers of English. Quantitative data was analyzed using descriptive statistics like percentages and presented using tables, charts and figures. The study established that there is a discrepancy between the training needs of teachers of English and what was offered through the existing staff development and training programmes. Most of the teachers fell short of the expected competencies under investigation, an indication of the need for more in-service training for serving teachers. The study recommends that a thorough needs assessment should be carried out to clearly establish the training needs of teachers before implementing any training programmes.
SRI is a computer-adaptive reading assessment that measures students' reading comprehension levels using Lexile scores. The newest Enterprise Edition features enhanced data reporting and management capabilities. It can be used from grades K-12, though early grades are only recommended if students are already reading. Key benefits include accurate reading level assessments, progress monitoring, matching students to books, and analyzing student performance data to meet accountability standards. Questions are based on authentic text passages and assess comprehension skills like identifying details, sequences, conclusions, and comparisons.
How much does it cost to get that impact? Measuring cost effectivenessDavid Evans
This presentation, on cost effectiveness and cost benefit analysis for impact evaluations, was delivered at the World Bank DIME Field Coordinator workshop on June 8, 2016.
A range of resources for carrying out cost analysis are included in the final slides.
Lexia Reading is a computer-based literacy program developed in 1984 that utilizes games and activities to assess students' literacy skills without formal testing. It tracks student progress and provides data to teachers. Research shows it has potentially positive effects on alphabetics, fluency, and comprehension. While more research is needed, Lexia is presented as a fun, flexible program to enhance students' literacy and technology skills in a less stressful individualized way, though it does not replace conventional instruction and requires teacher monitoring.
This document provides an overview of student assessment and academic performance reporting for a charter school board training. It discusses the goals of assessing whether students are learning and being prepared for college. Various national and state assessments are outlined, including what they measure and their testing cycles. The document also reviews how to analyze assessment data and evaluate whether students are meeting achievement and growth goals using tools like Elevate360. Potential changes to future assessments like the MEAP and ACT exams are also noted.
Math Lit and Pathways 5 Years Later AMATYC 2016 v2kathleenalmy
This document discusses lessons learned from 5 years of experience teaching math pathways courses at Rock Valley College. It provides an overview of pathways approaches to developmental math, national updates on their adoption, outcomes data from Rock Valley College's Math Lit course, and lessons learned regarding content, instruction, group work, technology, assessments, and implementation. Key lessons include that algebra content is important but not everything; contexts can motivate students if used creatively; developmental students are capable of solving rich problems; effective group work and pedagogy matter; and technology should be used appropriately to enhance learning. The document advocates for flexibility in pathways courses to best support student success.
Confidence is key: a successful approach to teaching statisticsLearningandTeaching
Teaching statistics has increasingly been regarded as a complex mission to accomplish as it consists of many different mathematical components with many variables. Despite extensive research work in developing education in statistics, this discipline still requires significant improvement in how it is taught. Most students at university have a lack of interest in undertaking statistics courses due different factors - some of them are related to teaching techniques and others are related to method of assessment.
In these slides, Saad Odeh presents an effective teaching technique in statistics developed by SIBT teachers. Rather than enabling the cohort by providing them with extra help to progress in statistics, the idea was to improve their confidence when they do the major assessment, 'the final exam'.
academic effect of technology in math learningbayani domingo
Technology has been used in mathematics education for over 200 years, beginning with abacuses in classrooms. While teaching mathematics has traditionally been more static than other subjects, technological developments have also impacted math education. Some issues in traditional math education include lack of student motivation, failure to apply math to real-life problems, low perceived value of math, and outdated curricula. These issues could be addressed by incorporating more educational technology into teaching, as it could motivate students to learn more by enriching classroom activities.
This document discusses a proposed instructional strategy to help elementary students master basic math facts like addition and subtraction up to 10. It notes that current teachers are struggling to systematically teach these foundational math skills. The strategy would provide supplementary materials for students and training for teachers. It aims to help students meet state performance expectations and alleviate issues that arise when students progress without having mastered earlier math content.
This document discusses using the School Effectiveness Framework (SEF) to assist with school improvement planning. It introduces the SEF and its components, which include curriculum, teaching and learning practices, assessment, and interventions. School administrators will use the SEF and data on student achievement, attitudes, and needs to identify focus areas and evidence-based strategies to implement in classrooms. Progress will be monitored to ensure the strategies are having their intended impact on student outcomes.
1. An assessment given to Year 9 students at the beginning of the year found that only 19% achieved the expected level in research skills like developing questions, finding information, and presenting findings, showing that students lacked skills for online research.
2. Over the course of the year, classes participated in guided research assignments on various topics and learned skills like annotating sources and evaluating reliability.
3. A re-designed end of year exam showed a massive improvement, with 87% of students from three classes achieving the expected level, demonstrating that with explicit instruction, students can gain strong digital inquiry skills.
This document provides a summary of a presentation about supporting charter schools to serve increased numbers of students with disabilities. The presentation was given by Bob Farran, a consultant and former SELPA Director, and Christine Suh, Ed.D, the Executive Director of Program Development at DirectEd Specialized Services. Contact information is provided for Mihal Spiegel at DirectEd for those seeking more information. The presentation covers the history of charter schools and service delivery models, the continuum of service options available to support students with disabilities, and considerations for implementing expanded services at charter schools.
I’m Useless at Maths! How Can We Overcome this Mindset with Student Primary T...Kenji Lamb
Ted wins £3.68 short of one million pounds in the lottery. The document discusses using e-assessment tools to help raise math competence and confidence in student primary teachers. It provides details on an online math assessment tool used by the university and research showing it helped increase students' math skills and reduced anxiety compared to exams.
The document summarizes Lexia Reading Core 5, an award-winning phonics-based reading intervention program that builds reading skills in stages from phonemic awareness to comprehension. It uses adaptive computer software to engage students in games that teach skills one at a time until mastery. Research shows Lexia effectively closes reading gaps when used correctly, especially for struggling readers receiving Tier 3 support. It also supports English language learners in acquiring literacy.
HLPUSD Common Core State Standards for Mathematics Parent Meetingdsoohoo
The document provides an introduction to the Common Core State Standards for mathematics. It discusses that 44 states have adopted the new standards to ensure students are prepared for college and careers. The standards focus on mathematical content and practices. They will be fully implemented in California by 2015. The new Smarter Balanced tests will assess students in grades 3-8 and 11 starting in 2014-2015 and test a range of math skills using computer-adaptive technology. Parents can help their children by knowing struggle is normal, praising the process, and guiding them to learning resources.
Learning competencies in mathematics at reremoana schoolLJHarland
The document discusses implementing learning competencies, specifically questioning, in mathematics at Reremoana School. It outlines objectives to integrate learning competencies into the curriculum and assess them using rubrics and student learning journals. Teachers will trial using a rubric and learning journal to support students reflecting on and evaluating their questioning skills and math learning over time. The document also discusses using web-based tools to create an online space for student learning journals and class intranet to enhance integration of learning competencies.
This document proposes a one-day professional development workshop for 6th grade math teachers to familiarize them with library resources that support the Common Core State Standards for ratio and proportion lessons. The goals are to establish relationships between math teachers and librarians, help teachers develop lessons integrating real-world applications, and move toward full CCSS compliance by 2014. The librarians will facilitate activities to explore resources and enhance lesson plans during the workshop. Assessment will evaluate increased use of the library and student/teacher comfort with resources.
Staff Development and Training Needs That Teachers of English Desire to Parti...inventionjournals
ABSTRACT: The main purpose of this study was to investigate the staff development and training needs that teachers of English desire to participate in with reference to Kericho County. The objective of the study was to: identify the staff development and training programmes that teachers of English desire to participate in, In doing this, the study adopted the needs assessment theory. The theory talks of the need for continuous training of staff in order to increase their productivity. Both qualitative and quantitative research methodologies were used in the study. The study used a survey research design. A total of 25 schools, 50 teachers of English, 25 heads of department and 25 head teachers took part in the study. Simple random sampling technique was used to select the 25 schools out of which two teachers of English from each of the participating schools were randomly picked. Te study used questionnaires to collect data from the 50 teachers of English. Quantitative data was analyzed using descriptive statistics like percentages and presented using tables, charts and figures. The study established that there is a discrepancy between the training needs of teachers of English and what was offered through the existing staff development and training programmes. Most of the teachers fell short of the expected competencies under investigation, an indication of the need for more in-service training for serving teachers. The study recommends that a thorough needs assessment should be carried out to clearly establish the training needs of teachers before implementing any training programmes.
SRI is a computer-adaptive reading assessment that measures students' reading comprehension levels using Lexile scores. The newest Enterprise Edition features enhanced data reporting and management capabilities. It can be used from grades K-12, though early grades are only recommended if students are already reading. Key benefits include accurate reading level assessments, progress monitoring, matching students to books, and analyzing student performance data to meet accountability standards. Questions are based on authentic text passages and assess comprehension skills like identifying details, sequences, conclusions, and comparisons.
How much does it cost to get that impact? Measuring cost effectivenessDavid Evans
This presentation, on cost effectiveness and cost benefit analysis for impact evaluations, was delivered at the World Bank DIME Field Coordinator workshop on June 8, 2016.
A range of resources for carrying out cost analysis are included in the final slides.
Lexia Reading is a computer-based literacy program developed in 1984 that utilizes games and activities to assess students' literacy skills without formal testing. It tracks student progress and provides data to teachers. Research shows it has potentially positive effects on alphabetics, fluency, and comprehension. While more research is needed, Lexia is presented as a fun, flexible program to enhance students' literacy and technology skills in a less stressful individualized way, though it does not replace conventional instruction and requires teacher monitoring.
This document provides an overview of student assessment and academic performance reporting for a charter school board training. It discusses the goals of assessing whether students are learning and being prepared for college. Various national and state assessments are outlined, including what they measure and their testing cycles. The document also reviews how to analyze assessment data and evaluate whether students are meeting achievement and growth goals using tools like Elevate360. Potential changes to future assessments like the MEAP and ACT exams are also noted.
Math Lit and Pathways 5 Years Later AMATYC 2016 v2kathleenalmy
This document discusses lessons learned from 5 years of experience teaching math pathways courses at Rock Valley College. It provides an overview of pathways approaches to developmental math, national updates on their adoption, outcomes data from Rock Valley College's Math Lit course, and lessons learned regarding content, instruction, group work, technology, assessments, and implementation. Key lessons include that algebra content is important but not everything; contexts can motivate students if used creatively; developmental students are capable of solving rich problems; effective group work and pedagogy matter; and technology should be used appropriately to enhance learning. The document advocates for flexibility in pathways courses to best support student success.
Confidence is key: a successful approach to teaching statisticsLearningandTeaching
Teaching statistics has increasingly been regarded as a complex mission to accomplish as it consists of many different mathematical components with many variables. Despite extensive research work in developing education in statistics, this discipline still requires significant improvement in how it is taught. Most students at university have a lack of interest in undertaking statistics courses due different factors - some of them are related to teaching techniques and others are related to method of assessment.
In these slides, Saad Odeh presents an effective teaching technique in statistics developed by SIBT teachers. Rather than enabling the cohort by providing them with extra help to progress in statistics, the idea was to improve their confidence when they do the major assessment, 'the final exam'.
academic effect of technology in math learningbayani domingo
Technology has been used in mathematics education for over 200 years, beginning with abacuses in classrooms. While teaching mathematics has traditionally been more static than other subjects, technological developments have also impacted math education. Some issues in traditional math education include lack of student motivation, failure to apply math to real-life problems, low perceived value of math, and outdated curricula. These issues could be addressed by incorporating more educational technology into teaching, as it could motivate students to learn more by enriching classroom activities.
This document discusses a proposed instructional strategy to help elementary students master basic math facts like addition and subtraction up to 10. It notes that current teachers are struggling to systematically teach these foundational math skills. The strategy would provide supplementary materials for students and training for teachers. It aims to help students meet state performance expectations and alleviate issues that arise when students progress without having mastered earlier math content.
We Are Social’s Guide to Social, Digital and Mobile in Cambodia (2nd Edition,...We Are Social Singapore
This is the Second Edition (Oct 2012) of We Are Social's exploration of Social, Digital and Mobile in Cambodia. You can find more reports in the #SDMW series at http://wearesocial.sg. For more details, please contact @wearesocialsg on twitter.
The document discusses developing a branding and marketing strategy for a new energy drink targeted towards sophisticated young adults ages 21-29. It proposes naming the drink "Can" to represent its message of customization and individuality. The drink would have unusual yet refined packaging and be meant to be enjoyed in a glass rather than from the can. A social media campaign would showcase the drink's quirky and ironic sense of humor while appealing to the target audience's values of authenticity, education, and rediscovering rituals with a modern twist.
Cambodia, Laos, Myanmar and Vietnam - where is the final frontier?Aleph Vietnam
1) Renewable energy, particularly hydro power, presents significant opportunities for investment and growth in Cambodia, Laos, Myanmar and Vietnam as these countries aim to increase renewable energy capacity and reduce reliance on fossil fuels.
2) The agriculture industry, especially rice production, is a major industry in the CLMV countries given their ability to be key rice exporters; however, machinery usage remains limited and harvesting is still heavily dependent on manual labor.
3) Governments in CLMV are introducing policies and incentives to attract more foreign investment in priority industries like renewable energy and agribusiness to support economic development goals.
The consumer research proposal to introduce a new energy drink to the market was the final assignment for the Marketing 554/Consumer Behavior course during the MBA (marketing concentration) program.
The Assignment: You are the VP of Marketing Development for the TRIAAD Research Group, a full-service marketing research company.
Your client, has asked you to prepare a proposal to conduct an in-depth study of consumer behavior to analyze the market for their new high sugar, high caffeine energy drink.
You must develop marketing strategies to attract 18 to 25-year-old customers. Push it to the Limit Energy Drink has a $25 million advertising budget for the new product.
Please visit my blog at www.stephenzoeller.com
Follow me on twitter @stepzoellermktg
Pinterest @stephenzoeller
This document provides an overview of Pepsi's business in Pakistan. It begins with an executive summary of Pepsi's revenues, market share, and new product launch of Pepsi Perfect. It then covers Pepsi's company description, market analysis including segmentation, competitors, and SWOT analysis. The document also discusses Pepsi's marketing strategies of product, price, promotion, and placement. It concludes with suggestions to maintain Pepsi's market position through quality, reputation, and continuous new advertising approaches.
Red Bull has 50% market share in Canada and $2 billion in global sales. It sponsors sports teams associated with its target consumers. Competitors like Monster Energy and Rockstar have gained market share. Red Bull's target market is young urban males aged 16-29 who participate in extreme sports. Its positioning is that Red Bull increases performance and concentration during stressful situations. Its advertising campaign will feature people in different roles where Red Bull helps their performance through print ads in magazines and billboards. The campaign aims to show Red Bull as versatile for different lifestyles and occupations while discouraging mixing it with alcohol.
Red Bull is a pioneer in the energy drink category worldwide and was the first to create the energy drink category in India when it launched in 2003. Although it keeps a lower profile than cola majors, Red Bull has established itself as the leader in the energy drink market with a 29% global market share. Red Bull's marketing strategy relies heavily on sponsoring extreme sports and lifestyle events to build brand awareness among its target market of 15-30 year olds. It uses an integrated marketing communications approach including television, print, radio, online and event sponsorships to promote the brand.
The document provides information about the Common Core State Standards (CCSS), including:
1) The CCSS are an effort by states to define common standards in K-12 education to prepare students for college and careers regardless of which state they live in.
2) The standards were developed through collaboration between experts, teachers, and others and have been adopted by 45 states and territories.
3) Implementing the CCSS will impact students with disabilities by holding them to the same high standards with supports like accommodations, assistive technologies, and teacher professional development on helping struggling students meet the standards.
The document provides information about the Common Core State Standards (CCSS) including:
1. The CCSS are an effort by states to define common standards in K-12 education to prepare students for college and careers regardless of which state they live in.
2. The standards were developed through collaboration between experts, teachers, and others and have been adopted by 45 states and territories.
3. Implementing the new standards will require changes to curriculum, assessments, teacher professional development, and may require additional funding for technology and other resources.
4. While the CCSS aim to increase rigor, consistency, and college and career readiness, some critics argue they may be difficult to implement effectively within schools facing budget
The Fayston Elementary School 2010-2011 Action Plan outlines goals and strategies in three areas:
1. Technology: Teachers will improve technology skills like Mimios, cameras and online resources to provide 21st century learning. Progress will be tracked through self-assessments, goal-setting, and evidence of skills applied in teaching.
2. Mathematics: Teachers will stay informed on best practices and work to improve math instruction, as measured by test scores and knowledge sharing. Struggling students will receive supplemental instruction to address individual needs.
3. School climate: All staff and students will maintain a safe, respectful learning environment free of bullying or harassment. Strategies include surveys, meetings, and Responsive Class
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
Day 1
Day 2
Day 3
National/State Learning Standards
List specific grade-level standards that are the focus of the lesson being presented.
Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning.
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding?
· Level 1: Recall
· Level 2: Skill/Concepts
· Level 3: Strategic Thinking
· Level 4: Extended Thinking
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of Representation
Describe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of Representation Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Application of Content
Multiple Means of Engagement
How will students explore, practice, and apply the content?
Multiple Means of Engagement Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Assessment of Content
Multiple Means of Expression
Formative and summative assessments used to monitor student progress and modify instruction.
Multiple Means of Expression Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional resources/support)
Be.
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
Day 1
Day 2
Day 3
National/State Learning Standards
List specific grade-level standards that are the focus of the lesson being presented.
Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning.
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding?
· Level 1: Recall
· Level 2: Skill/Concepts
· Level 3: Strategic Thinking
· Level 4: Extended Thinking
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of Representation
Describe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of Representation Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Application of Content
Multiple Means of Engagement
How will students explore, practice, and apply the content?
Multiple Means of Engagement Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Assessment of Content
Multiple Means of Expression
Formative and summative assessments used to monitor student progress and modify instruction.
Multiple Means of Expression Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional resources/support)
Be.
The document provides guidance for educators on implementing the Common Core State Standards. It outlines a multi-year process for building awareness, capacity, and classroom transitions to the new standards from 2011-2017. The key aspects of implementation include exploring the standards, building statewide coordination and collaboration, understanding the content shifts required in English language arts and math, and using data and professional learning to support the transition. Educators are encouraged to reflect on how to bring information back to their staff and what resources they need to fully implement the standards.
Implementation & Assessment Timeline for the Common CoreDWFulmer
The document outlines New York State's plan to transition assessments to be aligned with the Common Core State Standards from 2011-2015. It details that:
1) From 2011-2012, educators will be trained in the Common Core ELA and math standards while assessments remain aligned to 2005 standards.
2) From 2012-2013, schools will continue aligning curriculum to the Common Core as new ELA and math models are developed. Assessments will now be aligned to the Common Core.
3) By 2014-2015, the PARCC assessments will be operational for grades 3-10 in ELA and math, and other state exams will complete alignment to the Common Core.
Professional Learning Communities and Collaboration as a Vehicle to School Transformation - presented by Partners in School Innovation and Alum Rock Union Elementary School District at the California Department of Education Title 1 Conference in March 2014.
Core Breakfast - Leading meaningful and manageable changeClaire Amos
This document discusses using teaching as inquiry to create an e-learning action plan. It provides guidance on developing an action plan with stages for focusing inquiry, teaching inquiry, teaching and learning, and learning inquiry. The plan should focus on improving student outcomes and competencies through the integration of ICT strategies. Tips are provided like integrating initiatives, allowing curriculum-based groups, and providing support based on plans. Templates and resources are available online to help teachers create their own personalized e-learning action plans.
The document outlines a plan to implement differentiated instruction and increase math scores at an elementary school. It identifies that pre-assessments will be used to determine student strengths and weaknesses. A Professional Learning Community will provide teacher training and support customized instruction. The goals are for students to improve math computation skills and achieve proficiency on standardized tests through differentiated lessons and assessments.
Project OneEducational SystemBinder1. Describe the nature .docxwkyra78
Project One
Educational System
Binder
1. Describe the nature of the project that you accomplished.
2. Describe and explain how you used any relevant data to complete your project. (Data could come from research, assessment results, the input from colleagues, parents and/or community members, etc.)
3. What were the financial considerations within the project? What political forces influenced the nature of the project? What cultural aspects of your work setting influenced the project?
4. Using the State learning standards, district goals, and/or community expectations as benchmarks evaluate the effectiveness of your project for improving the educational system where you work.
5. Make specific recommendations for improving upon what you accomplished.
6. Submit a plan for monitoring the impact of your project.
I. Overview
Co-teaching is designed to meet the educational needs of students with diverse learning options. It allows teachers to focus on more intense and individualized instruction in the general education setting for students with special needs. However not all schools have the ability to effectively co-teach and co-plan. Schools are not equipped to offer professional support and co-planning sessions for general education and special education teachers. Not many schools understand effective co-teaching models.
My role is to research effective co-teaching models and present this information to staff during an in-service training.
II. Relevant Data
a. Research co-teaching strategies with documented effectiveness by locating at least 5 recent journal articles.
b. Survey present teachers across two schools (building-wide) and determine what types of co-teaching is implemented in the respective classrooms.
c. Survey student and teacher feedback regarding the effectiveness of present co-teaching design.
d. Assist co-teachers with co-planning sessions and differentiation strategies.
III. Diverse Educational Setting
a. Different grade levels – High school grades 9-12
b. Different disciplines – core content areas (English, Math, Science, History)
c. Work with diverse student populations – General Education, Special Education Students and English Language Learners
IV. ISLLC Standards
a. Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
b. Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by ensuring management of the organization, operation and resources for a safe, efficient and effective learning environment.
...
This document outlines a Title I school improvement plan. The plan may be modified over time based on progress. Key elements include instructional strategies like differentiated instruction, additional instructional time for students, and ensuring all teachers are highly qualified. Goals include decreasing the percentage of students not meeting reading standards and increasing the percentage exceeding math standards. Strategies to support lower-performing students and increase parental involvement are described. Teachers were included in decision-making and will take on leadership roles such as the leadership team, student support team, and departmental chairs to strategically plan and implement best practices.
EL Education's Teacher Potential Project aims to provide substantial support to high-needs schools and districts to help English Language Arts teachers meet the demands of new literacy standards. The project offers a year of professional development focused on curriculum implementation, teaching strategies, and classroom management, along with access to an online community of educators. Participating districts must meet criteria around percentages of students receiving free/reduced lunch and numbers of novice ELA teachers. The support provided is intended to benefit both teachers and students through research on job satisfaction, teaching efficacy, and student achievement.
JR Gerritts Achievement Goals - Review of 2010-11, Preview of 2011-2012ebrinkmann
A review of the 2010-2011 achievement goals at JR Gerritts, and a preview of the 2011-12 achievement goals, as presented to the Board of Education on July 12, 2011.
Design developmentally and culturally appropriate curricula and instructional units to improve equity and academic achievement for 21st. century learners.
MSDE Presentation: Implementing the Common Core Standardsmarylandeducators
The document discusses Maryland's implementation of the Common Core State Standards. It summarizes completed activities such as adopting the standards in 2010 and developing curriculum frameworks. It then outlines the purpose and goals of upcoming summer academies to provide professional development on transitioning to the new standards. Finally, it provides overviews of the English language arts and math standards, describing what they are and are not, and what implementation means for teachers.
The document summarizes the findings and recommendations from case studies evaluating the implementation of the 2002 Secondary Education Curriculum in the Philippines. Key findings include inconsistencies between the curriculum's goals and schools' teaching strategies, teachers wanting more guidance on integrated teaching approaches, and challenges with using English as the primary language of instruction. Recommendations focus on developing teachers' skills in areas like constructivism, collaborative supervision, and operationalizing the curriculum's aims of developing well-rounded citizens.
Topic 10 Issues and Concerns Related to Assessment in MalaysiaYee Bee Choo
The document discusses issues with Malaysia's exam-oriented education system and efforts to introduce alternative assessment approaches. It notes that the current system overly emphasizes exams and rote learning. School-based assessment is being introduced to allow for more holistic and continuous evaluation of students' cognitive, affective, and psychomotor development. This includes assessments of academic performance, physical education, and psychological traits. The goal is to reduce teaching focused solely on exams and enable evaluation of a broader range of skills.
Similar to Nyc doe expectations and implications for 2011 2012 (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
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.
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
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. The road forward Expectations for the 2011 – 2012 school year are based on the work of the previous years, specifically – Strengthening student work by examining and refining curriculum, assessment, and classroom instruction. Strengthening teacher practice by examining and refining the feedback teachers receive.
3. Strengthening student work At a minimum, teachers will be expected to: In teams, look closely at current student work to understand the steps needed to reach the level of performance that the Common Core demands (spring/fall 2011). Engage all students in at least one literacy task and one math task aligned to strategically selected Common Core standards. These tasks should be embedded in Common Core-aligned curricula and include multiple entry points for all learners, including students with disabilities and English language learners (winter 2011-12). In literacy, students will complete a task that asks them to read and analyze informational texts and write opinions and arguments in response. In math, students will engage in a cognitively demanding mathematics task that requires them to demonstrate their ability to model with mathematics and/or construct and explore the reasoning behind arguments to arrive at a viable solution. In teams, look closely at resulting student work to continue the cycle of inquiry, making future instructional adjustments and communicating lessons learned to other school staff (spring 2012).
4. Effective feedback for all teachers Principals and other school leaders are encouraged to: Use sections of Charlotte Danielson’s Framework for Teaching, or continue to use a research-based teaching framework that is already in place, to articulate clear expectations for teacher practice and serve as the focus for teacher development (by summer 2011). Engage in short, frequent cycles of classroom observation, collaborative examination of student work, and timely, specific, evidence-based feedback teachers can act on to increase the rigor and effectiveness of their instruction (throughout 2011-12). Teachers should receive feedback on student work on Common Core-aligned tasks and on successes and challenges related to reaching all students, including students with disabilities and English language learners. Strengthen their own capacity to provide high-quality feedback to teachers through professional development and support from network teams (throughout 2011-12).
5. Supporting schools in this work Networks will provide instructional coaches to support the schools during the school year based on content area instruction; Additionally, each team will have one achievement coach (our achievement coach is MJ Mercanti-Anthony) who will focus on supporting schools’ implementation of Universal Design for Learning and other instructional work related to the teaching of students with disabilities. These achievement coaches will support instructional leaders (administrators and key teachers) in: Analyzing teacher and student work to develop and implement plans to support teachers toward success with all students Providing content area support in all subjects Facilitating discussions and using protocols Developing systems and structures for implementation of short cycles of classroom observation Providing clear and concrete feedback to support teachers’ professional growth and development. Network teams will collect a portfolio of artifacts across their schools to analyze during monthly Children First Intensive Institutes. Although we will not track student work on the 2011 spring/fall tasks or the 2011-12 winter tasks centrally, schools should make student, teacher, and school leader work accessible for professional learning across the system.
6. Flexibility and additional support Schools will have the flexibility to select the teachers who engage in this work, the types of tasks they teach, and the curriculum they develop. Excerpted student work and diagnostic tasks aligned to the selected Common Core literacy standards are available on the Common Core Library now: http://schools.nyc.gov/Academics/CommonCoreLibrary
7. Specific ELA focus In ELA the following will be the focus for the 2011 – 2012 school year;
8. ELA continued To faclitate the ELA expectations (E. Giblin, M. Vazquez, and K. Crowley) participated in a summer intensive training program with the network over the summer. Units are written for ELA/SS that will be rolled out during the fall based on the curriculum calendars as a model An additional unit will be written for the spring with the support of the Common Core Specialists, Network coaches, BGMS coaches, and administration
9. Specific Math Focus In Math the following will be the focus for the 2011 – 2012 school year;
10. Math continued To faclitate the Math expectations (J. Hammer) participated in a summer training program with the network over the summer. Units for mathematics will be designed within the mathematics teams for the fall. An additional unit will be written for the spring with the support of the Common Core Specialists, Network coaches, BGMS coaches, and administration.
11. Why these units In ELA; The authors of the Common Core standards have pointed to the issues of text complexity in informational text and making an argument based on those texts as the key challenges in the Common Core. In Math; The Standards for Mathematical Practices are one of the most distinct portions of the Common Core standards. Taken together, these standards paint a picture of a mathematically proficient student.
12. Next Steps Several PD’s will occur during these next two days of professional development to help begin the work of the expectations. Additional support, professional development, will be provided in grade team and content team meetings throughout the year.
13. More information Specific information about the citywide can be found on the DOE site; http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/PD_Day Additionally, you can find more support and resources in the DOE’s Common Core library; http://schools.nyc.gov/Academics/CommonCoreLibrary/default.htm