Race to the top
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The school district must commit to one of four school improvement models (transformational, turnaround, restart, or closure) by September 16th. A school improvement plan detailing the district's improvement efforts must be submitted to the state by November 16th. The plan must address learning, teacher education, and parent/family education. It must also include the rationale for the chosen model and financial commitments. A school improvement team will draft the plan, soliciting feedback before submitting a final draft to the state by November 10th for approval. The state will monitor approved plans and provide funding based on the plan's credibility and sustainability.
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Race to the top
The school district must commit to one of four school improvement models (transformational, turnaround, restart, or closure) by September 16, 2010. It must then submit a school improvement plan (SIP) to the Michigan Department of Education (MDE) by November 16th describing the district's improvement efforts. The MDE will review the SIP and provide feedback by December 16th, and may require revisions or take over the school. The reform plans outlined in the SIP must be implemented by the 2011-2012 school year.
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The document summarizes HISD's School Choice Fair which provides information on the various quality program options available to HISD students, including magnet programs, charter schools, early college programs, same gender prep academies, and pre-school programs. It provides details on each program type and outlines the application process, noting that applications should be submitted as early as possible and that students can apply to multiple programs. The summary concludes by mentioning locations where attendees can learn more about specific program types.
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The school district submitted a letter to the Michigan Department of Education in September 2010 committing to the Transformational school improvement model. This model requires replacing the principal, increasing learning assessments, extending the school day, and enhancing teacher and parent education. The school is required to submit a School Improvement Plan (SIP) to MDE by November 16th describing its improvement efforts. The SIP must include rational for the selected model, a plan to improve student, teacher, and parent learning across three pillars, and details on assessments, interventions, technology integration, and incentives to ensure all students succeed. If the plan is accepted, the school will receive state funds and monitoring to support reform plan implementation by the 2011-2012 school year.
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Race to the top
The school district must commit to one of four school improvement models (transformational, turnaround, restart, or closure) by September 16, 2010. It must then submit a school improvement plan (SIP) to the Michigan Department of Education (MDE) by November 16th describing the district's improvement efforts. The MDE will review the SIP and provide feedback by December 16th, and may require revisions or take over the school. The reform plans outlined in the SIP must be implemented by the 2011-2012 school year.
School Choice Fair
The document summarizes HISD's School Choice Fair which provides information on the various quality program options available to HISD students, including magnet programs, charter schools, early college programs, same gender prep academies, and pre-school programs. It provides details on each program type and outlines the application process, noting that applications should be submitted as early as possible and that students can apply to multiple programs. The summary concludes by mentioning locations where attendees can learn more about specific program types.
Message towards success
The message contains no text or details to summarize. There is no information provided in the given document to create a meaningful 3 sentence summary. The single word "MESSAGE" does not provide any essential high-level information that could be summarized.
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Sig plan ppt
The school district submitted a letter to the Michigan Department of Education in September 2010 committing to the Transformational school improvement model. This model requires replacing the principal, increasing learning assessments, extending the school day, and enhancing teacher and parent education. The school is required to submit a School Improvement Plan (SIP) to MDE by November 16th describing its improvement efforts. The SIP must include rational for the selected model, a plan to improve student, teacher, and parent learning across three pillars, and details on assessments, interventions, technology integration, and incentives to ensure all students succeed. If the plan is accepted, the school will receive state funds and monitoring to support reform plan implementation by the 2011-2012 school year.
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The document provides tips for effective studying and test taking, recommending that students avoid cramming, eat an apple for energy instead of sugary foods, study in a well-lit distraction-free space while maintaining a positive attitude, focus on main ideas and formulas rather than details, take breaks every hour, and get at least three hours of sleep before an exam.
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The document summarizes the formation of an American Association of Pharmaceutical Sciences (AAPS) student chapter at Albany College of Pharmacy and Health Sciences. The AAPS is a 25-year-old professional organization focused on pharmaceutical sciences and research. Forming a student chapter will give students more exposure to research and opportunities to get involved in laboratory research, attend conferences, and interact with faculty. So far, the student organizers have recruited over 10 paying members, submitted the chapter application, and received support from faculty and college leadership. The goal of the chapter is to foster more student research and encourage careers involving both pharmacy and research.
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Excellent Teachers For High-performance Schools
Teacher quality has been one of the most hotly debated education policy issues over the past ten years. Central to the discussions are strategies to align teacher education and professional development programs at colleges and universities with the reform of K-12 education.
In many states, public officials have joined K-12 and postsecondary education leaders to restructure teacher preparation and professional development programs under the auspices of statewide K-16 initiatives. And yet, according to a national commission on teaching, America is still a very long way from realizing that future.
Colleges and universities often have been criticized for contributing to the deficiencies of K-12 schools. Year in and year out, schools of education produce graduates who staff the great majority of our nation's classrooms, with usually significant prowess. At the same time, schools of education are assigned much of the blame for all that is imperfect or lacking in K-12. Common sense suggests that there is plenty of blame to go around and that schools of education can only do what their profession and their universities permit them to do. That said, much stands in the way of their becoming what they must be to produce uniformly excellent teachers for reformed high-performance schools.
It is disappointing that higher education in general has had so little involvement in the contemporary school reform initiatives, thus, begging the question of the relationship of higher education to the K-12 enterprise and the consequences thereof for teacher education.
Work in the states is being supported by a number of national initiatives aimed at reforming the teaching profession, from recruitment to initial preparation, to the transition of the beginning years of teaching, and throughout continuing professional development. These national blueprints for achieving quality in teacher education serve to involve interested states as partners in the design and implementation of effective strategies and programs.
This policy brief will examine state-level strategies aimed at incorporating quality teacher education and professional development programs as part of new state K-16 or P-16 systems. It includes analyses of critical components that contribute to the success of the initiatives. The brief concludes with suggestions of what more could be done to strengthen the preparation and development of quality teachers within states' P-16 paradigms.
The new initiative has identified five goals:
1. To improve student achievement from preschool through postsecondary educa-tion;
2. To help students move smoothly from one education system to another;
3. To ensure that all students who enter postsecondary education are prepared to succeed;
4. To increase access and success of all students in postsecondary education, especially from minority and low income groups;
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This document provides an overview and agenda for a community engagement meeting about the Local Control and Accountability Plan (LCAP). It discusses the timeline for developing the LCAP, the 8 state priority areas it must address, and obtaining stakeholder input. The LCAP is a 3-year plan charter schools must develop and update annually to set goals across student subgroups and align funding to priority areas like student achievement and parent engagement.
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Title1 School Wide
The document outlines the key components of developing an achievement-based accountability plan using the Title 1 Schoolwide model. There are 10 required components that must be included in the schoolwide plan, such as conducting a comprehensive needs assessment, incorporating reform strategies based on scientific research, ensuring instruction by highly qualified teachers, and providing professional development. The plan also must include an evaluation to determine the plan's effectiveness in meeting goals and objectives. The schoolwide model allows schools to blend federal, state, and local funds to strengthen the academic program for all students.
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Port 1 sea grants
The document discusses the School Improvement Grant (SIG) program which provides funding to turnaround struggling schools. It outlines the four school intervention models that can be implemented - turnaround, restart, closure, or transformation. It also discusses the requirements for states and school districts in receiving and allocating SIG funds, implementing interventions, and reporting evaluation metrics before and after receiving funds.
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Excellent Teachers For High-performance Schools
Teacher quality has been one of the most hotly debated education policy issues over the past ten years. Central to the discussions are strategies to align teacher education and professional development programs at colleges and universities with the reform of K-12 education.
In many states, public officials have joined K-12 and postsecondary education leaders to restructure teacher preparation and professional development programs under the auspices of statewide K-16 initiatives. And yet, according to a national commission on teaching, America is still a very long way from realizing that future.
Colleges and universities often have been criticized for contributing to the deficiencies of K-12 schools. Year in and year out, schools of education produce graduates who staff the great majority of our nation's classrooms, with usually significant prowess. At the same time, schools of education are assigned much of the blame for all that is imperfect or lacking in K-12. Common sense suggests that there is plenty of blame to go around and that schools of education can only do what their profession and their universities permit them to do. That said, much stands in the way of their becoming what they must be to produce uniformly excellent teachers for reformed high-performance schools.
It is disappointing that higher education in general has had so little involvement in the contemporary school reform initiatives, thus, begging the question of the relationship of higher education to the K-12 enterprise and the consequences thereof for teacher education.
Work in the states is being supported by a number of national initiatives aimed at reforming the teaching profession, from recruitment to initial preparation, to the transition of the beginning years of teaching, and throughout continuing professional development. These national blueprints for achieving quality in teacher education serve to involve interested states as partners in the design and implementation of effective strategies and programs.
This policy brief will examine state-level strategies aimed at incorporating quality teacher education and professional development programs as part of new state K-16 or P-16 systems. It includes analyses of critical components that contribute to the success of the initiatives. The brief concludes with suggestions of what more could be done to strengthen the preparation and development of quality teachers within states' P-16 paradigms.
The new initiative has identified five goals:
1. To improve student achievement from preschool through postsecondary educa-tion;
2. To help students move smoothly from one education system to another;
3. To ensure that all students who enter postsecondary education are prepared to succeed;
4. To increase access and success of all students in postsecondary education, especially from minority and low income groups;
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Pat Ashley, cohort director of N.C. State's Educational Leadership Academy, shared an overview of efforts in North Carolina over the last couple of decades to turn around low-performing schools to the Governor's Commission on Access to Sound Basic Education.
Npef grant application powerpoint 2014 2015
The Newport Public Education Foundation (NPEF) is a non-profit organization that provides grants to support educational programs in Newport public schools. NPEF will accept grant applications until October 17th, 2014 for projects focusing on literacy, learning standards, and district needs. Successful grants will be awarded funding between $250-$6,000 and must be used to enhance learning, not fund existing budget items or salaries. The application process requires a detailed proposal and approval from the principal.
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The document provides instructions for accessing a recorded webinar on applying to become an approved supplemental educational services (SES) provider in Alabama. It explains that the webinar recording can be viewed by going to the specified WebEx link and selecting the "SES RFA Technical Assistance Session" recording. The webinar lasts 53 minutes and provides guidance on key aspects of the SES provider application process in Alabama for the 2011-2012 school year.
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The document outlines the timeline and process for developing and updating the 2015-2016 Local Control and Accountability Plan (LCAP) for Union School District. It describes the LCAP goals to be reviewed, the stages of gathering stakeholder input and drafting the updated plan from October 2015 to June 2016, and how progress on goals and actions will be assessed to address the needs of student subgroups.
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This document provides an overview and agenda for a community engagement meeting about the Local Control and Accountability Plan (LCAP). It discusses the timeline for developing the LCAP, the 8 state priority areas it must address, and obtaining stakeholder input. The LCAP is a 3-year plan charter schools must develop and update annually to set goals across student subgroups and align funding to priority areas like student achievement and parent engagement.
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Title1 School Wide
The document outlines the key components of developing an achievement-based accountability plan using the Title 1 Schoolwide model. There are 10 required components that must be included in the schoolwide plan, such as conducting a comprehensive needs assessment, incorporating reform strategies based on scientific research, ensuring instruction by highly qualified teachers, and providing professional development. The primary goal is to ensure all students, especially those who are low-achieving, meet state academic standards through improving the entire school program. Additional requirements include evaluating the plan's effectiveness and combining various sources of federal, state, and local funding.
Title1 School Wide
The document outlines the key components of developing an achievement-based accountability plan using the Title 1 Schoolwide model. There are 10 required components that must be included in the schoolwide plan, such as conducting a comprehensive needs assessment, incorporating reform strategies based on scientific research, ensuring instruction by highly qualified teachers, and providing professional development. The plan also must include an evaluation to determine the plan's effectiveness in meeting goals and objectives. The schoolwide model allows schools to blend federal, state, and local funds to strengthen the academic program for all students.
Port 1 sea grants
The document discusses the School Improvement Grant (SIG) program which provides funding to turnaround struggling schools. It outlines the four school intervention models that can be implemented - turnaround, restart, closure, or transformation. It also discusses the requirements for states and school districts in receiving and allocating SIG funds, implementing interventions, and reporting evaluation metrics before and after receiving funds.
Port 1 sea grants
The document discusses the School Improvement Grant (SIG) program which provides funding to turnaround struggling schools. It outlines the four school intervention models that can be implemented - turnaround, restart, closure, or transformation. It also discusses the requirements for states and school districts in receiving and allocating SIG funds, implementing interventions, and reporting evaluation metrics before and after receiving funds.
Improvement through the use of data
This document discusses school improvement planning at different levels - federal, state, district, and school. It outlines the requirements for school improvement plans from Title I federal law, Washington state law, the Edmonds School District policy, and the Puyallup School District policy. The plans are meant to use data to drive continuous improvement in student achievement and be developed with input from staff, students, families and the community.
Report
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Open book test taking tips97
Open book tests require equal or greater preparation than closed book tests. Students should familiarize themselves with materials, write down formulas, and learn the main ideas and locations of information in advance. During the test, answer easy questions first, then reference notes and the book for harder questions, using quotes but also giving your own commentary and insights.
Monitoring yourself97
Monitoring yourself provides awareness of how you learn best, encourages responsibility over your learning, and helps develop plans to improve performance. Goal setting involves objectives students want to achieve through their actions, such as improving a grade. Keeping track of yourself and setting goals helps students take control of their learning.
Memory97
The document discusses various techniques for improving memory and recall of information. It explains that new information must be linked to existing knowledge in long-term memory in order to be remembered. Specific techniques mentioned include using mnemonics to remember lists through creative word associations, summarizing information to reduce it to main topics and ideas, reciting information aloud or on recordings, and using colors and visual aids to better organize and retain information.
Managing study time97
There are three components to organizing a student's schedule: monthly, weekly, and daily. The monthly calendar shows all assignments, activities, work, and commitments. The weekly calendar shows important in-school and out-of-school events. The daily schedule lists the day's most important activities and events. Planning these three levels of scheduling helps students manage their time effectively.
In class writing assignments97
For in-class writing assignments, it is important to ask the teacher about grading policies and rules beforehand. Students should read directions carefully, budget time among questions, and start with easier topics. When writing, pick a title, outline main ideas and supporting details, write paragraphs methodically with at least three sentences and examples per paragraph, and check over answers once complete.
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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
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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
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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
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Race to the top
- 1. Race to the Top School Improvement Plan Timelines
- 2. Due Dates Our local school district will have to submit a letter to the Michigan Department of Education in order to commit to one of the four models by September 16, 2010. Transformational Model Turnaround Model Restart Closure
- 3. Four Different Models Transformational– This model includes replacing the principal, increasing learning assessment and support for learning, extending the student/school day, as well as enhancing teacher and parent educational opportunities Turnaround - replacing the principal and the district can only hire upto 50% of its existing teaching staff within that particular building Restart – Closing and re-starting school as a charter school Closure – Closure of the building
- 4. Obligations and Dates School Improvement Plan (SIP) A school district is also obligated to submit a written plan describing their next round of school improvement efforts. A school’s improvement plan must be submitted in writing to MDE by November 16th The MDE will give a school and its district just one opportunity for feedback. All rough drafts of the plan are due by October 16th
- 5. Plan Dates Continued… Once the SIP is submitted to MDE, the MDE has 30 days (December 16th) to respond whether or not they will accept the SIP If the plan is not accepted, the MDE will often ask for a revision and re-submission of the SIP However, they can also decide to take over the school at that point Reform plans must be in place by the 2011-12 school year
- 6. Creating the School Improvement Plan What should be included?
- 7. Plan: Three Pillars Pillar One: Learning for all students Pillar Two: Teacher education Pillar Three: Parent and family education
- 8. Plan Must Include A School Improvement Plan must include : Rationale for selecting one of four provided models A comprehensive and detailed plan on how a school plans on improving all of their student, teacher and parent learning and achievement Financial and vendor commitments that the state and the local school district will be assuming responsibility for
- 9. School Team A school district improvement team will be assembled in order to identify the following: Rationale for selecting school improvement model Trend data regarding the three pillars Needs assessment of the school Research programs and vendors Collaborate with existing local school districts
- 10. Rough Draft of the Plan A rough draft of the plan should be submitted for review by October 8th in the High School Main Office The SIP review should be completed in stages by the: School Improvement Plan Team (Formation of SIP) English Department (Reading One) District Level / MISD (Reading Two) State Level by October 16th Revise, if necessary Submit by November 10th
- 11. MDE Involvement Financial–The Michigan Department of Education has competitive funds available for school districts who meet all the requirements of the SIP Financial awards will be given based on credibility and sustainability of the plan A reform officer will be assigned and will begin to monitor the school for daily and annual progress, as well as, check on the implementation of the plan
- 12. Questions ?