Removing Students From The Tracker Roster
•Download as PPTX, PDF•
0 likes•12,133 views
L
L HTo remove a student from the tracker roster, the teacher should not delete the student's information. Instead, the teacher indicates on either the "Student Roster" tab of the Standards Mastery Tracker or the "Roster_Changes" tab of the Reading Growth Tracker that they wish to remove a student. Any request must include a compelling rationale, such as the student being absent for over 50% of instructional days, and refer to the SGA Handbook for more information on appropriate removal scenarios and policy.
Report
Share
Report
Share
Recommended
NETR - Not Enrolled This Round
The document explains how to use the code "NETR" or "Not Enrolled This Round" in a student assessment tracker. NETR should be used when a student was not enrolled at the time an assessment was given so their blank response is not counted as a zero. It provides appropriate scenarios like when a student joins after an assessment. It also lists inappropriate scenarios like absence or running out of time, which should not use NETR. To use NETR, simply enter it in the student response field and the tracker will ignore that field and not count it toward averages.
Counting An Assessment Question As Zero Points
To prevent an assessment item from counting toward the overall class average in the tracker, teachers can remove the standard ID and points possible associated with that item. This will blank out the average for that item so it is not included in calculations, while keeping the student response data. Common appropriate reasons to exclude an item include if it assessed unintended content or had factual errors, while poor student performance or running out of time are not valid justifications.
Session 7 (For Faculty)
This document provides suggestions for structuring a session to review graduate students' SGA Pathways. It discusses options for holding whole group, small group, or individual meetings. It recommends students complete online sessions and a quiz beforehand and submit a draft Pathway in advance. For group meetings, it suggests differentiating support using stations and checklists to guide students. One-on-one meetings allow for tailored feedback and are best for students in non-core placements. The document provides tips for structuring different meeting types and emphasizes preparing students in advance.
Reporting on Mid Year Data - Standards Mastery
1) The document provides guidance for teachers to summarize their mid-year data on student mastery of standards and character traits.
2) Teachers are instructed to check their overall average standard mastery for standards assessed to date and for all standards to gauge student progress and likelihood of end-of-year success.
3) Additional measures like pacing, coverage, and progress toward ambitious goals are to be reviewed and areas of strength or need identified.
Session 4 (For Faculty)
This document provides suggestions for conducting Session #4 of the SGA-201 course, which focuses on helping graduate students develop their professional pathways. It outlines options for holding the session in a whole group, small groups or individual meetings. It notes requirements for students beforehand and suggested activities. For group meetings, it discusses providing differentiated support through stations. For individual meetings, it suggests reviewing quiz scores, having students pitch their pathways, and walking through their tracker. The document emphasizes preparing students in advance and having clear expectations and follow-up instructions.
Reporting on Mid Year Data - Reading Growth
The document provides guidance for teachers to summarize mid-year reading growth data in their assessments. It instructs teachers to record their current overall average reading growth, the percentage of students meeting ambitious goals, and their most recent character average and growth. Teachers are told to note any increases or decreases in character data from the previous round and explain why. The document also notes how to account for students who left the class.
Measuring Character
The document outlines pathways for measuring student academic achievement and character growth using a 5-step process. It notes that while the steps are the same for both, measuring character is different from measuring academics and will not be held to ambitious goals in the second year. This is because there is less historic data on character, its growth is unknown, and character evaluations can be subjective depending on a teacher's knowledge.
Finalizing Standards Mastery Data
The document provides guidance on finalizing end-of-year standards mastery data by outlining several steps to verify the data is accurate and complete. These steps include ensuring the tracker includes the teacher's name and finalized roster, at least two assessments were administered and the data from those assessments was entered for all students and standards, the tracker is error-free, and progress toward mastery goals was calculated. Taking these steps will help ensure students receive an honest and accurate assessment of their learning.
Recommended
NETR - Not Enrolled This Round
The document explains how to use the code "NETR" or "Not Enrolled This Round" in a student assessment tracker. NETR should be used when a student was not enrolled at the time an assessment was given so their blank response is not counted as a zero. It provides appropriate scenarios like when a student joins after an assessment. It also lists inappropriate scenarios like absence or running out of time, which should not use NETR. To use NETR, simply enter it in the student response field and the tracker will ignore that field and not count it toward averages.
Counting An Assessment Question As Zero Points
To prevent an assessment item from counting toward the overall class average in the tracker, teachers can remove the standard ID and points possible associated with that item. This will blank out the average for that item so it is not included in calculations, while keeping the student response data. Common appropriate reasons to exclude an item include if it assessed unintended content or had factual errors, while poor student performance or running out of time are not valid justifications.
Session 7 (For Faculty)
This document provides suggestions for structuring a session to review graduate students' SGA Pathways. It discusses options for holding whole group, small group, or individual meetings. It recommends students complete online sessions and a quiz beforehand and submit a draft Pathway in advance. For group meetings, it suggests differentiating support using stations and checklists to guide students. One-on-one meetings allow for tailored feedback and are best for students in non-core placements. The document provides tips for structuring different meeting types and emphasizes preparing students in advance.
Reporting on Mid Year Data - Standards Mastery
1) The document provides guidance for teachers to summarize their mid-year data on student mastery of standards and character traits.
2) Teachers are instructed to check their overall average standard mastery for standards assessed to date and for all standards to gauge student progress and likelihood of end-of-year success.
3) Additional measures like pacing, coverage, and progress toward ambitious goals are to be reviewed and areas of strength or need identified.
Session 4 (For Faculty)
This document provides suggestions for conducting Session #4 of the SGA-201 course, which focuses on helping graduate students develop their professional pathways. It outlines options for holding the session in a whole group, small groups or individual meetings. It notes requirements for students beforehand and suggested activities. For group meetings, it discusses providing differentiated support through stations. For individual meetings, it suggests reviewing quiz scores, having students pitch their pathways, and walking through their tracker. The document emphasizes preparing students in advance and having clear expectations and follow-up instructions.
Reporting on Mid Year Data - Reading Growth
The document provides guidance for teachers to summarize mid-year reading growth data in their assessments. It instructs teachers to record their current overall average reading growth, the percentage of students meeting ambitious goals, and their most recent character average and growth. Teachers are told to note any increases or decreases in character data from the previous round and explain why. The document also notes how to account for students who left the class.
Measuring Character
The document outlines pathways for measuring student academic achievement and character growth using a 5-step process. It notes that while the steps are the same for both, measuring character is different from measuring academics and will not be held to ambitious goals in the second year. This is because there is less historic data on character, its growth is unknown, and character evaluations can be subjective depending on a teacher's knowledge.
Finalizing Standards Mastery Data
The document provides guidance on finalizing end-of-year standards mastery data by outlining several steps to verify the data is accurate and complete. These steps include ensuring the tracker includes the teacher's name and finalized roster, at least two assessments were administered and the data from those assessments was entered for all students and standards, the tracker is error-free, and progress toward mastery goals was calculated. Taking these steps will help ensure students receive an honest and accurate assessment of their learning.
Step 5: Verify Outcomes
This document discusses the importance of verifying student outcome data before celebrating or reporting results. It emphasizes that data must be honest, accurate, complete and error-free. This involves finalizing rosters, ensuring all standards are assessed with rigor, collecting multiple rounds of data for each student, and double checking for errors. Verifying outcomes is crucial to send the right message about student achievement and treat data with appropriate care.
Treating Your Data With Care
This document discusses the importance of treating student data with care when reflecting on end-of-year results. It emphasizes that data must be honest, accurate, complete, and error-free in order to draw valid conclusions about student learning and achievement. Specifically, it provides examples of how to ensure data is an honest reporting of student accomplishments, reflects any changes over the course of the year, contains all necessary information, and has been thoroughly checked for errors or inconsistencies. Treating data with care is crucial for appropriately measuring student outcomes and communicating their progress to students, parents, and other stakeholders.
Ece sga 102 finalizing data_v1.00
The document outlines the steps a teacher should take to finalize their developmental standards data tracker. It includes verifying that the tracker has an updated roster, assessment dates, data entered for all students and standards, and is error-free. Finally, the teacher should check progress toward goals and ensure their data is honest, accurate, complete and error-free as this is an important part of their role.
VLE assessment tools
This document provides an overview of assessment tools available in the VLE at GSA and instructions for uploading assessments, using the grade centre, and Turnitin. It discusses creating assessments in the content area or through the control panel. It also covers previewing student views, uploading files, grading options, hiding grades from students, and making grades visible through the course menu. Tips are provided for configuring Turnitin settings and interpreting originality reports.
Responding to Mid-Year Data - Standard Mastery
How to identify what needs to happen quantitatively to meet end-of-year goals, and how to set instructional next steps.
Finalizing Reading Growth Data
There are several steps to finalize reading growth data from end-of-year assessments: 1) verify guidance from the assessment template, 2) walk through sample tracker steps including adding name and finalized roster, 3) ensure at least two assessment rounds were administered and input, 4) check for complete data on all students, and 5) review the tracker for errors and progress toward goals. Accurate, complete, and error-free data is important for teachers and students.
Responding to Mid-Year Data - Reading Growth
How to identify what needs to happen quantitatively to meet end-of-year goals, and how to set instructional next steps.
All about homework help services
Here are some of the tips which can help you with getting quality homework help services from experts.
Sophomore January
The document discusses various academic opportunities and requirements for students. It notes that transcripts are updated each semester to track credits and progress towards graduation requirements. It encourages students to use PSAT and ACT/SAT prep resources and explains the benefits of dual credit, AP, and UIL programs including earning college credits. Registration for the following school year begins in February and good attendance is emphasized.
Effective schoolwide discipline presentation 1
The document provides an overview of significant changes to the ESD (Elementary School District) program and what those changes mean. Key changes include implementing a Paws-itive Action Chart to track positive behavior, giving Westie Treats and Golden Spoons awards to classes for good behavior, revising the Think & Write form, adding a Westie Pledge recited daily, and establishing a Behavior Education Program for students with behavioral issues. The presentation discusses how these changes work and where the ESD program is headed next with expansion of initiatives and gathering teacher feedback.
Finalizing SM Data
This document provides steps for finalizing end-of-year standards mastery data in a sample tracker. It outlines that the tracker should include a finalized roster with all students, an updated assessment calendar reflecting four rounds of administered assessments, completed data entries for all students on all standards, and be error-free to check progress towards goals. Taking care with the data is important for students.
Finalizing Character Data
The document provides steps for finalizing character data in a sample tracker, including:
1) Ensuring the tracker includes the teacher's full name and has a finalized student roster.
2) Verifying the assessment calendar reflects four assessments being administered and four rounds of data entered for all students.
3) Checking that the tracker is error-free and progress toward the goal is assessed. Finalizing the character data accurately and completely is important for teachers and students.
Follow Few Steps to crack Nursing Assignment
This document provides 6 tips for nursing students to ace their exams: 1) Follow the nursing exam guidelines to understand what will be covered and how it is structured. 2) Set aside time each day to study nursing material as it is challenging and cannot be crammed. 3) Learn the material thoroughly from the core concepts as nursing lessons are application-based. 4) Form study groups to discuss lessons and ask questions to better retain the information. 5) Use reliable resources like libraries, professors, and senior students. 6) Review past exams to understand question styles and focus on emphasized lessons. Regular practice tests can help prepare for upcoming exams.
Family access
Family Access allows parents to view their child's schedule, grades, attendance records, test scores, and other information. It is available for students in 2nd-12th grade. Access to the system is a privilege and use is monitored. Parents should check for missing assignments indicated by asterisks and discuss them with their child first before contacting teachers. Family Access can facilitate communication between parents and teachers about a student's grades and attendance.
Start your journey to become a teacher
Start your journey to Become A Teacher much before you join a Teaching course. See what works best for you, follow appropriate teaching blogs and check the various Online Teacher Certification courses to choose from. Get started in the right track.
Gss guidance presentation
The document provides guidance for students on completing the Gloucestershire Student Survey (GSS). It explains that the GSS is an internal student satisfaction survey for undergraduates in their penultimate year used to gather feedback similar to the National Student Survey. It encourages students to complete the simple online survey to help the university improve by developing action plans to address issues. The survey covers topics like teaching, assessment, academic support, course organization, learning resources, and personal development. It provides details on how to respond to different question types and reminds students that all responses will be anonymous.
Coaching or self study
The document discusses the pros and cons of self-study versus attending a coaching institute to prepare for competitive exams in India. While self-study provides freedom and the ability to set your own pace, it requires strong discipline, research skills, and the ability to stay focused. Coaching institutes offer structured course plans, study materials, practice tests, and teacher guidance to help students prepare. They also help with time management, revision, networking, and clarifying doubts. However, coaching institutes may move at a faster pace. Overall, the document argues that coaching institutes provide several advantages for exam preparation through their support systems and standardized curriculums.
Adaptive Learning for Test Preparation with PrepMe
This document provides an overview of the adaptive learning test preparation platform PrepMe. It describes PrepMe as an online and personalized test prep tool that assesses students' skills, creates weekly study plans based on progress, and periodically reassesses students. It explains that PrepMe gives students accountability and teachers insights into student learning. The document details what students do with PrepMe, such as learning test-taking skills and their own skill levels. It also covers what teachers can do with PrepMe data to support students and analyze learning. Counselors are mentioned as supporting students and teachers in the learning process.
Nss 2014 uog launch presentation
The document provides guidance for completing the National Student Survey (NSS) for final year undergraduate students at the University of Gloucestershire. It explains that the NSS asks students to provide feedback on their course to help the university improve strengths and address issues. It breaks down the survey into sections on teaching quality, assessment and feedback, academic support, organization and management, and learning resources. It provides guidance on how to interpret and respond to questions within each section.
Drazdowskiu05a2
Classroom response systems allow teachers to collect student feedback anonymously, assess students, and hold them accountable. They increase student participation and engagement by having students respond to questions before hearing peers' answers. This minimizes peer pressure and encourages consideration of all possibilities. Response systems also provide immediate feedback on student learning, enabling teachers to modify lessons in real-time based on students' understanding. When creating clicker questions, teachers should consider the learning goals, what they want to learn about students, and how response distribution may inform changes to engage students with course content.
Inputting Your Data
The document provides guidance on properly inputting student data into a reading growth tracker. It emphasizes anonymizing student names by only including last initials, copying and pasting values from other files instead of formulas, carefully entering accurate data like reading levels, and filling out the tabs in order to track reading growth over time and view final results. Saving often and reviewing directions if needed are also recommended.
The Reading Growth Tracker Can...
The Reading Growth Tracker can provide teachers with information about students' individual reading growth over time, the percentage of students meeting reading goals, and can translate reading levels to grade-level equivalents. However, it cannot evaluate the effectiveness of teaching plans, the quality of assessments, detect errors in entered data, or prescribe how to act on the data. When using the Reading Growth Tracker, teachers must treat students' reading data with care by following directions, carefully updating information, and thoughtfully reflecting on and responding to the data, as it contains sensitive information about students' reading abilities.
More Related Content
What's hot
Step 5: Verify Outcomes
This document discusses the importance of verifying student outcome data before celebrating or reporting results. It emphasizes that data must be honest, accurate, complete and error-free. This involves finalizing rosters, ensuring all standards are assessed with rigor, collecting multiple rounds of data for each student, and double checking for errors. Verifying outcomes is crucial to send the right message about student achievement and treat data with appropriate care.
Treating Your Data With Care
This document discusses the importance of treating student data with care when reflecting on end-of-year results. It emphasizes that data must be honest, accurate, complete, and error-free in order to draw valid conclusions about student learning and achievement. Specifically, it provides examples of how to ensure data is an honest reporting of student accomplishments, reflects any changes over the course of the year, contains all necessary information, and has been thoroughly checked for errors or inconsistencies. Treating data with care is crucial for appropriately measuring student outcomes and communicating their progress to students, parents, and other stakeholders.
Ece sga 102 finalizing data_v1.00
The document outlines the steps a teacher should take to finalize their developmental standards data tracker. It includes verifying that the tracker has an updated roster, assessment dates, data entered for all students and standards, and is error-free. Finally, the teacher should check progress toward goals and ensure their data is honest, accurate, complete and error-free as this is an important part of their role.
VLE assessment tools
This document provides an overview of assessment tools available in the VLE at GSA and instructions for uploading assessments, using the grade centre, and Turnitin. It discusses creating assessments in the content area or through the control panel. It also covers previewing student views, uploading files, grading options, hiding grades from students, and making grades visible through the course menu. Tips are provided for configuring Turnitin settings and interpreting originality reports.
Responding to Mid-Year Data - Standard Mastery
How to identify what needs to happen quantitatively to meet end-of-year goals, and how to set instructional next steps.
Finalizing Reading Growth Data
There are several steps to finalize reading growth data from end-of-year assessments: 1) verify guidance from the assessment template, 2) walk through sample tracker steps including adding name and finalized roster, 3) ensure at least two assessment rounds were administered and input, 4) check for complete data on all students, and 5) review the tracker for errors and progress toward goals. Accurate, complete, and error-free data is important for teachers and students.
Responding to Mid-Year Data - Reading Growth
How to identify what needs to happen quantitatively to meet end-of-year goals, and how to set instructional next steps.
All about homework help services
Here are some of the tips which can help you with getting quality homework help services from experts.
Sophomore January
The document discusses various academic opportunities and requirements for students. It notes that transcripts are updated each semester to track credits and progress towards graduation requirements. It encourages students to use PSAT and ACT/SAT prep resources and explains the benefits of dual credit, AP, and UIL programs including earning college credits. Registration for the following school year begins in February and good attendance is emphasized.
Effective schoolwide discipline presentation 1
The document provides an overview of significant changes to the ESD (Elementary School District) program and what those changes mean. Key changes include implementing a Paws-itive Action Chart to track positive behavior, giving Westie Treats and Golden Spoons awards to classes for good behavior, revising the Think & Write form, adding a Westie Pledge recited daily, and establishing a Behavior Education Program for students with behavioral issues. The presentation discusses how these changes work and where the ESD program is headed next with expansion of initiatives and gathering teacher feedback.
Finalizing SM Data
This document provides steps for finalizing end-of-year standards mastery data in a sample tracker. It outlines that the tracker should include a finalized roster with all students, an updated assessment calendar reflecting four rounds of administered assessments, completed data entries for all students on all standards, and be error-free to check progress towards goals. Taking care with the data is important for students.
Finalizing Character Data
The document provides steps for finalizing character data in a sample tracker, including:
1) Ensuring the tracker includes the teacher's full name and has a finalized student roster.
2) Verifying the assessment calendar reflects four assessments being administered and four rounds of data entered for all students.
3) Checking that the tracker is error-free and progress toward the goal is assessed. Finalizing the character data accurately and completely is important for teachers and students.
Follow Few Steps to crack Nursing Assignment
This document provides 6 tips for nursing students to ace their exams: 1) Follow the nursing exam guidelines to understand what will be covered and how it is structured. 2) Set aside time each day to study nursing material as it is challenging and cannot be crammed. 3) Learn the material thoroughly from the core concepts as nursing lessons are application-based. 4) Form study groups to discuss lessons and ask questions to better retain the information. 5) Use reliable resources like libraries, professors, and senior students. 6) Review past exams to understand question styles and focus on emphasized lessons. Regular practice tests can help prepare for upcoming exams.
Family access
Family Access allows parents to view their child's schedule, grades, attendance records, test scores, and other information. It is available for students in 2nd-12th grade. Access to the system is a privilege and use is monitored. Parents should check for missing assignments indicated by asterisks and discuss them with their child first before contacting teachers. Family Access can facilitate communication between parents and teachers about a student's grades and attendance.
Start your journey to become a teacher
Start your journey to Become A Teacher much before you join a Teaching course. See what works best for you, follow appropriate teaching blogs and check the various Online Teacher Certification courses to choose from. Get started in the right track.
Gss guidance presentation
The document provides guidance for students on completing the Gloucestershire Student Survey (GSS). It explains that the GSS is an internal student satisfaction survey for undergraduates in their penultimate year used to gather feedback similar to the National Student Survey. It encourages students to complete the simple online survey to help the university improve by developing action plans to address issues. The survey covers topics like teaching, assessment, academic support, course organization, learning resources, and personal development. It provides details on how to respond to different question types and reminds students that all responses will be anonymous.
Coaching or self study
The document discusses the pros and cons of self-study versus attending a coaching institute to prepare for competitive exams in India. While self-study provides freedom and the ability to set your own pace, it requires strong discipline, research skills, and the ability to stay focused. Coaching institutes offer structured course plans, study materials, practice tests, and teacher guidance to help students prepare. They also help with time management, revision, networking, and clarifying doubts. However, coaching institutes may move at a faster pace. Overall, the document argues that coaching institutes provide several advantages for exam preparation through their support systems and standardized curriculums.
Adaptive Learning for Test Preparation with PrepMe
This document provides an overview of the adaptive learning test preparation platform PrepMe. It describes PrepMe as an online and personalized test prep tool that assesses students' skills, creates weekly study plans based on progress, and periodically reassesses students. It explains that PrepMe gives students accountability and teachers insights into student learning. The document details what students do with PrepMe, such as learning test-taking skills and their own skill levels. It also covers what teachers can do with PrepMe data to support students and analyze learning. Counselors are mentioned as supporting students and teachers in the learning process.
Nss 2014 uog launch presentation
The document provides guidance for completing the National Student Survey (NSS) for final year undergraduate students at the University of Gloucestershire. It explains that the NSS asks students to provide feedback on their course to help the university improve strengths and address issues. It breaks down the survey into sections on teaching quality, assessment and feedback, academic support, organization and management, and learning resources. It provides guidance on how to interpret and respond to questions within each section.
Drazdowskiu05a2
Classroom response systems allow teachers to collect student feedback anonymously, assess students, and hold them accountable. They increase student participation and engagement by having students respond to questions before hearing peers' answers. This minimizes peer pressure and encourages consideration of all possibilities. Response systems also provide immediate feedback on student learning, enabling teachers to modify lessons in real-time based on students' understanding. When creating clicker questions, teachers should consider the learning goals, what they want to learn about students, and how response distribution may inform changes to engage students with course content.
What's hot (20)
Adaptive Learning for Test Preparation with PrepMe
Adaptive Learning for Test Preparation with PrepMe
Viewers also liked
Inputting Your Data
The document provides guidance on properly inputting student data into a reading growth tracker. It emphasizes anonymizing student names by only including last initials, copying and pasting values from other files instead of formulas, carefully entering accurate data like reading levels, and filling out the tabs in order to track reading growth over time and view final results. Saving often and reviewing directions if needed are also recommended.
The Reading Growth Tracker Can...
The Reading Growth Tracker can provide teachers with information about students' individual reading growth over time, the percentage of students meeting reading goals, and can translate reading levels to grade-level equivalents. However, it cannot evaluate the effectiveness of teaching plans, the quality of assessments, detect errors in entered data, or prescribe how to act on the data. When using the Reading Growth Tracker, teachers must treat students' reading data with care by following directions, carefully updating information, and thoughtfully reflecting on and responding to the data, as it contains sensitive information about students' reading abilities.
Inputting Your Data
The document provides guidance for inputting student data into a standards mastery tracker:
- Only enter students' initials and anonymize their information. Paste any copied information as values to avoid errors. Set calculations to manual to prevent slowdowns. Carefully enter the correct information and save often.
- Fill out tabs in order: student roster, standards, assessment dates. Only enter data into gray fields, not blue or white.
- On assessments, first create an item map linking questions to standards, then enter individual student responses. The final tab will display overall assessment averages.
The Standards Mastery Tracker Can...
The Standards Mastery Tracker can provide overall and individual student scores on assessments, average scores by question and standard, and track student mastery of standards over time. However, it cannot evaluate the quality of teaching plans, assessments, or determine if data was entered correctly. When using the tracker, teachers must treat student data with care, follow directions, carefully update information, and thoughtfully respond to results.
Accurate and Meaningful Measures
Oh Romeo, Romeo! What's in a number? That which we call 82% by other number would still smell just as sweet?
Why not Measure Everything?
The document discusses measuring student success and growth. It states that while teachers want many important outcomes for their students, they should primarily measure student growth and achievement (SGA) because it is what they can directly observe and it matters most to students. SGA serves as a proxy for success since teachers cannot measure everything, but they still care about all the other important outcomes as that defines true success.
Cy-Fair Virtual Tour
The document provides information about the services and hours of operation of the Lone Star College - CyFair Library. The library is open from 7 AM to 10 PM Monday through Thursday, 8 AM to 6 PM on Fridays, and 8 AM to 6 PM on Saturdays and Sundays from 1 PM to 6 PM. Services include access to books, audiobooks, computers, laptops, study rooms, meetings rooms, and programs for children, teens and adults such as storytimes, book clubs, and ESL classes.
Viewers also liked (7)
Similar to Removing Students From The Tracker Roster
'Just Right' Goals
This document discusses setting ambitious yet appropriate goals for students and handling data issues. It states that goals should be challenging but feasible, motivate hard work, and ensure high-level learning. It provides examples of appropriate and inappropriate reasons for adjusting a student's goal or removing them from the data set. Key reasons include an alternative goal being more suitable or a student missing over 50% of instruction. The tracker tracks goal progress and adjustments in its roster and roster changes tabs.
For your initial post, review Applying the Master Narrative Framew
This document provides information for an online course on continuous quality improvement in healthcare. It outlines the course description, learning objectives, materials, assessment breakdown, policies, schedule, and contact information for the instructor. The key goals of the course are to provide students with tools to identify opportunities for improvement, implement changes, and assess outcomes to enhance quality of care across healthcare institutions. Students will complete assignments, short writings, discussions, and a term paper project over 14 weeks on topics like measurement, leadership, risk management, and accreditation processes. College policies on attendance, academic integrity, and evaluations are also included.
Overall Students Satisfaction with University Life
1) The document discusses a study conducted on student satisfaction at Hawler Medical University College of Medicine in Kurdistan, Iraq.
2) Surveys were administered to 2nd and 3rd year students to determine their satisfaction levels with various aspects of college life and identify areas for improvement.
3) The results found that while most students were satisfied with their academic courses, the majority spent little time on extracurricular activities and seldom formed study groups, with overcrowded classes being a common issue.
SUNY Oswego Starfish pilot-CIT presentation
Presentation regarding the outcomes, implementation and operation of Starfish as a potential retention intervention.
roles_of_assessment_in_making_instructional_decisions.pptx
Diagnostic, formative, and summative assessments each serve different purposes in making instructional decisions. Diagnostic assessment evaluates students' prior knowledge and skills before instruction to identify weaknesses. Formative assessment is administered during instruction through tools like questioning and provides feedback to improve teaching and learning. Summative assessment evaluates student achievement after instruction for grading purposes and to gauge curriculum effectiveness. Together, these assessments inform teachers' instructional planning at different stages of learning.
Roles of assessment_in_making_instructional_decisions (1)
Formative, summative, and diagnostic assessments are used to evaluate students at different stages of learning. Diagnostic assessment evaluates students' skills and knowledge at the start of a course. Formative assessment monitors student learning through ongoing feedback. Summative assessment evaluates student achievement and progress at the end of a unit or course for grading purposes. Together these assessment types provide teachers with information to support and improve student learning.
Benefits of coaching classes
Coaching has become lucrative business in our country.
Helps to identify their strengths and weaknesses and also in making and following an organized study pattern.
Disability Services
This document summarizes the key protections and responsibilities around disability services in postsecondary education under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. It notes that both laws prohibit discrimination based on disability and require schools to provide reasonable accommodations. However, students must self-disclose their disability, provide documentation, and request accommodations to receive services. Schools are not obligated to provide accommodations that constitute a fundamental alteration or undue burden. The document provides examples of common accommodations and distinguishes these from services schools are not required to provide.
internship
The document provides guidelines for EMS field internship preceptors. It outlines expectations for preceptors to create a positive learning environment, establish goals and expectations with students, provide evaluation and documentation of students' performance on each shift, and procedures for resolving conflicts. Preceptors are expected to supervise students, provide constructive feedback, and objectively evaluate whether students are ready to perform as entry-level practitioners. The goal is for students to gain experience through real patient contacts under guidance of experienced preceptors.
Attendance Improvement and Monitoring (AIM)
This document discusses strategies for improving student attendance at Eastern Guilford High School. It provides attendance data showing rates between 90-94% for grades 9-12. Teachers and all staff are identified as important reporters who should notify administrators of any absences. The document outlines factors that affect attendance and strategies that can be implemented such as building relationships, recognizing students for attendance, and involving parents and social workers for more severe cases. Chronic absenteeism is defined and distinguished from truancy.
Assessing and Evaluating Learning
This document provides an overview of assessing and evaluating student learning. It defines assessment as gathering information on student learning and evaluation as analyzing and making judgments based on assessment data. The aims of student evaluation are outlined, including providing feedback and modifying instruction. The document discusses formative, summative, and diagnostic evaluation. It also covers various tools for evaluation, including observation, records, checklists, rating scales, and examinations. The qualities of good tests and advantages and disadvantages of different test types like oral exams, practical exams, essays, and multiple choice questions are summarized.
Referral and Follow Up (Guidance and Counseling)
This document discusses referral and follow-up procedures in counseling. It defines referral as helping clients find expert assistance beyond a counselor's own competence, and outlines situations warranting referral such as unresolvable personality conflicts. Follow-up is defined as monitoring student progress after interventions like counseling or placement. The purposes of follow-up include evaluating guidance services, identifying weaknesses, and improving curriculum based on former student experiences. Methods of referral, follow-up, and sample forms are presented.
Pupil Premium Presentation
This document provides guidance and strategies for teachers to support disadvantaged students, known as Pupil Premium students, in the classroom. It identifies the top 5 strategies recommended by research: 1) Avoiding ability grouping and instead using heterogeneous groups; 2) Providing effective feedback and giving students time to reflect and act on feedback; 3) Developing student independence and self-regulation skills; 4) Teaching meta-cognition or "learning to learn" strategies; and 5) Ensuring homework is accessible and focused on student targets. The document also provides examples of implementing these strategies and explains how the school monitors and supports Pupil Premium students and staff.
Pupil premium presentation
This document provides guidance and strategies for teachers to support disadvantaged students, known as Pupil Premium students, in the classroom. It identifies the top 5 strategies as: 1) avoiding ability grouping and instead using heterogeneous groups; 2) providing effective feedback and giving students time to reflect and act on feedback; 3) building independence and self-regulation through strategies like peer tutoring; 4) teaching meta-cognitive strategies to help students think about and evaluate their own learning; and 5) ensuring homework is accessible and focused on students' targets. The document also provides advice on identifying Pupil Premium students, seating arrangements, literacy support, goal setting, and engaging parents.
Helping Students on Academic Probation to Persist and Succeed - NACADA Confer...
Helping Students on Academic Probation to Persist and Succeed - NACADA Confer...Robert M. Kurland, Ph.D.
Helping Students on Academic Probation to Persist and Succeed. Research has repeatedly shown that students who end up on probation are less likely to be retained and graduate as compared to students who remain in good academic standing. Colleges and universities must offer more effective support services and interventions to help these students succeed and persist towards graduation. Probation does not have to be the end of an academic career. This presentation will discuss the evolution of support services that have been offered to students at the Rutgers – Newark College of Arts and Sciences/University College, with a particular focus on current interventions which include a 1-credit online course that will be required for all probation students to enroll. We will discuss the theory, implementation, and components of the course. Learner-centered-syllabus-development-for-student-success.pptx
The document provides information on creating a learner-centered syllabus. It discusses the importance of setting the right tone on the first day of class and using encouraging rather than punishing language in the syllabus. Examples of punishing and encouraging wording around late assignments are given. The document also outlines what must be included in a Georgia State University syllabus and provides optional statements around topics like campus carry, sexual harassment, student basic needs, and technology policies. It defines a learner-centered syllabus as focusing on student needs and learning processes and lists benefits such as establishing connections between students and instructors and describing effective study habits.
Evaluation of training
This document outlines different aspects of evaluating training programs including:
1. The purposes of training evaluation are to provide feedback, support research, allow for control, address power dynamics, and enable intervention.
2. There are five main types of evaluation: formative, summative, process, outcome, and impact.
3. Evaluation methods include written exams, oral exams, practical exams, and methods to evaluate attitudes. The appropriate method depends on what is being evaluated and available resources.
Rec3 mod1.1 attachment
The document discusses the primary purposes of educational assessment: screening, progress monitoring, diagnostic, and outcome. Screening assessments are administered to all students early in the year to identify those needing additional support. Progress monitoring assessments are given frequently to students receiving interventions to determine if instruction is effective. Diagnostic assessments provide an in-depth profile of student strengths and weaknesses. Outcome assessments measure performance against grade-level standards to evaluate learning and make decisions about students. High-quality assessments provide feedback to students and teachers and guide future instruction.
Assessment for learning
The document discusses the crucial distinction between assessment of learning and assessment for learning. Assessment of learning refers to evaluating how much students have learned at a point in time, while assessment for learning uses assessment to help students learn more. It argues that assessment should be used as a tool to help students succeed in mastering essential standards and close competency gaps, rather than just rank students or induce anxiety. Teachers need to understand sound assessment practices in order to set clear learning goals, provide descriptive feedback, and continuously adjust instruction based on assessment results.
Adjunct faculty orientation inservice presentation09 20-12-1
The orientation covered several topics to support student success including the importance of faculty-student relationships, advising services, disability services, the attendance policy, student reinstatement requests, notices of concern, and ways faculty can promote retention such as utilizing tutoring services and being engaging with students. The attendance policy requires daily attendance tracking in the first week and allows for administrative withdrawal for excessive absences.
Similar to Removing Students From The Tracker Roster (20)
For your initial post, review Applying the Master Narrative Framew
For your initial post, review Applying the Master Narrative Framew
Overall Students Satisfaction with University Life
Overall Students Satisfaction with University Life
roles_of_assessment_in_making_instructional_decisions.pptx
roles_of_assessment_in_making_instructional_decisions.pptx
Roles of assessment_in_making_instructional_decisions (1)
Roles of assessment_in_making_instructional_decisions (1)
Helping Students on Academic Probation to Persist and Succeed - NACADA Confer...
Helping Students on Academic Probation to Persist and Succeed - NACADA Confer...
Learner-centered-syllabus-development-for-student-success.pptx
Learner-centered-syllabus-development-for-student-success.pptx
Adjunct faculty orientation inservice presentation09 20-12-1
Adjunct faculty orientation inservice presentation09 20-12-1
More from L H
Aggregate Data
The document discusses aggregate data and descriptive statistics. It covers topics like dispersion, common mistakes in analyzing average data, Simpson's Paradox phenomenon, and properly interpreting statistical findings versus practical significance. Examples are provided to illustrate Simpson's Paradox, where averages can be misleading and hide important details that disaggregating the data by subgroups would reveal. The key lesson is that aggregate data needs to be disaggregated to tell the full story and avoid paradoxical findings.
Figure 1.1
The document provides step-by-step instructions for recreating a column chart in Excel using tracker data. It describes copying the needed data into a new workbook, organizing the data with column labels, selecting "Insert > Column > 2-D Column" to generate the initial chart, and then customizing the chart by adding a title, axis labels, and data labels. The overall process takes the reader through setting up, generating, and formatting the column chart to display the selected tracker data.
Figure 1.2
The document provides step-by-step instructions for copying tracker data from a workbook into a scratch workbook, organizing it to create a column chart in Excel, and customizing the chart with a title, labeled axes, and data labels to visualize student data. It describes copying two columns of data side-by-side, sorting or organizing the data, highlighting the organized data to insert a 2-D column chart, and using Excel's layout menu to add a title above the chart, a rotated vertical axis label, and optional data labels noting "n=" values.
Figure 1.4
The document provides step-by-step instructions for creating a column chart from student data in Excel. It describes copying student performance data from a tracker into a new workbook, sorting the data from lowest to highest mastery, selecting the data and choosing "2-D Column" to generate the chart. It then advises adding labels like the title, axis titles and inserting lines to mark thresholds of 70% and 80% mastery. The overall purpose is to recreate a graphical display of student data in Excel.
Figure 1.5
The document provides step-by-step instructions for recreating a tracker graphic in Excel using assessment data. It describes copying assessment data from a tracker into a new workbook, sorting the data, organizing it into columns for different performance categories, highlighting the organized data, inserting a 2-D column chart using the Insert menu, and adding titles and labels to the chart layout to make it accessible. The overall purpose is to take raw assessment data and transform it visually into a graphical display using Excel.
Figure 1.3
The document provides instructions for copying student assessment data from a tracker into a new workbook, organizing it into columns by category and sorting by growth level, then using this organized data to generate a column chart in Excel. The steps include highlighting the organized data and selecting "Insert" then "2-D Column" to create an initial chart, making the chart wider to see all student initials, and then adding a title and axis labels through the "Layout" menu to make the figure accessible.
Figure 1.9
The document provides instructions for creating a bar graph in Excel using student assessment data. It involves copying assessment scores and student initials from a tracker into a new workbook, sorting the data by score, organizing it with boys on the right and girls on left, highlighting the organized data, selecting "Insert" then "2-D Column" to generate an initial graph, widening the graph to see all initials, and adding titles, labels and captions through the "Layout" menu to make the graph accessible. The graph will visually display and compare students' mastery of standards.
Figure 1.7
The document provides step-by-step instructions for creating a column graph in Excel to display student assessment data. It involves copying assessment data from individual student tabs into a scratch workbook, sorting the data, organizing it into columns for boys and girls, highlighting the data and selecting "Insert" then "2-D Column" to generate a column graph. Additional steps include deleting axis numbers, scaling the vertical axis to 1.0, labeling the values as percentages, and adding titles and labels to make the graph accessible.
Figure 1.8
The document provides step-by-step instructions for recreating a graphic using Excel by:
1) Copying tracker data from assessments into a new workbook and organizing it so that Excel can recognize the numbers and plot them on a graph.
2) Creating a scatter plot graph from the organized data and formatting it by deleting unnecessary numbers and making the data points larger.
3) Adding labels, titles and axis labels to make the graph accessible and clearly labeled.
Figure 1.10
The document provides step-by-step instructions for recreating a column chart in Excel that shows student reading growth over time. It describes copying relevant data from a tracker workbook, organizing the data for the chart, selecting the column chart type from the Insert menu, and customizing the chart by adding a title, axis labels, and data labels to show growth amounts. The overall process involves transferring and formatting data, selecting the appropriate chart type, and fully labeling the chart for accessibility and interpretation.
Figure 1.11
The document provides step-by-step instructions for creating a column chart in Excel by organizing data, selecting the "Insert" menu to choose a 2-D column graph, and adding titles and labels through the "Layout" menu to make the figure accessible. It demonstrates how to take organized data and turn it into a labeled column chart using Excel's graphing features.
Figure 1.12
The document provides instructions for creating a column graph in Excel. It explains that the user must first organize their data so that Excel can generate the desired figure. They then need to highlight the organized data and select "Insert" then "2-D Column" to generate the initial graph. Some additional formatting is then needed, including adding a title by going to "Layout" then "Chart Title", and labeling the vertical axis by going to "Layout" then "Axes Titles".
Data Analysis for One Student
This document provides guidance and examples for analyzing student data and writing a data narrative focusing on one student. It includes an agenda that outlines the objectives of examining data for all students, subgroups, and individually. Examples are provided of how to write a strong student profile section, display student performance data in graphs and charts, and draw appropriate inferences about a student's achievement based on the analysis. Criteria for selecting the individual student to feature are also discussed.
Data Analysis for Subgroups of Students
This document discusses analyzing student data for subgroups. It provides an agenda that includes objectives around teaching context, analyzing data for all students, analyzing data for subgroups, and analyzing data for one student. It also includes a rubric and assessment template for subgroups. The document instructs the reader to read a sample from Kip that analyzes subgroups and consider strong features of the research questions, rationale, and data disaggregation and analysis presented. [END SUMMARY]
Data Analysis for All Students
The document outlines an agenda for a data analysis training which includes:
1) Analyzing data for all students in a class and comparing it to grade-level benchmarks
2) Analyzing subgroups of students based on factors like gender or race
3) Analyzing individual student data
It then provides examples from a sample analysis, focusing on the section analyzing data for all students in the class. The sample analysis graphs the class results, compares them to benchmarks, and analyzes the distribution of scores. The document discusses strengths of the sample analysis' graphics and written explanations.
Teaching Context
The document provides an overview of a sample teaching context section written by Kip Dynamite. It summarizes Kip's teaching context, which clearly describes that he teaches 2nd grade in all subjects at Pioneer Elementary in Preston, Idaho. Kip's class demographics reflect the overall school population and includes 5 family members. The intended audience is described as educated but without insider knowledge of education terminology. Kip's paragraphs are well organized, starting broadly and zooming into greater detail about his specific classroom. The information in Kip's teaching context was found through public sources like the internet and student information systems.
Data Inference
The document outlines an agenda and objectives for a session on data inference. The session will cover descriptive statistics, dispersion, aggregate data, asking the right questions and using the right graphics, and data inference. It will compare basic descriptive statistics and identify limitations, describe mistakes in analyzing average data, explain the purpose of data narratives, and evaluate research questions. The document provides examples of bad inferences from average data and outlines five points to consider in data inference, including that descriptive statistics don't tell the whole story, cutting the data can reveal more, statistical concepts require context, small samples can confound trends, and research questions shape inferences.
The Right Questions and Graphical Displays
The document discusses research questions and how to evaluate them. It provides examples of poor research questions that are biased or leading and lack meaning. A good research question should be minable so it can be thoroughly explored, crisp so it is succinct and easy to understand, and meaningful so there is a clear rationale for why someone should care about the answer.
Dispersion
Here are the steps to create a histogram:
1) Determine the numerical ranges or "bins" to use. Here they are in 20% increments from 0-100%.
2) Count the number of data points that fall into each bin.
3) Draw columns above each bin to represent the frequencies. The column heights show the number of data points in each bin.
Let me know if any part needs more explanation!
More from L H (20)
Recently uploaded
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcDRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
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.Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
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.
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Recently uploaded (20)
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Removing Students From The Tracker Roster
- 1. REMOVING STUDENTS FROM THE TRACKER ROSTER
- 2. How can you let the tracker know that you wish to remove a student from the roster if his name is already on the roster, and/or if he has assessment data inputted already?
- 3. © 2014 Relay Graduate School of Education. All rights reserved. 3 • A student was absent more than 50% of instructional days • Reference the SGA Handbook for more information • The ambitious goal is not at the nexus of ambitious and feasible for this student, and an alternative ambitious goal is the more appropriate goal - Reference the SGA Handbook for more information Appropriate Scenarios For Removing A Student
- 4. © 2014 Relay Graduate School of Education. All rights reserved. 4 • Students didn’t do well on an assessment - we never go back and remove students from the roster just because they performed poorly - that is not an accurate and meaningful measure of learning, it’s cheating students! • Students ran out of time on an assessment - we never go back and arbitrarily remove students from the roster just because they didn’t finish the test Inappropriate Scenarios For Removing A Student
- 5. How does the tracker know if you wish to remove a student?
- 6. First things first: DO NOT DELETE THE STUDENT
- 7. © Relay Graduate School of Education. All rights reserved. 7 Standards Mastery Tracker: “Student Roster” Tab Indicate here that you wish to remove a student from the roster You must produce a compelling rationale for any request to remove a student from your tracker See the SGA Handbook for more info
- 8. © Relay Graduate School of Education. All rights reserved. 8 Reading Growth Tracker: “Roster_Changes” Tab You must produce a compelling rationale for any request to remove a student from your tracker See the SGA Handbook for more info Indicate here that you wish to remove a student from the roster
Editor's Notes
- AN ACCURATE AND MEANINGFUL MEASURE of student achievmeent IS AN ACCURATE AND MEANINGFUL INDICATION OF THE DEGREE, EXTENT OR QUALITY OF Student achievement. [really emphasize with intonation here] THERE’S A BIG DIFFERENCE BETWEEN AN ACCURATE AND MEANINGFUL MEASURE OF STUDENT ACHIEVEMENT VERSUS any old number.
- AN ACCURATE AND MEANINGFUL MEASURE of student achievmeent IS AN ACCURATE AND MEANINGFUL INDICATION OF THE DEGREE, EXTENT OR QUALITY OF Student achievement. [really emphasize with intonation here] THERE’S A BIG DIFFERENCE BETWEEN AN ACCURATE AND MEANINGFUL MEASURE OF STUDENT ACHIEVEMENT VERSUS any old number.