This presentation provides a snapshot of my work as Director of Student Learning Programs at Adlai E. Stevenson High School in Lincolnshire, Illinois. In this role, I oversee the development and coordination of multi-tiered system of supports (MTSS) and Response to Intervention (RtI) programs for our students. This works includes collaborating with district leadership team in supporting the creation and implementation of tiered levels of academic interventions, and evaluating the effectiveness and efficiencies of student learning programs through a continuous improvement cycle.
Prevention to Intervention: Formative Assessment ReimaginedDreamBox Learning
A new breed of technology is driving a shift in how we view and use formative assessment. When fully realized, educators will be engaged, empowered, and equipped to interrupt, disrupt, and prevent the failure to learn versus treating failed learning. Beyond information, formative assessment reimagined provides in-time insight and intelligence of, for, and by the learner to adapt and adjust learning, as the learner is learning—not after instruction. To that end, this webinar will focus on three essential learnings:
1) The what, why, and how of reimagined formative assessment;
2) The transformational impact of instructional and assessment integration; and
3) The results of assessing leading rather than trailing indicators of learning.
An INSET course I facilitated for colleagued at YWIES. The presentation focuses on the research Professor John Hattie and the implications for schools of his work.
Workshop i vl student(presentation deck)mmcdowell13
This slide deck includes all the slides that were utilized in the actual presentation. The outcomes for the participants included:
- Understand the process by which governance members, administrators, teacher leaders, teachers, and students identified, created, and implemented a system-wide approach to addressing the four fundamental questions: Where is the learner going? Where is the learner now? What are the learner’s next steps?, and, In light of the evidence, what approaches and strategies appeared to efficiently and effectively enhanced the learning process?
- Understand the actions students have taken to see themselves as their own teachers in the classrooms.
- Understand the actions teachers have taken to see learning through the eyes of students
- Relate the six signposts of the VL research to system-wide leadership efforts of TUHSD in developing a learning system infrastructure, including professional development, to enhance students’ clarity of the learning process.
- Explore actions (successes and challenges) that permeate across contexts to achieve the type of alignment and autonomy experienced by the leaders, teachers, and students of the presenting school district.
Prevention to Intervention: Formative Assessment ReimaginedDreamBox Learning
A new breed of technology is driving a shift in how we view and use formative assessment. When fully realized, educators will be engaged, empowered, and equipped to interrupt, disrupt, and prevent the failure to learn versus treating failed learning. Beyond information, formative assessment reimagined provides in-time insight and intelligence of, for, and by the learner to adapt and adjust learning, as the learner is learning—not after instruction. To that end, this webinar will focus on three essential learnings:
1) The what, why, and how of reimagined formative assessment;
2) The transformational impact of instructional and assessment integration; and
3) The results of assessing leading rather than trailing indicators of learning.
An INSET course I facilitated for colleagued at YWIES. The presentation focuses on the research Professor John Hattie and the implications for schools of his work.
Workshop i vl student(presentation deck)mmcdowell13
This slide deck includes all the slides that were utilized in the actual presentation. The outcomes for the participants included:
- Understand the process by which governance members, administrators, teacher leaders, teachers, and students identified, created, and implemented a system-wide approach to addressing the four fundamental questions: Where is the learner going? Where is the learner now? What are the learner’s next steps?, and, In light of the evidence, what approaches and strategies appeared to efficiently and effectively enhanced the learning process?
- Understand the actions students have taken to see themselves as their own teachers in the classrooms.
- Understand the actions teachers have taken to see learning through the eyes of students
- Relate the six signposts of the VL research to system-wide leadership efforts of TUHSD in developing a learning system infrastructure, including professional development, to enhance students’ clarity of the learning process.
- Explore actions (successes and challenges) that permeate across contexts to achieve the type of alignment and autonomy experienced by the leaders, teachers, and students of the presenting school district.
The MOSKitt4ME Approach: Providing Process Support in a Method Engineering Co...Mario Cervera
It is commonly agreed that software developments methods must be defined (or adapted) in-house in order to meet the particular needs of the organizations where they are to be applied. To help meet this challenge, Method Engineering research aims to provide solutions to efficiently deal with the definition and adaptation of methods, and the construction of the supporting software tools. However, while the product part of methods is fully considered by most Method Engineering approaches, the specification and enactment of the process part is less well-supported. To fill this gap, this work presents a methodological Methodd Engineering approach and a Computer-Aided Method Engineering (CAME) environment (MOSKitt4ME) that support the design and implementation of the process part of methods in the context of Model-Driven Engineering.
4 Key Strategies for Using Assessments to Drive a Culture of GrowthAva O'Keefe
View the slides from our webinar featuring Linda Foote, Digital Learning Specialist at Poway Unified School District in San Diego, CA, and Pete Gonzalez, Regional Manager at NWEA™, to learn:
- The meaning and purpose of formative assessment – what it is and why it is important
- Successful, teacher-proven strategies from Poway Unified School District on how to shift the mindset of both learners and educators to be growth-focused
- Techniques to engage and motivate students to become learners who are active participants in their own education
- Tools that can help educators save time and automatically deliver individualized learning paths for students based on assessment data
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Reflect on the essential guiding questions within
a data based decision making system
Understand the essential structures necessary
for a system-wide level of support
Begin to inventory current practice
Learning Outcomes
TODAY’S
3. Educational Lottery
“We contend that a school truly
committed to the concept of learning for
each student will stop subjecting students
to a haphazard, random, de facto
educational lottery program when they
struggle academically. It will stop leaving
the critical question, “How will we
respond when a student is not learning?”
to the discretion of each teacher.”
Source: DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by
doing: A handbook for professional learning communities at work. (2nd
edition)
5. “ALL HANDS ON DECK”
Commitments made by
every member of
leadership team
Division
leadership
team working
with their
teachers
Frequent
communication
and PD for
interventionist
6. Our ongoing work:
INTERVENTION DESCRIPTION WHAT WE LEARNED
Guided Study Academic Study Hall
literacy connections; executive
functioning + academic
Mentor Skills Guided Study + SEL Curriculum We need an SEL assessment
Mentor Math Math + Guided Study + ACT Prep
needs to be more individualized;
teacher teams
Targeted Tutoring focused academic tutoring
it takes a whole village; dependent on
learning targets
Homework Center
Dedicated space for students to
complete HW during school day
Attendance must be monitored
Academic Literacy
Literacy support for 9th graders
based on placement exam
Entry/Exit criteria are critical; not only
for English Dept
Algebra 1 Enriched Double period Math Same expectations with more time
Summer bridge courses Enrichment for acceleration Focused on skills
9th Hour Athletic / Co-Curricular Study Table Located near academic support
ACT Prep targeted to students not
demonstrating growth
must be targeted
7. Targeted Tutoring Guided Study Math
Keep a Log
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laoreet rutrum faucibus dolor
Academic LiteracyMentor Math
x8
Academic Interventions
• Students identified every 3 weeks
• Teachers identify LT
• Support provided by LC paraprofessionals
• Scheduled during student’s day
• Academic support
• Executive functioning
• Credit-bearing course in addition to math
class
• Small class size
• Taught by Math teacher
• Students identified at time of placement
• Taken in addition to English class
• Uses STAR Reading as diagnostic
8. SHS Connects
•increase student
connectedness
•9th graders
•identified through
articulation
Study Skills Group
•test-taking, note-
taking, time
management
strategies
•9th graders
•6 week curriculum
•identified through
articulation
Why Try? Group
•building resiliency
•9th & 10th graders
•12 week curriculum
•identified through
articulation & SST
9. 9
Mentor Skills Entry/Exit Criteria
Entry criteria: shows support (score of 2) is needed in at least 3 areas, 2 of which coming from academic and SEL
Exit criteria: has shown growth in at least 3 areas, 2 of which coming from academic and SEL
Academic Outcomes Behavioral Outcomes
(ODRs, Attendance)
ask for Ken’s feedback - what’s the threshold that would trigger us to be concerned?
4: grade of B or better in all classes
3: grade of C or better in all classes
2: grade of D or lower, or incomplete in at least 2 classes
1: grade of D or lower in all classes
Question: How do grades indicate a student needs support in light of
our ongoing understanding around grading & reporting (makeups,
retakes, EBR)
4: no dean visits, 99% or better attendance
3: less than 5 minor incidents per year, 90% or better attendance
2: more than 5 minor incidents &/or more than 1 major incident per
year, less than 90% attendance
1: more than 10 minor incidents &/or more than 3 major incidents per
year &/or doctor verification warning or more intense attendance
intervention
SEL Growth
(this would be based on SEL tool plus assessment in Mentor Skills)
Crisis Management
how much adult support is needed for a student to be able to handle his/her
emotions during the school day?
we need to determine percentage from student’ baseline would we consider as
reasonable growth?
can we use the BarON scores in the meantime?
4: Total EQ scaled score above 110 on the BarOn
3: Total EQ scaled score between 90-110 on the BarOn
2: Total EQ scaled score between 75-89 on the BarOn
1: Total EQ scaled score below 75 on the BarOn
4: student’s self-management skills allow them to function
independently throughout the school day
3: student’s self-management skills allow them to function throughout
the school day with appropriate SST support
2: student requires frequent SST support to function throughout the
school day
1: student requires daily SST support, often at a crisis level, and is
unable to function throughout the school day
ACADEMIC
AND
BEHAVIORAL
16. Articulation:
How do we proactively identify students who will need our
support?
Students
Sender school/SHS
staff meet to
discuss
interventions
Sender schools
identify students in
need of support
Sender school/
SHS staff meet to
develop support
plans for students
SHS counselors
contact families to
discuss support plan
19. 19
How might TT data support team
discussions around course/
curriculum expectations?
Tier 1 Focus
How might positive teacher/student
relationships support timely intervention?
Importance of teacher-
student relationships
How might our intervention programs
reach greater student success?
Continued development
of targeted interventions
20. "There's no magic sauce that we spoon feed to students so they'll
perform well," Conrey said. "It boils down to working our tails off
to make sure that every student is learning, and for those that
aren't, figuring out what we need to do to help make them learn." Of
course, if nearly 88 percent of the students met or exceeded
standards, more than 12 percent didn't. Conrey wasn't happy
about that. "That's not acceptable at a school where the mission is,
'Success for every student,'" Conrey said. "We have a lot of work
left to do."