The document lists various reports, programs, tools, and records related to curriculum and learning at a school. It includes lists of students categorized by performance and ability, as well as reports on extracurricular programs. It also includes tools used for assessment, records of teacher training, and documentation of strategies used to support different types of learners.
How to contextualize, localize, and "indigenize" lesson plans. That is why we don't agree to some proposal of lazy educators to have a common lesson plan for all teachers.
How to contextualize, localize, and "indigenize" lesson plans. That is why we don't agree to some proposal of lazy educators to have a common lesson plan for all teachers.
Objective
To equip participants with an insight of School-Based Management (SBM) to support schools in their journey to improve School Performance and Student Achievement.
Methodology
explore 21st Century era Learning and to improve and align school resources to provide for it.
Methodology
to explore 21st Century era Learning and to improve and align school resources to provide for it.
to model School-Based Management(SBM) strategies to improve School Performance and,
to apply SBM techniques to improve Student Achievements
School Based Management Contents
Overview of Resource Management-School Based (SBM)
21st Century Teaching & Learning
SBM Assessment Instrument-Six Dimension of SBM
Strategies to improve School Performance & Student Achievement
Workshop Activity
This volume is a product of the staff of the International Bank for Reconstruction and Development / The World Bank. The
fi ndings, interpretations, and conclusions expressed in this volume do not necessarily refl ect the views of the Executive Directors
of The World Bank or the governments they represent.
The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations,
and other information shown on any map in this work do not imply any judgement on the part of The World Bank concerning
the legal status of any territory or the endorsement or acceptance of such boundaries.
Effective lesson=effective teacher november 4, 2014 teachersWonderWise
Introduction to SIOP, Sheltered Instruction Observation Protocol, provides brief history of SIOP, gives purpose for use, introduces 8 components and 30 features, introduces language objectives & 6 types of language objectives, provides second language acquisition information, BICS, CALP, two island version of iceberg theory
What are the essential elements needed to provide effective and sustainable evidence-based programs for students with ASD across the age range? How can effective programs be replicated across a large system? Come learn how three states (Oregon, Arizona & Arkansas) have developed solutions for building their capacity to serve all students with autism. Specifically, the OrPATS Project (Oregon Regional Program Autism Training Sites), AzSECAP (Arizona Statewide Early Childhood Autism Project) and Easter Seals Connect Project will be discussed.
TEACHING ENGLISH TO STUDENTS WITH ATENTION DÉFICIT HIPERACTIVITY DISORDER "ADHD"
This type of problem is affected by the lack of attention in students. Most of the teachers don't know what are the symtoms that students with this learning problem presents inside the classroom.
This is my personal Learning Delivery Modality 2 course portfolio output with all necessary MOVs per indicator. This can be useful as guide for teachers undergoing the same course in making their own portfolio.
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
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.
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.
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.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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!
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 libraries can support authors with open access requirements for UKRI fund...
Sbm dimension 2
1. 1.1 BEC manuals/learning guides
1.2 Class programs
1.3 List of fast students
1.4 List of average students
1.5 List of below average students
1.6 List of learners with disability
1.7 List of non-readers
1.8 Reading program
1.9 ALS program
1.10 Greening program
1.11 Homeroom meeting
1.12 Teacher’s performance
1.13 List of smart students
2. 2.1 SSG report
2.2 YES – O/Science Club Report
2.3 English Festival
2.4 Mathematics Fair/Olympics Report
2.5 Filipino Club Report/Buwan ng Wika
2.6 Report United Nations Month
2.7 Family Day
2.8 Girls Scout
2.9 Boy’s Scout of the Phil. Report
3.0 Activity sheets for students
3. 3.1 Comparative NAT Review
3.2 PHIL-IRI Test Results
3.3 Consolidated PRETEST/POST TEST Results
3.4 Consolidated School Tests Results
3.5 Numeracy and Dictation tests results
3.6 ESRYA test results
3.7 List of instructional MAE/used by teachers
3.8 Consolidated number of families who used educational CD’s/tapes
3.9 Project Photo ME
3.10 Formative/summative test plan
3.11 Class Record of students
3.12 Anecdotal Records
3.13 ICT program
3.14 Midyear/year end tracking competencies
4. 4.1 MPRE Report
4.2 Monitoring tools for students’ values
4.3 Numeracy Monitoring Tools for grade one students
4.4 Form 1 to monitor students’ attendance
4.5 Classroom observation monitoring tool
4.6 Feedback of parents
4.7 Feedback of students
4.8 Brigada Eskwela Accomplishing Report
4.9 Student’s Progress Report Card
5. 5.1 PHIL-IRI Assessment tool
5.2 Periodical Testing tool
5.3 Summative Testing tool
5.4 NAT Review Testing tool
5.5 School Readiness Assessment tool for Grade One
5.6 Assessment tool for children with learning disability
6. 6.1 List of teachers attended the regional level
seminar/training workshop
6.2 Records/documents of training conducted
6.3 List of teachers attended the national
seminar/workshop/conferences
6.4 List of teachers attended the division level
seminar/training workshop
6.5 List of teachers attended the district seminar workshop
6.6 List of teachers with Masteral Units
6.7 Records of action research of teachers
6.8 Magna Carta for teachers
6.9 Teachers certificate as trainer
6.10 Records/documents of training conducted
6.11 Records of school existing organizations
6.12 Action Plan for learning partnership program
7. 6.13 Records of teachers interventions
6.14 Re-echo seminar
6.15 List of NSCES teachers’ Association Officers/NSCES Constitution
and by-laws
6.16 Sponsored students
6.17 Copy of student’s hand-out & school policies
6.18 Letter request and minutes of meeting of of subject coordinators
6.19 Rights of the child
8. 7.1 SSG sponsored activities
7.2 School Activities
7.3 NSCES Revised school based management action plan for
development
7.4 List of student’s investigatory projects
7.5 Pictures of learning environement
7.6 School programs and invitation
7.7 List of research project
7.8 List of student’s journal
7.9 Teacher’s portfolio
7.10 Student’s portfolio
7.11 DARE program
9. SBM VALIDATION MECHANICS
Dimension 2 – Curriculum and Learning
1. Learners of the school community are identified
2. Localized materials are formulated and utilized
3. Stakeholders were tapped to assist in review classes, reading,
remediation, etc
4. Differentiated instruction, activities and materials to different
typologies of learners are available and practiced. Records of gains
were discussed in meetings
5. Assessment conducted regularly, results evaluated and analyzed and
appropriate interventions implemented
6. School Manual and School Protocol for teachers capture the child
Protection Policy
7. Self-learning modules are available
8. List of children who are at risk of dropping-out
10. SBM VALIDATION MECHANICS
Dimension 2 – Curriculum and Learning
1. Learners of the school community are identified
2. Localized materials are formulated and utilized
3. Stakeholders were tapped to assist in review classes, reading,
remediation, etc
4. Differentiated instruction, activities and materials to different
typologies of learners are available and practiced. Records of gains
were discussed in meetings
5. Assessment conducted regularly, results evaluated and analyzed and
appropriate interventions implemented
6. School Manual and School Protocol for teachers capture the child
Protection Policy
7. Self-learning modules are available
8. List of children who are at risk of dropping-out
