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Hey there, I’m Serena Lowe . The Atlanta Pitch Summit(APS) provides a platform for writers, actors, comedians, etc.. to pitch their talent to producers, agents and managers. Our 3 day summit also provides workshops, seminars and networking events.
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Ne learning support intellectual wrap up-11-28-16
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一比一原版(GWU,GW毕业证)加利福尼亚大学|尔湾分校毕业证如何办理
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Using Online job postings and survey data to understand labour market trends
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[4:55 p.m.] Bryan Oates
OJPs are becoming a critical resource for policy-makers and researchers who study the labour market. LMIC continues to work with Vicinity Jobs’ data on OJPs, which can be explored in our Canadian Job Trends Dashboard. Valuable insights have been gained through our analysis of OJP data, including LMIC research lead
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This document discusses the WASC accreditation process for CDS school for the 2014-2015 school year. It provides background on why WASC accreditation is important, outlines the goals and timeline for the current process, and describes the key components including self-study groups. The school is currently in year 2 of the 6-year cycle and working to assess progress on previous recommendations to ensure full re-accreditation. Teachers and stakeholders will participate in home and focus groups to evaluate the school's programs and student achievement. The end goal is to produce a self-study report and action plan that demonstrates the school meets the 5 outcomes required to receive ongoing accreditation.
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This document outlines the WASC accreditation process for CDS school for the 2014-2015 school year. It discusses that CDS is currently in year 2 of the 6 year accreditation cycle. The school is assessing progress on recommendations from the 2012 visit. The goals for this year are to involve all staff and stakeholders, create an effortless continuous process, and improve the school. The self-study process involves leadership, home, and focus groups analyzing data in the areas of organization, curriculum, support, and resources. The focus groups will gather evidence from home groups to determine if the school meets the 5 outcomes required to receive full 6-year accreditation.
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The document summarizes plans to improve an adult education program over 5 years. Key points include:
1) Transforming ABE-GED courses into a new HS21+ program with contextualized curriculum to better prepare students for transitions to college or employment.
2) Revising ESL courses to include more intensive options, technology integration, and career exploration components to accelerate student progress.
3) Expanding I-BEST programs to provide more academic and professional-technical pathways for students.
4) Providing increased support for faculty through work sessions, online collaboration, and other trainings to implement curriculum revisions.
Sse workshop 2 spring 2014
This document provides information about a school self-evaluation process focused on improving teaching and learning. It outlines the six steps of the school self-evaluation process, which includes gathering evidence, analyzing data, developing an improvement plan, writing a report, implementing/monitoring the plan. It emphasizes that the process is collaborative and can be used to evaluate aspects of the new Junior Cycle, such as key skills. The document directs schools to resources and provides dates for completing self-evaluation reports and improvement plans. It also describes supports available from the PDST.
Franklin Public Schools: MCAS Update 2014
The presentation provides an overview of Franklin Public Schools' MCAS performance and accountability data. Key points include:
- Franklin is a Level 2 district based on its Composite Performance Index and Progress and Performance Index scores.
- ELA achievement is higher than math and science achievement, though all three subjects outperform state averages.
- Student growth percentiles show moderate/typical growth in ELA and math.
- Data comparisons to other districts in the area show Franklin performing comparably or higher on achievement and growth measures.
- Focus areas for improvement include targeting support for subgroups and preparing for the transition to PARCC assessments.
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This document provides an overview of principal and teacher evaluation processes in Mississippi, including:
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- Teacher evaluations incorporate classroom observations, student growth objectives, and professional growth goals. Non-tested teachers use student learning objectives to measure student growth.
- Principal and teacher evaluations are interconnected, as principals and teachers must work together to achieve schoolwide student growth.
- "Leading indicators" and "lagging indicators" help define goals and measure progress, with leading indicators more easily influenced during the school year.
- Counselors can support the new evaluation processes by fostering
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This document outlines Miami-Dade County Public Schools' Teacher LEADership Academy, which aims to develop teacher leaders. It discusses selecting teachers for leadership roles like instructional coaching and supporting new teachers. Teachers participate in professional development sessions to strengthen skills in areas like digital innovation, collaborative culture, and student achievement. The goals are to empower teachers as leaders, retain effective staff, and improve instructional quality throughout M-DCPS. Common challenges addressed include recruiting teachers for hard-to-staff schools and retaining early career educators. The Academy provides pathways for teacher leadership and supports developing teacher expertise.
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This document provides guidance and information for school improvement planning at schools. It discusses establishing systemic and strategic SIP goals, reviewing data to ensure goals are aligned to student needs, and implementing sustainable solutions. The document also outlines the five domains of effective schools research: effective leadership, supportive learning environment, ambitious instruction, collaborative teaching, and family/community engagement. Key steps in the planning process are identified, along with important dates. Guiding questions are provided to help schools address each domain within their SIP plans.
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一比一原版(GWU,GW毕业证)加利福尼亚大学|尔湾分校毕业证如何办理
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Using Online job postings and survey data to understand labour market trends
Using Online job postings and survey data to understand labour market trendsLabour Market Information Council | Conseil de l’information sur le marché du travail
[4:55 p.m.] Bryan Oates
OJPs are becoming a critical resource for policy-makers and researchers who study the labour market. LMIC continues to work with Vicinity Jobs’ data on OJPs, which can be explored in our Canadian Job Trends Dashboard. Valuable insights have been gained through our analysis of OJP data, including LMIC research lead
Suzanne Spiteri’s recent report on improving the quality and accessibility of job postings to reduce employment barriers for neurodivergent people.
Decoding job postings: Improving accessibility for neurodivergent job seekers
Improving the quality and accessibility of job postings is one way to reduce employment barriers for neurodivergent people.Earn a passive income with prosocial investing
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Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby...
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby, Hodge, Verified Chapters 1 - 13, Complete Newest Version Solution Manual For Financial Accounting, 8th Canadian Edition by Libby, Hodge, Verified Chapters 1 - 13, Complete Newest Version Solution Manual For Financial Accounting 8th Canadian Edition Pdf Chapters Download Stuvia Solution Manual For Financial Accounting 8th Canadian Edition Ebook Download Stuvia Solution Manual For Financial Accounting 8th Canadian Edition Pdf Solution Manual For Financial Accounting 8th Canadian Edition Pdf Download Stuvia Financial Accounting 8th Canadian Edition Pdf Chapters Download Stuvia Financial Accounting 8th Canadian Edition Ebook Download Stuvia Financial Accounting 8th Canadian Edition Pdf Financial Accounting 8th Canadian Edition Pdf Download Stuvia
2. Elemental Economics - Mineral demand.pdf
After this second you should be able to: Explain the main determinants of demand for any mineral product, and their relative importance; recognise and explain how demand for any product is likely to change with economic activity; recognise and explain the roles of technology and relative prices in influencing demand; be able to explain the differences between the rates of growth of demand for different products.
OAT_RI_Ep20 WeighingTheRisks_May24_Trade Wars.pptx
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Independent Study - College of Wooster Research (2023-2024) FDI, Culture, Glo...
Independent Study - College of Wooster Research (2023-2024) FDI, Culture, Glo...AntoniaOwensDetwiler
"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.Independent Study - College of Wooster Research (2023-2024)
"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.
An Overview of the Prosocial dHEDGE Vault works
How the prosocial dHEDGE earns you money while saving the world!
一比一原版(UCL毕业证)伦敦大学|学院毕业证如何办理
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Bridging the gap: Online job postings, survey data and the assessment of job ...
Bridging the gap: Online job postings, survey data and the assessment of job ...Labour Market Information Council | Conseil de l’information sur le marché du travail
OJP data from firms like Vicinity Jobs have emerged as a complement to traditional sources of labour demand data, such as the Job Vacancy and Wages Survey (JVWS). Ibrahim Abuallail, PhD Candidate, University of Ottawa, presented research relating to bias in OJPs and a proposed approach to effectively adjust OJP data to complement existing official data (such as from the JVWS) and improve the measurement of labour demand.Recently uploaded (20)
Using Online job postings and survey data to understand labour market trends
Using Online job postings and survey data to understand labour market trends
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby...
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby...
OAT_RI_Ep20 WeighingTheRisks_May24_Trade Wars.pptx
OAT_RI_Ep20 WeighingTheRisks_May24_Trade Wars.pptx
Applying the Global Internal Audit Standards_AIS.pdf
Applying the Global Internal Audit Standards_AIS.pdf
Independent Study - College of Wooster Research (2023-2024) FDI, Culture, Glo...
Independent Study - College of Wooster Research (2023-2024) FDI, Culture, Glo...
Independent Study - College of Wooster Research (2023-2024)
Independent Study - College of Wooster Research (2023-2024)
Tumelo-deep-dive-into-pass-through-voting-Feb23 (1).pdf
Tumelo-deep-dive-into-pass-through-voting-Feb23 (1).pdf
Bridging the gap: Online job postings, survey data and the assessment of job ...
Bridging the gap: Online job postings, survey data and the assessment of job ...
Serena Lowe Trend Data (1).pptx
- 1. Conley Hills Elementary… We believe all children can achieve.
- 2. School Demographics • 671 students • Title 1 • 100% Free and Reduced Lunch • 62% Black, 34% White & Hispanic • 34% ELL • 10% Students with Disabilities • 4% TAG • 48 Classroom Teachers • School Strengths: Culture, Reading, ELA, Discipline, STEM Conley Hills Elementary “The Little School that Could!”
- 3. Professional Snapshots • 2016 Bronze Award by the Governor’s Office of Student Achievement • 2015 Highest School Report Card Score in South Fulton: 80.2 • Perfect Score (40/40) in Progress Points on the 2015 CCRPI • 11 Alive Feature for having an 80.2 CCRPI score despite a 98% free and reduced lunch rate • AJC Feature by Maureen Downey: “How One Fulton County School With High Poverty Is Succeeding” • Recognition for incremental gains with the College and Career Ready Performance Index • State recognition for closing the achievement gap by 37%
- 4. School Report Card/CCRPI Trend Data 57.6 70.5 73.6 80.2 2012-2013 2013-2014 2014-2015 2015-2016
- 5. 2015 CCRPI Breakdown Conley Hills Fulton County School
- 6. Level I Ineffective Level II Needs Improvement Level III Proficient Level IV Exemplary 0.00% 5.26% 47.37% 47.37% Level I Level II Level III Level IV 2016 Teacher Proficiency *94.74% proficient or above 0.00% 36.40% 63.60% 0.00% Level I Level II Level III Level IV 2013 Teacher Proficiency *63.6% proficient or above
- 7. Teacher Retention 2010 2016 +/- change Teacher Retention 76% 88% +12%
- 8. Office Referrals Discipline Data • 2015-2016 • 2016-2017
- 9. Suspension Discipline Data 2013-2014 • 2014--2015 129 57 2013-2014 2014-2015 Discipline # of Suspensions
- 10. How Did We Get There? • Coaching • Cohesive School Team Framework • Data Driven Instruction
- 11. Coaching Step1: Pre-conference Coach meets with assigned personnel prior to first coaching observation Step 2: Observation#1 Coach conducts first observation of cycle Step 3: Debrief/Planning Coach and assigned personnel create an are of focus and plan for implementation Step 4: Observation#2 Strategic Implementation strategy by assigned personnel based on area of focus designed in Step 3 Step 5: Post Observation Conference Coach and assigned personnel discuss outcome of strategy implementation Step 6: Plan of implementation Assigned personnel creates a plan of action that is aligned with the focus and will be monitored for consistency and effectiveness
- 12. Cohesive School Team Framework • Provides: • Timeline • Procedures • Grade reporting • Deadlines Attendance Clerk • Update phone tree, mailboxes etc.. • Collect Sub folders • Organize and purge files Front Office Secretary • PLC calendar • Bulletin Board Schedule • Lesson plan format and checklist • Staff Committee List Curriculum Coordinator • First Day Flyer • RTI Teacher Roster • SST Review Sheet Counselor •All school schedules •Duty Roster •Sub Priority List •Evacuation Map/Plan •Classroom Management Plan Assistant Principal •Back to school letter •Mentor Teachers for new teacher list •Evaluation training •Classroom monitoring schedule Principal