Strategy Meeting Part 2
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This document outlines a strategic planning process for a school. It involves completing columns to define strategic outcomes, the expected impact, current practice, and priorities. Groups are assigned different strategic focus areas related to teaching & learning, behavior, and achievement. They describe what the outcomes will look like, how impact will be measured, current practice, and priorities to achieve the outcomes. The goal is to develop a clear plan to progress from current practice to strategic outcomes through measurable impacts.
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1. Formative assessment occurs during instruction and provides feedback to improve teaching and learning, while summative assessment occurs after instruction to evaluate student achievement and program effectiveness.
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1) Gathering data on student achievement and teacher practices systematically to identify strengths and weaknesses in the literacy program.
2) Analyzing the collected data to evaluate various components of the literacy program and how well they support student learning.
3) Developing and implementing action plans based on the findings to improve parts of the program that need enhancement, thus continuing the cycle of monitoring.
The goal is to use research-based monitoring strategies to ensure continuous literacy growth for students.
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Element 1 Chango.l and Vaca.e
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Curriculum evaluation rubrics
The document discusses curriculum evaluation, which refers to collecting and analyzing information to understand student learning and program effectiveness. Curriculum evaluation is important to assess the strengths and weaknesses of a curriculum and determine if it fulfills its intended purpose. It can involve evaluating student assessment results, classroom instruction, curriculum materials, and more. The document also discusses formative versus summative evaluation and methods for curriculum evaluation, including rubrics to objectively assess student work.
Summative evaluation
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Mein spiritueller Weg
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In den Folgejahren besuchte ich dann nebenbei eine Ausbildung bei den Mönchen, die mir gezeigt haben, was es bedeutet in Demut und Liebe zu leben. Es war eine sehr lehrreiche und schöne Zeit für mich.
Erst Jahre später entschloss ich mich meine bis dahin erkannten frühkindlichen Begabungen an die Menschen weiterzugeben und fing an mich für die Kunst des Kundalini Reiki zu interessieren.
Nach meiner Ausbildung zum Kundalini-Meister folgten 6 Einweihungen von Booster 1 bis Booster 2. Anschließend habe ich eine Einweihung in das Engel-Ki erhalten. Das ist auch ein sehr schönes Erlebnis, wo man den Kontakt zu den Engeln schneller findet über die Regenbogenbrücke.
Das ist wie bei einer ISDN Anlage - man wird schneller verbunden zu den Engeln.
Das Kipper Karten legen habe ich in der Schweiz gelernt . Auch habe ich eine Ausbildung mit den Karten der Madame Lenormand.
Im Juni 2010 habe ich meinen Ursprungs Namen erfahren aus der Kryonschule in Rosenheim von Sabine Sangitar.
Mein Ursprungs Name heißt: Solvanias, der Krieger des Lichtes.
Im Oktober 2011 habe ich meine 1. Ausbildung mit Quanten Heilung mit der 2-Punkte-Methode erlernt.
Im November 2011 habe ich die 2. Ausbildung gemacht mit der Quanten Heilung.
Das Ganze ist Heilen mit Herz, weil die Heilung aus dem Herzen geschieht.
Meine Jenseits Kontakte habe ich schon immer gehabt, was schon zu sehr viel Erfolg beigetragen hat.
Ich möchte höflich darauf hinweisen, dass ich keinen Arzt oder Heilpraktiker ersetze. Auch gebe ich keine Auskunft über Tod oder Rechtsfragen.
Herzlichst, Euer
Jürgen Weber
Lição 2 - A Necessidade Universal Da Salvação Em Cristo
O pecado afetou toda a raça humana, por isso, todos precisam de salvação.
Zzzz miguel hernández
Este documento resume la vida y obra del poeta español Miguel Hernández. Se divide en secciones sobre su biografía, primeras experiencias poéticas, compromiso político durante la guerra civil española, años en prisión y obras más maduras, su relación con la Generación del 27, el poema "Nanas de Cebolla", otras obras importantes, y su muerte a causa de la tuberculosis mientras estaba encarcelado.
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- 6. Strategic Outcomes & Impact
- 7. • JSh; JSa; CCo; DWo - Teaching and Learning • GLe; MMu; RRd; MWa - Behaviour • CHa; GBy; MRo; SHa – Achievement Task 2 – 8mins – Complete the IMPACT column Look at the Strategic Outcomes and ask yourselves: What evidence will there be that you have achieved the outcomes: hard/soft – The impact Be as detailed and specific as possible - Think about practice, data, culture – the source/type of measure/evidence EXAMPLE: Staff will apply policies with consistency across departments and key stages. Leadership will meticulously track the application of such policies and offer support in the implementation. Lesson Exclusion records, pupil surveys, lesson observations, learning walks, ATL grades, ethos outside of lessons, complaints, etc Outcomes & Impact: Planning Groups
- 9. • JSh; JSa; CCo; DWo - Teaching and Learning • GLe; MMu; RRd; MWa - Behaviour • CHa; GBy; MRo; SHa – Achievement Task 3 – 8mins - Complete the CURRENT PRACTICE (baseline) column Look at the Outcomes and Impact and ask yourselves: What does current practice look like now? Outcomes & Impact: Planning Groups
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- 11. Next Steps Better a little which is well done, than a great deal imperfectly. Plato