The document provides enrollment data and program enhancements for the West Allegheny School District from 2005 to present. McKee, Wilson, and Donaldson elementary schools have seen fluctuating but overall stable enrollment totals between 420-550 students each year. The high school enrollment has increased slightly from 996 students in 2004 to 1036 in 2011. New programs introduced include expanded advanced placement courses, literacy and math intervention programs, and curriculum revisions. Professional development for teachers has focused on standards alignment, assessment, and instructional strategies. The district faces funding challenges due to state budget cuts disproportionately impacting public education.
Workshop given at 2013 Beyond School Hours conference in Jacksonville Florida. Gives case study of a program where hands-on STEM activities were incorporated into a creative wrting program.
Workshop given at 2013 Beyond School Hours conference in Jacksonville Florida. Gives case study of a program where hands-on STEM activities were incorporated into a creative wrting program.
Where’s the evidence? Priorities for Aboriginal and Torres Strait Islander teacher workforce planning
Presentation at MATSITI National Conference, Adelaide, July 10, 2012
Economic facts about Halifax, Nova Scotia including:
- population
- labourforce and employment
- employment by industry
- major employers
- house prices
- income
- major developments
- rankings
....and much more
This is a presentation that Greater Halifax Partnership's Maria McGowan delivered to member of the Downtown Halifax Business Commission on March 29, 2011
Beyond xUnit example-based testing: property-based testing with ScalaCheckFranklin Chen
Test-Driven Development has become deservedly popular in the past decade, with easy-to-use xUnit unit testing frameworks leading the way toward encouraging developers to write tests. But xUnit has limitations: how does one know one has written enough test cases for a desired behavior? And what if the behavior is conditional on other behavior? Property-based testing, first popularized for Haskell with the QuickCheck library, but available now for other languages as well, offers a powerful addition to one's testing toolkit.
I will discuss the concepts of property-based testing and illustrate them concretely using ScalaCheck for Scala, and point toward similar test frameworks in other languages.
Networking is the surest way to find a job and build a career. These Networking 101 tips can help you make a great impression and connections in your community.
Where’s the evidence? Priorities for Aboriginal and Torres Strait Islander teacher workforce planning
Presentation at MATSITI National Conference, Adelaide, July 10, 2012
Economic facts about Halifax, Nova Scotia including:
- population
- labourforce and employment
- employment by industry
- major employers
- house prices
- income
- major developments
- rankings
....and much more
This is a presentation that Greater Halifax Partnership's Maria McGowan delivered to member of the Downtown Halifax Business Commission on March 29, 2011
Beyond xUnit example-based testing: property-based testing with ScalaCheckFranklin Chen
Test-Driven Development has become deservedly popular in the past decade, with easy-to-use xUnit unit testing frameworks leading the way toward encouraging developers to write tests. But xUnit has limitations: how does one know one has written enough test cases for a desired behavior? And what if the behavior is conditional on other behavior? Property-based testing, first popularized for Haskell with the QuickCheck library, but available now for other languages as well, offers a powerful addition to one's testing toolkit.
I will discuss the concepts of property-based testing and illustrate them concretely using ScalaCheck for Scala, and point toward similar test frameworks in other languages.
Networking is the surest way to find a job and build a career. These Networking 101 tips can help you make a great impression and connections in your community.
Caching Search Engine Results over Incremental IndicesRoi Blanco
A Web search engine must update its index periodically to incorporate changes to the Web. We argue in this paper that index updates fundamentally impact the design of search engine result caches, a performance-critical component of modern search engines. Index updates lead to the problem of cache invalidation: invalidating cached entries of queries whose results have changed. Naive approaches, such as flushing the entire cache upon every index update, lead to poor performance and in fact, render caching futile when the frequency of updates is high. Solving the invalidation problem efficiently corresponds to predicting accurately which queries will produce different results if re-evaluated, given the actual changes to the index.
To obtain this property, we propose a framework for developing invalidation predictors and define metrics to evaluate invalidation schemes. We describe concrete predictors using this framework and compare them against a baseline that uses a cache invalidation scheme based on time-to-live (TTL). Evaluation over Wikipedia documents using a query log from the Yahoo! search engine shows that selective invalidation of cached search results can lower the number of unnecessary query evaluations by as much as 30% compared to a baseline scheme, while returning results of similar freshness. In general, our predictors enable fewer unnecessary invalidations and fewer stale results compared to a TTL-only scheme for similar freshness of results.
If you missed our parent meeting on Feb 28th or just want to look more closely at our presentation, here is the PowerPoint with ISAT and other vital information about Pirie.
View the details of the Orange Board of Education’s 2012-2013 Budget as presented by Superintendent Lynn McMullin on April 25th at the Annual Budget Meeting held at High Plains. The budget is a 1.1% increase over the previous year’s budget and supports significant advancements in technology and a new math curriculum.
Helping Parents Prepare African-American Children for STEM CareersRex Fortune
STEM = Science, Technology, Engineering, Math
These are the skills that employers are looking for, and our schools need to prepare students to meet these demands. African American and Latino students statistically perform much lower than their white and Asian counterparts in these areas, and we are on track to a US population of more than 50% minorities by 2042. Dr. Rex Fortune outlines a program that solves this problem. Helping Parents Prepare African American Children for STEM Careers provides in-depth analysis of one program, called SMASH, that is meeting this challenge. He explores ideas for restructuring our educational system to make sure all students can learn and become successful contributing members to an increasingly high-tech society. This process specifically includes support for parents, who play an essential role in their children's academic success.
Dr. Rex Fortune received his bachelors of science from North Carolina A&T State University; his master of arts from the University of California, Berkeley; and his doctorate in education from Stanford University. In 2002, Fortune co-authored the book, Leadership on Purpose: Promising Practices for African-American and Hispanic Students, published by Corwin Press.
In his 40 years as an educator, Fortune was a high school teacher, a school site administrator, an associate superintendent of public instruction in the California State Department of Education for 11 years, superintendent of Inglewood Unified School District (USD) for five years, and superintendent of Center USD for 15 years before he retired from there in 2003.
Rex Fortune is a father of three middle-aged adults, Gwen Fortune-Blakely, Rex Fortune III and Margaret G. Fortune; father-in-law to Shaun Blakely; grandfather of two elementary school children, Lenora Blakely and Evan Blakely; and husband for the past 50 years to Margaret S. Fortune.
Using ExamSoft Data to Prepare For and Ease the Accreditation ProcessExamSoft
Presented by Kimberly K. Daugherty, PharmD, BCPS, Professor and Assistant Dean of Academic Affairs and Assessment, Sullivan University College of Pharmacy, and Ashley Castleberry, PharmD, MAEd, Assistant Professor and Director of Assessment, University of Arkansas for Medical Sciences College of Pharmacy, and Leah Simpson, EdD, MPA, Director of Curriculum Development and Assessment, University of Kentucky
When preparing for the accreditation process, ExamSoft data can be used to document student mastery of accreditation standards, the student development of self-awareness, as well as provide data for course and curriculum improvement. Data from ExamSoft can also provide students with report cards providing autonomy supportive feedback (“feed up, feed back, feed forward”). In this model, the first step is to establish a clear goal for the students to obtain (feed up). Next, the teacher responds to the work being done (feed back). Finally, students are provided with ways to improve attainment of their goals (feed forward). This process can also be useful for the teacher as it allows for justifiable improvement in teaching and in the course. Student report cards are autonomy supportive, as they can provide students with the goal to obtain (achievement of the program outcomes) and allow the teacher or advisor to comment on things being done well or needing improvement. It is possible to collate student data so that a college can see which outcomes are being taught well in the curriculum and which may need improvement. Finally, report cards can be useful tools to help students develop and practice their metacognitive skills. The University of Arkansas, University of Kentucky, and Sullivan University Colleges of Pharmacy have been using this type of data to improve student learning and performance. The purpose of this session is to describe how ExamSoft longitudinal assessment data can be used to develop a report card for students showing their progression through a curriculum and how this data can be used for accreditation.
An alternative way of managing and leading schools in communities that are not seeing success for all learners, due to contextual (poverty-stricken) issues.
Gary Community School Corp 2015 Annual Performance ReportJessica Renslow
Annual School Performance Reports
Posted: Tue, 01/24/2012 - 1:55pm Updated: Wed, 07/20/2016 - 10:29am
Indiana School Corporations need to publish the Annual Performance Report (APR) in accordance with Indiana Code 20-20-8-3. (link is external)
The manner of publication is specified in Indiana Code 5-3-1 (link is external). All data to be included in the Annual Performance Reports, except expenditure goals adopted pursuant to Indiana Code 20-42.5-3-5 (link is external). While newspapers and the public have access to the site, each school corporation is responsible for notifying local newspapers and authorizing the publication of the Annual Performance Report.
All data required to be included in the Annual Performance Reports is available below. This information is provided in an EPS (Encapsulated Post Script) file. EPS files allow newspapers properly to size the information to accommodate their diverse layout formats. Please let your newspaper know that the information is provided in an EPS format.
Also provided are explanations of the data used in the Annual Performance Report. School corporations must include these explanations as part of their published reports. In order to meet the minimum requirements of IC 20-20-8, a school corporation must publish the following information: 1) the data provided by the Department of Education; and 2) a graphical representation (table) of the data.
Data provided to school corporations by the Department of Education for use in the Annual Performance Report cannot be altered. School corporations are encouraged, however, to add supplementary information that provides a more complete picture of schools.
An increasing number of newspapers across the state are cooperating with local school corporations to create special sections with local retail and institutional advertising to include both the legally required information and supplementary information published as news and information in an effort to help the public understand school progress. Since significant preparation may be required for an effective presentation, school administrators who have not already done so are encouraged to discuss the possibility of such a special section with newspaper advertising and/or editorial executives as soon as possible.
Questions regarding the Annual Performance Report should be directed to schoolaccountability@doe.in.gov (link sends e-mail).
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
6. Program Enhancements
Elementary Primary Intervention Program and Elementary Math Resource
Program refined to follow Response to Intervention Model.
Elementary Primary Intervention Program
DIBELS assessment to students grades K-1, evaluates early literacy
skills, e.g., initial sound fluency, letter naming fluency, phoneme
segmentation fluency, nonsense word fluency, and oral reading
fluency; Frequent remedial services address systematic, research
based phonemic awareness and phonics instruction to at-risk readers
with progress monitoring guiding instruction
Elementary Math Resource Program
End of year math assessments assess student mastery of grade level
curricula; Scantron and PSSA test data also identify at-risk learners;
remedial services address deficient mathematical skills and concepts
with progress monitoring guiding instruction
6
7. Program Enhancements
All district curricula revised aligned with PA standards, PA assessment
anchors/eligible content, national standards, and content specific research based
practices
English as a Second Language
Family and Consumer Science
Health and Physical Education
Information and Communications Technology
Language Arts
Library Science
Life Skills
Math
Music
Preschool
Science
Social Studies
Technology Education
Visual Arts
World Language 7
8. Program Enhancements
Expansion of advanced placement course offerings:
AP Language and Composition
AP Literature and Composition
AP Studio Art
AP Calculus AB
AP Statistics
AP Chemistry
AP Physics B
AP Economics
AP Biology
AP Government
AP Psychology
8
9. Program Enhancements
Accelerated Reading Program
Project Lead the Way for the HS technology education program continues.
Courses will off pre-engineering opportunities in a hands-on instructional
environment. New courses include Digital Electronics and Computer
Integrated Manufacturing.
Newly introduced courses: 3-D Animation, Career and Personal Success,
Advanced Foods
Edline utilized in grades kindergarten through 12 during the 2011-2012
academic year replacing traditional paper/pencil report cards.
Smart School Literacy Centers utilized in grades K-5 as a tool to
differentiate reading instruction and offer Tier 2 instruction through the
RTI model.
District math department to utilize Scantron’s Achievement Series to
determine mastery of math curriculum. The Achievement Series utilized
to design grades 5-7 placement exams for the Pre-AP classes.
9
10. Program Enhancements
Pre-AP reading/English courses in grades 6-8
A full year of world language in grade 8
A redesigned exploratory class block to promote intensive studies in
Research/Inquiry and Health with an increase of instructional time from
30 periods to 36 periods
Core academic courses scheduled before 9th period in order to benefit
students involved in extra-curricular activities
10
11. Program Enhancements
Textbook Adoptions:
MS Science (Holt)
HS Science (Misc. classes/publisher)
K-5 Social Studies (Harcourt)
6-12 Social Studies (Holt)
K-5 Math (McGraw Hill)
MS Math
High School Math (Misc. classes/publishers)
11
12. Program Enhancements
District Homework Policy revised to address:
purposes of homework
time guidelines
management of homework demands
communication of homework policy and guidelines
additional support to assist students
District Grading Policy revised to be consistent with current research and
sound educational practices by addressing:
calculation of grade point average for weighted courses
calculation of class rank
grading scale comparisons with other progressive districts
assignment of extra credit
elementary report card revisions following a modified
Standards-based format
12
13. Program Enhancements
Professional Development has included:
Progress monitoring Edline training
Accelerated Reader Autism
Olweus Anti-Bullying Training Diversity
Standards Aligned System (SAS) site use Safari Montage
Differentiated reading strategies Tier II Instruction
Grade level meetings Emetric training
Segmenting text to enhance comprehension
Co-teaching/reading information text
Technology (Use of Smartboards, Videostreaming, Use of I-Pads)
Curriculum, instruction, and assessment training
Overview of formative/summative assessment
Literacy training
PQ4R, Extended response, Differentiated lessons, Literacy centers,
Creation of literacy mini-lessons
13
14. Technology
1427 Desk Top Computers
336 Laptop Computers
104 Projectors
105 Promethean or Smart Boards
67 Ipads
57 Printers
16 Copiers
2 Document Cameras
Internet Connectivity
Expansion of Wireless Network
Safari Montage
14
15. WA Virtual Academy
Kindergarten – 12 opportunity to attend full-time cyber school.
Online course offerings consistent with West Allegheny curricula and
course expectations through synchronous place and asynchronous
delivery.
Students who complete program requirements awarded West
Allegheny Diploma.
Online options available to West Allegheny High School students
pursuing courses not currently offered.
Online courses available to West Allegheny Kindergarten-12 students
receiving Homebound Instruction.
15
16. School Corporate Partnerships
Choices – Pittsburgh Chamber of Commerce
University of Pittsburgh – School Leadership
Bayer Corporation
Dicks Sporting Goods
West Allegheny Foundation
Grable Foundation
16
17. Keystone Exams
Implementation begins during 2012-2013
End of Course Exams include Biology, Algebra, and Literature. May be
taken twice to demonstrate proficiency
Students identified as advanced, proficient, basic, or below basic
This year’s 7th grade students responsible for passing all exams to
graduate in 2017
Students taking Algebra this year will be “grandfathered”, not
responsible for taking exam next year
Students not demonstrating proficiency will receive supplemental
instruction
Following supplemental instruction, students will complete online
project based assessments in non-proficient areas and must pass to
graduate 17
19. Buildings and Grounds
Director – Mr. Kenneth Fibbi
Total Staff – 41
679,100 Square Feet of Space
(includes 52,815 square feet added to HS)
198 Acres of Grounds
Six Athletic Fields
19
20. Food Services
Director – Jim Sheridan
Total Staff - 27
2010 - 2011 Statistics
• 283,242 lunches
• 67,709 breakfasts
• $1,208,763 revenue (1.1% increase)
• 23.4% of lunches/free or reduced
20
21. Transportation
Director – George Safin
Secretary - Veva Tessmer
Monark Transportation – Scott Stover
61 Busses
24 – 84 passengers
9 – 72 passengers
3 – 48 passengers
22 – mini-busses
2 – wheel chair vehicles
4,910 miles per day or
898,530 miles per year.
25,000 miles for activity runs.
21
23. School Funding in Pennsylvania
PA Spends $9 billion on K-12 Education in 2011-12
PA Ranks 47-50 out of 50 in State Support
PA Contributes 36% (WA – 23%)
Local Taxpayers 63% (WA – 76%)
Federal 1% (WA – 1%)
Public education is 34% of state budget
Cost of Instruction
On Avg.- $9,000/student ($6,000 - $16,000)
$13,700/student with capital outlay, debt service, transportation
7 hours a day – 180 days per year
$7.14 per hour
$10.85 per hour
$49.81 per day instruction and related costs
23
24. School Funding in Pennsylvania
Are Schools Successful?
Jan 2012 Education Week
PA 7th out of 50 in student achievement
Nov 2011 College Board
AP Honor Roll
2011 PSSA – 94% of Public School Met AYB under NCLBA
24
25. Impact of State Funding Reductions
$860 million of cuts in 2011-12
(WA = $608,033)
Additional $100 million of cuts in 2011-12 – ABG
(WA = $100,000)
2012-13 – 27.14 Billion Budget - $20 million less than 2011-12
K-12 – $9.05 Billion – slight increase
Major cuts in Higher Education
25
26. Impact of State Funding Reductions
What Comprises Costs?
Mandates
Special Education
Transportation
Food Service Regulations
Charter School Reimbursement
Employee Pensions
Testing/Curriculum Requirements
ESL
Prevailing wages for construction
Curriculum
Technology
Textbooks
Supplies
Charter Schools 26
28. The Charter School Dilemma
$1 Billion spend 73,000 students
$108 Million surplus in 2008-09
Flawed funding formula (tuition rate)
WA - $9,730.32 $18,347.95
Underperforming only 2 of 12 “cyber” met AYP
44% of Charters failed to meet AYP
“Students in PA Charter Schools on average make smaller gains”
(Center for Educational Opportunities (CREDO) Stanford University 2011)
Lack of Accountability – Fiscal/Performance Source: PA Auditor General
October 2010
28
29. How Will Districts Balance Budgets?
Class Sizes/Elective Courses
Declining Enrollment
Attrition
Curtailment or Alteration of Programs
Furloughs/Layoffs Seniority
Program Cuts
Arts and Athletic Programs
Pay to Participate Fees
Tax Increase
29