La Unión Europea ha acordado un embargo petrolero contra Rusia en respuesta a la invasión de Ucrania. El embargo prohibirá las importaciones marítimas de petróleo ruso a la UE y pondrá fin a las entregas a través de oleoductos dentro de seis meses. Esta medida forma parte de un sexto paquete de sanciones de la UE destinadas a aumentar la presión económica sobre Moscú y privar al Kremlin de fondos para financiar su guerra.
The document describes instructions for describing an imaginary family member using given vocabulary words. It prompts the reader to provide details about the relationship to the person, their name, and their age in 3 sentences or less.
The document summarizes the development and key aspects of the Common Core State Standards for K-12 education in English language arts and mathematics. It describes how the standards were created based on evidence and feedback from states, educators and experts. The standards are designed to ensure all students receive a high-quality education that prepares them for college and careers by establishing clear and consistent learning goals.
La Unión Europea ha acordado un embargo petrolero contra Rusia en respuesta a la invasión de Ucrania. El embargo prohibirá las importaciones marítimas de petróleo ruso a la UE y pondrá fin a las entregas a través de oleoductos dentro de seis meses. Esta medida forma parte de un sexto paquete de sanciones de la UE destinadas a aumentar la presión económica sobre Moscú y privar al Kremlin de fondos para financiar su guerra.
The document describes instructions for describing an imaginary family member using given vocabulary words. It prompts the reader to provide details about the relationship to the person, their name, and their age in 3 sentences or less.
The document summarizes the development and key aspects of the Common Core State Standards for K-12 education in English language arts and mathematics. It describes how the standards were created based on evidence and feedback from states, educators and experts. The standards are designed to ensure all students receive a high-quality education that prepares them for college and careers by establishing clear and consistent learning goals.
This document summarizes the goals and phases of "The Great Conversation", which aims to increase student success through community-wide discussion and support. It outlines three phases: connecting with the community; describing benefits of collaboration; and helping everyone understand how student achievement benefits the community. It also provides local examples of successful literacy programs and notes that while schools have accomplished much, more changes are needed with community feedback to prepare students for today's knowledge-based world. Schools cannot achieve success alone and need broader community support.
The document announces that the AMA ESD wants to highlight student writing success through a special 60-second video. The video will feature student responses about the writing workshop, students reading their writing, and footage of students working. Ten classrooms will be selected to participate in the video on a first-come, first-served basis, with a deadline of April 15th to submit interest.
1) The purpose of education is to build productive community members with critical thinking skills to succeed in life. Struggles in school often lead to poverty, incarceration or dependence on welfare.
2) Effective leadership comes from influence, not position. It involves sharing expertise laterally across schools and districts.
3) Collective moral purpose, the right leaders focused on learning, building capacity through collaboration and reflection, and ongoing learning are keys to educational leadership according to Fullan's research.
Courtney Huff outlines her educational leadership platform which focuses on ensuring all students learn to their fullest potential. She believes schools play a vital role in developing community thinkers and leaders. Huff's philosophy is influenced by authors who emphasize that education must prepare students for the 21st century and that change takes sustained effort. As a leader, Huff will treat all students and staff with respect, create a positive learning environment, and leverage leadership at all levels to achieve her vision of student success.
Courtney Huff outlines her educational leadership platform which focuses on ensuring all students learn to their fullest potential. She believes schools and families play vital roles in developing community thinkers and leaders. Her philosophy is influenced by authors who emphasize unfolding every child's creative potential, treating people with respect, and pursuing moral purpose and sustainability. As a leader, she will focus on student success, continuous learning, accountability, and developing teacher leaders to implement best practices. Her vision is for an engaging environment where technology is integrated to promote creativity, collaboration and critical thinking for all students.
Courtney Huff outlines her educational leadership platform which focuses on ensuring all students learn to their fullest potential. She believes schools and families play vital roles in developing community thinkers and leaders. As an educational leader, she will create safe, positive learning environments and treat everyone with respect. Huff will also focus on short and long-term results, continuous learning, and leveraging leadership at all levels including teachers, parents, and community members. She believes in creating a culture where children learn through experiences and are engaged in critical thinking and collaboration.
A survey was given as a pre-test and post-test to measure knowledge gained from an AMA ESD Literacy Program in schools. The post-test results showed an increase in those who could name the program, its purpose, and a community risk factor for student achievement compared to the pre-test. There was also an increase in correctly identifying who said a positive impact statement.
Evaluation Results for Fall 2010 In-Service DayCourtney Huff
The staff meeting evaluation results showed that on average, participants rated the objectives, organization, presentation, and usefulness of the meeting between 4.2 and 4.6 on a 5-point scale. Participants found learning about new initiatives, having the entire staff together, and interactive activities like Jeopardy to be the most valuable parts of the meeting. Suggestions for improvement included shorter meetings, smaller group sizes, and clearer communication about who should attend. Participants expressed interest in learning more about initiatives like UNIQUE curriculum, GEAR, and MMPI. The feedback was overall positive, praising the interactive format and information provided.
The document evaluates a Response to Intervention (RTI) Specialist's performance in student interaction, learning environment, and instruction. It rates the specialist across four levels - unsatisfactory, developing, proficient, and exemplary - for different elements within each category. The specialist is rated as proficient, demonstrating solid understanding of student development and skills. They are also rated as proficient in maintaining appropriate student records and providing friendly, caring interaction with students. Their instruction is rated as proficient, using clear language and adapting flexibly to student needs with high-quality feedback.
The document summarizes a professional development day agenda for the AMA Educational Service District. The agenda includes:
1. Table introductions for staff to get to know each other and their roles.
2. A review of current initiatives like the District Improvement Team, Unique Learning System curriculum, and the Getting Explicit About Reading program.
3. An introduction of new initiatives like the Criteria for Success template to evaluate programs and the Community Forums to promote community partnerships.
Spring 2010 All Staff In-Service Day - DIT Overview and PurposeCourtney Huff
The document discusses several initiatives by the AMA Educational Service District (ESD) to improve student achievement, including developing a common K-12 curriculum aligned to state standards, a targeted writing project, and a program called S.T.A.R.S to provide intervention services to struggling readers. It also reviews best practices for professional development initiatives such as leadership commitment, communication, training, support and evaluation.
This document discusses statistics related to the consequences of students dropping out of high school or failing to achieve literacy. It notes that dropouts earn on average $12,000 per year, 50% less than high school graduates and are 50% less likely to have benefits like pensions or healthcare. Additionally, 44 million Americans cannot read a newspaper or fill out a job application, and another 55 million cannot read above an 8th grade level. Failing to graduate high school or achieve literacy is linked to higher rates of poverty, crime, and incarceration.
This document outlines a template for setting SMART goals with criteria for success including action steps, timeline, data collection, responsibilities of facilitators from general education and special education, teacher involvement, administrative involvement, and other considerations.
This document outlines an intervention plan for a kindergarten student named Student to improve phonemic awareness and letter sound skills using the Road to Code program. The plan runs from November 2010 to January 2011 and targets identifying 18 correct letter sounds by winter and 35 by spring of kindergarten. The plan suggests either graduating the student from intervention, continuing with Road to Code, or changing interventions.
Courtney Huff is seeking a position as an instructional leader. She has a Master's degree in Reading and is working towards an Educational Leadership degree. She has over 15 years of experience as a teacher and literacy consultant. Her experience includes implementing literacy programs, data analysis, and teacher training. She is committed to creating a positive learning environment for students.
Developing Writing Assessment - Next Steps in TWPCourtney Huff
This document discusses developing rubrics for writing assessment across grades K-6. It notes that current writing assessment is inconsistent, with varying expectations between schools and teachers. A plan is outlined to address this issue through a series of professional development sessions where teachers will collaborate to create common rubrics for writing assessment based on clear learning targets and expectations. The rubrics will then be implemented and evaluated based on content, clarity, practicality and technical quality to ensure quality assessment. The goal is to increase consistency in writing assessment, feedback and grading practices.
Getting S.M.A.R.T. with Data PresentationCourtney Huff
The document outlines an agenda for a School Leadership Teams Workshop focusing on creating a culture of quality data through professional development, data mining tools, and establishing collaborative teams. The workshop covers introducing data systems, assessing the current culture and use of data, and roles and responsibilities for building a culture where decisions are based on analysis of common formative assessments.
This document discusses a plan called GEAR (Getting Explicit About Reading) to improve literacy intervention programs across 9 elementary schools in the AMA ESD. The plan was informed by a survey identifying overreliance on DIBELS screening and lack of comprehension intervention. GEAR's vision is to provide training in diagnostic reading assessments and explicit comprehension instruction for Title 1 teachers and general educators. The strategic plan addresses obtaining district support, providing adequate time for implementation, and ensuring diagnostic assessments and strategy instruction become integrated into schools' intervention frameworks.
The document describes several reading intervention programs that target specific skills for students in grades K-3 who are struggling with reading. It outlines programs that focus on phonemic awareness, phonics, fluency, oral language, and vocabulary. The interventions are intended to be delivered in small group or one-on-one settings by RtI specialists and are meant to build students' reading comprehension through explicit skill instruction and practice applying skills in authentic contexts.
The document summarizes the goals of "The Great Conversation" initiative which aims to increase student success through community-wide discussions and involvement. It outlines a multi-phase approach to connect with community members, describe the benefits of supporting student achievement, and get feedback on necessary school changes. It also provides local examples of successful literacy programs and notes that while schools have accomplished much, the increasing demands require community support for schools to be successful.
This document summarizes the goals and phases of "The Great Conversation", which aims to increase student success through community-wide discussion and support. It outlines three phases: connecting with the community; describing benefits of collaboration; and helping everyone understand how student achievement benefits the community. It also provides local examples of successful literacy programs and notes that while schools have accomplished much, more changes are needed with community feedback to prepare students for today's knowledge-based world. Schools cannot achieve success alone and need broader community support.
The document announces that the AMA ESD wants to highlight student writing success through a special 60-second video. The video will feature student responses about the writing workshop, students reading their writing, and footage of students working. Ten classrooms will be selected to participate in the video on a first-come, first-served basis, with a deadline of April 15th to submit interest.
1) The purpose of education is to build productive community members with critical thinking skills to succeed in life. Struggles in school often lead to poverty, incarceration or dependence on welfare.
2) Effective leadership comes from influence, not position. It involves sharing expertise laterally across schools and districts.
3) Collective moral purpose, the right leaders focused on learning, building capacity through collaboration and reflection, and ongoing learning are keys to educational leadership according to Fullan's research.
Courtney Huff outlines her educational leadership platform which focuses on ensuring all students learn to their fullest potential. She believes schools play a vital role in developing community thinkers and leaders. Huff's philosophy is influenced by authors who emphasize that education must prepare students for the 21st century and that change takes sustained effort. As a leader, Huff will treat all students and staff with respect, create a positive learning environment, and leverage leadership at all levels to achieve her vision of student success.
Courtney Huff outlines her educational leadership platform which focuses on ensuring all students learn to their fullest potential. She believes schools and families play vital roles in developing community thinkers and leaders. Her philosophy is influenced by authors who emphasize unfolding every child's creative potential, treating people with respect, and pursuing moral purpose and sustainability. As a leader, she will focus on student success, continuous learning, accountability, and developing teacher leaders to implement best practices. Her vision is for an engaging environment where technology is integrated to promote creativity, collaboration and critical thinking for all students.
Courtney Huff outlines her educational leadership platform which focuses on ensuring all students learn to their fullest potential. She believes schools and families play vital roles in developing community thinkers and leaders. As an educational leader, she will create safe, positive learning environments and treat everyone with respect. Huff will also focus on short and long-term results, continuous learning, and leveraging leadership at all levels including teachers, parents, and community members. She believes in creating a culture where children learn through experiences and are engaged in critical thinking and collaboration.
A survey was given as a pre-test and post-test to measure knowledge gained from an AMA ESD Literacy Program in schools. The post-test results showed an increase in those who could name the program, its purpose, and a community risk factor for student achievement compared to the pre-test. There was also an increase in correctly identifying who said a positive impact statement.
Evaluation Results for Fall 2010 In-Service DayCourtney Huff
The staff meeting evaluation results showed that on average, participants rated the objectives, organization, presentation, and usefulness of the meeting between 4.2 and 4.6 on a 5-point scale. Participants found learning about new initiatives, having the entire staff together, and interactive activities like Jeopardy to be the most valuable parts of the meeting. Suggestions for improvement included shorter meetings, smaller group sizes, and clearer communication about who should attend. Participants expressed interest in learning more about initiatives like UNIQUE curriculum, GEAR, and MMPI. The feedback was overall positive, praising the interactive format and information provided.
The document evaluates a Response to Intervention (RTI) Specialist's performance in student interaction, learning environment, and instruction. It rates the specialist across four levels - unsatisfactory, developing, proficient, and exemplary - for different elements within each category. The specialist is rated as proficient, demonstrating solid understanding of student development and skills. They are also rated as proficient in maintaining appropriate student records and providing friendly, caring interaction with students. Their instruction is rated as proficient, using clear language and adapting flexibly to student needs with high-quality feedback.
The document summarizes a professional development day agenda for the AMA Educational Service District. The agenda includes:
1. Table introductions for staff to get to know each other and their roles.
2. A review of current initiatives like the District Improvement Team, Unique Learning System curriculum, and the Getting Explicit About Reading program.
3. An introduction of new initiatives like the Criteria for Success template to evaluate programs and the Community Forums to promote community partnerships.
Spring 2010 All Staff In-Service Day - DIT Overview and PurposeCourtney Huff
The document discusses several initiatives by the AMA Educational Service District (ESD) to improve student achievement, including developing a common K-12 curriculum aligned to state standards, a targeted writing project, and a program called S.T.A.R.S to provide intervention services to struggling readers. It also reviews best practices for professional development initiatives such as leadership commitment, communication, training, support and evaluation.
This document discusses statistics related to the consequences of students dropping out of high school or failing to achieve literacy. It notes that dropouts earn on average $12,000 per year, 50% less than high school graduates and are 50% less likely to have benefits like pensions or healthcare. Additionally, 44 million Americans cannot read a newspaper or fill out a job application, and another 55 million cannot read above an 8th grade level. Failing to graduate high school or achieve literacy is linked to higher rates of poverty, crime, and incarceration.
This document outlines a template for setting SMART goals with criteria for success including action steps, timeline, data collection, responsibilities of facilitators from general education and special education, teacher involvement, administrative involvement, and other considerations.
This document outlines an intervention plan for a kindergarten student named Student to improve phonemic awareness and letter sound skills using the Road to Code program. The plan runs from November 2010 to January 2011 and targets identifying 18 correct letter sounds by winter and 35 by spring of kindergarten. The plan suggests either graduating the student from intervention, continuing with Road to Code, or changing interventions.
Courtney Huff is seeking a position as an instructional leader. She has a Master's degree in Reading and is working towards an Educational Leadership degree. She has over 15 years of experience as a teacher and literacy consultant. Her experience includes implementing literacy programs, data analysis, and teacher training. She is committed to creating a positive learning environment for students.
Developing Writing Assessment - Next Steps in TWPCourtney Huff
This document discusses developing rubrics for writing assessment across grades K-6. It notes that current writing assessment is inconsistent, with varying expectations between schools and teachers. A plan is outlined to address this issue through a series of professional development sessions where teachers will collaborate to create common rubrics for writing assessment based on clear learning targets and expectations. The rubrics will then be implemented and evaluated based on content, clarity, practicality and technical quality to ensure quality assessment. The goal is to increase consistency in writing assessment, feedback and grading practices.
Getting S.M.A.R.T. with Data PresentationCourtney Huff
The document outlines an agenda for a School Leadership Teams Workshop focusing on creating a culture of quality data through professional development, data mining tools, and establishing collaborative teams. The workshop covers introducing data systems, assessing the current culture and use of data, and roles and responsibilities for building a culture where decisions are based on analysis of common formative assessments.
This document discusses a plan called GEAR (Getting Explicit About Reading) to improve literacy intervention programs across 9 elementary schools in the AMA ESD. The plan was informed by a survey identifying overreliance on DIBELS screening and lack of comprehension intervention. GEAR's vision is to provide training in diagnostic reading assessments and explicit comprehension instruction for Title 1 teachers and general educators. The strategic plan addresses obtaining district support, providing adequate time for implementation, and ensuring diagnostic assessments and strategy instruction become integrated into schools' intervention frameworks.
The document describes several reading intervention programs that target specific skills for students in grades K-3 who are struggling with reading. It outlines programs that focus on phonemic awareness, phonics, fluency, oral language, and vocabulary. The interventions are intended to be delivered in small group or one-on-one settings by RtI specialists and are meant to build students' reading comprehension through explicit skill instruction and practice applying skills in authentic contexts.
The document summarizes the goals of "The Great Conversation" initiative which aims to increase student success through community-wide discussions and involvement. It outlines a multi-phase approach to connect with community members, describe the benefits of supporting student achievement, and get feedback on necessary school changes. It also provides local examples of successful literacy programs and notes that while schools have accomplished much, the increasing demands require community support for schools to be successful.