This document appears to be a survey from the 2011-2012 school year collecting information about arts education programs in Los Angeles County schools. It contains 16 sections with multiple choice and short answer questions about different art disciplines like dance, music, theater and visual arts. The survey collects data on topics such as the number of credentialed arts teachers, arts budgets, facilities and student participation in the arts. It is intended to assess the status and challenges of school arts programs in Los Angeles County.
NIH CTSA Enhancing Clinical Research Professionals' Training & Qualifications...Wool Consuting Group Inc.
Liz Wool was an invited expert speaker at this meeting in Chicago, IL, USA, Novemeber 2014.
Attendees of this first meeting included representatives from each of the current 62 CTSA institutions; Todd Wilson, DO, the National Center for Advancing Translational Sciences’ (NCATS) program director; and key stakeholders, including representatives from the pharmaceuticals industry and the Federal Drug Administration (FDA). The meeting was led by co-PIs Tom Shanley, MD, from MICHR, and Richard Barohn, MD, from Frontiers, the Kansas University Medical Center’s CTSA hub.
For more information, go to http://www.ctsa-gcp.org/1st-meeting-chicago.html.
NIH CTSA Enhancing Clinical Research Professionals' Training & Qualifications...Wool Consuting Group Inc.
Liz Wool was an invited expert speaker at this meeting in Chicago, IL, USA, Novemeber 2014.
Attendees of this first meeting included representatives from each of the current 62 CTSA institutions; Todd Wilson, DO, the National Center for Advancing Translational Sciences’ (NCATS) program director; and key stakeholders, including representatives from the pharmaceuticals industry and the Federal Drug Administration (FDA). The meeting was led by co-PIs Tom Shanley, MD, from MICHR, and Richard Barohn, MD, from Frontiers, the Kansas University Medical Center’s CTSA hub.
For more information, go to http://www.ctsa-gcp.org/1st-meeting-chicago.html.
Grounded in personal experience and expertise as a Trial Manager at Sponsors managing outsourced clinical trials, and as a CRO Trial Manager, this overview presentation builds on this background with the current landscape of managing trials for quality using an extended team.
This is one session in the 1-2 day course I teach on CRO-Clinical Vendor Management that includes Quality by Design and Quality Oversight of your vendors.
This course is provided to Sponsors and CROs who use sub-contractors for their client work.
This Risk Based Monitoring - Impact on Sites overview presentation, on targeted topics, was delivered to the ACRP Raleigh - Durham Chapter's Annual Conference in 2013.
While the first learning games tried to transfer schoolbooks into games,
the second generation simulated up-to-date scientific knowledge and real-world data.
The latest generation of takomat’s games will help people to manipulate reality.*
Grounded in personal experience and expertise as a Trial Manager at Sponsors managing outsourced clinical trials, and as a CRO Trial Manager, this overview presentation builds on this background with the current landscape of managing trials for quality using an extended team.
This is one session in the 1-2 day course I teach on CRO-Clinical Vendor Management that includes Quality by Design and Quality Oversight of your vendors.
This course is provided to Sponsors and CROs who use sub-contractors for their client work.
This Risk Based Monitoring - Impact on Sites overview presentation, on targeted topics, was delivered to the ACRP Raleigh - Durham Chapter's Annual Conference in 2013.
While the first learning games tried to transfer schoolbooks into games,
the second generation simulated up-to-date scientific knowledge and real-world data.
The latest generation of takomat’s games will help people to manipulate reality.*
what is CCE? what is Education Technology? how do they work?
According to the NCF- 2005 what the CCE do. What is Formative evaluation and Summative evaluation?
Assignment (50 points) 5 points eachSave the following questions.docxfredharris32
Assignment (50 points) 5 points each
Save the following questions to your desktop. Address each requirement. Save your work and upload it to the IEP review dropbox.
Examine the example of a completed Individualized Education Program (IEP) provided on the next pages. Type each statement and then your response. Review the document and determine the following information:
Type the student’s name and date of birth
1. Identify and describe the strengths of the student.
2. Describe how the student’s disability affects his/her involvement and progress in the general education curriculum or, for preschool students, how the disability affects the student’s participation in age-appropriate activities.
3. What concerns do the parents have for enhancing the education of the student?
4. Describe the information obtained from parents, teachers, and the student regarding needs, preferences, and interests.
5. Describe the results of the initial or most recent evaluations of the student.
6. Describe the results of the student’s performance on any general, curriculum-based, state, or district wide assessments.
Review the example of the completed Individualized Education Program (IEP) below. Describe the roles and responsibilities of the following: Be sure to look at each page of the IEP as the roles may change based on the Special Education Area being addressed.
(Hint: What did each person contribute to the development of the IEP?)
Conduct additional research to completely describe each role.
1. General education teacher
2. Special education teacher
3. Related service providers (physical therapist, occupational therapist, speech language therapist, etc.)
4. Speech therapists
Any School
Individualized Education Program
Students Name: _J.J._____________________________________________________________
DOB: __10/10/1998_____________ School Year: __2005____ - _2006____ Grade: ____1_____
IEP Initiation/Duration Dates From: __08/14/2005______ To: __05/25/2006________
This IEP will be implemented during the regular school term unless noted in extended school year services.
Student Profile
J.J. is a first grade student. He began speech-language services when he was three years old because of severe phonological deficits and moderate receptive and expressive language delays. He has made significant progress in correcting his articulation errors but still needs speech services because his sound production is delayed when compared to that of his peers. His conversational speech is not easily understood and requires careful listening in most situations. His language delays continue to impact his progress in acquiring basic reading skills, including phonemic awareness and decoding printed materials. He has difficulty in associating sounds that match to letters. He has difficulty verbally answering questions relating to comprehension of orally presented material.
On the fall kindergarten Dynamic Indicators of Early Literacy Skills (DIBELS) ...
Writing 2011NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS AT.docxodiliagilby
Writing 2011
NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS AT GRADES 8 AND 12
U.S. Department of Education
NCES 2012-470
Contents
1 Executive Summary
4 Introduction
10 Grade 8
28 Grade 12
46 Technical Notes
What Is The Nation’s Report CardTM?
Since 1969, NAEP assessments have been conducted periodically in reading, mathematics, science, writing, U.S.
history, civics, geography, and other subjects. NAEP collects and reports information on student performance at
the national and state levels, making the assessment an integral part of our nation’s evaluation of the condition and
progress of education. Only academic achievement data and related background information are collected. The
privacy of individual students and their families is protected.
NAEP is a congressionally authorized project of the National Center for Education Statistics (NCES) within the Institute
of Education Sciences of the U.S. Department of Education. The Commissioner of Education Statistics is responsible
for carrying out the NAEP project. The National Assessment Governing Board oversees and sets policy for NAEP.The
Nation’s Report Card™ informs the public about the academic achievement of elementary and secondary students
in the United States. Report cards communicate the findings of the National Assessment of Educational Progress
(NAEP), a continuing and nationally representative measure of achievement in various subjects over time.
Executive
Summary
New computer-based assessment of students’ writing skills
Writing in the 21st century is defined by its frequency and its efficiency. It is clear that the
ability to use written language to communicate with others—and the corresponding need for
effective writing instruction and assessment—is more relevant than ever. Reflecting current
practice and recognizing the impact of communication technologies on the way students
compose their writing, the National Assessment of Educational Progress (NAEP) administered
the first computer-based assessment in writing in 2011.
In this new national writing assessment sample, 24,100 eighth-graders and 28,100 twelfth-
graders engaged with writing tasks and composed their responses on computer. The
assessment tasks reflected writing situations common to both academic and workplace
settings and asked students to write for several purposes and communicate to different audi-
ences. The results of the 2011 writing assessment offer a new opportunity to understand the
ability of eighth- and twelfth-grade students to make effective choices in their writing and allow
for insight into the role and impact of technology on writing education and performance.
For the first year of this computer-based writing assessment, new scales and achievement
levels were established. The scales for grades 8 and 12 were developed separately and range
from 0 to 300 with a mean set at 150 for each grade. Additional results are reported based on
students’ demographic characteris ...
Writing 2011NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS AT.docxbillylewis37150
Writing 2011
NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS AT GRADES 8 AND 12
U.S. Department of Education
NCES 2012-470
Contents
1 Executive Summary
4 Introduction
10 Grade 8
28 Grade 12
46 Technical Notes
What Is The Nation’s Report CardTM?
Since 1969, NAEP assessments have been conducted periodically in reading, mathematics, science, writing, U.S.
history, civics, geography, and other subjects. NAEP collects and reports information on student performance at
the national and state levels, making the assessment an integral part of our nation’s evaluation of the condition and
progress of education. Only academic achievement data and related background information are collected. The
privacy of individual students and their families is protected.
NAEP is a congressionally authorized project of the National Center for Education Statistics (NCES) within the Institute
of Education Sciences of the U.S. Department of Education. The Commissioner of Education Statistics is responsible
for carrying out the NAEP project. The National Assessment Governing Board oversees and sets policy for NAEP.The
Nation’s Report Card™ informs the public about the academic achievement of elementary and secondary students
in the United States. Report cards communicate the findings of the National Assessment of Educational Progress
(NAEP), a continuing and nationally representative measure of achievement in various subjects over time.
Executive
Summary
New computer-based assessment of students’ writing skills
Writing in the 21st century is defined by its frequency and its efficiency. It is clear that the
ability to use written language to communicate with others—and the corresponding need for
effective writing instruction and assessment—is more relevant than ever. Reflecting current
practice and recognizing the impact of communication technologies on the way students
compose their writing, the National Assessment of Educational Progress (NAEP) administered
the first computer-based assessment in writing in 2011.
In this new national writing assessment sample, 24,100 eighth-graders and 28,100 twelfth-
graders engaged with writing tasks and composed their responses on computer. The
assessment tasks reflected writing situations common to both academic and workplace
settings and asked students to write for several purposes and communicate to different audi-
ences. The results of the 2011 writing assessment offer a new opportunity to understand the
ability of eighth- and twelfth-grade students to make effective choices in their writing and allow
for insight into the role and impact of technology on writing education and performance.
For the first year of this computer-based writing assessment, new scales and achievement
levels were established. The scales for grades 8 and 12 were developed separately and range
from 0 to 300 with a mean set at 150 for each grade. Additional results are reported based on
students’ demographic characteris.
A Powerpoint to use to explain your 2014-15 Texas accountability results to your stakeholders. This can be used for educators, parents, and School Board members. Lots of information about the 4 Index scores, STAAR phase-in, etc. Created by Kelly Baehren of Waller ISD
Our mission: To harness the power of service to advance educational equity and excellence in America.
During one-year terms of service, teams of Blue Engine Fellows (BETA's)—recent college graduates of all academic backgrounds—work to accelerate academic achievement in high-need public high schools. Our theory of change is rooted in evidence that increased academic rigor is the most effective way of helping students—especially those from low-income backgrounds—acquire the academic skills they will need to succeed in college and complete their degrees on time.
We celebrated our first year on the last day of school, June 28, 2011, with remarkable results. These pictures are a glimpse at the people, the supporters, and the BETA's behind Blue Engine.
1. Los Angeles County
School Arts Survey
Secondary Arts Survey:
2011-2012 school year
2. 1. Your district’s name: ______________________
2. Your school’s name: ___________________
3.
4. 4. Does your school have a Title I designation
for all or part of the 2011-2012 school year?
Use a check (√) to
indicate your answer:
___ Title I
___ Not Title I
5.
6. 6. In FTE terms, how many Arts CREDENTIALED
teachers are on staff during the 2011-2012 school
year?
Include on-site FTE for any roving district arts teachers, as well as any Career
Technical Education (CTE) teachers in the Arts, Entertainment and Media Sector.
Do NOT include teachers with an arts credential who are employed strictly as
generalist classroom teachers. Enter a decimal value such as .5, 1.0 or 1.5 (FTE).
_______ Dance credentialed
_______ Music credentialed
_______ Theatre credentialed
_______ Visual Arts credentialed
_______ Media Arts Credentialed
7. 7. In FTE terms, how many HIGHLY QUALIFIED Visual and
Performing Arts Teachers (HQT) were employed during
the 2011-2012 school year?
This should include both credentialed arts teachers (see previous
question) plus any other instructors with a Bachelor’s degree or
higher, teaching license, and dance education competency. Enter a
decimal value such as .5, 1.0 or 1.5 (FTE).
_______ Dance credentialed
_______ Music credentialed
_______ Theatre credentialed
_______ Visual Arts credentialed
_______ Media Arts Credentialed
8. 8. How much of the school’s allotted 2011-2012 budget was
designated for arts education? To answer this question correctly,
only include money that came from district, state and federal
funding. DO NOT include supplemental arts funding in your answers, such as from
teachers, the PTA, other parent groups, ROP, the PTA/PRO, Booster Clubs, grants or other
donations, a school bond or local tax.
Round your answer to the nearest dollar. Do not use dollar signs, commas, or decimal
points. (e.g., $700.50 should be entered as 700)
$_______ Arts teacher FTE salary/ compensation
$_______ Curriculum materials, equipment/instruments, & student supplies
$_______ Instruction by community-based artists
$_______ Assemblies, performance, other events
$_______ Field Trips
$_______ Other __________________________
9. 9. How much was spent on professional
development in arts education during the
2011-2012 school year? Include money from
the school and district budget and any
supplemental sources.
Round your answer to the nearest dollar.
$
__________
__
10. 10. What was your school’s total
Associated Student Body (ASB)
Instructional Supply Budget in
2011-2012?
$ _____________
11. 11. How much of the ASB budget
was designated for arts
education?
$ _____________
12.
13.
14. 14. How much supplemental arts funding did you
receive during the 2011-2012 school year?
Include funds provided through ROP or a district foundation; donations
from teachers, the PTA, Booster clubs, other parent groups, other
individuals, program grants, local, state or national organizations, and any
school bond or local tax. Round your answer to the nearest dollar.
$
__________
__
15. 15. How many sections of arts-related courses
were funded through the Arts, Entertainment
and Media Sector of CTE in 2011-2012? Enter a
whole or decimal number.
Number of
sections: _________
16. 16. [For schools with high school students only]:
How many arts-related course SECTIONS were
funded through the Regional Occupational
Program (ROP) 2011-2012? Enter a whole or
decimal number.
Number of
sections: ___________
17.
18. 18. *High School only+: Please indicate (√) the
minimum number of visual and performing arts
credits required for high school graduation in 2011-
2012.
_____ 0
_____ less than 10
_____ 10
_____more than 10
_____ Not applicable (middle school)
19.
20.
21. 21. Please indicate (√) your school’s participation level
in each activity listed on the left during 2011-2012.
22. 22. Please indicate the level of emphasis placed on the
following factors of cultural inclusion and collaboration
in your school’s arts education programming.
Scale: 1 = Low; 2 = Somewhat Low; 3 = Fair; 4 = Somewhat High; 5 = High
23. 23. In which of the following activities was
technology used as a medium for CREATING
works of art?
Check (√) all that apply for each school level.
24. 24. Of the three types of PHYSICAL RESOURCES
listed below, which presented the GREATER
challenge to providing high quality instruction in
each art discipline during 2011-2012?
Check (√) ONE answer per art discipline.
25.
26. 26. Please indicate (√) the level of parent awareness
about arts education at your school during 2011-2012.
Check (√) ONE answer per row.
29. [D1]. Does your school offer DANCE
instruction during the regular school day
in 2011-2012? ________ [No or Yes].
If NO, skip this section.
30. [D2]. Which of the following types of
instructors offered one or more DANCE
section(s) for students during the
regular school day in 2011-2012?
Check (√) ALL that apply.
31. [D3]. Who was the MAIN dance instructor
at each grade level?
Select one choice per grade level. Use the following choices to fill in
the table below:
(A) Licensed teacher without dance competency
(B) Community-based dancer(s)
(C) Alternatively/ temporarily certified dance instructor
(D) Licensed teacher with dance competency (HQT)
(E) Credentialed dance teacher
32. [D4]. Record the NUMBER of students at each
grade level who took at least one dance
course during the school day in 2011-2012,
regardless of type of credit earned (i.e., PE or
VAPA).
Do NOT include summer school courses.
33. [D5]. During the 2011-2012 school year,
how many HOURS PER MONTH were used
for COLLABORATIVE PLANNING in dance?
Count the hours for each teacher involved
(e.g., 4 teachers X 2 hours per teacher =
8 hours per month).
Round to the nearest whole number.
34. [D6]. Enter the PERCENTAGE of DANCE
SECTIONS provided during the 2011-2012
school year that were instructionally
aligned with either the California Dance
Content Standards or District key dance
standards.
______%
(Round to the nearest five percent: 0, 5, 10,
15, 20 or 25...100%)
35. [D7] Using a 1 to 5 rating scale, complete the table
below by indicating the level of emphasis placed
on the following aspects of teaching and learning
in your school’s DANCE program during the 2011-
2012 school year.
36. [D8]. Using a 1 to 5 scale, rate your level of
agreement with each of the following statements
about your school’s dance program during 2011-
2012.
Scale: 1 = Low 2 = Somewhat Low 3 = Fair 4 = Somewhat High 5 = High
37. [D9]. For each school level, indicate which of the
dance teaching tools listed below were ACTIVELY
used during the 2011-2012 school year (i.e., not
sitting on a shelf). Check (√) ALL that apply.
38. [D10]. Rate the availability of equipment
and supplies (Relevant music, equipment
and props) to support dance instruction
during 2011-2012.
Check (√) one rating per school level.
39. [D11]. Which of the following COMPUTER BASED
tools were used to facilitate dance learning during
2011-2012?
40. [D12]. What type of facility or space was most
commonly used for dance instruction during 2011-
2012? Choose from the following list to complete
the table below:
(1) Regular Classroom or Outdoors
(2) Multipurpose Room or Gymnasium
(3) Dedicated ill-equipped Room/Auditorium
(4) Dedicated equipped Room/Auditorium
41. [D13] For each course level, indicate (√) which, if
any, of the DANCE activities listed below (at
least some) students experienced during the
2011-2012 school year. Check (√) ALL that apply.
42. [D14]. Using a 1 to 5 scale, rate your level of
agreement with the following statement about
your school’s dance program during 2011-2012.
Scale: 1 = Low 2 = Somewhat Low 3 = Fair 4 = Somewhat High 5 = High
43. [D15]. Please list ALL arts organizations or artists
that provided dance-based learning experiences
to students and/or teachers, either at the school
or during field trips in 2011-2012.
44. [D16]. HOW OFTEN were student dance performances
held at each location listed below during the 2011-
2012 school year? Select the best answer from the
following list to complete the table below:
(1) Never; (2) 1-2 times a year; (3) 3-4 times a year; (4) 5-8 times a
year; (5) Monthly; (6) Weekly
45.
46. Los Angeles County
School Arts Survey
Any further questions?
Contact:
Dr. Lynn Waldorf
Griffin Center for Inspired Instruction
(303) 968-7797
lynn@thegriffincenter.org