The Teacher Self-Assessment Scales (TSAS). Presented to school participants at the 2015 Fall ALD4ALL Kick-Off on September 22, 2015 by Dr. Joseph P. Martinez.
The document summarizes evaluation data collected for an educational program over multiple years, including implementation, improvement and effectiveness data. Feedback from professional learning sessions was highly positive. Teacher self-assessment scale results showed teachers who participated in program professional learning had higher efficacy scores than those who did not participate. Trend lines were analyzed at the school, domain and item levels.
The district's 2011 annual progress report showed strong student performance across reading, math, and science assessments. Key results included:
- Reading performance ranged from 94-99% across grades 3-8, with 6th and 8th grade achieving record highs. The low SES and IEP subgroups saw significant gains over time.
- Math performance was also high, ranging from 94-98% across grades 3-8. Scores have remained consistently high when tracking the same cohort of students over time.
- Science and ACT scores performed well with most groups above 95% and trends showing improvement over time, including a record number of AP scores of 4's and 5's for the class of 2011.
The document outlines an 8-step process for a school to analyze student data, develop instructional calendars and assessments, provide tutorials and enrichment, and monitor student progress. Key aspects include disaggregating trend data to help with course placement and curriculum decisions, creating data walls to track student performance, developing instructional focus calendars aligned to learning targets, and using frequent assessments to ensure students are retaining material. The goal is to change thoughts and improve the school's status through a rigorous process of data analysis, instructional planning, and monitoring of student achievement.
Exploring the use of open textbooks in an introductory sociology courseBCcampus
The document summarizes research on the use of an open textbook in an introductory sociology course at the University of Saskatchewan. A survey found that most students rated the open textbook as high quality and said it was useful, though some would have preferred to purchase a book. Course averages and completion rates were similar or slightly higher for sections using the open textbook compared to previous terms using a commercial text. The researchers plan to further study the impacts of open textbooks on students and instructors at the university.
This document describes a math placement tool called Math-Pensity that uses multiple measures to recommend the most appropriate math course for students with 90% accuracy. It explains that misplacement can cause students to fail algebra and fall behind in higher math. Math-Pensity considers state test scores, interim assessments, teacher recommendations accounting for maturity and skills, and a proprietary matrix. A trial in one district achieved over 95% accuracy in placing middle and high school students in the correct math levels. The document promotes Math-Pensity as helping districts save time, improve equity and access to courses, and develop optimal schedules annually in a changing process.
This document summarizes testing and accountability data from 1992-1993 to 2011-2012 in North Carolina. It shows the percentage of students scoring at or above level 3 in both reading and math has declined from over 80% to around 55-60% as academic standards have become more rigorous. Subgroup performance varies considerably, with economically disadvantaged, limited English, and disabled students scoring much lower than other groups. While proficiency rates have decreased with higher standards, the document emphasizes that students are still learning and growing. It recommends further reviewing data, communicating the changes in expectations, and having discussions around future assessment options.
The document summarizes evaluation data collected for an educational program over multiple years, including implementation, improvement and effectiveness data. Feedback from professional learning sessions was highly positive. Teacher self-assessment scale results showed teachers who participated in program professional learning had higher efficacy scores than those who did not participate. Trend lines were analyzed at the school, domain and item levels.
The district's 2011 annual progress report showed strong student performance across reading, math, and science assessments. Key results included:
- Reading performance ranged from 94-99% across grades 3-8, with 6th and 8th grade achieving record highs. The low SES and IEP subgroups saw significant gains over time.
- Math performance was also high, ranging from 94-98% across grades 3-8. Scores have remained consistently high when tracking the same cohort of students over time.
- Science and ACT scores performed well with most groups above 95% and trends showing improvement over time, including a record number of AP scores of 4's and 5's for the class of 2011.
The document outlines an 8-step process for a school to analyze student data, develop instructional calendars and assessments, provide tutorials and enrichment, and monitor student progress. Key aspects include disaggregating trend data to help with course placement and curriculum decisions, creating data walls to track student performance, developing instructional focus calendars aligned to learning targets, and using frequent assessments to ensure students are retaining material. The goal is to change thoughts and improve the school's status through a rigorous process of data analysis, instructional planning, and monitoring of student achievement.
Exploring the use of open textbooks in an introductory sociology courseBCcampus
The document summarizes research on the use of an open textbook in an introductory sociology course at the University of Saskatchewan. A survey found that most students rated the open textbook as high quality and said it was useful, though some would have preferred to purchase a book. Course averages and completion rates were similar or slightly higher for sections using the open textbook compared to previous terms using a commercial text. The researchers plan to further study the impacts of open textbooks on students and instructors at the university.
This document describes a math placement tool called Math-Pensity that uses multiple measures to recommend the most appropriate math course for students with 90% accuracy. It explains that misplacement can cause students to fail algebra and fall behind in higher math. Math-Pensity considers state test scores, interim assessments, teacher recommendations accounting for maturity and skills, and a proprietary matrix. A trial in one district achieved over 95% accuracy in placing middle and high school students in the correct math levels. The document promotes Math-Pensity as helping districts save time, improve equity and access to courses, and develop optimal schedules annually in a changing process.
This document summarizes testing and accountability data from 1992-1993 to 2011-2012 in North Carolina. It shows the percentage of students scoring at or above level 3 in both reading and math has declined from over 80% to around 55-60% as academic standards have become more rigorous. Subgroup performance varies considerably, with economically disadvantaged, limited English, and disabled students scoring much lower than other groups. While proficiency rates have decreased with higher standards, the document emphasizes that students are still learning and growing. It recommends further reviewing data, communicating the changes in expectations, and having discussions around future assessment options.
This document outlines the agenda and process for the 2011 Parker School District data retreat. The retreat will follow a 7 step process to analyze student achievement, program, and community data. Staff will examine literacy, math, and science scores, identify strengths and weaknesses, and set goals to improve student learning. They will analyze data by student subgroups, standards, and cohorts over time. The intended outcomes are to engage in discussions about strategies, connect strategies to student outcomes, and create action plans to monitor goals and improve student performance.
Predicting academic performance of an elementary school using attributes like class size, enrollment, poverty, parent education, student performance, teachers credentials from 400 elementary schools from the California Department of Education's API 2000 dataset
This document summarizes survey response rates, student outcomes, framework elements, and essential supports for P.S. 147 Isaac Remsen elementary school. It includes data from the 2014-2015 school year on teacher and parent survey response rates, student achievement levels, quality review ratings, and survey results on areas like rigorous instruction, collaborative teachers, and supportive environment.
This document provides guidance for teachers on sharing MAP (Measures of Academic Progress) data with parents. It recommends focusing on student strengths and areas for growth rather than test scores. Teachers are advised to gather multiple sources of evidence on student learning and set individualized learning goals when meeting with parents.
Terry Handley - Assessing Pupils Progress in ICTNaace Naace
Assessing Pupils’ Progress (APP) is the new national approach to assessment that equips teachers to make judgments on pupils’ progress, fine-tune their understanding of learners’ needs, and tailors their planning and teaching accordingly. QCA have recently piloted this approach in ICT to compliment those already developed for Science, Mathematics and English. The pilot has been greeted enthusiastically by the teachers involved.
This session will introduce the methodology and some of the materials developed in addition to hearing from one of the pilot schools about their experience.
This document provides an overview of New Brunswick's Provincial Assessment Program. It discusses moving from collecting data to using information. Key points include:
- The program uses balanced assessment including formative, benchmark, and large-scale assessments.
- Provincial assessments are administered at grades 4, 6, and 10 in reading, math, and science literacy and report results at the school, district, and provincial levels.
- Assessment results are reported using performance levels to provide information on student achievement.
- The program aims to contextualize large-scale results and align assessments with other frameworks like PCAP and PISA.
Improving classroom instruction with co taught instructionpurteeda
This document summarizes a study on the effects of co-taught instruction on student performance in math classes. The study examined student assessment results and OGT scores from Algebra I and Geometry classes that used co-taught instruction versus traditional classes. Results were mixed, with non-co-taught Algebra I students showing the most growth but co-taught Geometry and OGT results slightly favoring co-taught classes. The conclusion is that further research is still needed but co-teaching can be justified if it helps low achievers and special needs students to improve.
Naace Strategic Conference 2009: The Next Generation of assessment - GL Asses...Naace Naace
This document discusses assessments in schools and the evolution from standardized tests to assessing pupils' progress (APP). It summarizes GL Assessment's role in providing both formative and summative assessments online and through their Testwise system. Key points covered include the phasing out of KS3 SATs, implementing APP across all subjects by 2011, and using periodic and transitional assessments to make holistic judgments of student progress.
Presented at the CAHEA 2017 conference, this presentation provides an overview of a pioneering faculty evaluation and development project in online self-paced courses. Through the combination of best practices modified for online self-paced learning, an instructional quality monitoring program, and elements of instructional coaching MBI-DL has seen great success in reducing student and instructor isolation, increasing instructional quality, and increasing student persistence rates.
Objectives:
1. Outline a model of faculty evaluation and development for online, self-paced courses
2. Demonstrate the impact of faculty evaluation and development on online self-paced instructional quality and student success
3. Provide a summary of lesson learned in implementing this pilot project
Evolving the Teaching and Practice of Project Management: Lessons Learned on...Wayne Pferdehirt
Slides presenting a paper at the ASEE 2018 Annual Conference describing the evolution in content and format of an advanced project management course at the University of Wisconsin-Madison. The course is for experienced, practicing professionals in the online Master of Engineering management program at the University of Wisconsin-Madison.
The document summarizes key information from a Year 10 Expectations Evening for students and parents. It discusses:
- The new GCSE grading system and last year's strong performance results.
- Post-16 pathways including most students staying on for sixth form.
- The increased demands of the new GCSE exams with more exams, longer exams, and exams accounting for most of the assessment.
- The importance of attendance and effort for student success, with over 95% attendance needed to avoid dropping grades.
- Academic and pastoral support available to students both in school and at home to help them rise to the new demands.
The document summarizes the various services provided by SIUE's Instructional Services to help students at all academic levels, including the Writing Center, Math Resource Area, Speech Center, general tutoring, Supplemental Instruction, testing services, developmental and credit-bearing courses. These services offer tutoring, handouts, workshops, and other resources across multiple subjects to help students improve their writing, math, public speaking, and overall academic skills. The goal is to help underprepared students prepare, prepared students advance, and advanced students excel.
The document analyzes essays that failed a writing exam to identify common errors and improve tutoring. It randomly selected 80 failing essays from 2007-2008 and checked them for grammar and organization errors. The findings aimed to provide recommendations to support student writing, increase accountability in academic departments, and improve intervention strategies by targeting students earlier and introducing additional writing courses.
The document provides an overview of Ohio's value-added assessment and accountability system, including:
1) It describes the development of Ohio's two value-added models (URM and MRM) and the unification into a single system to expand teacher-level reporting statewide.
2) It summarizes recent changes and enhancements to Ohio's value-added reports, including the addition of subjects, inclusion of student historical data across districts, and expanded report views.
3) It discusses the role of value-added analysis in Ohio's accountability system and teacher evaluations under new laws.
The MAP test is an adaptive online test administered in the fall and spring to measure student performance in reading, language usage, and math. It is aligned to state standards and provides detailed data to teachers within a few days to better inform instruction and student grouping. Teachers can use MAP test data to measure individual student growth over time, understand program strengths and weaknesses, and differentiate instruction based on student needs.
The document outlines the assessment cycle used by librarians at Loyola Marymount University to evaluate information literacy instruction sessions for first-year English courses. The cycle includes 7 steps: 1) reviewing learning goals, 2) identifying learning outcomes, 3) creating learning activities, 4) enacting activities, 5) gathering data to check learning, 6) interpreting the data, and 7) enacting decisions based on the findings. Through multiple iterations of this process over 3 years, the librarians found that a rubric helped provide clearer teaching expectations and establish evidence of student learning.
Euclid City Schools DLT Presentation Feb 9 2009tlysiak
This presentation was conducted by the Euclid City Schools' District Leadership team. Speakers were: Superintendent, Dr. Joffrey Jones, Principal, Dr. Charlie Smialek, Teachers Airel Townes and Margo Smolic, and State Support Team members Paula Woods and Ross May. The purpose of this presentation is to provide an overview of the actions the District Leadership Team has taken while examining data and forming goals.
The document provides information about PDAS (Professional Development and Appraisal System) training. It includes:
1) The goal of PDAS is to improve student performance through developing teachers professionally.
2) The timeline and appraisers for the PDAS process throughout the school year.
3) Guidance around local decisions regarding who to evaluate with PDAS and teacher options if they disagree with an appraisal.
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.
This document outlines the agenda and process for the 2011 Parker School District data retreat. The retreat will follow a 7 step process to analyze student achievement, program, and community data. Staff will examine literacy, math, and science scores, identify strengths and weaknesses, and set goals to improve student learning. They will analyze data by student subgroups, standards, and cohorts over time. The intended outcomes are to engage in discussions about strategies, connect strategies to student outcomes, and create action plans to monitor goals and improve student performance.
Predicting academic performance of an elementary school using attributes like class size, enrollment, poverty, parent education, student performance, teachers credentials from 400 elementary schools from the California Department of Education's API 2000 dataset
This document summarizes survey response rates, student outcomes, framework elements, and essential supports for P.S. 147 Isaac Remsen elementary school. It includes data from the 2014-2015 school year on teacher and parent survey response rates, student achievement levels, quality review ratings, and survey results on areas like rigorous instruction, collaborative teachers, and supportive environment.
This document provides guidance for teachers on sharing MAP (Measures of Academic Progress) data with parents. It recommends focusing on student strengths and areas for growth rather than test scores. Teachers are advised to gather multiple sources of evidence on student learning and set individualized learning goals when meeting with parents.
Terry Handley - Assessing Pupils Progress in ICTNaace Naace
Assessing Pupils’ Progress (APP) is the new national approach to assessment that equips teachers to make judgments on pupils’ progress, fine-tune their understanding of learners’ needs, and tailors their planning and teaching accordingly. QCA have recently piloted this approach in ICT to compliment those already developed for Science, Mathematics and English. The pilot has been greeted enthusiastically by the teachers involved.
This session will introduce the methodology and some of the materials developed in addition to hearing from one of the pilot schools about their experience.
This document provides an overview of New Brunswick's Provincial Assessment Program. It discusses moving from collecting data to using information. Key points include:
- The program uses balanced assessment including formative, benchmark, and large-scale assessments.
- Provincial assessments are administered at grades 4, 6, and 10 in reading, math, and science literacy and report results at the school, district, and provincial levels.
- Assessment results are reported using performance levels to provide information on student achievement.
- The program aims to contextualize large-scale results and align assessments with other frameworks like PCAP and PISA.
Improving classroom instruction with co taught instructionpurteeda
This document summarizes a study on the effects of co-taught instruction on student performance in math classes. The study examined student assessment results and OGT scores from Algebra I and Geometry classes that used co-taught instruction versus traditional classes. Results were mixed, with non-co-taught Algebra I students showing the most growth but co-taught Geometry and OGT results slightly favoring co-taught classes. The conclusion is that further research is still needed but co-teaching can be justified if it helps low achievers and special needs students to improve.
Naace Strategic Conference 2009: The Next Generation of assessment - GL Asses...Naace Naace
This document discusses assessments in schools and the evolution from standardized tests to assessing pupils' progress (APP). It summarizes GL Assessment's role in providing both formative and summative assessments online and through their Testwise system. Key points covered include the phasing out of KS3 SATs, implementing APP across all subjects by 2011, and using periodic and transitional assessments to make holistic judgments of student progress.
Presented at the CAHEA 2017 conference, this presentation provides an overview of a pioneering faculty evaluation and development project in online self-paced courses. Through the combination of best practices modified for online self-paced learning, an instructional quality monitoring program, and elements of instructional coaching MBI-DL has seen great success in reducing student and instructor isolation, increasing instructional quality, and increasing student persistence rates.
Objectives:
1. Outline a model of faculty evaluation and development for online, self-paced courses
2. Demonstrate the impact of faculty evaluation and development on online self-paced instructional quality and student success
3. Provide a summary of lesson learned in implementing this pilot project
Evolving the Teaching and Practice of Project Management: Lessons Learned on...Wayne Pferdehirt
Slides presenting a paper at the ASEE 2018 Annual Conference describing the evolution in content and format of an advanced project management course at the University of Wisconsin-Madison. The course is for experienced, practicing professionals in the online Master of Engineering management program at the University of Wisconsin-Madison.
The document summarizes key information from a Year 10 Expectations Evening for students and parents. It discusses:
- The new GCSE grading system and last year's strong performance results.
- Post-16 pathways including most students staying on for sixth form.
- The increased demands of the new GCSE exams with more exams, longer exams, and exams accounting for most of the assessment.
- The importance of attendance and effort for student success, with over 95% attendance needed to avoid dropping grades.
- Academic and pastoral support available to students both in school and at home to help them rise to the new demands.
The document summarizes the various services provided by SIUE's Instructional Services to help students at all academic levels, including the Writing Center, Math Resource Area, Speech Center, general tutoring, Supplemental Instruction, testing services, developmental and credit-bearing courses. These services offer tutoring, handouts, workshops, and other resources across multiple subjects to help students improve their writing, math, public speaking, and overall academic skills. The goal is to help underprepared students prepare, prepared students advance, and advanced students excel.
The document analyzes essays that failed a writing exam to identify common errors and improve tutoring. It randomly selected 80 failing essays from 2007-2008 and checked them for grammar and organization errors. The findings aimed to provide recommendations to support student writing, increase accountability in academic departments, and improve intervention strategies by targeting students earlier and introducing additional writing courses.
The document provides an overview of Ohio's value-added assessment and accountability system, including:
1) It describes the development of Ohio's two value-added models (URM and MRM) and the unification into a single system to expand teacher-level reporting statewide.
2) It summarizes recent changes and enhancements to Ohio's value-added reports, including the addition of subjects, inclusion of student historical data across districts, and expanded report views.
3) It discusses the role of value-added analysis in Ohio's accountability system and teacher evaluations under new laws.
The MAP test is an adaptive online test administered in the fall and spring to measure student performance in reading, language usage, and math. It is aligned to state standards and provides detailed data to teachers within a few days to better inform instruction and student grouping. Teachers can use MAP test data to measure individual student growth over time, understand program strengths and weaknesses, and differentiate instruction based on student needs.
The document outlines the assessment cycle used by librarians at Loyola Marymount University to evaluate information literacy instruction sessions for first-year English courses. The cycle includes 7 steps: 1) reviewing learning goals, 2) identifying learning outcomes, 3) creating learning activities, 4) enacting activities, 5) gathering data to check learning, 6) interpreting the data, and 7) enacting decisions based on the findings. Through multiple iterations of this process over 3 years, the librarians found that a rubric helped provide clearer teaching expectations and establish evidence of student learning.
Euclid City Schools DLT Presentation Feb 9 2009tlysiak
This presentation was conducted by the Euclid City Schools' District Leadership team. Speakers were: Superintendent, Dr. Joffrey Jones, Principal, Dr. Charlie Smialek, Teachers Airel Townes and Margo Smolic, and State Support Team members Paula Woods and Ross May. The purpose of this presentation is to provide an overview of the actions the District Leadership Team has taken while examining data and forming goals.
The document provides information about PDAS (Professional Development and Appraisal System) training. It includes:
1) The goal of PDAS is to improve student performance through developing teachers professionally.
2) The timeline and appraisers for the PDAS process throughout the school year.
3) Guidance around local decisions regarding who to evaluate with PDAS and teacher options if they disagree with an appraisal.
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.
This document provides guidance on using the six step school self-evaluation process to evaluate an aspect of teaching and learning in the new Junior Cycle. It emphasizes that school self-evaluation is about improving learner outcomes through an inclusive, reflective, collaborative process. Key dates related to school self-evaluation and the Junior Cycle are provided. Resources for supporting the school self-evaluation process, including PDST seminars, workshops and school supports, are also listed.
The document provides information about New Jersey's teacher evaluation system, which uses multiple measures including student growth objectives (SGOs) and classroom observations. SGOs are academic goals for student groups that are aligned to state standards and can be measured over time. Effective SGOs are specific, measurable, ambitious, results-driven and timed. Teachers of tested grades have their evaluation weighted based on student growth percentiles and one SGO, while other teachers have evaluations weighted based on classroom observations and two SGOs.
Principal and-teacher-evaluation-key-ideas-your-role-and-your-school's-leadin...Winnie de Leon
This document provides an overview of principal and teacher evaluation processes in Mississippi, including:
- The Mississippi Principal Evaluation System (MPES) uses student achievement goals, organizational goals, and staff surveys to evaluate principals.
- 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
The document discusses changes to the national curriculum and assessment requirements in UK schools. Key points include:
- The national curriculum must be followed by maintained schools but not academies/free schools, though all schools have the same assessment requirements.
- Assessment levels will be removed and schools will be responsible for their own curriculum and assessment frameworks. Accountability will be based on pupil progress and achievement.
- The NAHT recommends assessing pupils against objective criteria rather than rankings and developing consistent assessment criteria based on the new national curriculum.
- An assessment model is proposed using key performance indicators and performance standards to assess pupils termly and annually against the national curriculum criteria. Schools will track achievement and create exemplars.
The document outlines a school's plan to implement Language and Literacy Levels (L&LL) to plan, assess, and help students progress in writing. It details the following:
- Goals for teachers to apply L&LL and for students to progress one level per year or two levels for EALD students.
- A plan to develop teacher capacity through professional development and student leveling sessions to assess sentence structure.
- A moderation process found the school's leveling was mostly aligned to moderator standards.
- An ethos that leveling will help teachers cater to student needs and support differentiation.
The document summarizes the new K-12 grading system implemented in the Philippines. It discusses that assessment is now integrated into daily classroom activities and includes both formative and summative evaluations. Grades are based on weighted scores from written work, performance tasks, and quarterly assessments. Students need a final grade of at least 75 in all subjects to promote to the next grade level, or they may need to take remedial classes. The goal is for assessment to enhance the teaching and learning process.
The document summarizes the new K-12 grading system implemented in the Philippines. It discusses that assessment is now integrated into daily classroom activities and includes both formative and summative evaluations. Grades are based on weighted scores from written work, performance tasks, and quarterly assessments. Students need a final grade of at least 75 in all subjects to promote to the next grade level, or they may need to take remedial classes. The goal is for assessment to enhance the teaching and learning process.
NYSCOSS Conference Superintendents Training on Assessment 9 14NWEA
This document discusses using data wisely from a superintendent's perspective. It covers three main topics: assessment basics, improving assessment programs, and developing a data culture. The document emphasizes that what is measured gets attended to, so assessments must be properly aligned and designed. It also stresses using multiple years of data to provide context and control for outside factors to fairly evaluate teachers. Developing the right assessment systems and using data thoughtfully can significantly improve student achievement.
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program in the Philippines. It discusses how learner progress is recorded and grades are computed from Kindergarten to Senior High School. Grades are determined by weighted scores from written work, performance tasks, and quarterly assessments. Learners must meet certain grade requirements to be promoted or retained and can take remedial classes if they do not meet expectations. The document also provides details on how core values are assessed and reported in the learners' report cards.
This document provides an overview of a presentation on data teams. It discusses the importance of using data to guide instructional improvements, and provides recommendations and examples for establishing a culture of data-driven decision making at the classroom, school, and district level. The key recommendations include making data part of an instructional cycle, teaching students to examine their own data, establishing a clear school-wide vision for data use, providing supports for collaboration, and developing a district-wide data system.
Professional Learning Communities and Collaboration as a Vehicle to School Transformation - presented by Partners in School Innovation and Alum Rock Union Elementary School District at the California Department of Education Title 1 Conference in March 2014.
MSDE Presentation on Student Learning Objectives: MSEA 2013 Conventionmarylandeducators
The document discusses implementing high-quality student learning objectives (SLOs) as part of Maryland's teacher evaluation model. It explains that 50% of teacher evaluations will be based on student growth measures, including SLOs. SLOs require teachers to identify critical content, select quality measures, set rigorous targets, and develop best practice action plans. The document provides questions and examples to guide teachers in developing high-quality SLOs and ensuring they are ambitious yet attainable. After using SLOs for 5 years, teachers reported benefits like stronger collaboration and a focus on student progress and achievement.
Cougar Elementary has been identified as a priority school due to low performance in reading and math. The new principal has been asked to outline their first steps and vision for the school. They will focus on forming an effective leadership team, conducting a deep data analysis to understand strengths and weaknesses, and creating a SMART goal-driven action plan to improve student outcomes and instructional practices by the end of the school year.
This document provides an overview of a presentation on student learning objectives (SLOs). It discusses the key elements of an SLO template, including setting goals based on standards, identifying assessments and performance indicators, and setting teacher expectations. Participants worked in groups to populate sections of an SLO template based on these elements. The purpose of SLOs is to positively influence teacher effectiveness ratings by setting clear goals for student growth and achievement.
This document discusses standards-based assessment for K-12 curriculum. It defines key concepts like standards, competencies, and different types of assessment. Standards refer to learning benchmarks and include content, performance, and key stage standards. Competencies are specific skills unpacked from standards. Assessment can be formative, summative, or diagnostic and should align with competencies. Formative assessment is used to improve instruction, while summative assessment measures learning. A template is provided to map assessments to competencies for a given unit. The goal of standards-based assessment is to evaluate students' mastery of the standards.
The document summarizes anticipated changes to Georgia's student assessment program. It notes that Georgia will transition to a new assessment system aligned to college and career ready standards, consolidating reading, language arts, and writing assessments. This new system will be more rigorous, coherent across grades, and include online administration over time. The transition provides an opportunity for Georgia students to be better positioned nationally, but it also brings uncertainty that will be addressed through guidance on standards, sample items, and readiness indicators.
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program. It discusses how learner progress is recorded and grades are computed from Kindergarten to Senior High School. Progress is reported using descriptive remarks, and requirements for promotion or retention are specified for each grade level. The document also describes remedial classes, recomputed grades, and how core values are reflected in report cards.
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program. It describes how learner progress is recorded and grades are computed from Kindergarten to Senior High School. Progress is reported using descriptive ratings, and requirements for promotion or retention are specified for each grade level. The document also discusses remedial classes, recomputed grades, and how core values are reflected in report cards.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
ALD4ALL TSAS PowerPoint 20150922
1. Teacher Self-Assessment Scales (TSAS)
• Aligned to the NM Educator Effectiveness System (NMTEACH)
• NMTEACH was revised this year to give more focus to…
• Culturally and Linguistically Diverse (CLD) students
• English Learners / English Language Learners (ELs)
• Students with Disabilities (SWD)
• WIDA English Language Development (ELD) Standards
• TSAS was also revised to remain aligned with NMTEACH
• Therefore, today’s assessment provides for a new baseline
measure
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2. Prep for and Taking the TSAS (12min)
• Content is aligned to NMTEACH but format is different…
• Instead of 5-point qualitative rubric, TSAS is based on a scale
of 1 to 100
• Respondents are anonymous
• Respondents rate their confidence, on a scale of 1 to 100, to
successfully complete the designated tasks, with 1 being little
to no confidence, and 100 being ultimate confidence
• We’re not looking for or hoping for high scores, rather we are
looking for variation (a good measure varies)
• Consider each item carefully BUT QUICKLY, and…
• Be as humble and introspective as you can…
• TAKE THE ASSESSMENT. Gather completed assessment
worksheets…
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3. Post-Assessment Wrap-up (8min)
• TSAS Purposes and Uses…
• NMTEACH is Teacher Evaluation; TSAS is Teacher/Admin
support to assess their individual and collective capabilities to
perform designated tasks and functions aligned to NMTEACH
• Individual results can be used for PDP preparation
• Collective results can be used to inform school-wide plans
• Develop a shared understanding of each element
• TSAS data provided are not an indicator of teacher quality and
are not evaluative in the sense that they represent a value
judgment of teachers
• data are provided by the schools themselves, and therefore
these are the schools own self-assessments
• TSAS is about Teacher Efficacy: See TSAS Guidance and
Resources
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4. Previous Results — 2014
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1A. 1B. 1C. 1D. 1E. 1F.
ALL 79.98 79.97 79.85 81.94 81.84 78
ALD4ALL 82.76 84.75 82.07 85.48 86.16 82.46
Non-ALD4ALL 77.82 76.27 78.13 79.19 78.5 74.54
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Note. As show above, the ALD4ALL project schools, depicted as the second bar, in
red, collectively score themselves substantially higher than non-ALD4ALL schools
that have also submitted entries.
Domain 1: Preparation and Planning
5. Current Results — 2015
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Note. As demonstrated on all six elements of Domain 1 of the NMTEACH Educator
Effectiveness System, ALD4ALL participants reported, on average, greater levels of
teacher efficacy in 2015, surpassing their already high numbers for 2014 .
Domain 1: Preparation and Planning
1A. 1B. 1C. 1D. 1E. 1F.
ALD4ALL 2014 83.06 84.84 82.42 85.73 86.39 82.55
ALD4ALL 2015 87.02 86.87 87.11 88.72 89.7 84.38
ALD4ALL All Years 84.2 85.42 83.77 86.6 87.34 83.08
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