Woodcrest Elementary School and
Woodcrest Preschool
ANNUAL FAMILY FUN DAY / OPEN HOUSE
Showcasing our amazing academic curriculum and teachers in Tarzana, Agoura, Newbury Park, and Lake Forest!
Saturday, February 4, 2012
11:00am - 1:00pm
All family welcome to participate in fun crafts, cooking projects, activities, free food, and much more. For more information, please visit www.woodcrestpreschool.com. A special offer is included online.
Family Fun Day is at our Tarzana, Agoura, Newbury Park, and Lake Forest Preschools.
Woodcrest Preschool - Tarzana
Ages served: 2-5
6043 Tampa Ave.
Tarzana, CA 91356
(818) 345-3002
lic#191290059
Woodcrest Preschool - Sherman Oaks
{no family fun day -- existing waiting list}
Ages served: 2-5
13562 Ventura Blvd.
Sherman Oaks, CA 91423
(818) 783-2930
lic#191231426
Woodcrest Preschool - Agoura
Ages: Toddler-5
28370 Roadside Dr.
Agoura, CA 91301
(818) 889-9841
lic#197402148
Woodcrest Preschool - Newbury Park
Ages Served: Toddler-5
107 Teardrop Court
Newbury Park, CA 91320
(805) 375-7788
lic#566205350
Woodcrest Preschool - Lake Forest
Ages Served: Inf,Todd,Pre,Kinder
21772 Lake Forest Dr.
Lake Forest, CA 92630
(949) 859-0805
lic#304270420 preschool
lic#304270421 infants
DID YOU KNOW?
We also have an amazing private Elementary School for Kindergarten to 5th Grade? Go to www.WoodcrestSchool.com to learn more.
Exploring camps for this summer? Look no further. Also in the family:
Valley Trails (Tarzana), VT Ranch (Santa Clarita) and
Cottontail Ranch for all your summer camp needs!
Tarzana Camp
6043 Tampa Avenue
Tarzana, CA 91356
818-345-3002
info@valleytrails.com
www.valleytrails.com
Santa Clarita Location
30910 S. Sloan Canyon Road
Castaic, CA 91384
661-257-0266
info@vtranch.com
www.vtranch.com
CottonTail Ranch
at VT Ranch
www.campcottontail.com
What is the effect of digital technologies on engagement and complexity of th...clairweston
This document describes research being conducted to examine the effect of digital technologies on the engagement and complexity of thinking of 5-6 year old children in a Reggio Emilia-inspired educational setting. The researcher hypothesizes that iPads, when used as an expressive tool in a supportive environment with carefully chosen apps, can enhance engagement and thinking complexity compared to more passive use. The study involves providing iPad access to an experimental group of children while collecting data on engagement and thinking levels before and after the intervention, compared to a control group. The intervention focuses on replacing passive apps with more open-ended options and supporting sharing of discoveries between children.
This is my slideshow for my ULearn11 breakout:
We have been using e-Portfolios with Year 1 to 6 students at Elm Park School since 2007 and shortly afterwards made the decision to use our e-Portfolios as our sole method of reporting to parents. During this presentation we will discuss our ongoing journey to implement e-Portfolios school-wide, our purpose behind the decision to start the journey, the successes and the challenges - warts and all! We’ll have a look at some e-Portfolios examples and share the professional development, resources, equipment and web 2.0 tools that we have found most useful to help us along the way.
We use KnowledgeNET’s Learning Journals at Elm Park School to create our e-Portfolios but this workshop will also be of interest to those using other applications.
The document summarizes a tool called the Mission Skills Assessment (MSA) that measures six character strengths - teamwork, creativity, ethics, resilience, curiosity, and time management - that schools have identified as essential for student success. The MSA is a longitudinal assessment that benchmarks student growth in these areas over multiple years. It involves student and teacher evaluations and correlates performance with academic outcomes. Research shows that these "noncognitive" skills are strongly linked to academic achievement, life satisfaction, career success, and other positive life outcomes.
Understanding How to Use Real Time Assessment as a Tool in Curriculum DesignHatch Early Learning
This document summarizes Cathy Grace's webinar on using real-time assessment as a tool in curriculum design. The webinar addressed how developmentally appropriate assessment of children is important for developing high-quality, child-focused programs and classrooms. It also discussed reasons for teacher resistance to technology in the classroom and how its use can be better integrated into overall program design. The webinar aimed to show how data-driven decisions based on ongoing assessment can improve instruction and ensure children's needs are met.
This document discusses how technology can help change science education for students with disabilities. It describes several new tools that allow students to collect and analyze real-time sensor data through computer probes, including the Go!Temp temperature probe, Go!Link sensor interface, Vernier's Logger Lite software, and Pasco's Xplorer datalogger. These tools engage students by giving them hands-on experimentation and making scientific concepts more accessible and interactive.
Training on Flipped classroom and EAS (Episodes of Situated Learning) held by the maths teacher at the Middle school Tinozzi of the IC8PE: Bello Simona.
What is the effect of digital technologies on engagement and complexity of th...clairweston
This document describes research being conducted to examine the effect of digital technologies on the engagement and complexity of thinking of 5-6 year old children in a Reggio Emilia-inspired educational setting. The researcher hypothesizes that iPads, when used as an expressive tool in a supportive environment with carefully chosen apps, can enhance engagement and thinking complexity compared to more passive use. The study involves providing iPad access to an experimental group of children while collecting data on engagement and thinking levels before and after the intervention, compared to a control group. The intervention focuses on replacing passive apps with more open-ended options and supporting sharing of discoveries between children.
This is my slideshow for my ULearn11 breakout:
We have been using e-Portfolios with Year 1 to 6 students at Elm Park School since 2007 and shortly afterwards made the decision to use our e-Portfolios as our sole method of reporting to parents. During this presentation we will discuss our ongoing journey to implement e-Portfolios school-wide, our purpose behind the decision to start the journey, the successes and the challenges - warts and all! We’ll have a look at some e-Portfolios examples and share the professional development, resources, equipment and web 2.0 tools that we have found most useful to help us along the way.
We use KnowledgeNET’s Learning Journals at Elm Park School to create our e-Portfolios but this workshop will also be of interest to those using other applications.
The document summarizes a tool called the Mission Skills Assessment (MSA) that measures six character strengths - teamwork, creativity, ethics, resilience, curiosity, and time management - that schools have identified as essential for student success. The MSA is a longitudinal assessment that benchmarks student growth in these areas over multiple years. It involves student and teacher evaluations and correlates performance with academic outcomes. Research shows that these "noncognitive" skills are strongly linked to academic achievement, life satisfaction, career success, and other positive life outcomes.
Understanding How to Use Real Time Assessment as a Tool in Curriculum DesignHatch Early Learning
This document summarizes Cathy Grace's webinar on using real-time assessment as a tool in curriculum design. The webinar addressed how developmentally appropriate assessment of children is important for developing high-quality, child-focused programs and classrooms. It also discussed reasons for teacher resistance to technology in the classroom and how its use can be better integrated into overall program design. The webinar aimed to show how data-driven decisions based on ongoing assessment can improve instruction and ensure children's needs are met.
This document discusses how technology can help change science education for students with disabilities. It describes several new tools that allow students to collect and analyze real-time sensor data through computer probes, including the Go!Temp temperature probe, Go!Link sensor interface, Vernier's Logger Lite software, and Pasco's Xplorer datalogger. These tools engage students by giving them hands-on experimentation and making scientific concepts more accessible and interactive.
Training on Flipped classroom and EAS (Episodes of Situated Learning) held by the maths teacher at the Middle school Tinozzi of the IC8PE: Bello Simona.
This document outlines a lesson plan for first grade students to create a "how to make a snowman" vodcast. The students will:
1. Paint snowman bodies and write steps using transition words on a graphic organizer.
2. Take pictures of their snowman artwork and record themselves reading their instructions.
3. Create an individual vodcast explaining how to make a snowman.
The teacher will introduce the project, instruct on the artwork, writing, and vodcasting. Students will work independently and be evaluated on their final vodcasts. The goal is for students to communicate instructions effectively using technology.
The document discusses No Child Left Behind (NCLB) and professional development requirements. It notes that NCLB requires all staff, including volunteers and support staff, receive training to meet the needs of lowest achieving students. It also outlines criteria for high-quality professional development according to NCLB, including being ongoing, research-based, and aligned with schoolwide goals. The document provides examples of research on literacy programs and professional development models that meet NCLB standards.
Presented at the Oregon Technology in Education Network OTEN 2016 Conference.
This session reviews three apps — Nearpod, Ed Puzzle, and Schoology — for supporting Differentiated Instruction (DI), and shares outcomes from their initial exploration in different classrooms in a Future Ready Middle School.
Teenaged Internet tutors’ level of interactivity by sharing knowledge with...Tiina Tambaum
Quiz-presentation for JURE 2018 conference. The study analyses how teenaged tutors paired with older learners make use of interactive style in teaching-learning Internet skills. The results show that teenagers who are formally unprepared for the role of an instructor of Internet skills for older person use interactive tactics inconsistently and their use of scaffolding tactics, asking question or reflection and answering is rather discreet. The prior preparation for the role of a tutor is needed and implemented in an intearctive way.
The document proposes virtual holographic STEM stations for K-12 students in the US to address shortcomings in science and math proficiency. It describes the large US education market and trends towards digital learning. The solution presented is an interactive 3D holographic device that delivers STEM curriculum through observation, experimentation, expert guidance and assessment. A business model is proposed where the hardware is produced by one company and content is developed and distributed through a separate company's platform to schools and individuals. The concept aims to be validated through a controlled study comparing learning outcomes.
This document discusses teaching methods that go beyond traditional lectures by incorporating more participatory and social learning approaches that align better with today's students. It notes that the current generation of students is accustomed to both online and in-person socialization and experiences that are increasingly mobile. Research suggests incorporating more opportunities for deep learning through activities like analysis, synthesis and evaluation rather than purely memorization. The document provides examples of participatory tools and formats like VoiceThreads, wikis and mobile lectures that engage students both in and outside the classroom. Student comments provide evidence that these newer approaches helped promote deeper learning and understanding of course materials.
The project aimed to provide better education to rural students in Maharashtra, India through the development of an interactive classroom device called "Klassmate". The device was implemented in several small, rural schools and helped improve student academic results, engagement, and 21st century skills like collaboration. Through community fundraising and support, the project demonstrated how technology can enhance learning opportunities for students in under-resourced areas.
Learn how to increase communication effectively with children through the use of sign language at home or in your early childhood development program. We hope you will use this information to guide you through the process of introducing and using sign language successfully in your classroom or home. Visit http://hatchearlylearning.com/webinars for upcoming events and recordings.
Evaluating Educational Technology in Early Childhood [At the McCormick Center]Hatch Early Learning
This document discusses evaluating educational technology for early childhood education. It begins with introductions and defining educational technology. It then discusses research showing positive cognitive, social-emotional, and learning outcomes for young children using developmentally appropriate technology. The research indicates that technology can promote language, literacy, writing, math, motivation, problem-solving skills and more. The document also covers special needs learners, dual language learners, and different types of interactive technologies like touchscreens, interactive whiteboards, and mobile devices. It emphasizes selecting technology based on goals, the technology, and appropriate content for young children.
Calvert has been providing distance learning for over 100 years and their curriculum is used worldwide. The document discusses why the school chose Calvert, the benefits they see in the Calvert curriculum, and what is included in a Calvert education. Key points include Calvert's proven curriculum, academic excellence, flexibility, daily lesson plans, qualified teachers, online resources, and support for students and families.
This document outlines a roadmap for developing a successful educational technology program that starts with early learners. It discusses four key ideas: (1) how research findings support using technology appropriately with young children, (2) the importance of program philosophy and goals, (3) best practices for selecting educational technology and professional development, and (4) conducting local evaluations to understand how technology meets children's needs and strengths. The overall message is that technology should be used intentionally as a tool to enhance learning, not for its own sake, and educators play a vital role in guiding children's experiences with technology.
This document discusses the importance of visual literacy in STEM education. It argues that imagery is a fundamental part of STEM learning and that students must develop skills in interpreting and communicating information presented visually. The document recommends that educators incorporate visual elements like diagrams, charts, and student sketching into lessons to help students better understand concepts and retain information. It also advocates maintaining science notebooks modeled after Leonardo Da Vinci's notebooks to improve student observation, creative expression, and metacognition.
This document discusses lecture capture and the flipped classroom model of instruction. It provides several alternative names for lecture capture, such as flipped classroom, asynchronous instruction, and podcasting. The flipped model shifts more responsibility for learning to students by having them learn new content on their own, often through pre-recorded videos, so class time can be spent on interactive activities and discussions. Several examples are given of how instructors have used lecture capture and flipping in their courses. Research suggests it does not negatively impact attendance and can improve student understanding and engagement with course material.
The document contains summaries of multiple projects that aimed to increase student learning. Key details include:
- A project on international business learning objects found that students who accessed online resources scored higher on a quiz than students who did not.
- Another project found that 75% of students who regularly attended seminar sessions achieved a GPA of 2.0 or higher.
- A service learning component added to philosophy courses was unable to conclusively determine if it increased student learning due to low student participation.
- A podcasting project for a math course found that student learning was achieved.
The document discusses program design for developing technological pedagogical and content knowledge (TPACK) based on the educational philosophy of John Dewey. It advocates for designing the program as an experience that is unified, focuses on TPACK, encourages repurposing and creativity, allows for deep play, and has a dramatic quality. This approach aims to create a program with multiple levels of learning from mechanical to generative that are integrated across the program, courses, assignments, students, and instructors.
The document provides information about supporting student creativity in a learner-centered classroom. It discusses:
1) What a learner-centered classroom is and how it focuses on student needs, interests, and facilitates knowledge construction.
2) Definitions of creative thinking as generating multiple solutions to problems and selecting the best option.
3) Ways to encourage creative thinking such as providing student choice, teaching life skills like perseverance, and incorporating divergent, convergent, critical and inductive thinking approaches.
This document lists 131 projects from the Awards for Excellence program. It categorizes the projects into three groups based on their performance in achieving increased student learning of concepts and skills: 5 projects performed below expectations, 126 projects exceeded expectations, and 10 projects met expectations. The document provides the project ID numbers, titles, and outcome ranks for each listed project.
Dr.Martin o’brien & Carol Allen - Evidence Based Practice methods and ideas i...IEFE
Presenters:
1- Martin O’Brien
Assistant Director Maryland School for the Deaf / USA
Coordinator of International Education Programs
2- Carol Allen
Advisory Teacher for ICT and SEN, North Tyneside Local Authority (UK)
Topic:
Evidence Based Practice
methods and ideas in planning and teaching deaf students
IEFE Forum 2014
Zeiger Elementary State Of The School 2008-09brouillet
1. Edward Zeiger Elementary's mission is to ensure high levels of learning for each student in an inclusive environment supporting lifelong skill development.
2. The school aims to increase academic rigor, continuously improve student performance, and provide support and enrichment opportunities to help all students achieve.
3. Key goals include strengthening communication with parents, maintaining a safe learning environment, and ensuring accountability and financial stability across the district.
This document outlines a lesson plan for first grade students to create a "how to make a snowman" vodcast. The students will:
1. Paint snowman bodies and write steps using transition words on a graphic organizer.
2. Take pictures of their snowman artwork and record themselves reading their instructions.
3. Create an individual vodcast explaining how to make a snowman.
The teacher will introduce the project, instruct on the artwork, writing, and vodcasting. Students will work independently and be evaluated on their final vodcasts. The goal is for students to communicate instructions effectively using technology.
The document discusses No Child Left Behind (NCLB) and professional development requirements. It notes that NCLB requires all staff, including volunteers and support staff, receive training to meet the needs of lowest achieving students. It also outlines criteria for high-quality professional development according to NCLB, including being ongoing, research-based, and aligned with schoolwide goals. The document provides examples of research on literacy programs and professional development models that meet NCLB standards.
Presented at the Oregon Technology in Education Network OTEN 2016 Conference.
This session reviews three apps — Nearpod, Ed Puzzle, and Schoology — for supporting Differentiated Instruction (DI), and shares outcomes from their initial exploration in different classrooms in a Future Ready Middle School.
Teenaged Internet tutors’ level of interactivity by sharing knowledge with...Tiina Tambaum
Quiz-presentation for JURE 2018 conference. The study analyses how teenaged tutors paired with older learners make use of interactive style in teaching-learning Internet skills. The results show that teenagers who are formally unprepared for the role of an instructor of Internet skills for older person use interactive tactics inconsistently and their use of scaffolding tactics, asking question or reflection and answering is rather discreet. The prior preparation for the role of a tutor is needed and implemented in an intearctive way.
The document proposes virtual holographic STEM stations for K-12 students in the US to address shortcomings in science and math proficiency. It describes the large US education market and trends towards digital learning. The solution presented is an interactive 3D holographic device that delivers STEM curriculum through observation, experimentation, expert guidance and assessment. A business model is proposed where the hardware is produced by one company and content is developed and distributed through a separate company's platform to schools and individuals. The concept aims to be validated through a controlled study comparing learning outcomes.
This document discusses teaching methods that go beyond traditional lectures by incorporating more participatory and social learning approaches that align better with today's students. It notes that the current generation of students is accustomed to both online and in-person socialization and experiences that are increasingly mobile. Research suggests incorporating more opportunities for deep learning through activities like analysis, synthesis and evaluation rather than purely memorization. The document provides examples of participatory tools and formats like VoiceThreads, wikis and mobile lectures that engage students both in and outside the classroom. Student comments provide evidence that these newer approaches helped promote deeper learning and understanding of course materials.
The project aimed to provide better education to rural students in Maharashtra, India through the development of an interactive classroom device called "Klassmate". The device was implemented in several small, rural schools and helped improve student academic results, engagement, and 21st century skills like collaboration. Through community fundraising and support, the project demonstrated how technology can enhance learning opportunities for students in under-resourced areas.
Learn how to increase communication effectively with children through the use of sign language at home or in your early childhood development program. We hope you will use this information to guide you through the process of introducing and using sign language successfully in your classroom or home. Visit http://hatchearlylearning.com/webinars for upcoming events and recordings.
Evaluating Educational Technology in Early Childhood [At the McCormick Center]Hatch Early Learning
This document discusses evaluating educational technology for early childhood education. It begins with introductions and defining educational technology. It then discusses research showing positive cognitive, social-emotional, and learning outcomes for young children using developmentally appropriate technology. The research indicates that technology can promote language, literacy, writing, math, motivation, problem-solving skills and more. The document also covers special needs learners, dual language learners, and different types of interactive technologies like touchscreens, interactive whiteboards, and mobile devices. It emphasizes selecting technology based on goals, the technology, and appropriate content for young children.
Calvert has been providing distance learning for over 100 years and their curriculum is used worldwide. The document discusses why the school chose Calvert, the benefits they see in the Calvert curriculum, and what is included in a Calvert education. Key points include Calvert's proven curriculum, academic excellence, flexibility, daily lesson plans, qualified teachers, online resources, and support for students and families.
This document outlines a roadmap for developing a successful educational technology program that starts with early learners. It discusses four key ideas: (1) how research findings support using technology appropriately with young children, (2) the importance of program philosophy and goals, (3) best practices for selecting educational technology and professional development, and (4) conducting local evaluations to understand how technology meets children's needs and strengths. The overall message is that technology should be used intentionally as a tool to enhance learning, not for its own sake, and educators play a vital role in guiding children's experiences with technology.
This document discusses the importance of visual literacy in STEM education. It argues that imagery is a fundamental part of STEM learning and that students must develop skills in interpreting and communicating information presented visually. The document recommends that educators incorporate visual elements like diagrams, charts, and student sketching into lessons to help students better understand concepts and retain information. It also advocates maintaining science notebooks modeled after Leonardo Da Vinci's notebooks to improve student observation, creative expression, and metacognition.
This document discusses lecture capture and the flipped classroom model of instruction. It provides several alternative names for lecture capture, such as flipped classroom, asynchronous instruction, and podcasting. The flipped model shifts more responsibility for learning to students by having them learn new content on their own, often through pre-recorded videos, so class time can be spent on interactive activities and discussions. Several examples are given of how instructors have used lecture capture and flipping in their courses. Research suggests it does not negatively impact attendance and can improve student understanding and engagement with course material.
The document contains summaries of multiple projects that aimed to increase student learning. Key details include:
- A project on international business learning objects found that students who accessed online resources scored higher on a quiz than students who did not.
- Another project found that 75% of students who regularly attended seminar sessions achieved a GPA of 2.0 or higher.
- A service learning component added to philosophy courses was unable to conclusively determine if it increased student learning due to low student participation.
- A podcasting project for a math course found that student learning was achieved.
The document discusses program design for developing technological pedagogical and content knowledge (TPACK) based on the educational philosophy of John Dewey. It advocates for designing the program as an experience that is unified, focuses on TPACK, encourages repurposing and creativity, allows for deep play, and has a dramatic quality. This approach aims to create a program with multiple levels of learning from mechanical to generative that are integrated across the program, courses, assignments, students, and instructors.
The document provides information about supporting student creativity in a learner-centered classroom. It discusses:
1) What a learner-centered classroom is and how it focuses on student needs, interests, and facilitates knowledge construction.
2) Definitions of creative thinking as generating multiple solutions to problems and selecting the best option.
3) Ways to encourage creative thinking such as providing student choice, teaching life skills like perseverance, and incorporating divergent, convergent, critical and inductive thinking approaches.
This document lists 131 projects from the Awards for Excellence program. It categorizes the projects into three groups based on their performance in achieving increased student learning of concepts and skills: 5 projects performed below expectations, 126 projects exceeded expectations, and 10 projects met expectations. The document provides the project ID numbers, titles, and outcome ranks for each listed project.
Dr.Martin o’brien & Carol Allen - Evidence Based Practice methods and ideas i...IEFE
Presenters:
1- Martin O’Brien
Assistant Director Maryland School for the Deaf / USA
Coordinator of International Education Programs
2- Carol Allen
Advisory Teacher for ICT and SEN, North Tyneside Local Authority (UK)
Topic:
Evidence Based Practice
methods and ideas in planning and teaching deaf students
IEFE Forum 2014
Zeiger Elementary State Of The School 2008-09brouillet
1. Edward Zeiger Elementary's mission is to ensure high levels of learning for each student in an inclusive environment supporting lifelong skill development.
2. The school aims to increase academic rigor, continuously improve student performance, and provide support and enrichment opportunities to help all students achieve.
3. Key goals include strengthening communication with parents, maintaining a safe learning environment, and ensuring accountability and financial stability across the district.
1. The document discusses the achievements and development plan of a middle school. It outlines the school's goals of ensuring students are prepared for their future and developing important academic behaviors.
2. The school's achievements include accreditations earned in recent years. The development plan focuses on providing a creative learning environment, high-quality teaching, and monitoring student performance.
3. The plan also outlines strategies for various subjects including project-based learning, global projects, and integrating technology into lessons. Teachers provide details on their approaches for the current academic year.
The document summarizes the services provided by the tutoring company A to Z Tutoring. It highlights their focus on convenience through in-home tutoring sessions that can be scheduled around a family's schedule. It also emphasizes their approach of individualized attention and assessment to address each student's unique needs. Effectiveness is demonstrated through survey results showing improved grades and test scores for over 90% of students, as well as growth on standardized tests with an average score increase of 16% in reading and 21% in math.
This document provides an overview and agenda for a presentation on EVAAS (Education Value-Added Assessment System) for educators. The presentation aims to familiarize educators with EVAAS resources, reports, and student projection tools. It will cover locating EVAAS online modules and webinars, understanding value-added reporting such as pie charts, and using student at-risk and preparedness reports as well as projection data to assess students' needs and inform instructional decisions.
Sec 1 parents day principal address 2013 updated5 jan s1ntBVSSslides
The document outlines the programme for Bukit View Secondary School's Secondary 1 Parents' Day. It includes:
1) An address by the principal in the morning about school policies, programmes, and the introduction of the Parent Support Group.
2) Meetings with form teachers and a tour of co-curricular activity booths in the morning.
3) Presentations on the school's vision of being a dynamic institution that adds value for all, academic achievements and programmes to develop students holistically.
4) Details on communication channels, partnerships with parents, teaching and learning programmes, and student development initiatives.
Education Perfect is an online learning platform used by over 300,000 students from more than 1,000 schools globally. It covers major subject areas like science aligned with the Australian curriculum. For science specifically, Education Perfect enhances learning through questions that encourage revision of key concepts and promote deeper understanding through feedback and explanations. Teachers can customize lessons and assign differentiated homework to meet student needs.
This document provides information from a Year 9 parent information evening at a school. It includes:
- The school's vision to develop students with high aspirations, respect, and a drive to achieve their best.
- An overview of the school's academic performance and expectations for students.
- Introductions to the key staff supporting students.
- Information about curriculum options, exams, homework expectations, and how parents can support their children's success.
- Details on character development programs and the importance of attendance in achieving targets.
This document discusses the debate around homework and whether it improves student achievement. It notes that while some research has found homework can improve learning, other studies have found it may negatively impact students' home lives. The purpose of the project is to compare rates of homework completion between traditional paper homework and online homework. The author hopes to determine what type of homework encourages students to complete it and whether online homework can increase completion rates and potentially improve test scores. The document provides context around the debate on homework and reviews different perspectives on its benefits and drawbacks.
The document discusses the strengths of Del Mar Pines School including its exceptional teachers, nurturing environment, focus on citizenship, enrichment programs, and student leadership opportunities. It also notes the school's strong curriculum alignment, special events, and preparation of graduates. The school provides support through student progress monitoring, parent involvement, and its foundation. Facilities improvements and a campus expansion are planned. The school uses surveys to gather feedback and is working to improve its math curriculum, language arts resources, grading policy, library programs, and facilities.
Education Perfect is an online learning platform used by over 300,000 students from more than 1,000 schools globally. It covers major subject areas like maths based on the Australian curriculum. For maths, it uses spaced repetition to encourage concept revision and provides dynamic questions and immediate feedback to promote deeper understanding. Teachers can create lessons and assignments and access detailed student performance reports to track progress. The platform aims to enhance learning through adaptive features and gamification elements like earning points and prizes.
Formative assessment is an important part of teaching that helps determine student understanding, identify areas needing more focus, and inform changes to instruction. The document discusses using various formative assessment methods in the classroom, including class discussions, checking individual student work, and interactive online games like Kahoot!, Mentimeter, and Flipquiz. These methods provide opportunities for students to demonstrate their knowledge, make real-world connections, and give teachers insights into what topics require more support.
This document provides information for parents about Year 10 at Roding Valley High School. It begins with welcoming remarks from the Headteacher. It then discusses the school's vision and values of aspiration, respect and endeavor. Key people who will support students are introduced, including progress leaders. GCSE results from 2019 are shared and examples of top performers provided. Information is given on how parents can support their child, including encouraging organization and the revision process. Important dates are outlined, such as parents' evening and exams. Expectations for academic performance are explained. Opportunities for students are highlighted, including careers guidance. The importance of attendance and well-being is stressed.
Sedbergh School is a university preparatory boarding school located on a 1,200 acre campus in Montebello, Quebec, Canada. It has a diverse student population from Canada and internationally with a 5:1 student to staff ratio. The school uses a teaching philosophy called Differentiated Instruction to challenge students and help them meet or exceed curriculum requirements. Students participate in unique outdoor education programs and courses that take place on the school's grounds to enhance learning. After graduation, students attend top universities in Canada, the United States, and other countries around the world.
Sedbergh School is a university preparatory boarding school located on a 1,200 acre campus in Montebello, Quebec, Canada. It has a diverse student population from Canada and internationally with a 5:1 student to staff ratio. The school uses a teaching philosophy called Differentiated Instruction to challenge each student and help them succeed academically. Students gain hands-on learning experiences through outdoor education programs involving wilderness survival, environmental science, and adventure trips both on campus and internationally.
Sedbergh School is a university preparatory boarding school located on a 1,200 acre campus in Montebello, Quebec, Canada. It has a diverse student population from Canada and internationally with a 5:1 student to staff ratio. The school uses a teaching philosophy called Differentiated Instruction to challenge students and help them meet or exceed curriculum requirements. Students participate in unique outdoor education programs and courses that complement the academic curriculum. After graduation, students attend top universities in Canada, the United States, and other countries around the world.
Principal's Talk for Sec 1 Parents (jan 2011)btvssmedia
The document provides an overview of Bukit View Secondary School's programs and policies for parents. It summarizes the school's vision to nurture creative, passionate, and resilient learners with moral integrity. It outlines the school's curriculum, co-curricular activities, student leadership development framework, and student management policies on punctuality, attire, and use of mobile phones.
The document summarizes a community forum held by the Valley View School District to provide information about the Common Core State Standards and upcoming assessment changes. It includes:
- Welcome and introductions from district administrators and directors
- An overview of interactive technology tools available for the forum
- A survey to gauge attendees' knowledge of the Common Core
- Learning targets of understanding the need for new standards and what the Common Core is
- Presentation material on the Common Core shifts in ELA/literacy and math, as well as upcoming workshops and assessment changes through PARCC
- Questions from attendees and resources provided
The forum aimed to help community members understand the Common Core standards and their implementation in the district.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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Woodcrest Elementary School - Kindergarten-5th Grade
1. A Superior School
Of Academic Excellence
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2. Founding Principle
To provide a private elementary education of the
highest academic standards to families of the San
Fernando Valley at half the cost of other LA-‐‑based
private schools offering the same.
4. A Good Kindergarten Education
Makes Dollars & Sense.
Students who learn more in
kindergarten earn more as adults
and are more successful overall.
Harvard Economist John Friedman
How Does Your Kindergarten Classroom Affect Your Earnings
February 2011
5. Woodcrest School
Woodcrest School educates the whole
child, offering a rich, well-‐‑rounded
program that develops children
intellectually, physically and socially.
Our goal is not just to teach basics, but
to cultivate collaborators, critical
thinkers and confident problem-‐‑
solvers.
6. About Woodcrest School
Private K-‐‑5 Co-‐‑ed Elementary School
Also 7 Pre-‐‑Schools & 2 Camps in 3 States
Founded in 1969
Well Established in the Community
Highest Accreditation by the
Western Association of Schools and
Colleges [WASC]
7. One of the major associations that accredit
U.S. public and private schools
Recognizes excellence and achievement of
the highest quality learning experience in
the elementary programs it accredits
www.wascweb.org
9. What Makes Woodcrest Exceptional
1. Academic Excellence at Every Level
2. Small Class Size & Personalized Aention
3. Technology Integration
4. Character &
Leadership
Development
10. Academic Excellence
Curriculum
Building a Strong Foundation in:
Literacy, Math and Science
Developing Social Awareness and Responsibility
Experiencing the Joys
of Learning & Discovery
11. Academic Excellence
Gifted Program
Small, energetic learning environment tailored to
those performing above grade level
Based on test scores, teacher recommendations,
and demonstration of
higher level critical
thinking skills
12. Accelerated Reader
Independent Online Reading Program -‐‑ Supplemental to
Classroom Curriculum
Builds Comprehension Through Study of Facts, Inferences &
Drawing Conclusions
Promotes Advancement
& Love of Reading
13. Stanford Achievement Test
A benchmark of excellence in
standardized achievement tests
Highly reliable data on student
progress against national
standards
More comprehensive in scope
than most state assessments,
including California
15. Stanford Achievement Test:
Our 2011 Results
SUBJECT
K
1st
2nd
3rd
4th
5th
Math
90%
93%
94%
90%
88%
90%
Reading
96%
88%
86%
84%
84%
89%
Grammar
N/A
92%
92%
90%
86%
92%
Basic Baery
92%
88%
87%
86%
83%
88%
These scores place Woodcrest students in the top 13% of the nation.
43% of our students are in the top 10% of the nation.
16. Stanford Achievement Test:
Our 2011 Results
SUBJECT
K
1st
2nd
3rd
4th
5th
Math
90%
93%
94%
90%
88%
90%
Reading
96%
88%
86%
84%
84%
89%
Grammar
N/A
92%
92%
90%
86%
92%
Basic Baery
92%
88%
87%
86%
83%
88%
These scores place Woodcrest students in the top 13% of the nation.
43% of our students are in the top 10% of the nation.
17. What Makes Woodcrest Exceptional
1. Academic Excellence at Every Level
2. Small Class Size & Personalized Aention
3. Technology Integration
4. Character &
Leadership
Development
18. Small Classes & Personalized Attention
Principal Independently Assesses Every Single Kindergarten Student
Each Kindergarten Student Progresses to New Reading Levels at His/
Her Own Pace *
The instructional approach that best suits the needs of your child is
carried forward as they advance through each grade level.
Direct, Immediate, Access to
Teachers
Intimate Community
19.
20. Small Classes & Personalized Attention
Principal Independently Assesses Every Single Kindergarten Student
Each Kindergarten Student Progresses to New Reading Levels at His/
Her Own Pace
The instructional approach that best suits the needs of your child is
carried forward as they advance through each grade level.
Direct, Immediate Access to
Teachers
Intimate Community
21. What Makes Woodcrest Exceptional
1. Academic Excellence at Every Level
2. Small Class Size & Personalized Aention
3. Technology Integration
4. Character &
Leadership
Development
22. Technology Integration
Using Modern Technology to Teach Modern
Skills to Modern Children
Classes in Dedicated Technology Lab Begin in
Kindergarten.
Teaching Multiple Aspects of Information
Technology – Hardware, Software, Responsible
Use, Etc.
Integration With Subject Content
Interactive Smart Boards in Every Class
23. Technology: A Comparison
Other Schools
Broad IT Exposure
Basic Keyboarding
Microsoft Office Suite incl. Word Processing
PowerPoint & Excel,
& Adobe Creative Suite
Full Subject Integration
Unrelated Typing Games
(e.g. Spongebob Typing)
Research Tools
Not Project Based
Responsible Use
No Contextual Use Lessons
24. What Makes Woodcrest Exceptional
1. Academic Excellence at Every Level
2. Small Class Size & Personalized Aention
3. Technology Integration
4. Character &
Leadership
Development
25. Character & Leadership Development
Character Education:
Conflict Resolution,
Respect, etc.
Buddy Program *
Student Council
Student of the Month
Self-‐‑Directed Service Projects
Morning News Webcasts
26.
27. Character & Leadership Development
Character Education:
Conflict Resolution,
Respect, etc.
Buddy Program
Student Council
Self-‐‑Directed Service Projects
Student of the Month
Morning News Webcasts
28. Let s Watch
a Morning Webcast!
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29. Let s Hear from
Some of the Students!
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31. Our Philosophy in Action:
Kindergarten
Focus on Academics in a Challenging, Creative
and Nurturing Environment
Nightly Homework Teaches Responsibility and
Time Management
We Celebrate Academic Achievements!
32. Our Philosophy in Action:
Kindergarten
92%
Performing at a
2nd Grade
Level
33. Fine Arts
Health & Fitness
Language
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Parent Involvement
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34. Fine Arts
at Woodcrest
Art Studio
Dance Studio
Music Lab
Performance Opportunities
Cultural Field Trips
Exposure to the Masters
35. Health & Fitness
At Woodcrest
P.E., Dance and Swim -‐‑ Part of the Curriculum
Competitive Team Sports
Soccer & Basketball
Valley Interscholastic Sports Assn.
After-‐‑School Gymnastics,
Tennis, Karate, Ballet, Jazz, Hip-‐‑Hop
36. Language
At Woodcrest
Offerings Reflect Our Diverse School Community
Spanish – 2nd Grade and Up
After-‐‑School Hebrew
Enrichment
Russian School On Site
Saturdays
37. Parent Involvement
at Woodcrest
Parent Group and Volunteer Opportunities
After-‐‑School Enrichment Classes and Extended
Day Care
Parent Education
Workshops
Student Events
38. Expected
Schoolwide
Learning
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Results
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39. Woodcrest School s
Expected Schoolwide Learning Results
Avid Learners
Effective Communicators
Responsible Citizens
Proficient Users of Information Technology
Appreciators of Fine Arts
Successful Middle School Candidates
40. Woodcrest School s
Expected Schoolwide Learning Results
Avid Learners
Effective Communicators
Responsible Citizens
Proficient Users of Information Technology
Appreciators of Fine Arts
Successful Middle School Candidates
41. Woodcrest School s
Expected Schoolwide Learning Results
Avid Learners
Effective Communicators
Responsible Citizens
Proficient Users of Information Technology
Appreciators of Fine Arts
Successful Middle School Candidates
42. Woodcrest School s
Expected Schoolwide Learning Results
Avid Learners
Effective Communicators
Responsible Citizens
Proficient Technology Users
Appreciators of Fine Arts
Successful Middle School Candidates
43. Woodcrest School s
Expected Schoolwide Learning Results
Avid Learners
Effective Communicators
Responsible Citizens
Proficient Users of Information Technology
Appreciators of Fine Arts
Successful Middle School Candidates
44. Woodcrest School s
Expected Schoolwide Learning Results
Avid Learners
Effective Communicators
Responsible Citizens
Proficient Users of Information Technology
Appreciators of Fine Arts
Successful Middle School Candidates
46. The Choice Is Yours
High Standardized Test Scores
WASC Accreditation
Strong Academic Program
Strong Technology Integration
Gifted Program
Small Classes/Personalized Aention
Broad Fine Arts Exposure
Health & Fitness Beyond P.E.
Diverse Community
Whole Child Development
Character & Leadership Development
Academic Kindergarten
Matriculation to Top Schools
Annual Tuition Less Than $10,000
48. Video
Presentation
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49. Application Process
[ Limited Enrollment ]
1. Schedule Assessment Today Before You Leave *
(Jan-‐‑Feb)
2. Submit Application
(Feb)
3. Acceptances
(Ongoing, Based
on Availability)
* Not required of Woodcrest Pre-‐‑School students
50. School Tour
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