The document outlines conduct expectations and rules for students in the Puyallup School District. It details three levels of offenses from minor (Level 1) to exceptional (Level 3) and provides examples for each level. Level 1 offenses such as cheating may result in disciplinary action, while Level 2 offenses like fighting could lead to suspension. Level 3 exceptional misconduct including weapons, drugs, or criminal acts may always result in long-term suspension or expulsion. The document emphasizes safety, respect, and responsibility to promote an orderly learning environment.
1. The division office prepares the assessment team and orients stakeholders on the process.
2. At the school level, the team conducts courtesy calls, scrutinizes data, observes, interviews stakeholders, and discusses findings.
3. The team derives a consensus on the school's SBM level of practice and provides suggestions in a positive manner during an exit conference.
Common do's included providing suggestions to boost morale, honest but friendly communication to encourage openness, and maintaining professionalism and confidentiality. Common don'ts were to avoid confrontational interviews that intimidate personnel and instead focus
The document discusses different approaches to curriculum development in the Philippine context. It provides an overview of the history of curriculum development in the Philippines under different ruling powers from pre-Spanish times to the present Philippine Republic. It also outlines key factors to consider in curriculum development such as cultural values, knowledge of learners, teaching/learning theories, and content selection. Different theories and approaches to curriculum development are examined, including technical-scientific, behavioral, and humanistic approaches.
1) School improvement planning is a process where a school community evaluates past performance and develops a written plan to improve student achievement.
2) A school improvement plan establishes goals and strategies over 3 years to achieve the school's vision and address needs identified through data analysis.
3) Developing a school improvement plan involves collecting data, setting goals and strategies with input from teachers, parents, students, and community members.
The document discusses several problems with the Philippine educational system, including a decline in education quality, poor performance on national and international assessments, lack of affordability resulting in high dropout rates among disadvantaged students, low budget allocation to education relative to other ASEAN countries, and a mismatch between the skills taught and actual job requirements. Specific issues covered include outdated textbooks, lack of research in higher education, high pupil-teacher ratios, difficulties disciplining and engaging male students, and over-reliance on rote memorization teaching methods.
School policies, procedures and contractsHarleen Singh
The document discusses school policies, procedures, and contracts regarding technology use. It emphasizes that well-crafted policies lay out expectations, define rights and responsibilities, and describe consequences for violations. Acceptable use policies, bullying policies, and other agreements between the school and community form binding contracts. The document provides guidance on creating, updating, and disseminating policies to effectively govern appropriate technology use by students and staff.
Anti bullying Act 2013 & DO no. 40 s. 2012iteach 2learn
This document outlines policies and procedures for schools to address bullying. It defines bullying as repeated harmful acts by students that cause physical or emotional harm. Schools must adopt anti-bullying policies, educate students and parents, and form Child Protection Committees to handle bullying incidents. When bullying occurs, schools must intervene immediately, investigate, determine appropriate interventions, and potentially discipline bullies or refer extreme cases outside the school. The goal is to promote a safe learning environment free from bullying.
This document discusses evaluation in education administration. It provides definitions of evaluation and discusses the purposes and processes of evaluation. Evaluation is defined as systematically acquiring and assessing information to provide useful feedback. The purposes of evaluation include appraising instructional outcomes and improving programs. Evaluation processes involve establishing clear purposes and questions, collecting and analyzing both qualitative and quantitative data, and reporting findings. Formative and summative evaluation approaches are also outlined. In summary, evaluation ensures quality teaching and promotes professional learning by systematically gathering feedback.
The document discusses the importance of professional development and growth for teachers. It defines professional development as activities that allow teachers to enrich themselves and improve their practice. The document provides examples of goals, strategies, and methods that teachers can use to effectively plan for their ongoing professional learning and career development.
The document discusses current legal issues in education in the Philippines. It covers student matters such as student discipline and the right to quality education versus the obligation to pay tuition. It also discusses school authority to discipline students, the process that must be followed, and types of penalties that can be imposed for offenses. The document also addresses ensuring quality education through evaluating teacher competence and student learning. It discusses a student's right to their scholastic records contingent upon paying tuition and other fees.
Principle of Administration And SupervisionDaryl Tabogoc
This document outlines several principles of effective school administration and supervision. It discusses that principles should be based on observed facts and guide conduct. Principles are important for improving teaching and learning, eliminating trial and error, aiding evaluation, and defining goals. They allow administrators to progress systematically from one situation to another. Some key principles outlined are that administration and supervision should be democratic, cooperative, scientific, based on educational philosophy, creative, preventative, centered on student growth, flexible, and continuously evaluated based on results.
This school report card provides information on the school's performance in the 2020-2021 school year. It summarizes data on student enrollment, health status, academic performance, teacher training, funding sources, and community involvement. Some key points include:
- Student enrollment increased from the previous year in both junior and senior high school.
- Most students were found to have normal nutritional status, though some required additional support.
- Promotion rates were quite high, with nearly all students progressing to the next grade level.
- The school aims to improve subjects where national achievement test scores were below 75% by implementing review programs.
- Multiple sources provide funding for the school, including government allocations, community donations, and
The document discusses curriculum implementation at different levels - national, regional, division, district and school. It outlines the roles and responsibilities of various curriculum workers like teachers, principals, consultants, supervisors and education specialists. Implementation is influenced by factors like government policies, educational philosophy, teachers' expertise and problems encountered. The levels each have distinct but interconnected functions to achieve educational goals within their context.
School-Based Management action plan of Ozamiz City DivisionRosalyn Lato
The document outlines the School-Based Management Action Plan of the Division of Ozamiz City for fiscal year 2019. It details 5 main activities: 1) advocacy activities to prepare required documents and plans for SBM, 2) convergence of coordinating and functional teams, 3) orientation/trainings/workshops to capacitate school heads and coordinators, 4) quarterly monitoring, evaluation and adjustments of SBM practices, and 5) performance assessment including mid-year and year-end reviews. The plan provides objectives, strategies, inputs, targets, timeframes and persons involved for each activity to strengthen the implementation of SBM in schools in the division.
Teaching is a very important job and once you get your classroom management skills in order you will be enjoying teaching more and will have a more productive teaching career.
The most important element of classroom management is allowing your students an opportunity to understand that your rules are a part of giving them the best education possible.
The document outlines the rules and regulations that students are expected to follow at the school. It addresses expectations for student conduct both inside and outside of school. Specific policies are provided around uniforms, personal appearance, prohibited items, technology and device use, attendance, property handling and damage. The rules aim to promote a safe, respectful learning environment and proper representation of the school.
This document is a quarterly instructional supervisory plan for a master teacher. It outlines the teacher's goals, target dates, activities and strategies, expected monitoring and validation, and success indicators for 12 targets across 5 domains of teaching: content knowledge and pedagogy; learning environment; diversity of learners; curriculum and planning; and assessment and reporting. The plan involves classroom observations, professional development activities, and coaching/mentoring to help the teacher improve their practice.
This document provides guidelines and answers frequently asked questions regarding Parent-Teacher Associations (PTAs) in the Philippines. It states that every school should organize a PTA to provide a forum for discussing school issues and ensuring parental cooperation. Membership is voluntary and open to parents and teachers of enrolled students. The PTA is led by a Board of Directors composed of 15 members including a President, Vice President, Secretary, and Treasurer. The PTA can collect voluntary contributions from members and is responsible for reasonable fundraising once per year with the school head's approval. The school principal recognizes the PTA and may cancel recognition for violations of guidelines.
This presentation was made for the subject "THE TEACHING PROFESSION". Philippines was the country assigned to us and we need to compare it with the other country's education system.
The document is a survey from the Department of Education assessing whether schools are child-friendly. It contains goals and indicators to evaluate different aspects of schools such as students' participation, health, safety, academic achievement, and community support. The survey results show that the school met all the goals and indicators, with a total score of 78 out of 78, qualifying it as a "Very Outstanding Child-Friendly School."
The document outlines conduct expectations and rules for Wildwood Park Elementary students. It is divided into three levels of offenses with increasing consequences. Level 1 offenses result in classroom discipline, level 2 may involve suspension, and level 3 offenses like aggressive behavior or weapons can result in long-term suspension regardless of past record. Specific prohibited behaviors are also detailed, such as dress code violations, insubordination, disruption of education, and technological device misuse. Students are expected to follow all rules to ensure the school remains a safe and respectful learning environment.
The orientation assembly at Susquenita High School in August 2008 outlined many rules and expectations for students. Key points included expectations for respecting others, attending school regularly, following the dress code, prohibitions on weapons/drugs/fighting, and consequences for rule violations like detention or suspension. Transportation rules for buses and parking on school grounds were also covered. The goal was for all students to work together for a safe and enjoyable school year.
The Dilausan National High School discipline policy outlines student, parent, teacher, and administrator responsibilities to promote a safe learning environment. It details inappropriate behaviors grouped from least to most serious. Consequences include detention, suspension, and possible expulsion. The policy aims to encourage positive behaviors through praise and teach students from their mistakes.
This document outlines the policies, rules, and procedures of Tagumpay Nagaño High School. It includes information about the school's grading system, class schedule, uniform policy, attendance policy, and code of conduct. Infractions such as tardiness, truancy, bullying, and vandalism are defined along with the corresponding disciplinary actions for each offense. The document also specifies rules regarding the use of technology, public displays of affection, and maintaining the school's reputation.
The document outlines discipline policies and procedures for ReNEW school. It defines minor and major infractions, as well as three levels of infractions ranging from minor to severe. Consequences are detailed for each level of infraction and aim to hold students accountable while also emphasizing teamwork and community. Parents are asked to review the policies which are intended to create a safe learning environment.
This document summarizes the student handbook for Central County Occupational Center. It outlines policies around attendance, tardiness, breaks, computer usage, grades, discipline, dress code, drills/emergencies, parking, enrollment, leaving campus, field trips, lockers, lost and found, and identification. Consequences for violations include warnings, suspensions, contracts, possible return to home school, and removal from the program.
The document summarizes policies for students attending the Central County Occupational Center, including attendance policies, computer usage policies, behavioral policies, dress code policies, and emergency procedures. It provides details on attendance requirements, tardiness rules, acceptable computer use, the disciplinary action process, prohibited behaviors, appropriate dress, safety drills, parking procedures, and the enrollment process through home high schools.
This document outlines the code of discipline for Monching National High School for the 2014-2015 school year. It begins with the DepEd vision and mission, then discusses the importance of rules at school. The code of discipline is then presented, dividing offenses into major, less serious, and minor categories. Corresponding sanctions are provided for each offense. The document also discusses attendance, uniform, and the roles and responsibilities of the school discipline committee. The goal is to promote safety, order, and a productive learning environment for all students.
The document outlines codes of conduct for teachers, students, and parents at a school. It states that teachers should be role models, impartially help all students, and continually improve themselves. Students must attend all classes, respect school property, and follow the uniform policy. Parents are expected to ensure students follow rules and only communicate with staff through proper channels.
This document is a student handbook for Preston Hall Middle School that provides information about policies, procedures, expectations and guidelines for students. It welcomes students to the new school year and emphasizes academics excellence, individualized education and respectful behavior. It outlines attendance policies, discipline procedures, prohibited behaviors, expectations for extracurricular activities and more. The handbook aims to guide students into making good choices and having a successful school year.
JahzjsjanznsbsnsnsbjsjsjzjznznznznznznznznzbaoabsizjsbzhxjzkNabz Alabamans sccbvdszkkzndnsjskakdjdjdjdjsjdndbdjsksjxnxjdjsjzjxjxjxnxn nzakosidjdjxjxskksjzjsjxjxnxnhxjdjdsjzkbjrsbhfgjyreadhjlkyfdvbmhgdvmgfdvcvccccahknbsksnhzinsbzksmsbzjdjsnbsbajksjshsbsnsuuatgjnwishsbskjsgsbskakshhzbsnsbsgxydjjjajznsjjamanzhzjsnsnznzbxhsjajznzbzhskakakMznznzbzbzjaksjdjndjsjjsnzbkamzmkznzkanxjshjahagjajahshsusjjshshshsjsisnjznaknzjakaoakanskskskkakajzjzjskakansjshuajsnsnzhjakaksnsjzjskaksnsnshzhsjsnamakoajsjxnaksjxnakkabsbsirijdikajsnzhxhzjsjsnannzjznxbjakamabjsjsnsjjsjsjsjsmsknznznsnsannsnzjzkzksnnzjfnxjsnkaznbxjjsnsnznzjajjajajsjsnansnjsnsnznsjsjsnanakknznznznznzjajjajsnsnananznxnnxnznznsnsnsnsnskkjnnjanajjsnsjsjzjsjskskksksksksksksksksjsjjsjskskskskskskskskksksksjzjzjzjjzjzjzjzjzjzkskksksksksiidididididudjxjzjaknznzjakkznznzjsjzjzjzjzjsjjsjsjsjzjsjsnanakskisjsxnnzkakznsjsjnzjzjzjjjzjzjzjsjzjzjjsjzjzjannzjzjdjejdjskajznxhxjsnznxhxjsjsnznxnsjjznzjakaksksjduudhdnxnzjskajshxbbznzkaksjsjznznznzbzbbzjajKanznzhdhsjzjjaksjsjznnxhsisnxhsbxnjskajznbzjsjskakznzhxhdjskajznzbxhxjznzjzkajsjduejdjdjnkKznnsjjamnzhsjjxjbxnnanznzjzjjeududjdjxnakkxhnsjznsnxjznzjznnznsnznjzjsjannJzjsjsjhdnxjznzkznznjskajznzjzjzjzjsjsjzjzjzjzjxjxjxjxjxjzjxjxjjzjznnznzbzbnjh Alaska hddgnxxbjgcvnjhfddcvhb hhdfjhddgh jajajsgkzhzbzjzjshagshzbzvzjakaisjshshshsbdjdjsjsjsksskkssjsjdjjddjjsdjjdjdjdjdjdjdjghjfjdfuufjdjxjcjchxjxjxhxduifjvugguycfzghdeauhihgcgxrdestdtfyguhojjhvgcyguggcgcugjbhvgcdyughfxdzhvgcfxhvhvjbmkakskksjznaoaosjsjsksksjznxjzjzjzjzjsoaoqueududhdhxjxkaisjsjizjsjzjjskalajzjzjsjzjjzjzjzjzjskakakznxhjjzjsnzjjKlajzhxjzjzjzjzjzjskaowishdhdhxnxjzkalajxnxnzhs slang Hi! We hope you're safe despite the rainfall brought about by Typhoon Goring. Here are some #AlagangGlobe tips so you and your loved ones stay safe and dry:
1) Store enough food and water.
2) Prepare an emergency bag with a flashlight, extra batteries, candles, and a first aid kit.
3) Be ready with extra clothes and a hygiene kit should there be a need to evacuate.
4) Charge your phones and power banks, and ensure communication lines remain open.
Take care and keep safe!
Hi! We hope you're safe despite the rainfall brought about by Typhoon Goring. Here are some #AlagangGlobe tips so you and your loved ones stay safe and dry:
1) Store enough food and water.
2) Prepare an emergency bag with a flashlight, extra batteries, candles, and a first aid kit.
3) Be ready with extra clothes and a hygiene kit should there be a need to evacuate.
4) Charge your phones and power banks, and ensure communication lines remain open.
Take care and keep safe!
Hi! We hope you're safe despite the rainfall brought about by Typhoon Goring. Here are some #AlagangGlobe tips so you and your loved ones stay safe and dry:
1) Store enough food and water.
2) Prepare an emergency bag with a flashlight, extra batteries, candles, and a first aid kit.
3) Be ready with extra clothes and a hygiene kit should there be a need to evacuate.
4) Charge your ph
Bond international college-secondary student handbook 2015-16iamprosperous
Bond Academy provides guidelines for students, parents, and staff. It aims to ensure a safe and respectful learning environment through establishing a code of behavior. The code outlines expectations for students, staff, and parents to treat all with courtesy and dignity. It also describes the process for addressing inappropriate behavior, which includes conflict resolution and consequences like detention, suspension, or expulsion. The document provides details on attendance, conduct, coursework, and other academic policies to facilitate student success.
This document provides a summary of policies for Mainaga-San Francisco Elementary School. It outlines the school's objectives to ensure student proficiency, develop interpersonal skills, and allocate resources efficiently. It also discusses attendance policies, counseling services, discipline policies, the dress code, and a commitment to non-discrimination. The handbook aims to help students understand school rules and regulations.
This document outlines the rules and regulations that students are expected to follow at their university. It states that attendance in classes is strictly enforced and required to be eligible to take final exams. Students must adhere to prescribed rules including only being allowed to leave campus during lunch and being prohibited from group gatherings on campus. The rules also address classroom behavior, library usage, attendance requirements, and safeguarding college property.
This document outlines the student expectations and policies for Cypress Creek High School. It addresses appropriate use of electronic devices, dress code, tardiness, attendance, transportation, and identification badge requirements. Electronic devices may only be used during non-instructional time or with teacher permission. The dress code specifies appropriate clothing lengths and prohibited items. Tardiness and attendance policies define the number of allowed tardies and absences before disciplinary action. Transportation is only provided via late bus on Monday through Wednesday, requiring a bus ticket obtained in study hall. Students must wear their ID badge at all times on campus.
The document outlines the general rules at Fyllingsdalen Upper Secondary School. It discusses 5 main points that are emphasized which are to be on time, tidy, prepared, let others work peacefully, and treat each other with respect. Additional rules are outlined regarding behavior, orderliness, and breaks. Consequences for violating rules include receiving black marks, with thresholds for satisfactory, partly satisfactory, and not satisfactory levels. Expulsion is a more serious punishment reserved for issues like smoking, drugs, cheating, bullying, theft, or vandalism.
1. This document outlines the detention policy of Queens Gateway to Health Sciences Secondary School. It was developed by the school's Discipline Committee to provide positive and constructive learning experiences for students who violate behavioral standards.
2. The philosophy of the detention program emphasizes learning from mistakes rather than punishment. Students reflect on how their actions affect others and the community. Through stories, students can understand poor decision-making from another perspective. The goal is for students to improve their behavior.
3. The detention policy aims to deter inappropriate behavior and have an immediate response. It serves as an alternative to suspension and helps eliminate disruptions. The policy defines terms like lateness and outlines guidelines for assigning, serving, and tracking detentions
The document outlines the general rules for students at a school. It discusses rules around attendance, behavior in class, breaks and distraction of lessons. Students must be on time, attend assemblies and not disrupt class. During breaks, students cannot leave the school grounds and certain areas are prohibited. consequences for breaking rules include warnings, removal from class or referral to the principal for possible expulsion. Students must also meet grade requirements by achieving average scores on exams to pass each year. The document emphasizes respectful behavior towards teachers and peers.
The document outlines the vision, mission, core values, and learning goals of the National Grammar School Lahore. It aims to cultivate each student's potential through rigorous academic inquiry within a safe environment. The school promotes student achievement, social/civic engagement, and becoming productive global citizens. It also establishes rules for student and parent conduct, as well as guidelines for student behavior, prohibited items, school hours, visitors, field trips, and electronic devices. The goal is to provide a quality education for all students.
Similar to Student Conduct Expectations And Rules (20)
This document provides information about a regional cohort presentation for WSU's principal certification program given by Dr. Frank Hewins, Superintendent of the Franklin Pierce School District. The presentation covered the district's early learning center, Dr. Hewins' background and strengths as superintendent, and key ingredients to student success in the district like clear goals, diversity and inclusion, and comprehensive student supports. It also discussed challenges around recruiting and retaining quality teachers and the district's strategic efforts in those areas like cultivating university partnerships and a "grow your own" program.
Educational Technology Update for Future Principals in WA State provides information about:
1) Key findings from the 2015-2016 Educational Technology Survey showing widespread connectivity and access to instructional devices in schools across Washington state.
2) Statewide educational technology initiatives including the K-20 Network, open educational resources, technology standards, and online assessments.
3) New legislation regarding computer science, digital citizenship, and sexual health education.
Becky Firth has worked in education since 1974, earning her M.Ed. in 1991. She has been the Director of Professional Development at NCCE since 2009. NCCE focuses on digital leadership and competencies, hosting an annual conference in March that addresses topics like capacity building, resources, motivation, and roadblocks to change. The conference and NCCE's website provide connections to experts in educational technology, including recommendations for blogs and Twitter accounts to follow.
The document discusses how to guide adult learners in designing blended learning experiences for students in a digital classroom by outlining key concepts from Malcolm Knowles' theory of andragogy, including the need to make learning relevant, draw on life experiences, and address motivation; it then provides examples of three teachers with varying technology skills and instructional styles to illustrate applying andragogical principles when designing personalized learning experiences using 1:1 devices.
This document discusses using digital communications and social media to increase parental and community engagement in schools. It reviews research showing student achievement is related to community involvement. The study aims to understand how administrators use tools like social media to engage stakeholders and whether this relates to perceptions of the school. Focus groups and a parent survey were conducted in two districts. Themes that emerged included administrators strategically using tools to create transparency and influence reputation. Survey results found most parents prefer websites and newsletters for information and participate in special events. While participation was limited, the study provides examples of how principals communicate and celebrates collaboration between schools and communities. Further research is needed as technologies change and apprehension towards their use exists.
This document discusses the benefits of making and makerspaces for students, teachers, and principals. It defines making as using tools and technical skills, self-direction, design skills, and collaboration to create or fix things. Makerspaces provide resources like 3D printers that allow students to become makers and creators, rather than just consumers, helping them develop skills and find satisfaction in building projects. The rapid pace of technological change also makes maker skills increasingly important for adapting to new developments.
This document summarizes the key topics and assignments for session 14 of an educational psychology course. It includes a leadership plan sharing activity where students will present their data-based leadership plans in small groups and receive feedback. It also reviews available online data resources and visual models of assessment. The document concludes by reminding students that the culminating assessment portfolio is due on December 10th and to provide comments and feedback on the course blog and Dropbox assignments.
1) The document summarizes an Ed Psy 510 session that included a debrief on data and sharing of school data culture plans.
2) Students were to present plans for using data to promote a positive learning environment focusing on professional learning communities, social justice, and the principal's role.
3) Upcoming assignments included an assessment leadership plan with calendar and an assessment portfolio due at the end of the course.
Gene Sharratt is the Executive Director of the Washington Student Achievement Council. The document provides guidance and insights for school leaders on how to be effective catalysts for change. It emphasizes the importance of leadership, improving student performance, developing a collaborative culture focused on results, and building trust within the school community. The challenges facing schools are addressed, along with the need for partnerships beyond the school to support students' academic and social-emotional needs.
This document summarizes an Ed Psy 510 class session. It discusses sharing of understandings from readings in small groups, presentations of visual models of data usage, and upcoming assignments. The assignments include analyzing a CSIP plan, sharing examples from school settings relating to readings, presenting a school data culture plan, creating an assessment leadership calendar, and compiling an assessment portfolio.
This document outlines the agenda and assignments for Ed Psy 510 Session Ten. It includes a discussion of CSIP analysis in small groups and a review of visual models like Love's Pyramid and Harvard's Data Wise Cycle. Upcoming assignments are presented, including a School Data Culture Plan focusing on PLCs, social justice, and the principal's role in culture. An Assessment Leadership Plan with calendar is also assigned. The session concludes with reflections in an online blog and Dropbox on integrating course content into practice.
This document provides an overview of how student growth is included in educator evaluation in Washington state. It discusses the state laws and regulations around student growth measures, how student growth is defined, and how it is embedded in the evaluation criteria for teachers and principals. Sample student growth goals and rubrics are referenced to illustrate how student growth is implemented and assessed in practice. The document encourages examining actual case studies of student growth goals to understand how the process works in real classrooms.
This document summarizes an Ed Psy 510 session that included welcoming a guest principal, sharing books in a science fair style, discussing readings in small groups, reviewing visual models of educational concepts, and assignments to comment on a class blog and review work in a Dropbox. Students were also introduced to several online tools for summative educational data.
This document summarizes an Ed Psy 510 session on using data to meet student needs. It includes:
1) Presentations from Brian Lowney on developing systems to support struggling readers and building a data culture, and from Nicolle Wambold on NWEA assessments.
2) Small group discussions using visual models like Love's Pyramid and Harvard's Data Wise Cycle to analyze a reading on using data.
3) An assignment for participants to comment on a class blog post and provide feedback on assignments submitted to Dropbox.
The document outlines an intern seminar agenda held at WSU on October 12, 2015 from 5:30-7:00 pm. The agenda includes a meet and greet with light snacks from 5-5:30 pm, presentations from 5:30-6:15 pm on new administrative supports and the teaching and learning cycle at Rocky Ridge Elementary, a presentation from 6:15-6:30 pm on Bethel's Cambridge program, and updates from Dr. Glenn Malone and on the WSU program from 6:30-7:00 pm with dinner afterward.
The document then provides background information on Rocky Ridge Elementary, including declining test scores from 2005-2014 that placed it near the bottom compared to other elementary
The document discusses the role of the Cambridge Coordinator at Bethel High School. It outlines the coordinator's responsibilities which include administering exams, supporting teachers, ensuring proper procedures, and handling student registration. It provides background on Cambridge International Examinations and its learner-centered approach. The implementation of Cambridge programs at Bethel High School is summarized, starting small in 2013-14 and expanding course offerings and student participation in subsequent years. Requirements for the Advanced International Certificate of Education (AICE) Diploma are listed.
Dr. Patrick Murphy presented on his philosophy of assessment sharing. Participants broke into groups of 4 to share their assessment philosophies, including what they will adhere to, their beliefs about data usage, and non-negotiables. The session also covered online summative data sources and visual models of assessment, including Love's Pyramid, Harvard's Data Wise Cycle, and Bernhardt's Multiple Measures. Participants were instructed to comment on the class post in Dropbox and reply to 2-3 other comments, and to discuss the reading in groups of 4, citing examples and questions.
This document discusses using data to drive school improvement planning. It provides context on federal, state, and district requirements for school improvement plans. It highlights characteristics of high-performing schools and districts. The document also includes sample school data on achievement, attendance, graduation rates, discipline incidents, and mid-year discipline data comparisons. School improvement plans are intended to promote continuous improvement in student achievement.
The document defines formative assessment as a deliberate process used by teachers and students during instruction to provide feedback and adjust teaching and learning strategies. It describes the formative assessment process as having four steps: clarify the intended learning, elicit evidence of student learning, interpret the evidence, and act on it to adjust instruction. The document provides examples of formative assessment activities and discusses research supporting its benefits, such as doubling student learning speed. It introduces the Smarter Balanced Assessment System and its digital library of instructional and professional development resources aligned with common standards and the formative process.
This document summarizes an Ed Psy 510 session on resources for assessment. It introduces WSU library services, online assessment data resources, visual models for assessment, and formative assessment presented by Beth Simpson. Students are assigned to write a philosophy of assessment due October 8th and begin using the Dropbox and blog to review assignments and provide feedback.
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
Split Shifts From Gantt View in the Odoo 17Celine George
Odoo allows users to split long shifts into multiple segments directly from the Gantt view.Each segment retains details of the original shift, such as employee assignment, start time, end time, and specific tasks or descriptions.
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
Ardra Nakshatra (आर्द्रा): Understanding its Effects and RemediesAstro Pathshala
Ardra Nakshatra, the sixth Nakshatra in Vedic astrology, spans from 6°40' to 20° in the Gemini zodiac sign. Governed by Rahu, the north lunar node, Ardra translates to "the moist one" or "the star of sorrow." Symbolized by a teardrop, it represents the transformational power of storms, bringing both destruction and renewal.
About Astro Pathshala
Astro Pathshala is a renowned astrology institute offering comprehensive astrology courses and personalized astrological consultations for over 20 years. Founded by Gurudev Sunil Vashist ji, Astro Pathshala has been a beacon of knowledge and guidance in the field of Vedic astrology. With a team of experienced astrologers, the institute provides in-depth courses that cover various aspects of astrology, including Nakshatras, planetary influences, and remedies. Whether you are a beginner seeking to learn astrology or someone looking for expert astrological advice, Astro Pathshala is dedicated to helping you navigate life's challenges and unlock your full potential through the ancient wisdom of Vedic astrology.
For more information about their courses and consultations, visit Astro Pathshala.
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
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: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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Principles of Roods Approach!!!!!!!.pptxibtesaam huma
Principles of Rood’s Approach
Treatment technique used in physiotherapy for neurological patients which aids them to recover and improve quality of life
Facilitatory techniques
Inhibitory techniques
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
Beginner's Guide to Bypassing Falco Container Runtime Security in Kubernetes ...anjaliinfosec
This presentation, crafted for the Kubernetes Village at BSides Bangalore 2024, delves into the essentials of bypassing Falco, a leading container runtime security solution in Kubernetes. Tailored for beginners, it covers fundamental concepts, practical techniques, and real-world examples to help you understand and navigate Falco's security mechanisms effectively. Ideal for developers, security professionals, and tech enthusiasts eager to enhance their expertise in Kubernetes security and container runtime defenses.
Beginner's Guide to Bypassing Falco Container Runtime Security in Kubernetes ...
Student Conduct Expectations And Rules
1. Student Conduct Expectations and Rules Puyallup School District 2006-07 *All information contained in this presentation comes directly from the Puyallup School District Elementary School Rights and Responsibilities Handbook . Some information may have been revised or paraphrased.
2. Raise your hand if you can tell me why we should have rules at school? Safety of students, teachers, staff, and visitors Promotes a positive, orderly learning environment, free from chaos, harm, and unwanted disruptions Makes the school a place you would want to come and learn Promotes fairness and respect for all Students should learn and model good citizenship and proper social behavior Gives all students a chance to learn in a safe and productive environment Can you think of any other reasons?
4. Levels of Behavior and Consequences Level 1 - Yellow slides – offenses resulting in classroom and/or school discipline Level 2 - Orange slides - offenses which may result in suspension or expulsion Level 3 - Red slides – offenses which are EXCEPTIONAL and may result in suspension or expulsion regardless of whether or not it was a first time offense
5. OFFENSES RESULTING IN SCHOOL DISCIPLINE Discipline means all forms of corrective punishment other than suspension or expulsion. Classroom disciplinary actions may be imposed in lieu of or in addition to school disciplinary actions. School disciplinary actions may be in addition or in place of in-school or out-of-school suspensions, depending on the situation. School administrators will decide on appropriate disciplinary measures.
6. Cheating or Plagiarism Students who plagiarized materials, in whole or in part, in papers or projects, provide work to be plagiarized or are involved in any other form of academic cheating shall be subject to disciplinary action and/or failure of an assignment or project for a first offense. Progressive discipline will be applied for subsequent offenses.
7. Damaging School Property Students who damage school or other property will be liable for damages to the extent permitted by law. The student/parent or guardian will be held liable. Any student found damaging, losing, defacing school property will be required to pay for the damage or loss.
8. Executing Emergency Procedures Emergency drills are to be taken seriously. Students are expected to maintain classroom conduct throughout the entire drill and to become informed of the exit route for each of their classrooms. In the event of an actual emergency or drill, students must comply with all administrative directives.
9. Extracurricular Activities Attendance Any student participating in an extra curricular activity/contest shall be expected to attend and participate in class on the day of the scheduled activity/contest. Failure to comply may result in a student being ineligible to participate in the activity/contest.
10. Failure to Comply with Bus Regulations All school rules and regulations apply to conduct on a school bus. Misconduct may result in removal of bus riding privileges as well as other forms of corrective action appropriate to the situation.
11. False Allegations Knowingly reporting or causing the reporting of false facts regarding misconduct or other information to school officials likely to cause an official response, or corroborating of such information is prohibited.
12. Failure to Participate in PE or Wear Appropriate PE Dress All students are expected to participate in fitness activities. Appropriate athletic shoes and clothing that allows for movement and modesty are recommended. Failure to comply may negatively affect student’s P.E. grade.
13. Food or Beverages Gum chewing is not allowed at school. Food and beverages will be consumed in designated areas.
15. Hallway Misconduct Students passing through the halls should be as quiet as possible. No horseplay is allowed, including (but not limited to) running, tripping, pushing, and sliding down banisters.
16. Littering No eating is allowed in hallways and stairways, and students are expected to pick up litter following lunch and leave their lunch areas clean. Garbage cans are to be used to dispose litter.
17. Loitering Loitering is not allowed in any hallway or on campus during the day or before/after school hours. After school, a student is expected to go home promptly after the last class, unless attending a school activity.
18. Misconduct and General Misbehavior Students are expected to behave in a manner that is conducive to a learning environment. Behavior that is detrimental to obtaining a positive learning environment is prohibited. Failure to behave accordingly may result in the student being denied participation in school activities such as field trips, assemblies, or other school events.
20. Public Displays of Affection Students are expected to exercise self-control and respect for the reputation of others. Kissing and inappropriate displays of affection are not allowed.
21. Search and Seizure School authorities may seize any contraband (illegal or unauthorized) substance or object. Students must comply with a reasonable search by school authorities including lockers, desks, motor vehicles, backpacks or bags, or purses.
22. Selling Items at School The conducting of private business or selling of unauthorized items is prohibited. Property may be confiscated and law authorities contacted.
23. Skates, Skateboards, In-Line Skates, Scooters, and Wheeled Shoes Students are prohibited from and sort of wheeled riding devices. These items may be confiscated. This applies to all District properties at all times.
24. Valuables at School Large sums of money and other valuable items should be left at home. Articles of value for class display should be locked in a teacher’s cabinet or checked in at the office. The District assumes no responsibility for loss to student’s personal property.
25. Textbooks Students are responsible for the condition of and/or loss of their books at the end of the school year. A fee may be charged for lost, stolen, or damaged textbooks.
26. OFFENSES WHICH MAY RESULT IN SUSPENSION (IN-SCHOOL OR OUT-OF-SCHOOL) The following offenses may result in an in-school or out-of-school suspension. Classroom disciplinary actions may be imposed in addition to a suspension, depending on the offense.
27. Attendance All students are expected to be regular in attendance. A pattern of absenteeism is cause for disciplinary action and/or suspension. A student is considered unexcused when he/she misses all or part of a class period without teacher or office permission. Parents/guardians must take responsibility for students who miss the bus. A missed bus, missed ride, or car problems is not a valid excuse for an absence or tardy. Excused absences may include illness, medical/dental appointments, appointments/services, bereavement, family emergency, court appearances, or planned absences.
28. Leaving School Grounds without Proper Consent Permission in writing from the office must be obtained to leave the campus at any time after arriving on school grounds. Parent/guardian and office approval must be granted. Students leaving without permission will be considered unexcused.
29. Tardiness Students are considered tardy when they are not in their classrooms when the bell rings for the beginning of the school session. After 3 tardies, notice may be given to the student and parent/guardian and corrective actions taken. After the 5 th tardy during a trimester, a parent conference may be held and student assigned appropriate discipline, which may include but is not limited to suspension from school.
30. Early Dismissal and Re-Admittance All arrangements for early dismissal or late arrivals must be arranged through the school office. If a student needs to be dismissed early, he or she must have a note from his/her parent/guardian and sign out in the office.
31. Dress and Appearance Students are to come to school well-groomed and appropriately dressed. Dress/appearance must not present health or safety problems, nor be vulgar, offensive, or cause disruption. Clothing styles must not create conflict or be intimidating.
32. Dress and Appearance Clothing that is degrading, harassing, hostile, intimidating, offensive, or discriminatory is also prohibited. Teachers, in consultation with school administrators, may restrict appearance and attire, including footware, with special consideration for safety and health issues.
33. Dress and Appearance No clothing with words, depictions or themes related to alcohol, tobacco, or drug use, gang affiliations. No sexually oriented text, themes, or depictions. Except for t-shirts, all undergarments must be covered at all times.
34. Dress and Appearance Pants are not to be sagging. Skirts and shorts must not be any higher than the middle of the thigh. Blouses, shirts, and tops must not expose the waist, hips, midriff, or shoulders. No tube, tank, one-shouldered, low-cut, halter, spaghetti strap, see-through, or bare-back tops. (3-finger test for straps)
35. Dress and Appearance No jewelry that presents safety hazards, such as safety pins, chains, etc. No hats or head covering may be worn in the building during school hours. All students must wear shoes. Sandals with heel straps are permitted. No flip-flops (see fitness attire section.) Sunglasses must not be worn indoors.
36. Forgery Falsely representing or forging a parent/guardian’s, or staff member’s signature on any letter to the school, or any school document will result in discipline and/or suspension.
37. Freedom of Expression that Causes School Disruption Distribution of written material, oral expression, or any other expressive activity, where substantial disruption to the educational process occurs or could occur, is prohibited.
38. Tobacco Use or Possession Students of any age may not smoke, consume, or possess tobacco products at any time while on or around School District property. 1 st offense: one day suspension, parent notification, conference, enrollment in a tobacco cessation clinic, possible law enforcement citation issued. 2 nd offense: all of the above except suspension is lengthened for up to ten school days All subsequent offenses: All of the above except a long-term suspension may be added
39. EXCEPTIONAL MISCONDUCT The following behaviors are classified as E xceptional Misconduct and allow for short-term and long-term suspensions regardless of a student’s past disciplinary record. Classroom disciplinary actions may also be imposed, depending on incident.
40. Aggressive or Reckless Behavior Any action that poses a risk of harm to others or property. This includes horseplay.
41. Assault Intentionally injuring another. Attempting to injure another. Threatening to injure another. Is considered a more serious misconduct than fighting.
42. Fighting A physical altercation (cause of harm) to another. Encouraging or promoting an altercation between others.
43. Threats Communicating an intent to cause harm to another. Making a threat to use a bomb or other dangerous device.
44. Alcoholic Beverages or Other Drugs The student use of alcohol and other illegal or prohibited/harmful drugs is prohibited (law enforcement will be notified). No medication is allowed at school unless under the direction of the school nurse.
45. Drug Paraphernalia Possessing, selling, or distributing materials used in connection with the ingestion or preparations of drugs, such as pipes, rolling papers, syringes, and other items is prohibited. Consequences include suspension and/or expulsion.
46. Criminal Acts Students charged with, or convicted of a crime that has a real and substantial relationship to the lawful operation and maintenance of the District may be disciplined, suspended, or expelled.
47. Disruption of the Educational Process Students must comply with reasonable instructions of District personnel. Any conduct that interferes or threatens to interfere with the educational process is prohibited. Students creating disturbances may be guilty of a misdemeanor (RCW 28.635.030). This includes multiple offenses of less serious nature or single major offenses.
48. Explosive Devices Students who possess, traffic in, or detonate any explosive device which can result in an explosion or fire on school property will be suspended or expelled. The same disciplinary action will be imposed on look-a-like devices. Law enforcement agents will be notified.
49. False Alarms of Fire or Other Emergencies Triggering a fire alarm or reporting a fire or other emergency without reasonable grounds for such action is prohibited.
50. Firearms and Dangerous Weapons State law prohibits any person to carry on to school premises, school transportation, or other school facilities the following: Any firearm Any dangerous instrument or weapon Any air gun Any stunning or shocking devices Any object that looks like a weapon
51. Matches or Lighters Using or possessing matches, lighters, or other fire producing devices on school property is prohibited. Police and/or fire department officials may be notified.
52. Arson Setting a fire while on school district property is prohibited. Police and/or fire department officials may be notified.
53. Gang Activities Student behavior, dress, signing or symbolism intended to represent affiliation with an illegal gang will not be tolerated on school grounds or at school sponsored events.
54. Harassment, Bullying, or Intimidation Students may not engage in racial, sexual, or other forms of harassment, intimidation, or bullying of students or others. Actions that tend to create, or would create, if uncorrected, a hostile, offensive, or abusive work or learning environments are prohibited.
55. Hazing Subjecting newcomers to unpleasant, abusive, or ridiculous treatment is prohibited. Students shall not participate in or conspire with others to participate in hazing or acts that may injure, degrade, disgrace, or put others at risk in any way.
56. Insubordination Willful disobedience of the reasonable requests of any staff member is prohibited. Students must identify themselves to all staff members. Failure to do so will be considered insubordinate and a threat to school security.
57. Insults or Abuse Insulting or abusing another student is prohibited. Students are required to show respect for authority and any form of abuse of staff is also prohibited.
58. Personal Protection Spray Devices (Mace or Pepper Spray) Elementary school aged students are not allowed to carry these devices.
59. Technological Devices Students may not bring any computer applications, including games, or any computer hardware to school for any reason. District computers cannot be altered in any way by a student. Using cell phones, cameras, or similar devices that might invade the privacy or rights of others is a violation of school rules.
60. Technological Devices Changing or destroying district computer files or illegal copying of files will result in school discipline. Possession or distribution of passwords other than the student’s own is prohibited. Inappropriate use of the Internet connection, network, or an individual workstation is prohibited.
61. Theft or Possession of Stolen Property Stealing from another person is prohibited. Stealing from a place of business while under school jurisdiction, including shoplifting during field trips will result in denied participation in school activities for up to 90 days. Appropriate law enforcement authorities may be contacted.
62. Trespassing on School Property Students are not to enter or loiter on any School District campus at any time without proper authorization. Students on campus while on suspension or expulsion are subject to additional disciplinary action and arrest for criminal trespass.
63. Vandalism The damage, loss, or defacement of school or staff property is prohibited and the student responsible will be required to pay for the loss. Grades and transcripts will be held until damages are paid for. If student/parent is unable to pay for damages, a work program will be set up in lieu of payment.
64. Let’s each take personal responsibility by pledging to keep our school a safe, respectful, and desirable place for everyone!