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GROCERY SHOP LIST
Click to watch Video
Three Big Tips for grocery shopping
1: Make sure you have a plan of what you are going to buy and stay at the perimeter of the store.
2: Make sure you go on a semi regular basis every 2-3 days.
3: Make sure you learn how to read food labels and do not go when hungry.
Vegetables and Fruit
Buy as many of these choices as you want. With respect to fruit try to keep portions around 1-2 servings per day.
Vegetables
| SPINACH | CAULIFLOWER | CUCUMBERS | TOMATOES | KALE, |
|---|---|---|---|---|
| MUSHROOMS | GREEN | BROCCOLI | EGGPLANT | CABBAGE |
| | PEPPERS | | | |
| ONIONS | GREEN BEANS | CELERY | ASPARAGUS | SQUASH |
| LETTUCE | CARROTS | LETTUCE | SQUASH | POTATO |
Fruit
| BANANA | ORANGE | APPLE | MELONS | GRAPES |
|---|---|---|---|---|
| PRUNES | BERRIES | STRAWBERRIES | PEACHES | PEARS |
| WATERMELON | CHERRIES | GRAPES | DRAGON FRUIT | AlVOCADO |
Meat and Protein Sources
Try to include one source of one of these in three meals or snacks a day.
| LEAN BEEF | LEAN BEEF | CHICKEN | MINCED | SALMON |
|---|---|---|---|---|
| | STEAK | BREAST | CHICKEN | |
| TUNA | TILAPIA | CANNED FISH | PLAIN YOGURT | PROTEIN |
| | | | | POWDER |
| EGGS | LEAN CHEESE | COTTAGE | LEAN PORK | CAMEL |
|---|---|---|---|---|
| | | CHEESE | | |
| SOY | BEANS | LENTILS | TOFU | TURKEY |
Complex Carbohydrate Sources
When trying to lose body fat ingest these foods around exercise sessions or one small serving per day.
| LARGE FLAKE | YAMS | BROWN RICE | SWEET POTATO |
|---|---|---|---|
| OATS | | | |
| BREAD | WRAPS | RICE CAKE | CEREAL |
Fat Sources
Can incorporate these in moderation, healthy fat is important for several reasons but can accelerate calorie intake if consumed too much.
| OLIVE OIL | FATTY FISH | PEANUT | AVOCADO | ALMONDS |
|---|---|---|---|---|
| | | BUTTER | | |
| COCONUT OIL | NUTS | EGGS | | |
|
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Highlighted Amendments to the Standards of Quality 2000 General Assembly Session
Amended § 22.1-253.13:1. (Effective until July 1, 2003) Standard 1. Basic skills, selected programs, and instructional personnel.
B. The Board of Education shall establish educational objectives to implement the development of the skills that are necessary for success in school and for preparation for life in the years beyond. The current educational objectives, known as the Standards of Learning, shall not be construed to be regulations as defined in § 9-6.14:4 ; however, the Board of Education may, from time to time, revise these educational objectives to maintain academic rigor. In order to provide appropriate opportunity for input from the general public, teachers, and local school boards, the Board of Education shall conduct public hearings prior to establishing new educational objectives. Thirty days prior to conducting such hearings, the Board shall give written notice by mail of the date, time, and place of the hearings to all local school boards and any other persons requesting to be notified of the hearings and publish notice of its intention to revise these educational objectives in the Virginia Register of Regulations. Interested parties shall be given reasonable opportunity to be heard and present information prior to final adoption of any revisions of these educational objectives.
The Board shall seek to ensure that any revised educational objectives are consistent with the world's highest educational standards. These objectives shall include, but not be limited to, basic skills of communication, computation and critical reasoning including problem solving and, decision making, and proficiency in the use of computers and related technology and the skills to manage personal finances and to make sound financial decisions, and the development of personal qualities such as self-esteem, sociability, self-management, integrity, and honesty. (HB 203)
With such funds as are made available for this purpose, the Board shall regularly review and revise the competencies for vocational education programs to require the full integration of English, mathematics, science and social studies Standards of Learning. Occupational vocational programs shall be aligned with industry and professional standard certifications, where they exist.
The Standards of Learning in all subject areas shall be subject to regular review and revision to maintain rigor and to reflect a balance between content knowledge and the application of knowledge in preparation for eventual employment and lifelong learning. By October 1, 2000, the Board of Education shall establish a regular schedule, in a manner it deems appropriate, for the review, and revision as may be necessary, of the Standards of Learning in all subject areas. Such review of each subject area shall occur at least once every seven years. Nothing in this section shall be construed to prohibit the Board from conducting such review and revision on a more frequent basis. (HB 633 and SB 606)
School boards shall implement these objectives or objectives specifically designed for their school divisions that are equivalent to or exceed the Board's requirements. Students shall be expected to achieve the educational objectives utilized by the school division at appropriate age or grade levels.
With such funds as are available for this purpose, the Board of Education may shall prescribe assessment methods to determine the level of achievement of these objectives by all students. Such assessments shall evaluate knowledge, application of knowledge, critical thinking, and skills related to the Standards of Learning being assessed. The Board shall (i) in consultation with the chairpersons of the eight regional superintendents' study groups, establish a timetable for administering the Standards of Learning assessments to ensure genuine end-of-course and end-of-grade testing and (ii) with the assistance of independent testing experts, shall conduct a regular analysis and validation process for these assessments. In prescribing such assessments, the Board shall provide local school boards the option of administering tests for United States History to 1877, United States History: 1877 to the Present, and Civics and Economics. The Board of Education shall make publicly available such assessments in a timely manner and as soon as practicable following the administration of such tests, so long as the release of such assessments does not compromise test security or deplete the bank of assessment questions necessary to construct subsequent tests. (HB 1019, SB 318, HB 1020, and HB 1019)
By July 1, 1999, the Board shall develop and approve objectives for mathematics, at the middle and high school levels, for personal living and finances, which shall focus on money management skills for individuals and families. The personal living and finances objectives shall require instruction in those skills necessary to handle personal business and finances and shall include, but need not be limited to, the following: opening a bank account and how to judge the quality of a bank's services; balancing a checkbook; completing a loan application; the implications of an inheritance; the basics of personal insurance policies; consumer rights and responsibilities; dealing with salesmen and merchants; debt management, including retail and credit card debt; state and federal tax computation; local tax assessments; computation of interest rates by various mechanisms; understanding simple contracts; and how to contest an incorrect bill. These personal living and finances objectives shall not be required to be included in the Board's Standards of Learning, and shall be developed in a manner to ensure that instruction in the Standards of Learning shall not be de-emphasized. The Board shall not be required to evaluate student achievement concerning such objectives in the Standards of Learning Assessment Tests required by § 22.1-253.13:3.
The Board of Education shall supplement the Standards of Learning for social studies to ensure the study of contributions to society of diverse people. For the purposes of this subsection, "diverse" shall include consideration of disability, ethnicity, race, and gender. (SB 487)
C. Local school boards shall develop and implement a program of instruction for grades K through 12 which emphasizes reading, writing, speaking, mathematical concepts and computations, technological proficiency in the use of computers and related technology, and scientific concepts and processes; essential skills and concepts of citizenship, including knowledge of Virginia history and world and United States history, economics, government, foreign languages, international cultures, health and physical education, environmental issues and geography necessary for responsible participation in American society and in the international community; fine arts, which may include, but need not be limited to, music and art, and practical arts; knowledge and skills needed to qualify for further education and employment or, in the case of some handicapped children, to qualify for appropriate training; and development of the ability to apply such skills and knowledge in preparation for eventual employment and lifelong learning. School boards shall strive to employ licensed instructional personnel qualified in the relevant subject areas, including qualified teachers, licensed through the Board of Education's provisional licensure procedures, who have professional expertise in the relevant subject areas. (HB 203 and SB 114)
Local school boards shall also develop and implement programs of prevention, intervention, or remediation for students who are educationally at risk including, but not limited to, those whose scores are in the bottom national quartile on Virginia State Assessment Program Tests, who do not pass the literacy tests prescribed by the Board of Education, or who fail to achieve a passing score on any Standards of Learning assessment in grades three, five, and eight.
Any student who does not pass the literacy tests or any of the Standards of Learning assessments in grades three, five, or eight shall be required to attend a summer school program or to participate in another form of remediation; any student who passes one or more, but not all, of the Standards of Learning assessments in grades three, five, or eight may be required to attend a remediation program. Division superintendents shall require such students to take special programs of prevention, intervention, or remediation, which may include attendance in public summer school programs, in accordance with subsection A of § 22.1-254 and § 22.1-254.01. Remediation programs shall include, when applicable, a procedure for early identification of students who are at risk of failing the literacy tests or the Standards of Learning assessments in grades three, five, or eight. Such programs may also include summer school for all elementary and middle school grades and for all high school academic courses, as defined by regulations promulgated by the Board of Education, or other forms of remediation. Division superintendents shall require such students to take special programs of prevention, intervention, or remediation which may include attendance in public summer school programs, in accordance with clause (ii) subsection A of § 22.1-254 and § 22.1254.01. Summer school remediation programs or other forms of remediation shall be chosen by the division superintendent to be appropriate to the academic needs of the student. Students who are required to attend such summer school programs or to participate in another form of remediation shall not be charged tuition by the school division. (HB 1353)
The requirement for remediation may, however, be satisfied by the student's attendance in a program of prevention, intervention or remediation which has been selected by his parent, in consultation with the division superintendent or his designee, and is either (i) conducted by an accredited private school or (ii) a special program which has been determined to be comparable to the required public school remediation program by the division superintendent. The costs of such private school remediation program or other special remediation program shall be borne by the student's parent. Students required to attend such summer school programs or to participate in another form of remediation shall not be charged tuition by the local school division. Based on the number of students attending and the Commonwealth's share of the per pupil costs, additional state funds shall be provided for summer and other remediation programs as set forth in the appropriation act. (HB 1353)
Any student who does not pass the literacy tests or all Standards of Learning assessments in grades three, five, and eight shall be required to attend a summer school program or participate in another form of remediation. Such summer school program or other form of remediation shall be chosen by the school division to be appropriate to the academic needs of the student. State funds shall be provided, as set forth in the appropriation act, for the attendance in remediation programs conducted by local school divisions for those students who do not pass the literacy tests beginning with the 1997-1998 fiscal year and for students who do not pass all Standards of Learning assessments in grades three, five, and eight beginning with the 1998-1999 fiscal year. (HB 1353)
The Board of Education shall establish standards for full funding of summer remedial programs that shall include, but not be limited to, the minimum number of instructional hours or the equivalent thereof required for full funding and an assessment system designed to evaluate program effectiveness. Based on the number of students attending and the Commonwealth's share of the per pupil instructional costs, state funds shall be provided for the full cost of summer and other remediation programs as set forth in the appropriation act, provided such programs comply with such standards as shall be established by the Board, pursuant to § 22.1-199.2. (HB 1353)
To ensure consistency in program quality, each school board may establish a remediation program standards committee which may include, but need not be limited to, the superintendent or his designee, a teacher, a parent, and one representative of the community at large. The remediation program standards committee shall recommend the program components for the remediation programs and shall evaluate the success of the programs. Such program components may include pupil/teacher ratios, objectives, and time, site, and duration of the programs and may include transition mechanisms for children a mechanism to ensure the smooth movement transition of students between remediation programs and regular instructional programs, pupil/teacher ratios, objectives, and time, site, and duration of the various programs. (HB 1353)
Such remediation program shall include, when applicable, a procedure for early identification of students who are at risk of failure of the literacy tests or the Standards of Learning assessments in grades three, five, and eight. The identified students shall be provided appropriate remediation activities. (HB 1353)
The Board of Education shall establish standards for full funding of summer remedial programs which shall include, but not be limited to, the minimum number of instructional hours or the equivalent thereof required for full funding and an assessment system designed to evaluate program effectiveness. Based on the number of students attending and the Commonwealth's share of the per pupil instructional costs, state funds shall be provided for the full cost of summer and other remediation programs as set forth in the appropriations act, provided such programs comply with such standards as shall be established by the Board, pursuant to § 22.1-199.2. (HB 1353)
G. Licensed instructional personnel shall be assigned by each school board in a manner that produces divisionwide ratios of students in average daily membership to full-time equivalent teaching positions, excluding special education teachers, principals, assistant principals, counselors, and librarians, that are not greater than the following ratios: (i) twenty-four to one in kindergarten with no class being larger than twenty-nine students; if the average daily membership in any kindergarten class exceeds twenty-four pupils, a full-time teacher's aide shall be assigned to the class; (ii) twenty-four to one in grade one with no class being larger than thirty students; (iii) twenty-four to one in grades two and three with no class being larger than thirty students; (iv) twenty-five to one in grades four through six with no class being larger than thirty-five students; and (v) twenty-four to one in English classes in grades six through twelve.
Further, pursuant to the appropriation act, school boards:
(i) in schools having high concentrations of at-risk students, eighteen to one; and (ii) in schools having moderate concentrations of at-risk students, twenty to one. For the purposes of this subsection, "schools having high concentrations of at-risk students" and "schools having moderate concentrations of at-risk students" shall be as defined in the appropriation act.
1. May implement in kindergarten through third grade, within certain schools, lower ratios of students in average daily membership to full-time equivalent teaching positions by assigning instructional personnel in a manner that produces ratios of students in average daily membership to full-time equivalent teaching positions, excluding special education teachers, principals, assistant principals, counselors, and librarians, as follows:
2. In addition, Shall assign instructional personnel shall be assigned by each school board in a manner that produces schoolwide ratios of students in average daily memberships to full-time equivalent teaching positions of twenty-five to one in middle schools and high schools. (HB 203)
School boards shall, however, annually, on or before January 1, report to the public the actual pupil-teacher ratios in elementary school classrooms by school for the current school year. Such actual ratios shall include only the teachers who teach the grade and class on a full-time basis and shall exclude resource personnel. School boards shall report pupil-teacher ratios which include resource teachers in the same annual report. Any classes funded through the voluntary kindergarten through third grade at-risk student/lower ratio program shall be identified as such classes. Any classes having waivers to exceed the requirements of this subsection shall also be identified. Schools
shall be identified; however, the data shall be compiled in a manner to ensure the confidentiality of all teacher and pupil identities.
Amended § 22.1-253.13:1. (Effective July 1, 2003) Standard 1. Basic skills, selected programs, and instructional personnel
B. The Board of Education shall establish educational objectives to implement the development of the skills that are necessary for success in school and for preparation for life in the years beyond. The current educational objectives, known as the Standards of Learning, shall not be construed to be regulations as defined in § 9-6.14:4 ; however, the Board of Education may, from time to time, revise these educational objectives to maintain academic rigor. In order to provide appropriate opportunity for input from the general public, teachers, and local school boards, the Board of Education shall conduct public hearings prior to establishing new educational objectives. Thirty days prior to conducting such hearings, the Board shall give written notice by mail of the date, time, and place of the hearings to all local school boards and any other persons requesting to be notified of the hearings and publish notice of its intention to revise these educational objectives in the Virginia Register of Regulations. Interested parties shall be given reasonable opportunity to be heard and present information prior to final adoption of any revisions of these educational objectives.
The Board shall seek to ensure that any revised educational objectives are consistent with the world's highest educational standards. These objectives shall include, but not be limited to, basic skills of communication, computation and critical reasoning including problem solving and, decision making, and proficiency in the use of computers and related technology and the skills to manage personal finances and to make sound financial decisions, and the development of personal qualities such as self-esteem, sociability, self-management, integrity, and honesty. (HB 203)
With such funds as are made available for this purpose, the Board shall regularly review and revise the competencies for vocational education programs to require the full integration of English, mathematics, science and social studies Standards of Learning. Occupational vocational programs shall be aligned with industry and professional standard certifications, where they exist.
The Standards of Learning in all subject areas shall be subject to regular review and revision to maintain rigor and to reflect a balance between content knowledge and the application of knowledge in preparation for eventual employment and lifelong learning.
By October 1, 2000, the Board of Education shall establish a regular schedule, in a manner it deems appropriate, for the review, and revision as may be necessary, of the Standards of Learning in all subject areas. Such review of each subject area shall occur at least once every seven years. Nothing in this section shall be construed to prohibit the Board from conducting such review and revision on a more frequent basis. (HB 633 and SB 606)
School boards shall implement these objectives or objectives specifically designed for their school divisions that are equivalent to or exceed the Board's requirements. Students shall be expected to achieve the educational objectives utilized by the school division at appropriate age or grade levels.
With such funds as are available for this purpose, the Board of Education may shall prescribe assessment methods to determine the level of achievement of these objectives by all students. Such assessments shall evaluate knowledge, application of knowledge, critical thinking, and skills related to the Standards of Learning being assessed. The Board shall (i) in consultation with the chairpersons of the eight regional superintendents' study groups, establish a timetable for administering the Standards of Learning assessments to ensure genuine end-of-course and end-of-grade testing and (ii) with the assistance of independent testing experts, shall conduct a regular analysis and validation process for these assessments. In prescribing such assessments, the Board shall provide local school boards the option of administering tests for United States History to 1877, United States History: 1877 to the Present, and Civics and Economics. The Board of Education shall make publicly available such assessments in a timely manner and as soon as practicable following the administration of such tests, so long as the release of such assessments does not compromise test security or deplete the bank of assessment questions necessary to construct subsequent tests. (HB 1019, SB 318, HB 1020 and HB 1019)
By July 1, 1999, the Board shall develop and approve objectives for mathematics, at the middle and high school levels, for personal living and finances, which shall focus on money management skills for individuals and families. The personal living and finances objectives shall require instruction in those skills necessary to handle personal business and finances and shall include, but need not be limited to, the following: opening a bank account and how to judge the quality of a bank's services; balancing a checkbook; completing a loan application; the implications of an inheritance; the basics of personal insurance policies; consumer rights and responsibilities; dealing with salesmen and merchants; debt management, including retail and credit card debt; state and federal tax computation; local tax assessments; computation of interest rates by various mechanisms; understanding simple contracts; and how to contest an incorrect bill. These personal living and finances objectives shall not be required to be included in the Board's Standards of Learning, and shall be developed in a manner to ensure that instruction in the Standards of Learning shall not be de-emphasized. The Board shall not be required to evaluate student achievement concerning such objectives in the Standards of Learning Assessment Tests required by § 22.1-253.13:3.
The Board of Education shall supplement the Standards of Learning for social studies to ensure the study of contributions to society of diverse people. For the purposes of this subsection, "diverse" shall include consideration of disability, ethnicity, race, and gender. (SB 487)
C. Local school boards shall develop and implement a program of instruction for grades K through 12 which emphasizes reading, writing, speaking, mathematical concepts and computations, technological proficiency in the use of computers and related technology, and scientific concepts and processes; essential skills and concepts of citizenship, including knowledge of Virginia history and world and United States history, economics, government, foreign languages, international cultures, health and physical education, environmental issues and geography necessary for responsible participation in American society and in the international community; fine arts, which may include, but need not be limited to, music and art, and practical arts; knowledge and skills needed to qualify for further education and employment or, in the case of some handicapped children, to qualify for appropriate training; and development of the ability to apply such skills and knowledge in preparation for eventual employment and lifelong learning. School boards shall strive to employ licensed instructional personnel qualified in the relevant subject areas, including qualified teachers, licensed through the Board of Education's provisional licensure procedures, who have professional expertise in the relevant subject areas. (HB 203 and SB 114)
Local school boards shall also develop and implement programs of prevention, intervention, or remediation for students who are educationally at risk including, but not limited to, those whose scores are in the bottom national quartile on Virginia State Assessment Program Tests, or who fail to achieve a passing score on any Standards of Learning assessment in grades three, five, and eight.
Any student who does not pass the literacy tests or any of the Standards of Learning assessments in grades three, five, or eight shall be required to attend a summer school program or to participate in another form of remediation; any student who passes one or more, but not all, of the Standards of Learning assessments in grades three, five, or eight may be required to attend a remediation program. Division superintendents shall require such students to take special programs of prevention, intervention, or remediation, which may include attendance in public summer school programs, in accordance with clause (ii) of subsection A of § 22.1-254 and § 22.1-254.01. Remediation programs shall include, when applicable, a procedure for early identification of students who are at risk of failing the Standards of Learning assessments in grades three, five, or eight. Such programs may also include summer school for all elementary and middle school grades and for all high school academic courses, as defined by regulations promulgated by the Board of Education, or other forms of remediation. Division superintendents shall require such students to take special programs of prevention, intervention, or remediation which may include attendance in public summer school programs, in accordance with clause (ii) of subsection A of § 22.1254 and § 22.1-254.01. Summer school remediation programs or other forms of remediation shall be chosen by the division superintendent to be appropriate to the academic needs of the student. Students who are required to attend such summer school programs or to participate in another form of remediation shall not be charged tuition by the school division. (HB 1353)
The requirement for remediation may, however, be satisfied by the student's attendance in a program of prevention, intervention or remediation which has been selected by his parent, in consultation with the division superintendent or his designee, and is either (i) conducted by an accredited private school or (ii) a special program which has been determined to be comparable to the required public school remediation program by the division superintendent. The costs of such private school remediation program or other special remediation program shall be borne by the student's parent. Students required to attend such summer school programs or to participate in another form of remediation shall not be charged tuition by the local school division. Based on the number of students attending and the Commonwealth's share of the per pupil costs, additional state funds shall be provided for summer and other remediation programs as set forth in the appropriation act. (HB 1353)
Any student who does not pass all Standards of Learning assessments in grades three, five, and eight shall be required to attend a summer school program or participate in another form of remediation. Such summer school program or other form of remediation shall be chosen by the school division to be appropriate to the academic needs of the student. State funds shall be provided, as set forth in the appropriation act, for the attendance in remediation programs conducted by local school divisions for students who do not pass all Standards of Learning assessments in grades three, five, and eight beginning with the 1998-1999 fiscal year. (HB 1353)
The Board of Education shall establish standards for full funding of summer remedial programs that shall include, but not be limited to, the minimum number of instructional hours or the equivalent thereof required for full funding and an assessment system designed to evaluate program effectiveness. Based on the number of students attending and the Commonwealth's share of the per pupil instructional costs, state funds shall be provided for the full cost of summer and other remediation programs as set forth in the appropriation act, provided such programs comply with such standards as shall be established by the Board, pursuant to § 22.1-199.2. (HB 1353)
To ensure consistency in program quality, each school board may establish a remediation program standards committee which may include, but need not be limited to, the superintendent or his designee, a teacher, a parent, and one representative of the community at large. The remediation program standards committee shall recommend the program components for the remediation programs and shall evaluate the success of the programs. Such program components may include pupil/teacher ratios, objectives, and time, site, and duration of the programs and may include transition mechanisms for children a mechanism to ensure the smooth movement transition of students between remediation programs and regular instructional programs, pupil/teacher ratios, objectives, and time, site, and duration of the various programs. (HB 1353)
Such remediation programs shall include, when applicable, a procedure for early identification of students who are at risk of failure of the Standards of Learning assessments in grades three, five, and eight. The identified students shall be provided appropriate remediation activities. (HB 1353)
The Board of Education shall establish standards for full funding of summer remedial programs which shall include, but not be limited to, the minimum number of instructional hours or the equivalent thereof required for full funding and an assessment system designed to evaluate program effectiveness. Based on the number of students attending and the Commonwealth's share of the per pupil instructional costs, state funds shall be provided for the full cost of summer and other remediation programs as set forth in the appropriation act, provided such programs comply with such standards as shall be established by the Board, pursuant to § 22.1-199.2. (HB 1353)
G. Licensed instructional personnel shall be assigned by each school board in a manner that produces divisionwide ratios of students in average daily membership to full-time equivalent teaching positions, excluding special education teachers, principals, assistant principals, counselors, and librarians, that are not greater than the following ratios: (i) twenty-four to one in kindergarten with no class being larger than twenty-nine students; if the average daily membership in any kindergarten class exceeds twenty-four pupils, a full-time teacher's aide shall be assigned to the class; (ii) twenty-four to one in grade one with no class being larger than thirty students; (iii) twenty-four to one in grades two and three with no class being larger than thirty students; (iv) twenty-five to one in grades four through six with no class being larger than thirty-five students; and (v) twenty-four to one in English classes in grades six through twelve.
Further, pursuant to the appropriation act, school boards:
2. In addition, Shall assign instructional personnel shall be assigned by each school board in a manner that produces schoolwide ratios of students in average daily memberships to full-time equivalent teaching positions of twenty-five to one in middle schools and high schools. (HB 203)
1. May implement in kindergarten through third grade, within certain schools, lower ratios of students in average daily membership to full-time equivalent teaching positions by assigning instructional personnel in a manner that produces ratios of students in average daily membership to full-time equivalent teaching positions, excluding special education teachers, principals, assistant principals, counselors, and librarians, as follows: (i) in schools having high concentrations of at-risk students, eighteen to one; and (ii) in schools having moderate concentrations of at-risk students, twenty to one. For the purposes of this subsection, "schools having high concentrations of at-risk students" and "schools having moderate concentrations of at-risk students" shall be as defined in the appropriation act.
School boards shall, however, annually, on or before January 1, report to the public the actual pupil-teacher ratios in elementary school classrooms by school for the current school year. Such actual ratios shall include only the teachers who teach the grade and class on a full-time basis and shall exclude resource personnel. School boards shall report pupil-teacher ratios which include resource teachers in the same annual report. Any classes funded through the voluntary kindergarten through third grade at-risk student/lower ratio program shall be identified as such classes. Any classes having waivers to exceed the requirements of this subsection shall also be identified. Schools
shall be identified; however, the data shall be compiled in a manner to ensure the confidentiality of all teacher and pupil identities.
H. Students enrolled in a public school on a less than full-time basis shall be counted in average daily membership (ADM) in the relevant school division. Students who are either (i) enrolled in a nonpublic school or (ii) receiving home instruction pursuant to § 22.1-254.1, and who are enrolled in public school on a less than full-time basis in any mathematics, science, English, history, social science, vocational education, fine arts, foreign language, or health education or physical education course shall be counted in the average daily membership (ADM) in the relevant school division on a pro rata basis as provided in the appropriation act. However, no such nonpublic or home school student shall be counted as more than one-half a student for purposes of such pro rata calculation. Such calculation shall not include enrollments of such students in any other public school courses.
2. That by November 1, 2000, the Board of Education shall begin the review and revision of the Standards of Learning, as required by this act, with a review and revision of the Social Studies Standards of Learning and shall concentrate its first cycle of review and revision on those Standards of Learning linked to verified units of credit. (HB 633 and SB 606)
4. That the provisions of this act shall not become effective unless an appropriation effectuating the purposes of this act is included in the 2000 Appropriation Act, passed during the 2000 Session of the General Assembly, and signed into law by the Governor. (HB 1020)
3. That the Board of Education shall take such action as is necessary to enable local school boards to exercise the option required by subsection B no later than July 1, 2002. (HB 1020)
Amended § 22.1-253.13:3. (Effective until July 1, 2003) Standard 3. Accreditation, other standards and evaluation.
B. The Board of Education shall promulgate regulations establishing standards for accreditation pursuant to the Administrative Process Act (§ 9-6.14:1 et seq.) which shall include, but not be limited to, student outcome measures, requirements and guidelines for instructional programs and for the integration of educational technology into such instructional programs, administrative and instructional staffing levels and positions, including staff positions for supporting educational technology, pupil personnel services, special education program standards, auxiliary education programs such as library and media services, course and credit requirements for graduation from high school, community relations, and the philosophy, goals, and objectives of public education in Virginia. (HB 203)
In establishing course and credit requirements for a high school diploma, the Board shall: 1. Provide for the selection of integrated learning courses meeting the Standards of Learning and approved by the Board to satisfy graduation credit requirements which shall include Standards of Learning testing, as necessary ; and
2. Establish the requirements for a standard or advanced studies high school diploma which shall include one credit in fine, performing, or practical arts and one credit in United States and Virginia history. The requirements for a standard high school diploma may include a concentration of courses selected from a variety of options that may be planned to ensure the completion of a focused sequence of elective courses, leading to further education or preparation for employment developed by the school division consistent with Board of Education guidelines and as approved by the local school board. (SB 706 and SB 114)
4. Establish a procedure to facilitate the acceleration of students that allows qualified students, with the recommendation of the division superintendent, without completing the 140-hour class, to obtain credit for such class upon demonstration of mastery of the course content and objectives. Having received credit for the course, the student shall be permitted to sit for the relevant Standards of Learning assessment and, upon receiving a passing score, shall earn a verified credit. Nothing in this section shall preclude relevant school division personnel from enforcing compulsory attendance in public schools. (HB 1196)
3. Provide, in the requirements for the verified units of credit stipulated for obtaining the standard or advanced studies diploma, that students completing elective classes into which the Standards of Learning for any required course have been integrated may take the relevant Standards of Learning test for the relevant required course and receive, upon achieving a satisfactory score on the specific Standards of Learning assessment, a verified unit of credit for such elective class that shall be deemed to satisfy the Board's requirement for verified credit for the required course; (HB 489) and
In the exercise of its authority to recognize exemplary academic performance by providing for diploma seals, the Board shall establish by July 1, 2000, criteria for awarding a diploma seal for advanced mathematics and technology for the standard and advanced studies diplomas. The Board shall consider including criteria for (i) technology courses; (ii) technical writing, reading, and oral communication skills; (iii) technology-related practical arts training; and (iv) industry, professional, and trade association national certifications. (SB 706)
The Board shall include in the student outcome measures which are required by the Standards for Accreditation, end-of-course or end-of-grade tests for various grade levels and classes, as determined by the Board, in accordance with the Standards of Learning. These Standards of Learning assessments shall include, but need not be limited to, endof-course or end-of-grade tests for English, mathematics, science, and social studies.
In revising the standards for accreditation, the Board shall seek to set pupil-teacher ratios for educable mentally retarded (EMR) pupils that do not exceed the pupil-teacher ratios for self-contained classes for pupils with specific learning disabilities. The Board shall review annually the accreditation status of all schools in the Commonwealth.
The requirements for a standard or advanced studies high school diploma shall include one credit in fine, performing, or practical arts. The requirements for a standard high school diploma may include a concentration of courses selected from a variety of options. Such concentration may be planned to ensure the completion of a focused sequence of elective courses leading to further education or preparation for employment developed by the school division consistent with Board of Education guidelines and as approved by the local school board. (HB 489 and SB 706)
The Board's regulations on accrediting schools shall include in the minimum staffing requirements, according to the type of school and student enrollment, requirements for employment of (i) principals in elementary schools, one half-time to 299 students, one full-time at 300 students; principals in middle schools, one full-time, to be employed on a twelve-month basis; principals in high schools, one full-time, to be employed on a twelve-month basis; (ii) assistant principals in elementary schools, one half-time at 600 students, one full-time at 900 students; assistant principals in middle schools, one fulltime for each 600 students; assistant principals in high schools, one full-time for each 600 students; (iii) librarians in elementary schools, one part-time to 299 students, one fulltime at 300 students; librarians in middle schools, one-half time to 299 students, one fulltime at 300 students, two full-time at 1000 students; librarians in high schools, one halftime to 299 students, one full-time at 300 students, two full-time at 1000 students; (iv) guidance counselors in middle schools, one period per 80 students, one full-time at 400 students, one additional period per 80 students or major fraction thereof; guidance counselors in high schools, one period per 70 students, one full-time at 350 students, one additional period per 70 students or major fraction thereof; (v) clerical personnel in elementary schools, part-time to 299 students, one full-time at 300 students; clerical personnel in middle schools, one full-time and one additional full-time for each 600 students beyond 200 students and one full-time for the library at 750 students; clerical personnel in high schools, one full-time and one additional full-time for each 600 students beyond 200 students and one full-time for the library at 750 students; and (vi) reading specialists in elementary schools, one full-time in each elementary school at the discretion of the local school board. A combined school, such as kindergarten through twelve, shall meet at all grade levels the staffing requirements for the highest grade level in that school; this requirement shall apply to all staff, except for guidance counselors, and shall be based on the school's total enrollment; guidance counselor staff requirements shall, however, be based on the enrollment at the various school organization levels, i.e., middle or high school. The Board of Education may grant waivers from these staffing levels upon request from local school boards seeking to implement experimental or innovative programs that are not consistent with these staffing levels.
C. The Board shall also establish requirements for certification licensure of teachers, principals, supervisors and other professional staff and determine eligibility for appointment as a local division superintendent. (HB 1196 and SB 706)
D. The Superintendent of Public Instruction shall develop and the Board of Education shall approve criteria for determining and recognizing educational performance in the Commonwealth's public school divisions and schools. Such criteria, when approved, shall become an integral part of the accreditation process and shall include student outcome measurements. One year following the approval by the Board of such criteria, the
Superintendent of Public Instruction shall annually identify to the Board those school divisions and schools that exceed or do not meet the approved criteria. Such identification shall include an analysis of the strengths and weaknesses of public education programs in the various school divisions in Virginia and recommendations to the General Assembly for further enhancing student learning uniformly across the Commonwealth. In recognizing educational performance in the school divisions, the Board shall include consideration of special school division accomplishments, such as numbers of dual enrollments and students in Advanced Placement and International Baccalaureate courses, and participation in academic year Governor's Schools.
The Superintendent of Public Instruction shall assist local school boards in the implementation of action plans for increasing educational performance in those school divisions and schools that are identified as not meeting the approved criteria. The Superintendent of Public Instruction shall monitor the implementation of and report to the Board of Education on the effectiveness of the corrective actions taken to improve the educational performance in such school divisions and schools.
The Department of Education shall conduct technical assistance visits for local school divisions. Schools accredited with a warning shall be given priority for such assistance, which shall include an analysis of relevant school data and the development and implementation of improvement plans to assist such schools in improving their accreditation status.
E. In order to assess the educational progress of students, the Board of Education shall also (i) develop appropriate assessments, which may include criterion-referenced tests and alternative assessment instruments which may be used by classroom teachers; (ii) prescribe and provide measures, which may include nationally normed tests, to be designated as the Virginia State Assessment Program, which shall be used to identify students who score in the bottom quartile at selected grade levels; and (iii) prescribe and provide literacy tests in reading, writing and mathematics which shall be administered to students in grade six and to students who have not successfully passed them in grades seven and eight. The Board of Education is authorized to pursue all available civil remedies for breaches in test security. Notwithstanding any other provision of state law, no test or examination authorized by this section, including the Standards of Learning assessments, shall be released or required to be released as minimum competency tests, if, in the judgment of the Board, such release would breach the security of such test or examination or deplete the bank of questions necessary to construct future secure tests. (HB 1019)
With such funds as may be appropriated, the Board of Education may provide, through an agreement with vendors having the technical capacity and expertise to provide computerized tests and assessments, and test construction, analysis, and security, for (i) web-based computerized tests and assessments for the evaluation of student progress during and after remediation and (ii) the development of a remediation item bank directly related to the Standards of Learning. (HB 1484)
Amended § 22.1-253.13:3. (Effective July 1, 2003) Standard 3. Accreditation, other standards and evaluation
B. The Board of Education shall promulgate regulations establishing standards for accreditation pursuant to the Administrative Process Act (§ 9-6.14:1 et seq.) which shall include, but not be limited to, student outcome measures, requirements and guidelines for instructional programs and for the integration of educational technology into such instructional programs, administrative and instructional staffing levels and positions, including staff positions for supporting educational technology, pupil personnel services, special education program standards, auxiliary education programs such as library and media services, course and credit requirements for graduation from high school, community relations, and the philosophy, goals, and objectives of public education in Virginia. (HB 203)
In establishing course and credit requirements for a high school diploma, the Board shall:
2. Establish the requirements for a standard or advanced studies high school diploma which shall include one credit in fine, performing, or practical arts and one credit in United States and Virginia history. The requirements for a standard high school diploma may include a concentration of courses selected from a variety of options that may be planned to ensure the completion of a focused sequence of elective courses, leading to further education or preparation for employment developed by the school division consistent with Board of Education guidelines and as approved by the local school board; (SB 706 and SB 114)
1. Provide for the selection of integrated learning courses meeting the Standards of Learning and approved by the Board to satisfy graduation credit requirements which shall include Standards of Learning testing, as necessary ; and
3. Provide, in the requirements for the verified units of credit stipulated for obtaining the standard or advanced studies diploma, that students completing elective classes into which the Standards of Learning for any required course have been integrated may take the relevant Standards of Learning test for the relevant required course and receive, upon achieving a satisfactory score on the specific Standards of Learning assessment, a verified unit of credit for such elective class that shall be deemed to satisfy the Board's requirement for verified credit for the required course; (HB 489) and
4. Establish a procedure to facilitate the acceleration of students that allows qualified students, with the recommendation of the division superintendent, without completing the 140-hour class, to obtain credit for such class upon demonstration of mastery of the course content and objectives. Having received credit for the course, the student shall be permitted to sit for the relevant Standards of Learning assessment and, upon receiving a passing score, shall earn a verified credit. Nothing in this section shall preclude relevant school division personnel from enforcing compulsory attendance in public schools. (HB 1196)
In the exercise of its authority to recognize exemplary academic performance by providing for diploma seals, the Board shall establish by July 1, 2000, criteria for awarding a diploma seal for advanced mathematics and technology for the standard and advanced studies diplomas. The Board shall consider including criteria for (i) technology courses; (ii) technical writing, reading, and oral communication skills; (iii) technology-related practical arts training; and (iv) industry, professional, and trade association national certifications. (SB 706)
The Board shall include in the student outcome measures which are required by the Standards for Accreditation, end-of-course or end-of-grade tests for various grade levels and classes, as determined by the Board, in accordance with the Standards of Learning. These Standards of Learning assessments shall include, but need not be limited to, endof-course or end-of-grade tests for English, mathematics, science, and social studies.
In revising the standards for accreditation, the Board shall seek to set pupil-teacher ratios for educable mentally retarded (EMR) pupils that do not exceed the pupil-teacher ratios for self-contained classes for pupils with specific learning disabilities. The Board shall review annually the accreditation status of all schools in the Commonwealth.
The requirements for a standard or advanced studies high school diploma shall include one credit in fine, performing, or practical arts. The requirements for a standard high school diploma shall, however, include at least two sequential electives and may include a concentration of courses selected from a variety of options. Such concentration may be planned to ensure the completion of a focused sequence of elective courses leading to further education or preparation for employment developed by the school division consistent with Board of Education guidelines and as approved by the local school board. (HB 489 and SB 706)
The Board's regulations on accrediting schools shall include in the minimum staffing requirements, according to the type of school and student enrollment, requirements for employment of (i) principals in elementary schools, one half-time to 299 students, one full-time at 300 students; principals in middle schools, one full-time, to be employed on a twelve-month basis; principals in high schools, one full-time, to be employed on a twelve-month basis; (ii) assistant principals in elementary schools, one half-time at 600 students, one full-time at 900 students; assistant principals in middle schools, one fulltime for each 600 students; assistant principals in high schools, one full-time for each 600 students; (iii) librarians in elementary schools, one part-time to 299 students, one fulltime at 300 students; librarians in middle schools, one-half time to 299 students, one fulltime at 300 students, two full-time at 1000 students; librarians in high schools, one halftime to 299 students, one full-time at 300 students, two full-time at 1000 students; (iv) guidance counselors in middle schools, one period per 80 students, one full-time at 400 students, one additional period per 80 students or major fraction thereof; guidance counselors in high schools, one period per 70 students, one full-time at 350 students, one additional period per 70 students or major fraction thereof; (v) clerical personnel in elementary schools, part-time to 299 students, one full-time at 300 students; clerical personnel in middle schools, one full-time and one additional full-time for each 600 students beyond 200 students and one full-time for the library at 750 students; clerical
personnel in high schools, one full-time and one additional full-time for each 600 students beyond 200 students and one full-time for the library at 750 students; and (vi) reading specialists in elementary schools, one full-time in each elementary school at the discretion of the local school board. A combined school, such as kindergarten through twelve, shall meet at all grade levels the staffing requirements for the highest grade level in that school; this requirement shall apply to all staff, except for guidance counselors, and shall be based on the school's total enrollment; guidance counselor staff requirements shall, however, be based on the enrollment at the various school organization levels, i.e., middle or high school. The Board of Education may grant waivers from these staffing levels upon request from local school boards seeking to implement experimental or innovative programs that are not consistent with these staffing levels.
C. The Board shall also establish requirements for certification licensure of teachers, principals, supervisors and other professional staff and determine eligibility for appointment as a local division superintendent. (HB 1196 and SB 706)
D. The Superintendent of Public Instruction shall develop and the Board of Education shall approve criteria for determining and recognizing educational performance in the Commonwealth's public school divisions and schools. Such criteria, when approved, shall become an integral part of the accreditation process and shall include student outcome measurements. One year following the approval by the Board of such criteria, the Superintendent of Public Instruction shall annually identify to the Board those school divisions and schools that exceed or do not meet the approved criteria. Such identification shall include an analysis of the strengths and weaknesses of public education programs in the various school divisions in Virginia and recommendations to the General Assembly for further enhancing student learning uniformly across the Commonwealth. In recognizing educational performance in the school divisions, the Board shall include consideration of special school division accomplishments, such as numbers of dual enrollments and students in Advanced Placement and International Baccalaureate courses, and participation in academic year Governor's Schools.
The Superintendent of Public Instruction shall assist local school boards in the implementation of action plans for increasing educational performance in those school divisions and schools that are identified as not meeting the approved criteria. The Superintendent of Public Instruction shall monitor the implementation of and report to the Board of Education on the effectiveness of the corrective actions taken to improve the educational performance in such school divisions and schools.
The Department of Education shall conduct technical assistance visits for local school divisions. Schools accredited with a warning shall be given priority for such assistance, which shall include an analysis of relevant school data and the development and implementation of improvement plans to assist such schools in improving their accreditation status.
E. In order to assess the educational progress of students, the Board of Education shall also (i) develop appropriate assessments, which may include criterion-referenced tests and alternative assessment instruments which may be used by classroom teachers and (ii) prescribe and provide measures, which may include nationally normed tests, to be designated as the Virginia State Assessment Program, which shall be used to identify students who score in the bottom quartile at selected grade levels. The Board of Education is authorized to pursue all available civil remedies for breaches in test security. Notwithstanding any other provision of state law, no test or examination authorized by this section, including the Standards of Learning assessments, shall be released or required to be released as minimum competency tests, if, in the judgment of the Board, such release would breach the security of such test or examination or deplete the bank of questions necessary to construct future secure tests. (HB 1019)
With such funds as may be appropriated, the Board of Education may provide, through an agreement with vendors having the technical capacity and expertise to provide computerized tests and assessments, and test construction, analysis, and security, for (i) web-based computerized tests and assessments for the evaluation of student progress during and after remediation and (ii) the development of a remediation item bank directly related to the Standards of Learning. (HB 1484)
2. That the provisions of this act shall not become effective unless an appropriation effectuating the purposes of this act is included in the 2000 Appropriation Act, passed during the 2000 Session of the General Assembly and signed into law by the Governor. (HB 1484)
Amended § 22.1-253.13:5 Standard 5. Training and professional development.
D. The Board of Education shall sponsor, conduct or provide advice on (i) training and professional development of teachers, principals, supervisors, division superintendents and other school staff; (ii) training for all administrative and supervisory personnel in the evaluation and documentation of teacher and administrator performance based on student academic progress and the skills and knowledge of such instructional or administrative personnel; (iii) in-service programs for school board members on personnel, curriculum and current issues in education; and (iv) in cooperation with the Virginia Department for the Visually Handicapped, in-service programs in Braille for teachers of the blind and visually impaired.
The Board shall also provide technical assistance on professional development to local school boards designed to seek ensure that all instructional personnel are proficient in the use of educational technology consistent with its Six-Year Educational Technology Plan for Virginia. (HB 203)
E. Each local school board shall require (i) its members to participate annually in inservice programs on personnel, curriculum and current issues in education as part of their service on the local board and (ii) require the division superintendent to participate annually in professional development activities at the local, state or national levels.
F. Each local school board shall provide (i) a program of professional development, as part of the license renewal process, to assist teachers and principals in acquiring the skills needed to work with gifted students and handicapped students and to increase student achievement, (ii) a program of professional development in educational technology for all instructional personnel which is designed to facilitate integration of computer skills and related technology into the curricula, and (iii) a program of professional development for administrative personnel designed to increase proficiency in instructional leadership and management, including training in the evaluation and documentation of teacher and administrator performance based on student academic progress and the skills and knowledge of such instructional or administrative personnel. (HB 203)
Amended § 22.1-253.13:6. Standard 6. Planning and public involvement.
B. The Board of Education shall revise, extend and adopt biennially a statewide six-year improvement plan which shall be developed with statewide participation and shall be available for public inspection and copying. This plan shall include the objectives of public education in Virginia, an assessment of the extent to which these objectives are being achieved, a forecast of enrollment changes and an assessment of the needs of public education in the Commonwealth. In the annual report required by § 22.1-18, the Board shall include an analysis of the extent to which these Standards of Quality have been achieved and the objectives of the statewide six-year improvement plan have been met. The Board shall also develop, as a part of its six-year improvement plan, a detailed six-year plan to make integrate educational technology an integral part of into the Standards of Learning and the curricula of the public school education schools in Virginia. The Board shall review and approve the six-year plan for educational technology and may require the revision of such plan as it deems necessary. (HB 203)
C. Each local school board shall revise, extend and adopt biennially a divisionwide sixyear improvement plan which shall be developed with staff and community involvement. Prior to the adoption of any divisionwide six-year improvement plan, each local school board shall make the plan available for public inspection and copying and shall conduct at least one public hearing to solicit public comment on the divisionwide plan. Each public school shall prepare a biennial plan which shall be given consideration by its school board in the development of the divisionwide six-year improvement plan. The divisionwide six-year improvement plan shall include the objectives of the school division, an assessment of the extent to which these objectives are being achieved, a forecast of enrollment changes, a plan for managing enrollment changes including consideration of the consolidation of schools to provide for a more comprehensive and effective delivery of instructional services to students and economies in school operations, an evaluation of the appropriateness of providing certain regional services in cooperation with neighboring school divisions, a plan for implementing such regional services when appropriate, a technology plan , designed to integrate educational technology into the instructional programs of the school division, consistent with the six-year technology plan for Virginia adopted by the Board of Education, and an assessment of the needs of the school division and evidence of community participation in the development of the plan. A report shall be presented by each school board to the
public by November 1 of each odd-numbered year on the extent to which the objectives of the divisionwide six-year improvement plan have been met during the previous two school years. (HB 203)
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This World of Humans: Episode #2 Guide for Educators
Labor Conditions and Patient Health
These activities address NGSS ETS1.A, ETS1.B, ETS1.C, as well as specific Cross-Cutting Concepts and Science and Engineering Practices (see page 8). Many are also suitable for courses designated as "Writing-Intensive."
About the Article
This article addresses an important issue in public health: the effect of labor policies – particularly familysupportive policies – on the workers and their work. The authors use a mixed-method research design (qualitative and quantitative) to address questions about how work-family support provided to workers in a healthcare facility affects the quality of patient care provided by those workers.
About the interview
In this interview, Dr. Sembajwe discusses in broader detail the connections between health and work-labor policies – in particular, the effects of such policies on the health and welfare of the workers themselves and how that translates to the care they provide to their patients. It provides the origin story of the research and the significance of the research to society in general.
Both the article and the interview can be found here: https://www.visionlearning.com/en/twoh/#ep2
Recommended: pair these materials with Scientific Ethics (see "Extension Activities" on page 4).
https://www.visionlearning.com/en/library/Process-of-Science/49/Scientific-Ethics/161
Use in the Classroom
These materials are useful for exploring ways in which scientists engage in research – methodological approaches, identifying relevant research questions – as well as the ways in which they communicate the results of that research. Students should read the article before listening to the interview.
1. Pre-reading and pre-listening activities are provided to prompt prior knowledge and help students make connections between their own lives and the research they are learning about. Materials may be used in the classroom to generate discussion, or as homework if the article or interview will be read/listened to in-class. Having students write before speaking helps focus discussions and reading.
2. The worksheet is explicitly designed to walk students through the process of reading a scientific paper. It serves as an excellent homework assignment (if the article is read outside of class) and will direct students toward identifying important information about the research. While the answers provided can be used to check student reading, it is really an opportunity to assist students in how to read scientific material. Completed worksheets are excellent for small group discussions, allowing students to solve any discrepancies themselves, or as a debrief with the entire class.
3. Post-reading and -listening activities are designed to extend student thinking and engage them more deeply with the text and interview. These questions are great for small groups, for large class discussions, or for short-answer writing assignments.
This World of Humans: Episode #2
Guide for Educators
Pre-reading and –listening activities
1. Vocabulary preparation: Provide students with the Vocabulary Worksheet and ask them to provide definitions. Clarifying terminology as a class is recommended. This worksheet is suitable for a 10-15 minute in-class activity if students have access to dictionaries or the internet.
2. Design a research project: This is best done in small groups of 3 or 4 students and is suited for inclass work where the instructor can regularly check-in with each group and offer guidance. This requires ~30 minutes of class time. One strategy is to assign the role of management specialist to one student, public health specialist to another, and policy maker to a third. (Additional students can self-select.) Be certain to take at least 10 minutes to debrief as a class, hearing what each group designed and the rationale for their choices. Instructions to students, already partnered:
Each group is a research team made up of management specialists, public health professionals (doctors, medical researchers), and policy makers. Your job is to design a research project that answers the following question: Is there a connection between the workplace policies of a medical facility and the care its patients receive? Specifically, I want you to focus on the policies the facility has with regard to a worker's ability to schedule the hours they work, take time off for sickness and childcare issues, and also deal with family emergencies. You have your research question. Your task, now, is to work as a group to identify how you are going to answer these questions. Thing to ask yourself:
1. What methods will you use?
2. What kind of data should you collect?
3. What kind of information is that data going to tell you?
4. Who are you going to collect data from?
5. How many facilities, if more than one, will you collect data from?
6. How long should the project take?
7. What other considerations for the project's design are there?
3. Free-writes: Freewriting is a practice where an individual writes continuously what comes to their mind (by hand or typing) for a specified period of time. The point of the exercise is to generate thoughts, not quality prose. Periods of 5 minutes (timed) are best for the questions posed below. It also helps to write the question on the board, or print it on a handout, so that students can refer back when necessary. Do not collect these – it should be a low-stakes writing task. However, you can ask for students to volunteer what came to mind and use these thoughts to generate discussion about the article they will be reading. Instructions to students:
We are going to do an exercise called a 'freewrite'. Please take out a notebook or blank sheet of paper, and something to write with. If you're using a computer – open a new file in your word processor. In a moment, I will give you a question to think about, then I'll set a timer for 5 minutes. During this time, I do not want you to stop writing. That means your pen or pencil should keep touching the paper, or your fingers pressing the keys. The point, here, is to write whatever comes to mind without any censoring or editing. Just your thoughts. If you can't think of anything, write "I can't think of anything." You do not have
This World of Humans: Episode #2 Guide for Educators
to share your thoughts unless you want to – I will not collect these. Here is the question I want you think write about: [instructor: pick one]
1. Being a student is only one part of your life. You might work, have family obligations, or even health concerns. How does your life outside of school influence your work as a student?
2. Think about a time when you had to supervise someone. Maybe you were a camp counselor, took on a supervisor role at work, or even took care of a relative. How did you juggle your role of being in charge with the desires of the person you were taking care of? What about the desires of the person that put you in charge? Whose best interests did you keep in mind?
3. Do you think there is a relationship between the work an individual does and their health? Why or why not? What about a relationship between an individual's health and their performance on-the-job? Why or why not?
Post-reading and –listening activities
1. Revisiting vocabulary: Using the vocabulary sheet students completed at the start, clarify as a group/class how the authors used the terms. Were they used the same? Differently? Explain.
2. Discussion questions: Use the following list of questions to engage students in thinking more critically about the research and interview. These questions can be assigned as short-essay prompts, used for small-group discussion, or used to prompt whole-class discussion.
* What was the origin story for this research? Where did the research question come from?
* How does Dr. Sembajwe talk about the data collection process? What rationale did she give for selecting the methods that were used?
* How did the different methods used in the study help to answer the larger questions?
* How did Dr. Sembajwe's discussion of a specific example (the mother whose child was being dropped off by a school bus driver) help your understanding of the research?
* What impact do work-family support policies have on larger communities/society?
* In what ways are workers' health influenced by the formal and informal policies held by a facility? The patients' health?
* In the interview, Dr. Sembajwe spoke about the need for continuity of care. Why is continuity of care important? Who does it affect?
* What were some of the challenges and/or constraints the research team encountered? How did they address them?
3. Revisit your research design: If students conducted the research design activity before reading or listening to the materials, ask them to revisit their design in light of the materials. Provide the following questions:
- In what ways was your design similar to and different from the article's research team?
This World of Humans: Episode #2
Guide for Educators
- What factors did the research team consider that your design did not? What factors did your design include that the research team's did not?
- Would the methods and approach your team came up with work to answer the research questions Dr. Sembajwe's team proposed? Why or why not? Does your design provide other information?
- Using either your own design or the research team's, what would a logical next step for research be? What would you investigate next?
Extension activities – for use with the learning module Scientific Ethics
Article Critique (2 options): Ethics are a critical factor in research with live subjects (i.e., humans, animals). In this activity, students are asked to scrutinize the published article and assess the ethical considerations necessary for the type of research Sembajwe et al. conducted. This activity is suited for both in-class, small-group work, assigning one prompt per group, as well as used for analytical essay prompts (~1500 words in length). If used for small-group work, be sure to discuss all insights as a whole class. An assessment rubric for use as a writing assignment is provided below
(Option 1: in-class groups) Instructions to students:
Each group will receive one question prompt to examine. Use the article by Sembajwe et al. to answer your question, being sure to use evidence from the text to support your ideas (i.e., page numbers, quotations). Your job in this assignment is to question the article's validity and conclusions. Take 15 to 20 minutes to do this activity, and then we will regroup and talk through your insights as a class.
- In the article Scientific Ethics, Carpi and Egger define ethics as "a set of moral obligations that define right and wrong in our practices and decisions." What moral obligations did Sembajwe et al. need to consider when conducting this research? In what ways is that reflected (or not reflected) in the article proper? In the interview?
- Look closely at the data used to support the claims in this article. Do they seem strong enough to support the claims made by the authors? Why, why not? What information can you find about the ways in which the authors selected the data to use? What data might they have left out?
- As Carpi and Egger note in Scientific Ethics, part of the ethical responsibility of researchers is to report their methodology so that it can be replicated by others. Study the Methods section of the article. What questions do you have about the way in which this research was conducted? Could you reproduce this study today, if necessary? Why or why not?
- In Scientific Ethics, Carpi and Egger discuss the moral obligations researchers have to society in general. In conducting this research, to whom do Sembajwe et al. have a moral obligation? Explain your answer.
- Using the article and interview as a resource, what ethical guidelines did Sembajwe et al. follow when designing their research? Where did these guidelines come from?
This World of Humans: Episode #2 Guide for Educators
Writing Prompt:
Ethics are a critical factor in research with live subjects (i.e., humans, animals). Use the module Scientific Ethics by Carpi and Egger as a lens through which you critically examine the case of Sembajwe et al.'s research (the article as well as the interview with Dr. Sembajwe). In this examination, answer the following question:
[Insert one selected essay question from above]
Your essay should be approximately 1500 words long (5 to 6 pages, double-spaced). Use evidence from the text to support your ideas (i.e., page numbers, quotations, paraphrases). Your job in this assignment is to question the article's validity and conclusions. Take a critical eye/ear to the article and interview, using Carpi and Egger to frame your critique.
Outcomes Assessment/Rubric for Assignment
| | Poor | Low | At standard | Exceeds | Outstanding |
|---|---|---|---|---|---|
| Uses all three sources (2 articles and interview) | | | | | |
| Explains context for this analysis-- frames the analysis around the essay question: What did they set out to do and why? | | | | | |
| Brief summaries of the case sources: Who are the authors? Where was it published? When? What’s it about? | | | | | |
| Carefully attends to rhetorical elements of the chosen texts – how ethical decisions are reflected in the text and interview proper; what is included and excluded. | | | | | |
| Supports analysis with compelling evidence from the text being analyzed, including quotations from the article. | | | | | |
| Demonstrates successful use of appropriate citation conventions. | | | | | |
| Provides a conclusion that comments on the purpose of the analysis and points to implications on scientific research in general. | | | | | |
5
This World of Humans: Episode #2 Guide for Educators
Vocabulary Worksheet
Below are a list of terms and phrases that you will encounter while reading the article and listening to the interview. Using a dictionary, provide definitions for each term or phrase. If you cannot find a formal definition, write down what you think the term or phrase might mean.
(For expected answers to these questions, see https://www.visionlearning.com/en/twoh/request )
Qualitative Research:
Quantitative Research:
Mixed-Methods Research:
Triangulate:
Worker:
Employee:
Work-Family Support:
This World of Humans: Episode #2
Guide for Educators
Reading Guide and Worksheet
Use this worksheet to guide your reading of the primary article. As you read, answer the questions in your own words. Whenever possible, make notes as to where in the text you found your answer (e.g., in the Methods section, in the fifth paragraph on page 112).
(For expected answers to these questions, see https://www.visionlearning.com/en/twoh/request )
1. Who are the authors of the article? What information can you find about them in the article directly?
2. What specific problem is this research attempting to address? (Another way to think of this: What reasons do the authors give for conducting this research?)
3. What group(s) of people does the research focus on?
4. What were the specific research questions the study attempted to answer? (Another way to think of this is: What were the researchers’ hypotheses? What were they trying to find out?)
5. List the methods the researchers used to collect data.
6. What did the researchers find? Summarize the key points.
7. What questions were raised in your reading of the article?
Educators This World of Humans, Episode 2: Targeted NGSS, Cross-Cutting Concepts, and Science and Engineering Practices
The activities in this guide can be used to address the following standards, concepts, and practices.
| | Next Generation Science Standards | |
|---|---|---|
| ETS1.A: Defining and Delimiting an Engineering Problem | | • Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (HS-ETS1-1) (secondary to HS-PS2-3) (secondary to HS-PS3-3) • Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. (HSETS1-1) |
| ETS1.B: Developing Possible Solutions | | • When evaluating solutions it is important to take into account a range of constraints including cost, safety, reliability and aesthetics and to consider social, cultural and environmental impacts. (secondary to HS-LS2-7) (secondary to HS-LS4-6) (secondary to HSESS3-2),(secondary HS- ESS3-4) (HS-ETS1-3) |
| ETS1.C: Optimizing the Design Solution | | • Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (tradeoffs) may be needed. (HSETS1-2) (secondary to HS-PS1-6) (secondary to HS-PS2-3) |
| | Science and Engineering Practices | |
| Asking Questions and Defining Problems | | • Ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information. • Ask questions to determine relationships, including quantitative relationships, between independent and dependent variables. • Ask questions that can be investigated within the scope of the school laboratory, research facilities, or field (e.g., outdoor environment) with available resources and, when appropriate, frame a hypothesis based on a model or theory. • Define a design problem that involves the development of a process or system with interacting components and criteria and constraints that may include social, technical and/or environmental considerations. |
| Obtaining, Evaluating, and Communicating Information | | • Critically read scientific literature adapted for classroom use to determine the central ideas or conclusions and/or to obtain scientific and/or technical information to summarize complex evidence, concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. • Evaluate the validity and reliability of and/or synthesize multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. |
| | Cross-Cutting Concepts | |
| Cause and Effect: Mechanism and Prediction: Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering. | | • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. • Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system |
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Pre K Reading Worksheets
Genius Kids Worksheets for Nursery - Set of 8 Workbooks for Pre-KG, Nursery and
Montessori (2-4 yrs) - Reading, Rhymes, Numbers, Games & Activities
Sight Words for First Graders: Sight Word Worksheets Provide Dolch List for Kids in
Kindergarten, 1st Grade. It Can Be Used as Flash Cards Or Games T
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Beginning Sounds
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KINDERGARTEN WORKBOOK (140 Worksheets) - Alphabet Letters, Kindergarten
Math, Kids Activities, Homeschool Worksheets
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Worksheets for Kids
Learning with Curious George Pre-K Reading
Pre K Printable Workbooks (Mixed Worksheets to Develop Pen Control)
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Kids in Preschool and Kindergarten to Practice Reading and Recognizin
My First Workbook of 100 Sight Words Practice Worksheets
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100 Easy Leaning Games Cover Flashcards Sight Words, Flash Cards ABC F
Learn Spanish Workbook for Toddlers
Preschool Logic Fun
Sight Word Sentences
Tracing Alphabet Sight Words for Preschoolers
Pre K Worksheets
Reading Comprehension Workbook
Pre K Printable Worksheets (Math Genius Vol 1)
Big Preschool Workbook (Teacher Edition)
No More Phonics and Spelling Worksheets
Preschool Reading Worksheets and Workbook
Kindergarten Easy Reading Vowels and Consonants Sounds Flash
Preschool Printables
Full 220 Sight Word Worksheets Practice to Read and Write: Complete Dolch List for Preschool, Kindergarten, First Graders, Second Grade and Third Grad Tracing Sight Words Workbook for Kindergarten
Pre K Reading Worksheets
Downloaded from dev.mabts.edu by guest
RANDALL LOGAN
prekindergarten through grade 3 students, and feature titles in a wide variety of skill areas to suit any
Genius Kids Worksheets for Nursery
- Set of 8 Workbooks for Pre-KG, Nursery and Montessori (2-4 yrs) Reading, Rhymes, Numbers, Games & Activities Independently Published 60 Preschool/Kindergarten worksheets to assist with the development of fine motor skills in preschool children Sight Words for First Graders: Sight Word Worksheets Provide Dolch List for Kids in Kindergarten, 1st Grade. It Can Be Used as Flash Cards Or Games T Independently Published Presents plenty of practice for children to recognize the sounds of letters that begin words.
Coloring Pages
This book is designed for preschool teachers to challenge more able preschool students: Fully copyable, printable, and downloadable
Letter Tracing Books for
Preschoolers Preschool Reading Worksheets and WorkbookThis workbook will acquaint your preschooler with reading by introducing it through a variety of subjects, such as math, science, and even art! These teacherapproved books are perfect for home, school, summer breaks, and road trips! Skills covered include sequencing, phonics, sight word recognition, vocabulary, and more! An incentive chart and 140 full-color stickers are also included to help parents or teachers track student progress. Home Workbooks are available for need.Tracing Alphabet Sight Words for Preschoolers Our worksheets start with learning to recognize individual letters, then most kids are ready to move on to the beginning stages of reading and writing. Therefore, kids are encouraged to learn all basic sight words for preschool. This sight word practice help building speed and fluency when kids reading. It is important for kids to practice sight words activities because accuracy, speed, and fluency in reading will increase reading comprehension.This workbook aims to help children memorize those words by practicing reading, tracing, coloring, and writing which is a fun learning and help them automatically recognize these words in print within three seconds. This book is designed for kids age 3-5 so it comes up with cute pictures to encourage their learning with fun.Ask your child to write the word 5 - 10 times in this journal or on a piece of paper and you will see the great outcome! Daily Reading Practice for Kindergarten (Week 9) Silver Dolphin Books Encourage your son to study, write and learn Learn Spanish Workbook For Toddlers It is necessary to follow the study subjects and solve the different exercises on a daily and regular basis to get the best result in learning to write for children who teaches them letters, shapes and numbers makes and makes it enjoyable to appropriate control of the pen, track the fixed line, new words, and more with dozens of exercises that will
occupy their minds and enhance their skills in reading and writing Features: Over 100 pages Fun and colorful to make it easier for young children to practice writing 8.5x11 inches You can keep the writing going with almost 100 full pages worth of practice space. Scroll to the top of this page and click the Add to Cart button to get your copy now! Ready to Learn: Kindergarten Writing Workbook Houghton Mifflin Harcourt Gift your child endlessly rewarding skills they can cherish lifelong. Aligns to Common Core Standard CCSS.ELALITERACY.RF.K.3.C ***Please be informed that the included flash card pages are not card stock paper but normal book pages. Also, the resulting flash card would be around half of the size of an index card. Sight words are high frequency words that make up for more than 50% of words your child would encounter while beginning to read. It's a great tool for reading as it enhances a child's speed, fluency and reading comprehension. Sight words are an important tool for learning to read and because they are used so often it is important that your child is able to recognize these words on sight (hence the term "sight words") without having to use any strategy to decode. There are many words - like "the" - that cannot be easily illustrated. Sight words are as important to learn reading as math facts are to learn elementary math. When kids master sight words their memory automatically brings the sound and meaning of the word into their consciousness. The action is so unconscious that they don't even realize it is happening. Mastering sight words develops automaticity while reading. Automaticity is the ability to do things without occupying the mind with the low level details that are required; this is
3
usually the result of consistent learning, repetition, and practice. For instance, an experienced cyclist does not have to concentrate on turning the pedals, balancing, and holding on to the handlebars. Instead, those processes are automatic and the cyclist can concentrate on watching the road, the traffic, and other surroundings. Sight words also build confidence in a child. The frequency of occurrence of these words are so high that a child who has mastered these words can already recognize at least half of a sentence and start to feel good and confident about reading. Sight words also help promote reading comprehension. When your child opens their book for the first time, instead of trying to decipher what ALL of the words mean, they can shift their attention to focus on those words they are not familiar with. They will already know at least half of the words, so focusing on the other half helps strengthen their understanding of the text. Reproducible activity pages and word list for kids involving top 100 common words for your preschool, pre k, kindergarten, first grade children to help the kid learn writing, reading, and to recognize words without the help of parents using worksheet, flash cards, and other activities in this book.
Fun in the sun Coloring Pages It is effective learning to read using sight words. If you have a child age 4-8, there is a good chance you will have come across the word 'Sight Word'.Our worksheets start with learning to recognize individual letters, then most kids are ready to move on to the beginning stages of reading.This sight word practice help building speed and fluency when kids reading. It is important for kids to practice sight words activities because accuracy, speed, and
fluency in reading will increase reading comprehension. The sight words are a collection of words that kids should learn to recognize without sounding out the letters. These can be useful sight words flashcards for preschool workbooks and kindergarten.
Kids Tracing Practice Worksheets A Sound, Preschool Practice Handwriting Workbook, Pre K and Kindergarten Reading And Writing
Independently Published Would you like your child to start learning essential high frequency words and letter tracing in a simple and fun way? If so then keep reading.... The activities inside this book make it fun for preschool and kindergarten kids to learn high frequency words and increase their reading speed. The exercises in this workbook will have kids say each word, trace each word, write each word, and use it in a sentence. The pages can be easily reproduced for a whole classroom. Ideal for PREK-GRADE 2/AGES 3-8 HOMESCHOOL FRIENDLY: This series is great for at-home learning so children can master their early learning skills. This notebook will make the learning process easy fun and engaging. This book will help your kid with: ★Fluent reading ★Writing with increased accuracy ★Spelling ★Proper pen control ★Steady line tracing ★Fine motor skills ★Reading comprehension ★Accelerated language learning ★And much more!! This kid-friendly workbook includes: ★Most common words to trace and learn for prek kids ★Simple sentences using each sight word. ★Space to practice writing each sight word. ★Size: 8.5 inch by 11 inches ★Large Font for reading and more spacing for practice Click The "BUY NOW" button to get your copy right now.
If You Give a Mouse a Cookie 25th
Anniversary Edition flipClass Genius Kids Worksheets is a series of high quality, engaging and colourful set of workbooks for pre-school, kindergarten and primary grades by flipClass. The Nursery package has 8 workbooks covering multiple topics/concepts a child need to learn at this age. This includes reading, writing, numbers, rhymes, stories, logic and arts & craft. Genius Kids nursery worksheets make learning fun and interactive. The package contain following 8 books: 1. Let's Begin to Write: A colourful and illustrative introduction to the world of writing - lines, curves, circles and more. 2. ABCs: A fun start to the joyous world of alphabets. Read, trace, paste stickers, colour your way to learning alphabets. 3. Rhymes: Sing along with us with this colourful and highly illustrative rhymes book; scan and play them on a smartphone! 4. Tales from Across the World: A full book on some of the best stories from around the world, again, with plenty of illustrations. Read them out to your child. 5. Maths & Logic: Learning numbers was never so simple. Worksheets on Numbers, Comparision, Patterns, Shapes and more in this book. 6. Science Lab: Introduce your little one to the world of Science with this workbook. The worksheets include Animals, Birds, Plants, Good Habits, Parts of body and many more topics. 7. Colouring: Which child doesn't love to paint? Colour with crayons or colour pencils while learning all about colours. 8. Fun & Games: Let your child do what she/he loves to do! A multitude of arts, craft, paper shapes, grain art and many more interesting activities in this workbook.
220 Sight WordHeinemann Educational
Books
Build a kindergartener's writing skills
4
Pre K Reading Worksheets
2022-09-04
with this collection of activities from the Ready to Learn series—great for kids ages 4 to 6. Bolster fundamental writing skills for kids ages 4 to 6, and get them ready for school with Ready to Learn: Kindergarten Writing Workbook. Fun activities and lessons vetted by early education specialists will strengthen students' ability to differentiate between and write uppercase and lowercase letters, to recognize sight words, and to write sentences. Kids will even learn the basics of composition: how to brainstorm ideas and write simple stories. Helps children learn to write ABCs. Introduces the concept of word choice and sentence construction. 64 full-color and illustrated pages. Answer key at the end of the book. Meets Common Core State Standards. Includes a Certification of Achievement to celebrate completion. Get to know the Ready to Learn series! Developed for kids entering prekindergarten all the way through third grade, Silver Dolphin's Ready to Learn series of educational and engaging workbooks, workpads, write & wipe formats, and flash cards will put young learners on the path to success. Focusing on three key subjects—reading, writing, and math—each grade level is vetted by experts in early education to adhere to the Common Core State Standards Initiative. Foundational, buildable skills are introduced, developed, and reinforced with colorful illustrations and familiar learning formats that will encourage learning confidence as kids benefit from extra educational opportunities outside the classroom.
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Amazing Classroom Essentials Independently Published This workbook will acquaint your preschooler with reading by introducing it through a variety of subjects, such as math, science, and even art! These teacher-approved books are perfect for home, school, summer breaks, and road trips! Skills covered include sequencing, phonics, sight word recognition, vocabulary, and more! An incentive chart and 140 full-color stickers are also included to help parents or teachers track student progress. Home Workbooks are available for prekindergarten through grade 3 students, and feature titles in a wide variety of skill areas to suit any need.
Reading Comprehension Workbook
Independently Published Our worksheets start with learning to recognize individual letters, then most kids are ready to move on to the beginning stages of reading and writing. Therefore, kids are encouraged to learn all basic sight words for preschool. This sight word practice help building speed and fluency when kids reading. It is important for kids to practice sight words activities because accuracy, speed, and fluency in reading will increase reading comprehension.This workbook aims to help children memorize those words by practicing reading, tracing, coloring, and
writing which is a fun learning and help them automatically recognize these words in print within three seconds. This book is designed for kids age 2-5 so it comes up with cute pictures to encourage their learning with fun.Ask your child to write the word 5 - 10 times in this journal or on a piece of paper and you will see the great outcome! Beginning Sounds School Zone 60 Preschool/Kindergarten worksheets to assist with the development of fine motor skills in preschool children Kindergarten Worksheets Coloring Pages These kindergarten sight word sentences are designed to help kids build confidence with early literacy skills. A high level of picture support is provided. Just one sight words prek, sight words preschool, sight words kindergarten, sight words 1st grade is added on each page. The 55 focus words in this pack are: I, like, my, see, can, the, go, a, to, we, you, look, at, big, is, with, for, he, she, little, have, here, are, and, play, said, put, come, they, this, help, in, me, on, up, down, away, jump, of, where, do, it, be, went, or, had, but, how, walk, am, now, so, into, an & very. Because of the highly supportive format, these sight word activities can be read during small group instruction, chorally with your whole class and/or in literacy centers. These sight words 1st grade sentences are designed to be introduced at school, and then sent home for repeated practice. I encourage kids to color in a star each time they read the page at home, and to return each sheet to me when they complete it. I often offer a small treat when kids return these completed sheets. (If a child does not have the necessary support at home, he/she reads with a partner or parent volunteer at school. However, because these sheets are quick and straight- forward, most of my students do complete them at home.) I have included 2 versions of the parent letter I send home with the first sheet. One of the letters asks for students to return the sheet for a small treat when all the stars are filled in. The other version shares information about the program without offering a treat for completed work. Repeated reading of these passages helps students master these first sight words prek worksheets and also develop fluency in reading. The second set of sight words preschool books for kindergarten is now available. You can take a look at it by clicking here. Many thanks for stopping by and taking a look! Sincerely, Enjoy :) Sight Word Activities Educate School
KINDERGARTEN WORKBOOK (140 Worksheets) - Alphabet Letters, Kindergarten Math, Kids Activities, Homeschool Worksheets Coloring
Pages
Preschool Reading Worksheets and Workbook
Sight Words Spelling and Tracing Workbook for Pre K Kids Coloring Pages KINDERGARTEN Workbook Package(140 Worksheets). Great for practice and early learning. These lively alphabet and math worksheets cover basic skills with alphabet practice, math problems, addition problems, sight words, shapes, numerical review and fun worksheets. Includes 140 practice sheets. Including the following: 1. Alphabet 2. Trace letters, A to Z 3. Practice letters and draw picture worksheets 4. Sight Words 5. Sight Words practice cards 6. Trace sight words 7. Shapes (rectangle, circle, oval, triangle, square) 8. Numbers 9. Ten Frame Count 10. Count and Match 11. Counting Practice 12. Skip Count 13. Fill in Missing Numbers 14. 10 more 10 less 15. Addition Chart 16. Addition Table 17.
6
Pre K Reading Worksheets
2022-09-04
Addition Problems
Worksheets for Kids Teacher Created Materials
Get your kid ready for school with our Reading Comprehension Workbook! Our books are packed with plenty of fun activities that teach a variety of essential school skills improving your child's success in class. Each book provides activities that are great for independent work in class, homework assignments, or extra practice to get ahead. Cute and inspiring themes. All the activities involve a variety of magical creatures and animals to keep your child engaged. Use this set of worksheets to support your child practicing their grammar and reading facts. Why You Will Love This Book: ✔️ 100 worksheets ✔️ Perfect for helping students gain grammar & reading skills quickly and accurately. ✔️ Easy-to-follow directions and fun exercises motivate students to work on their own ✔️ Perfectly sized at 8.5" x 11" ✔️ Every activity in each book is correlated to state standards ✔️ Carefully built for Kindergarten and Preschool ✔️ Practice reading in a fun and easy way
Learning with Curious George Pre-K Reading Independently Published 60 Preschool/Kindergarten worksheets to assist with the development of fine motor skills in preschool children
Pre K Printable Workbooks (Mixed Worksheets to Develop Pen Control) GaJa Books
60 Preschool/Kindergarten worksheets to assist with the development of fine motor skills in preschool children
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ARTICLES
An extrasolar planetary system with three Neptune-mass planets
Christophe Lovis 1 , Michel Mayor 1 , Francesco Pepe 1 , Yann Alibert 2 , Willy Benz 2 , Franc¸ois Bouchy 3,4 , Alexandre C. M. Correia 5 , Jacques Laskar 6 , Christoph Mordasini 2 , Didier Queloz 1 , Nuno C. Santos 1,7,8 , Ste´phane Udry 1 , Jean-Loup Bertaux 9 & Jean-Pierre Sivan 10
Over the past two years, the search for low-mass extrasolar planets has led to the detection of seven so-called 'hot Neptunes' or 'super-Earths' around Sun-like stars. These planets have masses 5–20 times larger than the Earth and are mainly found on close-in orbits with periods of 2–15 days. Here we report a system of three Neptune-mass planets with periods of 8.67, 31.6 and 197 days, orbiting the nearby star HD 69830. This star was already known to show an infrared excess possibly caused by an asteroid belt within 1 AU (the Sun–Earth distance). Simulations show that the system is in a dynamically stable configuration. Theoretical calculations favour a mainly rocky composition for both inner planets, while the outer planet probably has a significant gaseous envelope surrounding its rocky/icy core; the outer planet orbits within the habitable zone of this star.
Since the discovery of the first extrasolar planet around a solar-type star ten years ago 1 , new detections have been regularly reported by several teams, bringing the number of known extrasolar planets to more than 170 today 2,3 . The vast majority of these discoveries have been made using the radial velocity technique, that is, the measurement of tiny radial velocity variations of the central star due to the gravitational pull of orbiting planets. This technique, intrinsically sensitive to massive, Jupiter-like planets, has been continuously improved to reach an accuracy of ,1 m s 2 1 , leading to the discovery of planets lighter than Neptune on close-in orbits. The low end of the planetary mass distribution is now accessible to radial velocity surveys, whose ultimate detection limits have yet to be established. The accumulation of high-precision radial velocity measurements allows us to continuously refine the orbital parameters of the planets known at present and often reveals the presence of other bodies in the systems. The 17 multi-planet systems detected to date have been the subject of numerous researches studying their formation, dynamical evolution and long-term stability. They show an impressive diversity in planetary masses, orbital distances and dynamical structure, but they all share the common property of being dominated by one or more gaseous giant planets in the Jupiter-mass range. In this Article we present the first observed multiple planetary system composed only of Neptune-mass objects, orbiting the star HD 69830.
Properties of HD 69830
HD 69830 is a nearby star located 12.6 pc away from the Sun towards the southern constellation Puppis. It has spectral type K0Vand visual magnitude V ¼ 5.95 (ref. 4), making it just visible to the naked eye. In order to determine its basic physical properties, we performed a spectroscopic analysis based on models of stellar atmospheres 5 . We obtain an effective temperature Teff ¼ 5,385 ^ 20 K and a metallicity [Fe/H] ¼ 20.05 ^ 0.02 (that is, 89% of the solar heavy element concentration). From these parameters, and using the appropriate bolometric correction, we derive a total luminosity of 0.60 ^ 0.03 L ( (where L ( is the solar luminosity). By interpolating within grids of theoretical stellar evolution tracks 6,7 , we find a stellar mass of 0.86 ^ 0.03 M ( (where M ( is the solar mass) and an age of , 4–10 Gyr. HD 69830 is therefore an old main-sequence star, slightly less massive than the Sun.
This star has recently been under close scrutiny owing to the detection by the Spitzer Space Telescope of a strong infrared excess relative to the stellar photosphere 8 . It is attributed to emission by small grains of crystalline silicates with a size below ,1 mm. The grains have a temperature of ,400 K and must therefore be located close to the star, most probably within 1 astronomical unit (1 AU). These observations are interpreted as the signature of a massive asteroid belt within 1 AU, in which collisional processes continuously replenish the debris disk. Alternatively, the infrared emission might be caused by an evaporating super-comet recently captured onto a close orbit around HD 69830, although this scenario seems less likely.
High-precision radial velocities
We have obtained high-precision radial velocity measurements of HD 69830 during the past two years with the HARPS instrument installed on the European Southern Observatory 3.6-m telescope at La Silla Observatory, Chile. HARPS is a high-resolution (R ¼ 110,000) cross-dispersed echelle spectrograph designed to achieve the highest possible radial velocity accuracy 9,10 . It has demonstrated a long-term precision of ,1 m s 2 1 , thereby becoming the most powerful instrument with which to detect extrasolar planets with the radial velocity technique 11–13 . HD 69830 is a member of the high-precision sample of nearby stars that we are following closely in order to detectvery-low-massplanets. We have obtained 74 data points
1 Observatoire de Gene`ve, 51 ch. des Maillettes, 1290 Sauverny, Switzerland. 2Physikalisches Institut der Universita¨t Bern, Sidlerstrasse 5, 3012 Bern, Switzerland. 3Observatoire de Haute-Provence, 04870 St Michel l'Observatoire, France. 4 Institut d'Astrophysique de Paris, 98bis Bd Arago, 75014 Paris, France. 5 Departamento de Fı´sica da Universidade de Aveiro, Campus Universita´rio de Santiago, 3810-193 Aveiro, Portugal. 6 Astronomie et Syste`mes Dynamiques, IMCCE-CNRS UMR 8028, 77 Av. Denfert-Rochereau, 75014 Paris, France. 7 Centro de Astronomia e Astrofı´sica da Universidade de Lisboa, Observato´rio Astrono´mico de Lisboa, Tapada da Ajuda, 1349-018 Lisboa, Portugal. 8 Centro de Geofı´sica de E ´ vora, Cole´gio Luis Verney, Rua Roma˜o Ramalho, 59, 7002-554 E ´ vora, Portugal. 9 Service d'Ae´ronomie du CNRS, BP 3, 91371 Verrie`res-le-Buisson, France. 10 Laboratoire d'Astrophysique de Marseille, Traverse du Siphon, 13013 Marseille, France.
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spanning about 800 days between October 2003 and January 2006 (see Supplementary Information).
The radial velocities have been derived from the extracted spectra by the usual cross-correlation technique with a stellar template, coupled to high-precision wavelength calibration 14 . To estimate the uncertainties on the data points, we quadratically add the photon noise, the guiding error, the wavelength calibration uncertainty and the estimated stellar oscillation noise 9,15 , leading to a global error bar of 0.7–1.5 m s 2 1 per measurement. This does not include other noise sources that are intrinsic to the star, such as activity-related radial velocity jitter caused by cool spots at the stellar surface. However, HD 69830 exhibits low chromospheric activity, as can be seen by measuring the re-emission flux at the centre of the Ca II H and K lines. The normalized chromospheric emission index, log(R 0 HK ) (ref. 16), obtained from our HARPS spectra, has an average value of 24.97, typical for old, quiet K dwarfs. Moreover, HD 69830 has a low projected rotational velocity: we measure vsini ¼ 1:1 þ 0 : 5 21:1 km s 2 1 using a calibration of the width of the cross-correlation function 17 (where v is the stellar equatorial rotational velocity and i is the inclination angle of the stellar rotation axis relative to the line of sight). From these indicators we expect very low radial velocity jitter, probably below 1 m s 2 1 .
Orbital parameters for the three planets
The analysis of the radial velocity data reveals multi-periodic variations with a peak-to-peak amplitude of ,15 m s 2 1 . A close inspection of the radial velocity curve on short timescales clearly shows a sinusoidal modulation with a period of ,9 days, although successive maxima do not occur at the same radial velocity value, indicating that a second signal is present with a period of ,30 days. We first performed a two-keplerian fit to the data with starting values close to these two periods. The global r.m.s. dispersion of the residuals amounts to 1.57 m s 2 1 and the reduced x 2 value is 4.19 (with 11 free parameters), meaning that this solution is not satisfactory. Moreover, the residuals around the fit are clearly not randomly distributed, but instead reveal another long-term periodicity at about 200 days. We therefore perform a three-keplerian fit to the radial velocities, which gives a much better result with a global (weighted) r.m.s. of 0.81 m s 2 1 and a reduced x 2 value of 1.20 (16 free parameters). In this model, the inner planet has a period of 8.667 days, an eccentricity of 0.10 and a minimum mass of 10.2 M % (where M % is the Earth's mass). The second planet has a period of 31.56 days, an eccentricity of 0.13 and a minimum mass of 11.8 M %. Finally, the third planet has an orbital period of 197 days, an eccentricity of 0.07 and a minimum mass of 18.1 M %. The list of all orbital parameters for the system can be found in Table 1, while Fig. 1 shows the phase-folded radial velocity curves for the three planets.
Figure 2 shows two close-up views of the data and best-fit model as a function of time, together with the whole radial velocity curve after removal of the inner planets, thus revealing the long-term variations due to the third planet.
To check if our solution really gives the best fit to the data, we also explored the parameter space with a genetic algorithm. This technique, now routinely used to analyse radial velocity data, has the ability to find the absolute minimum on the x 2 surface, avoiding the risk of getting trapped in a local minimum. In our case, the genetic algorithm yields orbital parameters that are indistinguishable from those we have found with the simple least-squares minimization, and confirms that the three-planet solution gives a superior fit compared to the two-planet model. Finally, we checked that the radial velocity variations are not partly due to stellar radial velocity jitter by computing the bisector velocity span of the cross-correlation function, which traces possible line shape variations 18 . The bisector turns out to be stable at the level of 0.81 m s 2 1 and is not correlated with any of the orbital periods, including the 31.6-day period which is close to the rotation period of the star (,35 days, estimated from the activity index 16 ). If the signal was stellar in origin, bisector variations would occur with an amplitude similar to the radial velocity variations (,5 m s 2 1 for the second planet), and the bisector signal would vary in phase with the stellar rotation period. None of these signatures are observed in our case. We are thus confident that the radial velocity signal is indeed due to orbiting planetary companions.
Dynamical stability of the system
The multiple planetary system around HD 69830 is unique in that it is the first reported to be composed only of Neptune-mass objects, at least within a few astronomical units. Indeed, the time span of the observations (,800 days) and the precision of the measurements allow us to exclude any Saturn-mass planet orbiting within ,4 AU. When discovering a new system, the immediate question arising is whether or not it is dynamically stable over Myr to Gyr timescales. At first glance, the low planetary masses and small eccentricities suggest a high probability that the HD 69830 system is indeed stable. To investigate this point more thoroughly, we performed numerical N-body integrations 19 assuming coplanarity of the orbits and two different inclination angles (corresponding to different true planetary masses). For both inclinations i ¼ 908 (edge-on) and i ¼ 18 (pole-on), the system turns out to remain stable over at least 1 Gyr. Whereas long-term stability could be expected in the minimum-mass case (i ¼ 908, see Fig. 3a), it is notable that the system survives even if the true planetary masses lie in the Jupiter-mass range.
We also considered the possibility that an asteroid belt might exist within ,1 AU of the star, as suggested by the recent observations of the Spitzer Space Telescope 8 . Given the orbits of the three planets, the
Table 1 | Orbital and physical parameters of the planets in the HD 69830 system
The parameters and their formal 1j error bars are those given by the best three-keplerian fit to the data. We checked that planet–planet interactions do not significantly influence the orbital parameters by also performing N-body fits to the data with various inclination angles. As expected, dynamical interactions are so weak that they can be neglected over the short time span of the data, and we therefore use the three-keplerian fit in this paper. The r.m.s. of the observed minus calculated (O 2 C) residuals is given separately for early and late measurements to illustrate the higher quality of more recent data points. Note that the radial velocity semi-amplitudes of the three planets are the smallest measured to date, showing the potential of the radial velocity method to detect terrestrial planets close to their parent star. BJD, barycentric Julian date.
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obvious question is whether or not there are zones of dynamical stability in the system where small bodies could survive in spite of the perturbing effects of the planets. For a uniform grid in semi-major axis (from 0.07 AU to 1.20 AU) and in eccentricity (from 0 to 0.9), massless particles were numerically integrated over two consecutive 1,000-year time intervals together with the three planets in the system. The variation of the mean motion frequency over the two time intervals provides a stability criterion for the particles 20 . The results, shown in Fig. 3b, indicate that two regions seem to be stable enough to harbour an asteroid belt: an inner region between 0.3 AU and 0.5 AU, and the outer region beyond 0.8 AU (assuming there is no massive, as-yet undetected, planet further away). The observed high temperature of the emitting grains (,400 K) seems to favour the
hypothesis of a debris disk in the inner region, although the present observations may not allow us to clearly decide for one of the two regions. Conversely, the presence of a stable debris disk within ,1 AU of the star can be used to constrain the inclination of the system, as too-massive planets would have ejected all other bodies out of the central regions. Simulations show that no particle survives in the inner region for i , 38, corresponding to planetary masses in the Jupiter-mass range. Although not particularly strong, this constraint shows that dynamical studies are able to deliver valuable information for the characterization of planetary systems.
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Formation and composition of the planets
The discovery of the HD 69830 system also represents a milestone in the understanding of planet formation. In the so-called core accretion model 21 , planetesimals accrete material from the protoplanetary disk, forming first a rocky or icy core with a mass up to 10–15 M %. After that, a runaway gas accretion phase follows, which rapidly leads to the formation of a gaseous giant planet provided gas accretion starts before the evaporation of the disk. Simultaneously, inward migration due to interactions with the disk decreases the orbital semi-major axis. The final fate of the planet will be determined by the subtle balance between accretion, disk evaporation and migration timescales 22,23 .
Using the models of ref. 22, we performed a large number of simulations aiming at reproducing the HD 69830 system. We assumed a stellar mass of 0.86 M ( and slightly sub-solar metallicity, but did not take into account the possible evaporation of the planets 24,25 . We found that in order to reproduce the mass and semi-major axis of these planets, gas disk masses (between 0.07 AU and 30 AU ) of 0.04–0.07 M ( and disk lifetimes of 1–3 Myr are required. These values are compatible with the observed ones 26,27
We also found that to account for planets with masses between 10 M% and 20 M% at 0.2 AU, a significant amount of migration had to occur (at least one-tenth of the value analytically predicted for laminar disks 28 ). The starting positions of the embryos of the inner planets are found to be inside the ice line. Thus, these two bodies have grown by accreting essentially rocky planetesimals and some amount of gas. Obviously, if these planets lose mass owing to evaporation, a larger initial mass would be required to account for the present mass, implying that the embryos formed at larger distances. While the innermost planet would probably still start well within the ice line, the second one might accrete some limited amount of ices. The exact ratio between core mass and envelope mass depends on whether or not the disk of solids is depleted close to the central star (due to either the high temperatures in the inner disk, or to the formation process of the planets itself), as depletion in planetesimals triggers gas accretion 29 . Assuming no depletion, the envelope of the inner planets is likely to remainvery small, whereas strong depletion could lead to a substantial mass of accreted gas (up to 5 M%).
The embryo of the outermost planet started beyond the ice line and therefore accreted a large amount of ices. Again, the core-toenvelope mass ratio depends on the possible depletion of the disk of solids by the formation of the second embryo. In order for the final mass to remain around 20 M%, the Kelvin-Helmholtz time must be of the order of the disk lifetime (a few Myr), which limits the mass of the planet at this time to about 9–10 M % (ref. 23). Therefore, in the case of strong disk depletion by the second embryo, the final planet probably has a core-to-envelope mass ratio of about unity, while low depletion would lead to a smaller amount of accreted gas. Interestingly, this planet appears to be located near the inner edge of the habitable zone, where liquid water can exist at the surface of rocky/icy bodies 30 . Indeed, the habitable zone is expected to be shifted closer to the star compared to our Solar System owing to the lower luminosity of HD 69830. Although this ,20 M% planet is probably not telluric, its discovery opens the way to an exciting topic in astronomy: the characterization of low-mass planets in the habitable zone of solar-type stars.
Obviously, the planetary system around HD 69830 deserves thorough theoretical and observational investigations owing to its many interesting properties. It represents an important step forward in the characterization of planetary systems and will certainly help us to understand their huge diversity better.
Received 10 March; accepted 18 April 2006.
1. Mayor, M. & Queloz, D. A Jupiter-mass companion to a solar-type star. Nature 378, 355–-359 (1995).
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2. Udry, S., Fischer, D. A. & Queloz, D. in Protostars and Planets V B., Jewitt, D. & Keil, K.) (Univ. Arizona Press, Tucson, in the press).
3. Schneider, J. The Extrasolar Planets Encyclopaedia. khttp://exoplanet.eul (10 March 2006).
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5. Santos, N. C., Israelian, G. & Mayor, M. Spectroscopic [Fe/H] for 98 extra-solar planet-host stars. Exploring the probability of planet formation. Astron. Astrophys. 415, 1153–-1166 (2004).
6. Schaller, G., Schaerer, D., Meynet, G. & Maeder, A. New grids of stellar models from 0.8 to 120 solar masses at Z ¼ 0.020 and Z ¼ 0.001. Astron. Astrophys. Suppl. Ser. 96, 269–-331 (1992).
7. Girardi, L., Bressan, A., Bertelli, G. & Chiosi, C. Evolutionary tracks and isochrones for low- and intermediate-mass stars: From 0.15 to 7 Msun, and from Z ¼ 0.0004 to 0.03. Astron. Astrophys. Suppl. Ser. 141, 371–-383 (2000).
8. Beichman, C. A. et al. An excess due to small grains around the nearby K0 V star HD 69830: Asteroid or cometary debris? Astrophys. J. 626, 1061–-1069 (2005).
9. Mayor, M. et al. Setting new standards with HARPS. Messenger 114, 20–-24 (2003).
10. Pepe, F. et al. The HARPS search for southern extra-solar planets. I. HD 330075 b: A new "hot Jupiter". Astron. Astrophys. 423, 385–-389 (2004).
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12. Lovis, C. et al. The HARPS search for southern extra-solar planets. III. Three Saturn-mass planets around HD 93083, HD 101930 and HD 102117. Astron. Astrophys. 437, 1121–-1126 (2005).
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13. Udry, S. et al. The HARPS search for southern extra-solar planets. V. A 14 Earth-masses planet orbiting HD 4308. Astron. Astrophys. 447, 361–-367 (2006).
14. Baranne, A. et al. ELODIE: A spectrograph for accurate radial velocity measurements. Astron. Astrophys. 119 (Suppl.), 373–-390 (1996).
15. Bouchy, F., Bazot, M., Santos, N. C., Vauclair, S. & Sosnowska, D. Asteroseismology of the planet-hosting star m Arae. I. The acoustic spectrum. Astron. Astrophys. 440, 609–-614 (2005).
16. Noyes, R. W., Hartmann, L. W., Baliunas, S. L., Duncan, D. K. & Vaughan, A. H. Rotation, convection, and magnetic activity in lower main-sequence stars. Astrophys. J. 279, 763–-777 (1984).
17. Santos, N. C. et al. The CORALIE survey for southern extra-solar planets. IX. A 1.3-day period brown dwarf disguised as a planet. Astron. Astrophys. 392, 215–-229 (2002).
18. Queloz, D. et al. No planet for HD 166435. Astron. Astrophys. 379, 279–-287 (2001).
19. Correia, A. C. M. et al. The CORALIE survey for southern extra-solar planets. XIII. A pair of planets around HD 202206 or a circumbinary planet? Astron. Astrophys. 440, 751–-758 (2005).
20. Laskar, J. Frequency analysis for multidimensional systems–-global dynamics and diffusion. Physica D 67, 257–-281 (1993).
21. Pollack, J. B. et al. Formation of the giant planets by concurrent accretion of solids and gas. Icarus 124, 62–-85 (1996).
22. Alibert, Y., Mordasini, C., Benz, W. & Winisdoerffer, C. Models of giant planet formation with migration and disc evolution. Astron. Astrophys. 434, 343–-353 (2005).
23. Ida, S. & Lin, D. N. C. Toward a deterministic model of planetary formation. I. A desert in the mass and semimajor axis distributions of extrasolar planets. Astrophys. J. 604, 388–-413 (2004).
24. Lecavelier des Etangs, A., Vidal-Madjar, A., McConnell, J. C. & He´brard, G. Atmospheric escape from hot Jupiters. Astron. Astrophys. 418, L1–-L4 (2004).
25. Baraffe, I., Alibert, Y., Chabrier, G. & Benz, W. Birth and fate of hot-Neptune planets. Astron. Astrophys. (in the press); preprint at khttp://arXiv.org/astroph/0512091l (2005).
26. Haisch, K. E., Lada, E. A. & Lada, C. J. Disk frequencies and lifetimes in young clusters. Astrophys. J. 553, L153–-L156 (2001).
27. Beckwith, S. V. W. & Sargent, A. I. Circumstellar disks and the search for neighbouring planetary systems. Nature 383, 139–-144 (1996).
28. Tanaka, H., Takeuchi, T. & Ward, W. R. Three-dimensional interaction between a planet and an isothermal gaseous disk. I. Corotation and Lindblad torques and planet migration. Astrophys. J. 565, 1257–-1274 (2002).
29. Alibert, Y., Mousis, O., Mordasini, C. & Benz, W. New Jupiter and Saturn formation models meet observations. Astrophys. J. 626, L57–-L60 (2005).
30. Kasting, J. F., Whitmire, D. P. & Reynolds, R. T. Habitable zones around main sequence stars. Icarus 101, 108–-128 (1993).
Supplementary Information is linked to the online version of the paper at www.nature.com/nature.
Acknowledgements The data presented here were obtained with the ESO 3.6-m telescope at La Silla Paranal Observatory, Chile. We thank O. Tamuz for the development of the genetic algorithm code, and J. Couetdic for his help in studying the stability of the asteroid belt. We thank the Swiss National Science Foundation (FNRS), the Centre National de la Recherche Scientifique (France) and the Fundac¸a˜o para Cieˆncia e a Tecnologia (Portugal) for their continuous support.
Author Information Reprints and permissions information is available at npg.nature.com/reprintsandpermissions. The authors declare no competing financial interests. Correspondence and requests for materials should be addressed to C.L. ([email protected]) or M.M. ([email protected]).
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English Connects Sub-Saharan Africa
Training plan for workshop introducing the teaching resource:
Supplementary activities for English language teaching: large class and low resource contexts
Aims
Course participants will:
* become familiar with the English Connects supplementary teaching resource materials and structure
* try out some of the activities from the resource
* reflect on the activities and consider ways to adapt to own teaching context
* experience learner-centred training.
www.britishcouncil.org
90-minute workshop/webinar
20–30 participants
Stage 1A Get to know your trainer/the authors (15 minutes)
Welcome course participants (CPs) and give any housekeeping rules.
Answers
* Face to face: fire exits; switching off mobile phones, etc.
* Online: use of microphones, chatbox, etc.
Activity
* Introduce Get To Know You (GTKY) activity: 2 truths and 1 lie.
o Put CPs in pairs and ask them to read the three statements and decide which two statements are true and which one is false, giving reasons.
Feedback
* Get predictions and then reveal answers.
Reflection
* Hand out resource to CPs (or ask them to open their resource now) and ask them to turn to Unit 1 Classroom management page 17 to find this GTKY activity.
o Remind them that it is good classroom management to only hand out a resource to students when you want them to look at it; handing out before instructions can distract students.
o Show them that the activity has been slightly adapted for time reasons from 3 truths and 1 lie to 2 truths and 1 lie.
o Highlight that, as teachers who know their students best, they should feel free to adapt activities to meet their own teaching context.
Notes:
If the trainer does not know the participants, they should carry out this activity using their own personal information (i.e. need to prepare three statements about self). If the trainer is already well-known by the participants, do this activity to give information about the authors of the resource; Anna Hasper (AH) and Jonathan Hadley (JH).
If online: Use breakout rooms to pair up CPs for the activity but bring them back to the main room for feedback and reflection.
1
The authors have never been to Africa (false). AH has worked in Ethiopia, Senegal, Morocco, Gabon and Uganda; JH has taught English and trained teachers in Egypt, Libya, Ethiopia and Morocco.
The authors speak eight languages (true). AH: Dutch, French, English, German; JH: Arabic, French, Spanish, English.
The authors have trained more than 500 teachers in one workshop (true). AH: 600 in Iran, 2000 online; JH: 500 in Lebanon, 600 online.
Stage 1B Engage participants: KWL activity
Activity
* Introduce CPs to the KWL activity.
o Get them to draw a three-column table labelled KWL.
o Ask them to make notes in column 1: what they already Know about the resource.
o Then ask them to put questions in column 2: what do they Want to know about the resource.
o Inform them that the 'L' stands for 'What I have Learned (from the workshop)' and this column will be completed at the end of the workshop when they will get time to reflect.
Feedback
* In pairs, CPs share their knowledge and questions.
* Ask for a few examples of 'Know' points and 'Want to know' questions.
* Make just a few comments at this stage (see 'Points to highlight' opposite).
Reflection
* Ask CPs what they understand the purpose of this KWL activity to be.
o To find how much they already know about the topic of the workshop (this shows us also what they don't know: the knowledge gap).
o To find out what questions they have/what they are interested in (like a needs analysis); this is important as the workshop should provide all the information they want.
* Ask them to reflect, in pairs, on how the KWL activity could be used in their own classes, for example:
o to find out what students already know/don't know about a topic or a language point
o to find out what students are interested in and then get some feedback.
* Finally, ask them to quickly search through the resource to find where this KWL activity is given (Answer: Unit 1 Lesson planning, page 11).
Notes:
If online: Use breakout rooms to pair up CPs for the activity and the feedback but bring them back to the main room for reflection.
(10 minutes)
Points to highlight:
- This is a supplementary resource not a new coursebook or syllabus.
- Teachers can 'dip' into it for ideas, activities and strategies to support them in their classrooms as they use their regular coursebooks.
- The activities are designed to fit into the teacher's own curriculum/teaching materials and be a source for inspiration and guidance for them to use and adapt as appropriate in their teaching context.
Stage 2 Explore the resource: Treasure hunt activity (20 minutes)
Activity
* Introduce the concept of a treasure hunt: using clues to find information as quickly as possible (a team game).
To highlight in feedback:
o Put CPs into small groups and show them the nine questions.
o Tell them that the aim of the activity is to find all the answers in the resource as quickly as possible.
o Inform them that the first answer has already been done as an example (refer back to page 11 where the KWL activity is given so that CPs can see what they must do).
o Give CPs six minutes to complete the task.
1. On which page is the KWL activity? (example already done with CPs: page 11)
2. If you don't know a technical word, where can you find the meaning? (Glossary)
3. Find a quote – who said it?
4. Find a website – why is it useful?
5. On which pages is there a picture of students communicating with each other? (pages 24, 44, 54, 61, 68, 76)
6. What is an example of useful language for giving instructions?
7. Where are the Support and Extend activities? Why are they useful?
8. Find one reflection question.
9. What is the difference between Section A and Section B?
Feedback
* Go through the answers with CPs using PosePause-Pounce-Bounce technique (see Unit 6 Assessing formatively, page 49).
o Ask question 2; pause; then select one CP to answer; 'bounce' to another CP to see if they agree or have a different answer; give final comment yourself (if needed).
o Repeat with all questions.
Focus of the resource is Communicative Language Teaching (CLT).
3. Quotes are often from a leading expert; website references are given if CPs want to find out more information from this expert or gain deeper knowledge.
4. Websites (for ease of access) are given for further reading (also one Youtube video is recommended); some of these references are more academic; these are all optional; many references come from the useful British Council website, TeachingEnglish.
5. Pictures are given to highlight aspects of a CLT classroom and to illustrate some activities.
6. A useful language box is given for every unit.
7. These are differentiation activities. Support: for students who need more help. Extend: to challenge stronger students.
9. Section A focusses on teacher interventions. It provides techniques and strategies for the teacher to use. Section B focusses on student-centred CLT activities for the four skills and language practice, often to increase meaningful speaking in the classroom, with a focus on what the students do.
Reflection
*Reflect with CPs on the treasure hunt activity.
o What did they like about it/not like about it?
o How could it be used in their teaching context? (possible answer: use with students when giving out a new coursebook at the start of the academic year)
o The benefits of the activity.
- It practises different reading skills (skimming, scanning, reading for detail).
- It is communicative and engaging.
- If done with time limit as group race it is fun.
- It is good for mixed ability class (it draws upon different skills).
- It encourages critical thinking to decide the best approach for finding all the answers quickly (e.g. the team divides up the tasks).
8. There are three sets of reflection questions in every unit. Ask yourself at the start activates prior knowledge; Speaking personally in the middle gives a chance to reflect on the information pages and consider the topic as both a student and a teacher; End of unit reflection is for reflection at the end of the unit. These questions mirror the pre-/while-/postquestioning in a CLT lesson.
9. Section A focusses on teacher interventions. It provides techniques and strategies for the teacher to use. Section B focusses on student-centred CLT activities for the four skills and language practice, often to increase meaningful speaking in the classroom, with a focus on what the students do.
Notes:
If online: Use breakout rooms to group CPs for the treasure hunt but bring them back to the main room for feedback and reflection.
Stage 3 Explore a communicative activity from the resource: Rolling dice
(25 minutes)
Activity
To highlight in feedback:
* Carry out the rolling dice activity (see Unit 10 Practising new language page 82) to find out the beliefs of teachers.
o Show the six questions to CPs.
o Roll the dice; use the number to select the matching question.
o Ask the CPs in pairs/small groups to discuss the question.
o Get feedback after each question.
o Repeat with another two questions.
1. Who do you think should speak more in the classroom? (See Unit 3 Encouraging English and Unit 8 Speaking)
2. Which do you feel is more important: teaching skills or teaching language?
3. What do you think the board is for? (See Unit 2 Classroom management)
4. How do you feel about pair and group work? (See Unit 2 Classroom management)
5. Do you think it is OK for learners to make mistakes in class? (See Unit 5 Giving and getting feedback)
6. Which do you feel is more important: accuracy or fluency? (See Unit 10 Practising new language)
Feedback
* Get feedback after each question.
* Thank CPs for their comments and try to:
o connect with the principles that lie behind the resource
o draw CPs' attention to the units that correspond (e.g. Question 3 – Classroom management).
Reflection
* Ask CPs to reflect on the activity as both 'students' and 'teachers'.
o What did they like about it/not like about it?
o How could it be used/adapted for their teaching context?
o Is it possible with 100 students?
* Show CPs where in the resource it is given (Unit 10 Practising new language p82) and how adaptable it is for vocabulary, grammar, any topic for speaking.
The resource follows a CLT approach to teaching and places emphasis on student-centred learning.
1. Ideally students should speak more than the teacher but it is still important for the teacher to give input, instructions, comment in feedback (in English as much as possible).
2. Both are equally important.
3. Writing up admin, lesson aims, work in progress, new vocabulary, answers, possibly instructions. Needs to be well organised.
4. Very important to get students engaging and communicating; it adds variety to the class; allows the teacher to step back and monitor.
5. Yes! Mistakes are evidence of learning taking place.
6. Both are important. Some activities might focus on one more than the other (e.g. controlled practice to get language accuracy, a communicative speaking task to promote fluency).
Notes:
* This activity does need preparation but the resource is minimal. Highlight to teachers that activities in the resource do need some preparation. You can refer them to the quote in Unit 1 Lesson planning: 'Failing to plan is planning to fail'.
* Bring a dice to the session (this can be made from a cardboard box; also see 'emergency dice' suggestion at the end).
If online: Use breakout rooms to pair up/group CPs for the activity. Then bring them back to the main room for feedback (do feedback in one block rather than after each question) and reflection.
Use an online dice generator, e.g. https://eslkidsgames.com/classroom-dice
Stage 4 Plenary: Reflection on training (15 minutes)
Activity
* Ask CPs to return to their KWL chart and make notes in column 3: what they have Learned about the resource.
Feedback
* In pairs, CPs share their comments. Do they have any questions left for the trainer to answer?
Reflection
* Ask CPs to reflect on the benefits of this stage in a lesson.
o Highlight the value of students reflecting at the end of a lesson on what they can do in relation to the lesson aims (see Unit 6 Assessing formatively for further information).
o Also, value of learning what went well with the lesson/what could be improved in the teaching next time.
o Elicit what a teacher should do after a lesson. Highlight the importance of teachers reflecting on their teaching and using activities from the resource to identify areas that went well and areas that could be improved next time. State that you (the trainer) will do the same after this session.
o End with a motivational quote (see suggestions in column).
Notes:
If online: Conduct this stage in the main room. Ask CPs to write one adjective in the chatbox to describe the training workshop
Any Other Business
(5 minutes)
* Ask CPs to complete training feedback form.
* Give details of further British Council training opportunities with contact details for more information.
* Hand out end of training certificates.
Possible motivational quotes to end the workshop:
'When teachers stop learning, so do students.'
Jim Knight (former Minister for Schools and Learning, UK, b. 1965)
'We do not learn from experience … we learn from reflecting on experience.' John Dewey (Educational reformer, USA, 1859–1952)
Appendix
Emergency Dice – if you don't have dice (real or prepared) to hand
A dice can be replicated by having random numbers 1–6 written on paper (or on the board).Get a CP to close their eyes (or blindfold them) and stab the paper with a pen/pencil (or hit the board with a rolled-up newspaper). Where the pencil (newspaper) lands, that's the number selected!
Example:
* numbers can be written in any order
* no need for grid lines
* just write up the numbers randomly and as quickly as possible!
| 6 | 5 | 4 | 3 | 2 | 1 |
|---|---|---|---|---|---|
| 2 | 3 | 4 | 5 | 6 | 2 |
| 5 | 4 | 3 | 2 | 1 | 3 |
| 6 | 1 | 2 | 3 | 5 | 4 |
| 1 | 5 | 2 | 6 | 3 | 5 |
| 4 | 3 | 6 | 2 | 5 | 6 |
| 6 | 5 | 1 | 3 | 4 | 1 |
|
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Tomorrow's workers ... They are right here
Montgomery County ESC Business Advisory Council
Ensuring our workforce can compete by enhancing partnerships between schools, higher education and employers
• Ensuring student success and career-readiness
• Helping existing and new businesses thrive
• Keeping talent in our region
• Making Montgomery County a great place to live and work
BUSINESS ADVISORY COUNCIL
VISION
All MCESC BAC member districts' students are career-focused and have the preparation they need to succeed on the job and in life.
MISSION
We will promote substantive and effective collaboration between educators and industry to prepare students to compete in a global economy.
VALUES
We believe in:
1. Integrity — Our workforce must embrace personal and civic responsibility and hold strong ethical standards.
2. Equity — All students' educational needs and aspirations must be respected. Every career choice has value.
3. Innovation — The job market and employers' needs are everchanging. Innovation is a constant and requires life-long skill development.
4. Diversification — Montgomery County's economy is diverse by design, and every industry sector is counting on access to talented employees. Young people need to have access to diverse educational options that prepare them to succeed in our local economy.
5. Collaboration — Industry leaders and educators must work together to create a cohesive and sustainable system that builds a highly skilled and adaptable workforce.
6. Communication — Clear and proactive feedback is a prerequisite for successful partnerships.
The goal is that together we will help our students make informed educational decisions that prepare them for careers in local industries. When young people succeed, we all benefit.
OBJECTIVES
1) Student Engagement — For students to be well-equipped to make a career plan, they must be aware of the diverse career opportunities that exist locally and beyond and understand what it takes to prepare for these careers.
Schools must offer opportunities for career experiences for students both inside and outside of school and assist students in making appropriate plans for after high school.
Industry must provide career experiences that help students explore their career opportunities and help advise schools and students on how to move effectively toward careers.
Accomplishments
* Partnering schools hosted 6 Power Lunches to promote local in-demand careers and help students understand educational and training pathways to careers that interest them.
2) Parent and Community Engagement —
Our region is rich in career and educational opportunities, but our parents and community need to better understand how they can be advocates for students' success.
Schools must share with parents and the community what is already occurring to help prepare students for their futures. They must highlight the diversity of industries that can lead to successful careers.
Industry must collaborate with schools to create opportunities for industry exposure that elevates the community's understanding of locally available careers.
Accomplishments
* We partnered with ThinkTV, our local public television affiliate, to create parent-facing videos to help families understand different educational and career opportunities for their students. The videos are in production.
* We engaged several schools and community organizations, resulting in the creation of 52 demonstration accounts for the YouScience tool that matches students' interests and aptitudes with in-demand careers.
* We received funding to hold parent and student listening sessions to learn what information and support families need to help students achieve their career goals.
* We held the first annual Career Adventure Camp in Summer 2018. In partnership with Dayton Metro Library, the Dayton Area of Chamber of Commerce and numerous industry and community partners, the Montgomery County ESC developed and implemented this week-long summer camp to expose 30 local middle-school students to 6 of our community's in-demand industries.
3) Industry Engagement — For efficient and productive career experiences (i.e. internships, job shadowing, apprenticeships) to be feasible, we need a one-stop shop for industry and schools to connect.
Schools must provide flexibility in scheduling to allow students to participate in career experiences.
Industry must engage in meaningful partnerships and invest in opportunities for students to have career experiences while they are still in school.
Accomplishments
* After tapping employers' and educators' input, the Southwestern Ohio Council on Education developed SOCHE Engage, a onestop portal to connect local employers with high-school students seeking internships.
* We created sample job descriptions for employers that offer paid internships to share with local high-school students.
* We created an Employability Readiness Skills Evaluation that aligns with the Ohio Readiness Seal for use in assessing skills and opportunities for growth of prospective high-school interns.
4) Aligned Curriculum — Curriculum must be engaging to students and relevant to industry needs to ensure that all students have the knowledge, skills and resources to be collegeand career-ready.
Schools must implement rigorous curriculum that incorporates the technical and soft skills identified by industry as necessary for students to be career-ready.
Industry must invest time and resources in schools, lending expertise in developing coursework and advising on projects that prepare students for the world of work.
Accomplishments
* We promoted implementation of locallydeveloped, industry-supported career curriculum that aligns with the Ohio Career Connections framework. Specifically, this curriculum fosters:
* Career Awareness: K-5 A to Z Career Posters (a tool that was recognized by the Ohio Department of Education)
* Career Exploration: Career Adventures (Aerospace, Healthcare)
* Career Planning: Industry Courses (Advanced Manufacturing, IT, Healthcare, Aerospace, Construction Trades) and Life Skills Courses (Digital Literacy, Financial Math, Employability Skills)
* We surveyed K-12 school districts regarding resources they are using to address Ohio's mandate for career connections. Fourteen districts provided valuable insight regarding common practices and identified resources they need to support their ongoing work.
* We fostered awareness of career connections work and resources at monthly Miami Valley Regional Curriculum Directors meetings. Topics included the Ohio Readiness Seal (with a presentation by an Ohio Department of Education representative) and Business Advisory Council updates.
OBJECTIVES, continued
5) Professional Development for
Stakeholders — Educators are well-positioned to guide our students on a path toward career success if they have tools and support from industry to increase their own awareness, knowledge and skills to support students' career planning.
Schools must provide opportunities for educators to connect to careers and receive training about resources available to assist students in making plans after high school.
Industry must understand the constraints and challenges of schools and be both a partner and advocate in support of educators and schools.
Accomplishments
* The Montgomery County ESC hosted 3 Career Connections Champions and Counselors Meetings that included tours of local in-demand industries to help educators understand career opportunities and workforce expectations of local companies. Each tour was attended by approximately 45 educators from districts across the region. Participants visited The Dayton Foodbank (Logistics), Kettering Medical Center (Healthcare) and GEMCITY Engineering (Manufacturing), among other employers.
* In October 2018, 10 partners from industry, the community, and K-12 and higher education attended the Pathways to Prosperity Fall Institute in Cambridge, MA, to learn about best practices that will advance the goals and outcomes of the Business Advisory Council plan.
* The Montgomery County ESC created a Master List of College and Career Fairs in the area to promote to students, parents, and teachers.
CAREER AWARENESS
Elementary Grades (K–5)
CAREER EXPLORATION
CAREER PLANNING
Middle Grades (6–8)
High School (9–12)
PATHWAYS TO PROSPERITY
On behalf of the Business Advisory Council, the Montgomery County ESC in Fall 2018 joined the Pathways to Prosperity Network to support the implementation of the Council's goals. Pathways to Prosperity is an initiative of Jobs for the Future at the Harvard Graduate School of Education. Its datadriven work is focused on creating meaningful career pathways for students to complete high school and earn a high-value credential or degree in order to be career-ready for local jobs.
Benefits of this membership include technical assistance, access to best practices and the opportunity to attend the Pathways to Prosperity Fall and Spring Institutes that bring together network members from across the United States.
THE WAY FORWARD Full BAC meetings take place at the ESC
(200 S. Keowee St., Dayton, Ohio 45402)
| Timeframe | • Hold joint BAC/CCC planning meeting in Jan 2019 • Deploy in 2019-2020 school year | By the end of the 2018-2019 school year | By the end of the 2019-2020 school year | Commitment by 1st Quarter of 2019 | Ongoing | Ongoing | • Develop by end of 2019 school year • Deploy in 2019-2020 (in conjunction w/ Social Media plan) | By 1st Quarter of 2019 | By end of 2018-2019 school year |
|---|---|---|---|---|---|---|---|---|---|
| Responsibility | • Student Engagement • Parent & Community Engagement • County Communications Collaborative • All Districts | Chamber/Trades org/etc. | MCESC/All Districts | DDC/Chamber/Trade Orgs | MCESC/All Districts | Trade Orgs/Businesses/ MVHRA | MCESC/All Districts | Trade Orgs/Businesses/ MVHRA | L2ED/MCESC |
| Actions | Develop & deploy social media engagement plan in conjunction with County Communications Collaborative | Provide info/photos/etc. for social media engagement | Implement career aptitude tool, YouScience | Fund YouScience implementation | Provide career activity time (Power Lunch, Career Fair, Visits, etc.) | Resource career activities (provide speakers, open for tours, etc.) | Deploy career videos through classes and other communications channels | Identify companies and employees for career videos | Execute student listening session (embedded into class/school time) |
| | Schools | Industry | Schools | Industry | Schools | Industry | Schools | Industry | Schools |
| Strategy | 1. Utilize social media to expand awareness of careers & educational opportunities | | 2. Increase understanding or students’ aptitude in relation to in-demand careers | | 3. Increase career engagement opportunities within schools | | 4. Develop career videos for each of the local in-demand industry sectors | | |
5
| Timeframe | • Hold joint BAC/CCC planning meeting in Jan 2019 • Deploy in 2019-2020 school year | By the end of the 2018-2019 school year | • Develop by end of 2019 school year • Deploy in 2019-2020 (in conjunction w/ Social Media plan) | | By end of 2018-2019 school year | By 1st Quarter of 2019 |
|---|---|---|---|---|---|---|
| Responsibility | • Student Engagement • Parent & Community Engagement • County Communications Collaborative • All Districts | Chamber/Trades org/etc. | MCESC/All Districts | Trade Orgs/Businesses/ MVHRA | L2ED/MCESC | Trade Orgs/Businesses |
| Actions | Develop & deploy social media engagement plan in conjunction with County Communications Collaborative | Provide info/photos/etc. For social media engagement | Deploy videos through social media and other communications channels | Provide necessary information for video content | Execute parent listening sessions | Provide information on industries for parent listening sessions |
| | Schools | Industry | Schools | Industry | Schools | Industry |
| Strategy | 1. Utilize social media to expand awareness of careers & educational opportunities | | 2. Create parent-facing videos that address in-demand industry sectors, college affordability, options for education beyond HS | | 3. Organize parent listening sessions to understand what they believe & where there are gaps | |
6
| Timeframe | 4Q 2018 | 4Q 2018 | 1Q 2019 | 1Q 2019 | 1Q 2019 / ongoing | 1Q 2019 / ongoing | 4Q 2019 / ongoing | 2Q 2019 / ongoing |
|---|---|---|---|---|---|---|---|---|
| Responsibility | MCESC/All Districts | SOCHE/ Business/ Trade Organizations | MCESC/All Districts | SOCHE/ Business/ Trade Organizations | MCESC/All Districts | SOCHE/ Business/ Trade Organizations | MCESC/All Districts | SOCHE/ Business/ Trade Organizations |
| Actions | Provide input on designing the digital platform including materials and important links to standardize messaging for both students, parents and employers | • Provide input on design of digital platform which houses information on K-12 workforce pathways • Create centralized application to post and search workforce opportunities | Con i frm student quali i fcations and desired learning outcomes de i fned in sample job descriptions | • De i fne skill sets and work tasks required for an internship • Post sample job descriptions on resources page | • Partner with SOCHE • Identify companies for partnerships | • Partner with SOCHE • Establish relationships with companies and provide them on opportunities for managing their workforce demand | • Report current number of internships • Develop list of “intern ready” students • Students complete online employment application in SOCHEIntern | • Analyze operations to determine areas in organization that can bene i ft from an intern • Hire K-12 interns |
| | Schools | Industry | Schools | Industry | Schools | Industry | Schools | Industry |
| Strategy | 1. Create digital platform to educate students, parents and industry and promote occupational opportunities | | 2. Create sample job descriptions with student quali i fcations and desired learning outcomes in key industries | | 3. Establish partnerships which will provide opportunities for engaging students | | 4. Increase # of students in internships | |
7
8
8
| Timeframe | Sept 2018 | Dec 2018 | Ongoing Quarterly Mtgs | Spring 2019 | 2019-2020 academic year | • Spring 2019 • Fall 2018- Spring 2019 | | Spring 2019 & 2019-2020 academic year | 2019-2020 academic year | Spring 2019 & 2019-2020 academic year | Spring 2019 & 2019-2020 academic year |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Responsibility | Curriculum Alignment Team, with ODE Representative | Curriculum Alignment Team | MCESC Staff | Curriculum Alignment Team | TBD as gaps are identi i fed | • MCESC/L2ED Staff & Curriculum Alignment Team • MCESC/L2ED Staff & Curriculum Alignment Team | | All districts, MCESC staff | Chamber & Trade Orgs to identify key employers to participate | MCESC & L2ED in coordination with the Curriculum Alignment Team | Chamber, Trade Orgs & Key business leads in identi i fed pathways |
| Actions | Share OMJ Readiness seal at the MVRCD meeting | Survey schools on existing Career Connections implementation | Share examples of Career Connections at MVRCD meetings | Create an adaptable career connections planning tool for districts that identi i fes requirements by band, aligns available resources, and identi i fes gaps | Partner with schools to help plug identi i fed gaps with industry-relevant opportunities (speakers, tours, lunches, projects, etc) | • Build awareness of Learn to Earn indicators of success by sharing Clearinghouse data with MVRCD, Building Admin, Counselors, Teachers • Create and share protocols to use for data walks in districts | | Develop career activities and identify career tasks (technical and soft skills) that align with content standards | Attend focus groups to develop career activity ideas and identify career alignment with content standards | Work with P2P to identify career pathways structures - research existing options within and beyond the local districts and draft local pathway option | Work with schools (K-12 & HE) to identify targeted pathways, coursework, and credentials |
| | Schools | | | | Industry | Schools | Industry | Schools | Industry | Schools | Industry |
| Strategy | 1. Align existing programs and resources to meaningfully meet the ODE career connections requirements | | | | | 2. Utilize data to drive decision-making and increase career readiness across the educational continuum | | 3. Build authentic classroom experiences/ activities connected to careers | | 4. Create plug-and- play structural course alignment options for workforce (for example, the PTECH program) | |
9
9
| Timeframe | • Put together frame work by December • Trial PD Industry visits with a few schools • Present to Superintendents at a First Quarter (2019) meeting | | | | | |
|---|---|---|---|---|---|---|
| Responsibility | • All Districts • PD committee (use Career Champion/College group format) • Format is: • Pre-visit information • Visit to in-demand Industry • Lunch and Debrief • Principals & Superintendents • Kelly, Laura, Amy | Chamber/Trade Orgs | PD group and Curriculum Alignment group have crossover | Work with Chambers and Trade Org | ESC/All Districts | Chamber/Trade Orgs |
| Actions | • Coordinates schedules to allow educators a Combined PD Day to focus on non-obvious careers in the In Demand areas • Identify staff from each level to attend • Bring to Superintendents’ meeting at ESC • Develop PD – with industry | • Provide Site Visits and speakers to facilitate learning • Develop PD – with school • Provide business/industry for school staff to visit | • Provide training for teachers to use HS English/Math/other subject-matter areas to introduce careers – particularly Non College Prep English - Work with teachers of grades 11 & 12 • Put together a White List – proposal for how we do this with all in schools – ideas of cross curriculum and school people understanding | Provide information to inform content that can be implemented into core courses | Provide dates to local college and career fairs for the 2018/2019 school year | Attend and support local college and career fairs |
| | Schools Schedule PD - half day (can offer as AM or PM) | Industry Provide speakers and infor- mation for school PD | Schools | Industry | Schools | Industry |
| Strategy | 1. PD Opportunities ALL BAC districts Attach the schools’ schema for PD | | 2. Implement Career Awareness into Core Courses | | 3. Create a Master list of College/Career Fairs in area — promote to students, parent, and teachers | |
MONTGOMERY COUNTY BUSINESS ADVISORY COUNCIL PARTICIPANTS
Thank you to the members of the Business Advisory Council. The group includes representatives from 21 school districts, 6 major industries, higher education, local government, local economic development organizations and other community partners.
To join the Council or to learn more about how your school or business can participate, contact Bryan Stewart, Workforce Director at [email protected].
Brookville Local Schools
Carlisle Local Schools
Centerville City Schools
Dayton Area Chamber of Commerce
Dayton Area Logistics Association
Dayton Business Committee
Dayton Development Coalition
Dayton Metro Library
Dayton Region Manufacturers Association
Dayton Public Schools
Franklin City Schools
GEMCITY Engineering and Manufacturing
Greater Dayton Area Hospital Association
Huber Heights City Schools
Jefferson Township Local Schools
Kettering City Schools
Learn to Earn Dayton
Mad River Local Schools
Miamisburg City Schools
Miami Valley Career Technology Center
Montgomery County
Montgomery County Educational Service Center
New Lebanon Local Schools
Northmont City Schools
Northridge Local Schools
Oakwood City Schools
Rack Processing
Rush Transportation & Logistics
Sinclair College
Southwestern Ohio Council for Higher Education
Technology First
Tenet3 Cybernetics
Trotwood-Madison City Schools
Valley View Local Schools
Vandalia-Butler City Schools
Wayne Local Schools
West Carrollton City Schools
Wright-Patterson Air Force Base
MCESC.org
LearnToEarnDayton.org
/MontgomeryCountyESC/ /MCESC
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End of preview. Expand
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