Work Orders in Progress
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
NAEP 2008 Trends in Academic Progress
Institute of Education Sciences U.S. Department of Education NCES 2009–479 NAEP 2008 Trends in Academic Progress READING 1971–2008 MATHEMATICS 1973–2008 CONTENTS Executive Summary 2 Executive Summary 6 Introduction This report presents the results of the NAEP long- 8 The Long-Term Trend Assessment term trend assessments in reading and mathemat- in Reading ics, which were most recently given in the 2007–08 28 The Long-Term Trend Assessment school year to students at ages 9, 13, and 17. Nationally representative samples of over 26,000 in Mathematics public and private school students were assessed 50 Technical Notes in each subject area. 53 Appendix Tables The long-term trend assessments make it possible to chart educational progress since the early 1970s. Results in reading are available for 12 assessments going back to the rst in 1971. The rst of 11 assess- ments in mathematics was administered in 1973. What is Throughout this report, the most recent results are compared to those from 2004 and from the rst year The Nation’s the assessment was conducted. ™ Report Card ? The original assessment format, content, and proce- dures were revised somewhat in 2004 to update content The Nation’s Report Card™ informs the public about and provide accommodations to students with disabili- the academacademicic achachievementievement ooff elementarelementaryy and ties and English language learners. The knowledge and secondary students in the United StatesStates. Report skills assessed, however, remain essentially the same cards communicate the findings of the National since the rst assessment year. Assessment of Educational Progress (NAEP), a continuing and nationally representative measure Improvements seen in reading and of achievement in various subjects over time. -
Project Progress Report Reporting Period: June 2017 – November 2017
PROJECT PROGRESS REPORT REPORTING PERIOD: JUNE 2017 – NOVEMBER 2017 SIX-MONTHLY PROGRESS REPORT REPORTING PERIOD: JUNE 2017 - NOVEMBER 2017 Report Title : Six-monthly progress report Reporting period: June 2017 to November 2017 Report Status : FINAL Project Ref : WPD/EN/NIC/02 - OpenLV Date : 08.12.2017 Document Control Name Date Prepared by: R. Potter 08.12.2017 Reviewed by: D. Hollingworth/M. 08.12.2017 Dale Recommended by: D.Roberts/ R. Hey 08.12.2017 Approved (WPD): A.Sleightholm 08.12.2017 Revision History Date Issue Status 03.11.2017 0.1 DRAFT 08.12.2017 1.0 FINAL Page 2 of 36 SIX-MONTHLY PROGRESS REPORT REPORTING PERIOD: JUNE 2017 - NOVEMBER 2017 Contents 1 Executive Summary ................................................................................................................ 6 1.1 Overall Project Progress ............................................................................................... 6 1.2 Business Case ............................................................................................................... 6 1.3 Project Learning and Dissemination ............................................................................ 6 1.4 Risks .............................................................................................................................. 7 2 Project Manager’s Report ...................................................................................................... 8 2.1 Project Background ..................................................................................................... -
First Quarter Strategic Plan Update
FIRST QUARTER STRATEGIC PLAN UPDATE TABLE OF CONTENTS INTRODUCTION ........................................................................................................................................ 4 OVERALL PROGRESS .............................................................................................................................. 4 HIGHLIGHTS .............................................................................................................................................. 5 SMALL BUSINESS PROGRAM ....................................................................................................................... 5 COMPREHENSIVE PLAN ............................................................................................................................... 5 FIVE-YEAR FINANCIAL PLAN/MODEL ......................................................................................................... 5 UTILITY RATES ........................................................................................................................................... 6 GREEN RIBBON BEAUTIFICATION ................................................................................................................ 6 ANNA LIBRARY ........................................................................................................................................... 6 WHAT’S NEXT ............................................................................................................................................ 7 GOAL 1: GROWING -
2020-2021 Hays CISD Academic Calendar
>> Amended School Calendar for COVID-19 Response << HAYS CISD 2020 – 2021 AMENDED CALENDAR 3 Student/ Staff Holiday JULY 2020 JANUARY 2021 1 Student/ Staff Holiday 4 Staff Development & Prep S M T W Th F S S M T W Th F S /Student Holiday 1 2 3 4 1 2 15 Asynchronous/Virtual Learning Day 5 6 7 8 9 10 11 3 4 5 6 7 8 9 18 Student/ Staff Holiday 12 13 14 15 16 17 18 10 11 12 13 14 15 16 27-28 Early Release High School Only/ Finals 19 20 21 22 23 24 25 17 18 19 20 21 22 23 29 Early Release 6th – 12th 2929]] Grades/ Finals 0 D / 0 E / 0 M / 0 H 26 27 28 29 30 31 24 25 26 27 28 30 29 Grading Period/UIL 31 Eligibility Cut-Off Date 18 D / 8,370 E / 8,322 M / 8,025 H 27 & 28 Flexible Staff Days/ Staff AUGUST 2020 FEBRUARY 2021 1 Third 9-Week Grading Development Period Begins (Required teacher contract S M T W Th F S S M T W Th F S 12 Asynchronous/Virtual days, but can be scheduled 1 [1 2 3 4 5 6 Learning Day on other dates.) 31 Staff Development/Prep 2 3 4 5 6 7 8 7 8 9 10 11 12 13 15 Staff Development/ 9 10 11 12 13 14 15 14 15* 16 17 18 19 20 Student Holiday 15* Weather Make Up Day 16 17 18 19 20 21 22 21 22 23 24 25 26 27 Will be used as Asynchronous/ 23 24 25 26 27 28 29 28 Virtual Learning Day 0 D / 0 E / 0 M / 0 H 30 31 19 D / 8,835 E / 8,854 M / 8,930 H 1 - 4 Staff Development/Prep SEPTEMBER 2020 MARCH 2021 12 Asynchronous/Virtual 7 Student/ Staff Holiday Learning Day 8 First Day of School/ First S M T W Th F S S M T W Th F S 15-19 Student/ Staff Holidays 9-Week Grading Period 1 2 3 4 5 1 2 3 4 5 6 6 7 [8 9 10 11 12 7 8 9 10 11 12 13 13 14 -
Progress 6 Spaces Progress 6 Spaces. Progress 4 Spaces
ds You did not reduce your cholesterol by There it is — you’re smoking cigarettes 30%, now the doctor is getting stern: again and the pain in your chest she gave you a prescription for 2 indicates you have damaged your ocar medications but you never filled the coronary arteries! her prescription. t 2 2 A 2 Progress 6 spaces. 1. Progress 6 spaces 2. ® ® ZONE Positively Aging /M. O. R. E. ZONE Positively Aging /M. O. R. E. 2006©The University of Texas Health Science Center at San Antonio 2006©The University of Texas Health Science Center at San Antonio ZONE You quit smoking. Your doctor is concerned because C-reactive protein in your blood is too high, indicating that inflammation is happening somewhere in your body. In your case, it’s in the arteries leading to 2 2 your heart! 3. 4. Regress 1 space. Progress 4 spaces. ® ® ZONE Positively Aging /M. O. R. E. ZONE Positively Aging /M. O. R. E. 2006©The University of Texas Health Science Center at San Antonio 2006©The University of Texas Health Science Center at San Antonio You like to eat fries and burgers in If you are male, spite of the high sodium and cholesterol; so again, you abandon Progress 6 spaces. your healthy eating plan. If you are female, 2 2 5. Do Not Progress 6. Progress 3 spaces or Regress. ® ® ZONE Positively Aging /M. O. R. E. ZONE Positively Aging /M. O. R. E. 2006©The University of Texas Health Science Center at San Antonio 2006©The University of Texas Health Science Center at San Antonio Instead of taking the escalator to the Your doctor just told you your blood second floor, you decide to take the sugar is too high (again). -
National Seed Strategy
NATIONAL SEED STRATEGY for Rehabilitation and Restoration Making Progress The Plant Conservation Alliance (PCA) is a public-private partnership of organizations that share the same goal: to protect native plants by ensuring that native plant populations and their communities are maintained, enhanced, and restored. The PCA Federal Committee, chaired by the Bureau of Land Management, developed the “National Seed Strategy for Rehabilitation and Restoration 2015-2020” in cooperation with federal and non-federal partners. For more information on the Plant Conservation Alliance and its members and activities, please visit http://www.blm.gov/pca. Copies of this publication may be obtained online at www.blm.gov/seedstrategy. NATIONAL SEED STRATEGY Making Progress 2 Table of Contents National Seed Strategy for Rehabilitation and Restoration: Making Progress ............................................ 5 Status by Goal ............................................................................................................................................... 6 Goal One ............................................................................................................................................... 6 Goal Two ............................................................................................................................................... 8 Goal Three ............................................................................................................................................. 9 Goal Four ............................................................................................................................................ -
Score Interpretation Guide 2017–2018
SCORE INTERPRETATION GUIDE 2017–2018 Table of Contents Purpose of This Guide .................................................................................................................... 1 Purpose of This Assessment .......................................................................................................... 1 The Use of Alternate Assessments ............................................................................................... 1 Uses of GAA Scores .................................................................................................................... 2 Student Portfolios ......................................................................................................................... 2 Participation Guidelines for the GAA ............................................................................................. 3 Students Assessed ....................................................................................................................... 3 Participation Flowchart .................................................................................................................... 4 Scoring the Georgia Alternate Assessment ................................................................................... 5 Portfolio Scoring ........................................................................................................................... 5 Georgia Alternate Assessment Scoring Rubric ............................................................................. 6 Performance -
School Calendar
>> Amended School Calendar for COVID-19 Response << HAYS CISD 2020 – 2021 AMENDED CALENDAR 3 Student/ Staff Holiday JULY 2020 JANUARY 2021 1 Student/ Staff Holiday 4 Staff Development & Prep S M T W Th F S S M T W Th F S /Student Holiday 1 2 3 4 1 2 18 Student/ Staff Holiday 5 6 7 8 9 10 11 3 4 5 6 7 8 9 27-28 Early Release High School Only/ Finals 12 13 14 15 16 17 18 10 11 12 13 14 15 16 29 Early Release 6th – 12th 19 20 21 22 23 24 25 17 18 19 20 21 22 23 Grades/ Finals 29 Grading Period/UIL 0 D / 0 E / 0 M / 0 H 26 27 28 29 30 31 24 25 26 27 28 2929]] 30 Eligibility Cut-Off Date 31 18 D / 8,370 E / 8,322 M / 8,025 H 27 & 28 Flexible Staff Days/ Staff AUGUST 2020 FEBRUARY 2021 1 Third 9-Week Grading Development Period Begins (Required teacher contract S M T W Th F S S M T W Th F S 15 Staff Development/ days, but can be scheduled 1 [1 2 3 4 5 6 Student Holiday on other dates.) 31 Staff Development/Prep 2 3 4 5 6 7 8 7 8 9 10 11 12 13 15* Weather Make Up Day (Check district notices. 9 10 11 12 13 14 15 14 15* 16 17 18 19 20 May not be necessary.) 16 17 18 19 20 21 22 21 22 23 24 25 26 27 23 24 25 26 27 28 29 28 0 D / 0 E / 0 M / 0 H 30 31 19 D / 8,835 E / 8,854 M / 8,930 H 1 - 4 Staff Development/Prep SEPTEMBER 2020 MARCH 2021 15-19 Student/ Staff Holidays 7 Student/ Staff Holiday 8 First Day of School/ First S M T W Th F S S M T W Th F S 9-Week Grading Period 1 2 3 4 5 1 2 3 4 5 6 6 7 [8 9 10 11 12 7 8 9 10 11 12 13 13 14 15 16 17 18 19 14 15 16 17 18 19 20 20 21 22 23 24 25 26 21 22 23 24 25 26 27 27 28 29 30 28 29 30 31 18 D / 8,370 -
Pilgim's Progress by John Bunyan
Bunyan: Pilgrim’s Progress 1 The Pilgrim's Progress By John Bunyan, John (1628-1688) www.ccel.org Public Domain Bunyan: Pilgrim’s Progress 2 The Pilgrim's Progress From This World to That Which is to Come; Delivered under the Similitude of a Dream by John Bunyan (1628-1688) Auburn: Derby and Miller. Buffalo: Geo. H. Derby and Co. 1853 Bunyan: Pilgrim’s Progress 3 CONTENTS [1]Author's Apology for his Book [2]PART I. [3]The First Stage. --Christian's deplorable condition--Evangelist directs him--Obstinate and Pliable--Slough of Despond--Worldly Wiseman--Mount Sinai--Conversation with Evangelist [4]The Second Stage. --The Gate--conversation with Good-Will--the Interpreter's House--Christian entertained--the sights there shown him [5]The Third Stage. --Loses his burden at the Cross--Simple, Sloth, Presumption, Formalist, Hypocrisy--hill Difficulty--the Arbor--misses his roll--the palace Beautiful--the lions--talk with Discretion, Piety, Prudence, and Charity--wonders shown to Christian--he is armed [6]The Fourth Stage. --Valley of Humiliation--conflict with Apollyon--Valley of the Shadow of Death--Giants Pope and Pagan [7]The Fifth Stage. --Discourse with Faithful--Talkative and Faithful--Talkative's character [8]The Sixth Stage. --Evangelist overtakes Christian and Faithful--Vanity Fair--the Pilgrims brought to trial--Faithful's mareyrdom [9]The Seventh Stage. --Christian and Hopeful--By-ends and his companions--plain of Ease--Lucre-hill--Demas--the River of Life--Vain-Confidence--Giant Despair--the Pilgrims beaten--the Dungeon--the Key of Promise [10]The Eighth Stage. --The Delectable Mountains--entertained by the Shepherds--a by-way to Hell [11]The Ninth Stage. -
Measuring Student Progress a State-By-State Report Card
October 2018 Measuring student progress A state-by-state report card Peter Goss and Julie Sonnemann Measuring student progress: A state-by-state report card Grattan Institute Support Grattan Institute Report No. 2018-14, October 2018 Founding members Endowment Supporters This report was written by Dr Peter Goss, Grattan Institute School The Myer Foundation Education Program Director, Julie Sonnemann, School Education National Australia Bank Fellow, and Owain Emslie, Associate. Susan McKinnon Foundation We would like to thank the members of Grattan Institute’s School Education Program Reference Group for their helpful comments, as Affiliate Partners well as numerous government and industry participants and officials for Medibank Private their input. Susan McKinnon Foundation The opinions in this report are those of the authors and do not necessarily represent the views of Grattan Institute’s founding Senior Affiliates members, affiliates, individual board members, reference group Google members or reviewers. Any remaining errors or omissions are the Maddocks responsibility of the authors. PwC Grattan Institute is an independent think-tank focused on Australian McKinsey & Company public policy. Our work is independent, practical and rigorous. We aim The Scanlon Foundation to improve policy outcomes by engaging with both decision makers and the community. Wesfarmers For further information on the Institute’s programs, or to join our mailing Affiliates list, please go to: http://www.grattan.edu.au/. Ashurst This report may be cited as: Goss, P., -
A Revolution in Progress
ADUs in CA: A Revolution in Progress | October 2020 | Center for Community Innovation Authors: Karen Chapple, Audrey Lieberworth, Dori Ganetsos, Eric Valchuis, Andrew Kwang & Rachel Schten Acknowledgments We are grateful to the California Department of Housing and Community Development for the funding that helped support this research. We also thank Jenny Liang, Lauren Hom, Jen Hu, and Isaac Schmidt for their invaluable research assistance. The Center for Community Innovation (CCI) at UC Berkeley nurtures effective solutions that expand economic opportunity, diversify housing options, and strengthen connection to place. Center for Community Innovation c/o Institute of Governmental Studies 109 Moses Hall, #2370 Berkeley, CA 94720-237 Table of Conents Table of Contents Executive Summary . 5 Introduction . 7 Methods . 9 Trends in ADU Implementation . 12 Barriers to ADU Development . 18 Best Practices . 23 Missing Middle . 27 Conclusion & Recommendations. 30 Endnotes . 31 Appendices . 33 ADUs in California: A Revolution in Progress 3 Executive Summary Executive Summary Executive Summary Introduction But Barriers Remain In order to address the California (CA) housing crisis, state leg- • Finances (27%), lack of awareness (16%), and lack of desire islators are pursuing zoning reform to allow more small-scale (16%) remain significant barriers to ADU development. Juris- housing types, particularly in low density neighborhoods. Ac- dictions also report that the State’s top-down approach to cessory dwelling units (ADUs), commonly known as secondary this series of ADU legislation presents challenges for local units, backyard cottages, and in-law units, are one such housing ADU construction. type. Over the past few years, state legislators reduced parking requirements, lot size minimums and setback requirements, and • Although lower income and lower resource communities in development fees to incentivize construction of ADUs. -
Students Monitor Academic Progress 1 STUDENTS MONITOR
Students Monitor Academic Progress 1 STUDENTS MONITOR ACADEMIC PROGRESS USING DATA FOLDERS TO SEE IF ACADEMIC GAINS ARE MADE By JEANNE PEACOCK Submitted to The Educational Leadership Faculty Northwest Missouri State University Missouri Department of Educational Leadership College of Education and Human Services Maryville, MO 64468 Submitted in Fulfillment for the Requirements for 61‐683 Research Paper Summer 2013 July 19, 2014 Students Monitor Academic Progress 2 ABSTRACT The purpose of this study was to analyze elementary student’s academic gains when they monitored their own progress in the areas of reading Dolch Sight Words, Spelling and Math. These students don’t typically monitor their academic progress; it is done by the Special Education Teacher. Progress towards academic goals is made; but there is often regression and progress is typically slow. The research includes findings that answer the question, “Are there academic gains when elementary students monitor their progress using student Data Folders?” In order for the students to have complete ownership of their learning they created their own Data Folders. They created the graph paper and put a title at the top for each subject. After each informal assessment, the students graphed their percentage on the appropriate data graph. The study was conducted during the 2013-2014 school year and compared to the 2012-2013 school year when these same students did not monitor their progress. Six students were involved in this study and their names are anonymous. The findings were analyzed through A Statistical Program (ASP) software. Findings indicate that there is a difference between the progress elementary students’ make when they monitor their own academic progress and when they do not monitor their own academic progress.