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Work Orders in Progress
GADSDEN INDEPENDENT SCHOOLS 277 - Work Orders In Progress (Fiscal Year) Total Selected Date Range for Request Dates:7/1/2020 - 12/31/2020 Order By Location, Status Costs WOID Building Area Deferred By Until Request Date Target Comp Date Days Labor Priority Status Area Number Reason Created Date/Time Actual Comp Date Aged Hours Assigned To Description Action Taken Requester Name Location: Alta Vista ECHS 233356 7/15/2020 36 11 $649.38 Medium Work In Progress 7/15/2020 11:35:35 AM 8/20/2020 Tellez, Hector Replaced bulbs in girls restrooms and 2 fixtures did not Light fixtures need to be replaced with work needs ballast modern fixtures. T-12 light bulbs are no longer ordered or carried by warehouse. Maria Davila Please forwarded to Electrician 238220 11/19/2020 62 $0.00 Medium Work In Progress 2 11/19/2020 11:14:15 Marquez, Gerardo Part of the door mechanism fell out the door handle in P2; please reinstall. The pieces have been placed on the table in P2. Melanie Beegle 237972 11/6/2020 75 $0.00 Medium Work In Progress 12 & 14 11/6/2020 8:50:55 AM Marquez, Gerardo Teacher & Administration keys do not work on the entry door lock in P12. In P14 the locking mechanism gets jammed inside the handle and won't release to securely lock the door. Melanie Beegle 233863 7/28/2020 176 $0.00 Medium Work In Progress 11 & 13 7/28/2020 2:05:26 PM Marquez, Gerardo Classroom doors for portables 11 & 13 are hard to close. -
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. -
Developing Achievement Levels on the National Assessment of Educational Progress for Writing Grades 8 and 12 in 2011 and Grade 4 in 2013
National Assessment Governing Board Developing Achievement Levels on the National Assessment of Educational Progress for Writing Grades 8 and 12 in 2011 and Grade 4 in 2013 Submitted to: Dr. Susan Loomis National Assessment Governing Board 800 North Capitol Street, NW, Suite 825 Washington, DC 20002-4233 Email: [email protected] Phone: 202.357.6940 This study was funded by the National Assessment Governing Board under Contract ED-NAG-10-C-0003. Submitted by: Measured Progress 100 Education Way Dover, NH 03820 Phone: 603.749.9102 NAEP Writing ALS Design Document March 10, 2011 Table of Contents Introduction ............................................................................................................. 5 Purpose of This Document ................................................................................. 5 Organization of This Document ......................................................................... 6 Methodology ............................................................................................................ 7 Body of Work ...................................................................................................... 7 BoW Technological Integration and Enhancements (BoWTIE) ..................... 10 Research Studies ..................................................................................................... 13 Field Trial .......................................................................................................... 13 Hardware .................................................................................................... -
2020-2021 Campus Calendar
2020-2021 Campus Calendar *Campus is CLOSED to students every Wednesday *Closure Dates are tentative and subject to change (updated via newsletter/Schoology) AUGUST Professional development day/teacher work day (TWD) September 1, 2020 Professional development day September 2, 2020 Staff report day September 3, 2020 SEPTEMBER No school - Labor Day September 7, 2020 LVS Parent Open House via Video September 11, 2020 LVS Courses Begin/Face-to-Face Campus closed September 14, 2020 LVS Campus Opens by Appointment only September 21, 2020 Partnership Elective Classes Begin September 21, 2020 Grades K-8 NWEA Testing TBD Picture Day 8am-2pm September 23, 2020 Professional development day for teachers (PM) September 23, 2020 Picture Day 8am-2pm September 30, 2020 OCTOBER Grades 9th-12th PSAT/SAT Testing October 14, 2020 NOVEMBER No school for students Election Day, professional development day for November 3, 2020 teachers Virtual LVS parent/teacher conferences full day November 6, 2020 End of 1st quarter November 6, 2020 LVS closed campus November 25, 2020 No school - Thanksgiving break November 26 and 27, 2020 School resumes November 30, 2020 DECEMBER Professional development day for teachers (PM) December 9, 2020 No school - winter break December 21, 2020-January 1, 2021 JANUARY School resumes January 4, 2021 Professional development day for teachers (PM) January 13, 2021 No school for students or staff - Martin Luther King Jr. Day January 18, 2021 LVS exams only January 26-28, 2021 TWD January 29, 2021 End of 2nd quarter and semester January -
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 -
Social Progress Index 2017
SOCIAL PROGRESS INDEX 2017 BY MICHAEL E. PORTER AND SCOTT STERN SOCIAL WITH MICHAEL GREEN PROGRESS IMPERATIVE SOCIAL PROGRESS INDEX 2017 CONTENTS Executive Summary 1 Chapter 1 / Why We Measure Social Progress 10 Chapter 2 / How We Measure Social Progress 14 Chapter 3 / 2017 Social Progress Index Results 22 Chapter 4 / Global Trends in Social Progress, 2014–2017 39 Supplemental Section / From Index to Action to Impact 55 Appendix A / Definitions and Data Sources 68 Appendix B / 2017 Social Progress Index Full Results 74 Appendix C / Social Progress Index vs Log of GDP Per Capita 79 Appendix D / Country Scorecard Summary 80 Acknowledgments 84 EXECUTIVE SUMMARY EXECUTIVE SUMMARY 2017 SOCIAL PROGRESS INDEX Social progress has become an increasingly critical on average, personal security is no better in middle- agenda for leaders in government, business, and income countries than low-income ones, and is often civil society. Citizens’ demands for better lives are worse. Too many people — regardless of income — evident in uprisings such as the Arab Spring and the live without full rights and experience discrimination emergence of new political movements in even the or even violence based on gender, religion, ethnicity, most prosperous countries, such as the United States or sexual orientation. and France. Since the financial crisis of 2008, citizens are increasingly expecting that business play its role Traditional measures of national income, such as in delivering improvements in the lives of customers GDP per capita, fail to capture the overall progress of and employees, and protecting the environment for societies. us all. This is the social progress imperative. -
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). -
How Do Pupils Progress During Key Stages 2 and 3?
Research Report DFE-RR096 How do pupils progress during Key Stages 2 and 3? Education Standards Analysis and Research Division Department for Education Executive Summary What’s in this Report? How do Pupils Progress During Key Stages 2 and 3? presents statistical analysis of pupils’ progress in reading, writing and maths during years 3-9, based on a sample of termly teacher assessments for over 70,000 pupils in 10 Local Authorities. The main issues addressed are when most progress is made, who makes most progress, how termly progress adds up to expected threshold levels of achievement, and what progress through National Curriculum Key Stages 2 and 3 looks like empirically – the patterns and pathways actually followed by pupils. What are the Key Findings from the Analysis? Learning Pathways (details in Chapter 5) • For many pupils, progress during Key Stages 2 and 3 is not linear and continuous; episodes of regression to an earlier level of attainment, or remaining at the same level for a period, are part of the norm. • Patterns of progress are highly individual; there is low concentration of pupils into one pathway or another, especially in reading and writing. • The more progress a pupil made in the previous term, the less likely they are to make progress the following term, and vice versa. Timing of Progress (details in Chapter 1) • More progress is made per year in Key Stage 2 than Key Stage 3 in all three subjects, but especially in reading and writing. • Pupils make most progress during the summer term and least progress during the autumn term. -
Satisfactory Academic Progress (SAP) Handbook
Satisfactory Academic Progress (SAP) Handbook Washington State University Student Financial Services Lighty Services 380 PO Box 641068 Pullman, WA 99164-1068 509-335-9711 (telephone) 509-335-1385 (fax) Revised for Spring 2016 Satisfactory Academic Progress 2 of 23 Contents Chapter 1 Overview (for all students) ........................................................................................................... 5 1.1 Introduction .................................................................................................................................. 5 1.2 What is Satisfactory Academic Progress (SAP)? ........................................................................... 5 1.2.1 Evaluation Period .................................................................................................................. 6 1.2.2 Endorsements and Certificates ............................................................................................. 6 1.3 Notification ................................................................................................................................... 6 Chapter 2 Undergraduates Eligibility Requirements .................................................................................... 6 2.1 Cumulative GPA Requirements ........................................................................................................... 6 2.1.1 Academic Regulations for Cumulative Grade Point Average (GPA) ............................................ 6 You are required to achieve a minimum cumulative -
Progress 6 Spaces. Regress 1 Space. Progress 7 Spaces. ZONE 3 A
ds Yikes! Your doctor has told you that Because your atherosclerosis your atherosclerosis is worse and she is progressed, you had angioplasty to talking coronary bypass surgery to clear a seriously blocked artery. A ocar prevent another serious heart attack. stent was placed in your artery to her hold it open. t 3 3 A 3 1. 2. Progress 5 spaces Regress 1 space. Positively Aging®/M. O. R. E. Positively Aging®/M. O. R. E. ZONE ZONE 2006©The University of Texas Health Science Center at San Antonio 2006©The University of Texas Health Science Center at San Antonio ZONE You have atherosclerosis in your That last heart attack was tough! You coronary arteries, and wish you had have been in a cardiac rehabilitation followed the doctor’s recommendations. program for 3 months and are Now you’re really scared; you have a improving. You are still at risk for pain in your chest (angina) and need another heart attack or stroke, but bypass surgery. you have improved. 3 3 3. 4. Progress 6 spaces. Regress 1 space. Positively Aging®/M. O. R. E. Positively Aging®/M. O. R. E. ZONE ZONE 2006©The University of Texas Health Science Center at San Antonio 2006©The University of Texas Health Science Center at San Antonio You have to take blood thinning You have chest pain and have to use medicine to prevent more clots like the nitroglycerin patches to widen (dilate) one that caused your last heart attack. the arteries, improving blood flow to Although you have permanent damage your heart. -
Monitoring Progress 1 Monitoring Progress of Students Who Are Deaf
Monitoring Progress 1 Monitoring Progress of Students Who Are Deaf or Hard of Hearing Susan Rose Department of Educational Psychology University of Minnesota Correspondence: Susan Rose College of Education and Human Development University of Minnesota 178 Pillsbury Drive, SE Minneapolis, MN 55455 Monitoring Progress 2 Abstract Monitoring Progress of Students Who Are Deaf or Hard of Hearing Federal and state legislation has placed a renewed emphasis on accountability and academic outcomes among students who are deaf or hard of hearing. While much attention is given to norm-referenced standardized testing accommodations, there is a need for functional formative assessments for the purpose of monitoring students’ academic progress. This paper addresses some of the evaluative perspective of students’ academic performance within the field of deaf education and the critical need for progress monitoring. A brief review is included of studies conducted using Curriculum- Based Measurement (CBM) with students who are deaf and hard of hearing. Monitoring Progress 3 Monitoring Progress of Students Who Are Deaf or Hard of Hearing Susan Rose University of Minnesota Several landmark educational reforms have occurred over the past 25 years with significant impact on how, where, what, and who provides educational programming for children and youth who are deaf or hard of hearing. With the onset of the P.L.94-142: Education for All Handicapped Children’s Act of 1975, and the Individuals with Disabilities Education Act (IDEA) of 1997, education of children with hearing loss has been externally revolutionized by agencies and agents seeking more options and opportunities for children with special needs. The reauthorization of IDEA in 2004 and the No Child Left Behind Act of 2001 have placed renewed emphasis on academic standards, assessment, and accountability.