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According to Florida Law, students must pass the Grade 10 FCAT, among other academic requirements, in order to receive a standard high school diploma. Specifically, students must achieve a "passing" score of 300 or above on both the FCAT SSS Reading and the FCAT SSS Mathematics tests. Technically, students can retake the FCAT as many times as they want, until they pass it, and can even enroll for a "free" 13th year of public education should they need additional instruction to successfully pass the FCAT. At the time of this study, students had up to seven standard opportunities to pass the Grade 10 FCAT prior to graduation. Students who did not pass the FCAT in the spring of their sophomore year could retest in the fall, spring, and summer of their junior and senior years. The purpose of this study is to report the results of tracking the FCAT retake occurrences and outcomes for one grade-level cohort group as they advance through their M-DCPS careers. Although summaries of the test results for any retake occasion across all current test-takers have been available on a yearly basis, this is the first cumulative tracking for FCAT retake performance.
[TofC cont.] make predictions from data; Using statistical methods to make inferences and valid arguments about real-world situations -- Sample tests -- Appendixes: Practice exercises; Calculator practice. To judge whether students are meeting [the Sunshine State Standards], the Florida Comprehensive Assessment Test (FCAT) was developed ... This book is about the mathematics portion of the grade 10 FCAT.-Introd. to the student.
If you've ever thought that standards-based teaching and required content prevent you from integrating subject areas, then here's a book that will change the way you think and alert you to exciting new possibilities in your approach to teaching. Learn how to identify the connections in your standards that provide the basis for interdisciplinary units. Explore all types of integrated curriculum and how they bridge content standards to authentic, relevant learning experiences. And understand how to create interdisciplinary units that provide data-based evidence of student learning. A planning template and detailed examples of successful integrated curriculums are included to help you implement integrated curriculum in practice. Discover how you can make learning more exciting for students--and rewarding for you.
"A tool box overflowing with ideas that will help every staff developer craft a school culture hospitable to adult and student learning." —Roland S. Barth, Author, Lessons Learned "The book speaks to many audiences, including instructional coaches, PLC leaders, action researchers and group leaders, and university professors working with action researchers and PLCs." —Gail Ritchie, Coleader, Teacher Researcher Network Fairfax County Public Schools, VA "A terrific resource for connecting teacher networks and action research to create powerful professional development opportunities. This book is a joy to read." —Ellen Meyers, Senior Vice President Teachers Network Powerful tools for facilitating teachers′ professional development and optimizing school improvement efforts! Professional learning communities (PLCs) and action research are popular and proven frameworks for professional development. While both can greatly improve teaching and learning, few resources have combined the two practices into one coherent approach. The Reflective Educator′s Guide to Professional Development provides educators with strategies, activities, and tools to develop inquiry-oriented PLCs. Nationally known school reform experts Nancy Fichtman Dana and Diane Yendol-Hoppey cover the ten essential elements of a healthy PLC, provide case studies of actual inquiry-based PLCs, and present lessons learned to help good coaches become great coaches. With this step-by-step guide, readers will be able to: Organize, assess, and maintain high-functioning, inquiry-oriented PLCs Facilitate the development of study questions Establish the trust and collective commitment necessary for successful action research Enable PLC members to develop, analyze, and share research results Lead successful renewal and reform efforts By combining two powerful training practices, coaches, workshop leaders, and staff developers can ensure continuous, robust school-based professional development.
This textbook examines database systems from the viewpoint of a software developer. This perspective makes it possible to investigate why database systems are the way they are. It is of course important to be able to write queries, but it is equally important to know how they are processed. We e.g. don’t want to just use JDBC; we also want to know why the API contains the classes and methods that it does. We need a sense of how hard is it to write a disk cache or logging facility. And what exactly is a database driver, anyway? The first two chapters provide a brief overview of database systems and their use. Chapter 1 discusses the purpose and features of a database system and introduces the Derby and SimpleDB systems. Chapter 2 explains how to write a database application using Java. It presents the basics of JDBC, which is the fundamental API for Java programs that interact with a database. In turn, Chapters 3-11 examine the internals of a typical database engine. Each chapter covers a different database component, starting with the lowest level of abstraction (the disk and file manager) and ending with the highest (the JDBC client interface); further, the respective chapter explains the main issues concerning the component, and considers possible design decisions. As a result, the reader can see exactly what services each component provides and how it interacts with the other components in the system. By the end of this part, s/he will have witnessed the gradual development of a simple but completely functional system. The remaining four chapters then focus on efficient query processing, and focus on the sophisticated techniques and algorithms that can replace the simple design choices described earlier. Topics include indexing, sorting, intelligent buffer usage, and query optimization. This text is intended for upper-level undergraduate or beginning graduate courses in Computer Science. It assumes that the reader is comfortable with basic Java programming; advanced Java concepts (such as RMI and JDBC) are fully explained in the text. The respective chapters are complemented by “end-of-chapter readings” that discuss interesting ideas and research directions that went unmentioned in the text, and provide references to relevant web pages, research articles, reference manuals, and books. Conceptual and programming exercises are also included at the end of each chapter. Students can apply their conceptual knowledge by examining the SimpleDB (a simple but fully functional database system created by the author and provided online) code and modifying it.
At a time when more and more of what people learn both in formal courses and in everyday life is mediated by technology, Learning Online provides a much-needed guide to different forms and applications of online learning. This book describes how online learning is being used in both K-12 and higher education settings as well as in learning outside of school. Particular online learning technologies, such as MOOCs (massive open online courses), multi-player games, learning analytics, and adaptive online practice environments, are described in terms of design principles, implementation, and contexts of use. Learning Online synthesizes research findings on the effectiveness of different types of online learning, but a major message of the book is that student outcomes arise from the joint influence of implementation, context, and learner characteristics interacting with technology--not from technology alone. The book describes available research about how best to implement different forms of online learning for specific kinds of students, subject areas, and contexts. Building on available evidence regarding practices that make online and blended learning more effective in different contexts, Learning Online draws implications for institutional and state policies that would promote judicious uses of online learning and effective implementation models. This in-depth research work concludes with a call for an online learning implementation research agenda, combining education institutions and research partners in a collaborative effort to generate and share evidence on effective practices.