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Medicine Presentation Assessment And Plan Template

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Transcript: NET PROFITS to make the children have fun while learning LET'S TALK ABOUT I make at least X10 on each of our investments. A summer school MOTHER-TONGUE TEACHERS Business @ GOBETTI-VOLTA PLAN NAME and address: Batnae municipium in Anthemusia conditum Macedonum manu priscorum ab Euphrate flumine brevi spatio disparatur, refertum mercatoribus opulentis, ubi annua sollemnitate prope An investor will have to check your competitive environment before investing. Do not hide it from competitors. SWOT WHO WE NAME: HAPPY KIDS Strapline: Happy Kids learn English in the summer Elevator Pitch: An innovative summer school for young children using the facilities of Gobetti-Volta, especially the new pool. Send letters,emails, texts to parents I MARKET I HAPPY Strengths: Need for an English summer school in the area Weaknesses: Recruiting expert mother-tongue teachers with innovative, dynamic, energetic teaching skills Opportunities: Possibility of using existing facilities Threats: Some outdoor activities could not be safe for young children ELIZABETH PAULS COMPETITION FINANCIAL Fees I SUMMARY I to set up a summer school of English for young children to use the facilities of Gobetti-Volta A summer school of English for young children ANALYSIS U.S.P summary ARE " I IRENE SIMPS PRODUCT MANAGER to adopt the "splash and speak" approach Batnae municipium in Anthemusia conditum Macedonum manu priscorum ab Euphrate flumine brevi spatio disparatur, refertum mercatoribus opulentis, ubi annua sollemnitate prope I for young children Arrange free open week at Gobetti-Volta, with prizes aims MARKETING HAPPY EVERY WEEK DAY I radio advertisements, local TV commercials 15% outdoor activities in English ELEVATOR Sponsors of children's items DEVELOPER STRATEGY Business I Competitor analysis: Humpty Dumpty school (Fiesole) Jack and Jill Summer school (Settignano) The Witch and the Wizard (Sorgane) happy kids I Enter here the history of your fundraising, what you plan to lift today, and under what conditions. I I KIDS 15% I EXPLAIN YOUR STRATEGY KIDS Batnae municipium in Anthemusia conditum Macedonum manu priscorum ab Euphrate flumine brevi spatio disparatur, refertum mercatoribus opulentis, ubi annua sollemnitate prope WELCOME OUR BUSINESS 70% Happy Kids @ Gobetti-Volta, Bagno a Ripoli during the summer Business RESEARCH MARKETING MANAGER NEEDS PITCH Leo SMITH Personal Savings H APPY KIDS LEARN ENGLISH YOUR FINANCIAL have fun and learn English I Great demand for English Residential area with lots of young children Few opportunities for parents to find interesting activities for children in summer Possibility of using Gobetti-Volta grounds and pool A minimum of 25 children paying fees for the various clubs, including : traditional tuition, fun&games, speak&splash, lunch & laughter. Other special treats in the pool: snakes &ladders , hide 'n seek, treasure hunt " TEMPLATE BY CONTENT BY JEREMIE BERREBI

Assessment Plan

Transcript: 1. What interventions have you tried with Marcus in Reading? 2. What are the best and worst times of day for the student? 3. What specific behaviors concern you? 4. What is the student's academic functioning level? 5. What kinds of assignments does the student generally complete? 6. What have been your interactions with the parents? 7. What does the student do with free time in class? 8. How does the student function during independent work time? Small group work? Large groups? 9. Does the student complete daily work? Homework? Long-term assignments? 10. Does the student seek excessive attention? class clown, excessive praise, disruptive, pouts, swears, embellishes stories Parent Interview Questions: - WRAT for the beginning assessment and at the end of the 10 weeks again to assess growth - Tier 2 intervention strategy: 30 minutes of small group instruction a day for 10 weeks - Monitoring: Reading Fluency Reading Comprehension Goals: - At the end of the 10 weeks of Tier 2 instruction, Marcus will achieve a WPM score of 51. - Literacy. RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Teacher Interview Questions: Communication Plan By: Tanya Little and Danielle Stephens Name: Marcus Young Grade Level: 6th Teachers involved: Alice Wilson, science teacher Daniel Lewis, LD teacher - charming student - gets along easily with others - teacher, Alice Wilson, has noticed a possible difficulty in reading 1. Do you feel Marcus needs help in school? In what ways? 2. What does your child do well? 3. Describe a typical after school or evening. 4. Do you have concerns about your child's behavior or school progress? 5. Tell me about your child's homework routine. 6. How is your child's general health and vision? 7. What things at school seem to work well? What doesn't seem to work well? 8. What is the best way to communicate with you? Phone, email, mail, in-person? May I have current contact information? 9. How often would you like to be contacted or meet? - Informal Reading Intervention was performed by Alice Wilson after 3-4 months of monitoring - IRI was the only test used Advantage: did not require trained personnel Disadvantage: too general and non-conclusive - Showed that Marcus is indeed behind his grade level in reading @ 1st grade level: 95% word recognition, 70% comprehension @ 2nd grade level: 85% word recognition, 10% comprehension 1. How do you like school? 2. What do you think you need to do to do better in school? 3. Do you feel comfortable asking for help? 4. Marcus, do you like to read stories? What kind of stories? 5. What do you do after school? What do you do for fun? 6. Tell me about a good day at school. 7. Do you have or need glasses? 8. What do you want to do when you grow up? 9. What do you do well? RTI Progress Monitoring Assessment Plan Introduction to Marcus Student Interview Questions: Assessment Plan July 8, 2014 SPE 623 Case Study: Marcus Evaluation results: After administering the Informal Reading Inventory, Marcus shows a reading deficit between current grade level and functioning grade level. A more formal assessment is needed to determine the areas of deficit and the degree of deficit. Tier II intervention plan and duration one-half hour guided reading daily weekly running records Bi-weekly progress reporting intervals to parents using using their preferred communication method

Stainton Assessment and Technology Plan Presentation

Transcript: Integrated Environmental Science Learning Targets for Student Assessment and Learning This course fosters Systems-Based Thinking It integrates the subjects of biology, chemistry, physics and Earth science through the lens of the environment. Final Competency for Summative Year-End Assessment: You will: Use a computational representation to illustrate the relationships among Earth's systems and how those relationships are being modified due to human activity. (Next Generation Science Standard HS-ESS3-6) Unit 2 Mercury and Ecosystems Level 3: System Selection and Strategic Planning System selection: This occured during Level 2. Since we teachers never used Prezi as a portfolio management/presentation system before, year 1 will be considered a pilot year. Strategic Planning: The pilot year will happen in 2013-14, with teachers from 9th grade science, social studies and English participating. The next slide will show a proposed timeline for implementation of the e-portfolios. You will... Develop a model of the cycling of carbon through the Earth's systems. Evaluate the impact humans have on the carbon cycle. Describe how the flow of energy into and out of the Earth's systems changes climate. Graph and interpret long-term climate data. Present your understanding of climate change as it impacts Vermont and your life. Know the parts of the Earth's atmosphere. Diagram the impact of pollutants on the ozone layer. Connect the parts of the electromagnetic spectrum to climate change. Plate Tectonics & Earthquakes Unit 7 Water Resources & Management You Will... Work in the field using proper procedures to collect data for analysis. Use criteria to collect background resources for research on mercury in the envrionment. Know the parts of the mercury cycle. Use math and diagrams to represent the flow of matter and energy among organisms in an ecosystem. Calculate and measure concentration. Evaluate data to determine the type of graph to use. Create a poster using PowerPoint and specific criteria. Work collaboratively. Value the role of science in protecting our National Parks. Evaluate real-world examples of the Tragedy of the Commons. How can we assess the learning targets? photo credit Nasa / Goddard Space Flight Center / Reto Stöckli Unit 4 Energy Chappuis, Stiggins, Chappuis and Arter (2010) describe learning targets as the essential outcomes for students upon the completion of a unit or course. Targets include knowledge, reasoning, skills, products and dispositions. Learning targets are designed to be clear to teachers and students. They are shared with students regularly, and are used as a basis for teacher assessment and student reflection. Level 1: Identification of Need Teachers at Woodstock Union High School have discussed the value of incorporating e-portfolio assessments into 9th grade classes. Due to lack of time and teacher experience with e-portfolios, work on this initiative has never followed. Teachers discussed wanting to incorporate a portfolio with the following purpose: "To allow students to author a Prezi-based presentation portfolio that houses work from one semester, showing the student has met course learning targests and progressed in their learning throughout the semester. Prezis will include student-selected materials and written reflections for each of the selections." Learning and performance targets are necessary to begin the e-portfolio work. The next stage of this Prezi shows the targets for 9th grade Integrated Environmental Science Unit 5 Project Goal: To develop an action plan for the implementation of an e-portfolio assessment into 9th grade Integrated Environmenal Science, social studies and English classes. Process: In 2008, Nicole Buzzetto-More and Ayodele Alade developed "The Pentagoal E-Portfolio Model for Selecting, Adopting, Building and Implementing an E-Portfolio." I followed their 5-Level process to think through and build a plan for e-portfolio implementation. In this presentaion, I present the work I completed as I followed the leveled steps of the Pentagonal model. You will... Make a quantative model of the water cycle. Plan and conduct an investigation on the properties of water and its impact on the environment. Know possible sources of groundwater contamination. Construct an explanation for how the availability of clean water has influenced human activity. Population Unit 8 Frequent, formative assessments: Poll Everywhere, Socrative Technology-based portfolio: Student selected "Growth in Competence Portfolios" You will... Use math and diagrams to explain carrying capacity and cultural carrying capacity. Know factors that impact biodiversity and populations in ecosystems. Evaluate the relationship among population size, resource consumption and waste production. Calculate using equations related to population density. Create and evaluate graphs and simulations related to population. Use or create a simulation to understand impacts of change on biodiversity and

Needs Assessment Plan Presentation

Transcript: Data Analysis Dangers of Low Self-Esteem Participants will take photos with cell phones or cameras. Images will be emailed/texted to focus group facilitator. Who? Let's end with the NEW You! What? (Donnellan, Trzesniewski, Robins, Moffitt, & Caspi, 2005; Erol & Orth, 2011; Orth, Robins, & Roberts, 2008; Trzesniewski et al., 2006) How? (Donnellan, et al., 2005; Erol & Orth, 2011; McGee & Williams, 2000) Courage Taking pictures of anything that affects self esteem (negative or positive) Discover You: To Be Beautiful Means to Be Yourself Interview with the gatekeeper What? Focus Group Where? Girl Scouts of Utah headquarters Gatekeeper/Key Informant Interviews References: Who? Carly Cahoon, Where? Focus Group Images will be analyzed to identify recurring themes. Survey How? Internal Girl Scouts of Utah Survey conducted December, 2011. Where? What? Formal interviews. How? (Baumeister, Campbell, Krueger, & Vohs, 2003; Murray, 2005; Trzesniewski et al., 2006) Girls 12 years and older who volunteered. In-depth open ended questions that will lead to discussions concerning self-esteem. (positively & negatively influences) Girl Scout of Utah, Headquarters. Two facilitators, notes will be taken, and the session will be recorded. (Erol & Orth, 2011; Trzesniewski et al., 2006) Data Collection Strategy OPEN ENDED 1. In a few sentences (or less) please give us your definition of self-esteem? MULTIPLE CHOICE 2. When learning about self-esteem which setting do you prefer? a. Classroom Setting b. Indoor/Outdoor Hands On Activities c. Online d. Other:_________________ Character What? Girl Scouts of Utah. Seven (7) question survey. GirlFest, Sugar House Park, Saturday September 22nd. Girl Scouts visited our information booth and filled out surveys. Notes will be compiled and sent to Ms. Cahoon for clarification. Ongoing meetings will help assure that the needs of the Girls Scouts, Ms. Cahoon and the practicum group are being addressed. Girl Scout Mission: Director of Programming for the Girl Scouts of Utah. Confidence Gatekeeper Interview with Gatekeeper Where? Girl Scout Headquarters (ongoing process). Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier, lifestyles?. American Psychological Society, 4(1), 1-44. Cahoon, C. (2012). Internal Girl Scouts of Utah Needs Assessment survey, Dec., 2011. Donnellan, M. B., Trzesniewski, K. H., Robins, R. W., Moffitt, T. E., & Caspi, A. (2005). Low self-esteem is related to aggression, antisocial behavior, and delinquency. American Psychological Society, 16(4), 328-335. Erol, R. Y., & Orth, U. (2011). Self-esteem development from age 14 to 30 years: A longitudinal study. Journal of Personality and Social Psychology, 101, 607-619. doi:10.1037/a0024299 Girl Scouts of the United States of America. (2012). Who we are: facts. Retrieved from Girl Scouts of Utah. (2012). About us: About girl scouts of utah. Retrieved from scouts/about-gsu.php Girl Scouts of Utah. (2012). About us: Key program initiatives. Retrieved from scouts/key-initiatives.php McGee, R. & Williams, S. (2000). Does low self-esteem predict health compromising behaviors among adolescents?. Journal of Adolescence, 23, 569-582. doi:10.1006/jado.2000.0344 Murray, S. L. (2005). Regulating the risks of closeness: A relationship-specific sense of felt security. American Psychological Society, 14(2), 74-78. Orth, U., Robins, R. W. & Roberts, B. W. (2008). Low self-esteem prospectively predicts depression in adolescence and young adulthood Journal of Personality and Social Psychology, 95, 695-708. doi:10.1037/0022-3514.95.3.695 Trzesniewski, K. H., Donnella, M. B., Moffitt, T. E., Robins, R. W., Poulton, R., & Caspi, A. (2006). Low self-esteem during adolescence predicts poor health, criminal behavior, and limited economic prospects during adulthood. Developmental Psychology, 42, 381-390. doi:10.1037/0012-1649.42.2.381 Who? Questions? Needs Assessment Purpose Notes and recordings will be analyzed to determine patterns and themes in participant responses. Survey It's more than just cookies... Who? Who? How? To determine how the Girls Scouts of Utah: define self-esteem want to learn about self-esteem think parent involvement would be beneficial Photovoice Self-Esteem Descriptive statistics will be used to summarize survey responses and data will be compiled in SPSS. 556 Utah Girl Scouts surveyed... ...68% wanted to learn more about... Photovoice What? Sample Graph: Focus group participants Perceived Barriers Photo Voice Sample Questions: Survey says: Data Collection Strategy Shauna Ayres Chris Bowden Steph Perry Kelli Teuscher Focus Group Survey How? Notes will be taken and interviews will be recorded. Where? When I think of self-esteem, I think of...

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