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One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. By the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers. The first part of this section makes a research-based case for why the complexity of what students read matters. In brief, while reading demands in college, workforce training programs, and life in general have held steady or increased over the last half century, K–12 texts have actually declined in sophistication, and relatively little attention has been paid to students' ability to read complex texts independently. These conditions have left a serious gap between many high school seniors' reading ability and the reading requirements they will face after graduation. The second part of this section addresses how text complexity can be measured and made a regular part of instruction. It introduces a three-part model that blends qualitative and quantitative measures of text complexity with reader and task considerations. The section concludes with three annotated examples showing how the model can be used to assess the complexity of various kinds of texts appropriate for different grade levels.
Swiss Water & Sanitation Consortium;
A Blue School offers a healthy learning environment and exposes students to environmentally-friendly technologies and practices that can be replicated in their communities. It inspires students to be change agents in their communities and builds the next generation of WASH and environment sector champions.The Catalogue of Practical Exercises aims to inspire teachers with hand-on and low cost exercises to complement the lessons from the national curriculum. The examples provided facilitate students' learning by doing and can be replicated in the students' home and in their communities.It provides examples of practical exercises for each topic of the Blue Schools Kit:1. My Surrounding Environment2. The Water Cycle3. The Watershed around My School4. My Drinking Water5. Sanitation and Hygiene6. Growth and Change7. From Soil to Food8. From Waste to Resources.For each topic, technical background sections are provided to facilitate understanding of basic key concepts. Each topic includes a selection of teaching, participatory or creative activities, discussions, demonstrations, games, and experiments, all requiring simple material at little to no cost. The practical exercises aim to help reaching the key learning objectives defined in each topic's first page. The level of difficulty for each exercise is indicated; depending on the class and age group, teachers can select the most appropriate activities and students can deepen their knowledge on these topics from year to year.This catalogue is a compilation of references from the WASH in School (WINS) community of practice as well as other sectors related to the Blue Schools' topics. It can evolve: Future editions of this Catalogue will benefit from inputs and feedback from users and experts from around the world. Feedback form available on the Swiss Water and Sanitation Consortium website: http://waterconsortium.ch/blueschool/Users of this document are also encouraged to refer to the other materials of the Blue Schools Kit i.e. the Concept Brief, the Facilitator's Guide and the Catalogue of Technologies. These can be downloaded on the Swiss Water and Sanitation website.
Swiss Water & Sanitation Consortium;
A Blue School offers a healthy learning environment and exposes students to environmentally-friendly technologies and practices that can be replicated in their communities. It inspires students to be change agents in their communities and builds the next generation of WASH and environment sector champions.
The Facilitator's Guide is designed to provide a visual support for teachers to introduce or strengthen the Blue Schools topics to students – including overlooked topics such as gender, menstrual hygiene management and transformation of solid waste into resources.
It follows the 8 topics of the Blue Schools Kit:* 1. My Surrounding Environment* 2. The Water Cycle* 3. The Watershed around My School* 4. My Drinking Water* 5. Sanitation and Hygiene* 6. Growth and Change* 7. From Soil to Food* 8. From Waste to Resources
For each topic, it suggests learning objectives, questions for discussion and examples of practical exercises. Images should be adapted to the local context and culture as appropriate.
The full description of the practical exercises, how to implement it and picture sources, as well as technical background sections on each topic are found in the Catalogue of Practical Exercises.
Users of this document are also encouraged to refer to the other materials of the Blue Schools Kit i.e. the Catalogue of Practical Exercises, the Concept Brief and the Catalogue of Technologies.
This evaluation report describes the benefits that students are getting from their districts'participation in the California K–8 NGSS Early Implementers Initiative. The findings are drawnfrom surveys of administrators, teachers, and students; interviews with select administratorsand teachers; and classroom observations of 22 case study teachers. The report also presents anextended vignette of a grade 4 lesson to illustrate the student experiences and benefits that occur in NGSS instruction.
The oceans are warming and coral reefs are bleaching with increased frequency and severity, fueling concerns for their survival through this century. Yet in the central equatorial Pacific, some of the world's most productive reefs regularly experience extreme heat associated with El Niño. Here we use skeletal signatures preserved in long-lived corals on Jarvis Island to evaluate the coral community response to multiple successive heatwaves since 1960. By tracking skeletal stress band formation through the 2015-16 El Nino, which killed 95% of Jarvis corals, we validate their utility as proxies of bleaching severity and show that 2015-16 was not the first catastrophic bleaching event on Jarvis. Since 1960, eight severe (>30% bleaching) and two moderate (
International Union for the Conservation of Nature (IUCN);
In 2010, Parties to the Convention on Biological Diversity (CBD) adopted a Strategic Plan for Biodiversity 2011-2020, including its 20 Aichi Biodiversity Targets, in order to address biodiversity loss, ensure the sustainable use of natural resources, and equitable sharing of benefits. The Protected Planet Report 2018 provides an update of progress towards Aichi Biodiversity Target 11 at the global scale. Each chapter of the report examines a specific element of Target 11. The findings in the report are based on data held in the World Database on Protected Areas (WDPA) as of July 2018. For the first time, the printed Protected Planet Report is complemented by an online version, regularly updated with all the latest data, which can be explored at the following address: www.livereport.protectedplanet.net. Since the Strategic Plan was adopted, there has been significant progress towards achieving elements of Aichi Target 11, particularly in terms of land and sea coverage. However, significant efforts are needed to achieve other elements of the target.
Environmental and Energy Study Institute;
Transit agencies around the United States and several other countries are purchasing battery-powered electric buses (BEBs) at increasing rates and these trends are expected to accelerate in the coming years. BEBs are powered by battery packs that run an electric motor to turn the wheels, the same as battery-powered electric cars. The batteries are recharged by plug-in chargers using electricity from the transmission grid. Since they do not use gasoline or diesel, BEBs do not produce tailpipe pollution. Thus, BEBs offer a better option than other bus technologies for reducing our greenhouse gas emissions, as well as other harmful pollutants in urban areas.
NGSS Early Implementers is a four-year initiative created to help eight California school districts and two charter management organizations, supported by WestEd's K–12 Alliance, implement the Next Generation Science Standards (NGSS).
The Initiative focuses on NGSS implementation in grades K–8 and incorporates the integrated course model (preferred by the California State Board of Education) for middle school. This evaluation report discusses the integration of science disciplines in grades 6-8, including the benefits and challenges of the California preferred integrated model for science instruction.
Intended for school, state, and district leaders, the report addresses the following:
Where the districts are in their transition to the integrated model of science instruction
What integrated instruction looks like in the classroom
How the Initiative has supported teachers in implementing integrated science
Planning considerations for districts implementing the integrated model
Finally, recommendations are provided for administrator support of teachers who are shifting to science instruction that integrates the science disciplines.
The research used in-depth interviews and an online questionnaire, as well as an exhaustive desk review to collect data from girl-led groups and organisations, girl-centred organisations and the stakeholders that support them at different levels. This is an exciting opportunity to spotlight how girl-led organising takes place and how funders can provide flexible support that responds to the needs of girls and their organising.
There is a complex ecosystem of organizations working to enable, strengthen, and evolve the work of philanthropy, nonprofits, and civil society around the world. From communities of practice that build skills and encourage collaboration to data and research that inform solutions and foster transparency, these organizations provide a much-needed backbone for work on our most critical global challenges. New research from Foundation Center aims to map the composition of and support for this ecosystem of infrastructure organizations so that we can better align and improve efforts to build a better future.
Frontiers in Marine Science;
The Paris Agreement target of limiting global surface warming to 1.5–2∘C compared to pre-industrial levels by 2100 will still heavily impact the ocean. While ambitious mitigation and adaptation are both needed, the ocean provides major opportunities for action to reduce climate change globally and its impacts on vital ecosystems and ecosystem services. A comprehensive and systematic assessment of 13 global- and local-scale, ocean-based measures was performed to help steer the development and implementation of technologies and actions toward a sustainable outcome. We show that (1) all measures have tradeoffs and multiple criteria must be used for a comprehensive assessment of their potential, (2) greatest benefit is derived by combining global and local solutions, some of which could be implemented or scaled-up immediately, (3) some measures are too uncertain to be recommended yet, (4) political consistency must be achieved through effective cross-scale governance mechanisms, (5) scientific effort must focus on effectiveness, co-benefits, disbenefits, and costs of poorly tested as well as new and emerging measures.
William T. Grant Foundation;
While there are numerous barriers to career advancement for scholars of color, the Foundation believes that many of these can be mitigated through strong mentoring relationships that address issues of difference. But the power of effective mentoring will only be realized when the institutions in which these relationships exist begin to change. The guide, which was developed in collaboration with the Forum for Youth Investment is derived from interviews with grantees and consultants who participated in the Foundation's mentoring program for junior researchers of color.