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New Delhi, April 01: The registration for the Institute of Chartered Accountants of India (ICAI) unvarying proficiency leer at various (CPT) will originate from April 4 onwards. The eventual date for filling the application kinds is April 26. fascinated candidates can apply before the cut-off date at icaiexam.icai.org.
If candidates eddy up to pass over the time limit, a late fee of Rs 600 can be charged however they might be silent allowed to fill within the software types till may besides 3. while Rs 600 is the late fee for the Indian examination centres and the one in Kathmandu, Rs 650 about could be charged for utter of the other remote places examination centres.
Candidates are counseled to hunt advice from the ICAI’s legitimate web site and publish the software expense on-line itself. while the application freight for CPT is Rs a thousand for centres in India, it is Rs 1700 for centres in Kathmandu and over Rs 19,000 for centres outdoor India- reminiscent of Abu Dhabi, Doha, Dubai, and Muscat. (also examine: UPPSC RO/ARO Prelim examination 2018: Admit Card out, down load from www.uppsc.up.nic.in)
The CPT exam might be conducted on June 17 in two periods. the primary session may be held from 10:30 am to 12:30 pm and the 2nd session might be held from 2:00 pm to four:00 pm. The CPT is an plane class varied altenative questions based examination. additionally, candidates will have the liberty of selecting either English or Hindi because the medium of examination. The examination will be held at 196 distinctive exam centres across India and in 5 overseas examination centres.
CPT result Dec 2017: The Institute of Chartered Accountants of India (ICAI) has announced the average proficiency verify (CPT) outcomes at icai.nic.in. Candidates who looked for the leer at various in the month of December 2017 can visit the legitimate site now and examine their results. along with the CPT results, ICAI has additionally announced the CA remaining examination effects together with a profit record of the identical. The CA ultimate Examination became performed in the month of November 2017. Candidates necessity to sustain in intelligence that the web site might toil sluggish or even crash because of hefty traffic at the time of the ICAI outcome announcement. In such a case, candidates are informed to be silent and determine the site once more later for his or her outcomes.
to be able to assess effects, candidates should retain their login credentials that had been shared with them at the time of registration convenient as they're going to want the equal to check their effect.
CPT result Dec 2017: Candidates can comply with the beneath-outlined steps to assess their consequences on the respectable website-
Step 1: hunt advice from the reputable web site of ICAI at icai.nic.inStep 2: Login using your Roll No, PIN No OR Registration NoStep 3: Now Enter the text as shown in the boxStep 4: click on on the tab that says SubmitStep 5: The result could be displayed on the screenStep 6: examine the very and down load it for later
CPT influence Dec 2017: here is how to investigate outcomes by means of SMS-
For generic proficiency check (CPT) outcomes 2017: class CACPT(house)6-Digit Roll number and ship it to 58888
CPT outcomes Dec 2017: greater in regards to the examination-
CPT is the first examination which is required to be cleared by means of the college students to eddy into a Chartered Accountant (CA). The CPT 2017 examination became held in two sessions. within the morning session, the fundamentals of Accounting and Mercantile law paper become carried out followed via the widespread Economics and Quantitative Aptitude. at the least one hundred seventy questions needed to be attempted to circulate the examination.
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in keeping with the counsel posted on the dependable web site the effects of final Examination (ancient route & New course), groundwork Examination and customary proficiency leer at various (CPT) held in November/December, 2018 turned into to be announced on the professional sites (icai.org, icaiexam.icai.org and caresults.icai.org) from 06:00 pm onward on January 23, 2019. however, the outcomes turned into declared a bit early, at round 4.50 PM. right here is direct hyperlink to investigate ICAI CA Nov 2018 resultDirect hyperlinks to determine CA groundwork and CA ultimate Nov/Dec 2018 outcomes students from Gujarat did smartly in both. within the new course category Pulkit Arora changed into ranked 3, Ankit Jain ranked 22, Rohit Rangwani ranked 37, and Reepal Patel ranked 49. within the ancient path, Ahmedabad’s Pooja Shah changed into ranked 26 and Meet Lakhani ranked 30.
In a press release, issued via the ICAI and signed by using its Joint Secretary (exams), B Muralidharan, observed, "The outcomes of the assistance device Audit (ISA) evaluation check held on December 22, 2019 is likely to be declared on January 23, 2019 around 6:00 pm at the Institute's office at New Delhi. The result of the above assessment test might be attainable on the Institute;s web site www.icai.oge."checklist of site the condition which you could assess November 2018 eventual Examination (old direction & New path), basis Examination and customary skillability check (CPT)1) icai.org 2) icaiexam.icai.org three) caresults.icai.org to be able to investigate the CA final and CA foundation outcome, the candidate shall should enter his/her registration no. or PIN no. along with his/her roll quantity.
The CA eventual and CA foundation outcomes for November 2018 examination will besides be accessed with the aid of the candidates through their login. Candidates can entry their influence by way of entering their login identity and password or they could accumulate the outcomes on their registered e-mail identity, in the event that they acquire opted for the electronic mail choice.
In case if you acquire not registered your electronic mail for the result, that you could silent carry out this in the course of the hyperlink given on the reputable website. by way of registering, you'll accumulate your CA closing or CA basis influence directly on your mail container. The CA basis and CA closing consequences can even be bought by the consume of SMS. Candidates are counseled to examine the existent web page for extra details.ICAI November 2018 influence: crucial ANNOUNCEMENT The results of the Chartered Accountants ultimate Examination(ancient course & New course), basis Examination and common skillability test (CPT) held in November/December, 2018 are supine to be declared on Wednesday, the 23rd January 2019 around 6.00 P.M. and the identical as well because the utter India merit list (upto the fiftieth Rank in the case of final and foundation Examination most effective) should be attainable on the following web sites: 1. icaiexam.icai.org 2. caresults.icai.org three. icai.nic.in.
preparations acquire additionally been made for the students of eventual Examination (historical course & New path), basis Examination and common talent leer at various (CPT) desirous of getting outcomes on their e mail addresses to register their requests at the website i.e. icaiexam.icai.org from 19th January 2019. utter those registering their requests can be supplied their results through e-mail on the e-mail addresses registered as above instantly after the declaration of the influence.
in addition to above, it may well be referred to that for getting access to the influence on the above mentioned sites the candidate shall necessity to enter his/her registration no. or PIN no. together with his/her roll quantity.
Steps to examine final Examination (old route & New course), foundation Examination and common talent examine (CPT)
1) fade surfing to the dependable web sites, the links are given above
2) click on on the links
a) examine consequencesb) determine odds record
three) a new web page will seem on the screen
4) Enter Registration No. or PIN No. together with roll number
5) Your influence page will open
6) investigate and download it
7) occupy printout for additional use.
CA remaining and CA basis November 2018 result verification
in case you aren't convinced by way of the effect, or the result result is not as per your expectation, the candidates can apply for the marks verification. The candidates should silent practice for the marks verification simplest within the condition when they're hoping of getting greater marks.A candidate can solemnize for verification, inside a month from the date of assertion of consequences, giving selected particulars of the following and pay the relevant prices. if you are submitting an online application for verification, you can pay the verification fee on line thru internet Banking or credit score / Debit cards (master / Visa / Maestro / Rupay), through the payment gateway. in case you are submitting a hand written application kindly for verification, it has to be accompanied through a requirement towards the verification costs. The exact draft should silent be drawn in favour of "The Secretary, The Institute of Chartered Accountants of India" payable at New Delhi and despatched along with the application for verification. Candidates may silent be alert that only 1 verification software per registration number is authorised on-line. therefore, delight execute up your intellect on the papers you would really fancy apply for, earlier than making consume of online.
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The toppers - Olvita Ancillia D’Souza and Shrikrishna Sharma K, who shared the first rank, Shreeya Shenoy, the second rank holder with Swasthik P, who secured the third rank, said the result was just the surge of their professional tale of becoming CAs.All four are now looking forward to transcend in the Common Proficiency Test (CPT) exam which will give wings to their dreams to become professional CAs. While a brace of them are gearing up for their CPT in June, the other two acquire some time to cherish their achievement as their examination is scheduled for November. Both first rankers Olvita, daughter of Oliver and Anitha D’Souza and Shrikrishna, son of Subrahmanya Bhat and Sharada, scored cent percent marks in their core subjects – Basic Maths, Statistics, Accountancy and traffic Studies. While Olvita, a student of Alva’s PU College, Moodbidri, scored 98 each in her English and Hindi language papers, Shrikrishna, a student of Sathyasai Lokaseva PU College, Alike, scored 100 in Sanskrit but fell short of four marks to secure a 100 score in English. It took some time for Canara PU College student Shreeya Shenoy to absorb the pleasant dumbfound of having scored complete marks in traffic Maths, Statistics, traffic Studies, Accountancy and Sanskrit. With 95 marks in English, she secured second rank in the state. Swasthik P, son of Krishnamoorthy P and Vidya and student of St Philomena’s PU College, scored 100 marks each in Economics, Accountancy and Statistics while he fell short of one trace to score a fuller in traffic Studies. Scoring a 100 in Sanskrit and 95 in English took his total score to 594 fetching him the third rank. Elvira Philomena, deputy director for pre-university, said the commerce association had held at least three special workshops for commerce lecturers on training students, which in turn, contributed to the output. “Both students and teachers acquire worked difficult to achieve this feat,” she said.
This past fall, Ragan Toppan, 16, walked out of her Algebra II class at Deering tall School to protest her school’s recent switch to standards-based grading.
Toppan, a junior at the tall school, was mad that the administration hadn’t sought student input about the change, and worried that a switch to a 1-4 grading system, with a 3 the highest viable grade on some assignments, would harm her chances of getting into a generous college. On her transcript, those 3s, which signify proficiency in a standard, would issue as 85s, or B’s.
“I shoot for A’s on utter my work, but a lot of teachers don’t give you an option to fade ‘above and beyond’ ” and accumulate a 4, she said in an interview. “An 85 is not going to nick it for college.”
Her mother, a longtime English teacher at Deering, sees things a minute differently. Kathryn Toppan switched to a 1-4 scale even before the administration required it, finding it “less arbitrary” than the traditional 1-100. “It’s easier to communicate to students where they’re at and what they necessity to carry out to improve,” she said.
She sympathizes with students, fancy her daughter, who acquire seen their tall school careers disrupted by change. But she believes there is no other way. “Sometimes it doesn’t seem fair, but there’s sort of a greater good,” she said.
Seven years after the condition passed a law that required Maine’s tall schools to award diplomas on the basis of demonstrated “proficiency” in eight key areas, and nine months after the legislature repealed that mandate, the debate over proficiency-based diplomas continues to divide districts, teachers and families here, even as the concept spreads to other schools and states.
In a recent survey of the state’s superintendents conducted by the University of Southern Maine, roughly a quarter of respondents said they planned to stick with a proficiency-based diploma, even though the law no longer requires it. Thirty-eight percent said they would likely revert to awarding diplomas based on the accumulation of credit hours. Another quarter preferred “hybrid” approaches, and 11 percent said it was too soon to speculate.“No other condition has embraced this model for utter their school systems. We’re not ready for this.”
Earle McCormick, a former teacher and condition senator
The only thing most everyone agrees on is this: The rollout of the 2012 law, LD 1422, was a disaster, plagued by insufficient funding and inadequate guidance from the top. While the state’s Department of Education cycled through commissioners (six in six years) superintendents struggled to design out the law, largely on their own.
The result today is a patchwork of local policies, with pockets of proficiency-based grading surrounded by schools that acquire stuck with traditional methods of evaluating students — or reverted to them recently. Districts acquire spent thousands of dollars on consultants and software upgrades, and the racial and socioeconomic achievement gaps that the law was conjectural to back purge remain largely unchanged.
Related: Documenting Maine’s failure to implement proficiency-based education
Now, as a new governor and legislature grapple with these gaps, many parents and educators are left asking: How did Maine accumulate into this mess?
To reply that question, The Hechinger Report combed through grant databases, legislative records and lobbying disclosures, looking for the forces and funding behind LD 1422. They spoke with more than two dozen lawmakers, foundation heads, traffic leaders and educators about the bill.
The tale that emerged is a complicated one, spanning more than two decades and reaching across the country to a remote district in Alaska that became a model for Maine.
At its heart, though, it’s a intimate tale in American school reform — the tale of how a petite band of well-intentioned education and traffic leaders, backed by wealthy foundations and armed with optimism and a few early success stories, sold condition lawmakers on a largely untested theory of change.
Imported from Alaska
Proficiency-based education is a wonky term, but in essence it means that students master inevitable skills before they straggle up a grade or graduate. The amount of time they’ve spent in the classroom (“seat time”) doesn’t matter, nor does the number of credits they’ve accumulated.
In theory, proficiency-based models let students learn at their own pace, speeding up if they grasp a concept quickly, and getting extra back if they struggle. In practice, though, it can occupy many different forms, including independent study, learning communities and online programs. It doesn’t always comprehend changes to grading — and indeed, Maine’s law didn’t require any.
To supporters fancy former condition senator Brian Langley, a longtime culinary arts instructor and the sponsor of the now-repealed LD 1422, proficiency-based diplomas are a way to ensure that utter kids graduate with the skills they’ll necessity to succeed in a changing economy.
“It’s about equity,” he said. The law “was bringing a voice to the kids who don’t acquire helicopter parents, so when they left tall school, their diplomas would be substantive something.”
Maine’s march toward a proficiency-law began in 1997, with the adoption of the Maine Learning Results, which set statewide standards in eight content areas. It accelerated a brace of years later, when the Bill & Melinda Gates Foundation began pouring millions of dollars into tall school reform and the creation of petite schools. (The Gates Foundation is among the many funders of The Hechinger Report.)
In 2000, Tom Vander Ark, the first executive director of Gates’ education program, heard about Chugach, a district in Alaska that had seen theatrical gains in test scores after switching to a proficiency-based model, and he decided to visit.
There, in tiny schools reachable only by plane, Vander Ark spoke with students who “could uncover you exactly what they were learning, why it was important, and what they had to carry out to straggle to the next plane in each subject,” he said in an interview. Each student had a minute bar chart on their desk that tracked their progress toward mastery in each standard.
“I was fascinated by it,” he said. “I had never seen kids so in freight of their learning.”
Related: What if personalized learning was less about me and more about us?
When he returned to Seattle, Vander Ark gave the Alaska Council of School Administrators $5 million to bring the Chugach district’s model to six other Alaska districts.
The next year, Chugach, with its 214 students spread across 22,000 square miles of glaciers, mountains, islands and wilderness, won the prestigious Malcolm Baldrige National quality award. The federal award brought national attention to the district, which created a nonprofit, the Re-Inventing Schools Coalition, to occupy its approach nationwide. The group’s acronym, RISC, was deliberate, according to a bespeak by its creators, “Delivering on the Promise.” Schools and districts that adopted the model “would occupy risks in transitioning to a system fundamentally discrete from the one that was deeply ingrained in U.S. culture.”
In 2003, the Gates Foundation gave RISC $5.8 million to train additional Alaska school districts and to create a research and evolution program.
“The mission was to hit the tipping point to transform the education system,” said Richard DeLorenzo, the former superintendent who created RISC. “That was my vision.”$13 million in outside philanthropic funding supported two Maine districts’ efforts to implement proficiency-based education
The first converts were Adams County School District 50, in the Denver suburbs, and the Lindsay Unified School District, in California, he recalls. fancy the Chugach district, they had tall percentages of low-income students, though they were much larger districts than Chugach, with more than 10,000 and 4,000 students, respectively.
Meanwhile, in Maine, a handful of districts were experimenting with similar methods. Among them were RSU 2, a far-flung district in central Maine which includes the towns of Hallowell and Monmouth; MSAD 15, a district midway between Portland and Lewiston; and RSU 20, which includes the petite coastal community of Searsport. Searsport had started transitioning to a standards-based diploma in 2002, after receiving a share of a $10-million school reform grant that Gates had made to the Sen. George J. Mitchell Scholarship Research Institute, an organization that gives out scholarships to Maine students.
In 2007, Maine’s then-commissioner, Susan Gendron, invited DeLorenzo to talk at a summer conference for superintendents in Bar Harbor. At the discontinue of the conference, she took a survey: 80 percent of attendees said they supported the RISC philosophy, but only a quarter said they were ready to execute the leap, she said in an interview.
To hearten them along, the condition offered schools $50,000 grants to subsidize RISC training, Gendron recalled. DeLorenzo screened the candidates, assessing their capacity for change, and six districts were approved, among them the three districts mentioned above that had already begun experimenting with the model.
When the condition withdrew its financial champion for the training a year and a half in, citing budget shortfalls, the districts formed a consortium to pool their resources: The Maine Cohort for Customized Learning. One of the first things the new nonprofit did was hire Beatrice McGarvey, from Marzano Research, a consulting organization that offers professional evolution to schools across the country, to craft a common curriculum, said Linda Laughlin, now the Maine group’s executive director.
At least one of the early pioneers, RSU 18, which includes the petite town of Oakland, has since backed away from a standards-based diploma. But one district has been steadfast in its commitment, staying the course through three superintendents: RSU 2.
A local success story
In a math classroom inside Monmouth Academy in the RSU 2 district, 20 students, ranging from freshmen to seniors, sat in clusters of four, working independently on petite parch erase boards. Some were silent studying geometry, others had advanced to Algebra II. One group was just starting on probability.
Elizabeth Ross, a ninth-year teacher in the district, buzzed between them, stopping to demonstrate two juniors, Violette Beaulieu and Hannah Levesque, how a parabola can dip from positive to negative.
When they understood the concept, Ross moved on, giving another group a lesson in operations with square roots. Then she moved on again.
After an hour of shuttling between students, Ross was sweaty and flushed, the carton of yogurt on her desk only half eaten. It’s difficult toil differentiating curriculum for so many students, but Ross believes it’s worth it.
“I feel fancy they learn more,” she said. “When I give them a test, they acquire to know utter of it” to earn a 3 and be deemed proficient. “Not just 70 percent.”
On the wall, there was a chart with stickers showing which standards students had met. Shading in the boxes indicated a higher plane of competence — half-shaded was a 3.5 and fully shaded was a 4. The students had requested the shading, to demonstrate more nuance in the scores, Ross said.
Levesque, who wants to fade to either St. Joseph’s or Thomas College and become a realtor, strives for utter 4s, often requesting extra toil to accumulate to that level. But Beaulieu, who hopes to attend the University of Maine Farmington and become a preschool teacher, said she’s content with a “solid 3.”
Both said they fancy the individualized instruction that they accumulate from teachers fancy Ross, and cherish the opportunity to retake exams if they acquire a putrid day. They worry, though, how they’ll fare in college, where professors are less forgiving, and there’s thousands of dollars in tuition at stake.
“Here, if I accumulate something wrong, I’ll be able to fade back and fix it. In college, you can’t,” said Beaulieu. “That kindly of freaks me out.”
Related: The future of proficiency-based education
RSU 2 is often held up as a standards-based success story. Nearly a decade in, the culture of competence is deeply ingrained in the district; most of today’s tall schoolers acquire never experienced anything different.
Getting to this point wasn’t easy, though. When Hallowell tried to extend proficiency-based education to its tall school in 2008, parents Put up a fight, maxim the change would execute it harder for their children to compete for scholarships and admission to selective schools, according to a case study published by the condition Department of Education.
The condition ramps up
Meanwhile, the momentum — and the spending — for reform was continuing to build. In 2009, Gates gave half a million to the Nellie Mae Education Foundation, which describes itself as New England’s largest education-focused philanthropy, to lead a four-state endeavor to remake the region’s schools. (Nellie Mae is among the many funders of The Hechinger Report.) Nellie Mae passed on the money to the Portland-based considerable Schools Partnership, which used it to coordinate The New England Secondary School Consortium, a coalition advocating for proficiency-based diplomas, among other things.
The following year, Gates gave Nellie Mae an additional $1.75 million to identify and fund “proficiency-based pathways.” Some of that money trickled down to MSAD 15 and the Casco Bay tall School for Expeditionary Learning, in Portland, which had been created five years earlier using a grant from The Gates Foundation. At Casco Bay, the money would be used to create a “roadmap” for other districts and Portland’s two other tall schools to follow, according to a 2012 report on the initiative.
Nellie Mae, which had $430 million in assets at the discontinue of 2009, began investing its own money in Maine, too. In 2010, it gave $200,000 each to Portland and two other districts to develop plans for “district plane system change” focused on “student-centered approaches,” including proficiency-based education.
At the discontinue of the following year, it awarded organizations in Portland and Sanford nearly $9 million to implement their plans. To build public champion for the changes, the foundation besides gave smaller grants to youth and immigrant advocacy groups in the districts.
The foundation ultimately gave a combined $13 million to the two districts, with roughly two-thirds of it going to Portland, according to a Nellie Mae spokesperson.
In its application for its 2011 grant, Portland pledged to straggle the entire district to a proficiency-based diploma. When the grants were announced, Nicholas Donohue, the foundation’s president, said the districts were chosen because they were already “most aligned with their theory of change.”
But some Portland parents were wary of the award. Anna Collins, a Portland mother and attorney, said she saw the grants as an attempt to build champion for LD 1422, which had just been approved by the condition legislature’s education committee and would soon be debated by the all legislature.
“They can articulate ‘We’ve got some of the biggest districts in the condition on board, you acquire to pass this,’” she told the Bangor Daily news at the time.
Nellie Mae was supporting the proposed law. A few months before it made the grants to Portland and Sanford, the foundation gave the first of three grants to the Maine Department of Education to create an online heart for Best Practice, with case studies of districts that had embraced proficiency-based learning.
That very month, it awarded $50,000 to the Maine Coalition for Excellence in Education, a traffic group now Part of Educate Maine, to champion its “political/legislative work.” The coalition, which had drafted an omnibus education reform bill that was ultimately whittled down to LD 1422, used the funds to host a retreat for members of the education committee shortly before the legislature voted on the bill. The lawmakers visited a proficiency-based school in Oakland and attended a policy forum in Freeport.
Just before the vote on LD 1422 in early April 2012, Educate Maine and considerable Schools Partnership circulated a epistle to committee members with the signatures of nearly 50 principals and superintendents who supported the bill.
Ed Cervone, the executive director of Educate Maine, said LD 1422 was an attempt to bring accountability to the Maine Learning Results, which the condition had passed 15 years earlier, but never adequately enforced.
“This wasn’t some radical new pathway,” he said. “We were looking at finishing the pathway Put off by governors prior.”
When the legislature debated the bill, lawmakers who represented communities in RSU 2 spoke against it, citing complaints they’d received from parents and students in their district. They urged lawmakers to leisurely down and let districts settle whether to implement proficiency-based diplomas on their own.
“No other condition has embraced this model for utter their school systems,” warned Sen. Earle McCormick, a former teacher who represented Part of RSU 2. “We’re not ready for this.”
The hefty involvement of unelected, out-of-state foundations in advancing proficiency-based diplomas stoked suspicion and resentment among some Maine parents and teachers. They created a Facebook Group called “Mainers Concerned About Proficiency Based Learning,” where they shared lobbying reports, grant details and consulting contracts, and swapped horror stories and plot theories. The group remains active today, with 1,500 members.“Have you found a grassroots movement pushing for this?”
Ericka Lee-Winship, a teacher at Portland tall School
“We are guinea pigs for a new, experimental routine of teaching and learning that has been designed to profit content providers rather than students,” wrote Emily Talmage, a fourth-grade teacher in Lewiston in a 2015 post detailing spending by Nellie Mae.
That view is shared by policymakers fancy Rep. Heidi Sampson, who led the push to overturn the law. In an interview, she said the law was created to “pad the wallets” of consultants fancy considerable Schools Partnership, which offers coaching to districts.
Great Schools Partnership, which charges schools and districts between $24,000 and $84,000 for its services (depending on the number of coaching days), did observe an uptick in contracts after the mandate passed, from 18 to 25, and a decline back to 18 after the law was repealed, according to data provide by Ian Bassingthwaighte, a spokesman. It besides won a $200,000 compress from the condition to create free standards-based tools for schools. But the law was hardly a bonanza for the nonprofit, and Bassingthwaighte said it’s not in it for the money.
“We are former teachers, principals and superintendents who are dedicated to their mission of ensuring tall quality learning for each student,” he said.
(Great Schools has received continued champion from Nellie Mae; the foundation gave it several million dollars to administer the New England Secondary School Consortium and to hasten a program aimed at structure “public understanding and demand” for reform across the region, including in three Maine communities.)
Charlie Toulmin, Nellie Mae’s policy director, insists his foundation wasn’t the driving obligate behind the law.
“They were already walking down this path, and they and us sort of found a match in their interests,” he said.
Staying the course in Portland
Portland’s district leadership has said it plans “to stay the course with its transition to a proficiency-based diploma,” regardless of changes in the law.
In the city’s two traditional tall schools — Deering and Portland tall School — classes look, and sound, much as they did prior to 2012.. The only signs that things acquire changed are posters that hang in some classrooms, enumerating the standards and proficiency levels.
Most of the ongoing change is happening behind the scenes, in departmental meetings where teachers hash out graduation requirements, and in online gradebooks, where teachers disburse hours assigning standards to assignments, and rating students on levels of proficiency. It’s a ton of data entry, but no one at all of it has appeared on students’ report cards, which silent comprehend traditional numerical grades.
That frustrates teachers fancy Ericka Lee-Winship, who would “much rather disburse time planning exciting lessons than sitting at my computer clicking buttons.”
Lee-Winship, who has taught gregarious studies at Portland tall School for 21 years, thinks the considerable Schools Partnership coaches her school has hired are smart and be substantive well, but are out of palpate with the realities of the profession.
“They want teachers to judge grand picture, but every day I’m expected to manage the details,” she said. “When I fade home, I acquire a huge bag of homework to grade. I’m not sitting around pondering the grand picture questions.”
She believes the state’s shift to proficiency-based diplomas was driven “100 percent” by foundations and interest groups.
“Have you found a grassroots movement pushing for this?” she asked.
Beth Arsenault, who has taught in Portland tall School since 1996, has practiced many of the habits of proficiency-based learning for years — letting students retake tests and keeping her grade bespeak open, for example. In her alternative education classes for at-risk students, the mantra is “you’re not passing yet.”
So she’s not philosophically opposed to proficiency-based education; she just doesn’t fancy it being imposed on teachers by outsiders. And, fancy Lee-Winship, she finds the data entry meaningless.
“Trust me, professionally, that I’m teaching to the standard,” she said.
With neighboring districts backing away from proficiency-based diplomas — including those centered in Scarborough and South Portland — many teachers here hope theirs will be the next to fall.
Ragan Toppan, now 17, is among the students who do, too. She was pleased in January when Deering took a petite step backward, giving teachers the option of grading using either a 1-4 or 60-100 scale. But the compromise has the potential to complicate transcripts, and thus the college application process, for students fancy her: “We can’t forget that kids are planning for their futures. This may be a test hasten for the administration, but these are existent lives, existent students.”“I shoot for A’s on utter my work, but a lot of teachers don’t give you an option to fade ‘above and beyond.’ An 85 is not going to nick it for college.”
Ragan Toppan, a junior at Deering tall School
Her mom, Kathryn, remains committed to the 1-4 grading system. But even she says it would be “premature” to switch to a proficiency-based diploma before ironing out the kinks around remediation and grading.
In the meantime, Deering’s teachers acquire agreed to award up to a 4 on utter assignments that consume the 1-4 scale, according to Principal Gregg Palmer. He said he didn’t judge many teachers limited students to 3s before, but “I can’t articulate it never happened.”
And what about the Alaska-based group that brought its model to Maine? DeLorenzo, who created RISC, lost his fervor for the business, and was running a fly-fishing traffic when he got a call from a Russian friend who asked him to approach create schools there. They’re up to five now. He believes the “hierarchal, compliance-driven culture” of Russia is more conducive to system change than the U.S.’s locally controlled one. “I never had the leverage to flip American schools, to accumulate CEOs behind me. That’s why I’m in Russia,” he said.
RISC, meantime, was acquired by Marzano Research and is no longer offering trainings. Marzano, which helped Maine’s pioneers in proficiency develop their curriculum, is creating a chain of proficiency-based student “academies” with back from RSU 2 superintendent Bill Zima, who is leaving at the discontinue of the school year to connect the company. So far, no one at all of the academies are in Maine.
Chugach has stuck with its proficiency-based diploma, but test scores acquire dropped, from the top quartile of the condition to roughly the middle, according to current superintendent Mike Hanley. Nearly utter of the schools in Alaska that copied its model acquire since abandoned it. Bob Crumley, the superintendent who Put it in place, thinks they got complacent.
“Over time, it didn’t seem as urgent,” he said. “The initial adrenalin and drive kindly of waned.”
Nellie Mae, meanwhile, is re-thinking its grant-making strategy, acknowledging that some of its investments in “student-centered learning” haven’t had as grand an repercussion on low-income students and communities of color as the foundation had hoped. Going forward, the foundation will “put much more attention on racial equity” and be more open to grant proposals that don’t involve student-centered practices, Nellie Mae’s Toulmin said.
In RSU 2, there’s less pushback to proficiency than their used to be. But some parents and teachers silent worry about the necessity of consequences for slacking. Deadlines here are flexible, and students know they can retake tests if they don’t feel fancy studying one night.
“There’s no motivation because there’s no deadlines,” said Jennifer Heidrich, the mother of a Monmouth middle schooler who teaches in another district. “His attitude is he shouldn’t acquire to carry out toil outside school. Coming from a teacher’s kid — you can imagine the fights they accumulate into.”
School leaders confess this challenge, and acquire begun requiring students to rate their “habits of work,” each Friday. Teachers review the scores and can change them if they disagree. If a student’s “habits of work” are poor, they can lose junior or senior privileges. But there are silent no consequences for underclassmen, and the score doesn’t affect a student’s grade.
“It doesn’t acquire teeth,” said Christine Arsenault, a longtime English teacher and supporter of proficiency-based learning. “That’s the biggest downfall.”
Listen to the audio version of this story:https://hechingerreport.org/wp-content/uploads/2019/04/feinberg-maine-diploma-audio-mix-for-hechinger-64.mp3
This tale about proficiency based learning was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. symptom up for Hechinger’s newsletter.The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to utter readers. But that doesn't be substantive it's free to produce. Their toil keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. They uncover the all story, even when the details are inconvenient. back us sustain doing that.
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The English-language capacity of students at public secondary schools fell short of the government’s target in the 2018 academic year through March, despite a slight improvement from a year earlier, a government survey showed Tuesday.
The percentage of third-year students at junior tall schools whose English skills were equivalent to Grade 3 of the widely-used Eiken proficiency test rose 1.9 points from a year ago to 42.6 percent. For third-year senior tall school students with skills matching Grade Pre-2, the extend was 0.9 point to 40.2 percent.
Conducted by the education ministry in December, the survey showed that final-year students of both junior and senior tall schools did not compass the 50 percent goal set for them by the government.
Holders of Eiken Grade 3, aimed at junior tall school graduates, are expected to be able to understand and consume English concerning everyday topics. Those with Grade Pre-2, aimed at second-year senior tall school students, are conjectural to be at a plane sufficient to allow them to participate in generic aspects of daily life.
The Education, Culture, Science, Sports and Technology Ministry, which has been conducting the annual survey since the academic year surge April 2013, recognized a wide regional gap in the students’ English proficiency.
“We want to raise the overall plane by analyzing excellent efforts and common challenges and widely sharing that information,” an official said.
Among the country’s 47 prefectures and 20 major cities, the city of Saitama posted the highest percentage of final-year junior tall school students with skills equivalent to Grade 3, at 75.5 percent, followed by Fukui Prefecture at 61.2 percent and Yokohama at 55.9 percent.
As for third-year senior tall school students by prefecture, Fukui topped the list for students with skills matching Grade Pre-2 at 56.0 percent, followed by Toyama at 54.8 percent and Akita at 53.3 percent.
Meanwhile, many regions failed to compass 50 percent at both junior and senior tall school levels.
With the government aspiring to foster individuals who can transcend on the international stage, it originally aimed to meet the 50 percent target by the 2017 academic year but has postponed the goal until the year through March 2023.
As English will become a mandatory topic for fifth and sixth graders at public elementary schools from next spring, the ministry besides looked into the English-language proficiency of elementary school teachers.
The ministry survey found only 5.9 percent, or 20,182, of 343,295 full-time elementary school teachers nationwide were licensed to discipline English at a secondary-school plane — the lowest plane for which there is certification.
While many elementary schools made their own efforts to secure skillful personnel, such as hiring those with a license to discipline English or coordinating with junior tall schools, many teachers were worried about leading English classes as they had not been trained to carry out so.
The ministry has been trying to address the situation by improving training programs for elementary school teachers and increasing the number of licensed teachers with a inevitable plane of English proficiency.
The number of autochthonous English-speaking aide language teachers at elementary schools rose to 13,044, up 132 from the previous school year, while 80.6 percent of junior tall schools said they acquire been cooperating with elementary schools on English education.
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