# data[].attributes.attachment_link.readable_text
New resource

Our mission is to encourage thoughtful investigation of living systems. We prepare students to serve in the fields of health care, research, conservation, and education.

# data[].attributes.attachment_link.description
New resource Our mission is to encourage thoughtful investigation of living systems. We prepare students to serve in the fields of health care, research, conservation, and education.

# data[].attributes.attachment_link.description
Language Arts instruction from this curriculum should help students learn to see and reflect God's image while developing proficiency in different aspects of communication-reading, writing, listening, speaking and viewing. This kind of education imparts more than academic knowledge. It fosters the balanced development of the whole person to prepare them for earthly service and heavenly citizenship.

# data[].attributes.attachment_link.readable_text
New resource

This unit begins with polygons and pattern blocks, works with rotational, translational, and reflective symmetries, experiments with tessellations, and finishes with the creation of an Escher-like tessellation.

# data[].attributes.attachment_link.description
New resource This unit begins with polygons and pattern blocks, works with rotational, translational, and reflective symmetries, experiments with tessellations, and finishes with the creation of an Escher-like tessellation.

# data[].attributes.attachment_link.description
Social studies instruction from this curriculum should help students learn to see and reflect God's image while developing proficiency in different areas of social studies-gathering information, connecting events, developing historical literacy, appreciating diverse cultures, and understanding the impact of human history. This kind of education imparts more than academic knowledge.

# data[].attributes.attachment_link.description
Instruction in a world language should help students learn to reflect God’s image while developing proficiency in the content areas of foreign language studies— communication, cultures and communities, comparisons, and global connections. This kind of education imparts more than academic knowledge. It fosters the balanced development of the whole person to prepare them for earthly service and heavenly citizenship.

# data[].attributes.headline
Marzano HRS - High Reliability Summit Info

# data[].attributes.subject
Marzano HRS - High Reliability Summit Info

# data[].attributes.attachment_link.readable_text
Imagine if every school focused on five key components of education and gave staff the time to fully master them. The result would be sustainable school improvement and high levels of learning for all.

Trusted by educators around the world, the Marzano High Reliability Schools (HRS) framework serves as a long-term strategic planning guide for schools and districts. Rather than constantly seeking new initiatives, the framework encourages educators to concentrate their efforts on five key areas of operation:

1. Safe, Supportive, and Collaborative Culture

2. Effective Teaching in Every Classroom

3. Guaranteed and Viable Curriculum

4. Standards-Referenced Reporting

5. Competency-Based Education

Join us at the High Reliability Schools Summit to learn how this powerful framework can help address your school or district's unique needs and goals. With the support and guidance of our acclaimed HRS experts, you and your team will dive deep into the five levels of high reliability schooling, engage in strategic planning, and leave fully prepared to create the conditions for success across your school community.

Learn how the HRS framework serves as a school leadership model that offers a clear, concise focus on research-based practices that increase student achievement.

Discover how establishing a common model of instructional practice can improve teaching and learning in every classroom.

Explore how the professional learning communities (PLC) concept is embedded into the HRS framework and serves as a critical vehicle to drive learning.

Acquire a process for establishing a guaranteed and viable curriculum districtwide to ensure all students learn.

Understand how to use quick data to monitor and sustain successful practices within schools.

Examine key aspects of standards-based grading, such as developing proficiency scales and creating high-quality classroom assessments.

Investigate the concept of competency-based education and how it can be developed within a school.

Learn from leading experts

Keynote speakers

Hear from our attendees

"The most valuable aspect of this event was leaving feeling like my district is focused on the 'right' work and also feel reinvigorated to start a new school year. The keynote speakers and breakout sessions provided valuable materials and much 'food for thought' about the future of our district and how we serve our students every day. The resources were great and I am so excited for a new year!"

"This event perfectly balances the art and science of education. With thoughtful consideration of the science of teaching and learning, this team of associates brings humanity, empathy, autonomy, and passion to a framework that could transform education in the US."

"Hearing the opinions, advice, and values/beliefs of accredited educators who are well known. It was a rich experience."
Agenda and speakers are subject to change. Detailed agenda
Day 1
Monday, January 29th

Day 2
Tuesday, January 30th

Day 3
Wednesday, January 31st
Events reach capacity quickly. Please confirm your registration before making travel plans.
All rates are per day and subject to change.

In order to receive the discounted hotel room rate, please mention Solution Tree.
After the deadline listed below, rates will be determined by the hotel.

Parking information:
Convention Center
Hilton Palacio del Rio: Valet $44, Self parking not available at hotel
La Quinta by Wyndham San Antonio Riverwalk: Self park: $26 Valet $33

Primary Hotel

Hilton Palacio del Rio

200 S Alamo St
San Antonio, TX 78205
210-222-1400

Discounted Rate: (single or double) $259 per night

Deadline: January 8, 2024 or until group rate is sold out.

Alternate Hotel 1

La Quinta by Wyndham San Antonio Riverwalk

303 Blum St
San Antonio, TX 78205
800.753.3757

Discounted Rate: (single or double) $199 per night

Deadline: January 8, 2024 or until group rate is sold out.

Venue
Henry B. González Convention Center
900 E Market St

San Antonio, Texas

Participation Information

You will receive a certificate of participation 6 weeks after the event concludes. Please check with your department of education for CEU availability.

Additional Information

# data[].attributes.attachment_link.description
The Marzano High Reliability Schools™ framework, based on 40 years of research, defines five progressive levels of performance that a school must master to become a high reliability school-where all students learn the content and skills they need for succ

# data[].attributes.attachment_link.title
Grading for Mastery and Redesigning My Gradebook

# data[].attributes.attachment_link.description
This year I decided to overhaul my gradebook and assess students based on their mastery of particular skills, also referred to as standards-based grading. Instead of organizing my gradebook using traditional categories (e.g. homework, classwork, projects, tests, and projects), I identified the main skills we would be focusing on developing in this class and used those to create my gradebook categories.

# data[].attributes.attachment_link.authors[].name
Chris Hull | Otus Co-Founder and Chief Product Officer

# data[].attributes.attachment_link.description
This is a guide to different types Standards-Based Grading scales and how to convert Standards-Based Grades into traditional letter grades.

# data[].attributes.attachment_link.readable_text
Within the Marzano Academy model reporting and grading can take a number of forms. More specifically, an academy has the choice of using standards-referenced reporting or competency-based reporting.

Standards-referenced reporting retains aspects of traditional grades and incorporates aspects of a competency‐based system. A partial standards‐referenced report card is depicted in figure 3.1.

In figure 3.1 the overall grades have been computed and reported in a traditional manner. This is done by translating the summative scores on measurement topics for a given subject area into a traditional letter grade. To illustrate, consider the final scores for the subject of social studies. The dark portion of each bar graph represents the student's initial status, while the light portion represents the student's current status as described by the summative score. For the measurement topic of Using Geographic Tools (Geography), the student started with a score of 1.0 (the dark part of the bar graph) but reached a summative score of 3.0 by the end of the grading period. Thus, the student grew by 2.0 score points. Notice that the report card in figure 3.1 also includes measurement topics for cognitive and metacognitive skills. These are addressed just as academic content is addressed. That is, each subject area reports status and growth for each specific measurement topic.

Summative proficiency scale scores can be converted to letter grades using the conversion scale in figure 3.2.

There is obvious logic to the conversion scale in figure 3.2. A score of 3.0 on a proficiency scale represents proficiency with the content, therefore, an average of 3.0 or above puts a student in the A category. By extension, an average score of 2.50 to 2.99 puts a student in the B category and so on. Figure 3.3 translates proficiency scale scores into percentage scores.

Competency-Based reporting uses a different model than standards‐referenced reporting. A competency‐based system uses levels rather than traditional grade levels. A competency‐based system allows students to progress through levels in each subject area according to demonstrated proficiency rather than time. Therefore, scores are reported according to a student's individual progression through levels rather than according to a time-based grade level or a specific course. This is depicted in figure 3.6.

Note that many subject areas include levels 01 through 10. Level 10 represents mastery of a subject area as would be sufficient for a general high school diploma in a traditional system. However, not all subject areas include 10 levels. For example, art has six levels, technology has seven levels, and personal or social skills has five levels. In other words, each content area has as many or as few levels necessary to describe progression up to high school graduation. An advantage of a competency‐based system is that it allows for levels that exceed high school achievement expectancy. For example, mathematics has three advanced levels, as do language arts and science. Art has one advanced level, and technology has two. This means that a student who is still working on high school proficiency for some levels, may exceed high school proficiency in others. In many cases, students may earn college credit for achieving these advanced levels.

Finally, note that figure 3.6 displays the level a student is currently working on for each subject area, as well as areas in which a student has already demonstrated proficiency. For example, in science, the student is working on level 04. The proportion in the cell is 17/25. Of the twenty-five measurement topics at that level, the student has demonstrated proficiency (an obtained score of at least 3.0 on the scale) on seventeen of the topics. Also, note that at level 03 in science, the student has a recorded score of 3.0. This means that while the student received a 3.0 or higher on all measurement topics, the majority of the scores were 3.0. An alternative to this convention is to report the average score across measurement topics. For example, instead of an overall score of 3.0 for level 02 mathematics, the student might have received a score of 2.68. It is important to note that, in all cases, this average score across measurement topics would always be at least 3.0 before students can move on to the next level (meaning this student would have needed more work to achieve proficiency). Once a student has completed a level, the teacher drops the proportional scores (as seen in the 17/25 cell for level 04 science) and reports only the overall score for the measurement topics of that level.

The Empower system allows for a wide variety of reporting options for both standards‐
referenced and competency‐based approaches.

Relative to the use of Empower, academy teachers should:

Decide whether they will a standards‐referenced or a competency-based system.

Determine the exact format that will be used with "report cards" and how to generate
those reports.

# data[].attributes.attachment_link.description
Within the Marzano Academy model reporting and grading can take a number of forms. More specifically, an academy has the choice of using standards-­referenced reporting or competency-­based reporting. Standards-Referenced Reporting Standards-referenced reporting retains aspects of traditional grades and incorporates aspects of a competency‐based system. A partial standards­‐referenced report card is depicted in figure 3.1.

# data[].attributes.body
VOTED: to use the Marzano 7 & 10 point conversion scale as an option in the SIS for converting p-scales to traditional grade scales.

# data[].attributes.headline
Dr. Marzano Converting Proficiency Scales

# data[].attributes.subject
Dr. Marzano Converting Proficiency Scales

# data[].attributes.attachment_link.title
Dr. Marzano on Converting Proficiency Scale Grades to Traditional Percentage & Letter Grades

# data[].attributes.headline
HRS Summit - Jan Hoegh Session Resources

# data[].attributes.subject
HRS Summit - Jan Hoegh Session Resources

# data[].attributes.body
All of the Elementary and Secondary Video Links!

Please go to AE Dashboard --> User Guides --> Menu Encounter --> Encounter Video Resources

# data[].attributes.attachment_link.readable_text
Here are links to two Google Drive Folders:
Elementary Encounter YouTube Clips: https://drive.google.com/drive/folders/16zvJEIviCKIvIpMtGCeaE1JfaarRxBVO?usp=sharing

Secondary Encounter content: Click the link here to access all the vimeo, youtube, etc videos in a Google Drive folder. https://nad.adventisteducation.org/SecondaryEncounterResources. The contents of the folder can be saved to your computer for offline access or in case the online links are removed. All of Grade 9-12 are included if possible.

# data[].attributes.attachment_link.description
Here are links to two Google Drive Folders:Elementary Encounter YouTube Clips: https://drive.google.com/drive/folders/16zvJEIviCKIvIpMtGCeaE1JfaarRxBVO?usp=sharing Secondary Encounter content: Click the link here to access all the vimeo, youtube, etc videos in a Google Drive folder. https://nad.adventisteducation.org/SecondaryEncounterResources. The contents of the folder can be saved to your computer for offline access or in case the online links are removed.

# data[].attributes.headline
SKITS for Adventist Heritage from CIRCLE (of ALC) 

# data[].attributes.subject
SKITS for Adventist Heritage from CIRCLE (of ALC) 

# data[].attributes.headline
Various Adventist Heritage Resources from CIRCLE of ALC

# data[].attributes.subject
Various Adventist Heritage Resources from CIRCLE of ALC

# data[].attributes.headline
Various Adventist Heritage Resources from CIRCLE of ALC

# data[].attributes.subject
Various Adventist Heritage Resources from CIRCLE of ALC

# data[].attributes.headline
SBL - Becky Meharry SBL/Unit Planning Padlet

# data[].attributes.subject
SBL - Becky Meharry SBL/Unit Planning Padlet

# data[].attributes.headline
NAD PK-12 Educators' Certification Manual

# data[].attributes.subject
NAD PK-12 Educators' Certification Manual

# data[].attributes.attachment_link.readable_text
ALGEBRA I COHORT

THIS SUMMER!

We are so excited to offer this live/synchronous course (learning with classmates at the same pace set by the teacher!) Students will have deadlines and requirements of meeting daily on weekdays via Zoom with their teacher and fellow students to receive direct instruction. More information can be found below!

This synchronous course has limited seats

Daily teacher instruction, eTextbook, proctored assessments and 24/7 tutoring included

For those who prefer self-paced learning, the regular courses are still available.

Dates to remember:
* no refunds after June 5
** 1 - 2 hours on Zoom and 2 hours working outside of class

Prerequisites :
1177.0 Algebra I: Passing grade in Grade 8 Math or Pre-Algebra
View technology requirements
Steps to Enroll

Step 1: New or Returning Student Application
If you are a new student to Griggs, complete the online new student application using the button below. If you are returning, please move to Step 2 (Enrollment Form).

Once you have submitted the application, please allow 1 business day for processing. Your student ID # will be sent to the primary email address you provided. Once you receive this email, you may proceed to Step 2.

NEW STUDENT APPLICATION

This is where you will select the course and provide additional important information. Once you're done, Step 2: Enrollment Form
email the enrollment form and supporting documents to enrollgia@andrews.edu.
Supporting documents include:

birth certificate (if enrolling at Griggs for the first time)

report card/transcript

IEP, 504, etc. (for any students where that may apply)

Step 3: Make Payment
Please use our online payment service to make your payment after submitting your enrollment form.

Please note that it takes 2 to 3 business day for the payments to be processed.

Step 4: Wait for Enrollment Approval
Once the enrollment packet, payment and supporting documents (ie. birth certificate, transcript, IEP, etc.) are submitted, allow 3-5 business days for your enrollment to be approved and processed. If something is missing, we'll email you to remind you of what we need before we complete the process.
Your enrollment is subject to approval as admission to Griggs is not guaranteed.
Questions? Contact: enrollgia@andrews.edu or call 269-471-6497

# data[].attributes.attachment_link.description
We are so excited to offer this live/synchronous course (learning with classmates at the same pace set by the teacher!) Students will have deadlines and requirements of meeting daily on weekdays via Zoom with their teacher and fellow students to receive direct instruction. More information can be found below!