Replicability. Figure 7 summarizes the number of papers in which LCI datasets are available. In an LCA study the availability of LCI datasets is a measure of the replicability of the study. Only 6 out of 24 studies have found to be replicable. Among these, 3 papers are based on Ecoinvent datasets, 1 is based on a mix of GREET and Ecoinvent datasets for vehicles, and 2 are based on the same data taken from GREET. Some papers are based on data from GREET representative of 2022, some are much older. Figure 7: LCI available in LCA investigated studies.
Replicability. Key project staff, including the Director of Technology and Assessment, Technology Integration Coach and the principals, will engage in a collaborative process to guide teachers in developing a school vision for integrated technology, and a plan to support peer learning and mentorship. The process will help teachers increase their comfort levels, instill belief in their ability to create tech-integrated lessons, and ultimately xxxxxx leadership in this area. Nurturing this leadership will sustain technology integration efforts leading to successful replication in other schools in the district and in other school districts outside of Xxxxx Xxxxxxx. The Project allows for the Coach to split his time equally between Mill Park and Menlo Park so that more classrooms may benefit from the experience of a structured introduction to technology integration that includes Chromebooks, training sessions, coaching, and the opportunity to try new techniques throughout the year. Mill Park and Menlo Park teachers will identify the resources, teaching tools, and activities that have been most effective for their own learning and classroom instruction. These best practices and guidelines will be made available to the newly identified classes in the third year, as well as other school districts outside of Xxxxx Xxxxxxx. Some examples of how DDSD might disseminate this information, and make it available for new teachers in the District, or more teachers at other districts, include through teacher-made “How To” vignettes and creating an online repository of lessons and techniques learned through the grant (this is referred to as Knowledge Base in the timeline). At the administrative level, an example of an opportunity for sharing lessons learned internally across the District include at District-wide principals’ meetings, as was successfully done in the Xxxx Xxxxxx project, completed in 2017. Mill Park and Menlo Park will participate in any trainings for teachers and administrators organized by the MHCRC. DDSD will also share learnings with partners in All Hands Raised, and through various teams and committees that make up the governance framework. The Technology Integration Coach will also reach out to other school districts to determine what the best format may be to share learnings, e.g. with Mill Park and Menlo Park as demonstration sites for other schools, or other(s).
Replicability. The Recipient shall:
Replicability. The Xxxxxxxx School District will participate in the MHCRC TechSmart Initiative goal to share learnings across school districts in Multnomah County. Additionally, the alignment of TechSmart Initiative to the student success indicators as conceived and adopted by All Hands Raised Partnership that the work under this grant investment will be aligned with the work already under way across Multnomah County school districts. As noted in the preceding sections, this project hastens the plans while increasing the capacity and flexibility of the District to invest in technology rich learning environments targeting English Learners and other traditionally underserved students. It is culmination of research and shared decision-making processes that are becoming the new norm locally through the shared accountability structure of the All Hands Raised Partnership. The RSD is applying smarter more effective modes to student achievement. Listen to instruction and provide answers on a work-sheet. Expected to return homework as indication of understanding. Turns in work. Receives work back. Follow procedural explanations. Explain their thought processes in solving a problem one way. Propose different solutions and procedures based on teacher modeling during class. Reflect on procedures. Represent the solution in one to two ways. Engage in dialogue and reflection to establish rationale for the most efficient procedure and solution in groups and with partners. Groups match student need and instructional purpose. Design and propose multiple solutions and models based on sound mathematical reasoning. Attachment A: MHCRC Math and Technology Implementation Rubric
1. Make sense of problems and persevere in solving ● Find meaning in problems ● Look for entry points ● Analyze, conjecture and plan solution pathways ● Monitor and adjust ● Verify answers ● Ask themselves the question: “Does this make sense?” Sample Task: 1. Students will create screencasts or instructional videos to show understanding and receive feedback, analyze, demonstrate and defend their thought processes in problem-solving. 2. Engage in real-time research on topics relevant to math standards. 3. Engage in collaborative math discourse digitally, providing relevant research and proof to justify their position and learning. Is strictly procedural. Does not require students to check solutions for errors. Is overly scaffolded or procedurally “obvious”. Requires students to check answers by plugging in numbers Is cog...
Replicability. The best evidence that a program is replicable in other sites is that it has been, in fact, replicated elsewhere, especially if there is evidence that the pro- gram was evaluated and found to be effective in sites beyond its initial pilot locations. The existence of an active dissemination effort is also a strong indi- cation of replicability. Programs are considered low in replicability if they have been used in a small number of schools and appear to depend on condi- tions (e.g., charismatic principals, magnet schools, extraordinary resources) unlikely to exist on a significant scale elsewhere.
Replicability. The delivery models are described as charts including phases of the process and tasks, outcomes of the tasks, actors involved and key performance indicators and their position or role in each of the process phases. The actor roles and the strength or importance of the role is gives as arrows where the colour of the arrow refers to the influence of an actor in a project phase: Contribute Lead
Replicability. The goal of this task is to develop a white paper and resources to share learnings from the project to allow for replication by other entities. • Develop White Paper with steps for deploying MD/HD XXX infrastructure and microgrid to direct and facilitate the overall process. Include in White Paper: o Analytical tools, software applications, and data needed to improve future MD/HD XXX infrastructure planning activities. • Present White Paper at conferences to share best practices and lessons learned. • Provide a list of conferences presented at and a copy of presentation materials to the CAM. • Identify each task or area of responsibility required of the project partners and stakeholder groups to develop a replicable approach for other fleets transitioning to zero-emission. • Prepare a summary of tasks or area of responsibilities required of stakeholders and provide a copy to the CAM. • White Paper • List of conferences presented at and presentation materials • Summary of tasks or area of responsibilities required of stakeholders
