Lodi Unified School District

Lodi Unified School District

Lodi Unified School District Accountability Progress Report (APR) & CAHSEE 2009-10 Results Update Prepared for the September 21, 2010 Board of Education by the LUSD Assessment, Research & Evaluation Department Executive Summary Academic Performance Index (API) The API is the states accountability system and its focus is on how much schools are improving academically from year-to-year. LUSDs 2010 Growth API was 737, representing an increase of 10 points compared to the 2009 Base API of 727; Californias API was 767, representing an increase of 13 points. 31 district schools met their school-wide API targets 20 of these schools met all of their subgroup API targets Nine of the 10 800+ schools from last year maintained an 800+ ranking. One additional school achieved the 800 mark 043 Accountability Progress Report Update _ September 2010 2 Executive Summary Academic Performance Index (API) There were strong API gains at 26 schools: 5 schools went up 40 or more points 2 schools went up 30-39 points Elementary Schools Needham Middle Schools - McAuliffe 8 schools went up 20-29 points Elementary Schools Beckman, Lakewood CDS Middle Schools Henderson CDS High Schools Independence, Liberty

Elementary Schools Heritage, Larson, Lawrence, Oakwood, Podesta Ranch, Silva, Sutherland High Schools Bear Creek 11 schools went up 10-19 points Elementary Schools Adams, Borchardt, Creekside, Davis, Live Oak, Nichols, Vinewood, Woodbridge Middle Schools Lodi High Schools Lodi, McNair See Appendix A for a complete list of schools by 2010 API growth 043 Accountability Progress Report Update _ September 2010 3 Executive Summary Adequate Yearly Progress (AYP) The AYP is the Federal accountability system, and its focus is on school performance, regardless of growth or baseline data. AYP calculations will be revised in November 2010 to include the new California Modified Assessment results for students with disabilities in grades 7 through 11. LUSD made positive API growth and positive growth in AYP/English Language Arts and AYP/Mathematics for the sixth consecutive year. A total of 46.6% of the students in LUSD performed at or above the Proficient level in English Language Arts; the 2010 AYP target was 56.0%. A total of 47.7% of the students in LUSD performed at or above the Proficient level in Mathematics; the 2010 AYP target was 56.4% A total of 2 Title I Program Improvement schools (Beckman and Lawrence) met 100% of their AYP criteria. *Per the CDE exclusionary rules, AYP proficiency calculations only include grade 2-8 Standardized Testing and Reporting program and grade 10 California High School Exit Exam results, and excludes results for students who enrolled after the first week of October and for English Learner students enrolled for less than 12 months. 043 Accountability Progress Report Update _ September 2010 4 Executive Summary AYP Since 2007, the achievement gap between White students and African American

students has widened in English Language Arts and Mathematics. Over this same time period, the achievement gap between White students and Hispanic students has narrowed in English Language Arts and in Mathematics. 043 Accountability Progress Report Update _ September 2010 5 Executive Summary AYP AYP Percent Proficient Criteria 46.6% of LUSD students were proficient in English Language Arts in 2010, representing a 1-year increase of .9 points and a 2-year increase of 8.6 points. 47.7% of LUSD students were proficient in Mathematics in 2010, representing a 1-year increase of .1 points and a 2-year increase of 4.5 points. 10 schools met all AYP targets with 1 additional school pending until the graduation rate is completed The number of AYP Criteria LUSD met decreased from 39 of 46 in 2008 to 30 of 46 in 2010 due to the increased proficiency targets (see next slide). 2008 Missed Criteria 2009 Missed Criteria 2010 Missed Criteria English Language Arts Percent Proficient African American Students Hispanic Students Economically Disadvantaged Students English Learners Students with Disabilities Mathematics Percent Proficient African American Students Students with Disabilities English Language Arts Percent Proficient African American Students Hispanic or Latino Students Economically Disadvantaged Students English Learners Students with Disabilities Mathematics Percent Proficient African American Students Hispanic or Latino Students Pacific Islander Students Economically Disadvantaged Students English Learners Students with Disabilities Graduation Rate English Language Arts Percent Proficient Districtwide

African American Students American Indian/Alaska Native Students Asian Students Hispanic or Latino Students Economically Disadvantaged Students English Learners Students with Disabilities Mathematics Percent Proficient Districtwide African American Students Asian Students Hispanic or Latino Students Pacific Islander Students Economically Disadvantaged Students English Learners Students with Disabilities Graduation Rate - Pending 043 Accountability Progress Report Update _ September 2010 6 EL A M ath 23.0% 23.7% 2006-07 043 Accountability Progress Report Update _ September 2010 2013-14 M athematics Targets ELA M ath 100.0% 100.0% E LA M ath 89.0% 89.1% 100.00% 2012-13 E L A M ath 78.0% 78.2% 90.00% 2011-12 70.00% E LA M ath 67.0% 67.3% 80.00% 2010-11

E LA M ath 56.0% 56.4% 60.00% 2009-10 E L A M ath 45.0% 45.5% 50.00% 2008-09 E LA M ath 34.0% 34.6% E L A M ath 23.0% 23.7% 2005-06 40.00% 2007-08 EL A M ath 23.0% 23.7% E L A M ath 12.0% 12.8% 2003-04 30.00% 2004-05 E L A M ath 12.0% 12.8% 0.00% 2002-03 10.00% EL A M ath 12.0% 12.8% 20.00% 2001-02 Executive Summary AYP Proficiency Targets ELA Math

English Language Arts Targets 7 Executive Summary Next Steps APR information is shared with district and site leadership teams. Site specific information is used by the Educational Services Division for program monitoring and assistance efforts. Graduation rate Information is used to develop and guide systemic program improvement efforts. 043 Accountability Progress Report Update _ September 2010 8 Overview of Californias Accountability Reporting System The California Department of Education (CDE) uses the Accountability Progress Report (APR) to report LUSDs: Adequate Yearly Progress (AYP) results for federal accountability, and Academic Performance Index (API) results for state accountability. 043 Accountability Progress Report Update _ September 2010 9 Overview of Californias Accountability Reporting System Difference Between API and AYP API results focus on how much schools are improving academically from year-to-year. Results are reported using scores ranging from 200 to 1000. Californias expectation is that every school will annually make-up at least 5% of the difference between their base API and the statewide performance target of 800. AYP results focus on school performance, regardless of growth or baseline data. Results are reported in terms of the: Participation rate for English Language Arts and Mathematics Annual Measureable Objective (AMO) - percent proficient* in English Language Arts and Mathematics

API as an other indicator Graduation rate as an other indicator *See Safe Harbor Slide 043 Accountability Progress Report Update _ September 2010 10 Overview of Californias Accountability Reporting System Safe Harbor is an alternate method of meeting the Annual Measurable Objectives (AMOs). Specifically, if a school, an LEA, or a subgroup does not meet its AMO criteria in either or both content areas and shows significant progress in moving students from scoring below the proficient level to the proficient level or above on the assessments, AYP may be achieved. 043 Accountability Progress Report Update _ September 2010 11 Overview of Californias Accountability Reporting System Tests Used in Calculating the API and AYP Test Academic Performance Index (API) Adequate Yearly Progress (AYP) California Standards Test (CST) Grade 2-11 Grades 2-8 English Language Arts, Mathematics, Science, and History-Social Science (Heavily Weighted test) English Language Arts and Mathematics (Heavily weighted test) California Alternate Performance Assessment (CAPA) Students with Disabilities in Grades 2-11 Grades 2-8, and 10

English Language Arts, Mathematics and Science English Language Arts and Mathematics California Modified Assessment (CMA) Students with Disabilities in Grades 3-8 Grades 3-8 English Language Arts, Mathematics, Science and History-Social Science English Language Arts, Mathematics and Science California High School Exit Exam (CAHSEE) Grade 10 (and 11 and 12 if passed) Grade 10 English Language Arts and Mathematics English Language Arts and Mathematics Score of 350 = Passed = 1000 Score of 380 Proficient (Heavily weighted test) 043 Accountability Progress Report Update _ September 2010 12 Overview of Californias Accountability Reporting System Yearly AYP targets for LUSD Percent Proficient Mathematics API or growth of at least 1 point Graduation rate or average growth of at least 0.1 percentage point Year Participation Rate Percent Proficient

English Language Arts 2002 to 2004 95 12 12.8 560 82.8 2005 to 2007 95 23 23.7 590 82.9 2008 95 34 34.6 620 83.0 2009 95 45 45.5 650 83.1 2010 95 56 56.4 680

83.2 2011 95 67 67.3 710 83.3 2012 95 78 78.2 740 83.4 2013 95 89 89.1 770 83.5 2014 95 100 100 800 83.6 043 Accountability Progress Report Update _ September 2010 13 High Achieving Comparative Districts In 2008 high achieving comparative districts were selected using the following criteria:

District type Size of English Learner population Size of Economically Disadvantaged population Alhambra, Garden Grove, and San Francisco were selected Comparing our results along with the results of these high achieving districts highlights available growth opportunities for our district related to API and AYP. 043 Accountability Progress Report Update _ September 2010 14 Academic Performance Index 680 Total Points or Growth of At Least 1 Point Improvement to Meet 2010 AYP Criteria 767 802 791 814 2010 737 755 792 2009 777 804 729 742 778 771 782 2008 720 728 766 763 766 2007 710 720 756 755 762

2006 696 200 300 Lodi USD 2010 API includes: #tested: 21,568 %EL: 35.5 %SED: 64.8 400 Alhambra USD 2010 API includes: #tested: 13,756 %EL: 43.1 %SED: 67.3 500 San Francisco USD 2010 AP I includes: #tested: 37,232 %EL: 41.4 %SED: 59.6 600 700 Garden Grove USD 2010 AP I includes: #tested: 35,545 %EL: 47.0 %SED: 61.2 043 Accountability Progress Report Update _ September 2010 800 900 State of California 2010 AP I includes: #tested: 4,676,660 %EL: 33.1 %SED: 56.8 15 Adequate Yearly Progress - English Language Arts 56.0% Proficient Needed to Meet 2010 Criteria 55.0 55.4 58.3 2010 64.0 46.6

52.0 53.9 56.4 2009 61.6 45.4 48.2 50.8 2008 53.2 56.6 40.8 45.5 47.3 52.1 2007 54.4 38.0 44.8 47.1 2006 51.0 54.4 37.0 0.0 10.0 Lodi USD 2010 AYP Includes: #Enrolled: 18,121 %EL: 35.7 %SES: 64.5 20.0 Alhambra USD 2010 AYP Includes: #Enrolled: 10,363 %EL: 41.7 %SES: 64.3 30.0 San Francisco USD 2010 AYP Includes: #Enrolled: 31,064 %EL: 42.1 %SES: 60.2 40.0 50.0 Garden Grove USD

2010 AYP Includes: #Enrolled: 29,751 %EL: 53.1 %SES: 60.7 043 Accountability Progress Report Update _ September 2010 60.0 70.0 State of California 2010 AYP Includes: #Enrolled: 3,759,414 %EL: 34.1 %SES: 58.2 16 Adequate Yearly Progress - Mathematics 56.4% Proficient Needed to Meet 2010 Criteria 57.3 66.4 2010 62.8 70.5 47.7 54.2 61.6 60.8 2009 68.9 47.4 51.0 56.8 2008 59.8 64.0 45.5 48.5 55.3 2007 58.4 62.3 43.2 48.0 56.4 57.0 2006

62.3 42.4 0.0 10.0 Lodi USD 2010 AYP Includes: #Enrolled: 18,115 %EL: 35.7 %SES: 64.5 20.0 Alhambra USD 2010 AYP Includes: #Enrolled: 10,361 %EL: 41.7 %SES: 64.3 30.0 40.0 San Francisco USD 2010 AYP Includes: #Enrolled: 31,092 %EL: 42.1 %SES: 60.2 50.0 60.0 Garden Grove USD 2010 AYP Includes: #Enrolled: 29,750 %EL: 53.1 %SES: 60.7 043 Accountability Progress Report Update _ September 2010 70.0 80.0 State of California 2010 AYP Includes: #Enrolled: 3,759,137 %EL: 34.1 %SES: 58.2 17 Subgroup Performance Based on API Subgroups with a positive 2010 API growth that exceeded the districts overall growth of 10 points: Asian (+19), African American (+18), Students with Disabilities (+17), and Economically Disadvantaged (+15). Subgroups with a positive 2010 API growth

that did not exceed the districts overall growth: Filipino (+10), Hispanic or Latino (+10), White (+9), Pacific Islander (+8), and English Learner (+8). 043 Accountability Progress Report Update _ September 2010 18 Achievement Gap Update Based on API Growth The achievement gap between White students and African American students narrowed by 7 points. The achievement gap between White students and Hispanic students was unchanged. The achievement gap between all LUSD students and students with disabilities narrowed by 7 points. 043 Accountability Progress Report Update _ September 2010 19 LUSD Academic Performance Index Subgroup Performance 2010 API Growth 20 19 18 18 17 16 15 14 12 10 10 10 10 9 8 8 8 6

4 2 0 LUSD (21,568) African American (1,767) American Indian (138) Asian Filipino (3,775) (1,141) Hispanic Pacific Islander (8,314) (180) White (5,985) 043 Accountability Progress Report Update _ September 2010 Economically Disadvantaged (13,970) English Learner Students With Disabilities (7,653) (2,689) 20 Subgroup Performance Based on AYP From 2009 to 2010, there were proficiency increases in English Language Arts for every

numerically significant subgroup except for African American which remained constant. From 2009 to 2010, there were proficiency increases in Mathematics for every numerically significant subgroup except for African American and Pacific Islander. 043 Accountability Progress Report Update _ September 2010 21 LUSD Adequate Yearly Progress - English Language Arts Subgroup Performance for 2007, 2008, 2009 and 2010 56.0% Proficient Needed to Meet 2010 Criteria 27.7 26.1 Students With Disabilities 17.4 22.0 31.5 31.0 English Learner 24.2 26.7 35.5 Economically Disadvantaged 26.8 37.6 30.0 60.6 59.2 White 52.4 55.0 41.8 43.5 Pacif ic Islander 37.6 34.7

36.7 35.5 Hispanic 27.4 30.0 57.6 Filipino 52.4 46.9 Asian 37.7 61.6 55.4 50.2 42.8 41.2 51.8 51.3 American Indian 46.5 33.2 33.2 African American 0.0 28.3 26.7 10.0 20.0 30.0 40.0 50.0 Percent of students performing at or above the Proficient Level 2007 2008

2009 60.0 70.0 2010 043 Accountability Progress Report Update _ September 2010 22 LUSD Adequate Yearly Progress - Mathematics Subgroup Performance for 2007, 2008, 2009 and 2010 56.4% Proficient Needed to Meet 2010 Criteria 31.0 Students With Disabilities 23.7 27.5 30.0 39.5 Englis h Learner 35.4 37.4 39.3 40.7 Economically Disadvantaged 37.0 35.2 39.8 57.7 White 53.0 57.6 55.8 41.8 42.8 41.4 40.7 Pacific Islander 39.7

Hispanic 36.1 34.6 39.2 58.1 59.4 57.7 Filipino 62.5 55.6 Asian 54.3 23.5 48.6 49.1 47.7 American Indian 46.4 50.0 29.0 African American 0.0 28.9 28.1 10.0 30.9 20.0 30.0 40.0 50.0 Percent of students performing at or above the Proficient Level 2007 2008 2009 60.0

70.0 2010 043 Accountability Progress Report Update _ September 2010 23 Achievement Gap Update Based on AYP Percent of Proficient Students From 2007 to 2010, the achievement gap between White students and African American students widened by 1.7 points in English Language Arts and 3.8 points in Mathematics. From 2007 to 2010, the achievement gap between White students and Hispanic students narrowed by 1.1 points in English Language Arts and 0.4 points in Mathematics. 043 Accountability Progress Report Update _ September 2010 24 LUSD Achievement Gap Between White and African American Students Adequate Yearly Progress - English Language Arts Percent of students performing at or above the Proficient level 70.0 60.0 50.0 40.0 30.0 20.0 10.0 0.0 2003 2004 2005 2006 2007 2008 2009

2010 White 42.8 43.3 49.0 52.9 52.4 55.0 59.2 60.6 African American 17.3 17.2 20.7 24.0 26.7 28.3 33.2 33.2 Achievement Gap 25.5 26.1 28.3 28.9 25.7 26.7 26.0 27.4 043 Accountability Progress Report Update _ September 2010 25

LUSD Achievement Gap Between White and African American Students Adequate Yearly Progress - Mathematics Percent of students performing at or above the Proficient level 70.0 60.0 50.0 40.0 30.0 20.0 10.0 0.0 2003 2004 2005 2006 2007 2008 2009 2010 White 45.4 46.3 49.0 53.6 53.0 55.8 57.6 57.7 African American 17.4

16.4 20.7 25.1 28.1 28.9 30.9 29.0 Achievement Gap 28.0 29.9 28.3 28.5 24.9 26.9 26.7 28.7 043 Accountability Progress Report Update _ September 2010 26 LUSD Achievement Gap Between White and Hispanic Students Adequate Yearly Progress - English Language Arts P ercent of students performing at or above the P roficient level 70.0 60.0 50.0 40.0 30.0 20.0 10.0 0.0 2003

2004 2005 2006 2007 2008 2009 2010 White 42.8 43.3 49.0 52.9 52.4 55.0 59.2 60.6 Hispanic 17.0 18.2 22.6 25.7 27.4 30.0 35.5 36.7 Achievement Gap 25.8 25.1 26.4 27.2

25.0 25.0 23.7 23.9 043 Accountability Progress Report Update _ September 2010 27 LUSD Achievement Gap Between White and Hispanic Students Adequate Yearly Progress - Mathematics Percent of students performing at or above the Proficient level 70.0 60.0 50.0 40.0 30.0 20.0 10.0 0.0 2003 2004 2005 2006 2007 2008 2009 2010 White 45.4 46.3 49.0 53.6

53.0 55.8 57.6 57.7 Hispanic 23.5 24.6 28.8 32.8 34.6 36.1 39.2 39.7 Achievement Gap 21.9 21.7 20.2 20.8 18.4 19.7 18.4 18.0 043 Accountability Progress Report Update _ September 2010 28 2010 CAHSEE Results Grade 10 First Time Test Takers Overall English Language Arts Results English Language Arts - A total of 79% of LUSD Grade 10 students passed the English Language Arts (ELA) sub-test in 2010. The 2010 school year represented the second year in a row that there was an increase in the percent of LUSD students passing this sub-test.

LUSDs 2010 passing rate was higher than San Joaquin Countys passing rate by 1 percentage point, and lower than Californias passing rate by 2 percentage points. 043 Accountability Progress Report Update _ September 2010 29 2010 CAHSEE Results Grade 10 First Time Test Takers Overall Mathematics Results Math - A total of 78% of LUSD Grade 10 students passed the Math sub-test in 2010. After maintaining a passing rate of 79% on the Math sub-test from 2007 to 2009, this passing rate represented a slight decrease in scores for this sub-test. LUSDs 2010 passing rate was higher than San Joaquin Countys passing rate by 1 percentage point, and lower than Californias passing rate by 3 percentage points. 043 Accountability Progress Report Update _ September 2010 30 Ca lifornia High School Ex it Exa mination English La ngua ge Arts Pe rce nt of Students Who Pa sse d by Acade mic Ye a r All Grade 10 Stude nts 100% 90% 80% 75% 74% 2007 Lodi USD 2008 Lodi USD 78% 79%

78% 81% 2009 Lodi USD 2010 Lodi USD 2010 San Joaquin Co. 2010 California 70% 60% 50% 40% 30% 20% 10% 0% California High School Exit Examination Mathema tics Percent of Students Who Passed by Acade mic Year All Grade 10 Stude nts 100% 90% 80% 79% 79% 79% 78% 77% 2007 Lodi USD 2008 Lodi USD 2009 Lodi USD 2010 Lodi USD 2010 San Joaquin Co. 81% 70% 60% 50% 40%

30% 20% 10% 0% 043 Accountability Progress Report Update _ September 2010 2010 California 31 2010 CAHSEE Results Grade 10 First Time Test Takers Achievement Gap between White and African American Students From 2007 to 2010, the achievement gap on the CAHSEE between White and African American students has been narrowing in ELA and Math. On the ELA sub-test, the passing rate increased by 3 percentage points for White students and increased by 10 percentage points for African American students. This represents a narrowing in the CAHSEE ELA achievement gap by 7 percentage points. On the Math sub-test, the passing rate increased by 1 percentage point for White students and increased by 6 percentage points for African American students. Again, this represents a narrowing in the CAHSEE Math achievement gap by 5 percentage points. 043 Accountability Progress Report Update _ September 2010 32 2010 CAHSEE Results Grade 10 First Time Test Takers Achievement Gap between White and Hispanic or Latino Students From 2007 to 2010, the achievement gap on the CAHSEE between White and African American students has been narrowing in ELA and widening in Math. On the ELA sub-test, the passing rate increased by 3 percentage points for White students and increased by 6 percentage points for Hispanic or Latino students. This represents a narrowing in the CAHSEE ELA achievement gap by 3 percentage points.

On the Math sub-test the passing rate increased by 1 percentage point for White students and decreased by 4 percentage points for Hispanic or Latino students. This represents a widening in the CAHSEE Math achievement gap by 5 percentage points. 043 Accountability Progress Report Update _ September 2010 33 California High School Exit Examination English Language Arts Percent of Students Who Passed by Academic Year Grade 10 Students by Ethnic Student Groups 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% American African Indian or American Alaska Asian Filipino Hispanic or Latino Pacific Islander White Two or more races 2007 Lodi USD 68% 58% 74% 89% 67% 75%

86% 2008 Lodi USD 75% 63% 72% 87% 61% 56% 89% 2009 Lodi USD 66% 77% 92% 70% 67% 88% 2010 Lodi USD 68% 80% 73% 56% 89% 88% 2010 San Joaquin Co. 78% 68% 81% 89% 71% 78%

88% 67% 2010 California 79% 71% 91% 92% 73% 80% 91% 82% 043 Accountability Progress Report Update _ September 2010 34 California High School Exit Examination Mathematics Percent of Students Who Passed by Academic Year Grade 10 Students by Ethnic Student Groups 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% African American American Indian or Alaska Asian Filipino Hispanic or Latino Pacific Islander White

2007 Lodi USD 54% 80% 83% 90% 74% 73% 87% 2008 Lodi USD 57% 82% 84% 91% 69% 59% 89% 2009 Lodi USD 60% 81% 94% 72% 87% 89% 2010 Lodi USD 60% 85% 70% 69% 88% 78%

2010 San Joaquin Co. 64% 77% 85% 89% 70% 88% 88% 61% 2010 California 67% 78% 95% 92% 74% 80% 91% 81% 043 Accountability Progress Report Update _ September 2010 Two or more races 35 Appendix A API Results by School 043 Accountability Progress Report Update _ September 2010 36 (10) (20) (30) Beckman Elementary 043 Accountability Progress Report Update _ September 2010

37 Clairmont Elementary Lakewood Elementary Westwood Elementary George Washington Elementary Julia Morgan Elementary Parklane Elementary Lockeford Elementary Wagner-Holt Elementary John Muir Elementary Tokay Colony Elementary Victor Elementary George Lincoln Mosher Erma B. Reese Elementary Joe Serna Jr. Charter Houston Lois E. Borchardt Elementary Live Oak Elementary Creekside Elementary Woodbridge Leroy Nichols Elementary Davis Elementary Vinewood Elementary Ansel Adams Manlio Silva Elementary Lawrence Elementary Oakwood Elementary Heritage Elementary Podesta Ranch Elementary Sutherland Elementary

Ellerth E. Larson Elementary Clyde W. Needham Elementary (40) Lakewood Community Day Appendix A Growth from 2009 Base to 2010 Growth API Elementary Schools 60 50 40 30 20 10 0 Appendix A Growth from 2009 Base to 2010 Growth API Middle Schools 50 40 30 20 10 0 (10) Henderson Christa McAuliffe Community Day Middle Lodi Middle Elkhorn Millswood Middle Morada Middle 043 Accountability Progress Report Update _ September 2010 Delta Sierra Middle 38 Appendix A Growth from 2009 Base to 2010 Growth API High Schools 50 40

30 20 10 0 (10) Independence Liberty High Bear Creek High Lodi High Ronald E. McNair High Tokay High (20) Middle College Plaza Robles High Continuation High (30) 043 Accountability Progress Report Update _ September 2010 39

Recently Viewed Presentations

  • 1 of 3 essays on your ap language test - PC\|MAC

    1 of 3 essays on your ap language test - PC\|MAC

    1 of 3 essays on your ap language test. ... Example: the eulogy of Brutus provided by Marc Antony in Julius Caesar. The purpose here was not to honor Brutus, but to shed doubt on his reputation and to stir...
  • Windows Input - f.ch9.ms

    Windows Input - f.ch9.ms

    Off-the-shelf solution for Windows Ink compatibility. Shipping with multiple OEMs in volume. High quality, power efficient, affordable pens . All pens/devices that speak the Microsoft Pen Protocol work together!
  • "What Mean Ye By These Stones?" Joshua 4:6, 20

    "What Mean Ye By These Stones?" Joshua 4:6, 20

    Substance (hupostasis) "a setting or placing under; thing put under, substructure, foundation:" (Thayer) "That which provides the basis for trust and reliance" (Greek-English Lexicon Based on Semantic Domain)
  • Convenience Fee External Presentation - NACM

    Convenience Fee External Presentation - NACM

    Agenda Convenience Fee Definition Typical Industry Segments How Convenience Fees Work Compliance Rules by Network Third Party Processors Questions and Discussion * Understanding Convenience Fees * Solving the Puzzle Convenience Fees Definition A Convenience Fee is an additional charges to...
  • Cleaning in Sterile Processing Areas

    Cleaning in Sterile Processing Areas

    Zones within the Sterile Processing Area. The sterile processing area is composed of unrestricted and semirestricted zones. traffic patterns show how team members move into, through, and out of the areas
  • Highly Scalable Platform as a Server (PaaS)Cloud Configuration

    Highly Scalable Platform as a Server (PaaS)Cloud Configuration

    Highly Scalable Platform as a Server (PaaS)Cloud Configuration Computing Network. Corporate Headquarters (Home Office) Contract Accounting. Intranet. Contract . Bookkeeper. Contract . CPA. Point-of-Sale. Intranet. Mobile Design . Specs. Mobile Sales
  • Two-Variable Statistics

    Two-Variable Statistics

    The lowest and highest data points are called poles. Interpolation - predicting y for x between the poles. Extrapolation - predicting y for x outside the poles. Linear Regression. ... Two-Variable Statistics Last modified by: Janine Bates ...
  • Social Marketing for Physical Activity

    Social Marketing for Physical Activity

    SOCIAL MARKETING FOR PHYSICAL ACTIVITY. Samantha Parnell. University of Exeter. School of Sport and Health Sciences and School of Geography. To explore the relationships between children's physical activity, health and fitness through the use of a social marketing approach. AIMS...