The skinny here is: “Defined STEM is a web-based application designed to promote effective and relevant connections between 21st century learning skills and how those skills are used across all subjects and curriculum."
Incorporating policy efforts and evidence-based practices from the fields of education and mental health, the PBIS model has emerged as a three-tiered framework of support focused on prevention and early intervention strategies that promote positive school climates and provide needed non-cognitive skills to students. The premise of PBIS is that measures are put in place proactively so that problem behaviors are less likely to occur and academic engaged time increases.
The new achievement compacts put in place by the Oregon Education Investment Board (OEIB) call for school boards to set annual targets of student achievement that will lead to 100% graduation from high school by the year 2025. The first achievement compacts were entered into between school boards and the OEIB last spring (2012). This spring (2013) will be the first complete cycle of reviewing data, incorporating public comment and building on the recommendations of the achievement compact advisory committees in each district.
My last two postings presented some issues education reform advocates in Oregon should consider as they work to improve public K-12 education in Oregon and do battle, often with teacher unions, in Salem and in their local districts.