Elementary Cohort 2019slcsd Educational Technology Resources
Information about the calculation of the Four-Year Adjusted Cohort Graduation Rate (ACGR).
The Four-Year Adjusted Cohort Graduation Rate (ACGR) is the number of students who graduate from high school in four years with a regular high school diploma, divided by the number of students who form the adjusted cohort for the graduating class. The four-year cohort is based on the number of students who enter grade 9 for the first time adjusted by adding into the cohort any student who transfers in later during grade 9 or during the next three years and subtracting any student from the cohort who transfers out, emigrates to another country, transfers to a prison or juvenile facility, or dies during that same period.
For the ACGR, a “regular high school diploma” is the standard high school diploma awarded to the preponderance of students in a State that is fully aligned with the State’s standards and does not include a general equivalency diploma, certificate of completion, certificate of attendance, or any other similar or lesser credential, such as a diploma based on meeting Individualized Education Program goals. Additionally, for the ACGR, a high school is a secondary school that grants a regular high school diploma and includes, at least, grade twelve (Elementary and Secondary Education Act [ESEA] section 8101[28]).
Technology Coaches and Teacher Learning Labs have provided a fantastic avenue for our staff to learn how to embed the 1-to-1 technology with the use of Chromebooks into each and every lesson. Google Classroom has become a common theme around engaging students during the class period, school day and after school hours. Technology offers the opportunity for teachers to become more collaborative and extend learning beyond the classroom. Educators can create learning communities composed of students; fellow educators in schools, museums, libraries, and after-school programs; experts in various disciplines around the world; members of community organizations; and families. This enhanced collaboration, enabled. The Buzz will start school on September 9th. The Hive will begin school on September 14th. The students assigned to the Hive cohort will meet their teachers on 9/14 prior to engaging in remote instruction, therefore the Hive will not have school September 9th-11th. Access the Cohort schedule to determine which days you will be learning in person.
Beginning with the 2016-17 ACGR, the California Department of Education (CDE) made several important changes to the ACGR calculation methodology, which is used for state and federal reporting. The impetus for these changes was in response to the following:
- A shortened reporting timeline to facilitate local educational agency (LEA) inclusion of the most recent data available into their Local Control and Accountability Plans (LCAPs).
- Recommendations from the U.S Department of Education Office of Inspector General (OIG) stemming from an audit of California’s processes used to calculate the ACGR based on federal non-regulatory guidance published in 2008.
- Revised federal non-regulatory guidance published in 2017 that provide further clarification to states on the calculation of the ACGR.
The most significant changes to the 2016–17 ACGR methodology include the following:
- No longer removing students from the cohort who transfer to adult education programs or community college.
- No longer counting students who receive an adult education high school diploma as regular high school graduates.
- No longer counting students who pass the California High School Proficiency Exam (CHSPE) as regular high school graduates.
In anticipation of these changes, the CDE sent several communications to local educational agencies (LEAs) notifying them about these changes and the potential impact on graduation rates. These communications are available on the CALPADS Communications Web page in the Assessment and Accountability section.
Due to the changes in the methodology for calculating the 2016–17 ACGR and subsequent years, the CDE strongly discourages against comparing the 2016–17 ACGR with the cohort outcome data from prior years, which are available as downloadable data files at the Cohort Outcome Data Web page (2009–10 through 2015–16).
Registration for 2020-2022 ETEP Cohorts
Elementary Cohort 2019slcsd Educational Technology Resources Definition
Registration for the 2020-2022 ETEP Cohorts has closed.
About the Program
The Educational Technology Endorsement Program (ETEP) is an intensive 2-year professional development program provided to a select group of Granite teachers by the Granite Educational Technology Department. It comprises a blend of evening face-to-face sessions and online learning in which teachers explore ways to leverage classroom technology in a constructivist, student-centered approach to increase instructional effectiveness and student achievement.
Objectives for this project include:
- Enhance teacher instructional practices by using technology seamlessly in classrooms
- Emphasize project-based learning, constructivist approaches, and student-centered classrooms
- Enrich instructional effectiveness
- Increase student academic achievement
This program is intensive, with participation in a 2 credit hour course required every quarter. Each course includes 4 face-to-face sessions as well as 3 online modules. A fully online summer course is also required. At the successful completion of the two-year program, participants will have received 18 credit hours (USBE or SUU) and also receive their Educational Technology Endorsement.
History Of Educational Technology
We seek qualified educators who are:
- Enthusiastic about learning, teaching, and technology
- Excellent with classroom management
- Teaching in a style that emphasizes a student-centered classroom
- Tech savvy