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  Awards and Recognition
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  ESOL/Title III
  Family Literacy
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Programs > Response to Intervention
Response to Intervention in Maryland (RtI)

Response to Intervention in Maryland (RtI)

Dear Colleagues:

Welcome to Maryland's portal containing national and state resources for Response to Intervention (RtI) and tiered instructional programs. We anticipate that this site will support parents, educators, and school-based problem-solving teams in serving each student in our schools.

Maryland has an ongoing commitment to improve education for each student in our State, striving to strengthen each Maryland school to ensure all students master content knowledge in all their subjects. Our Tiered Instructional Approach to Support Achievement of All Students:
Maryland's Response to Intervention Framework 2008
document provides guidance to local school system's in Maryland to support achievement of all students with emphasis on those students who are not demonstrating grade appropriate skill and content mastery. This site contains links to support the essential components of RtI including universal screening, tiered levels of intervention, progress monitoring, and fidelity of implementation. With the implementation of RtI processes, Maryland educators can continuously refine educational practices to ensure each student achieves or exceeds performance standards.

Enhancing educational quality requires ongoing support, collaboration, and advocacy among students, teachers, administrators, parents, and community and governmental leaders. The implementation of these processes is complex and requires ongoing learning for local school system staff, as well as, informational meetings for parents, and community and governmental leaders regarding how to support this effort to meet the needs of each student in Maryland public schools. On this site you will find linkages to professional development modules to support your work.

Thank you in advance for your continuing efforts to improve education for all children in Maryland schools. Together we can continue to ensure that Maryland's public education is the best in the nation.

Lillian M. Lowery, Ed.D.
State Superintendent of Schools

Contact Information
Division of Instruction
Maryland State Department of Education
200 West Baltimore Street
Baltimore, MD 21201
Response to Intervention Home
Overview of RtI
Getting Started with RtI
Essential Components of RTI
Sharing with Parents about RtI
Teachers Implementing RtI
Leading RtI at the School and District Level
Leading RtI at the State Level
Universities and Colleges Teaching RtI
What’s New in RtI
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text:
  Awards and Recognition
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  ESEA Flexibility
  ESOL/Title III
  Family Literacy
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  Multicultural Education
  No Child Left Behind
  Parent Involvement Matters Award
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     School and Community Nutrition Programs
     Nutrition Programs
        Food Distribution
        School Nutrition Programs
        Afterschool Meals and Snacks
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        Fresh Fruit and Vegetable Program
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Programs > School / Community Nutrition > Nutrition Programs
Food Distribution
What is it?

Under the Food Distribution Program, sponsors of the National School Lunch Program, School Breakfast Program, Child and Adult Care Food Program, and the Summer Food Service Program can take advantage of U.S. Department of Agriculture Foods including meat, poultry, dairy products, fruits, vegetables, grains, and oils. Charitable organizations and penal institutions also benefit from the program.

Nearly every school system in Maryland elects to use a portion of its annual commodity credits to take part in a unique fresh fruit and vegetable program offered by the Department of Defense (DOD). Through this program, schools can order a wide variety of high-quality fresh fruits and vegetables which are selected by DOD's professional produce buyers. The produce, ranging from lettuce and tomatoes to strawberries and kiwi, is delivered by DOD to the schools.

What are USDA Foods?

USDA Foods are foods the federal government purchases to help the nation's farmers and to help schools and institutions provide a variety of nutritious menu items.

Click here for related links, forms, and applications that agencies can download for their convenience.

Electronic Commodity Ordering System (ECOS)

Contact Information
Michael Birkmeyer, Chief, Food Distribution Section
School and Community Nutrition Programs
Maryland State Department of Education
200 West Baltimore Street
Baltimore, MD 21201
Phone:  (410) 767-0206

Fax:  410-333-2635/2619
Email:  mbirkmeyer@msde.state.md.us
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text:
  Awards and Recognition
  Bridge to Excellence
  Charter Schools
  Common Core State Standards
  Environmental Programs
  Equity Assurance
  ESEA Flexibility
  ESOL/Title III
  Family Literacy
  Financial Literacy
  Gifted and Talented
  Homeless Education Assistance
  Maryland Skills2Compete
  Military Families
  Multicultural Education
  No Child Left Behind
  Parent Involvement Matters Award
  Race to the Top
  Residential Education Program
  Response to Intervention
  School / Community Nutrition
  School Wellness Policy
     About Service-Learning
     Local School System Information
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     Site Index
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     Annual Service-Learning Recognition Event
     Preparation, Action, Reflection
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Programs > Service-Learning

Service-Learning in Maryland

Service-learning is a teaching method that combines meaningful service to the community with curriculum-based learning.

Students improve their academic skills by applying what they learn in school to the real world; they then reflect on their experience to reinforce the link between their service and their learning.

- Learning in Deed

In Focus
Maryland's 7 Best Practices are now aligned with the new national standards!

Maryland is the first state in the nation to require high school students to engage in service-learning activities as a condition of graduation.

Each of the 24 school districts in Maryland implements the service-learning graduation requirement differently, because they tailor the specifics of their program to their local community.

In April 2008, the National Youth Leadership Council released the K-12 Service-Learning Standards for Quality Practice.  There are eight national standards in comparison to Maryland's 7 Best Practices of Service-Learning Most of the national standards have a direct corresponding match with one of Maryland's existing seven standards.

What makes a project meaningful and effective?

High quality experiences meet Maryland's Seven Best Practices for Service-Learning (now aligned with NYLC's K-12 Service-Learning Standards for Quality Practice). These projects allow students and teachers to:

1.         Address a recognized need in the community

2.         Achieve curricular objectives

3.         Reflect throughout the service-learning experience

4.         Develop student responsibility

5.         Establish community partnerships

6.         Plan ahead for service learning

7.         Equip students with knowledge and skills needed for civic engagement

If you would like to evaluate the effectiveness of a service-learning project you current offer or engage in, use our Seven Best Practice Evaluation Tool.

Contact Information
Julie Ayers, Service-Learning Specialist
Maryland State Department of Education
200 West Baltimore Street
Baltimore, MD 21201
Phone:  410-767-0358
Fax:  410-333-8010
Email:  jayers@msde.state.md.us
Service-Learning Home
Service-Learning Staff
Service-Learning Fellows
About Service-Learning
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Local School System
Site Index
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text:
  Awards and Recognition
  Bridge to Excellence
  Charter Schools
  Common Core State Standards
  Environmental Programs
  Equity Assurance
  ESEA Flexibility
  ESOL/Title III
  Family Literacy
  Financial Literacy
  Gifted and Talented
  Homeless Education Assistance
  Maryland Skills2Compete
  Military Families
  Multicultural Education
  No Child Left Behind
  Parent Involvement Matters Award
  Race to the Top
  Residential Education Program
  Response to Intervention
  School / Community Nutrition
  School Wellness Policy
     About Service-Learning
     Local School System Information
     Project Ideas
     Training Tools
     Program Evaluation Tools/ Quality Review
     Site Index
     Service-Learning Units
     Annual Service-Learning Recognition Event
     Preparation, Action, Reflection
     S-L Curriculum Materials
     Service-Learning Events
  STEM Education
  Teacher and Principal Evaluation
  Technology/Library Media
  Title I
  21st Century Learning Centers
Programs > Service-Learning
Preparation, Action, Reflection

Service-learning projects must include academic preparation, service activities, and structured reflection...

1. Preparation

Equipping students with the knowledge and skills needed for service. This includes teaching students about their community and how to identify needs, as well as providing them with the specific skills needed to perform the service activity. It should include an exploration of why it is important to perform service and what it means to be an active citizen. Ideally, service-learning should be used to teach curricular objectives, so preparation activities could be tied to classroom lessons.

Examples: having a speaker come in to teach students about working with elderly residents in a nursing home before going to visit the site; having a representative from the United Way or a Volunteer Center come and talk about the volunteer opportunities in a community; performing a research assignment about the issue the service relates to (homelessness, recycling, etc).

2. Action

Performing one or more of the following activities:

Direct Service: Students have face-to-face contact with the service recipients. For example: tutoring; serving meals at a homeless shelter; working with the elderly in a nursing home, etc.

Indirect Service: Students perform a service without having face-to-face contact with the recipient. Usually resources are channelled to help alleviate a problem. For example: food & clothing drives; thons or fundraisers; environmental projects, etc.

Advocacy: Students educate others about a particular issue with the goal being to eliminate the cause of a particular problem. For example: writing letters to legislators or editors; preparing and displaying posters, plays, or other educational materials for others, etc.

3. Reflection

Thinking about the service performed and how it impacted the community. Considering what worked well and what could be changed to make the project better. This contemplation and evaluation should occur throughout the service experience, not just at the end of the project.

Examples: responding to guided questions in a journal; having a classroom discussion; preparing a piece of artwork or skit about the service experience; videotaping the project and reviewing/discussing it afterwards, etc.

For more reflection activites, try:

Firestarter Youth Empowerment Program

Multiple Intelligence Reflection Activities

Reflection Activities for Groups

Facilitating Reflection: Activities

Contact Information
Julie Ayers, Service-Learning Specialist
Maryland State Department of Education
200 West Baltimore Street
Baltimore, MD 21201
Phone:  410-767-0358
Fax:  410-333-2183
Email:  jayers@msde.state.md.us
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  Testing Content and Data
  Alt MSA
  High School Assessment
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Testing > High School Assessment

The Maryland High School Assessments (HSA) are tests that measure school and individual student progress toward Maryland's High School Core Learning Goals. Passing the HSA is a graduation requirement beginning with the graduating class of 2009.

In Focus
Maryland High School Assessments
HSAexam.org answers the most commonly asked questions about the HSAs and links to numerous resources, including the Core Learning Goals, publicly released test forms with answer keys and scoring rubrics, online HSA courses, and a testing calendar.

Contact Information

Maryland State Department of Education
Office of Academic Policy

200 West Baltimore Street
Baltimore, MD 21201
MSDE Privacy Statement Disclaimer  | Copyright © 2003 MSDE


text:
  Testing Content and Data
  Alt MSA
  High School Assessment
  High School Graduation Q & A
  Maryland School Assessment
Testing > High School Assessment

How Will the HSA Affect Me?  Information for students

Maryland High School Assessments & Your Child
This parent publication covers basic HSA information and state graduation requirements. Foreign Translations are available.

State Board of Education Resolution  This resolution charges a state task force to investigate alternative, comparable methods of measuring student achievement in HSA-tested subjects.

HSA Questions and Answers  This Q&A was drafted in response to questions from educators and policymakers.

For Administrators: What to Look for in High School Classroom Instruction

High School Assessments: A Conversation With Maryland 2003 Teacher of the Year Darren Hornbeck A video from MSDE-TV

High School Improvement Update
The HSI Update is a newsletter for principals on high school improvement in Maryland. It covers in detail the latest information on the Maryland High School Assessments. Middle and high schools will receive enough copies to distribute to all professional staff.
October 2003 edition (ARCHIVED--NO LONGER CURRENT)
November 2002 edition (ARCHIVED--NO LONGER CURRENT)
August 2001 edition (ARCHIVED--NO LONGER CURRENT)

Letter to Parents Explaining Students' 2003
This letter to parents was designed to accompany a student's HSA scores. It is a local school system's choice whether to use this template or its own template to explain HSA scores.
2003 High School Assessment Scores Letter

Letter to Parents Regarding Maryland Functional Testing Program (ARCHIVED--NO LONGER CURRENT)
This October 2003 letter to parents explains why the Maryland Functional Testing Program is being discontinued and what this means for Maryland students.
October 2003 Letter to Parents/Fact Sheet in English or click here for foreign-language translations

Contact Information
Maryland State Department of Education
200 West Baltimore Street
Baltimore, MD 21201
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Documentation Center

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Leadscrew gear set of threaded rotating screw and translating nut, with adjustable thread and friction losses

The Leadscrew block represents a threaded rotational-translational gear that constrains the two connected driveline axes, screw (S) and nut( N), to, respectively, rotate and translate together in a fixed ratio that you specify. You can choose whether the nut axis translates in a positive or negative direction, as the screw rotates in a positive right-handed direction. If the screw helix is right-handed, ωS and vN have the same sign. If the screw helix is left-handed, ωS and vN have opposite signs. For model details, see Leadscrew Gear Model.

S is a rotational conserving port. N is a translational conserving port. They represent the screw and the nut, respectively.

Dialog Box and Parameters

Screw lead

Translational displacement L of the nut per revolution of the screw. The default is 0.015.

From the drop-down list, choose units. The default is meters (m).

Screw helix type

Choose the directional sense of screw rotation corresponding to positive nut translation. The default is Right-hand.

Friction Losses

Friction model

Select how to implement friction losses from nonideal meshing of gear threads. The default is No friction losses.

  • No friction losses — Suitable for HIL simulation — Gear meshing is ideal.

  • Constant efficiency — Transfer of torque and force between screw and nut is reduced by friction. If you select this option, the panel expands.

     Constant Efficiency

Viscous Losses

Viscous friction coefficient

Viscous friction coefficient μS for the screw. The default is 0.

From the drop-down list, choose units. The default is newton-meters/(radians/second) (N*m/(rad/s)).

Leadscrew Gear Model

Ideal Gear Constraint and Gear Ratio

Leadscrew imposes one kinematic constraint on the two connected axes:

ωSL = 2πvN .

The transmission ratio is RNS = 2π/L. L is the screw lead, the translational displacement of the nut for one turn of the screw. In terms of this ratio, the kinematic constraint is:

ωS = RNSvN .

The two degrees of freedom are reduced to one independent degree of freedom. The forward-transfer gear pair convention is (1,2) = (S,N).

The torque-force transfer is:

RNSτS + FNFloss = 0 ,

with Floss = 0 in the ideal case.

Nonideal Gear Constraint and Losses

In the nonideal case, Floss ≠ 0. For general considerations on nonideal gear modeling, see Model Gears with Losses.

In a nonideal screw-nut pair (S,N), the angular velocity and geometric constraints are unchanged. But the transferred torque, force, and power are reduced by:

  • Coulomb friction between thread surfaces on S and N, characterized by friction coefficient k or constant efficiencies (ηSN, ηNS]

  • Viscous coupling of driveshafts with bearings, parametrized by viscous friction coefficient μ

The loss force has the general form:

Floss = FCoul·tanh(4vN/vth) + μωS/RNS .

The hyperbolic tangent regularizes the sign change in the Coulomb friction force when the nut velocity changes sign.

Power FlowPower Loss ConditionOutput DriveshaftCoulomb Friction Force FCoul
ForwardωSτS > FNvNNut, vNRNS|τS|·(1 – ηSN)
ReverseωSτS < FNvNScrew, ωS|FN|·(1 – ηNS)

Geometric Surface Contact Friction

In the contact friction case, ηSN and ηNS are determined by:

  • The screw-nut threading geometry, specified by lead angle λ and acme thread half-angle α.

  • The surface contact friction coefficient k.

ηSN = (cosαk·tanα)/(cosα + k/tanλ) ,

ηNS = (cosαk/tanλ)/(cosα + k·tanα) .

Constant Efficiencies

In the constant efficiency case, you specify ηSN and ηNS, independently of geometric details.

Self-Locking and Negative Efficiency

ηNS has two distinct regimes, depending on lead angle λ, separated by the self-locking point at which ηNS = 0 and cosα = k/tanλ.

  • In the overhauling regime, ηNS > 0. The force acting on the nut can rotate the screw.

  • In the self-locking regime, ηNS < 0. An external torque must be applied to the screw to release an otherwise locked mechanism. The more negative is ηNS, the larger the torque must be to release the mechanism.

ηSN is conventionally positive.

Meshing Efficiency

The efficiencies η of meshing between screw and nut are fully active only if the absolute value of the nut velocity is greater than the velocity tolerance.

If the velocity is less than the tolerance, the actual efficiency is automatically regularized to unity at zero velocity.

Viscous Friction Force

The viscous friction coefficient μ controls the viscous friction torque experienced by the screw from lubricated, nonideal gear threads. The viscous friction torque on a screw driveline axis is –μSωS. ωS is the angular velocity of the screw with respect to its mounting.

  • Gear inertia is negligible. It does not impact gear dynamics.

  • Gears are rigid. They do not deform.

  • Coulomb friction slows down simulation. See Adjust Model Fidelity.

The sdl_stepping_mechanismsdl_stepping_mechanism example model uses the Leadscrew gear to translate a load in one direction (ratcheting).

See Also

Related Examples

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Documentation Center

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Fast Fourier transform

Y = fft(x)
Y = fft(X,n)
Y = fft(X,[],dim)
Y = fft(X,n,dim)

The functions Y = fft(x) and y = ifft(X) implement the transform and inverse transform pair given for vectors of length N by:

is an Nth root of unity.

Y = fft(x) returns the discrete Fourier transform (DFT) of vector x, computed with a fast Fourier transform (FFT) algorithm.

If the input X is a matrix, Y = fft(X) returns the Fourier transform of each column of the matrix.

If the input X is a multidimensional array, fft operates on the first nonsingleton dimension.

Y = fft(X,n) returns the n-point DFT. fft(X) is equivalent to fft(X, n) where n is the size of X in the first nonsingleton dimension. If the length of X is less than n, X is padded with trailing zeros to length n. If the length of X is greater than n, the sequence X is truncated. When X is a matrix, the length of the columns are adjusted in the same manner.

Y = fft(X,[],dim) and Y = fft(X,n,dim) applies the FFT operation across the dimension dim.

A common use of Fourier transforms is to find the frequency components of a signal buried in a noisy time domain signal. Consider data sampled at 1000 Hz. Form a signal containing a 50 Hz sinusoid of amplitude 0.7 and 120 Hz sinusoid of amplitude 1 and corrupt it with some zero-mean random noise:

Fs = 1000;                    % Sampling frequency
T = 1/Fs;                     % Sample time
L = 1000;                     % Length of signal
t = (0:L-1)*T;                % Time vector
% Sum of a 50 Hz sinusoid and a 120 Hz sinusoid
x = 0.7*sin(2*pi*50*t) + sin(2*pi*120*t);
y = x + 2*randn(size(t));     % Sinusoids plus noise
title('Signal Corrupted with Zero-Mean Random Noise')
xlabel('time (milliseconds)')

It is difficult to identify the frequency components by looking at the original signal. Converting to the frequency domain, the discrete Fourier transform of the noisy signal y is found by taking the fast Fourier transform (FFT):

NFFT = 2^nextpow2(L); % Next power of 2 from length of y
Y = fft(y,NFFT)/L;
f = Fs/2*linspace(0,1,NFFT/2+1);

% Plot single-sided amplitude spectrum.
title('Single-Sided Amplitude Spectrum of y(t)')
xlabel('Frequency (Hz)')

The main reason the amplitudes are not exactly at 0.7 and 1 is because of the noise. Several executions of this code (including recomputation of y) will produce different approximations to 0.7 and 1. The other reason is that you have a finite length signal. Increasing L from 1000 to 10000 in the example above will produce much better approximations on average.

Data Type Support

fft supports inputs of data types double and single. If you call fft with the syntax y = fft(X, ...), the output y has the same data type as the input X.

More About

expand all

The FFT functions (fft, fft2, fftn, ifft, ifft2, ifftn) are based on a library called FFTW [3],[4]. To compute an N-point DFT when N is composite (that is, when N = N1N2), the FFTW library decomposes the problem using the Cooley-Tukey algorithm [1], which first computes N1 transforms of size N2, and then computes N2 transforms of size N1. The decomposition is applied recursively to both the N1- and N2-point DFTs until the problem can be solved using one of several machine-generated fixed-size "codelets." The codelets in turn use several algorithms in combination, including a variation of Cooley-Tukey [5], a prime factor algorithm [6], and a split-radix algorithm [2]. The particular factorization of N is chosen heuristically.

When N is a prime number, the FFTW library first decomposes an N-point problem into three (N – 1)-point problems using Rader's algorithm [7]. It then uses the Cooley-Tukey decomposition described above to compute the (N – 1)-point DFTs.

For most N, real-input DFTs require roughly half the computation time of complex-input DFTs. However, when N has large prime factors, there is little or no speed difference.

The execution time for fft depends on the length of the transform. It is fastest for powers of two. It is almost as fast for lengths that have only small prime factors. It is typically several times slower for lengths that are prime or which have large prime factors.

    Note   You might be able to increase the speed of fft using the utility function fftw, which controls the optimization of the algorithm used to compute an FFT of a particular size and dimension.

[1] Cooley, J. W. and J. W. Tukey, "An Algorithm for the Machine Computation of the Complex Fourier Series,"Mathematics of Computation, Vol. 19, April 1965, pp. 297-301.

[2] Duhamel, P. and M. Vetterli, "Fast Fourier Transforms: A Tutorial Review and a State of the Art," Signal Processing, Vol. 19, April 1990, pp. 259-299.

[3] FFTW (

[4] Frigo, M. and S. G. Johnson, "FFTW: An Adaptive Software Architecture for the FFT,"Proceedings of the International Conference on Acoustics, Speech, and Signal Processing, Vol. 3, 1998, pp. 1381-1384.

[5] Oppenheim, A. V. and R. W. Schafer, Discrete-Time Signal Processing, Prentice-Hall, 1989, p. 611.

[6] Oppenheim, A. V. and R. W. Schafer, Discrete-Time Signal Processing, Prentice-Hall, 1989, p. 619.

[7] Rader, C. M., "Discrete Fourier Transforms when the Number of Data Samples Is Prime," Proceedings of the IEEE, Vol. 56, June 1968, pp. 1107-1108.

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how to detect yellow colour in matlab ? please help me with the coding !!!

Asked by harsh gupta on 4 Apr 2013

I am working on a project of fire alarm system using matlab but i am new on matlab !

harsh gupta

1 Answer

Answer by Image Analyst on 4 Apr 2013

I have three color segmentation demos in my File Exchange, any of which could do this:

In fact one of them already does yellow right out of the box.

Image Analyst

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Connecting to Your Computer

If you have MATLAB installed on your work or home computer, MATLAB Mobile provides remote access to your scripts, files, data, and add-on products. The figures you created on your desktop will also be available on your iOS or Android device.

Connecting to a MATLAB session on your computer requires that you have the MATLAB Connector™ running on that session. Additionally, your mobile device requires network access to the computer you are connecting it to. Connectivity is platform agnostic, so you can connect to a MATLAB session running on your Windows®, Mac, or Linux® machine.

Getting Started

To connect to your computer from MATLAB Mobile, follow these steps.

Note: For versions R2013a and later, you can skip step 1.

  1. Download and install MATLAB Connector on your computer.

    • Extract the contents of the zip file.
    • Start MATLAB.
    • In MATLAB, navigate to the folder that contains the downloaded files.
    • Run >> install_connector
  2. Start the connector on your computer.

    • In MATLAB, run >> connector on.
    • When prompted, enter a password that contains at least five characters (letters or numbers only). MATLAB stores your connector password for future sessions.
  3. Set up the connection on your mobile device.

    • Tap Settings.
    • Type either the DNS name or IP address of your computer.
    • Type the password that you specified for the connector.
    • Tap Connect.

These directions are in also in the app’s Getting Started guide.