Oxford Area School District and Cecil College, in partnership, established an Early College Academy that enables students the opportunity to receive a high school diploma and an associate degree concurrently. Students, through a cohort approach, are scheduled for courses that fulfill the requirements of both the high school and the college. Attendees received an overview of the Early College Academy program including how students are provided with career awareness, college level study, and community support while they pursue the initial steps of their post-secondary education before high school completion. In addition, presenters detailed a cost effective plan for students, progressively rigorous curriculum, and implemented student supports that allow students to be competitive after high school.
This presentation describes briefly about 3 digital and online applications which are to be used for teachers professional development in Indonesia. This ppt is an unedited version for AMFIE 2013.
CCRS, ELS, and the Changing Role of the ESL EducatorJohn Segota
How has the transition to college- and career-readiness standards impacted English learners, and the role of ESL/bilingual educators? This presentation will discuss the many issues that unfolded for English learners in this paradigm shift, what has changed for ESL/bilingual educators, and what this means for teacher education.
Presentation delivered November 19, 2016 at the ACTFL Annual Convention in Boston, MA.
Oxford Area School District and Cecil College, in partnership, established an Early College Academy that enables students the opportunity to receive a high school diploma and an associate degree concurrently. Students, through a cohort approach, are scheduled for courses that fulfill the requirements of both the high school and the college. Attendees received an overview of the Early College Academy program including how students are provided with career awareness, college level study, and community support while they pursue the initial steps of their post-secondary education before high school completion. In addition, presenters detailed a cost effective plan for students, progressively rigorous curriculum, and implemented student supports that allow students to be competitive after high school.
This presentation describes briefly about 3 digital and online applications which are to be used for teachers professional development in Indonesia. This ppt is an unedited version for AMFIE 2013.
CCRS, ELS, and the Changing Role of the ESL EducatorJohn Segota
How has the transition to college- and career-readiness standards impacted English learners, and the role of ESL/bilingual educators? This presentation will discuss the many issues that unfolded for English learners in this paradigm shift, what has changed for ESL/bilingual educators, and what this means for teacher education.
Presentation delivered November 19, 2016 at the ACTFL Annual Convention in Boston, MA.
TESOL Policy Update and Outlook - What's Next? - Dec 14, 2016John Segota
Now that the 2016 election has concluded, where do things stand with the Every Student Succeeds Act and the Workforce Innovation and Opportunities Act? What will happen in terms of comprehensive immigration reform? What else in education policy is impacting ELLs and the TESOL field? This session will present an overview of the current state of affairs in Washington, DC, and provide an update on national education policy.
Presentation delivered December 14, 2016 for Washington Area TESOL (WATESOL) and Maryland TESOL (MDTESOL) on education policy and national initiatives affecting the TESOL Field. Discussion includes elementary, secondary, and adult education policy, federal budget, the transition in leadership in Washington, and immigration policy.
District Equal Access Presentation & Parent ResponseKarsh Hagan
On August 29th Dr. Heidi Pace made a presentation on behalf of the Summit School District. Her audience was a public forum of over 200 concerned parents. This is the slide show she presented, but we've included parent commentary to explain some facts that are not clear as presented.
Impact of required faculty development and training on student retention in the online classroom. Linda C. Morosko, eStarkState, Stark State College.
Phenomenal growth in online learning has caused Stark State College to examine faculty preparation to teach online. Instituting required faculty training for anyone teaching online courses became a requirement fall 2008. By training faculty in online learning best practices, we hope to improve retention and persistence in online classes.
Developmental Education in Colorado presentation for Colorado Council on Hig...cccscoetc
Presentation from Colorado Community College System's Bitsy Cohen and Tamara White for the Colorado Council on High School/College Relations Conference Dec. 2013
Central Carolina Community College kicks off the new year with an OER Bootcamp. Agenda includes keynote from Una Daly, CCCOER, student testimonials, and a panel of instructors and instructional designers from North Carolina colleges who have adopted OER in their courses or the workflow at their institutions.
TESOL Policy Update and Outlook - What's Next? - Dec 14, 2016John Segota
Now that the 2016 election has concluded, where do things stand with the Every Student Succeeds Act and the Workforce Innovation and Opportunities Act? What will happen in terms of comprehensive immigration reform? What else in education policy is impacting ELLs and the TESOL field? This session will present an overview of the current state of affairs in Washington, DC, and provide an update on national education policy.
Presentation delivered December 14, 2016 for Washington Area TESOL (WATESOL) and Maryland TESOL (MDTESOL) on education policy and national initiatives affecting the TESOL Field. Discussion includes elementary, secondary, and adult education policy, federal budget, the transition in leadership in Washington, and immigration policy.
District Equal Access Presentation & Parent ResponseKarsh Hagan
On August 29th Dr. Heidi Pace made a presentation on behalf of the Summit School District. Her audience was a public forum of over 200 concerned parents. This is the slide show she presented, but we've included parent commentary to explain some facts that are not clear as presented.
Impact of required faculty development and training on student retention in the online classroom. Linda C. Morosko, eStarkState, Stark State College.
Phenomenal growth in online learning has caused Stark State College to examine faculty preparation to teach online. Instituting required faculty training for anyone teaching online courses became a requirement fall 2008. By training faculty in online learning best practices, we hope to improve retention and persistence in online classes.
Developmental Education in Colorado presentation for Colorado Council on Hig...cccscoetc
Presentation from Colorado Community College System's Bitsy Cohen and Tamara White for the Colorado Council on High School/College Relations Conference Dec. 2013
Central Carolina Community College kicks off the new year with an OER Bootcamp. Agenda includes keynote from Una Daly, CCCOER, student testimonials, and a panel of instructors and instructional designers from North Carolina colleges who have adopted OER in their courses or the workflow at their institutions.
Professional Learning Communities and Collaboration as a Vehicle to School Transformation - presented by Partners in School Innovation and Alum Rock Union Elementary School District at the California Department of Education Title 1 Conference in March 2014.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. Addressing the Needs of a
Diverse Student Population
Through a
First Year Experience
Program
April 30 – May 1, 2009
Sacramento, CA
Basic Skills Regional Meeting
3. College of the Sequoias Profile
• Single campus district with two centers
• Enrollment 13,000
• 47% (math) and 31% (English)test into
developmental levels
• Low income (over 70% receive BOGG fee waiver)
• Hispanic students now comprise largest ethnic
group of student body (51%)
• 14 feeder high schools plus adult schools,
continuation schools, court schools and charter
schools.
Basic Skills Regional Meeting
4. • Increasingly Diverse
• Many Foreign Born, Non-
English Speaking
• More Living in
Poverty/Unemployment
• Fewer HS grads & BA
holders
The Community We Serve
Basic Skills Regional Meeting
5. 8.4
9.6
4.7
17.1
18.6
8.7
0 5 10 15 20
U.S.
CA
Tulare
The percent of
adults in Tulare
County with a
Bachelor’s
Degree lag far
behind adults
in the rest of
the state and
nation.
1990 2006
Percent of adults > 25 with a Bachelor’s Degree
Basic Skills Regional Meeting
6. 9.8
9.7
18.5
0 5 10 15 20
U.S.
CA
Tulare Family poverty
rates are twice
as high in
Tulare County
than in the rest
of the state and
nation.
Percent of families living below the federal poverty level, 2006
Basic Skills Regional Meeting
8. COS is
witnessing a
sharp increase in
the proportion of
Latino students
and a drop in
White students
Percent of student population by race/ethnicity
1997-
1998
2007-
2008
Basic Skills Regional Meeting
9. Challenges for COS
• ACCESS: low participation
rate
• PERSISTENCE: high numbers
of:
– Applicants who do not enroll
– Enrollees who drop
– Students who do not continue
beyond 1 semester
Basic Skills Regional Meeting
10. Evolution
• Success Program – early 90’s
• LISTO I………..1999 – 2004
• LISTO II……….2004- 2007
• FYE …………......2007 to present
First Year Experience
Learning Communities
Basic Skills Regional Meeting
11. FYE – Fall 2007- Fall 2009
• Focus shifted to developmental English and
Math
• Offered to any incoming freshmen and
re-entry students who have less than 30 units
• Expanding to 12 communities by Fall 2009
First Year Experience
Learning Communities
Basic Skills Regional Meeting
12. FYE – PIC (Preparatory/Intermediate/Collegiate)
Model 12 communities
Prep level Remedial English
Pre-Algebra
First Year Seminar
13 units
Intermediate level Intermediate English
Algebra I
First Year Seminar
13 units
Collegiate level Transfer English
Transfer Music
First Year Seminar
Other class per counseling
10- 14 units
Students advance to next levels in spring
First Year Experience
Learning Communities
Basic Skills Regional Meeting
14. FYE Learning Council
• Designed to improve collaboration with
Academic Services / Student Services and solve
implementation issues
• V.P. Academic Services, V.P. Student Services,
academic deans, student services deans, FYE
counselor, division chairs
• Scheduling issues
• Outreach
• Recruitment of faculty
Basic Skills Regional Meeting
15. ELI and FYE
• English and Math basic skills learning
communities
• ESL learning community – Fall 2010
• Career Technical Education learning
communities
• Nursing – Fall 2008
• Ornamental horticulture – Fall 2009
• Learning Resource Specialist for FYE
(funded by BSI)
Basic Skills Regional Meeting
16. Future Plan
SemesterSemester
Number ofNumber of
LearningLearning
CommunitiesCommunities
NumberNumber
ofof
StudentsStudents
SectionsSections
ofof
FYE SeminarFYE Seminar
NumberNumber
ofof
StudentsStudents
Fall 2007Fall 2007 66 130130 ---- 00
SpringSpring
20082008
99 225225 11 2222
Fall 2008Fall 2008 1111 275275 66 255255
SpringSpring
20092009
1212 300300 6*6* 400400
Fall 2009Fall 2009 1212 300300 10**10** ??
* Implementation of large lecture section
** All COUN 110 courses part of a Learning Community
Basic Skills Regional Meeting
17. Initial Success and Retention Data
Fall Semester 2007
Group “C” or Better
Re-enrolled
Spring 2008
Math 360 26% 74%
English 360 52% 73%
Cohort 1 51% 84%
Cohort 2 64% 88%
Basic Skills Regional Meeting
18. Student Success and Retention Data
Spring 2008, Fall 2008
Semester Number /Group
“C”
or Better
Re-enrolled
next semester
Spring 08 8 Learning Communities 46% 57%
Fall 08 11 Learning Communities 53% 80%
Basic Skills Regional Meeting
19. What We Know
• The majority of new students entering COS require basic skills
support
• Students are failing developmental courses at abysmal rates and
many that get to college level transfer courses do not complete
the courses to transfer or graduate with a degree
• These same students are the ones who rarely, if ever, utilize the
services and resources available to them
• Students need and require more “touches” by individuals on
campus. These students are uninformed and do not know how to
even begin to access information and/or support services
• Intrusive assistance is required if these students are to be
successful
Basic Skills Regional Meeting
20. What We Can Do
A team like approach of staff to work with our FYE students would
ensure the students meet and get to know staff who are assigned to
them and subsequently access services and resources. Like EOPS,
students would be required, as outlined in their contract, to meet each
person on their team at least once a semester. The team members
could then collaborate with other team members to assist the student.
Potential Triage/Team Intervention could be composed of the
following staff:
• Outreach staff - we have not tapped into the rich informational
resource this staff possesses
• Counselor - in place
• Financial Aid staff
• Disability Resource Center - when indicated
• Student Activities Staff – possibly Associated Student Body Student/Officer
• Faculty training – BSI – First Annual Summer Institute for Teaching and
Learning at Asilomar Conference Center
Basic Skills Regional Meeting
21. Future Plans
• Continue to link FYE with our Basic Skills Initiative
• Further refine data collection / evaluation of FYE
• Increase retention efforts :
• Faculty has been asked not to drop students without contacting the FYE Office
• Implemented Early Alert System Spring ‘09 (Banner) Progress Reports
requested be entered the third week of the semester
• Continue our expansion plans to serve more students
• Continue to implement additional service components such as:
• Student Book Loan Program
• Summer Bridge Program – Peer Mentors
• Continue to implement multiple sections of the FYE Seminar course
• Achieving The Dream Initiative
Basic Skills Regional Meeting