Ensuring Equitable Services for Private & Religious Schools
The rights of Private & Religious School Students and Teachers
How to Effect the Process Through Timely and Meaningful Consultation
Objective: Strengthen technical education institutions in the Northern Zone in order to improve skills that are required in the labor market, and ultimately increase employment opportunities and income.
R.A. 10533 Enhanced Basic Education Act of 2013MrsERivera
This document summarizes key portions of Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013. It outlines the Philippine government's policy to establish a complete and integrated education system to develop productive citizens. It declares a functional basic education system will include one year of kindergarten, six years of elementary school, and six years of secondary education comprising four years of junior high school and two years of senior high school. It also discusses provisions for curriculum development, teacher education programs, hiring qualifications, and funding to support the enhanced basic education program.
Addressing Current Issues and Challenges in HEShelai Valdez
The document discusses several issues facing higher education institutions in the Philippines including a lack of overall vision, deteriorating quality, and limited access to quality education. It outlines challenges such as a large number of institutions and programs without proper oversight, poor student performance on exams, and low education spending. The Commission on Higher Education's response included rationalizing the higher education system, improving quality standards, and increasing access through scholarships and financial aid programs. The document calls for collaboration between higher education groups and the Commission on Higher Education to address the current challenges.
The document summarizes the South African education system. It outlines the country's Bill of Rights which guarantees basic education for all citizens. It then describes the different levels of education in South Africa including general education and training, further education and training, and higher education and training. It provides details on spending, challenges, and programs aimed at improving education access and quality, particularly for the poor and in rural areas.
Comparative perspective on teacher education Pakistan and UKseharalam
subject: Teacher Education
topic: Comparative perspective on teacher education Pakistan and UK
similarities and differences
which is best.
you read the suggested articles and thesis .........
From 8 4-4 to 2-6-3-3-3 the making of a successful education systemDr. Linda Kimencu
Kenya is transitioning from 8-4-4 to 2-6-3-3-3; the document highlights some things that the policy makers should consider to make the transition successful
The document discusses various topics related to school leadership, instructional leadership, creating a student-centered learning climate, and human resource management and professional development in schools. Some key points include:
- Transformational leadership empowers staff, intrinsically motivates improvement, and helps develop a collaborative culture.
- A laissez faire approach may be most effective when staff are unmotivated.
- There has been a shift from top-down to participative decision making and a flatter organizational structure in schools.
- Theory X assumes staff are unmotivated while Theory Y assumes they are self-motivated.
- The medium of instruction in grades K-3 is the learner's mother tongue with some exceptions.
This document provides a summary of the report from the Governor's STEM Education Advisory Committee in Maryland. The report makes recommendations to strengthen STEM education in the state. It recommends three major initiatives: 1) Raising academic standards in math, science, and requiring 4 years each of math and science for graduation. 2) Improving teacher training and support. 3) A public awareness campaign about STEM education. It also recommends creating a new Maryland Institute of STEM Education to coordinate these efforts and conduct research to inform policy. A key recommendation is a large-scale pilot project to raise math achievement to world-class levels using an imported curriculum.
Objective: Strengthen technical education institutions in the Northern Zone in order to improve skills that are required in the labor market, and ultimately increase employment opportunities and income.
R.A. 10533 Enhanced Basic Education Act of 2013MrsERivera
This document summarizes key portions of Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013. It outlines the Philippine government's policy to establish a complete and integrated education system to develop productive citizens. It declares a functional basic education system will include one year of kindergarten, six years of elementary school, and six years of secondary education comprising four years of junior high school and two years of senior high school. It also discusses provisions for curriculum development, teacher education programs, hiring qualifications, and funding to support the enhanced basic education program.
Addressing Current Issues and Challenges in HEShelai Valdez
The document discusses several issues facing higher education institutions in the Philippines including a lack of overall vision, deteriorating quality, and limited access to quality education. It outlines challenges such as a large number of institutions and programs without proper oversight, poor student performance on exams, and low education spending. The Commission on Higher Education's response included rationalizing the higher education system, improving quality standards, and increasing access through scholarships and financial aid programs. The document calls for collaboration between higher education groups and the Commission on Higher Education to address the current challenges.
The document summarizes the South African education system. It outlines the country's Bill of Rights which guarantees basic education for all citizens. It then describes the different levels of education in South Africa including general education and training, further education and training, and higher education and training. It provides details on spending, challenges, and programs aimed at improving education access and quality, particularly for the poor and in rural areas.
Comparative perspective on teacher education Pakistan and UKseharalam
subject: Teacher Education
topic: Comparative perspective on teacher education Pakistan and UK
similarities and differences
which is best.
you read the suggested articles and thesis .........
From 8 4-4 to 2-6-3-3-3 the making of a successful education systemDr. Linda Kimencu
Kenya is transitioning from 8-4-4 to 2-6-3-3-3; the document highlights some things that the policy makers should consider to make the transition successful
The document discusses various topics related to school leadership, instructional leadership, creating a student-centered learning climate, and human resource management and professional development in schools. Some key points include:
- Transformational leadership empowers staff, intrinsically motivates improvement, and helps develop a collaborative culture.
- A laissez faire approach may be most effective when staff are unmotivated.
- There has been a shift from top-down to participative decision making and a flatter organizational structure in schools.
- Theory X assumes staff are unmotivated while Theory Y assumes they are self-motivated.
- The medium of instruction in grades K-3 is the learner's mother tongue with some exceptions.
This document provides a summary of the report from the Governor's STEM Education Advisory Committee in Maryland. The report makes recommendations to strengthen STEM education in the state. It recommends three major initiatives: 1) Raising academic standards in math, science, and requiring 4 years each of math and science for graduation. 2) Improving teacher training and support. 3) A public awareness campaign about STEM education. It also recommends creating a new Maryland Institute of STEM Education to coordinate these efforts and conduct research to inform policy. A key recommendation is a large-scale pilot project to raise math achievement to world-class levels using an imported curriculum.
The constitution of South Africa guarantees equal access to basic education. The values of South African education include relevance, sustainability, democracy, efficiency, equity, access to lifelong learning, and quality. The basic education system consists of junior primary school (grades 1-3), senior primary (grades 4-6), grades 7-9 leading to a general education certificate, and further education and training (grades 10-12) leading to a senior certificate. Higher education then includes universities, technical colleges, and teacher training institutions.
Axuedu.com is an exhaustive educational portal specially designed for the students pursuing online degrees satisfies all the requirements of the students. The top listings of the universities and International Medical Schools are made available in both country-wise and continent-wise.
A z of the competency based curriculum -2-6-6-3 education systemJoseph Mwanzo
The document summarizes Kenya's new Competency Based Curriculum (CBC), also known as the 2-6-6-3 education system. The CBC places more emphasis on continuous assessment over exams and developing seven core competencies in students. It structures education into three levels - early years, middle school, and senior school. Each level covers specific grade ranges and subject focus areas. The goal is to help students explore their talents and interests to inform career choices. The new system was piloted starting in 2017 and will gradually replace the existing 8-4-4 system through 2026.
This document contains a 1000 question national qualifying exam for principal positions. It includes multiple choice questions on topics like child-friendly schools, procurement processes, DepEd programs, school facilities planning, and effective leadership. The exam is assessing knowledge needed for principal roles and responsibilities.
The National Council for Teacher Education (NCTE) was established in 1973 as an advisory body and became a statutory body in 1995 to regulate and develop teacher education across India. Its objectives are to achieve coordinated development of teacher education through proper maintenance of norms and standards. NCTE regulates recognition of institutions, develops curriculum frameworks, and sets guidelines for qualifications and infrastructure standards. It works to prevent commercialization of teacher education and advises central and state governments on teacher education policies. NCTE oversees pre-service and in-service teacher training through institutions like DIETs and provides guidance on effective training strategies and evaluation.
The document summarizes information about the cost of private tertiary education in the Philippines. It notes that 313 private institutions received approval to increase tuition and fees by an average of 6.48% for the 2015-2016 school year. The National Capital Region had the most schools increase fees. It also provides data on tuition costs per unit at universities in Metro Manila, with the Polytechnic University of the Philippines having the lowest at 12 pesos per unit. The document discusses that tertiary education in the Philippines has low priority and government financial assistance programs only help a small percentage of students.
Change Management class assignment: Kenya is in the process of rolling out a new curriculum. Discuss the triggers that are resulting in the new curriculum, what is being changed, how is the change process being handled, what are the anticipated challenges of the change process, how are they and how can they be mitigated?
This presentation was made for the subject "THE TEACHING PROFESSION". Philippines was the country assigned to us and we need to compare it with the other country's education system.
Technology and Telecommunications in Education and Trainingmarksritchey
The document outlines steps for implementing a technology and telecommunications plan in schools, including: planning with effective implementation and specified funding criteria at the state level; conducting a needs assessment and determining if expansion or restructuring is needed based on school performance; and determining staff development, financial needs, location, and ongoing support through a monitoring committee.
The document provides details of the 2011 Grade 12 awards ceremony in Limpopo province, South Africa. It summarizes the key results including an overall pass rate of 63.9% compared to 57.9% the previous year. The top 3 districts by pass rate are listed as Vhembe at 70.3%, Capricorn at 66.8%, and Sekhukhune at 60.8%. The top circuit in each district that had over 600 candidates is also recognized. The top 30 schools by pass percentage are listed, with the highest being Bokamoso Senior Secondary in Capricorn at 96.6%.
VET schools often have insufficient coordination between education, employment, and social policies. Participants discussed improving partnerships between VET schools and businesses to make curricula more relevant to industry needs. Turkey has programs like monitoring internships and incentives for companies that employ interns. Kosovo centers help students with special needs and the disadvantaged through scholarships and exemptions. Participants also addressed low student satisfaction, lack of teaching evaluations, and high dropout rates. Kosovo agreed to inquire about placing students in Turkish companies for work experience to better prepare them for employment.
This document outlines policies for private schools in the Philippines. It defines key terms like "school" and "private school". It discusses policies around school administration, enrollment, class sizes, registration, admission credentials, and student transfers. The policies aim to standardize operations, regulate enrollment periods and class schedules, and ensure student rights to enroll and transfer between schools.
Educating Liberia's Future presented by Liberian Education Deputy Minister Kesselly at the 4th Annual United For Liberia Scholarship Fundraiser and Panel Discussion. the event took place on October 9, 2018 at Georgia State University in Atlanta, Georgia.
Dep ed's learning continuity plan powerpoint sir cahiligemiequiatchon
This document outlines DepEd's Learning Continuity Plan for the 2020-2021 school year in light of the COVID-19 pandemic. It establishes principles of protecting health and safety while ensuring learning continuity through curriculum adjustments, alignment of materials, and multiple learning modalities. It adopts the Most Essential Learning Competencies designed to streamline the curriculum and be delivered through distance and blended learning modalities including modular, online, and radio/TV-based instruction depending on risk levels, school/learner contexts and resources. Face-to-face classes will only be considered in very low risk areas adhering to health protocols.
Australian curriculum key messages presentation dec 2010PatWagnerTCEO
The document outlines the key aspects of the Australian national curriculum, including that it sets out the essential content and quality standards for all students from foundation to year 10. It is designed to equip students with lifelong learning skills and ensure consistency across states and territories, while allowing flexibility for teachers. The curriculum is organized by learning areas and incorporates general capabilities and cross-curriculum priorities.
Nkrumah College of Education in Zambia trains teachers for upper basic grades. It is transitioning to become a high school teacher training college. To help meet Education For All goals, the college is working to strengthen management, financing, administration and its contribution through a partnership with NUFFIC. Key efforts include developing strategic plans, curriculum reviews, distance learning programs, staff training, and improving systems like admissions, accounting and ICT through task teams and capacity building. Challenges remain around funding, resources, infrastructure, staff development and utilizing research.
The K to 12 Program reforms the Philippine basic education system to a 12-year cycle consisting of Kindergarten, 6 years of primary education, 4 years of Junior High School, and 2 years of Senior High School. This aligns the Philippine system with global standards. Senior High School will equip students with skills for employment, entrepreneurship, or higher education through academic, technical-vocational, or special tracks. Teachers currently employed in higher education may apply to teach in the new Senior High School system.
The document discusses the Basic Education Sector Reform Agenda (BESRA) in the Philippines. BESRA aims to improve the delivery of basic education through five key reform thrusts, with a focus on strengthening school-based management (SBM). SBM is recognized as central to BESRA's goal of empowering schools and communities to improve education quality. The document outlines achievements under SBM including adoption of frameworks, allocation of grants to schools, and increased awareness among schools. Overall BESRA is widely accepted as an important education reform that recognizes local stakeholders as best positioned to identify school needs and drive continuous improvement.
The document discusses various middle college and dual enrollment programs including Advanced Placement, International Baccalaureate, Middle College Programs, Virtual High School, and Dual Enrollment programs. It provides details on specific programs offered through Fairleigh Dickinson University, Seton Hall University, Bergen Community College, and Syracuse Project Advanced Program that allow high school students to take college-level courses and earn college credit. Statistics are presented on the number of DHS students enrolled in various programs. Benefits mentioned include gaining college credits, understanding college expectations, resume building, and preparing students for college.
Ordinary to Extraordinary: The Role Each of Us Must Playcatapultlearn
Join us for an exciting session with educational thought leader Ray McNulty as he explores what causes one school to become a top performer, while most others seem to struggle with the same challenge. How do some schools seem to meet the needs of their students while others become dropout factories?
The lack of success in most systems isn’t not knowing what to do, but not instituting the needed changes effectively and with fidelity. In this webinar participants will learn about what it takes to become a high-performing education system in today’s rapidly changing world.
Review of the New Assessments: PARCC and SBACcatapultlearn
In this webinar, we will discuss the ever-changing landscape of the Common Core’s new assessments, focusing on the two test consortia—SBAC and PARCC, as they complete their pilot-testing year and prepare for full-scale assessment in 2014-2015.
In this webinar you will learn:
Feature Comparison: How are the SBAC and PARCC the same and different?
Political Context: What is happening with either embracing or withdrawing the SBAC and PARCC testing?
Application: What does it mean for my curriculum and assessment decision-making?
The constitution of South Africa guarantees equal access to basic education. The values of South African education include relevance, sustainability, democracy, efficiency, equity, access to lifelong learning, and quality. The basic education system consists of junior primary school (grades 1-3), senior primary (grades 4-6), grades 7-9 leading to a general education certificate, and further education and training (grades 10-12) leading to a senior certificate. Higher education then includes universities, technical colleges, and teacher training institutions.
Axuedu.com is an exhaustive educational portal specially designed for the students pursuing online degrees satisfies all the requirements of the students. The top listings of the universities and International Medical Schools are made available in both country-wise and continent-wise.
A z of the competency based curriculum -2-6-6-3 education systemJoseph Mwanzo
The document summarizes Kenya's new Competency Based Curriculum (CBC), also known as the 2-6-6-3 education system. The CBC places more emphasis on continuous assessment over exams and developing seven core competencies in students. It structures education into three levels - early years, middle school, and senior school. Each level covers specific grade ranges and subject focus areas. The goal is to help students explore their talents and interests to inform career choices. The new system was piloted starting in 2017 and will gradually replace the existing 8-4-4 system through 2026.
This document contains a 1000 question national qualifying exam for principal positions. It includes multiple choice questions on topics like child-friendly schools, procurement processes, DepEd programs, school facilities planning, and effective leadership. The exam is assessing knowledge needed for principal roles and responsibilities.
The National Council for Teacher Education (NCTE) was established in 1973 as an advisory body and became a statutory body in 1995 to regulate and develop teacher education across India. Its objectives are to achieve coordinated development of teacher education through proper maintenance of norms and standards. NCTE regulates recognition of institutions, develops curriculum frameworks, and sets guidelines for qualifications and infrastructure standards. It works to prevent commercialization of teacher education and advises central and state governments on teacher education policies. NCTE oversees pre-service and in-service teacher training through institutions like DIETs and provides guidance on effective training strategies and evaluation.
The document summarizes information about the cost of private tertiary education in the Philippines. It notes that 313 private institutions received approval to increase tuition and fees by an average of 6.48% for the 2015-2016 school year. The National Capital Region had the most schools increase fees. It also provides data on tuition costs per unit at universities in Metro Manila, with the Polytechnic University of the Philippines having the lowest at 12 pesos per unit. The document discusses that tertiary education in the Philippines has low priority and government financial assistance programs only help a small percentage of students.
Change Management class assignment: Kenya is in the process of rolling out a new curriculum. Discuss the triggers that are resulting in the new curriculum, what is being changed, how is the change process being handled, what are the anticipated challenges of the change process, how are they and how can they be mitigated?
This presentation was made for the subject "THE TEACHING PROFESSION". Philippines was the country assigned to us and we need to compare it with the other country's education system.
Technology and Telecommunications in Education and Trainingmarksritchey
The document outlines steps for implementing a technology and telecommunications plan in schools, including: planning with effective implementation and specified funding criteria at the state level; conducting a needs assessment and determining if expansion or restructuring is needed based on school performance; and determining staff development, financial needs, location, and ongoing support through a monitoring committee.
The document provides details of the 2011 Grade 12 awards ceremony in Limpopo province, South Africa. It summarizes the key results including an overall pass rate of 63.9% compared to 57.9% the previous year. The top 3 districts by pass rate are listed as Vhembe at 70.3%, Capricorn at 66.8%, and Sekhukhune at 60.8%. The top circuit in each district that had over 600 candidates is also recognized. The top 30 schools by pass percentage are listed, with the highest being Bokamoso Senior Secondary in Capricorn at 96.6%.
VET schools often have insufficient coordination between education, employment, and social policies. Participants discussed improving partnerships between VET schools and businesses to make curricula more relevant to industry needs. Turkey has programs like monitoring internships and incentives for companies that employ interns. Kosovo centers help students with special needs and the disadvantaged through scholarships and exemptions. Participants also addressed low student satisfaction, lack of teaching evaluations, and high dropout rates. Kosovo agreed to inquire about placing students in Turkish companies for work experience to better prepare them for employment.
This document outlines policies for private schools in the Philippines. It defines key terms like "school" and "private school". It discusses policies around school administration, enrollment, class sizes, registration, admission credentials, and student transfers. The policies aim to standardize operations, regulate enrollment periods and class schedules, and ensure student rights to enroll and transfer between schools.
Educating Liberia's Future presented by Liberian Education Deputy Minister Kesselly at the 4th Annual United For Liberia Scholarship Fundraiser and Panel Discussion. the event took place on October 9, 2018 at Georgia State University in Atlanta, Georgia.
Dep ed's learning continuity plan powerpoint sir cahiligemiequiatchon
This document outlines DepEd's Learning Continuity Plan for the 2020-2021 school year in light of the COVID-19 pandemic. It establishes principles of protecting health and safety while ensuring learning continuity through curriculum adjustments, alignment of materials, and multiple learning modalities. It adopts the Most Essential Learning Competencies designed to streamline the curriculum and be delivered through distance and blended learning modalities including modular, online, and radio/TV-based instruction depending on risk levels, school/learner contexts and resources. Face-to-face classes will only be considered in very low risk areas adhering to health protocols.
Australian curriculum key messages presentation dec 2010PatWagnerTCEO
The document outlines the key aspects of the Australian national curriculum, including that it sets out the essential content and quality standards for all students from foundation to year 10. It is designed to equip students with lifelong learning skills and ensure consistency across states and territories, while allowing flexibility for teachers. The curriculum is organized by learning areas and incorporates general capabilities and cross-curriculum priorities.
Nkrumah College of Education in Zambia trains teachers for upper basic grades. It is transitioning to become a high school teacher training college. To help meet Education For All goals, the college is working to strengthen management, financing, administration and its contribution through a partnership with NUFFIC. Key efforts include developing strategic plans, curriculum reviews, distance learning programs, staff training, and improving systems like admissions, accounting and ICT through task teams and capacity building. Challenges remain around funding, resources, infrastructure, staff development and utilizing research.
The K to 12 Program reforms the Philippine basic education system to a 12-year cycle consisting of Kindergarten, 6 years of primary education, 4 years of Junior High School, and 2 years of Senior High School. This aligns the Philippine system with global standards. Senior High School will equip students with skills for employment, entrepreneurship, or higher education through academic, technical-vocational, or special tracks. Teachers currently employed in higher education may apply to teach in the new Senior High School system.
The document discusses the Basic Education Sector Reform Agenda (BESRA) in the Philippines. BESRA aims to improve the delivery of basic education through five key reform thrusts, with a focus on strengthening school-based management (SBM). SBM is recognized as central to BESRA's goal of empowering schools and communities to improve education quality. The document outlines achievements under SBM including adoption of frameworks, allocation of grants to schools, and increased awareness among schools. Overall BESRA is widely accepted as an important education reform that recognizes local stakeholders as best positioned to identify school needs and drive continuous improvement.
The document discusses various middle college and dual enrollment programs including Advanced Placement, International Baccalaureate, Middle College Programs, Virtual High School, and Dual Enrollment programs. It provides details on specific programs offered through Fairleigh Dickinson University, Seton Hall University, Bergen Community College, and Syracuse Project Advanced Program that allow high school students to take college-level courses and earn college credit. Statistics are presented on the number of DHS students enrolled in various programs. Benefits mentioned include gaining college credits, understanding college expectations, resume building, and preparing students for college.
Ordinary to Extraordinary: The Role Each of Us Must Playcatapultlearn
Join us for an exciting session with educational thought leader Ray McNulty as he explores what causes one school to become a top performer, while most others seem to struggle with the same challenge. How do some schools seem to meet the needs of their students while others become dropout factories?
The lack of success in most systems isn’t not knowing what to do, but not instituting the needed changes effectively and with fidelity. In this webinar participants will learn about what it takes to become a high-performing education system in today’s rapidly changing world.
Review of the New Assessments: PARCC and SBACcatapultlearn
In this webinar, we will discuss the ever-changing landscape of the Common Core’s new assessments, focusing on the two test consortia—SBAC and PARCC, as they complete their pilot-testing year and prepare for full-scale assessment in 2014-2015.
In this webinar you will learn:
Feature Comparison: How are the SBAC and PARCC the same and different?
Political Context: What is happening with either embracing or withdrawing the SBAC and PARCC testing?
Application: What does it mean for my curriculum and assessment decision-making?
Students who are successful have more than just academic knowledge. They have certain habits of mind that allow them to manage stress, build endurance and handle academic and emotional set-backs.
Learn six habits of mind that can be targeted for improvement and have a significant impact on student success, and explore classroom strategies to bring each one to life:
Persisting towards solutions
Working with precision
Asking questions
Working with others
Making connections
Monitoring progress and embracing learning
Schoolwide Change Through Improved Teacher Instructioncatapultlearn
Schoolwide change comes about through improved teacher instruction, but the role of the principal as the instructional leader is also central to this premise. Vibrant learning communities are developed when these roles work together. This two-part webinar will explore the principal’s role in providing the environment where student achievement is enhanced, then investigate how the teacher’s role is strengthened in providing sound and effective instruction, regardless of the standards that drive a school in its pursuit of excellence.
In this webinar, you will learn:
The universal, constant concepts to deliver effective student learning
How education resides in the culture of change
The Four Essential Skills for an Effective Learning Leader
The importance of communicating clear learning targets to students
How formative assessments drive effective instruction
How to enhance engagement and promote deeper understanding of content through student-centered learning environments
Effective Walkthroughs in Math and ELA Classroomscatapultlearn
Participants will be introduced to a model for conducting effective and focused walkthroughs that are grounded in research-based teaching strategies, the necessary look-fors in rigorous ELA and Math classrooms, and how to engage teachers in reflective conversations on teaching and learning.
In this webinar you will learn:
how to conduct effective walkthroughs in your schools
how to identify the necessary look-fors in Math and ELA classrooms
how to engage in reflective and robust conversations with teachers
Strategies to Build Comprehension for Struggling Readerscatapultlearn
The document discusses strategies for helping struggling readers. It explains that literacy expectations have increased with more complex texts and an emphasis on reading to learn content. Some students struggle with reading due to a lack of decoding skills, background knowledge, academic vocabulary, or practice reading. Key comprehension skills like summarizing, predicting, clarifying and questioning are reviewed. Effective teaching strategies include scaffolding instruction, using the gradual release of responsibility model from teacher-led to independent practice, and providing extra support for struggling students through visual aids, manipulatives and graphic organizers. The goal is to explicitly teach skills and make connections to prior knowledge to help students read proficiently.
Building the Foundation for Rigorous ELA Instructioncatapultlearn
This webinar presented by Jessica Bianculli, will discuss how to build a foundation for rigorous instruction—specifically, what systems need to be in place to support student academic success.
Participants will discuss:
The need for a consistent, school-wide instructional model
The emphasis on building knowledge across disciplines with a focus on informational text
How direct instruction of academic vocabulary can increase student comprehension of rigorous text
The document discusses digital teaching and learning initiatives in North Carolina. The Digital Teaching and Learning division is focusing on supporting digital initiatives like Home Base and developing digital learning competencies for educators. They are gathering feedback on draft competencies and providing professional development through regional sessions. The division aims to fully implement the competencies for all educators by 2017-2018 after revising the draft based on input.
This document discusses teacher training, professional development, and guidelines for hiring teachers. It outlines the importance of ongoing professional development and emphasizes that quality teachers are the greatest factor in student achievement. Effective teacher training includes both pre-service education and in-service development, and should focus on improving classroom practice and student learning. Guidelines for hiring prioritize candidates' qualifications and aim to fill openings starting with the highest-ranked applicants. The document stresses that teaching is a long-term process of skill and knowledge acquisition that requires guidance and promotes ethical values.
Strengthening the Edupreneurship Ecosystem in South Africa 2015 - PRESENTATIONZoraida Velasco
The document summarizes research conducted on the edupreneurship ecosystem in South Africa. Interviews with experts and stakeholders identified several challenges: lack of funding, human capital gaps, regulatory barriers, insufficient infrastructure and technologies, and an early-stage market. Opportunities include developing blended capital models, establishing support platforms, replicating successful models, and focusing solutions on public schools. The report will inform an event organized by ANDE to strengthen the ecosystem through collaboration, knowledge sharing, and investment in root solutions.
This chapter discusses service learning, which combines community service with academic instruction and reflection. Service learning allows students to apply what they are learning while addressing community needs. Key aspects include forming partnerships with community organizations, ensuring student preparation, involving community partners in course design, and requiring student reflection on their service experiences and how it relates to course objectives. When implemented effectively through community collaboration and student reflection, service learning can help students develop skills and increase their sense of social responsibility.
This document provides information about Title I services for private school officials in by-passed LEAs in Missouri. It summarizes the presentation which includes background on the service provider NESI and their role, program updates for 2014-2015 including services offered, a summary of 2013-2014 program outcomes, an overview of required consultation topics, and information on professional development opportunities for private school teachers. The presentation aims to inform private school officials of their opportunities for consultation on Title I services and provide a way for them to ask questions and provide feedback.
The document discusses building a knowledge society through integrating information and communication technology (ICT) into education. It proposes that a knowledge society is one with universal access to information, where knowledge can promote social equality and change. ICT can help build such a society by facilitating learning, communication, and participation. The document outlines initiatives to develop teachers' ICT skills and use technology effectively in teaching to support curriculum goals like improving learning outcomes.
This presentation covers several topics related to building a knowledge society through education, including the pervasiveness of technology, Education for All goals, national strategic objectives, teacher competencies, and conclusions. It discusses how a knowledge society ensures young people have the right skills through education and technology. It also addresses challenges to achieving Education for All goals, such as improving learning outcomes, classroom environments, and attracting qualified teachers. National strategic plans are outlined to address early childhood development, schools, training, teachers, and higher education to improve the education system. [/SUMMARY]
York School District guidelines fo rliteracyiamprosperous
This document provides guidelines for literacy instruction in the York Region District School Board. It outlines the board's commitment to literacy and student success through comprehensive literacy planning, professional development for educators, and data-driven instruction. The board's literacy collaborative approach aims to increase student achievement in literacy by building teacher capacity, using assessment data to inform instruction, and establishing professional learning communities within and among schools.
Teacher certification policy and teacher education institutions in IndonesiaIwan Syahril
This presentation serves as an initial discussion about the impact of teacher certification policy towards teacher education institutions in Indonesia.
This document discusses standards for teacher preparation programs in the Houston area. It establishes expectations for educator preparation providers (EPPs) in areas like screening candidates, required training, technology training, classroom observations, and student teaching experiences. EPPs are expected to provide evidence that candidates meet standards in these areas. The document also outlines quality standards for teachers, including teamwork, critical thinking, and communication. School districts will use these standards to improve the quality of new teachers in the workforce.
Organizational structure of secondary education in Pakistan underwent changes after the 18th amendment in 2010. Power over education shifted from the federal to provincial governments. There are now provincial ministries of education responsible for policymaking, curriculum, and standards, while the federal government focuses on technical education. Secondary schools in Pakistan include public schools run by provincial education departments and private schools like Beaconhouse, The Educators, and The City School which follow the national curriculum but have additional academic resources and activities.
The document discusses the implementation and evaluation of Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013, which extended basic education in the Philippines from 10 to 13 years to better prepare students for the workforce and meet global standards. It analyzes the policy choices around agenda setting, formulation, implementation, evaluation, and proposed changes. Key issues discussed include budget allocation, feasibility challenges, unintended effects on resources, and ensuring an equitable and learner-oriented education system.
Basic curriculum devlopment concept and curriculum devlopment models.Mohammad Toseef
This document outlines key concepts in curriculum development including definitions of curriculum and models for developing curriculum. It discusses Tyler's influential model which uses 4 questions to guide the curriculum development process. Hilda Taba's similar but more detailed model is also described. The document then discusses curriculum development processes in Pakistan, noting it involves subject experts, teachers, and other stakeholders at different levels. At the tertiary level, it involves curriculum committees preparing drafts which undergo review before final approval.
This document from the Illinois State Board of Education provides guidance on developing and implementing a schoolwide program. It explains that a schoolwide program aims to improve academic achievement for all students, particularly the lowest-achieving students, by upgrading the entire educational program of a school. Developing a comprehensive schoolwide plan requires conducting a needs assessment, establishing goals and strategies to address priority needs, and evaluating and revising the plan annually. The plan must describe how the school will coordinate and integrate federal, state, and local resources to improve instruction for all students.
Federal law requires that all English learners (ELs) have equal access to a high-quality education and the opportunity to achieve their full academic potential. School districts must identify all ELs, provide appropriate language assistance programs, adequately train teachers of ELs, monitor the effectiveness of programs and supports, ensure communication with EL parents is meaningful, and comply with Title III requirements regarding budgets and funding. Districts must evaluate their practices in these areas to ensure compliance with federal law.
This document outlines a committee's research and recommendations for expanding opportunities for excellence in grades 7-12. The committee reviewed literature, board data, economic data, and gathered input from students, staff, administrators, and parents. Among the strengths identified are specialized programming, engaging activities, access to technology, dedicated staff, and effective student support teams. Short-term recommendations include maximizing experiential learning, ensuring student voice, improving transitions, and exploring reach-ahead opportunities. Long-term recommendations focus on targeted literacy/numeracy interventions, partnerships for additional support programs, and reducing learning gaps before grade 7.
Similar to Consultation: Ensuring Equitable Services for Students and Teachers (20)
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
So much of what we hear in the press is that this Congress is not accomplishing much if anything. In many ways, this applies to their work on education, too. But there has been some activity recently that is of importance to private school educators, including action by the U.S. Department of Education.
Please join us for a Capitol Hill Education Update webinar for private and religious schools. Participants will learn about all of the following changes and how they impact the implementation of federal education programs for students attending private schools:
Appropriation of funds
Passage of ESEA in the House
Bills for ESEA reauthorization introduced in the Senate
New guidance on the use of federal funds of technology
Guidance on new method of counting students for Title I
Extension of Waivers
Three Keys to Engaging Parent in Student Learningcatapultlearn
One of the objectives of all educational institutions is to nurture and cultivate parents’ engagement in the academic growth of their children. Teachers and administrators in faith-based nonpublic schools must make an added, deliberate effort to engage and support the parent role as the primary educator, especially since these parents have consciously chosen to send their children to a nonpublic school.
Presented by Dr. Ron Valenti
National Manager for Non-Public Schools
Catapult Learning
STEM education is about creating a student-centered, inquiry-based classroom where students discover the natural (and real-world) connection between science, technology, engineering, and math. As educators, it is our job to keep the flame of curiosity burning bright in our students in our classrooms and throughout their lives.
This webinar will explore the most effective strategies for Inquiry-Based Instruction with a focus on how STEM education connects to the Common Core State Standards.
You will learn:
Strategies for implementing inquiry-based instruction with an emphasis on critical thinking skills.
Effective ways to apply STEM competencies to impact lesson planning and assessment with a focus on increasing real-world application of content knowledge.
How STEM education connects to the instructional shifts embedded in the Common Core State Standards.
The Literacy First Framework -- Success Storiescatapultlearn
Literacy First is not a program; it is a research-based framework of best practices and strategies designed to create a literacy rich environment that motivates and ENGAGES students in their own learning.
The Common Core and the Non-Public School—Complement or Conflict?
There is an unsettling feeling rippling through the non-public school community: “the Common Core is going to somehow compromise my institution’s integrity and identity.” For faith-based non-public schools, Common Core implementation has raised a unique set of issues that have stimulated both discussion and debate.
This webinar will cultivate a basic understanding about what the Common Core is—and what it is not—from the perspective of the non-public administrator. You will understand the basic premise and purpose of the Common Core and will come to appreciate its worth as you realize how your school’s long standing values and traditions are neither in jeopardy nor compromised by implementing the Common Core.
In this session you will learn:
How to address the challenges associated with the CCSS
The Key Elements of Leadership in implementing the Common Core
How the Common Core can complement the Mission of a faith-based school
Building Capacity in Your 21st Century Teacherscatapultlearn
We will examine what is needed from building a multi-tiered, differentiated professional development plan to identifying the six performance traits necessary to provide challenge and support to our students.
• Identify the critical attributes of building capacity in a 21st century teacher
• Examine the multi-tiered approach to differentiated professional development
• Identify the six performance traits and what it takes to develop expertise in our students and ourselves.
A New Generation of Assessments: 3 Things You Need to Knowcatapultlearn
1. The document discusses new developments in educational assessments, focusing on three key points: the increasing importance of assessments, blurred lines between assessment types, and the rise of computer-based testing.
2. It provides definitions for validity, reliability, and different assessment types from standards documents and discusses attributes important for different assessments.
3. Examples of computer-based testing programs from consortia are described along with pros and cons, and a sample interim assessment report is shown, highlighting growth measurement and reporting features.
Principal & Teacher Relationships: Behaviors Impacting Excellencecatapultlearn
In a three-part, 17-item school culture survey developed and refined by researchers Phillips, Wagner, and Masden-Copas, school leaders have the opportunity to assess school culture factors that impact academic excellence. Join us as we share these ideas and practices, so that principals, assistant principals, and teacher leaders will have the tools to shape culture in their building.
Learn how to promote school culture through these categories:
• Professional collaboration
• Affiliative and collegial relationships
• Efficacy or self-determination
Common Core Implementation: 3 Keys for Successcatapultlearn
Implementing the Common Core State Standards successfully means more than replacing one set of curriculum maps or pacing plans with another. The standards are important, not because of the specific topics that have to be covered at one grade level or another, but because of the vertical coherence they provide from grade to grade, the clarity and focus they provide across all grade levels, and the insistence on rigor, critical thinking, and real-world problem-solving that is embedded throughout the standards.
In other words, the standards can help us paint a picture for our students and our communities of what 21st century teaching and learning should look like.
5 Strategies to Support Content Area Teachers with the New Common Core Litera...catapultlearn
1. The document provides 5 strategies for content area teachers to help students develop literacy skills: 1) choosing vocabulary strategically, 2) including more primary sources and juxtaposing with secondary sources, 3) introducing 21st century sources like podcasts, 4) asking thought-provoking questions, and 5) emphasizing writing arguments.
2. An example discusses categorizing words into three tiers based on instructional importance and providing context clues.
3. The strategies aim to help students meet Common Core standards like citing evidence from sources and comparing findings from different accounts.
Teaching Techniques for Immediate Impactcatapultlearn
This document provides an overview of teaching techniques for immediate impact, focusing on the Common Core shifts in English Language Arts and math. It discusses asking text-dependent questions to facilitate evidence-based conversations and keeping students focused on the text. For math, it emphasizes developing a deep understanding of concepts. The document also provides examples of creating text-dependent questions, engaging students in discussions, and questioning techniques to involve all learners.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
2. History of NCLB
Elementary and Secondary Education Act of 1965, as
amended (ESEA)
Last reauthorized by Congress and signed into law January
2002 for 5 years
Has been extended while Congress works on
reauthorization
2
3. What is Equitable Participation?
(1) assesses, addresses, and evaluates the needs and progress of
public and private school students and educational personnel in
the same manner;
(2) provides, in the aggregate, approximately the same amount
of services to students and educational personnel with similar
needs;
(3) spends an equal amount of funds to serve similar public and
private school students and educational personnel; and
(4) provides both groups of students and educational personnel
equal opportunities to participate in program activities.
3
5. Determining Title I funding
The LEA counts the number
of public and private school
students who qualify as
low-income to determine a
per pupil amount for
allocating LEA funds
5
6. Determining Low Income
Using the same measure as the LEA uses for public school
students
Using a survey of private school students based on the low
income criteria of the district
Applying the low income percentage in the public school to
the private school
Using an equated measure
6
7. Title I Funding (continued)
Low-income private school
students residing in a Title I
attendance area generate
Title I funds
7
8. How Are Funds Used?
Title I funds are used to
serve educationally needy
students who reside in
participating attendance
areas
The students receiving
services may or may not be
poor
8
9. Determining Educational Need
Multiple, educationally-related measures
Age appropriate
Need not be the same measures as the public school uses
for its students
• For example, K-2 determinants not the same as 3-6 or 7-8 or 9-
12
• Report cards, test scores, classroom assessments, portfolio,
teacher ratings, parent input
9
10. What Services Can Title I Offer?
Remedial and enrichment activities in reading,
math, and other basic subjects
Counseling services
English language acquisition services
Teacher professional development
Parent programs
10
11. When Can Title I Services to Students be
Delivered?
During school hours
through a pull-out program
Before or after school
On weekends
During the summer
A combination of times
Must be supplemental
11
12. Who Delivers Title I Services?
A teacher hired by the LEA to deliver Title I services to
private school students
A third party provider contracted by the LEA to deliver Title
I services to private school students
12
14. Title IIA (cont.)
Purpose of Title IIA is to increase student achievement
through improving teacher and principal quality
Based on the needs of the students, provides training and
professional development:
• In core subjects,
• For improving student behavior, and
• To integrate technology into the curriculum
14
15. Teacher Quality
Equitably serves private school teachers and principals
Provides high quality, sustained professional development
in core subject areas
Meets the needs of private school students through
teacher and principal professional development
15
16. Determining P.D. Services
Design of the PD program is determined through the
consultation process
It is not sufficient for the LEA to simply invite the private
school teachers to participate in the LEA’s PD program
The program must be designed to meet the needs of the
private school students
16
17. Professional Development
Equitable portion of PD funds (not necessarily all Title IIA
funds)—“Hold harmless”
• 2001 PD funds from Eisenhower and Class-Size Reduction
• Current year PD through Title IIA
• Highest number: apply proportional share
17
19. Purpose
Provides funds for teaching English to limited English
proficient (LEP) children and helping them to meet State
standards.
Funds must be used for increasing the English proficiency
of LEP children by providing high-quality language
instruction and high-quality professional development.
19
20. Who Receives Services?
•Services to ‐ LEP and/or immigrant children and youth
enrolled in private elementary and secondary schools that
are located within the area served by the LEA.
•Services to ‐ Teachers of LEP or immigrant children and
youth or other educational personnel.
20
21. Title III Services
Administration of English language proficiency (ELP)
assessment for identification and/or for purpose of
evaluation of effectiveness of services (test booklets, teacher
training, stipends to teachers to administer assessments);
•Participation in district-sponsored professional
development, or professional development organized
specifically for the private school teachers;
21
22. Title III Services
•Tutoring for students after school hours;
•Participation of students in a weekend program; and
•Purchase of supplemental instructional materials and
supplies.
22
23. Determining Title III Services
•Question: How does an LEA determine what Title III
services are to be provided?
•Answer: An LEA, in consultation with appropriate private
school officials, determines the appropriate Title III services
based on the needs of the identified LEP private school
students and their teachers or other educational personnel
and the amount of funds available for such services, subject
to the expenditure requirements under section 9501 of the
ESEA.
23
24. Continued…
The Title III services provided by the LEA for private school
LEP students should be designed to meet their educational
needs and supplement the educational services provided
by the private school.
These services may be provided directly by the LEA or by a
third party contractor who is independent of the private
school and any religious organization. Title III services or
benefits must be secular, neutral, and non‐ideological.
24
26. What is Consultation?
Consultation is the
required, ongoing process
of communication between
private school officials and
public school special
education officials on a list
of topics
26
27. Consultation
Timely and meaningful
Before decisions are made
Funds available
Plan future meetings
27
28. Initiation of Process
• LEA contacts private school officials located within its
boundaries or—for Title IA—with students residing in the
LEA and attending private schools
• Extend invitation and convene meeting: give enough notice
for meaningful participation
28
29. Timing of Consultation
• Before decisions are made, such as ordering materials or
hiring staff
• Includes consultation during the
design, development, and
implementation of program
• Early enough to allow for maximum participation of private
school students and teachers by the start of the school
year
29
30. Consultation Should…
• Describe programs available and allowable activities
• Address the specific needs of private school students and
teachers
• Provide opportunity for meaningful dialogue on program
design
30
31. Consultation Topics
• How the children’s needs will be identified
• What services will be offered
• How, where, and by whom the services will be provided
• How the services will be assessed and how the results of
the assessment will be used to improve those services
• Size and scope of equitable services and the amount of
funds available for those services
31
32. Topics (cont.)
• How and when the LEA will make decisions about the
delivery of services
• Including a thorough consideration and analysis of the views of
the private school officials on the provision of contract services
through potential third-party providers
32
33. Insufficient Consultation
• An offer of services without an opportunity for private
school officials to express their views
• An offer to participate in the LEA program without regard
for the needs of private school students and teachers
33
34. Continued Examples
• A unilateral offer of services, either at a meeting or by a
letter
• A refusal to discuss the option of a third party provider
• Calling a consultation meeting without adequate notice
for private school officials to attend
34
35. Safeguards
Written explanation required of the LEA, giving analysis of the
reasons they have for declining request for third party
provider
35
36. Safeguards (cont.)
Sign off (written assurance)—Title I only
• Timely and meaningful
• Appropriate topics discussed
• Views of private school heard
• Reasonable expectation of equitable program
Complaint procedure
36
38. Resources Guidance citations for Title I and Title IX:
www.ed.gov/programs/titleiparta/psguidance.doc and
http://www.ed.gov/policy/elsec/guid/equitableserguidanc
e.doc
U.S. Department of Education’s Title I Toolkit:
http://www.ed.gov/programs/titleiparta/ps/titleitoolkit.pd
f
Guidance for IDEA Services: http://idea.ed.gov
38
39. Additional Resources
No Child Left Behind:
Council for American Private Education (CAPE):
www.capenet.org/pubs.html
United States Conference of Catholic Bishops NCLB Toolkit:
www.usccb.org/education/fedasst/nclb.shtml
National Catholic Educational Association:
www.ncea.org/public/NoChildLeftBehind.asp
IDEA:
National Catholic Educational Association:
www.ncea.org/public/IDEASpecialEducation.asp
United States Conference of Catholic Bishops:
www.usccb.org/education/fedasst/idea.shtml
General updates:
www.ask-michelle.com
39