Disrupting Rural Poverty: …what State & Federal Legislators can do to helpRobert Mackey
The challenges faced by public schools operating in rural NY State where poverty levels are increasing rapidly and key resources, staff, time, and money, are not increasing at nearly the same pace. Presented at the DCMO BOCES Legislative Breakfast held on December 3, 2016.
Survey of actual/prospective KCVI parents regarding possible school sites. Conducted Feb/March 2015. This is the presentation given to Limestone District School Board April 8, 2015 by a delegation of parents.
Project: Partner with Community Action to assist and promote building a new playground at the Community Kids Learning Center.
Members: Jake Hess, Dave Kipp, Jean Miller, Jolene Terrones, Shandra Thomas
Description: “Play it Forward” is a partnership with Community Action to assist and promote building a new playground at the Community Kids Learning Center. This will provide children with a safer, development-appropriate learning environment. Improvements to the facility will help Community Action integrate outdoor play with social skills, gross motor skills, and creative training. It may also increase the facility’s rating with the state and provide additional financial opportunities. Our team will obtain sponsors for materials and supplies, build bike barns and Plexiglas fence, organize a work day, and promote community involvement and knowledge of the project and organization. Our project will also demonstrate to the kids and their families a sense of commitment and community pride. This will offer a better-rounded social, physical, and gross motor educational project for years to come.
Student Loans and the Impact of Pell GrantsHigherEdUtah
Student Loans and the Impact of Pell Grants, given by Dave Feitz, Executive Director of the Utah Higher Education Assistance Authority, at the joint meeting of the Board of Regents and Institutional Boards of Trustees 07-30-2015 at Southern Utah University
Disrupting Rural Poverty: …what State & Federal Legislators can do to helpRobert Mackey
The challenges faced by public schools operating in rural NY State where poverty levels are increasing rapidly and key resources, staff, time, and money, are not increasing at nearly the same pace. Presented at the DCMO BOCES Legislative Breakfast held on December 3, 2016.
Survey of actual/prospective KCVI parents regarding possible school sites. Conducted Feb/March 2015. This is the presentation given to Limestone District School Board April 8, 2015 by a delegation of parents.
Project: Partner with Community Action to assist and promote building a new playground at the Community Kids Learning Center.
Members: Jake Hess, Dave Kipp, Jean Miller, Jolene Terrones, Shandra Thomas
Description: “Play it Forward” is a partnership with Community Action to assist and promote building a new playground at the Community Kids Learning Center. This will provide children with a safer, development-appropriate learning environment. Improvements to the facility will help Community Action integrate outdoor play with social skills, gross motor skills, and creative training. It may also increase the facility’s rating with the state and provide additional financial opportunities. Our team will obtain sponsors for materials and supplies, build bike barns and Plexiglas fence, organize a work day, and promote community involvement and knowledge of the project and organization. Our project will also demonstrate to the kids and their families a sense of commitment and community pride. This will offer a better-rounded social, physical, and gross motor educational project for years to come.
Student Loans and the Impact of Pell GrantsHigherEdUtah
Student Loans and the Impact of Pell Grants, given by Dave Feitz, Executive Director of the Utah Higher Education Assistance Authority, at the joint meeting of the Board of Regents and Institutional Boards of Trustees 07-30-2015 at Southern Utah University
Why, What and How of OER. Educational trends and how Open Education can help address these. Copyright and Open Licensing. Getting Started with an OER project.
This is the report that highlights all of the projects and initiatives that the UA has been working on during the first half of the 49th Session (2021 - 2022).
Paper Writing Service - HelpWriting.net 👈
✅ Quality
You get an original and high-quality paper based on extensive research. The completed work will be correctly formatted, referenced and tailored to your level of study.
✅ Confidentiality
We value your privacy. We do not disclose your personal information to any third party without your consent. Your payment data is also safely handled as you process the payment through a secured and verified payment processor.
✅ Originality
Every single order we deliver is written from scratch according to your instructions. We have zero tolerance for plagiarism, so all completed papers are unique and checked for plagiarism using a leading plagiarism detector.
✅ On-time delivery
We strive to deliver quality custom written papers before the deadline. That's why you don't have to worry about missing the deadline for submitting your assignment.
✅ Free revisions
You can ask to revise your paper as many times as you need until you're completely satisfied with the result. Provide notes about what needs to be changed, and we'll change it right away.
✅ 24/7 Support
From answering simple questions to solving any possible issues, we're always here to help you in chat and on the phone. We've got you covered at any time, day or night.
Persuasive Essay On High School Education
There are a number of reasons that a school might fail, chief among them being an inequality of funds throughout a state s public school systems, a criminally underpaid staff, and a lack of retention among students over their summer break. To address these issues, I have created a three pronged approach, one which I believe will fundamentally alter our public school school systems for the better, and will ensure that our students receive a quality education that stays with them when they walk past the doors of our school and enter into the rest of the world. I call this reform YES , as it focuses on three essential areas of reform.
Running Head EVOLVING NEEDS OF COMMUNITY COLLEGE STUDENTS1EV.docxtodd271
Running Head: EVOLVING NEEDS OF COMMUNITY COLLEGE STUDENTS1
EVOLVING NEEDS OF COMMUNITY COLLEGE SUDENTS5
Evolving needs of Community College Students
Students Name
Institutional Affiliation
Evolving Needs of Community College Students
Historical Background
Community colleges were initially not distinctly identified on their own. Until the Clinton reforms of community colleges in the 1980s, community colleges were no different from junior colleges. The programs and organizational culture were not as developed, and the student needs were rarely attended to in the diverse way that they are today (Gavazzi et al., 2018). Students were assumed to be homogenous, with either a low economic background or substantially flat academic prowess. After the recognition and reinstatement as accredited institutions of merit, community college missions changed and became more student-centered.
The core programs were initially only vocational and for transfer to university purposes. Developmental education was not adequately developed, yet it contributed in a massive way to student retention and the student's ability to finish the program and progress to higher education. Community colleges have been very rigid in their approach to learning, governance, and even administration (Beach, 2011). Most of the changes that occur do not affect the entire institution but are marginalized to transform only a select few. These changes either influence a certain courses based on profitability or the trends in the business world, but rarely extend to other programs within the colleges.
Fiscal policies in community colleges are primarily dependent on the federal government because community college facilities are supposed to encourage the most economically disadvantaged. Tuition is very low compared to the capacity building needed to run the institutions, and the result is that the community colleges suffer from an ultimate shortage in the facility and consolidated programs that undermine the skill sets offered to the students (O'Banion, 2019). Traditionally this has been crippling the system’s ability to change the approach in which the curriculum, administration and governance is run.It creates a shortage of staff for capacity building purposes and an overall decline in the quality of education offered within the institution.
Current issues
Current issues relating to students' evolving needs include student performances that have been diverse depending on factors such as program choice. Programs in health sciences, for instance, have seen a very consistent high-performance culture that has been aided by the level of competency that the students in the courses (Fugle & Falk, 2015). About 98 percent of the students in classes such as a physician assistant, physical and occupational therapy, radiologic technicians, and nursing assistance have seen a very high return on investment in terms of their absorption into the workforce or their progression into b.
TURNAROUND SCHOOLS AND ONLINE LEARNING 1 .docxturveycharlyn
TURNAROUND SCHOOLS AND ONLINE LEARNING
1
Transforming and Turning Around Low-Performing Schools:
The Role of Online Learning
Michael Corry, George Washington University, Washington, D.C.
Angela Carlson-Bancroft, George Washington University, Center for the Advancement of
Research in Distance Education, Washington, D.C.
Abstract
This review of the literature examines online learning as a core strategy for bold, dramatic
curricular reform within transformational or turnaround models in improving low-performing
K-12 schools. The analysis of the literature in this area found benefits of online learning in
transforming and turning around low-performing schools to include: (a) broadening access for all
students and providing opportunities for students to recover course credit, (b) the potential to
motivate and engage students due to the flexible and self-paced nature of online learning, and (c)
providing highly individualized and differentiated environments allowing for personalized
learning. As a number of schools and school districts move to online learning, it can be used not
only as a curricular reform, but also as a tool to improve student achievement and turning around
low-performing schools.
Keywords: Credit Recovery, Curricular Reform, Low-Performing Schools, Online Learning,
Personalized Learning, School Improvement Grant, School Transformation, School Turnaround
TURNAROUND SCHOOLS AND ONLINE LEARNING
2
INTRODUCTION
In 1994, the Improving America’s Schools Act introduced the concept of holding schools
accountable for student performance on state assessments. Later, the No Child Left Behind
(NCLB) Act of 2001 enforced this concept by requiring a regimen of annual testing and
imposing sanctions on schools that fail to make adequate yearly progress (AYP). In 2008, the
Institute of Education Sciences (IES) reported that out of 98,905 schools nationwide, 65,546 (70
percent) made AYP during the 2006-07 school year. Out of the remaining schools that did not
make AYP, 10,676 schools were designated as schools in need of improvement and 2,302
schools were designated in need of restructuring (Herman et al., 2008). Under NCLB, schools
that did not meet AYP for many years were labeled as “failing” and “were required to implement
the same one-size-fits-all interventions that did not result in significant improvement” (U.S.
Department of Education, 2012a).
Then in 2009, the U.S. Department of Education shifted its focus to turning around the nation’s
lowest-performing schools by overhauling the Title 1 School Improvement Grant (SIG) program.
As of 2012, there were approximately 5,000 chronically low-performing schools with half
located in urban areas, a third in rural areas, and the rest in suburbs and medium-sized towns
(U.S. Department of Education, 2012a). Compared to the traditional school improvement
strategies which are “often marked by ...
TURNAROUND SCHOOLS AND ONLINE LEARNING 1 .docxwillcoxjanay
TURNAROUND SCHOOLS AND ONLINE LEARNING
1
Transforming and Turning Around Low-Performing Schools:
The Role of Online Learning
Michael Corry, George Washington University, Washington, D.C.
Angela Carlson-Bancroft, George Washington University, Center for the Advancement of
Research in Distance Education, Washington, D.C.
Abstract
This review of the literature examines online learning as a core strategy for bold, dramatic
curricular reform within transformational or turnaround models in improving low-performing
K-12 schools. The analysis of the literature in this area found benefits of online learning in
transforming and turning around low-performing schools to include: (a) broadening access for all
students and providing opportunities for students to recover course credit, (b) the potential to
motivate and engage students due to the flexible and self-paced nature of online learning, and (c)
providing highly individualized and differentiated environments allowing for personalized
learning. As a number of schools and school districts move to online learning, it can be used not
only as a curricular reform, but also as a tool to improve student achievement and turning around
low-performing schools.
Keywords: Credit Recovery, Curricular Reform, Low-Performing Schools, Online Learning,
Personalized Learning, School Improvement Grant, School Transformation, School Turnaround
TURNAROUND SCHOOLS AND ONLINE LEARNING
2
INTRODUCTION
In 1994, the Improving America’s Schools Act introduced the concept of holding schools
accountable for student performance on state assessments. Later, the No Child Left Behind
(NCLB) Act of 2001 enforced this concept by requiring a regimen of annual testing and
imposing sanctions on schools that fail to make adequate yearly progress (AYP). In 2008, the
Institute of Education Sciences (IES) reported that out of 98,905 schools nationwide, 65,546 (70
percent) made AYP during the 2006-07 school year. Out of the remaining schools that did not
make AYP, 10,676 schools were designated as schools in need of improvement and 2,302
schools were designated in need of restructuring (Herman et al., 2008). Under NCLB, schools
that did not meet AYP for many years were labeled as “failing” and “were required to implement
the same one-size-fits-all interventions that did not result in significant improvement” (U.S.
Department of Education, 2012a).
Then in 2009, the U.S. Department of Education shifted its focus to turning around the nation’s
lowest-performing schools by overhauling the Title 1 School Improvement Grant (SIG) program.
As of 2012, there were approximately 5,000 chronically low-performing schools with half
located in urban areas, a third in rural areas, and the rest in suburbs and medium-sized towns
(U.S. Department of Education, 2012a). Compared to the traditional school improvement
strategies which are “often marked by ...
Intro to and overview of Open Educaiton with an empnasis on the Why, from philosophical to economic arguments. Practicing what we preach - this is a mash-up using openly licensed presentations from other open education advocates along with original ones (and lots of pics). All licenses (except screenshots) are attached to the relvant slides. Any questions, just contact us at feedback@oeconsortium.org.
Hello! My name is Anna Chocallo and I have researched educational calendars and their effects on students.
Year-round education is a form of school calendar that runs through the entire year with small breaks at different times during the year. There are also different forms of the year-round calendar. There are two forms of year-round education, single-track and multi-track. Single-track calendars can run on any schedule, but only have one group of students that go throughout the year. Some of the single-track models include 45 days of school-15 days off, 60 days in school-20 days off, and 90 days in school-30 days off. Multi-track calendars can operate on any single-track model, but can support more students with less space. Multi-track calendars occur when there are groups separated so that one group is always on vacation while the rest are at school. All forms of year-round school and seasonal school run for 180 days.
So if seasonal schools and year-round schools go the same amount of time, do they affect grades differently?
Themodified calendar has more frequent breaks that prevent burnout, but they are smaller
none
The advantages of year-round education include less knowledge lost due to more frequent breaks. In multi-track systems, it is also easier to accommodate more people. When there are multiple tracks of students, more students can participate over the course of a year.
none
The disadvantages of a year-round schedule include problems with proving the changes and universal coordination in a school district.
There is also debate on whether the high price to change the school system will be worth the questionable benefits.
There have been hybrid solutions of the calendar suggested. An example of this is where students can sign up for blocks of time at school during the year with a mandatory number of days. In this way, it would be like the calendar of a college, in the way that there is more independence in choosing vacations.
Until more research is further done, neither form of education can be deemed better for the success of students’ education.