Progressus was contracted by DC Public Schools to manage speech-language pathology (SLP) services for high school students with the goals of improving collaboration and increasing completion of services. Progressus implemented several strategies, including using tools to guide intervention and engaging teachers/parents. This resulted in increased parent satisfaction, zero due process claims, reduced caseloads, and a 15% cost reduction for the district in year one. Progressus has also successfully managed occupational therapy/physical therapy programs in California and participated in a collaborative reading project in Baltimore that led to reading gains.
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
This document provides a training program plan for a Problem/Project Based Learning training program for educators. A needs assessment found that 53% of teachers indicated PBL as their biggest training need. The training program will be two days and provide 1,200 educators with curriculum on implementing PBL to improve student engagement, learning, and critical thinking skills. The budget of $250,000 will cover costs for training district staff as well as providing educators a stipend and meals for attending. The goals are to develop skilled project managers, build PBL capacity, create deeper learning, and become exemplary PBL facilitators. Stakeholders include educators, students, and administrators. Promotional materials will communicate the program to appeal to educators' needs
The document discusses the convergence of gifted education and response to intervention (RtI) models. It outlines key elements of RtI including universal screening, established protocols for tiered interventions, a problem-solving approach, collaborative structures, and fluidity and flexibility to meet student needs. The document argues that RtI provides an opportunity to identify and support the needs of gifted students through differentiation and allowing students to progress through tiers of enrichment and acceleration based on abilities rather than struggling in the general education setting. Successful implementation of RtI for gifted students requires professional development on evidence-based practices for differentiation.
The document discusses principles and experiences of workplace learning (WPL). It notes that WPL is informal, participatory, flexible learning organized by the workplace that supports employment roles. Common themes are that learning tasks are influenced by work nature and context is vital for learning. Challenges of WPL include lack of dedicated support, inconsistent funding, and barriers to career progression. However, WPL improves job performance and quality of service. For managers specifically, WPL is crucial for higher performance, better results, promotion, and job security.
The document discusses key aspects of effective teamwork between teachers and paraprofessionals. It states that for a team to be successful, the teacher and paraprofessional must view themselves as partners and solicit input from all members. Clear communication and mutual respect are important. Role clarification is also important for the team to function effectively and reach their goals.
This document discusses lessons learned from managing career ladder programs that provide financial support to paraprofessionals seeking to become teachers. It outlines various models for funding tuition reimbursement, exams, books, and recommends allocating stipends directly to vendors. Professional development funds are best spent on targeted training, mentoring, and forums to develop teaching skills. Operational funds support activities like leaves for student teaching and data tracking to promote commitment. Overall, career ladders can effectively address teacher shortages by retaining experienced paraprofessionals already invested in their communities.
Professional action learning plan and portfolioNigel Ross
The document outlines an accountability framework and professional learning model used by Chaffey Secondary College. It links staff professional development plans to the school improvement plan and includes targets for student learning, engagement, and transitions. The professional learning model incorporates cycles of inquiry, knowledge building, and assessment standards to guide teachers' professional practice and identify areas for growth. Staff create an individual action plan and portfolio to document their learning and reflect on impacts on students.
Nichole Christine Thilges is a corporate training professional with nearly ten years of experience designing training programs and facilitating corporate education workshops. She has a master's degree in adult education and training from the University of Phoenix. Currently she works as a Training Coordinator at Honeywell, where she identifies training needs, develops programs, and evaluates existing programs. Previously she worked as a Training Specialist at CODAC Health, where she designed training materials and facilitated instruction for diverse employees. She also has experience as an Electronics Technician in the United States Navy, where she tracked training needs and ensured completion of requirements.
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
This document provides a training program plan for a Problem/Project Based Learning training program for educators. A needs assessment found that 53% of teachers indicated PBL as their biggest training need. The training program will be two days and provide 1,200 educators with curriculum on implementing PBL to improve student engagement, learning, and critical thinking skills. The budget of $250,000 will cover costs for training district staff as well as providing educators a stipend and meals for attending. The goals are to develop skilled project managers, build PBL capacity, create deeper learning, and become exemplary PBL facilitators. Stakeholders include educators, students, and administrators. Promotional materials will communicate the program to appeal to educators' needs
The document discusses the convergence of gifted education and response to intervention (RtI) models. It outlines key elements of RtI including universal screening, established protocols for tiered interventions, a problem-solving approach, collaborative structures, and fluidity and flexibility to meet student needs. The document argues that RtI provides an opportunity to identify and support the needs of gifted students through differentiation and allowing students to progress through tiers of enrichment and acceleration based on abilities rather than struggling in the general education setting. Successful implementation of RtI for gifted students requires professional development on evidence-based practices for differentiation.
The document discusses principles and experiences of workplace learning (WPL). It notes that WPL is informal, participatory, flexible learning organized by the workplace that supports employment roles. Common themes are that learning tasks are influenced by work nature and context is vital for learning. Challenges of WPL include lack of dedicated support, inconsistent funding, and barriers to career progression. However, WPL improves job performance and quality of service. For managers specifically, WPL is crucial for higher performance, better results, promotion, and job security.
The document discusses key aspects of effective teamwork between teachers and paraprofessionals. It states that for a team to be successful, the teacher and paraprofessional must view themselves as partners and solicit input from all members. Clear communication and mutual respect are important. Role clarification is also important for the team to function effectively and reach their goals.
This document discusses lessons learned from managing career ladder programs that provide financial support to paraprofessionals seeking to become teachers. It outlines various models for funding tuition reimbursement, exams, books, and recommends allocating stipends directly to vendors. Professional development funds are best spent on targeted training, mentoring, and forums to develop teaching skills. Operational funds support activities like leaves for student teaching and data tracking to promote commitment. Overall, career ladders can effectively address teacher shortages by retaining experienced paraprofessionals already invested in their communities.
Professional action learning plan and portfolioNigel Ross
The document outlines an accountability framework and professional learning model used by Chaffey Secondary College. It links staff professional development plans to the school improvement plan and includes targets for student learning, engagement, and transitions. The professional learning model incorporates cycles of inquiry, knowledge building, and assessment standards to guide teachers' professional practice and identify areas for growth. Staff create an individual action plan and portfolio to document their learning and reflect on impacts on students.
Nichole Christine Thilges is a corporate training professional with nearly ten years of experience designing training programs and facilitating corporate education workshops. She has a master's degree in adult education and training from the University of Phoenix. Currently she works as a Training Coordinator at Honeywell, where she identifies training needs, develops programs, and evaluates existing programs. Previously she worked as a Training Specialist at CODAC Health, where she designed training materials and facilitated instruction for diverse employees. She also has experience as an Electronics Technician in the United States Navy, where she tracked training needs and ensured completion of requirements.
The document provides an overview of Response to Intervention (RtI) for Rich Township High School District 227. It acknowledges those who have supported the RtI initiative and defines RtI as using data-driven interventions matched to student needs. The purpose of RtI in secondary schools is to provide early identification and support for at-risk students through ongoing progress monitoring and review of intervention effectiveness. Key components of RtI include high-quality instruction, universal screening, and a multi-tiered model of increasingly intensive services.
This document discusses implementing a connected learning community (cLc) in a school. It provides an overview of opportunities that a cLc provides, such as blurring boundaries between formal and informal learning. It also discusses observations from cLc pilots, including how it is changing how students and teachers approach learning. The document then provides a roadmap for cLc implementation, including stages of familiarization, exploration, growth, integration and maturity. Key steps like developing policies, training teachers, and gaining support from leadership are discussed. Challenges like ensuring student access are also addressed.
This document provides an introduction to "The HERE Project Toolkit", which aims to help programme teams improve student engagement and retention. It discusses key findings from the HERE Project, which explored factors related to student doubting and retention. The toolkit contains 9 recommendations for programme teams to consider, such as identifying students at risk, helping with the transition to university, building student-staff relationships, and improving social integration and sense of belonging. It outlines a 3-step process for programme teams to review their practices using the recommendations and reflection questions in the toolkit.
The document provides an overview of a webinar on collaborative professional learning and professional development planning in New Jersey. The webinar covered establishing goals for professional learning, defining student achievement, analyzing student data, aligning professional development and student learning goals, providing structures and resources for professional learning, evaluating professional development plans, and timelines for professional development plans and accrual of hours. Key aspects included using protocols and tools to guide collaborative work, focusing professional development on improving teacher practice and student achievement, and emphasizing accountability for results in professional development planning.
This document outlines an agenda for a two-day conference on life science compliance training. The conference will feature presentations and panels on developing effective compliance training programs that ensure knowledge retention. Topics will include using scenario-based and blended learning, addressing challenges for global training programs, and measuring the effectiveness of training. The goal is to provide compliance training executives with strategies to instill the importance of compliance across their organizations.
Handouts for Expanded Roles for Business and Community PartnersNAFCareerAcads
This document defines Career Practicum as a type of work-based learning experience for high school students. It aims to bridge career exploration and preparation by providing applied learning opportunities through interaction with industry professionals. Career Practicum experiences are designed to support specific student learning outcomes in areas like collaboration, communication, and problem solving. The document provides criteria for designing, implementing, and assessing Career Practicum experiences to ensure they are rigorous, integrated with classroom learning, and support college and career readiness.
1) The document discusses models of effective professional development for teachers, including learning by observation, communities of practice, mentoring, reflective practice, teacher research, and training courses.
2) It notes that effective professional development aims to improve teaching quality and student achievement by developing teachers' skills and knowledge.
3) The document provides guidance on how to design professional development programs that incorporate multiple models to support teachers in applying their learning in the classroom.
This document discusses the multi-year partnership approach of Partners in School Innovation to transform low-performing schools. It focuses on building adult capacity in three domains - results-oriented leadership, systems for professional learning, and strengthening the core instructional program. The organization works shoulder-to-shoulder with school staff for 3-5 years to develop these areas through continuous support and monitoring of implementation. The report then describes results from three schools that partnered with the organization, finding improvements in two schools that confirm the theory of impact but mixed results in one school despite implementing the approach comprehensively.
The document discusses the process of developing a comprehensive scope and sequence for the foreign language department at Trinity Christian School to meet accreditation requirements. Teachers were asked to provide course descriptions, objectives, and unit objectives. The data was analyzed iteratively to ensure alignment and identify any gaps or overlaps. Most courses required revisions during this process. The comprehensive scope and sequence will be used to develop the school's required core curriculum map and encourage continued reflective practice among teachers to improve instructional effectiveness.
Quality Assurance in Teacher Education in ScotlandBrian Hudson
1) The document discusses quality assurance methods for teacher education in Scotland at both the national and institutional levels.
2) At the national level, strengths include consistent standards and accreditation, but areas for improvement include better coherence across initial teacher education, induction, and continuing professional development.
3) At the institutional level, areas for improvement include greater consistency of approach, stronger commitment to initial teacher education, and improved partnerships between universities, local authorities, and schools.
This document provides an overview of monitoring and evaluation (M&E) for schools. It discusses key M&E concepts including: defining monitoring as day-to-day tracking of activities and evaluation as assessing overall achievement and impacts; developing a theory of change to explain how activities will lead to outcomes and impacts; agreeing on measurable outcomes and selecting
This document provides a summary of Judy Fahrenholtz's experience and qualifications as a director of early childhood programs. She has over 15 years of experience administering programs, supervising staff, managing daily operations, and implementing quality practices. Her experience includes directing programs in Denver and Jefferson County, Colorado with staffs ranging from 12 to 30 people. She holds a master's degree in human development and numerous specialized trainings related to early childhood education.
Session 2 Pat Gathercole South Ferriby Primary SchoolMike Blamires
The document discusses a research project that explored the realities and challenges of working in small and farm cluster colleges from various perspectives, and identifies supports needed for prospective teachers in these environments, such as training in behavior management, strong support systems, and ensuring positive teaching practice experiences. It also summarizes findings on the knowledge and skills all trainees need, and provides examples of how having trainee teachers in primary schools can have demonstrable positive impacts on pupil outcomes and staff development.
The document is a two-year improvement plan for Tendring Technology College from 2014-2016. It outlines four key improvement priorities: 1) Improving student attainment and achievement through an effective curriculum and exam preparation. 2) Ensuring the highest quality of teaching and learning in every lesson through evidence-based practice and professional development. 3) Enhancing student development and well-being through parent engagement and celebrating student achievements. 4) Fostering a culture of distributed leadership and collaboration to drive continuous improvement across the college.
This document provides guidance on implementing Assessment for Learning strategies in the classroom. It discusses the importance of setting clear learning goals and communicating them to students, using questioning to check understanding, and providing effective feedback to help students improve. It also presents a case study of a school that introduced Assessment for Learning as a key priority to improve student achievement. The document emphasizes that Assessment for Learning should focus on the learner and help both weak and strong students progress by personalizing feedback.
Why youth mentoring as an intervention strategy?
Why be systematic/rigorous about developing (and improving) mentoring intervention strategies and evaluating their effectiveness?
What is “best practice” when developing mentoring intervention strategies?
What are the most rigorous and informative methods for evaluating youth mentoring intervention strategies?
Hacking Training and Development - Why Your Employee Development Program SucksPatrick Bosworth
Stop wasting time and money on employee development programs. Are you an HR Manager or Chief Learning Officer? This slide deck gives a quick overview of some of the major reasons traditional employee development fails, and changes you can make to your training program to 3X long-term retention and application in your employee development, employee training, leadership development, or leadership training programs.
The HERE Project from 2008-2011 researched the impact of student doubting on retention and strategies for helping students remain in their courses. This action card from the HERE Project toolkit can be used by course teams to reflect on their practices and consider ways to improve retention. More information about the HERE Project and its findings can be found at www.HEREproject.org.uk. The HERE Project was delivered by teams at various universities.
Strengthening State Advocacy: Basic Trainingmspaonline
This document provides an overview and agenda for a webinar training on strengthening state advocacy and basic training for school psychology legislative committees. The goals of the training are to learn about key issues, roles and characteristics of successful legislative committees, how to use the public policy process, and resources through NASP. Participants will also learn how to effectively communicate with administrators and legislators, inform NASP about state issues, expand advocacy efforts, and develop a state advocacy action plan. The webinar covers the NASP Practice Model, examples of state legislative efforts, developing goals, and reviewing advocacy considerations.
Panel Debate: An Uncertain Future - TEF, Retention, and Student SuccessHobsons
The document summarizes the findings of the What Works? Student Retention and Success Programme (WW-2) which worked with 13 universities over 4 years to improve student retention and success in 43 discipline areas. Key outcomes included improved first year continuation rates, attainment levels, student engagement, and reduced attainment differentials between ethnic groups. The study reinforced that interventions need academic relevance and purpose, facilitate collaboration, be delivered through the mainstream curriculum, and engage students on an ongoing basis with monitoring. It also emphasized the importance of understanding local contexts, designing institutional change processes, identifying evidence-based interventions, reviewing institutional readiness, and embedding and sustaining changes. The programmes have advanced the field of student retention from focusing on additional student support to
Panel Debate: An Uncertain Future - TEF, Retention, and Student SuccessHobsons
The document summarizes the findings of the What Works? Student Retention and Success Programme (WW-2) which worked with 13 universities over 4 years to improve student retention and success in 43 discipline areas. Key outcomes included improved first year continuation rates, attainment levels, student engagement, and reduced attainment differentials between ethnic groups. The study reinforced that interventions need academic relevance and purpose, facilitate collaboration, be delivered through the mainstream curriculum, and engage students on an ongoing basis with monitoring. It also emphasized the importance of understanding local contexts, designing structured institutional change processes, and getting whole-institution support and leadership to implement evidence-informed interventions for improving student retention and success.
This document provides information about educational training programs delivered in partnership with Seeds Training. It summarizes The Edge as an educational services provider founded in 2008 to bring a range of services under one roof, including academic tutoring, test preparation, admissions consulting, and educational training. It highlights the benefits of investing in education, describing youth training and teacher training programs that build skills like leadership, communication, and teamwork through experiential learning. It also provides information on how companies and organizations can partner with The Edge to deliver educational programs in their communities.
The document provides an overview of Response to Intervention (RtI) for Rich Township High School District 227. It acknowledges those who have supported the RtI initiative and defines RtI as using data-driven interventions matched to student needs. The purpose of RtI in secondary schools is to provide early identification and support for at-risk students through ongoing progress monitoring and review of intervention effectiveness. Key components of RtI include high-quality instruction, universal screening, and a multi-tiered model of increasingly intensive services.
This document discusses implementing a connected learning community (cLc) in a school. It provides an overview of opportunities that a cLc provides, such as blurring boundaries between formal and informal learning. It also discusses observations from cLc pilots, including how it is changing how students and teachers approach learning. The document then provides a roadmap for cLc implementation, including stages of familiarization, exploration, growth, integration and maturity. Key steps like developing policies, training teachers, and gaining support from leadership are discussed. Challenges like ensuring student access are also addressed.
This document provides an introduction to "The HERE Project Toolkit", which aims to help programme teams improve student engagement and retention. It discusses key findings from the HERE Project, which explored factors related to student doubting and retention. The toolkit contains 9 recommendations for programme teams to consider, such as identifying students at risk, helping with the transition to university, building student-staff relationships, and improving social integration and sense of belonging. It outlines a 3-step process for programme teams to review their practices using the recommendations and reflection questions in the toolkit.
The document provides an overview of a webinar on collaborative professional learning and professional development planning in New Jersey. The webinar covered establishing goals for professional learning, defining student achievement, analyzing student data, aligning professional development and student learning goals, providing structures and resources for professional learning, evaluating professional development plans, and timelines for professional development plans and accrual of hours. Key aspects included using protocols and tools to guide collaborative work, focusing professional development on improving teacher practice and student achievement, and emphasizing accountability for results in professional development planning.
This document outlines an agenda for a two-day conference on life science compliance training. The conference will feature presentations and panels on developing effective compliance training programs that ensure knowledge retention. Topics will include using scenario-based and blended learning, addressing challenges for global training programs, and measuring the effectiveness of training. The goal is to provide compliance training executives with strategies to instill the importance of compliance across their organizations.
Handouts for Expanded Roles for Business and Community PartnersNAFCareerAcads
This document defines Career Practicum as a type of work-based learning experience for high school students. It aims to bridge career exploration and preparation by providing applied learning opportunities through interaction with industry professionals. Career Practicum experiences are designed to support specific student learning outcomes in areas like collaboration, communication, and problem solving. The document provides criteria for designing, implementing, and assessing Career Practicum experiences to ensure they are rigorous, integrated with classroom learning, and support college and career readiness.
1) The document discusses models of effective professional development for teachers, including learning by observation, communities of practice, mentoring, reflective practice, teacher research, and training courses.
2) It notes that effective professional development aims to improve teaching quality and student achievement by developing teachers' skills and knowledge.
3) The document provides guidance on how to design professional development programs that incorporate multiple models to support teachers in applying their learning in the classroom.
This document discusses the multi-year partnership approach of Partners in School Innovation to transform low-performing schools. It focuses on building adult capacity in three domains - results-oriented leadership, systems for professional learning, and strengthening the core instructional program. The organization works shoulder-to-shoulder with school staff for 3-5 years to develop these areas through continuous support and monitoring of implementation. The report then describes results from three schools that partnered with the organization, finding improvements in two schools that confirm the theory of impact but mixed results in one school despite implementing the approach comprehensively.
The document discusses the process of developing a comprehensive scope and sequence for the foreign language department at Trinity Christian School to meet accreditation requirements. Teachers were asked to provide course descriptions, objectives, and unit objectives. The data was analyzed iteratively to ensure alignment and identify any gaps or overlaps. Most courses required revisions during this process. The comprehensive scope and sequence will be used to develop the school's required core curriculum map and encourage continued reflective practice among teachers to improve instructional effectiveness.
Quality Assurance in Teacher Education in ScotlandBrian Hudson
1) The document discusses quality assurance methods for teacher education in Scotland at both the national and institutional levels.
2) At the national level, strengths include consistent standards and accreditation, but areas for improvement include better coherence across initial teacher education, induction, and continuing professional development.
3) At the institutional level, areas for improvement include greater consistency of approach, stronger commitment to initial teacher education, and improved partnerships between universities, local authorities, and schools.
This document provides an overview of monitoring and evaluation (M&E) for schools. It discusses key M&E concepts including: defining monitoring as day-to-day tracking of activities and evaluation as assessing overall achievement and impacts; developing a theory of change to explain how activities will lead to outcomes and impacts; agreeing on measurable outcomes and selecting
This document provides a summary of Judy Fahrenholtz's experience and qualifications as a director of early childhood programs. She has over 15 years of experience administering programs, supervising staff, managing daily operations, and implementing quality practices. Her experience includes directing programs in Denver and Jefferson County, Colorado with staffs ranging from 12 to 30 people. She holds a master's degree in human development and numerous specialized trainings related to early childhood education.
Session 2 Pat Gathercole South Ferriby Primary SchoolMike Blamires
The document discusses a research project that explored the realities and challenges of working in small and farm cluster colleges from various perspectives, and identifies supports needed for prospective teachers in these environments, such as training in behavior management, strong support systems, and ensuring positive teaching practice experiences. It also summarizes findings on the knowledge and skills all trainees need, and provides examples of how having trainee teachers in primary schools can have demonstrable positive impacts on pupil outcomes and staff development.
The document is a two-year improvement plan for Tendring Technology College from 2014-2016. It outlines four key improvement priorities: 1) Improving student attainment and achievement through an effective curriculum and exam preparation. 2) Ensuring the highest quality of teaching and learning in every lesson through evidence-based practice and professional development. 3) Enhancing student development and well-being through parent engagement and celebrating student achievements. 4) Fostering a culture of distributed leadership and collaboration to drive continuous improvement across the college.
This document provides guidance on implementing Assessment for Learning strategies in the classroom. It discusses the importance of setting clear learning goals and communicating them to students, using questioning to check understanding, and providing effective feedback to help students improve. It also presents a case study of a school that introduced Assessment for Learning as a key priority to improve student achievement. The document emphasizes that Assessment for Learning should focus on the learner and help both weak and strong students progress by personalizing feedback.
Why youth mentoring as an intervention strategy?
Why be systematic/rigorous about developing (and improving) mentoring intervention strategies and evaluating their effectiveness?
What is “best practice” when developing mentoring intervention strategies?
What are the most rigorous and informative methods for evaluating youth mentoring intervention strategies?
Hacking Training and Development - Why Your Employee Development Program SucksPatrick Bosworth
Stop wasting time and money on employee development programs. Are you an HR Manager or Chief Learning Officer? This slide deck gives a quick overview of some of the major reasons traditional employee development fails, and changes you can make to your training program to 3X long-term retention and application in your employee development, employee training, leadership development, or leadership training programs.
The HERE Project from 2008-2011 researched the impact of student doubting on retention and strategies for helping students remain in their courses. This action card from the HERE Project toolkit can be used by course teams to reflect on their practices and consider ways to improve retention. More information about the HERE Project and its findings can be found at www.HEREproject.org.uk. The HERE Project was delivered by teams at various universities.
Strengthening State Advocacy: Basic Trainingmspaonline
This document provides an overview and agenda for a webinar training on strengthening state advocacy and basic training for school psychology legislative committees. The goals of the training are to learn about key issues, roles and characteristics of successful legislative committees, how to use the public policy process, and resources through NASP. Participants will also learn how to effectively communicate with administrators and legislators, inform NASP about state issues, expand advocacy efforts, and develop a state advocacy action plan. The webinar covers the NASP Practice Model, examples of state legislative efforts, developing goals, and reviewing advocacy considerations.
Panel Debate: An Uncertain Future - TEF, Retention, and Student SuccessHobsons
The document summarizes the findings of the What Works? Student Retention and Success Programme (WW-2) which worked with 13 universities over 4 years to improve student retention and success in 43 discipline areas. Key outcomes included improved first year continuation rates, attainment levels, student engagement, and reduced attainment differentials between ethnic groups. The study reinforced that interventions need academic relevance and purpose, facilitate collaboration, be delivered through the mainstream curriculum, and engage students on an ongoing basis with monitoring. It also emphasized the importance of understanding local contexts, designing institutional change processes, identifying evidence-based interventions, reviewing institutional readiness, and embedding and sustaining changes. The programmes have advanced the field of student retention from focusing on additional student support to
Panel Debate: An Uncertain Future - TEF, Retention, and Student SuccessHobsons
The document summarizes the findings of the What Works? Student Retention and Success Programme (WW-2) which worked with 13 universities over 4 years to improve student retention and success in 43 discipline areas. Key outcomes included improved first year continuation rates, attainment levels, student engagement, and reduced attainment differentials between ethnic groups. The study reinforced that interventions need academic relevance and purpose, facilitate collaboration, be delivered through the mainstream curriculum, and engage students on an ongoing basis with monitoring. It also emphasized the importance of understanding local contexts, designing structured institutional change processes, and getting whole-institution support and leadership to implement evidence-informed interventions for improving student retention and success.
This document provides information about educational training programs delivered in partnership with Seeds Training. It summarizes The Edge as an educational services provider founded in 2008 to bring a range of services under one roof, including academic tutoring, test preparation, admissions consulting, and educational training. It highlights the benefits of investing in education, describing youth training and teacher training programs that build skills like leadership, communication, and teamwork through experiential learning. It also provides information on how companies and organizations can partner with The Edge to deliver educational programs in their communities.
White Illustrative Creative Literature Project Presentation.pptxRegineQuina1
Alternative learning programs provide flexible education tailored to diverse learning needs and styles. They are evaluated to see how well they work and find ways to improve them over time. Two such programs described are the Basic Literacy Program for out-of-school youth focusing on basic reading, writing and math skills, and an Elementary and Junior High School for older students assessed through portfolios. The evaluation process examines performance data to identify needed improvements and implement practical strategies through collaborative participation of teachers, students, and parents in an ongoing cycle of assessment, adaptation and program enhancement.
Cohort 2 Schools Orientation to Next Steps NHzwonkin
The Next Steps NH Project is a 5-year project funded by the US Department of Education to improve transition planning and outcomes for students with disabilities in New Hampshire high schools. The project aims to increase opportunities such as extended learning and family engagement to help more students graduate ready for college, careers, and independent living. Key strategies include enhancing transition planning, increasing real-world learning experiences, strengthening family-school partnerships, and developing regional support networks for schools. The project implements a framework to guide schools through stages of exploring, installing, and fully implementing evidence-based transition practices.
WAAR-Way Technologies offers training programs to improve teacher productivity and performance. Their programs are tailored for individual client needs and focus on practical approaches over excessive lectures. They provide training on topics like quality management, motivation, stress management, and classroom management. Their goal is to enhance education quality and competitiveness in Pakistan by helping educational institutions apply productivity and quality management principles to improve operations. They also conduct teacher performance evaluations to identify gaps and develop strategies for enhancing teacher capabilities.
The document discusses the roles and responsibilities of various stakeholders involved in curriculum development and implementation. It outlines the advisory role of the union government and national bodies like INC in formulating guidelines and approving courses. The roles of state governments, university faculties, curriculum coordinators, and integrating nursing education and services are also described. Various types of partnerships between academic and clinical settings are defined. Finally, common barriers to collaboration are listed.
EdisonLearning partners with Houghton Mifflin Harcourt to provide a unified K-12 curriculum to schools. A unified curriculum supports consistent, high-quality instruction across grades and subjects. It provides teachers with shared resources and assessments to better identify and address student needs. Implementing a unified curriculum also streamlines program adoption, allows for universal best practices, and facilitates data-driven professional development.
Preparing Tomorrow’s Teachers for Today: Integrating QRIS Information into Hi...Teachstone
The document discusses Louisiana's efforts to unify and improve its early childhood education system. It outlines the creation of new teaching certificates aimed at professionalizing the early childhood workforce. These include an Ancillary Teaching Certificate requiring a Child Development Associate credential or higher, and a new Birth to Kindergarten Bachelor's degree and teaching certificate. The goal is to establish consistent standards across programs and better prepare teachers to support children's learning and development.
Class implementation guide Sistema de evaluacion del desempeño docenteLupitagv
The document provides an overview of the CLASS (Classroom Assessment Scoring System) observation tool and framework. It discusses the importance of teacher-child interactions in promoting learning and development. Research has shown interactions are the most important classroom influence on children. CLASS was developed based on large studies to reliably measure interactions. It assesses interactions in domains like emotional support and instructional support. Proper use of CLASS can improve interactions and lead to better child outcomes.
This document summarizes a workshop for school counselors on establishing peer helping programs. It reviewed examples of peer helping programs at different school levels and how to utilize peer helping in comprehensive school counseling plans. The workshop objectives were to inform counselors how to provide leadership in designing peer helping programs that are part of comprehensive school counseling programs and follow standards for peer helping. It discussed the roles of counselors in administering peer helping programs, providing training to peer helpers, and maintaining programs through ongoing evaluation.
Escasinas, Rhegee F. TIP-CourseBook-3 pg 1-25.pdfRhegeeEscasinas1
The document outlines the Philippine Professional Standards for Teachers (PPST) which defines teacher quality through 4 career stages and 7 domains, 37 strands, and indicators. Each career stage articulates the expected professional practices of teachers at different points in their career. The PPST is intended to help teachers understand expectations of teaching practice and guide their professional development goals based on the standards.
The document provides an overview of Course 3 of the Teacher Induction Program, which aims to help teachers become familiar with the Philippine Professional Standards for Teachers (PPST) as the new framework for teacher quality in the Philippines. It discusses the following key points:
1. The PPST defines teacher quality through 4 career stages (Beginning, Proficient, Highly Proficient, Distinguished) and 7 domains comprising 37 strands that describe expectations of teachers.
2. Module 1 will focus on achieving teacher quality through understanding the PPST, including the career stages, domains, strands, and indicators.
3. The course is estimated to take 7 hours to complete and will require teachers to develop a lesson plan as the portfolio
The document outlines Course 3 of the Teacher Induction Program, which helps teachers become familiar with the Philippine Professional Standards for Teachers (PPST) as the new framework for teacher quality in the Philippines. The course contains 3 modules that explore the PPST and how it establishes expectations for teachers through domains, strands, and indicators at different career stages. Upon completing the course, teachers will understand how DepEd's human resource systems and tools are aligned with the PPST to develop teaching practices and set professional goals.
A unified curriculum provides benefits like consistent instructional design, flexible resources to meet student needs, and robust professional development for teachers. It supports quality teaching and learning. A unified curriculum also allows for improved planning, monitoring of student progress, and identification of students who need extra help. Implementing a unified curriculum in partnership with Houghton Mifflin Harcourt streamlines instructional programs and professional development while ensuring best practices are followed consistently across schools.
This document provides an inspection report for DBC Training, an independent learning provider. The main points are:
1. The overall effectiveness of DBC Training was judged to be good, with good ratings in leadership/management, teaching/learning, outcomes, and apprenticeships.
2. Strong leadership and well-organized staff achieve high apprenticeship standards, and improvement strategies have been successful. Most apprentices sustain employment after completing their program.
3. Current apprentices are making good progress due to effective teaching, learning and assessment. Employment coaches provide good support to help apprentices develop skills valued by employers.
Training is a component of many teacher induction programs. All too often, inductees have received insufficient professional preparation. With increasing numbers of inductees entering the classroom via alternative routes, many induction programs today are compensating for little or no previous training whatsoever, in effect blurring the line between teacher preparation and induction.
Even if your new hires have had traditional teacher education, they often come unprepared for the first year of teaching, especially in urban classrooms. Sometimes, even an aspiring urban teacher who shines when placed for her eight-week practicum in an "exemplary" school, with excellent teachers and a rich learning environment, may well be hopelessly unprepared to cope with conditions in the mediocre or failing school that is likely to be her first assignment.
The most effective type of training program is that which is part of a teacher's ongoing professional development. Viewed as part of continuing education, content and complexity grow as the inductee matures into a seasoned teacher. Completing your first year as a fully responsible teacher in an urban school has nothing to do with having been "successful" in a college preparation program. Even if you student-taught in an urban school, you were never accountable to the parents and principal for students' learning and behavior.
Training programs for beginning teachers often are determined by courses that the state or district requires (and sometimes finances). Training typically is conducted by a staff developer and a cadre of teacher trainers; central office personnel, site administrators, or consultants also may facilitate workshops. The best training programs are those that include ongoing assessments of the particular needs of individual beginning teachers, and design workshops, seminars, and course work based on these needs.
Training can take many forms, including:
- Observation in other classrooms in same school
- Workshops/seminars
- Conferences
- Observations in other schools
- Reflection on practice/journal writing
- Team teaching (novice + experienced teacher)
- Individual induction plan
- Psychological support
- Teacher-led inquiry/action research
- Case-based discussion
- Electronic networking
You can hold induction activities in the same school building the inductee works in, at a different school site or professional development center, or you can rotate activities among different school sites. Induction activities can be held during the school day, after school, on weekends, or even before school.
Curriculum
Program content often deals with perceived barriers to inductee success. Common curricular topics for induction include addressing inadequate classroom management skills and inability to handle disruptive students.
Source: https://ebookschoice.com/commitment-to-retaining-talented-teachers/
This document outlines a plan for the primary department of Sekolah Global Indo-Asia for the 2015-2016 school year. The main goals are teamwork, transparency, and building opportunities. Regarding teamwork, the importance of collaboration between teachers, students, and parents is discussed. Transparency involves openness, communication, and accountability. Building opportunities includes providing professional development for teachers to improve their skills. The implications for leadership include setting high standards, managing instructional programs, and supervising teachers to ensure curriculum and student needs are met in line with the school's mission and values.
This document presents the Evansville Vanderburgh School Corporation's (EVSC) five-year continuous improvement plan called "Maximizing Potential: Blueprint for Student Success 2016-2021". The plan aims to maximize student learning and close achievement gaps by prioritizing student learning through a framework called GAIN, investing in staff professional development, and ensuring strategic alignment of systems and processes through infrastructure improvements. Student learning will be advanced through developing student ownership of learning, implementing social-emotional learning and response to intervention programs, and refining rigorous standards-based lessons. Teachers will be supported through instructional coaching and frameworks, and all staff will be engaged and developed to believe in EVSC's vision. Systems and structures will foster collaborative continuous improvement across
1. We’re Changing the Face of Related Services…
Excellence | Compassion | Dedication | Trust | Balance
E C D T B – “Every Child Deserves the Best”
Contact: Michael Berthelette (Michael.Berthelette@ProgressusTherapy.com) | 1-800-892-0640
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2. We focus on delivering measurable outcomes for our clients.
DC Public Case Study Our Impact
Overview Progressus was contracted by DC Public Schools to
manage SLP services for high school students. The goal
was to improve collaboration, and to increase completion
Increased Student
of services. Success
Approach SLPs implemented the Progressus GPS™ to guide
intervention strategy and implementation
•Used Progressus Functional Profile™ to guide delivery
model, intensity, and frequency of service
•Created and executed plan to engage teachers and
parents in the role they could play by providing training Improved Parent &
and assistance with implementation of strategies
•Ran year-long professional development and training
Teacher Satisfaction
series to build the team’s knowledge and skills , with a
specific focus on clinical decision making and how to
engage and coach others
Outcomes • Increased parent satisfaction
• Zero due process claims
• Caseloads were reduced by 30% at 3 high schools and
Full
15% at 7 high schools. Transparency
• District realized a 15% cost reduction in expenses in
year one.
3. Additional Case Studies
California OT/PT Program Baltimore Reading Project
Overview Progress has been managing an OT and a PT program Overview Progressus SLPs participated in a collaborative reading
for the district since 2001. Prior to 2001, the district project where they coached reading instructors to
faced debilitating litigation costs and fragmented modify their instructional communication during daily
services delivered from a variety of sources. reading activities to incorporate proven language
intervention strategies.
Approach Progressus assumed primary staffing and management Individualized or small group therapy was not
Approach
responsibilities for the program. implemented and instead SLPs worked directly with
•On-site Supervisor to oversee all aspects of the Reading Instructors, Parents and the Parent Liaison.
program
•Reworked policies and procedures; referral, eligibility They focused on training team members to implement
and dismissal criteria instructional accommodations and strategies that
•Introduced collaborative and RTI service delivery would improve performance.
model
Extraordinary gains were made in reading as highlighted
•Implemented training to foster teacher and parent Outcomes
below;
collaboration
•Sixty percent (60%) of the students with 20 or more
•Introduced programs (ALERT program, Brain Gym,
hours of instruction made gains of at least 1
Handwriting,) instructional level on the Burns/Roe Graded Word List
•Developed new scheduling and workload plans •Fifty-six percent (56%) of the students with 30 or more
• 100% elimination of litigations hours increased by one level on the Reading
Outcomes • An enriched, collaborative educational culture Comprehension subscale of the National Outcome
• Significant staff reduction of nearly 50%, decreasing Measurement System for Speech-Language Pathology
from 25 to 14 providers (NOMS)
4. Data Analysis and Benchmarking
We have the ability to analyze a
district’s caseload data to identify
service delivery patterns and
potential areas for improvement:
-Over Identification – are services
being provided at a higher rate than
peer districts?
-Homogenous Service Delivery – are
all students receiving the same level
of direct service regardless of grade
level and diagnosis?
5. Tools and Resources: Team Newsletters
Our Leading the Way series
provides administrators,
teachers and therapists tips
and tools for success.
Past topics include:
-Educationally relevant
interventions
-Strong therapist-teacher
teams
-Posture and seating
-Project management
-Quality therapy
environment
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6. Tools and Resources: Parent Engagement
Each Progressus team
develops a customized
parent communication plan.
The plan includes monthly
messaging and resources for
parents.
In addition, our therapists
perform parent training
seminars.
7. Tools and Resources: Collaboration Plus
Progressus views
collaboration as a key
factor in program success.
Our teams are armed with
tools and resources to
affect school collaboration
from the ground level.
Adjacent is our
collaboration readiness
tool. The culture and
climate of the school
building drives what types
of collaboration efforts will
be successful.
8. Tools and Resources: Professional Development
Progressus has extensive
professional development
experience including live and
online training.
Some of the courses we have
offered in the past include:
-Bilingual Assessment Using
an Interpreter
-Service Delivery Models
-Innovative Approaches to
Mentoring
-Collaboration in the IEP
Environment
9. The Value of Working with Us
Exceeding Compliance Satisfaction Promise Cost Advantage
Progressus operates under the A successful related services Progressus Therapy’s related
simple philosophy that “Every Child program not only addresses the services programs are more
Deserves the Best.” First and needs and concerns of students, effective in graduating students
foremost, we work with our clients but also of parents, teachers and while eliminating unwarranted
to ensure that their related service advocates. Progressus arms its therapy. Our therapists are trained
programs are fully-staffed and clinicians with the tools and to vary service delivery models and
compliant. But beyond compliance, knowhow to effectively manage intensity in order to maximize time
Progressus works to implement the challenges typically spent with the neediest students
best practices in service delivery to experienced in the special and graduating students who no
drive student achievement. Every education arena. Everything we do, longer need services. As a
child’s IEP should be individualized from holding in-services for consequence, districts are able to
and customized to meet that parents to how we train our realize meaningful cost savings
student’s needs. Too often, therapists, is geared around while delivering collaboration,
therapists are unable to move building and maintaining strong, parent satisfaction and student
beyond compliance. Progressus positive relationships with key outcomes they so desperately
provides therapists with the tools constituents. desire. While the benefits of our
and training to move beyond approach are seen financially, the
compliance to ensure that the right most importantly benefit is student
students are receiving the right success!
therapy.
10. Leadership Team
Dr. Gene Clark, Ph.D. Janet Knupp, MA
Chief Executive Officer President
A distinguished academic in business management A former special education teacher, Janet Knupp
and law, Dr. Clark brings a unique blend of brings more than twenty years experience leading
leadership experience and a long track record of and growing education organizations, from start-ups
business success achieved over his 40-year career. to mature companies, and she has established a
For the past five years, as Dean and CEO of Phoenix national reputation for excellence in K-12 education.
School of Law and the Charlotte School of Law, Dr. As founding president and CEO of the Chicago Public
Clark successfully guided the schools through the Education Fund, she helped attract significant private
American Bar Association national accreditation investment to develop and implement empowering
process and oversaw significant improvements in educational programs in the Chicago Public School
student performance. He has held leadership roles system. Prior to that, Janet started several non-profit
at many other academic institutions, established organizations in Detroit to provide students with
government/university partnerships and is one of scholarships to high quality schools. Ms. Knupp
only two Australian law professors to win national earned her M.A. in education foundations and policy
honors as a recipient of the prestigious inaugural from the University of Michigan, and graduated cum
Prime Minister's Teaching Excellence Award. laude from Michigan State University with a B.S. in
special education.
Gene holds five university degrees, including post
graduate qualifications in law and education from
US and Australian universities.
.
11. Leadership Team
Shellie Bader, Dr. Jean Blosser Michael Berthelette
MA-CCC-SLP, MA-Ed. Admin Ed.D., CCC-SLP, ASHA Fellow MSM, OTR/L
VP, Operations - Solutions VP, Therapy Programs & Quality Co-Founder, Sr. VP, Business
Development
Shellie joined Progressus following a Jean is a leading national expert in the
successful career as the Coordinator of area of school-based service delivery. Michael is one of the co-founders of
the Speech and Language Program for Throughout her career, Jean Blosser has Progressus Therapy. He has successfully
Los Angeles Unified School District consistently demonstrated her passion integrated over 20 years of administrative
where she supervised over 400 speech- and commitment to school-based service and clinical experiences in the fields of
language pathologist. Ms. Bader delivery through her various roles as a school based practice/pediatrics and early
overhauled the program by improving school-based SLP, professor and intervention services. Before helping to
morale, compliance and the quality of university administrator, author and found Progressus, Michael was a
therapy for over 24,000 students eligible researcher, program developer, and consultant and co-author on the
for speech and language services. Ms. mentor. She has been named a Fellow of California School Based and Early
Bader holds a Masters in Communicative The American Speech-Language-Hearing Intervention Guidelines for Occupational
Disorders and in Educational Association, The Ohio Speech and Hearing and Physical Therapy. He has served on
Administration. She received the award Association, and The American Council on numerous taskforces for Occupational
for Outstanding Achievement in 2006 Education. She has published numerous and Physical Therapy, most recently for
from CSHA (California Speech-Language articles, clinical materials, and resources the Hillsborough County Public Schools,
and Hearing Association). including; School Programs in Speech- FL. He is a member of AOTA and served
Language Pathology: Organization and for six years as the communications
Service Delivery, Pediatric Traumatic Brain liaison for the AOTA's Administration and
Injury: Proactive Intervention & Speech Management Special Interest Section.
Remediation: A Parents’ Guide to
Understanding and Helping.
12. Leadership Team (continued)
Holly Kaiser Justin Funches Lila Almond
MA-CCC-SLP MBA MA-CCC-SLP
Co-Founder, National Director of VP, Marketing & Business
Therapy Programs and Quality Development Lila has worked in outpatient
rehabilitation, private practice, early
Holly Kaiser is one of the co-founders of As Vice President, Justin develops new intervention, home health, acute care,
Progressus Therapy. In 1981, she formed relationships with school districts around and public school settings. She started
Holly Kaiser Therapy Services, Inc., a the country, working with them to with Progressus Therapy in August 2007
private practice that provided speech, identify the key areas that Progressus and has been a manager since 2008.
occupational, and physical therapy and can help them achieve their goals.
other special education services for over During his time with Progressus, Justin Lara Lazear
25 years. She is currently is on the board has been involved in nearly all aspects of MA-CCC-SLP
of the California Speech-Language and our organization – from strategy and
Hearing Association as Director of marketing to finance. Prior to joining
Lara has been employed by Progressus
District 1 which is comprised of 6 Progressus, Justin worked at Ironwood,
Therapy since July 2002 where she most
counties includes San Francisco and Capital One and McKinsey & Company.
recently served as is the Clinical
North Bay area. She received her BA in He also has served as the Chairman of
Manager for Arizona and Los Angeles
Audiology and Speech Sciences from the Boston Preparatory School and a
County. Her prior experiences were in
Michigan State University and her MA in trustee of Boston ACCESS. Justin holds a
Arizona schools as a Speech-Language
Communication Disorders from Central Masters in Business Administration and
Pathologist.
Michigan University in 1977. Bachelor of Arts from Harvard
University.
13. Board of Directors
Dr. Rudolph (Rudy) Crew Phil Handy Dennis Archer
Rudy is currently a Professor of Clinical Phil served for six years (2001 – 2007) as Dennis served two four-year terms as
Education as the USC Rossier School of Chairman of the Florida State Board of Mayor of the city of Detroit (1994-2001)
Education. He is a lifelong educator Education, a seven person board and earned national and international
whose career included the appointed by Governor Jeb Bush, which respect for his success in changing
chancellorship of the nation’s largest has constitutional responsibility for Detroit's image and direction. Dennis
school district, the New York City Florida’s public educational system (over has long been active in the organized
Department of Education, where he 4 million students). Phil has been bar. He was the first person of color
served from 1995-1999. He also served appointed twice by President George W. elected president of the American Bar
as superintendent of the nation’s fourth- Bush to the National Board of Education Association (2003-2004) as well as the
largest school district, Miami-Dade Sciences (confirmed by the U.S. Senate), State Bar of Michigan. Dennis received a
County Public Schools from 2004-2008 where he has served as Vice Chairman. Bachelor of Science degree in Education
and was named the 2008 National Phil has also served as a member of the from Western Michigan University and
Superintendent of the Year by the Florida Governor’s Council of 100 since taught learning disabled students in the
American Association of School 1987. He earned a Bachelor of Arts in Detroit Public Schools. Currently,
Administrators. He is a nationally Economics, and graduated Cum Laude Dennis is Chairman and CEO of Dennis
renowned educator and education policy from Princeton University and later W. Archer PLLC and Chairman Emeritus
opinion leader. He was called upon to earned an MBA from Harvard Business of Dickinson Wright PLLC, a Detroit-
advise the transition team of President School. based law firm with more than 270
Obama in the formulation of national attorneys
education policy and now serves on the
President’s Education Policy Council.
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