This document presents a logic model for the California Success Network (CA SN) which aims to improve student outcomes in basic skills courses at California community colleges. It outlines inputs like funding and partnerships, activities like establishing a statewide coordinating center and regional networks, and short and long term outcomes like adoption of supportive policies, increased success of underprepared students, and use of innovative teaching methodologies across the California community college system.
This document outlines the goals and activities of the California Success Network (CA SN) to improve student outcomes in basic skills courses at California community colleges. The CA SN will establish a statewide coordinating center and support the development of regional networks to provide professional development opportunities for administrators, faculty and staff. This will include a summer leadership institute to develop campus leaders and promote models of effective practices. The goal is to increase student learning, success, persistence and ultimately completion rates, especially for historically underrepresented groups.
This document summarizes a retreat for the Basic Skills Initiative (BSI) at Mission College. The retreat aimed to:
1) Grow understanding of BSI strands, phases, and opportunities;
2) Acknowledge and celebrate BSI accomplishments at Mission College; and
3) Brainstorm additional activities and create a specific shared vision and action plan for 2009-2010.
The retreat involved choosing hurdles to the BSI and brainstorming solutions, discussing BSI goals and strategies in breakout groups, voting on top goals, and distilling a common vision that could guide the action plan. Presenters included the college president and regional BSI network coordinators.
The CA Success Network Logic Model outlines activities, short term outcomes, and long term outcomes of the program. Activities include coordinating organizations, creating statewide and regional infrastructure through professional development networks, and developing campus leaders. Short term outcomes include adopting supportive policies and increased collaboration. Long term goals impact systemic and institutional learning, as well as student learning success and achievement of educational goals.
This document summarizes the inaugural meeting of the Sacramento/Central Valley Regional Network of the California Community College Basic Skills Initiative. The meeting aimed to build connections among participants, familiarize them with the goals and activities of the statewide network, and discuss strategies for adding components and sharing successes and challenges. Key topics included the history and goals of the Basic Skills Initiative, grant funding opportunities, the vision for a virtual networking platform, and potential future activities for the regional network.
Joint UNDP-UNESCAP Initiative: CapacityDevelopment of Local Governments in ...Oswar Mungkasa
Public-Private Partnerships for Service Delivery (PPPSD) Facility of the UNDP
UNESCAP Workshop on Knowledge Transfer & Capacity
Building for Water & Sanitation Services in Asia & the Pacific
17 – 19 February 2009, Bangkok, Thailand
Community Budget Pilot Programme PresentationBHWBB
This document discusses plans for a neighborhood community budget pilot project in Castle Vale, UK. Key points include:
1) Establishing a Castle Vale Health and Wellbeing Board to manage pooled health budgets and commission local services.
2) Developing a community health survey and consultations to inform priorities like smoking, obesity, and mental health.
3) Testing proposals for local health reform by exploring new ways to resource local services through budget devolution and better integration of GP and community services.
4) Key milestones include establishing the Health and Wellbeing Board, conducting a baseline audit, and developing an evaluation framework.
The document summarizes the agenda and goals of a regional gender and development planning workshop. It identifies key gender issues faced by local colleges like sexual harassment and class scheduling conflicts. It then lists objectives like providing values orientation, coordinating with local governments, and integrating gender awareness into various subjects. Finally, it outlines steps that colleges can take to address these issues like organizing training, implementing gender mainstreaming, and establishing a focal point system to spearhead gender programs.
This document contains the annual gender and development (GAD) plan and budget for fiscal year 2014 from an unspecified agency. It identifies various gender issues within the agency and proposes activities, outputs, and budgets to address those issues among clients, employees, and the organization overall. The gender issues include a lack of support for pregnant students, exploitation of trainees, inadequate facilities for disabled clients, unequal job opportunities and training access, weak GAD program implementation, and the need to better integrate GAD topics into orientation sessions. The agency aims to conduct training, revise manuals, and build staff capabilities to promote greater gender awareness, equality, and mainstreaming of GAD principles across its operations.
This document outlines the goals and activities of the California Success Network (CA SN) to improve student outcomes in basic skills courses at California community colleges. The CA SN will establish a statewide coordinating center and support the development of regional networks to provide professional development opportunities for administrators, faculty and staff. This will include a summer leadership institute to develop campus leaders and promote models of effective practices. The goal is to increase student learning, success, persistence and ultimately completion rates, especially for historically underrepresented groups.
This document summarizes a retreat for the Basic Skills Initiative (BSI) at Mission College. The retreat aimed to:
1) Grow understanding of BSI strands, phases, and opportunities;
2) Acknowledge and celebrate BSI accomplishments at Mission College; and
3) Brainstorm additional activities and create a specific shared vision and action plan for 2009-2010.
The retreat involved choosing hurdles to the BSI and brainstorming solutions, discussing BSI goals and strategies in breakout groups, voting on top goals, and distilling a common vision that could guide the action plan. Presenters included the college president and regional BSI network coordinators.
The CA Success Network Logic Model outlines activities, short term outcomes, and long term outcomes of the program. Activities include coordinating organizations, creating statewide and regional infrastructure through professional development networks, and developing campus leaders. Short term outcomes include adopting supportive policies and increased collaboration. Long term goals impact systemic and institutional learning, as well as student learning success and achievement of educational goals.
This document summarizes the inaugural meeting of the Sacramento/Central Valley Regional Network of the California Community College Basic Skills Initiative. The meeting aimed to build connections among participants, familiarize them with the goals and activities of the statewide network, and discuss strategies for adding components and sharing successes and challenges. Key topics included the history and goals of the Basic Skills Initiative, grant funding opportunities, the vision for a virtual networking platform, and potential future activities for the regional network.
Joint UNDP-UNESCAP Initiative: CapacityDevelopment of Local Governments in ...Oswar Mungkasa
Public-Private Partnerships for Service Delivery (PPPSD) Facility of the UNDP
UNESCAP Workshop on Knowledge Transfer & Capacity
Building for Water & Sanitation Services in Asia & the Pacific
17 – 19 February 2009, Bangkok, Thailand
Community Budget Pilot Programme PresentationBHWBB
This document discusses plans for a neighborhood community budget pilot project in Castle Vale, UK. Key points include:
1) Establishing a Castle Vale Health and Wellbeing Board to manage pooled health budgets and commission local services.
2) Developing a community health survey and consultations to inform priorities like smoking, obesity, and mental health.
3) Testing proposals for local health reform by exploring new ways to resource local services through budget devolution and better integration of GP and community services.
4) Key milestones include establishing the Health and Wellbeing Board, conducting a baseline audit, and developing an evaluation framework.
The document summarizes the agenda and goals of a regional gender and development planning workshop. It identifies key gender issues faced by local colleges like sexual harassment and class scheduling conflicts. It then lists objectives like providing values orientation, coordinating with local governments, and integrating gender awareness into various subjects. Finally, it outlines steps that colleges can take to address these issues like organizing training, implementing gender mainstreaming, and establishing a focal point system to spearhead gender programs.
This document contains the annual gender and development (GAD) plan and budget for fiscal year 2014 from an unspecified agency. It identifies various gender issues within the agency and proposes activities, outputs, and budgets to address those issues among clients, employees, and the organization overall. The gender issues include a lack of support for pregnant students, exploitation of trainees, inadequate facilities for disabled clients, unequal job opportunities and training access, weak GAD program implementation, and the need to better integrate GAD topics into orientation sessions. The agency aims to conduct training, revise manuals, and build staff capabilities to promote greater gender awareness, equality, and mainstreaming of GAD principles across its operations.
The document summarizes GAPSA's evaluation plan for the 2012-2013 academic year. The evaluation will utilize qualitative methods like focus groups, interviews, surveys, and data analysis to assess GAPSA's functioning and relationship to student councils. The evaluation aims to present a report with recommendations to improve representation and leadership development. GAPSA plans to modify its executive board structure to include the presidents of all member councils to increase collaboration between councils and GAPSA.
This document discusses branding strategies for colleges and universities. It emphasizes that a brand is not a commodity, tactic, or idea, but rather a trusted relationship and emotional connection built on delivering value over time. It provides tips for developing an effective brand platform with a clear brand promise and personality. It also outlines challenges in gaining support for branding efforts and strategies for navigating brand success, such as securing executive buy-in, gathering input, centralizing control, scoring early wins, appointing brand ambassadors, effective execution, and digital marketing.
This document discusses operationalizing the Strengthening Capacity for Agricultural Policy and Implementation (SAKSS) in countries in the Southern African Development Community region. It outlines general principles for establishing SAKSS, including having local stakeholder support and commitment of resources. Key architectural elements are described, such as advisory committees and partnerships between government, research institutions, and donors. Challenges include ensuring stakeholder participation and ownership and producing policy-relevant research. The experience of Mozambique establishing SAKSS is provided as an example, highlighting opportunities like government support but also challenges like limited data and inter-institutional collaboration.
The document discusses evaluating the implementation of a reading program for 5-7 year old children. Key implementation questions include whether volunteers and coordinators implement the program as designed, whether volunteers receive needed training and support, and whether the discussion group model is meeting resident expectations. Evaluating implementation helps determine what actually happens in the program, its characteristics, who participates, what works and doesn't work, and why the program was or wasn't effective. It allows improvements to be made while the program is developing.
A5 measuring settlement outcomes tied to cic's logic modelocasiconference
The document discusses measuring settlement outcomes tied to Citizenship and Immigration Canada's (CIC) logic model. It provides an overview of CIC's settlement program architecture and logic model from 2011-2012, which outlines how CIC's policy goals should influence service design, delivery, and impact measurement. It also discusses using CIC's logic model and tools to develop a settlement needs assessment tool, and ensuring indicators are valued by CIC to justify investing in new measures. Cooperative development of tools with CIC and the sector is recommended to create valid tools consistent with outcomes.
Response to Mid-Term Evaluation - Swaziland Agricultural Development ProgrammeFAO
Presentation made by Julien De Meyer, Agriculture Research Officer in FAO and Lead Technical officer of the Swaziland Agriculture Development Programme (SADP) on the results of the mid-term evaluation. SADP was established in 2009 to revitalize agriculture and contribute to the creation of a vibrant commercial agricultural sector in Swaziland.
The presentation is based on a research master thesis and addresses SADP main issues and challenges, actions taken, results from a stakeholders survey and lessons learnt.
The SADP is a 5-years programme with funding from the European Union (EU) and FAO. It is implemented by the Government of Swaziland and FAO with a focus on improving smallholder crop and livestock production, research and extension service delivery and smallholder market-oriented agro-business development, the SADP fosters sustainable food security for rural households and contributes to increased equitable economic growth and development.
The document outlines 4 outcomes of a Next Steps program and the activities, outputs, and short, mid, and long term outcomes for each. The 4 outcomes are: 1) High-quality, comprehensive and coordinated services are provided. 2) Next Steps families have sufficient resources to support themselves. 3) Parents and children have optimal physical, developmental, and emotional health. 4) Families are better able to raise children in stable and nurturing environments free of abuse and maltreatment.
Karnataka, India : Análisis de los proyectos PPP (marzo 2009)DBTGrupoIndia
The document summarizes the work undertaken by the PPP cell in Karnataka on mainstreaming PPPs at the state level from February 2008 to March 2009. It outlines the cell's efforts in areas such as PPP policy assessment and development, capacity building, guidelines development, project pipeline development, management systems, and case studies. It provides details on the growth of PPP projects identified from 39 in June 2008 to 226 by March 2009 across key infrastructure sectors such as transport, urban, energy, and industrial infrastructure.
This document is an updated framework document to gudie the process of the action oriented comprehensive energy efficiency and conservation strategy for shreveport.
This document summarizes the accomplishments of Dunlap CUSD #323 for the 2011-12 school year. Key accomplishments include:
- Developing a continuous improvement model and alignment across the district.
- Various departments met goals around surveys, direction-setting, data use, and other areas.
- Curriculum development including power standards, maps, and common assessments.
- HR revisions to evaluation processes and tools.
- Facilities and technology upgrades across the district.
This action research plan aims to use learning communities to facilitate teacher professional growth and improve student achievement. The goal is for teachers to work collaboratively in learning communities to conduct action research on issues identified in student performance data. Key activities include aligning teacher leaders to form a learning community, analyzing student achievement data, discussing how learning communities can address issues, and creating grade-level learning communities to conduct research. Surveys will gather stakeholder input and newsletters will communicate findings to stakeholders. The plan expects this process will enhance teacher instruction and positively impact student academic performance.
This document summarizes research on assessing the sustainability of projects funded by the National Science Foundation's Advanced Technological Education (ATE) program. The research defined sustainability elements, developed survey measures, surveyed ATE project leaders, and analyzed results. Key findings include: ATE projects report considerable sustainability in programs, collaborations, materials and other areas; non-NSF revenue is difficult to obtain; and projects focus sustainability efforts on expected success areas with reasonable expectations. The research provides a framework and initial evidence for measuring sustainability of educational projects.
The document summarizes updates from a regional media and technology director's meeting. It discusses the region's wiki page, online assessments, the Intel Teach program, professional standards tryouts, and NC's innovator in digital learning recognition. It provides timelines for transitioning state tests online and developing new SMARTER assessments. It also outlines the statewide system of support, including regional roundtables and the roles of regional leads. Finally, it discusses NC's race to the top priorities around teachers, standards/assessments, and turning around low-performing schools.
This webinar discusses recent reforms to state and local government pension systems. It provides an overview of public pensions in the US, noting $3 trillion in assets, 15 million active participants, and 8 million retirees receiving $200 billion annually. Recent reforms across many states have increased employee contributions and retirement ages for both new and current employees in an effort to address underfunding and rising costs. The webinar examines case studies of negotiated reforms in five pension systems and updates on reforms enacted in 2012.
The document outlines employee transfer policies and procedures for a school system. It states that the superintendent is responsible for all employee assignments and transfers, while principals oversee in-school transfers. Employee interests must be considered in transfer decisions but the best interests of students take priority. The superintendent ensures no conflicts of interest in direct supervisory relationships. Transfers are made based on requirements, enrollment, performance, and system welfare.
The document outlines the objectives and process for transitioning a new executive body at an AIESEC local committee. The four main objectives are to ensure the new team has a shared vision, a strategic plan, the necessary skills, and facilitates integration into their new roles. The transition process involves skills training, reviewing past performance, developing a long-term vision and annual plan through a planning weekend. It aims to equip the new team to effectively lead the local committee through areas like exchange management, talent management and financial management.
The document announces regional workshops and a leadership institute to support effective basic skills programs. The workshops will be held in northern, central, and southern California in April and May 2009 and will focus on creating and sustaining basic skills programs. The leadership institute will be held in June 2009 at San Francisco State and focus on institutional transformation, program design and evaluation, and networking. It encourages participants to identify areas where their college excels or is challenged in supporting basic skills students and how to establish networks to promote student success.
The MAPS (Math Achievement Pathway to Success) program at Mission College is designed to help students who struggle in math by providing additional support. The program offers algebra classes that meet for 8 hours per week with smaller class sizes. It incorporates group work and dedicated tutoring. Students commit to a full year of Elementary and Intermediate Algebra through the MAPS program. The program previously included a counselor who provided in-class support, but this aspect may be discontinued. Alternative support options include guest speakers and encouraging students to meet with a counselor. The application process includes an interview and orientation.
This document outlines the guiding principles and initial plans for developing a professional learning network of 25 Bay Area community colleges. The principles emphasize starting small, identifying existing resources, using opportunities for communication, and avoiding rapid expansion. An invitation will be sent in March/April 2009 to several colleges to set up individual meetings and lay the foundations of the network by developing a database, local listserv, and shared calendar. Needs and ideas will also be identified. The network aims to create a shared vision and mission by May and prepare for a June leadership institute.
The document summarizes GAPSA's evaluation plan for the 2012-2013 academic year. The evaluation will utilize qualitative methods like focus groups, interviews, surveys, and data analysis to assess GAPSA's functioning and relationship to student councils. The evaluation aims to present a report with recommendations to improve representation and leadership development. GAPSA plans to modify its executive board structure to include the presidents of all member councils to increase collaboration between councils and GAPSA.
This document discusses branding strategies for colleges and universities. It emphasizes that a brand is not a commodity, tactic, or idea, but rather a trusted relationship and emotional connection built on delivering value over time. It provides tips for developing an effective brand platform with a clear brand promise and personality. It also outlines challenges in gaining support for branding efforts and strategies for navigating brand success, such as securing executive buy-in, gathering input, centralizing control, scoring early wins, appointing brand ambassadors, effective execution, and digital marketing.
This document discusses operationalizing the Strengthening Capacity for Agricultural Policy and Implementation (SAKSS) in countries in the Southern African Development Community region. It outlines general principles for establishing SAKSS, including having local stakeholder support and commitment of resources. Key architectural elements are described, such as advisory committees and partnerships between government, research institutions, and donors. Challenges include ensuring stakeholder participation and ownership and producing policy-relevant research. The experience of Mozambique establishing SAKSS is provided as an example, highlighting opportunities like government support but also challenges like limited data and inter-institutional collaboration.
The document discusses evaluating the implementation of a reading program for 5-7 year old children. Key implementation questions include whether volunteers and coordinators implement the program as designed, whether volunteers receive needed training and support, and whether the discussion group model is meeting resident expectations. Evaluating implementation helps determine what actually happens in the program, its characteristics, who participates, what works and doesn't work, and why the program was or wasn't effective. It allows improvements to be made while the program is developing.
A5 measuring settlement outcomes tied to cic's logic modelocasiconference
The document discusses measuring settlement outcomes tied to Citizenship and Immigration Canada's (CIC) logic model. It provides an overview of CIC's settlement program architecture and logic model from 2011-2012, which outlines how CIC's policy goals should influence service design, delivery, and impact measurement. It also discusses using CIC's logic model and tools to develop a settlement needs assessment tool, and ensuring indicators are valued by CIC to justify investing in new measures. Cooperative development of tools with CIC and the sector is recommended to create valid tools consistent with outcomes.
Response to Mid-Term Evaluation - Swaziland Agricultural Development ProgrammeFAO
Presentation made by Julien De Meyer, Agriculture Research Officer in FAO and Lead Technical officer of the Swaziland Agriculture Development Programme (SADP) on the results of the mid-term evaluation. SADP was established in 2009 to revitalize agriculture and contribute to the creation of a vibrant commercial agricultural sector in Swaziland.
The presentation is based on a research master thesis and addresses SADP main issues and challenges, actions taken, results from a stakeholders survey and lessons learnt.
The SADP is a 5-years programme with funding from the European Union (EU) and FAO. It is implemented by the Government of Swaziland and FAO with a focus on improving smallholder crop and livestock production, research and extension service delivery and smallholder market-oriented agro-business development, the SADP fosters sustainable food security for rural households and contributes to increased equitable economic growth and development.
The document outlines 4 outcomes of a Next Steps program and the activities, outputs, and short, mid, and long term outcomes for each. The 4 outcomes are: 1) High-quality, comprehensive and coordinated services are provided. 2) Next Steps families have sufficient resources to support themselves. 3) Parents and children have optimal physical, developmental, and emotional health. 4) Families are better able to raise children in stable and nurturing environments free of abuse and maltreatment.
Karnataka, India : Análisis de los proyectos PPP (marzo 2009)DBTGrupoIndia
The document summarizes the work undertaken by the PPP cell in Karnataka on mainstreaming PPPs at the state level from February 2008 to March 2009. It outlines the cell's efforts in areas such as PPP policy assessment and development, capacity building, guidelines development, project pipeline development, management systems, and case studies. It provides details on the growth of PPP projects identified from 39 in June 2008 to 226 by March 2009 across key infrastructure sectors such as transport, urban, energy, and industrial infrastructure.
This document is an updated framework document to gudie the process of the action oriented comprehensive energy efficiency and conservation strategy for shreveport.
This document summarizes the accomplishments of Dunlap CUSD #323 for the 2011-12 school year. Key accomplishments include:
- Developing a continuous improvement model and alignment across the district.
- Various departments met goals around surveys, direction-setting, data use, and other areas.
- Curriculum development including power standards, maps, and common assessments.
- HR revisions to evaluation processes and tools.
- Facilities and technology upgrades across the district.
This action research plan aims to use learning communities to facilitate teacher professional growth and improve student achievement. The goal is for teachers to work collaboratively in learning communities to conduct action research on issues identified in student performance data. Key activities include aligning teacher leaders to form a learning community, analyzing student achievement data, discussing how learning communities can address issues, and creating grade-level learning communities to conduct research. Surveys will gather stakeholder input and newsletters will communicate findings to stakeholders. The plan expects this process will enhance teacher instruction and positively impact student academic performance.
This document summarizes research on assessing the sustainability of projects funded by the National Science Foundation's Advanced Technological Education (ATE) program. The research defined sustainability elements, developed survey measures, surveyed ATE project leaders, and analyzed results. Key findings include: ATE projects report considerable sustainability in programs, collaborations, materials and other areas; non-NSF revenue is difficult to obtain; and projects focus sustainability efforts on expected success areas with reasonable expectations. The research provides a framework and initial evidence for measuring sustainability of educational projects.
The document summarizes updates from a regional media and technology director's meeting. It discusses the region's wiki page, online assessments, the Intel Teach program, professional standards tryouts, and NC's innovator in digital learning recognition. It provides timelines for transitioning state tests online and developing new SMARTER assessments. It also outlines the statewide system of support, including regional roundtables and the roles of regional leads. Finally, it discusses NC's race to the top priorities around teachers, standards/assessments, and turning around low-performing schools.
This webinar discusses recent reforms to state and local government pension systems. It provides an overview of public pensions in the US, noting $3 trillion in assets, 15 million active participants, and 8 million retirees receiving $200 billion annually. Recent reforms across many states have increased employee contributions and retirement ages for both new and current employees in an effort to address underfunding and rising costs. The webinar examines case studies of negotiated reforms in five pension systems and updates on reforms enacted in 2012.
The document outlines employee transfer policies and procedures for a school system. It states that the superintendent is responsible for all employee assignments and transfers, while principals oversee in-school transfers. Employee interests must be considered in transfer decisions but the best interests of students take priority. The superintendent ensures no conflicts of interest in direct supervisory relationships. Transfers are made based on requirements, enrollment, performance, and system welfare.
The document outlines the objectives and process for transitioning a new executive body at an AIESEC local committee. The four main objectives are to ensure the new team has a shared vision, a strategic plan, the necessary skills, and facilitates integration into their new roles. The transition process involves skills training, reviewing past performance, developing a long-term vision and annual plan through a planning weekend. It aims to equip the new team to effectively lead the local committee through areas like exchange management, talent management and financial management.
The document announces regional workshops and a leadership institute to support effective basic skills programs. The workshops will be held in northern, central, and southern California in April and May 2009 and will focus on creating and sustaining basic skills programs. The leadership institute will be held in June 2009 at San Francisco State and focus on institutional transformation, program design and evaluation, and networking. It encourages participants to identify areas where their college excels or is challenged in supporting basic skills students and how to establish networks to promote student success.
The MAPS (Math Achievement Pathway to Success) program at Mission College is designed to help students who struggle in math by providing additional support. The program offers algebra classes that meet for 8 hours per week with smaller class sizes. It incorporates group work and dedicated tutoring. Students commit to a full year of Elementary and Intermediate Algebra through the MAPS program. The program previously included a counselor who provided in-class support, but this aspect may be discontinued. Alternative support options include guest speakers and encouraging students to meet with a counselor. The application process includes an interview and orientation.
This document outlines the guiding principles and initial plans for developing a professional learning network of 25 Bay Area community colleges. The principles emphasize starting small, identifying existing resources, using opportunities for communication, and avoiding rapid expansion. An invitation will be sent in March/April 2009 to several colleges to set up individual meetings and lay the foundations of the network by developing a database, local listserv, and shared calendar. Needs and ideas will also be identified. The network aims to create a shared vision and mission by May and prepare for a June leadership institute.
The document discusses piloting a digital course box management system to address issues with shipping physical course materials. It notes that transitioning to fixed start dates could cause shortages and that digital options could provide parity across delivery methods. A pilot phase is proposed to test the process before full implementation. Examples of digital materials that could be included are listed, such as online software links, access codes, and directions for accessing required resources.
The document summarizes the evolution of learning support programs at Chabot College from separate reading and writing centers in the 1990s to an integrated Learning Connection model. It describes how the college used Title 3 funding to research best practices, develop a new curriculum centered on reading and writing across disciplines, and create the initial WRAC center. Over time, the college integrated additional subject tutoring programs into a collaborative Learning Connection model to better support students across disciplines.
This document summarizes the Writing in the End Zone program at College of San Mateo, which links English composition courses to football courses for African American and Pacific Islander male student-athletes. The program aims to facilitate their academic success and transition from athletes to student-athletes. Students in the program have higher rates of course completion and transfer than peers. The program provides academic and social support through a unified faculty/coach approach and pedagogies that acknowledge students' challenges and enable drawing on personal experiences.
This document summarizes a First Year Experience (FYE) program at a community college. It describes the cohorts included in the program, support services provided, and linked courses offered. An evaluation found that FYE students were more likely to have an educational plan, meet with a counselor, understand college policies and the transfer process, and feel part of a supportive community compared to non-FYE students. The program aims to continue supporting students and institutionalize the FYE program.
This document discusses and demonstrates several free software tools for instructional design including Webspiration, TimeGlider, Sumo Paint, and Create A Graph. It provides an overview of each tool's capabilities and notes that Webspiration is a graphical organizer and mind mapping tool, TimeGlider is a web-based timeline tool, Sumo Paint is an online drawing program similar to Photoshop Elements, and Create A Graph allows users to create various types of graphs. The document also lists some additional free tools and ways to find free educational software sites through online magazines and the institution's eLIS services and blog.
The document announces regional workshops and a leadership institute to support effective basic skills programs. The workshops will be held in northern, central, and southern California in April and May 2009 and will focus on creating and sustaining basic skills programs. The leadership institute will be held in June 2009 at San Francisco State and focus on institutional transformation, program design and evaluation, and networking. It encourages participants to identify areas where their college excels or is challenged in supporting basic skills students and how to establish networks to promote student success.
The Basic Skills Initiative (BSI) was created to address the need to raise math and English requirements at community colleges in California. [1] It receives $31.5 million annually to fund 110 community colleges. [2] Some goals of the 2009 BSI are to create a statewide network connecting all 110 colleges, hold annual leadership institutes, and establish a virtual network. [3] The network aims to address the professional development needs of over 93,000 community college faculty, staff and administrators. [4] It will create regional infrastructure through ongoing training and the sharing of best practices. [5]
The document discusses the history and goals of the Basic Skills Initiative (BSI) in California community colleges. It provides details on BSI grants that fund professional development and regional networks. The BSI aims to create a statewide learning network to address the needs of over 93,000 community college faculty and staff through regional workshops, a leadership institute, and an online platform. The leadership institute will focus on institutional transformation, program design, evaluation, and networking to build the capacity and sustainability of regional networks in supporting underprepared students.
ReSAKSS-AfricaLead Workshop on Strengthening Capacity for Strategic Agricultural Policy and Investment Planning and Implementation in Africa
Safari Park Hotel, Nairobi, June 25th‐ 26th 2012
ReSAKSS-AfricaLead Workshop on Strengthening Capacity for Strategic Agricultural Policy and Investment Planning and Implementation in Africa
Safari Park Hotel, Nairobi, June 25th‐ 26th 2012
The document discusses the San Diego/Imperial Valley Regional Network for Basic Skills Instruction. It describes the network as allowing faculty and staff to share knowledge and opportunities for transformation. The network will build a community among 10 colleges in the region to address questions and problems in basic skills instruction. For decades, colleges have worked in isolation on basic skills, but networks help facilitate collaboration. The network focuses on student, faculty, institutional, and systemic learning. It provides resources and activities to promote models of effective practices.
20110701 watsan pdg leap and technical support concept paperMyWASH
This document proposes a project to build the capacity of water and sanitation teams in World Vision's Pacific Development Group through technical training and strengthening their ability to use the LEAP framework. It aims to improve the quality of WV-PDG's water and sanitation programming, which currently lacks competent technical professionals. Over one year, the project would train the approximately 28 WV staff and 12 local government partners involved in 8 existing water and sanitation projects in PNG, Solomon Islands and Vanuatu. The training would focus on technical skills as well as monitoring, evaluation and project management using LEAP. It expects to develop WV-PDG's water and sanitation strategy and approach PHAST as a participatory process rather
Portfolio management and the ppbe process at the department of energy pptp6academy
This document discusses the implementation of portfolio management at the Department of Energy (DOE) and National Nuclear Security Administration (NNSA) to improve budget transparency and justification. It describes how the Planning, Programming, Budgeting, and Evaluation (PPBE) process was strengthened by developing a work breakdown structure and implementing a portfolio management system called the Objective Portfolio Planning and Management (OPPM) tool. The OPPM tool collects project data, allows for analysis of costs, dependencies and risks, and supports management reviews to provide full visibility and justification of budget requests. This enhanced transparency addresses prior Government Accountability Office findings about unknown total facility costs and unidentified stockpile services costs.
The document outlines Nestlé Waters North America's new "Siting and Community Commitment Framework" for establishing spring water facilities. The framework was developed through a multi-step stakeholder engagement process to improve Nestlé's approach to siting projects based on past experiences. It provides principles and tools to guide engagement with local communities throughout the siting process and ensure their input is considered. The goal is to build stronger relationships and shared value with the locations where facilities are sited.
This document outlines the key activities, objectives, and challenges of the ReSAKSS-ECA Phase II Work Plan. The major objectives are to conduct research on priority agricultural issues, strengthen existing country SAKSS nodes and establish new ones, and transition to a COMESA-based platform. Key activities include consolidating ReSAKSS, operationalizing the CAADP M&E framework, and establishing Country SAKSS Nodes. Challenges include limited ReSAKSS funding and securing support and funding for country SAKSS nodes.
The document summarizes the goals and focus areas of AIESEC Kolkata for 2013. It discusses growing programs like the temporary internship program and developing integrated experiences. Key goals are outlined for different programs along with a focus on financial sustainability, national alignment, brand and IM implementation. Growth drivers identified include showcasing impact, financial sustainability and national/regional projects. The agenda proposes a critical SWOT analysis and innovative strategies. Plans for Q2 include showcasing trainee impact through feedback, evolved projects, and processed matching through skype interviews. Synergy outputs across different departments are also mapped out.
The document summarizes an event about growing financial sustainability in the voluntary sector. It includes an agenda for the event with two panel sessions on delivering more with less resources and organizations walking the talk of sustainable funding. The document also provides information on how the National Council for Voluntary Organizations has worked with infrastructure organizations on funding and examples of what has been learned from its Sustainable Funding Beacons program.
Presentation by Amarjit Chopra, member of the IFAC Professional Accountancy Organization (PAO) Development Committee, on how the committee supports the development and growth of PAOs around the world, and how these PAOs lead to stronger more stable financial systems around the world.
The document summarizes a plan to assist with restructuring the National Development Foundation of Jamaica (NDFJ). The plan involves 5 building blocks: identifying change drivers, developing change strategists and strategic decisions, installing individual implementers and change champions, creating action vehicles for change recipients, and disseminating the strategic plan locally. It also outlines 8 key elements for formalizing change, including developing standards and metrics to monitor progress. The basis for change will be using stakeholder input to improve information and encourage incremental experimentation. Control will be exercised through motivating staff and setting limits while encouraging learning.
Presentation given by ReSPA at Building a sustainable quality management approach - Academies for EaP countries organised by the SIGMA Programme and the GiZ Eastern Partnership Regional Fund. Stage 1: Building for excellence.
The document discusses the Joint Information Systems Committee's (JISC) Business and Community Engagement (BCE) Programme. The BCE Programme aims to enhance institutions' engagement with the wider community and business sector by improving access to knowledge assets and supporting workforce development. It involves activities like knowledge exchange, strategic partnerships, lifelong learning, and external service provision. The JISC supports BCE through enhancing infrastructure, breaking down barriers, and facilitating collaboration between higher education institutions and their external partners.
The SCRA aims to facilitate regulatory clearance for biotechnology in specialty crops. It was developed with USDA support to address regulatory barriers that are costly regardless of market size. As an independent non-profit, the SCRA will provide guidance, data generation assistance, and act as a liaison between developers and regulators to help bring more diverse biotech traits to market for specialty crops. Initial funding would allow the SCRA to formalize its structure and provide pilot assistance to projects like PD/GWSS research.
This document discusses establishing knowledge sharing communities at GE to improve collaboration. It recommends starting with 5 pilot communities to build early wins, establishing governance structures and a central team to provide collaboration services. The goal is to launch 250 communities by mid-2018 to retain critical knowledge, connect experts, and increase productivity across GE businesses. Standardizing processes and providing search/findability tools will help communities demonstrate measurable business impacts through knowledge sharing.
The agenda covers introductions, background on OpenMRS Inc., the 2013 community leadership plan, board leadership roles and responsibilities, and operational updates. The background section discusses how the community has grown and the need for a sustaining entity. The community plan focuses on regional communities, training support, and partnerships. Key goals for 2013 include various community events and improvements to the development process. The board roles section outlines expectations for financial oversight and supporting the executive director. Operational updates note IRS application status and expected expenses.
The Work-based Learning Maturity Toolkit helps institutions assess their current performance in work-based learning, identify a vision for the future, and recommend actions. The toolkit provides criteria and levels of maturity to evaluate performance in areas like institutional readiness, program design, and technology use. Institutions can then identify best practices for organizing work-based learning and enhancing teaching, assessment, and the student experience through continued development.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2. Please write your name on one side of the
index card.
On the other side, in one sentence, write
how you can help establish, advance and
sustain efforts to support the success of our
students, especially those who are
underprepared for learning in college
courses.
2
8. CA Success Network (CA SN) Logic Model
California community colleges must expand their capacity to improve student outcomes in basic skills instruction, English as a Second Language, and related support services. Colleges report that 70-90% of
entering students place into one or more basic skills course areas: reading, writing, and/or mathematics. The statewide course completion rate in basic skills is 60.5%, and only 50% of those students persist to
and complete the next level course. Historically underrepresented students are over-represented in basic skills courses, and their success rates are frequently lower than the rates for other student groups.
Community colleges' efforts to improve outcomes in basic skills cannot be separated from their responsibility to produce equitable graduation, certificate, and transfer rates for historically underrepresented and
underprepared students.
Inputs Activities Short-Term Outcomes Long-Term Outcomes
Resources Coordination with core organizations Statewide
(Alliance building among ASCCC, LACCD Project, Other Partners)
-ASCCC Adoption of
-Guide statewide infrastructure development
-Steering Committee Policies that
-Assist in securing funds for acquiring additional resources to support State &
-LACCD Fiscal Agent Local Policy
Formally engage Support
Regional infrastructure
& Consortium Adoption
key CCC policy Innovative/
Coordinator Supporting SN &
makers Alternative &
-BSI LACCD Project (e.g., APG groups, Other BSI Engaging
Director Local Board of Initiatives Methodologies
Create statewide infrastructure
-BSI Regional Network Trustees) /Pedagogy at
(Permanent learning network among 110 Colleges and a CCC Center)
Coordinators CCCs
-Establish statewide coordinating center
-Campus BSI -Guide the development of and coordinate & support a system of regional networks
Coordinators -Coordinate & support partnerships among professional development efforts
-Provide vision & support for the development of innovative professional development
-Student Advocates
activities
-Campus BSI Action
-Introduce & engage in collaborative evaluation activities that generate knowledge
Plans Innovative/
about effective learning to transform practice
-Sustainable Alternative &
Collaborative
information sharing Engaging
Learning
sites Methodologies
Networks
/Pedagogy at
Create regional level infrastructure (networks)
CCCs
-Develop & support long-term on-going regional professional development training & supporting materials for the target
population
Target Population -Develop infrastructure for colleges to learn about & share innovative instructional programs
-On-going evaluation of professional & program activities, including benchmark assessment & capacity building
-Administrators Skilled
-Faculty Implementation of
-Support Staff Responsive,
-Students Innovative,
Develop a cadre of campus leaders
Integrated Increased
-Conduct Summer Leadership Institute, ASCCC Workshops, Other Leadership Institutes & on-going professional
Essential Success of
development activities
Academic Skills Students’
-Develop strategies to retain effective leaders
Curriculum
-Guide annual revision of Campus BSI Action Plans Personal Goals,
-On-going evaluation of the process and impact of professional development activities Completing
AA/AS &
Certificate
Promote models of effective practices Increased Learning, Programs &
-Build capacity of all faculty to teach students who are underprepared for learning in college courses Success & Persistence Transferring to 4
-Develop Web-based, virtual teaching & learning communities, including a virtual resource library of Students Yr Colleges
-Engage in collaborative evaluation activities
9. Funds for professional learning through the
Network, above and beyond BSI funds
Sustained, ongoing support from a designated
regional network coordinator
Participation in a summer leadership institute
designed to support successful implementation of
your BSI action plans
10. Participation in a post-Leadership Institute
project geared specifically toward the
needs of your campus and basic skills
program
Campus visits from the Leadership
Institute Mentors, who will answer
questions, provide support, and help with
your post-Institute project
11. Participation in regional workshops where you’ll
get to discuss ideas, problems, solutions and
where you’ll get to build camaraderie and
community with colleagues from regional
colleges
Participation in not only your own regional
networks but in the larger network as well—
where you can gain ideas, get insights, and work
together to seek answers to thorny questions
12. An opportunity to showcase successful
programs/projects on your campus as well as field
trips to other community colleges with model
programs and practices
A robust and interactive virtual network to
enhance professional learning and collaboration.
Partnerships with state-wide initiatives, such as
the Faculty Inquiry Network, Center for Student
Success, and Career Ladders
13. Regional workshops put on by the ASCCC where
faculty and administrators can gain additional
information and insight
Data coaches to help with assessment and
evaluation of your projects and who will also help
guide you in making evidence-based decisions
A time to shine—an opportunity to showcase
your college, such as your post-Leadership
Institute project at the Strengthening Student
Success Conference in October 2009 in San
Francisco
16. Facebook Group—assignments and instructions on
how to complete assignments are announced on
Facebook
http://www.facebook.com/home.php#/groups.php?r
ef=sb
Edulounge—Homework assignments are posted to
edulounge
http://edulounge.net/
http://cccbsi.edulounge.net/the-inaugural-network/
eFolios—faculty as students post information related
to their class activities
http://darylkinney1.efolioca.efolioworld.com/
17. Personal space
http://www.facebook.com/home.php
Faculty groups
http://www.facebook.com/home.php#/groups.ph
p?ref=sb
Student groups
http://www.facebook.com/group.php?gid=62280
583853
20. Summer Leadership
Training:
Network building
capacity, sustainability, and
scalability
21. Summer Leadership
Training:
Network building
capacity, sustainability,
and scalability
22. Summer Leadership
Training:
Network building
capacity, sustainability,
and scalability
23. How would you categorize your efforts
mentioned in the sentence on your index card?
Choose from the categories below.
Write the number of that category on the top of
your index card above your sentence.
Choose another category that might also relate
to your efforts.
Write the number at the bottom of your card
below your sentence.
23
24. Paste your card on the flip chart.
Draw a solid line from your card to the other cards with
the same number on top.
Draw a dotted line to the cards that have the same
number at the bottom.
1. Coordinate with core organizations
2. Create statewide infrastructure
3. Create regional level infrastructure (networks)
4. Develop a cadre of campus leaders
5. Promote models of effective practices
Enjoy your lunch!
24
25. How can I help my college establish, advance and
sustain a network that supports the success of our
students, especially those who are underprepared
for learning in college courses?
How can we work together to create such networks
among community colleges in California to support
student success throughout our state?