This document provides information about Title I services for private school officials in by-passed LEAs in Missouri. It summarizes the presentation which includes background on the service provider NESI and their role, program updates for 2014-2015 including services offered, a summary of 2013-2014 program outcomes, an overview of required consultation topics, and information on professional development opportunities for private school teachers. The presentation aims to inform private school officials of their opportunities for consultation on Title I services and provide a way for them to ask questions and provide feedback.
The document proposes developing a tool called "My Shiksha" to assess learning outcomes of students in primary schools in India. It would involve:
1) Using tablets to administer standardized tests measuring students' mathematics, writing, reading and speaking skills. Tests would be age-appropriate and in local languages.
2) Scores would be stored centrally to monitor individual and school performance over time, and identify gaps in curriculum, teaching or other systemic issues.
3) An initial pilot would be conducted in 50 primary schools across 5 zones in Madhya Pradesh to test the tool before broader rollout.
The document outlines recommendations for improving the systems of school funding, teacher recruitment and development, principal recruitment and development, and overall education funding in North Carolina. Key recommendations include revising the school funding formula to provide more resources to high-needs students, increasing overall education spending incrementally over 8 years, and determining an adequate level of per-student funding. It also recommends expanding programs like the Teaching Fellows program and principal preparation programs, increasing teacher and principal salaries, and providing more support for new and experienced teachers and principals.
The document discusses Pennsylvania's requirements and plans around ensuring all teachers meet the federal No Child Left Behind (NCLB) designation of being "highly qualified." It outlines Pennsylvania's goals and steps taken, including teacher certification requirements, induction programs, professional development for current teachers, and analyzing the distribution of highly qualified teachers across the state. It also addresses specific federal requirements for revising Pennsylvania's plan around supporting teachers in meeting highly qualified status and ensuring equitable access to experienced, qualified teachers for all students.
WestEd Leandro Report: Teachers and School LeadersAnalisa Sorrells
The document provides an overview of recommendations from the WestEd Action Plan and the Governor's Commission on Access to Sound Basic Education to strengthen the teaching and principal workforces in North Carolina. There is general alignment between the two sets of recommendations, with some differences in specifics. The WestEd plan includes more detailed recommendations regarding funding amounts, timelines, eligibility requirements, and data/evaluation components. The Commission's recommendations in some cases call for broader reforms or applicability across different regions or certification areas. Both aim to improve teacher and principal preparation programs, increase compensation, support new teachers and principals, and expand professional learning opportunities.
WestEd Leandro Report: Early Childhood EducationAnalisa Sorrells
Here are the key next steps I see based on the document:
- Work to gain support from key stakeholders like educators, families, policymakers to enact recommended changes to assessment and accountability systems. Buy-in will be important for successful implementation.
- Address potential barriers like cost of expanding assessments, data collection, accountability metrics. Additional funding may be needed.
- Pilot recommended changes on a small scale first before statewide rollout to identify and troubleshoot issues. An iterative process can help refine approaches.
- Provide guidance and professional development for educators on using new or revised assessments formatively to better support student learning. Changes will require adjustment in practices.
- Monitor progress regularly using the expanded accountability metrics and dashboard to ensure
The media specialist conducted an evaluation of the school's media center using a state rubric. The evaluation covered 5 categories: student achievement and instruction, staffing, facilities/resources, administrative support, and staff development. The media center received ratings of proficient or exemplary in most areas. For the few proficient areas, action plans were provided to improve the ratings to exemplary. The evaluation found the media center to be strong overall with no basic ratings.
The document discusses challenges facing primary education in India and proposes solutions to improve quality. It notes that only 58% of rural children complete primary school and 50% of grade 5 students cannot read at a grade 2 level. It then outlines various problems such as lack of infrastructure, untrained teachers, and low enrollment. The document proposes ways to attract better teachers, motivate existing ones, develop technology-aided learning, and implement programs like bicycle provision and school meals to boost girls' enrollment. It provides details on implementing incentive-based compensation, training programs, and developing an IT-enabled system called TAS to deliver curricula and aid teaching.
The Kansas State Department of Education is proposing a program to expand access to Advanced Placement (AP) courses in high schools with over 40% of students in low-income households. The program will provide subgrants for districts to develop new AP programs, offer online AP courses, and provide teacher training. It aims to increase the number of students taking and scoring a 3 or higher on AP exams in various subjects over the three-year period. Subgrants of up to $50,000 will be available for individual schools or consortiums of districts to implement new AP offerings and prepare teachers.
The document proposes developing a tool called "My Shiksha" to assess learning outcomes of students in primary schools in India. It would involve:
1) Using tablets to administer standardized tests measuring students' mathematics, writing, reading and speaking skills. Tests would be age-appropriate and in local languages.
2) Scores would be stored centrally to monitor individual and school performance over time, and identify gaps in curriculum, teaching or other systemic issues.
3) An initial pilot would be conducted in 50 primary schools across 5 zones in Madhya Pradesh to test the tool before broader rollout.
The document outlines recommendations for improving the systems of school funding, teacher recruitment and development, principal recruitment and development, and overall education funding in North Carolina. Key recommendations include revising the school funding formula to provide more resources to high-needs students, increasing overall education spending incrementally over 8 years, and determining an adequate level of per-student funding. It also recommends expanding programs like the Teaching Fellows program and principal preparation programs, increasing teacher and principal salaries, and providing more support for new and experienced teachers and principals.
The document discusses Pennsylvania's requirements and plans around ensuring all teachers meet the federal No Child Left Behind (NCLB) designation of being "highly qualified." It outlines Pennsylvania's goals and steps taken, including teacher certification requirements, induction programs, professional development for current teachers, and analyzing the distribution of highly qualified teachers across the state. It also addresses specific federal requirements for revising Pennsylvania's plan around supporting teachers in meeting highly qualified status and ensuring equitable access to experienced, qualified teachers for all students.
WestEd Leandro Report: Teachers and School LeadersAnalisa Sorrells
The document provides an overview of recommendations from the WestEd Action Plan and the Governor's Commission on Access to Sound Basic Education to strengthen the teaching and principal workforces in North Carolina. There is general alignment between the two sets of recommendations, with some differences in specifics. The WestEd plan includes more detailed recommendations regarding funding amounts, timelines, eligibility requirements, and data/evaluation components. The Commission's recommendations in some cases call for broader reforms or applicability across different regions or certification areas. Both aim to improve teacher and principal preparation programs, increase compensation, support new teachers and principals, and expand professional learning opportunities.
WestEd Leandro Report: Early Childhood EducationAnalisa Sorrells
Here are the key next steps I see based on the document:
- Work to gain support from key stakeholders like educators, families, policymakers to enact recommended changes to assessment and accountability systems. Buy-in will be important for successful implementation.
- Address potential barriers like cost of expanding assessments, data collection, accountability metrics. Additional funding may be needed.
- Pilot recommended changes on a small scale first before statewide rollout to identify and troubleshoot issues. An iterative process can help refine approaches.
- Provide guidance and professional development for educators on using new or revised assessments formatively to better support student learning. Changes will require adjustment in practices.
- Monitor progress regularly using the expanded accountability metrics and dashboard to ensure
The media specialist conducted an evaluation of the school's media center using a state rubric. The evaluation covered 5 categories: student achievement and instruction, staffing, facilities/resources, administrative support, and staff development. The media center received ratings of proficient or exemplary in most areas. For the few proficient areas, action plans were provided to improve the ratings to exemplary. The evaluation found the media center to be strong overall with no basic ratings.
The document discusses challenges facing primary education in India and proposes solutions to improve quality. It notes that only 58% of rural children complete primary school and 50% of grade 5 students cannot read at a grade 2 level. It then outlines various problems such as lack of infrastructure, untrained teachers, and low enrollment. The document proposes ways to attract better teachers, motivate existing ones, develop technology-aided learning, and implement programs like bicycle provision and school meals to boost girls' enrollment. It provides details on implementing incentive-based compensation, training programs, and developing an IT-enabled system called TAS to deliver curricula and aid teaching.
The Kansas State Department of Education is proposing a program to expand access to Advanced Placement (AP) courses in high schools with over 40% of students in low-income households. The program will provide subgrants for districts to develop new AP programs, offer online AP courses, and provide teacher training. It aims to increase the number of students taking and scoring a 3 or higher on AP exams in various subjects over the three-year period. Subgrants of up to $50,000 will be available for individual schools or consortiums of districts to implement new AP offerings and prepare teachers.
The document summarizes the key points from a meeting of the Perkins Participatory Planning Committee on May 14, 2009. It discusses the major focus areas of the Carl D. Perkins Career and Technical Education Improvement Act grant, including academic integration, technical skills development, alignment with high priority occupations, and required uses of funds. It also outlines CIT's performance indicators and objectives related to academic attainment, technical skill attainment, program completion, and student graduation.
The TPS 2015 Charter represents the school's strategic plan over the next year. It aims to [1] enable each learner to achieve success and potential, [2] provide a positive and inclusive learning environment, and [3] maintain a culturally responsive school that respects diversity. The charter outlines strategic goals in national standards achievement, teaching practices, vision and values, and meeting learner needs. It establishes annual targets and improvement plans focused on literacy, numeracy, learning support, and innovative pedagogy.
Development of distance education programs at the university of nebraska–linc...Dillard University Library
The document outlines a 4-year strategic plan for developing distance education programs at the University of Nebraska-Lincoln. It recommends assessing faculty support needs, niche markets, and resources to support existing and new programs. It also recommends developing a market strategy targeting in-state and out-of-state students, identifying programs with large out-of-state markets, and annually providing development grants. The plan projects enrollment increases of 10% annually on average over 4 years, with most growth in masters programs and new certificates.
The document outlines an action plan for improving education in North Carolina based on 13 studies and policy analyses. It identifies several areas for action from the consent agreement, including developing high-quality teachers and principals, ensuring adequate and equitable school funding, improving assessment and accountability systems, and expanding access to early childhood education. The plan calls for stakeholder engagement and the development of a systemic implementation plan to carry out recommendations from Phase I of the studies.
This document summarizes the recommendations from the Washington State Paraeducator Work Group's second report. The work group was tasked with developing standards and professional development for paraeducators. Key recommendations include:
1) Adopting new minimum employment standards and requiring professional development for paraeducators.
2) Establishing a Paraeducator Advisory Board to oversee a statewide professional development system and certification.
3) Providing state funding to develop the professional development system and certifications over a 5-year timeline.
4) Ensuring paraeducators, teachers, and administrators receive training on effectively working as an instructional team.
- The document discusses challenges with skill development and vocational training in India, including low rates of formal training, high dropout rates, and lack of employability. It proposes several solutions like integrating skill training into MGNREGS, establishing vocational courses tailored to regional needs, and improving the accreditation system for vocational institutions. However, challenges remain such as lack of trainers, infrastructure issues, and ensuring programs reach people in a timely manner. Mitigation strategies include leveraging existing programs and private sector involvement.
The document discusses the importance of offering more Advanced Placement (AP) courses to 21st century students. It argues that students need to be challenged and prepared to compete globally for jobs and careers. While the Verona school district is meeting standards, it could enhance AP course offerings compared to other similar districts. The document examines whether Verona is offering the most popular AP courses and maximizing student enrollment and achievement in AP. It suggests the district could improve by offering additional in-demand AP courses to better prepare diverse students for their futures.
T-TEL Challenge FUND Info Session PresentationEnock Gyan
The document provides information about the T-TEL Ghana Challenge Fund grant program. It outlines the objectives to provide guidance to potential applicants, the suggested areas of intervention for projects, and eligibility criteria. The grant process includes an expression of interest, application, and selection stages. Shortlisted applicants will be invited to develop full proposals and could receive up to $60,000 or more if applying with partners. The next steps in the process are also provided.
The document provides guidance for schools, colleges, and work-based learning providers to support the successful progression of students to post-16 education. It outlines key elements like raising the participation age, the September guarantee for students aged 16-17, and post-16 progression measures. The guidance identifies target outcomes around participation, retention, progression, and reducing the number of young people not in education, employment or training. It also provides tools to identify students at risk of becoming NEET and good practice for transition planning across administrative, social and personal, curriculum, pedagogy, and autonomy dimensions.
The document proposes a solution called "Practical Schooling Program" to address issues with primary education in India like low standards, disparity in enrollment/attendance, outdated teaching methods, and lack of extracurricular activities. The program would establish 6 innovative practical schools to identify students' talents and develop skills through hands-on learning, workshops, activities, and field trips. It would generate employment for unemployed graduates by hiring them as mentors, trainers, and administrators. The program aims to benefit over 1 million schools and 200 million students nationwide by enhancing education quality, creating jobs, and developing resources. It outlines the implementation process, organizational structure, funding models, and challenges of adapting this new approach.
The document outlines recommendations to improve teacher recruitment, preparation, placement, induction, compensation, support and retention in order to ensure every classroom has a well-trained teacher providing individualized instruction. Key recommendations include expanding the Teaching Fellows program, creating a statewide entity to coordinate recruitment and placement efforts, providing bonuses and loan repayment for teachers who commit to teaching in low-income areas, and expanding new teacher support programs. The recommendations aim to address teacher shortages, eliminate the "teaching penalty" in compensation, and empower teachers as professionals.
State update-webinar-series-2014-updated-august-8-2014chume1
The document provides an update from the Indiana Department of Education including their priorities, recent legislative changes, and news. Some of the key points include:
1. The state board adopted new English/Language Arts and math standards in April 2014 aligned with college and career readiness standards as required by law.
2. Recent legislation allows excused absences for students participating in educational activities at the state fair, replaces some high school courses with dual credit options, and establishes an early learning pilot program.
3. Another new law defines and sets criteria for "adult high schools" to operate as charter schools serving non-traditional adult students.
CCCS is requesting renewal of its charter, which expires in June 2010. Over its 14 years of operation, CCCS has provided an excellent academic program with high standards and hands-on, experiential learning opportunities. CCCS students have shown strong academic performance, with state test scores increasing 25 points since the last renewal and exceeding expectations in both English and math. CCCS believes it has created a positive learning environment through the partnership of teachers, parents, and students.
This webinar discussed research needs and priorities for three K-12 virtual schools: Michigan Virtual School, The Virtual High School, and North Carolina Virtual Public School. Key research topics included effective instructional strategies for online learning, student engagement, collaboration tools, blended learning models, and teacher evaluation processes for online instructors. Representatives from each virtual school provided details on their programs and outlined potential research partnerships and opportunities.
This presentation is made for the the School to School Partnership of Puray Elementary School (Leader School) and Malasya-Uyungan Elementary School (Partner School)
The document outlines a set of draft priorities for the Commission on Access to Sound Basic Education Principal Work Group. The priorities include: 1) Aligning state administrator preparation standards with national standards; 2) Requiring year-long, paid internships for administrator certification programs; 3) Ensuring administrator training covers topics like early childhood development, student wellness, and community engagement. Other priorities are expanding leadership development programs, creating a statewide mentorship program, and revising principal salaries and assistant principal allotments.
1) The document outlines a vision to transform the South Delhi Municipal Corporation's (SDMC) school system by 2017 through ambitious goals focused on student learning outcomes.
2) Key targets include becoming the top ranked school system in Delhi and India based on standardized test scores, achieving near universal enrollment in pre-primary and elementary education, ensuring all children are at grade level by 3rd class, increasing the percentage of schools offering English medium instruction, and ensuring all schools are well-resourced.
3) The transformation will be driven through system-wide levers like collaboration between schools, improved accountability, selecting effective school leaders, and focus on literacy and numeracy, as well as school-level levers like
The document provides instructions for accessing a recorded webinar on applying to become an approved supplemental educational services (SES) provider in Alabama. It explains that the webinar recording can be viewed by going to the specified WebEx link and selecting the "SES RFA Technical Assistance Session" recording. The webinar lasts 53 minutes and provides guidance on key aspects of the SES provider application process in Alabama for the 2011-2012 school year.
Los principales tipos de organización que podemos recurrir para dar forma a una empresa son varios, sin embargo hay que tener en cuenta que las formas organizativas presentadas a continuación pueden combinarse entre ellas, en función de los beneficios que permita obtener en cada momento y en aras a la eficacia organizativa.
John Smith received a Certificate of Attendance for completing a two-week course on Concepts in Biomedical Research Methodologies and Clinical Research held from October 27 to November 11, 2014 at the HMC Education Center in Doha, Qatar. The certificate was signed by the Dean Emeritus of Weill Cornell Graduate School, the Associate Dean for Research of Weill Cornell Medical College in Qatar, and the Chief of Scientific, Faculty & Academic Affairs of Hamad Medical Corporation and awarded John Smith 12 CE points.
The document summarizes the key points from a meeting of the Perkins Participatory Planning Committee on May 14, 2009. It discusses the major focus areas of the Carl D. Perkins Career and Technical Education Improvement Act grant, including academic integration, technical skills development, alignment with high priority occupations, and required uses of funds. It also outlines CIT's performance indicators and objectives related to academic attainment, technical skill attainment, program completion, and student graduation.
The TPS 2015 Charter represents the school's strategic plan over the next year. It aims to [1] enable each learner to achieve success and potential, [2] provide a positive and inclusive learning environment, and [3] maintain a culturally responsive school that respects diversity. The charter outlines strategic goals in national standards achievement, teaching practices, vision and values, and meeting learner needs. It establishes annual targets and improvement plans focused on literacy, numeracy, learning support, and innovative pedagogy.
Development of distance education programs at the university of nebraska–linc...Dillard University Library
The document outlines a 4-year strategic plan for developing distance education programs at the University of Nebraska-Lincoln. It recommends assessing faculty support needs, niche markets, and resources to support existing and new programs. It also recommends developing a market strategy targeting in-state and out-of-state students, identifying programs with large out-of-state markets, and annually providing development grants. The plan projects enrollment increases of 10% annually on average over 4 years, with most growth in masters programs and new certificates.
The document outlines an action plan for improving education in North Carolina based on 13 studies and policy analyses. It identifies several areas for action from the consent agreement, including developing high-quality teachers and principals, ensuring adequate and equitable school funding, improving assessment and accountability systems, and expanding access to early childhood education. The plan calls for stakeholder engagement and the development of a systemic implementation plan to carry out recommendations from Phase I of the studies.
This document summarizes the recommendations from the Washington State Paraeducator Work Group's second report. The work group was tasked with developing standards and professional development for paraeducators. Key recommendations include:
1) Adopting new minimum employment standards and requiring professional development for paraeducators.
2) Establishing a Paraeducator Advisory Board to oversee a statewide professional development system and certification.
3) Providing state funding to develop the professional development system and certifications over a 5-year timeline.
4) Ensuring paraeducators, teachers, and administrators receive training on effectively working as an instructional team.
- The document discusses challenges with skill development and vocational training in India, including low rates of formal training, high dropout rates, and lack of employability. It proposes several solutions like integrating skill training into MGNREGS, establishing vocational courses tailored to regional needs, and improving the accreditation system for vocational institutions. However, challenges remain such as lack of trainers, infrastructure issues, and ensuring programs reach people in a timely manner. Mitigation strategies include leveraging existing programs and private sector involvement.
The document discusses the importance of offering more Advanced Placement (AP) courses to 21st century students. It argues that students need to be challenged and prepared to compete globally for jobs and careers. While the Verona school district is meeting standards, it could enhance AP course offerings compared to other similar districts. The document examines whether Verona is offering the most popular AP courses and maximizing student enrollment and achievement in AP. It suggests the district could improve by offering additional in-demand AP courses to better prepare diverse students for their futures.
T-TEL Challenge FUND Info Session PresentationEnock Gyan
The document provides information about the T-TEL Ghana Challenge Fund grant program. It outlines the objectives to provide guidance to potential applicants, the suggested areas of intervention for projects, and eligibility criteria. The grant process includes an expression of interest, application, and selection stages. Shortlisted applicants will be invited to develop full proposals and could receive up to $60,000 or more if applying with partners. The next steps in the process are also provided.
The document provides guidance for schools, colleges, and work-based learning providers to support the successful progression of students to post-16 education. It outlines key elements like raising the participation age, the September guarantee for students aged 16-17, and post-16 progression measures. The guidance identifies target outcomes around participation, retention, progression, and reducing the number of young people not in education, employment or training. It also provides tools to identify students at risk of becoming NEET and good practice for transition planning across administrative, social and personal, curriculum, pedagogy, and autonomy dimensions.
The document proposes a solution called "Practical Schooling Program" to address issues with primary education in India like low standards, disparity in enrollment/attendance, outdated teaching methods, and lack of extracurricular activities. The program would establish 6 innovative practical schools to identify students' talents and develop skills through hands-on learning, workshops, activities, and field trips. It would generate employment for unemployed graduates by hiring them as mentors, trainers, and administrators. The program aims to benefit over 1 million schools and 200 million students nationwide by enhancing education quality, creating jobs, and developing resources. It outlines the implementation process, organizational structure, funding models, and challenges of adapting this new approach.
The document outlines recommendations to improve teacher recruitment, preparation, placement, induction, compensation, support and retention in order to ensure every classroom has a well-trained teacher providing individualized instruction. Key recommendations include expanding the Teaching Fellows program, creating a statewide entity to coordinate recruitment and placement efforts, providing bonuses and loan repayment for teachers who commit to teaching in low-income areas, and expanding new teacher support programs. The recommendations aim to address teacher shortages, eliminate the "teaching penalty" in compensation, and empower teachers as professionals.
State update-webinar-series-2014-updated-august-8-2014chume1
The document provides an update from the Indiana Department of Education including their priorities, recent legislative changes, and news. Some of the key points include:
1. The state board adopted new English/Language Arts and math standards in April 2014 aligned with college and career readiness standards as required by law.
2. Recent legislation allows excused absences for students participating in educational activities at the state fair, replaces some high school courses with dual credit options, and establishes an early learning pilot program.
3. Another new law defines and sets criteria for "adult high schools" to operate as charter schools serving non-traditional adult students.
CCCS is requesting renewal of its charter, which expires in June 2010. Over its 14 years of operation, CCCS has provided an excellent academic program with high standards and hands-on, experiential learning opportunities. CCCS students have shown strong academic performance, with state test scores increasing 25 points since the last renewal and exceeding expectations in both English and math. CCCS believes it has created a positive learning environment through the partnership of teachers, parents, and students.
This webinar discussed research needs and priorities for three K-12 virtual schools: Michigan Virtual School, The Virtual High School, and North Carolina Virtual Public School. Key research topics included effective instructional strategies for online learning, student engagement, collaboration tools, blended learning models, and teacher evaluation processes for online instructors. Representatives from each virtual school provided details on their programs and outlined potential research partnerships and opportunities.
This presentation is made for the the School to School Partnership of Puray Elementary School (Leader School) and Malasya-Uyungan Elementary School (Partner School)
The document outlines a set of draft priorities for the Commission on Access to Sound Basic Education Principal Work Group. The priorities include: 1) Aligning state administrator preparation standards with national standards; 2) Requiring year-long, paid internships for administrator certification programs; 3) Ensuring administrator training covers topics like early childhood development, student wellness, and community engagement. Other priorities are expanding leadership development programs, creating a statewide mentorship program, and revising principal salaries and assistant principal allotments.
1) The document outlines a vision to transform the South Delhi Municipal Corporation's (SDMC) school system by 2017 through ambitious goals focused on student learning outcomes.
2) Key targets include becoming the top ranked school system in Delhi and India based on standardized test scores, achieving near universal enrollment in pre-primary and elementary education, ensuring all children are at grade level by 3rd class, increasing the percentage of schools offering English medium instruction, and ensuring all schools are well-resourced.
3) The transformation will be driven through system-wide levers like collaboration between schools, improved accountability, selecting effective school leaders, and focus on literacy and numeracy, as well as school-level levers like
The document provides instructions for accessing a recorded webinar on applying to become an approved supplemental educational services (SES) provider in Alabama. It explains that the webinar recording can be viewed by going to the specified WebEx link and selecting the "SES RFA Technical Assistance Session" recording. The webinar lasts 53 minutes and provides guidance on key aspects of the SES provider application process in Alabama for the 2011-2012 school year.
Los principales tipos de organización que podemos recurrir para dar forma a una empresa son varios, sin embargo hay que tener en cuenta que las formas organizativas presentadas a continuación pueden combinarse entre ellas, en función de los beneficios que permita obtener en cada momento y en aras a la eficacia organizativa.
John Smith received a Certificate of Attendance for completing a two-week course on Concepts in Biomedical Research Methodologies and Clinical Research held from October 27 to November 11, 2014 at the HMC Education Center in Doha, Qatar. The certificate was signed by the Dean Emeritus of Weill Cornell Graduate School, the Associate Dean for Research of Weill Cornell Medical College in Qatar, and the Chief of Scientific, Faculty & Academic Affairs of Hamad Medical Corporation and awarded John Smith 12 CE points.
Arun Kumar is seeking a position that utilizes his 8 years of experience in industrial automation, control systems, and instrumentation. He has a Bachelor's degree in Electronics and Instrumentation and is proficient in DCS systems like Yokogawa's Centum VP, PLCs, SCADA, and various field instruments. Currently he is an Executive Engineer at Yokogawa India Limited where he has worked on projects involving DCS programming and maintenance. Prior to this, he spent 5 years as an Instrument Maintenance Engineer maintaining control systems and instruments at a manufacturing plant.
Далеко не каждому продукту под силу быстро выйти на новый рынок и заслужить доверие покупателей. В 2015 году разработчик облачного сервиса видеонаблюдения Ivideon совершил настоящий прорыв: совместный проект Ivideon и компании Oco - умная Wi-Fi камера - зарекомендовала себя на российском рынке благодаря широкому спектру возможностей.
Команда Oco решила создать умную камеру, которая была бы уникальной не только в плане материалов и комплектующих, но и с точки зрения простоты и функциональности. Разработка проекта началась в 2014 году, и его целью было предоставление максимума возможностей бесплатно и прямо из коробки. Результатом сотрудничества Oco и Ivideon явилась камера, способная на многое: от бесплатного хранения в облаке коротких роликов об обнаружении движения до интеллектуальной видеоаналитики, от детекции звука до возможности ведения диалога через камеру (функция push-to-talk).
В 2015 году умная камера Oco со встроенным сервисом Ivideon начала стремительно завоевывать американский рынок, заняв полки крупнейших американских ритейлеров от Wallmart и Target до Fry’s Electronics и BestBuy.
В конце марта 2015 года камера Oco вышла на российский рынок и быстро стала популярной.
El documento analiza los beneficios del humor y la risa para la salud y la productividad. Explica que las personas que se sienten más saludables tienden a ser más creativas, resilientes y exitosas en el trabajo y en otros ámbitos de la vida, ya que el humor reduce el estrés y mejora el estado de ánimo. También destaca algunas investigaciones que muestran que empresas que fomentan un ambiente de trabajo más distendido a través del humor obtienen mayores ganancias y son más admiradas.
Yokogawa provided a CENTUM CS 3000 process control system to control the batch processes and emergency shutdown system for Aldwich Enviro-Management's waste oil to diesel plant in Malaysia. The plant processes waste oil through filtration, dehydration, cracking, distillation and other steps to produce diesel, naphtha and fuel oil. The CENTUM CS 3000 system integrates process control and safety shutdown. It has helped ensure safe and reliable operations since the plant was completed in 2005.
The Bethel Public Schools 2013-2014 School Improvement Plan outlines goals in four areas: a culture of learning and high expectations; exceptional teaching and learning; effective community relations; and preparing all students to meet future challenges. The plan details strategies and objectives to improve student achievement, instruction, professional development, facilities, and community/family partnerships. It also includes sections on school data, funding sources, teacher qualifications, and schoolwide program requirements. The overarching goal is for all students to acquire skills and knowledge to be career and college ready.
Specialists Leaders of Education – Information for Potential ApplicantsPaulFrankh
This document provides information about Specialist Leaders of Education (SLEs) for potential applicants. It discusses the background and vision for SLEs, key facts about the program, the role of SLEs and teaching schools, eligibility requirements, the application and recruitment process, training, and deployment of SLEs. The goal of SLEs is to help improve outcomes for students by supporting leaders in other schools and sharing expertise. Teaching schools are responsible for recruiting SLEs and ensuring the quality of their work in supported schools.
The document discusses updates and requirements for early childhood education and the Child Development Education Pilot Program (CDEP) in South Carolina. It notes that a Read to Succeed team has been established at the SC Department of Education to oversee literacy initiatives. A readiness assessment for all students entering 4K and 5K public programs will be selected and training provided. Requirements under the Read to Succeed legislation for early childhood education, literacy intervention, and inclusion in literacy plans are also outlined. Guidelines for CDEP funding, eligibility, enrollment, attendance, programming, personnel, curriculum, assessment and professional development are then reviewed.
This document outlines a committee's research and recommendations for expanding opportunities for excellence in grades 7-12. The committee reviewed literature, board data, economic data, and gathered input from students, staff, administrators, and parents. Among the strengths identified are specialized programming, engaging activities, access to technology, dedicated staff, and effective student support teams. Short-term recommendations include maximizing experiential learning, ensuring student voice, improving transitions, and exploring reach-ahead opportunities. Long-term recommendations focus on targeted literacy/numeracy interventions, partnerships for additional support programs, and reducing learning gaps before grade 7.
Fy16 title i power point english.2015.07.28.readyjodumas
Title I is a federal grant program that provides funding to schools with high percentages of students from low-income families to help raise the academic achievement of all students. To be eligible for Title I funding, at least 50% of a school's students must qualify as economically disadvantaged. Title I schools must adhere to requirements regarding parent involvement, teacher qualifications, student progress reporting, and safe learning environments. Parents have the right to be informed on how Title I funds are spent, their child's academic progress, and the school's performance. At the end of each year, parents vote whether the school will implement Title I as a schoolwide or targeted assistance program for the following year.
Jessica Shelton Campora is an education consultant who provides professional development in classroom management and differentiated instruction. She has over 10 years of teaching experience in urban environments, achieving high student achievement scores. She now runs her own education consulting business called Leveraging Learners, where she assists schools and districts to improve instructional time, achievement, and job satisfaction through research-based strategies.
The document provides guidance for administering New Hampshire's Alternate Learning Progressions Assessment (NH ALPs). Key points include:
1) The NH ALPs is designed for students with severe cognitive disabilities and assesses students based on alternate achievement standards in reading, writing, math and science.
2) The training agenda covers procedures for assessment in each content area, including evidence requirements and sample tasks.
3) Strict video evidence guidelines must be followed, including labeling files properly and limiting video length, to ensure student privacy and allow for scoring.
This document provides guidance for implementing a Homeroom Guidance program for the 2021-2022 school year. The program is designed to equip K-12 learners with life skills in three domains: academic development, personal and social development, and career development. It will be implemented through weekly Homeroom Guidance classes and monitored by school heads, guidance counselors, and class advisers. Learners will be assessed throughout the year to evaluate their development in the program's competencies and areas for improvement. Orientations will be provided for learners, parents, teachers and administrators to ensure proper implementation of the Homeroom Guidance curriculum.
The document discusses alternative delivery modes (ADM) that the Department of Education offers to meet the diverse needs of learners, including modified in-school approaches, home schooling, dropout reduction programs, and open high school. It defines several specific ADMs like MISOSA, IMPACT system, and night high school, explaining their objectives and implementation methods. The ADMs aim to improve access to education and learning outcomes for marginalized students by utilizing community involvement and various formats like self-instructional materials, programmed teaching, and distance learning modules.
Strengthening the Edupreneurship Ecosystem in South Africa 2015 - PRESENTATIONZoraida Velasco
The document summarizes research conducted on the edupreneurship ecosystem in South Africa. Interviews with experts and stakeholders identified several challenges: lack of funding, human capital gaps, regulatory barriers, insufficient infrastructure and technologies, and an early-stage market. Opportunities include developing blended capital models, establishing support platforms, replicating successful models, and focusing solutions on public schools. The report will inform an event organized by ANDE to strengthen the ecosystem through collaboration, knowledge sharing, and investment in root solutions.
Speak Up is a national research initiative that collects the views of K-12 students, educators, and parents on the use of technology in education. Schools and districts can register to participate for free to receive localized data and national benchmark data. Participating ensures stakeholders' voices are heard and helps schools make informed decisions. Benefits of participating include free reports, promotional materials, and dedicated support staff. The guide encourages setting participation goals and using the data to guide planning and discussions.
20-21 Title I Parent and Family Engagement OrientationBFC
2020-2021 Title Funding Parent and Family Engagement Orientation Video
Dr. Vincent Leone
Coordinator of Funded Programs, Compliance & Chief Information Officer
October 2020
Collecting feedback on quality indicators of the higher education student exp...Sonia Whiteley
Presentation about Australia's national system for collecting feedback from undergraduate university students about their teaching and learning experiences.
This document from the Illinois State Board of Education provides guidance on developing and implementing a schoolwide program. It explains that a schoolwide program aims to improve academic achievement for all students, particularly the lowest-achieving students, by upgrading the entire educational program of a school. Developing a comprehensive schoolwide plan requires conducting a needs assessment, establishing goals and strategies to address priority needs, and evaluating and revising the plan annually. The plan must describe how the school will coordinate and integrate federal, state, and local resources to improve instruction for all students.
This document provides guidance for teachers on continuous professional development. It discusses reflecting on teaching practice and planning goals for improvement in using new learning delivery modalities. The document includes a self-assessment questionnaire, templates for setting goals and an individual development plan. It emphasizes aligning professional development with the Philippine Professional Standards for Teachers across domains like content knowledge, learning environment, diversity of learners and more. Teachers are guided to identify priorities, choose relevant training programs and discuss topics at their School Learning Action Cell meetings to strengthen practice.
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
The document provides information about developing Individualized Education Programs (IEPs) for students with disabilities. It discusses that an IEP is a written plan that sets learning goals and establishes services to ensure a student's needs are addressed. An IEP is developed by a team that includes parents, teachers, and other specialists. They meet annually to discuss evaluations and observations of the student and develop the IEP. The IEP contains sections for concerns and strengths, present levels of performance, annual goals, and services to be provided. It aims to individualize education and ensure students receive accommodations and specially designed instruction.
Project OneEducational SystemBinder1. Describe the nature .docxwkyra78
Project One
Educational System
Binder
1. Describe the nature of the project that you accomplished.
2. Describe and explain how you used any relevant data to complete your project. (Data could come from research, assessment results, the input from colleagues, parents and/or community members, etc.)
3. What were the financial considerations within the project? What political forces influenced the nature of the project? What cultural aspects of your work setting influenced the project?
4. Using the State learning standards, district goals, and/or community expectations as benchmarks evaluate the effectiveness of your project for improving the educational system where you work.
5. Make specific recommendations for improving upon what you accomplished.
6. Submit a plan for monitoring the impact of your project.
I. Overview
Co-teaching is designed to meet the educational needs of students with diverse learning options. It allows teachers to focus on more intense and individualized instruction in the general education setting for students with special needs. However not all schools have the ability to effectively co-teach and co-plan. Schools are not equipped to offer professional support and co-planning sessions for general education and special education teachers. Not many schools understand effective co-teaching models.
My role is to research effective co-teaching models and present this information to staff during an in-service training.
II. Relevant Data
a. Research co-teaching strategies with documented effectiveness by locating at least 5 recent journal articles.
b. Survey present teachers across two schools (building-wide) and determine what types of co-teaching is implemented in the respective classrooms.
c. Survey student and teacher feedback regarding the effectiveness of present co-teaching design.
d. Assist co-teachers with co-planning sessions and differentiation strategies.
III. Diverse Educational Setting
a. Different grade levels – High school grades 9-12
b. Different disciplines – core content areas (English, Math, Science, History)
c. Work with diverse student populations – General Education, Special Education Students and English Language Learners
IV. ISLLC Standards
a. Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
b. Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by ensuring management of the organization, operation and resources for a safe, efficient and effective learning environment.
...
Project OneEducational SystemBinder1. Describe the nature .docx
Title i presentation for ps os
1. Information for Private School
Officials (PSO) in By-Passed LEAs in
Missouri
Title I: Equitable Services to
Private School Children
2. Welcome & Introductions
• Welcome, private school officials from the by-passed
LEAs in Missouri. Thank you for your time as you
navigate through this presentation.
• We realize that many of you are unable to attend our
regional consultation meetings for Title I due to other
commitments. The purpose of this presentation is to
give you an opportunity to receive program
information through an alternative method.
• As you go through this presentation please jot down
your questions. There will be POC information for you
to share your questions at the end of the presentation
and a form to complete which verifies consultation
participation.
For Use By NESI Programs Only 1
3. Overview of the Presentation
• This presentation contains information about
the following topics:
– Background Information about your service
provider and the U.S. Department of Education
Title I contract for by-passed LEAs
– Program Updates and 2013-14 Summary Results
– Required Consultation Topics
– Other program information
For Use By NESI Programs Only 2
4. Background for Title I By-passed LEAs
• NESI, under contract with the U.S. Department
of Education, administers the program to
provide Title I services to eligible private school
children, families and private school teachers of
Title I students in by-passed LEAs in Missouri.
– Since 2003, NESI has performed the functions of the LEA
for the bypassed LEAs.
– Our administrative project office is located in St. Louis.
– NESI administrative and instructional staff are responsible
for ensuring Title I services are provided in accordance
with the Title I law and the contract for the bypassed LEAs.
For Use By NESI Programs Only 3
5. Program Updates
• For school year 2014-15, NESI is providing
reading and math intervention services for:
– 859 eligible children in grade spans from pre-
kindergarten to 8th grade
– 76 private schools in 40 LEAs. These service
models include pull-out and extended day.
– NESI has 57 full and part-time certified teachers
serving these students
For Use By NESI Programs Only 4
6. New for 2014-2015
• An additional option we are offering this year in
LEAs where instructional programs are difficult to
schedule is:
– Providing opportunities for teachers of eligible private
school students to participate in professional
development, which will impact the academic growth of
eligible students.
– Options include online courses, DVD programs and
membership in professional reading organizations. All of
the programs target working with struggling students.
• Many programs have added technology, such as e-
beams, ipads, and educational apps to support the
instructional program. We appreciate your support
with Internet connectivity.
For Use By NESI Programs Only 5
7. Summary of Last Year’s Program
Outcomes
• Program Goals and Benchmark Results in SY 2013-14
– Served the academic needs of 1153 students at 73 sites in
40 bypassed LEAs
– 96% of 1st grade students and 99% of 2nd grade students in
Reading achieved a minimum growth of 3 instructional
reading levels as measured by Benchmark Assessment
System.
– 82.4% of students in grades 3-5 had an increase of 2 NCEs
or more in their total reading score on a standardized
reading test
– 89.6% of the students in grades 3-5 increased +2NCEs or
more in their total math score on a standardized math test
For Use By NESI Programs Only 6
8. Summary of Last Year’s Program
Outcomes
• 96.3% of classroom teachers of Title I students pre-K-8th grade
indicated strongly agree/agree on a survey that students had shown
improvement in their regular classwork.
• NESI Title I teachers had at least one face-to-face meeting with 85%
of parents/families of their Title I students
• NESI invited 100% of the private school teachers in LEAS with
Professional Development funding to a minimum of 2 PD activities
– 100% of private school teachers attending PD workshops gave a rating
of agree or greater on 80% of the items on the evaluation of the
workshop
• The full summary report of last year’s results is available as an
web link to this presentation.
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9. Consultation Process
For Use By NESI Programs Only
• What is it?
• When should it occur?
• What are the requirements of
consultation?
8
10. Consultation - What is it?
• Consultations are:
–Two-way discussions between NESI
(acting as the LEA) and private
school officials (PSO) on key issues
that affect the ability of eligible
private school students to participate equitably in Title
I programs. Consultation is annual and ongoing.
• Only after discussing key issues during
consultation with PSOs can NESI make its final
recommendations and decisions with respect to
the Title I services
For Use By NESI Programs Only 9
11. Consultation - When should it occur?
• NESI leadership has ongoing discussions with
appropriate PSOs throughout the
implementation and assessment of Title I
services. These discussion must be timely and
meaningful.
– Added emphasis in the Fall and Spring to facilitate
the design of the program.
– Consultation can be in many forms-face to face,
telephone, email, and virtual means.
For Use By NESI Programs Only 10
12. What are the Required Topics for
Consultation?
1. Data sources to be used to identify children’s needs;
2. Services to be offered;
3. Size and scope of equitable services;
4. How, where, and by whom the services will be provided;
5. How services will be academically assessed and how the
results of that assessment will be used to improve services;
For Use By NESI Programs Only 11
13. What are the Required Topics for
Consultation?
6. Size and scope of the equitable services to be provided to the
eligible private school children, and the proportion of funds
that is allocated for such services;
7. Method or sources of data used to determine the number of
children from low-income families in participating school
attendance areas who attend private schools (DESE
nonpublic registration site)
8. Delivery of services to private school children;
For Use By NESI Programs Only 12
14. What are the Required Topics for
Consultation?
9. Needs of private school teachers who teach Title I students
and the professional development program that will be
designed to meet their needs;
10. Needs of families of Title I children and the family
involvement program that will be designed to meet their
needs; and,
11. Complaint process
For Use By NESI Programs Only 13
We will go into topics 1-8 in more detail in following slides
and into topics 9-11 in following sections
16. Consultation - Discussion
Requirements
1. What are the data sources to be used to identify
children’s needs?
– Private School children who reside in Title I participating
public school attendance areas and are failing or most at
risk of failing to meet standards.
– Students are ranked for greatest need using multiple,
educationally-related, objective criteria; teacher referrals,
academic progress in the classroom; and, achievement test
scores
– Poverty is not a criteria for participation.
– NESI selects participants from names of eligible children
provided by PSOs using the criteria stated above.
For Use By NESI Programs Only 15
17. Consultation - Discussion
Requirements
2. What types of services are offered?
– Generally small group instruction of 3-5 students in reading and/or
mathematics, primarily during the school day; services cannot be
delivered in the regular classroom through team teaching or
cooperative learning.
– Other options may be available but the options must show
reasonable promise that academic performance of private school
participants will improve
– Title I instruction in reading and math may not supplant the private
school’s reading and math program –Title I may only supplement
instruction in the private school classroom
– Intervention instruction is coordinated with instruction that the
children are receiving in their classrooms-Our goal is to help
children show improvement in their classroom work
For Use By NESI Programs Only 16
18. Consultation - Discussion
Requirements
3. What determines the size and scope of equitable
services?
– The academic needs of eligible private school children and
the amount of funds available determine the number of
children served and types of services offered
– Through consultation, the decision is generally made to
pool funds within an LEA
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19. Consultation - Discussion
Requirements
4. How, where, and by whom will services be provided?
– Services are generally provided within a space in the private
school which is educationally appropriate and religiously
neutral. The Title I program has exclusive use and control of the
space during the time Title I services are being conducted.
– Instructional services are provided by employees of NESI.
Teachers are certified in appropriate academic areas and meet
background check qualifications. Teachers are paid according to
the LEA teacher pay schedule, per contract, to ensure
equitability with the LEA.
– Services must start by the 3rd Monday in September; however,
all data for eligible students must be received from the private
school officials and private school teachers in order for the
program to start on this date.
For Use By NESI Programs Only 18
20. Consultation-Discussion
Requirements
5. How will services be academically assessed and
how the results of that assessment will be used to
improve services?
– Program Standards for SY 2014-15 are attached to this
presentation
– What happens if segments of the program do not meet the
agreed upon academic standards?
• In consultation with the private school officials and NESI staff
changes to the Title I model are recommended and adopted to
help students have the best opportunity to meet the academic
standards
For Use By NESI Programs Only 19
21. Consultation - Discussion
Requirements
6. How are the proportion of funds allocated for the size and
scope of the equitable services to be provided to the
eligible private school children?
– The LEA calculates the per pupil amount (PPA) on the Title I
application, based on the total number of children from low-
income families residing in each attendance area attending
either public or private schools and the available funds
– The number of low-income private school children on the LEA
application multiplied by the per pupil amount (PPA)
determines the amount of funds allocated for instructional
services for eligible private school children in the LEA.
NESI must do this calculation to determine equitable funds for
eligible private school children annually using information on the
LEA application. Critical to this process is the low income count
you report on the DESE nonpublic school registration website.
For Use By NESI Programs Only 20
22. Consultation - Discussion
Requirements
7. What are the methods or sources of data used to determine the
number of children from low-income families in participating school
attendance areas who attend private schools? (DESE nonpublic
registration site)
• The information your school provides to the DESE nonpublic school registration site
is extremely important. You need to ensure that you are accurately reflecting the
number of students in participating public school attendance areas in the data you
supply to DESE as these numbers are reflected on the LEA’s Title I application and
are used to determine equitable funds for instruction for eligible private school
children
• Methods the private school may use to collect poverty data include:
– Federally funded free and reduced lunch-this method must be used if you have a
federally funded free and reduced lunch program in your school
– Survey data and extrapolation
– Proportionality (preferred method, if free and reduced lunch data is not available)
– Equated Measures
For Use By NESI Programs Only 21
23. What are the methods to determine Economic
Deprivation (low-income) Counts?
• Nonpublic school registration on the DESE website is
available during certain time frames for nonpublic
schools to indicate participation for the 2016 Title I
program
• If you indicate on the registration form that you wish to
participate in Title I programs you will need to provide
additional information of enrollment counts by LEA,
public school attendance area and grade level.
• Note: The information you provide on the nonpublic
registration page is very important to determine the
amount of equitable funds available to eligible private
school students.
For Use By NESI Programs Only 22
24. Using the Proportionality Method-Allocating Funds
for Private School Students
• To use proportionality to determine the low income count,
the school will need to input the addresses and grade levels
into the nonpublic registration website of all students, not just
low-income students residing in the public school attendance
area attending private schools (no names are required)
– To Use Proportionality: Apply the low-income percentage of each
participating public school attendance area to the number of private
school children who reside in that school attendance area.
• Example: If the public school attendance area has a 60% low
income count, then 60% of the private school students
residing in that public school attendance area would
proportionally be considered low income students.
For Use By NESI Programs Only 23
25. Consultation - Discussion
Requirements
8. How is the delivery of services to private school children
determined?
» Consultation occurs with the PSO to determine grade levels and subjects
to be served
» NESI is responsible for planning, designing and implementing the Title I
program for the participating private school children, families and private
school teachers of Title I eligible students
» Instructional services are delivered to eligible private school children who
are selected using educationally related criteria. A program is planned to
address each student’s educational need.
» The program uses research based methods and instructional strategies for
improving academic achievement that have shown to be effective.
For Use By NESI Programs Only 24
26. Information on the Research-Based
Programs in Title I
• NESI primarily uses the Leveled Literacy Intervention
System (LLI) by Fountas and Pinnell for the
intervention reading program. This program uses
high quality fiction and non-fiction texts with a focus
on deep comprehension, fluency, systematic phonics
and writing. The system includes practical initial and
ongoing assessments and progress monitoring.
• Title I teachers use these programs to support
classroom instruction for reading.
For Use By NESI Programs Only 25
27. Information on the Research-Based
Programs in Title
• Moving with Math by Topic provides targeted
instruction in a coherent structure of skills
linking standards, pre and post tests, reviews,
and re-teaching. Lessons begin with hands-on
manipulatives, move to pictorial stage and
then to practice at the abstract stage.
• Teachers can differentiate instruction and
reteach based on pre and post test results.
• These programs support the classroom
instruction for math.
For Use By NESI Programs Only 26
29. Consultation - Discussion
Requirements
9. How are the needs of private school teachers who teach Title I
students and the professional development program designed
to meet their needs?
– Equitable funding for PD is based on whether the LEA set aside funds
for professional development
– If funds were set-aside for public school teachers, a proportionate
amount of funds will be available for professional development for
private school teachers of Title I students
– Programs to address the needs of private school teachers of Title I
students are developed in consultation with PSO and private school
teachers of Title I students
– Surveys and feedback are used to measure effectiveness of the
training and correlation with student progress
For Use By NESI Programs Only 28
30. Professional Development Reservation
Worksheet Example to Determine Amount
of Title I funds for Equitable Services
Reserved funds for Title I Professional Development Activities (§1119) - LEA must reserve
proportional funds for private school children from low-income families residing in participating
public school attendance areas.
If there is not a reservation for PD on the Title I application, there are no funds allocated for PD
for families of participating private school students. These funds may not be transferred to
instruction.
Parental Involvement Reservation under Sec. 1119 of ESEA
In participating public school attendance areas:
a. Number of private school children from low-income families = 11
b. Total children (public & private) from low-income families = 1106
Proportion of Reservation (a ÷ b) = 0.0099
Calculate Reserved funds for Title I Professional Development Activities
a. Proportion of Reservation = 0.0099
b. Reservation = $50,266
Reservation for Equitable Services (a x b) = $497.63
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31. Professional Development Initiatives
Some programs offered to private school teachers
of Title I students include:
• Teacher Workshops with a focus on struggling
readers and math
• Membership in national reading associations
• Online courses related to struggling learners
• DVD course materials with emphasis on support
for struggling learners
• All workshops were rated by participants as
strongly agree/agree on 95% of the 8 statements
on the workshop evaluation survey
For Use By NESI Programs Only 30
33. Consultation - Discussion
Requirements
10. How are the needs of families of Title I children and the
family involvement program designed to meet their needs?
• Equitable funding is based on whether the LEA set aside funds for
parent involvement
• If funds were set-aside, a proportionate amount of funds will be
available for parent involvement
• Programs to address the needs of private school families of Title I
students are offered to families throughout the year to include take-
home electronic devices and websites that offer extended learning for
families
• The effectiveness of the PI program is measured through parent
surveys and feedback
For Use By NESI Programs Only 32
34. Parental Involvement Reservation
Worksheet Example to Determine Amount
of Title I funds for Equitable Services
Reserved funds for Title I Parent Involvement Activities (§1118) - LEA must reserve proportional
funds for private school children from low-income families residing in participating public school
attendance areas.
If there is not a reservation for PI on the Title I application, there are no funds allocated for PI
for families of participating private school students. These funds may not be transferred to
instruction.
Parental Involvement Reservation under Sec. 1118 of ESEA
In participating public school attendance areas:
a. Number of private school children from low-income families = 11
b. Total children (public & private) from low-income families = 1106
Proportion of Reservation (a ÷ b) = 0.0099
Calculate Reserved funds for Title I Professional Development Activities
a. Proportion of Reservation = 0.0099
b. Reservation = $10,054
Reservation for Equitable Services (a x b) = $99.53
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35. Parental Involvement Initiatives
• NESI website for Parents
– Student work
– Parent resources
• Take-home Nooks http://missourititleibypass.com/
• Take home books, manipulatives, games
• Raz-Kids to practice reading
• Newsletters
• Parent Meetings and Workshops
• Based on a 72% response rate on the parent survey, 99% of
preK-8th grade parents strongly agree/agree that they have
seen improvement in their child’s reading or math skills
For Use By NESI Programs Only 34
37. Consultation –
Discussion Requirements
11. How do you resolve disagreements or initiate a complaint
process?
» Nonpublic school officials may have recourse, through the
compliant process if they do not believe their eligible
children, teachers or families are receiving equitable
services.
» NESI provides the complaint process annually to the PSOs
» NESI provides an opportunity to resolve issues that are
program related internally.
For Use By NESI Programs Only 36
39. Thank You
• NESI must maintain and provide to USED a
written affirmation, signed by PSOs that the
required consultation has occurred.
• When you have finished reviewing this
presentation, one of our staff will contact you
to ask if you have any questions and also ask
you to sign the written affirmation.
For Use By NESI Programs Only 38
40. Equitable Services to Private School
Students
• Any Questions? Please Contact:
• Project Director-Barbara Magrosky
• bmagrosky@nesieducation.org
• Tele.: 314-351-1735
• Instructional Supervisors
– Vicky Yochum-St. Louis metro area and SE Missouri
– Marcia Garland-St. Louis metro area and mid-state
– Jane Marschner-St. Louis metro area
– Rose Judy-Kansas City metro area and west-state area
For Use By NESI Programs Only 39
41. Web Links to Resources
For Use By NESI Programs Only
• Ensuring Equitable Services to Private School
Children, A Title I Resource Toolkit
• Summary of NESI Program Results for 2013-
2014
• Standards for 2014-15 Title I program
• Written affirmation form for consultation
2015-2016
40
Editor's Notes
At the end of this presentation, you will find the name of a NESI contact person that can answer your questions. There will also be a link to a form for you to complete to verify that you participated in consultation.
This presentation is broken down into the following components:
Read the bullets.
NESI administers the Title I contract in the Missouri by-passed LEAs for the US Department of Education. NESI has been the contractor for Title I services in Missouri since 2003 and in Virginia since 1979. The program includes services to eligible private school children, their families and the private school teachers of Title I students. We maintain an administrative office in St. Louis. Our staff is responsible for ensuring that Title I services are provided in accordance with the contract and Title I law.
We would like to share with you some program updates for this school year. We are serving 859 children in grade spans from pre-kindergarten to 8th grade in 76 private schools in 40 LEAs. The instructional service models include pull-out during the regular school day and in some smaller locations we offer extended day programs. We currently have 57 part time and full time certified teachers.
Something new for this year for private school teachers of eligible Title I students in LEAs where it is difficult to form cohesive instructional groups is the opportunity to participate in professional development offerings. Our goal is to provide alternate means to support the academic growth of eligible students if the traditional model is not feasible.
Some of the options available for professional development for these schools, and other private schools, include online courses, DVD programs and membership in reading organizations . All of the offerings support and target strategies to work with the private school struggling Title I students.
Also new this year is our technology initiative. Many of our programs have added technology as a component of instruction using e-beams, ipads. and educational software, such as Raz kids, to support the instructional component.
If you have not already received the results from last year’s program we would like to share some of the results.
Read bullets on next 2 slides.
Read bullets and share that the full summary is a link to the presentation at the end.
The second area we will be discussing today is the consultation process.
Consultations are discussions between the LEA, in this case NESI, and private school officials on key issues that explore and explain the ability of eligible private school students to participate equitably in Title I programs. The consultation process is annual and ongoing. NESI schedules individual consultation meetings with private school officials in the Spring and Fall to gather input for the design of the program, such as grade levels and subjects to be served, and how the student referral process works. Supervisors also discuss the school’s methods for data collection for the low income counts.
Consultations occur anytime there are contemplated changes to the program. Consultation can be in any format; however, face to face is preferred. Consultations can be via email, telephone calls or even in this case, virtual.
Even though we are delivering this information virtually, a follow-up consultation call or visit will be made by a NESI supervisor to discuss your questions or concerns.
We have listed the required topics for consultation on the next two slides. We will be discussing each one individually.
Read Bullets
Ok, let’s get started with #1—What are the data sources to be used to identify student needs?
#1-Student eligibility for Title I is identified using two data sources. Students must meet both of these criteria to be eligible for Title I.
First, the private school student must reside in a Title I public school attendance area in a bypassed LEA.
Secondly, the classroom teacher refers a student for academic intervention based on multiple educationally related, objective criteria. Students in grades below 3 grade are selected solely by teacher referral. Students in grades 3 and up may be selected through both teacher referral and a standardized test score below 50%.
Poverty or being from a low-income family is NOT a criteria for selection to participate in Title I programs. However, we will discuss later in this presentation more about the low income counts as they relate to available funding.
#2-What types of services are offered?
In consultation with the private school officials, NESI develops a program design for each program. As the private school official, you decide which grade levels and subject areas you would like to have as the instructional focus for the eligible students in your school. If it is not feasible to form cohesive instructional groups during the school day, we can also look at extended day options. Just to reaffirm the instructional model during the school day is the preferred model and has shown to have the biggest academic benefit for your students.
As you know, NESI teachers cannot supplant the reading or math instruction in your school. The intervention program we offer is in addition to the instruction provided by your staff. Think of it as the second scoop of ice cream on the cone you have already made.
#3 What determines the size and scope of the program for the eligible students in your school?
There are several factors which impact the size and scope of the program. The first is the academic needs of the eligible students that reside in a public school Title I attendance zone and second is the amount of funds available in the LEA for instruction. We will talk more about funding later in the presentation.
After you have indicated that you would like to have Title I services one of the first agenda items we work together is a Design Plan that identifies which students, grade levels, and subject areas will be best in your school. The students you identify must be referred by a private school teacher as struggling to meet academic standards and/or by a qualifying test score.
#4-How, where, and by whom are services offered?
Our Title I contract has specific guidelines we have to follow in order to provide services for eligible students. First, the space provided for Title I instruction in the private school must be religiously neutral and educationally appropriate. NESI teachers must have complete control over the space during the time Title I services are being conducted. Title I materials can only be used by Title I students and the materials and equipment must be stored in a secure location when not being used.
For pull out programs NESI will assign a certified teacher to your school who has a cleared background check and has had child protection training. For extended day programs we generally hire one of the school’s teachers to provide Title I services after school. Teachers are paid according to the LEA schedule for teachers and extended day.
According to our contract services must start no later than the 3rd Monday in September. Your role in providing the NESI teacher your eligibility lists and referrals in a timely way ensures we can meet that deadline.
# 5- How will the services be assessed and how do we use the results to improve services?
Program standards are reviewed annually based on the results of the assessment data collected each year. You can find the program standards for this year in a link at the end of this presentation.
Assessment data is collected through standardized testing, formative assessments, checklists and classroom teacher feedback. Survey data is collected annually from parents, classroom teachers of private school Title I students and private school officials.
We normally survey private school officials in the Fall and Spring. The survey gives you an opportunity to voice your opinions and provide feedback on our services. Your feedback helps us provide a better program for the Title I students, families and teachers of participating Title I students.
If participating students are not progressing based on assessment data, NESI will coordinate with PSO and our staff to modify the design plan to provide a better opportunity for academic growth.
# 6-How is the proportion of funds allocated to deliver the Title I program?
The funding for the eligible students attending your private school is calculated based on the low income student counts you enter into the DESE non-public school registration site for each LEA students represent. Suppose you have students from multiple LEAs attending your private school, you should be entering low income data for each LEA for your school.
NESI must calculate annually the funds available for private school students in each LEA based on the low income data for private and public school students and the per pupil amount. Critical to this process is the data you enter on the DESE website. If you are not entering data correctly or if the data is incomplete on the DESE website, then the amount of instructional funds available for private school students could be impacted. NESI supervisors are available to support you if you have questions about how to determine low income counts.
#7-How do you determine the low income count data for private school children who reside in public school Title I attendance areas?
Before you input data on the DESE website you should be collecting data regarding your low income students. If your school has a federally funded free and reduced lunch program you can use that student count to input by LEA into the DESE website. If you don’t have federally funded lunch program, there are 3 other measures you can use. DESE may allow you to use more than one method if you have students from multiple LEAs.
The three methods are: survey data and extrapolation; proportionality; and equated measures. We don’t have time to go into each method for this presentation. If you are not familiar with how to use these methods please ask NESI supervisors for help in determining how to collect the data and what data you input on the DESE website.
As a quick summary:
The data you enter on the DESE site for nonpublic schools is critical in determining the equitable Title I funding available for eligible students.
The information from your school must be entered into the DESE non-public school registration site during specific time frames. If you miss the deadline your eligible students may not be able to participate in the Title I program .
If you indicate that you want to participate in Title I programs you will need to enter data about grade levels and addresses for public school attendance areas.
If you marked that you want to participate in Title I programs and you have not in the past, a NESI representative should be in contact with you over the summer.
This slide on proportionality is here for your information. This is the method NESI prefers to be used for low income count data if you do not have a federally funded free and reduced lunch program; but, as the Private School Official you have to decide which method is best for your program.
As the representative acting in place of the by-passed LEA it is our responsibility to ensure the data is collected and entered correctly on the DESE non-public registration site.
NESI staff are available to consult with you and help you, as needed.
#8 How do we determined the delivery of services to private school children?
Consultation occurs with private school officials in late Spring to update the design plan and again in the Fall to re-confirm selections for grade levels to be served and subjects. A list of eligible students should be provided in Fall. If you have qualifying test scores those should be included on the eligibility list. NESI staff will then begin distributing and collecting referral forms from the classroom teachers. Students are ranked according to greatest academic need using academic criteria. Eligible students must live in a public school Title I attendance zone to qualify in addition to academic need.
The program is planned to address each participating student’s academic need.
The reading intervention program uses primarily the researched based Leveled Literacy Intervention System by Fountas and Pinnell. This program focuses on deep comprehension, fluency, systematic phonics and writing with ongoing assessments and monitoring using fiction and non-fiction texts.
Our intervention program integrates the teacher communication feedback on classroom work with the intervention program, which supports student success in the classroom.
As noted in the teacher feedback surveys, Title I students have consistently shown improvement in their classroom reading or math subjects.
Most of the programs have selected reading as the area of greatest need. However, in some locations we offer a math intervention program. NESI primarily uses Moving with Math as our curriculum source for teaching math. The program offers the students opportunities to use hands on manipulatives as they progress to more abstract thinking for math.
In this section of the presentation we are going to discuss the professional development opportunities available to private school teachers of Title I students.
Equitable funds for professional development for private school teachers of Title I students is based on whether the LEA set-aside funds for professional development for public school teachers. If the LEA did set-aside funds then a proportionate amount of funds are available for private school teachers of Title I students.
NESI has designated a PD Coordinator to design the PD program through consultation with private school officials and teachers of Title I students.
participant’s Surveys and feedback about the offerings indicate a high level of satisfaction with the training and its impact on their teaching of the Title I students in their classes.
This slide represents how the equitable funding for professional development is calculated using information from the LEA Title I application.
If you have individual questions about the professional development program please contact our office.
After consultation the PD Coordinator develops a program to address the specific needs of the private school teachers of Title I students. Some of the types of offerings include:
Read bullets. Useful and relevant
In this section of the presentation we are going to discuss the parent involvement opportunities available to private school families of Title I students.
If the LEA sets aside parent involvement funds in the Title I application then a proportionate amount will be available for families of private school Title I students.
These funds are used to address the needs of private school families of Title I students. Programs are offered to support families to extend their child’s learning at home through take-home electronic devices with educational software; through reading programs online; and, websites to support their child’s learning.
Parent satisfaction is measured through end of year surveys. Last year’s survey indicated that 99% of parents felt that their child’s reading or math skills had improved.
This slide represents how the equitable funding for parent involvement is calculated using information from the LEA Title I application.
If you have individual questions about the parent involvement program please contact our office.
Some of the initiatives we offer that support our Title I students’ families include:
Read bullets.
The last section of this presentation includes basic information about the complaint process NESI follows.
Resolution of complaints starts with our Project leadership.
If you, as a private school official, have questions or concerns about the program in your school, please share those concerns with the Instructional Supervisor first for quick resolution. If the IS can’t resolve the issue, then the Project Director will become involved to resolve or mediate the issue. We have found that most program complaints can be resolved by following these simple steps. You can contact the IS or PD by phone, email or during an on-site visit. Please follow-up with any concerns you have so they can be resolved and not allowed to expand.
If you have concerns about receiving equitable services for students, families or your teachers , the complaint process is in the written policy you receive at the beginning of every school year.
We are at the end of our presentation. We hope that the information we have presented provides you a clear overview of the required topics and consultation process. If you have questions about any of the topics we discussed please contact us for more information. The following slides provide the Title I program leadership staff’s names and contact information for the Project Director. The last slide provides links to resources for Title I.
Consultation is a two way process and our goal is to design an intervention program that meets the needs of your eligible students, teachers and families.
Thank you again for your time.
As part of our required processes for documentation, one of our NESI supervisors will be contacting you to inquire if you have any questions about the content and also ask you to sign the Affirmation of Consultation form, which is a link to this presentation.