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This is a short presentation by Nicola Hoskings, Assistant Head at Penair School in Truro on Transitioning school in a remote and virtual context. Nicola's presentation was shared with mental health leads across Cornwall as part of our work with HeadStart Kernow which is a lottery funded project. We found the session to be valuable and Nicola kindly agreed it could be shared more widely. Nicola Hosking is an Assistant Headteacher and Designated Safeguarding Lead at Penair School in Truro. Nicola has taught at Penair for over 20 years and joined as the Head of Geography in September 2000. Developing an interest and passion for pastoral work meant that Nicola has undertaken many different roles in school to work her way up to her current position. Nicola is also the Mental Health Lead at Penair and feels that her job is quite possible because she feels very lucky to live where she is. The Cornish coast never disappoints, whether it be the glorious sunshine or the stormiest of seas, the salty air never fails to clear the brain. Accessing this course requires a login. Please enter your credentials below!

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From learning about the watermaster program in the Rio Grande Valley, to air monitoring in Central Texas, or gathering groundwater samples in the Dallas region, these college students come from diverse backgrounds pursuing degrees related to the environment, science, engineering, public administration, public health, computer technology, accounting, business, law, and communications. These are just a few of the 125 interns who make up this year’s TCEQ Mickey Leland Environmental Internship Program (MLEIP). Now in its 31st year, the mission of the MLEIP is to cultivate citizens of the world, said Diana Rader, Advisory Board President of the program. Since it began, more than 2,600 college students have been placed in internships across Texas. The internships provide meaningful work experience through structured assignments and networking opportunities that strategically develop the interns’ marketable skills and build their self-confidence. “This internship program is unique in that it is administered by the TCEQ but is accessible to private companies, other public agencies, and organizations outside of the TCEQ,” Rader said. “In other words, the program recruits a diverse talent pipeline from universities across Texas and beyond and identifies internship opportunities either within the agency or with external sponsors.” With close to 500 undergraduate and graduate students applying for the paid internship program every year, the program has seen significant growth in its three decades. When it began, the internship program placed about 30 interns each summer compared to the average of 130 now. In addition, the number of external sponsors has grown from about five to nearly 40 organizations that expressed interest in selecting interns this year. Named after former U.S. Congressman Mickey Leland, the program was started in 1991. Leland was passionate about his community and the environment and served as an advocate for the poor and the hungry in both the U.S. and across the world. Because of this passion, one of the goals of the MLEIP is to heighten the awareness and encourage the participation of minorities, women, and economically disadvantaged college/university students regarding environmental-related issues and policies. The interns in this year’s class represent 16 different universities, including the University of Texas, Texas A&M University, University of Houston, Macalester College, and Vanderbilt University. For one of the interns with our air quality monitoring team in Austin, becoming a Mickey Leland intern was decided when TCEQ held a water quality seminar at her elementary school. From there, Emily Saculla said she was “instantly hooked.” Now she’s pursuing a master’s degree in environmental policy and regulations. Meanwhile, Andrew Villareal is already reaping the benefits of his MLEIP internship with the City of Leander. Upon his mentor’s recommendation, he applied and was accepted into the first-ever Texas Division of Emergency Management Academy. He starts August 1. Success is not uncommon for the interns of this program. In fact, according to Rader, many MLEIP intern alumni have gone on to great success, including positions as the environmental program coordinator for the City of Austin, environmental protection specialist at the Texas Department of State Health Services, a meteorologist at KVEO News, and an attorney at the International Justice Mission Kampala. Others have gone on to work for TCEQ, including a retired deputy executive director, a regional office director in Harlingen, and a senior GIS analyst in Austin. Now able to introduce a more flexible work environment, with opportunities that vary from working in-person, to working virtually, or a hybrid approach depending upon the needs of the employer, this program continues to grow and evolve and is ready to continue serving those students with a passion for the environment.

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Management Learning introduces the context and history of management learning and offers a critical framework within which the key debates can be understood. The book also provides an incisive discussion of the values and purpose inherent in the practice and theory of management learning, and charts the diverse external factors influencing and directing the processes of learning. The volume concludes with a look forward towards the future reconstruction of the field. Chapter 8: Management Learning as Discourse Management Learning as Discourse The purpose of this chapter is twofold. We wish first to argue that the study of management learning can be significantly enhanced by the discourse analysis of its language — of the various spoken and written language texts which constitute management learning. We shall advocate more specifically the use in teaching, research and the practice of managing, of one particular method of discourse analysis which is known as critical discourse analysis (Fairclough, 1992a, 1995). Our second purpose is to introduce readers to the application of this method to management learning texts by working through an example — a comparison of two publicity brochures produced by the same outdoor training organization, one of which is aimed at ...

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Members of a new council were sworn in Tuesday by Judge John Knight in the Bond County Courtroom. Click below to hear a portion of the proceedings: Greenville Elementary School has launched a new program, the Character Education Council. GES Principal Eric Swingler told us 16 students in third through fifth grade were selected as part of the first council. Principal Swingler said school officials look to the students to set a good example and be role models in school and the community. Click below to hear more: Students were selected to be on the first Character Education Council by their teachers. Following the official swearing in ceremony, Bond County State’s Attorney and Bond County Unit 2 Character Education Board Member Chris Bauer spoke to students about the importance of character education in schools. He said Character Education is a very important part of the school experience and noted that officials would be counting on council members to be leaders and to share ideas with their teachers for how to make their school even better. Click below to hear his comments: Students on the Character Council include:

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International Research on Family Education and Student Professional Competences The partners conduced researchers and surveys among parents, educators and employers in Turkey, Italy, Portugal, United Kingdom, Poland, Romania and Slovenia. Here you can find the results of the researches and an overview the collected information. The researches and the collected data allowed partners to write and interesting article on the current relationship amongst educators, families, children and employers and on the ways in which this relationship influences the personal success of students with disabilities or students with other abilities. The expected impact from this intellectual output is to identify the needs of Family Education in the process of special education vocational training in different countries and to design a training program for them by gathering these needs in a common pool. In this way, it is aimed to create an impact not only on the institutions within the scope of the partnership but also on similar institutions in different countries and cities

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Think Big for Kids is breaking the cycle of poverty by providing middle and high school students with career opportunities, mentorship, and job readiness and placement to excel in today’s workforce. what we do Think Big for Kids partners with companies and organizations to provide the awareness, guidance, and opportunities young people need to set and achieve their post-graduation goals. Our programmatic roadmap first engages kids during the critical middle school years and supports them throughout high school and into young adulthood. As they approach graduation, we offer work placement, internships, and scholarships to help them pursue on-the-job training, trade school certification, or a two- to four-year college degree. To further our mission to break the cycle of poverty, we work with our partners to connect graduates to jobs they’re passionate about after completing their education. Think Big for Kids was founded in 2016 by tech entrepreneur Tony DiBenedetto. He and a team of volunteers created a programmatic roadmap that engages Boys & Girls Clubs kids from sixth to 12th grade throughout the completion of post-graduation education or training and to their chosen career path. DiBenedetto recruited other businesses to join the program with a commitment to providing mentorship, internships, scholarships and ultimately job offers. We provide middle-school students with a chance to learn about diverse job opportunities in today’s workplace by organizing career showcases, skill-building workshops, field trips, and summer programs. We pair students with an experienced mentor who can help them understand their career options, choose the right education path, remain accountable, and plan for post-graduation. We prepare high school students for their future career by coordinating internship and job shadowing opportunities, organizing job readiness workshops, awarding scholarships, and assisting with job placement. to our Partner Companies

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U.S. Education Secretary Arne Duncan visits, highlights President Obama’s Preschool for All proposal Wilmington, DE – Governor Jack Markell and Lt. Governor Matt Denn presented a long-term, strategic plan today to strengthen and sustain Delaware’s early childhood system. Developed by the Delaware Early Childhood Council, the plan focuses on whole-child development, family engagement and community collaboration to reach milestones and meet established goals over the next five years. “One of the most important investments we can make is in our state’s youngest children,” said Governor Markell. “Our vision is to create the nation’s finest early childhood system where quality programs prepare all of our children for success in a competitive, global economy. Early childhood development is fundamental not only to later educational success but virtually all facets of a child’s health, prosperity and quality of life. Studies show: children receiving quality early care and education are more likely to be successful in school, become better citizens, earn greater wages, contribute more to their communities and require government support. Education is not only our moral obligation – our state’s economic future depends on it.” The plan includes four strategic goals: 1. A Healthy Start for All Children: create an environment where Delaware children become the healthiest in the nation– physically, emotionally, and behaviorally. 2. High-Quality Early Childhood Programs and Professionals: provide all Delaware children with access to high-quality early childhood programs and professionals. 3. An Aligned and Effective Early Learning System, Birth Through Third Grade: create a system that enables all children to arrive at school ready and eager to succeed and prepares K-12 schools to further enrich their early learning. 4. Sustainable System Improvement: develop and sustain policies, programs and partnerships that address the comprehensive developmental needs of all children. “There is work going on in classrooms all over this state that is not only exciting, but also critically important,” said Lt. Governor Denn. “We are creating a comprehensive early childhood system that serves all children and families in our state and, in doing so, Delaware has the opportunity to change the future in a fundamental and enduring way – to impact the lives of children and their families for generations to come.” Accompanying the four strategic goals are strategies and objectives for implementation. They include: strengthening young child developmental screening and access to health services; ramping up participation in Delaware Stars, the state’s quality rating and improvement system for early childhood providers; offering professional development and wage enhancements for early childhood teaching professionals; and building bridges between the early childhood system and the K-12 system using cross sector professional development and the Delaware Early Learner Survey at Kindergarten entry. “This strategic plan charts a clear path for us to follow,” said Jennifer Ranji, Secretary of the Department of Services for Children, Youth and Their Families. “This work has intensified in focus and momentum in recent years and this plan will further accelerate that activity. If we help children succeed when they’re young, we can make the hurdles they face more surmountable and their full potential achievable. We owe them our best efforts.” “This initiative is about community ownership,” added Dan Rich, Chairman of the Delaware Early Childhood Council. “Mobilization of partnerships across all sectors is the key to sustainability. This strategic plan was developed over the last year by the Delaware Early Childhood Council with the participation of hundreds of stakeholders across the state. The Interagency Resources Management Committee (IRMC) with the enthusiastic support of all three relevant Cabinet Secretaries – Children’s Department Secretary Jennifer Ranji, Education Secretary Mark Murphy and Health and Social Services Secretary Rita Landgraf then recommended the plan to the Governor. We are grateful for the participation of our partners and their commitment to our implementation efforts going forward.” Today’s unveiling occurred immediately following a visit by U.S. Education Secretary Arne Duncan, who toured St. Michael’s School and Nursery to observe its early learning program. He also joined the Governor, Lt. Governor and Delaware’s Congressional delegation to highlight President Obama’s Preschool for All proposal to expand access to high quality preschool for all children. The President’s 2014 budget proposes $75 billion over 10 years to create new partnerships with states to provide high-quality preschool for all four-year olds. Funding would be provided to states and distributed to local school districts, or local school districts in partnership with other early learning providers, to offer high-quality preschool programs. An additional $750 million would provide competitive grants to states to strengthen their early learning systems. “Under the leadership of Governor Markell, his education team and many others across the state, Delaware is setting a high bar for educational achievement and better outcomes,” said U.S. Sen. Tom Carper. “Focusing on early education is fundamental to student success and building a first-class workforce that is ready to take on the challenges of the 21st century.” “In child after child, we’ve seen proof that early education results in kids who are better prepared for the classroom and ultimately more successful in school and in life,” U.S. Sen. Chris Coons said. “Developing and implementing a long-term strategic plan shows real leadership and commitment to investing in our kids and ensuring they have every opportunity to succeed. When we invest in our kids, we invest in our own future.” Building a strong foundation for Delaware’s education system is a top priority for this administration. In 2011, with the support of the General Assembly, the State invested $22M in early childhood education. Later that year the state won an additional $50M in the federal Early Learning Challenge grant competition that will allow Delaware to significantly increase the number of early childhood programs participating and attaining the highest levels of quality in Delaware Stars – the state’s quality rating and improvement system for early childcare and education programs. Those funds will also support efforts to grow the percentage of low-income children in child care enrolled in quality-rated early learning programs. In addition, an annual investment of $1.9 million will allow 10,000 Delaware students to participate in Delaware’s World Language Immersion Program over the next decade. Students enrolled in the program spend half their school day learning science, social studies and math in either Mandarin Chinese or Spanish. Photos from today’s events are available on Flickr.

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According to Wikipedia, Yavapai College is a public community college in Yavapai County, Arizona. The main campus is in Prescott, with locations in Clarkdale, Prescott Valley, Chino Valley and Sedona. History Yavapai College was established in 1965 by means of a countywide election. In the four years that followed, a board was appointed, a bond was passed, college personnel were hired, and curricula were established. The first classes were held in fall 1969. In February 1970, the college district dedicated its first buildings in Prescott on a site that was once part of Fort Whipple, the military base constructed in 1864 to provide security and protection for the territorial capital. If you graduate from Yavapai College, then you can expect to earn an average of $34,000 per year. You also have a 72% chance of being employed after 10 years. Demographic data is for full-time, on-campus students. Yavapai College is located at 1100 E Sheldon St, Prescott AZ 86301 Yavapai College has a property crime rate of less than .01%. Prescott has a violent crime rate of less than .01% and a property crime rate of less than .01%. Yavapai College is known for it's academic work in the following disciplines: Yavapai College's most influential alumni faculty include professors and professionals in the fields of Nursing, Chemistry, and Communications. Here are some of Yavapai College's most famous alumni:

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Established in 1947 as Yaba Technical Institute, Yaba College of Technology holds the enviable distinction of being the first institution of higher education in Nigeria. The Yaba Higher College was established in 1934 to provide final stage training, leading to the production of assistants in the medical and engineering fields, and some other vocations. In 1945, however, the Elliot Commission on higher education in West Africa recommended the conversion of Yaba Higher College into a Technical Institute, to produce the hundreds of technicians that the country’s economic development would require. Following the acceptance of the Commission’s report by government, Yaba Higher College was closed down; and in its place, Yaba Technical Institute was established in 1947; while the students at Yaba Higher College, along with the classroom furniture and laboratory equipment, were transferred to Ibadan to form the pioneering group at the University College that took off in 1948. Thus, Yaba Technical Institute, Nigeria’s first higher education institution, charged with the responsibility of providing higher level of skills, commenced in the 1947/48 session. In September 1963, The Yaba Technical Institute was renamed Yaba College of Technology, by the Rt. Hon. Dr. Nnamdi Azikwe, the then Governor-General of Nigeria. To learn more click below to visit the College website: Yaba College of Technology Vision & Mission Our Vision is to be the leading higher educational institution in Africa by providing first-rate academic, professional and entrepreneurial education to our students, who are empowered to make a positive impact in the technological and socio-economic development of the country. Our Mission is to produce knowledgeable and innovative graduates, worthy in skill and character, through effective teaching, learning and research for the technological advancement of Nigeria.

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I must say, I’m very grateful for the pre-service training that I received as a student preparing to be a teacher and in the early years of my career when I was a substitute and leave replacement teacher. My professors, cooperating teachers, and the department chairs that supervised me all embedded and modeled for me the non-negotiable need for ongoing attendance and engagement in quality professional development. Here I am eight years later and that guidance has proven to be one of the most valuable tools which has not only driven but elevated my status and reach as a teacher-leader, advocate, and activist. According to The Learning Policy Institute, We define effective professional development as structured professional learning that results in changes in teacher practices and improvements in student learning outcomes…Well-designed and implemented PD should be considered an essential component of a comprehensive system of teaching and learning that supports students to develop the knowledge, skills, and competencies they need to thrive in the 21st century. To ensure a coherent system that supports teachers across the entire professional continuum, professional learning should link to their experiences in preparation and induction, as well as to teaching standards and evaluation. It should also bridge to leadership opportunities to ensure a comprehensive system focused on the growth and development of teachers. During my pre-service training, my professors taught me that, as a then burgeoning professional, I needed to learn about, join, and be active in professional education organizations. As an English/Secondary Education major, I was exposed to the National Council for Teachers of English (NCTE) as a great place to start. Like other professional organizations, NCTE offers discounted membership rates for pre-service teachers, subscriptions to professional magazines for English educators, annual conferences, and a host of other offerings that are vital to being in the know about the world of English Language Arts education from grades K-12. I joined NCTE as a pre-service teacher and have been involved with it ever since. It is imperative that all educators find a professional organization that addresses their needs and passions as a teacher, and helps foster their growth and development in their field and content area. This can be on a district, local or national level. Either is fine. Get involved and stay involved beyond the professional development offered on the school level. While functioning as a substitute and leave replacement teacher, I was embraced by the English Department at Westbury Middle School and Westbury High School. I was afforded the opportunity on two occasions, as a substitute and leave replacement teacher — I have to highlight that — attend the annual New York State English Council professional development conferences in Albany, NY. The chairwomen and fellow educators modeled for me the highly charged benefits of attending professional development outside of the building as a cohesive unit. I witnessed the department celebrate each other for their excellent practice in the classroom and their commitment to excellence not only for those students, but for each other. Those were powerful experiences to have in the early stages of my career that set the stage for my expectation of and commitment to quality professional development for teachers. Since then, I’ve been consistently blessed with opportunities to attend professional development conferences ranging from local to international venues. Last week I attended and presented at South By SouthWest EDU, a national conference for educators in Austin, Texas. I’ve been fortunate to have school administrators who support my professional and personal efficacy and sustainability. This is a key piece: School principals, as you plan the trajectory of your school for students and staff alike for the year, please make specific provisions and recommendations for teachers to attend a variety of professional developments above and beyond those offered at the school or district level. And, as you observe educators in their practice in their classrooms, think about what professional development organizations or conferences that would benefit them. Supporting educators in their craft only makes your school culture stronger. It’s an investment worth the expenditure. Often teacher leaders are identified though such exposures. Just like everything else in education, there is inequity in the professional development (PD) offered to teachers. I can say without a doubt that SXSWEDU was one of the best PD I’ve ever been to in my career. I was empowered to have numerous days of back-to-back that I chose based on my interests and what I assess to be the needs of my students/my school community. I was able to plan each day of sessions based on common threads/themes that built one on top of the other, thus layering and interweaving the information I received. The ability to network with teachers from across the nation, as opposed to only those in my school building or district, added to what made this type of days-long intensive PD so meaningful. I was able to broaden and deepen the scope of my professional learning community. Now my students and I have links to students and teachers literally from across the country whom we can learn from and work with. That’s huge. All kinds of ideas come to mind for building bridges amongst our classrooms to develop cultural competencies and social-emotional learning, two area that are much needed yet not often address in middle-school curriculum. Mandating weekly professional development in schools across the DOE requires a lot of creativity and knowledge that unfortunately doesn’t always take place. Allowing teachers to travel outside of our school for the enrichment required for us to thrive is one of the most empowering acts any school administration can afford their teaching staff.

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People tout many different goals in the educational enterprise, but not all goals are created equal. They require a good deal of sifting, and some should be discarded. Many of them seem to be either obvious on the one hand or, on the other, completely wrong-headed (to my way of thinking, at least). One of… Continue reading Failure as a good thing Everywhere we see extravagant public handwringing about education. Something is not working. The economy seems to be the symptom that garners the most attention, and there are people across the political spectrum who want to fix it directly; but most seem to agree that education is at least an important piece of the solution. We… Continue reading STEMs and Roots Okay…now for something a mite silly. Of the various things I’ve published in one medium or another over the years, the one that people still e-mail me asking about is not actually anything serious — but this. It’s not widely available any more, so I thought I’d put it where those who want it can… Continue reading Do you still have that old double-dactyl thing…? Last May I wrote a piece for this blog entitled “Autonomy of Means and Education”. The choice of phrasing was drawn from Charles WIlliams, “Bors to Elayne, on the King’s Coins”. I’ve recently had reason to revisit the question again, from a different direction. I’ve just finished reading Nicholas Carr’s The Shallows: What the Internet… Continue reading Autonomy of Means revisited: the Internet On bulletin boards and in magazines dealing with classical homeschooling, one question that arises over and over again is, “What sort of pronunciation should we use in teaching Latin?” The options usually boil down to two: the reconstructed classical pronunciation, and the Italianate ecclesiastical pronunciation. Both have their champions, and the discussions that follow in… Continue reading Latin pronunciation for the continuing student My intermediate and advanced Greek and Latin classes are largely translation-based. There’s a lot of discussion among Latin teachers about whether that’s a good approach, but much of the dispute is, I think, mired in terminological ambiguity, and at least some of the objections to translation classes don’t entirely apply to what we’re doing. What… Continue reading Making Sense and Finding Meaning I read a lot of material on classical education, and I’ve become a little bit skeptical of much of it. In almost any given context, one question that’s sure to come up is, “Why study Latin?” Almost everyone who writes on the topic has a great passion for learning Latin, whether they really know Latin… Continue reading Why study Latin?

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What is Mentoring? Educational institutions and comprehending and seeking into is without a doubt an common particular lady or masculine finest, which is considered the most most significant factors in impacting a person’s way of life. During the general very last a huge number of quite a while, teaching obtains amazing significant-treasured and unachievable for several, and that is certainly certainly certainly certainly in charge of progressively considerably more people to find it hard to adhere to or full outstanding education and learning. .The Institution or university or college or college or university Guarantee is truly a make which includes itself for to provide absolutely free educative bills at Issues of standing of express of state of arizona neighborhood educative establishments for a lot of college students who general from distinct date aged folks more organization in Connect of placement upright of standing of communicate of state of arizona. 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It will likely be utilized to a lot of areas together with your typical living, as an example appreciate, task, and create task function. Awareness may possibly be witnessed just like a sturdiness for almost any man or woman to accomplish the factors they genuinely wish to carry out. It could be an issue that can take them on and promotes lots of people to execute your aspires in nearly nearly anything in any way they could be reachin The idea ‘passion’ emanates throughout the Latin seen as ‘passio’ informing ‘suffering’ or ‘emotion’. This discloses how serious everyone seems to be often believed to be obtaining emotionally incurred or experiencing some kind of tactic to contemplating scenarios. The phrase ‘depression’ emanates from the Latin approach ‘deprimo’ which indicates ‘to attack down’. This current tracks how dissatisfied men and women frequently utilize a acceptable strategy for considering or a Go over you research paper in minute detail to make sure do my thesis there are just like mistakes. buy custom essay online errors a new wrong verb tense usage, punctuation, grammar, spelling and importantly you’ve the proper citations. If you don’t know where you’re going, you cannot know when you’ll reach. This holds true for the dissertation process, guidelines life. Until you know what actions to take, with what order, success will elude you. Begin fleshing out human body of your essay. Each paragraph should deliver an area in your argument. Write the introduction last. Almost all of the important with university essays. You will have read a large amount of material and they will have constructed a complex argument throughout the course with the term. Your argument about the essay subject may have changed throughout the course of the term and it is advisable to express your final analysis within introduction. Pupil Everyday living comprehensive There are several various kinds of students, and comprehending which kind you own may help your college or university lifestyle. Are you presently presently presently a greater schooler? Would you are able to school or college or university or university or college or school? Have you been a more older in your excellent twelve several weeks? Becoming experienced in what cause of way of life-fashion timeframe you may be in may help give simply being familiar with about the most effective way to very best get ready for your educating. .2nd University or university Graduating StudentStudents in clients are surely a freshman, sophomore, junior, or older. Individuals with this period of time of look computer application may possibly be alone about the consider. 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It won’t be wrong to say that Ukraine’s medical education is considered to be one of the best in the world. Since as early as the 11th century A.D, medical schools and hospitals have been a mainstay in Ukraine, offering folk medicine initially and then specializing in modern medicine. This makes MBBS in Ukraine a great prospect. Today when Mbbs abroad is gaining traction especially among medical aspirants, it’s important to understand the scope of MBBS in Ukraine for Indian students. This includes knowing about the advantages of studying here as well as the various this destination offers, not just for academics but also for a career in the future. Why MBBS in Ukraine? MBBS in Ukraine for Indian students is indeed a great opportunity. However, it’s important for the students to exactly understand how and why such a decision can turn out to be a good one. Thus for this purpose, highlighting the merits of pursuing MBBS here becomes very important. - The majority of the universities in Ukraine (if not all) are recognized and accredited by some of the most renowned global bodies. These include the WHO, MCI/NMC, FAIMER, Ukrainian Ministry of Education, and the IMED among others. - Despite having such prestigious institutions, the admission process for MBBS in Ukraine is relatively simpler and smoother than the Indian universities. Indian students are only judged on the basis of their 10+2 and NEET scores and don’t need to appear for any separate entrance examinations or proficiency exams like IELTS/TOEFL. - Not just that, Ukraine offers some of the lowest fees for 6-year MBBS courses (including tuition, MBBS, and other charges), ranging from 3-6 lakh INR. Even the best medical college in Ukraine (a)falls into this bracket. - Students need not worry about any form of a cultural or language gap as universities have adopted the English language for instruction. In fact, Indian students can even expect luscious Indian cuisine in the hostel messes. - An MBBS in Ukraine degree is globally recognized in nations like the USA, the UK, Russia, India, and many others. This means that students are eligible for job opportunities in these countries. - Talking of job opportunities, many universities offering MBBS in Ukraine for Indian students also offer FMGE coaching (soon-to-be NEXT exam). Future Scope after MBBS in Ukraine Pursuing an MBBS in Ukraine does open up a plethora of opportunities for the students, irrespective of nationality or ethnicity. Apart from pursuing Post Graduation in your desired field, the following are the opportunities available: – - International students who have a “temporary residency permit” in Ukraine can easily get a work permit to practice medicine in Ukraine. - Indian students can appear for the Indian PG/Licentiate exam i.e FMGE/NEXT Exam and become licensed practitioners in India. - Alternatively, they can go for other licentiate exams like the USMLE (USA) and PLAB (UK). - Students wanting to dive deeper into their discipline can continue independent researches into their specialization. Many of these can even end up getting published in reputed medical journals. - Hospital Management and Health Administration is a newly growing field. This will interest those who are into leadership and management of healthcare systems and networks. - Many medical graduates from Ukraine often get easy employment in Germany. Top Colleges for MBBS in Ukraine Different students have a different name in mind when it comes to the Best Medical College in Ukraine. However, there are some universities that are globally accepted to be the best in the nation. - Kharkiv International Medical University - Kharkiv National Medical University - Vinnitsa National Medical University - Lviv National Medical University - Kyiv Medical University of UAFM - O.O Bogolomets National Medical University - Dnipropetrovsk State Medical University - Taras Shevchenko National University - Ternopil State Medical University - Bukovinian State Medical University All in all, MBBS in Ukraine for Indian students is indeed a golden opportunity as it offers budget-friendly education, without compromising on quality. Moreover, students are also promised a secure future in terms of jobs and perhaps this is why the prospect of MBBS in Ukraine attracts many from around the world.

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Following up on a recent post regarding whether “Combining Different Tests to Measure Value-Added [Is] Valid?” an anonymous VAMboozled! follower emailed me an article I had never read on the topic. I found the article and its contents as related to this question important to share with you all here. The 2005 article titled “Adjusting for Differences in Tests,” authored by Robert Linn – a highly respected scholar in the academy and also Distinguished Professor Emeritus in Research & Evaluation Methodology from the University of Colorado at Boulder – and published by the esteemed National Academy of Sciences, is all about “[t]he desire to treat scores obtained from different tests as if they were interchangeable, or at least comparable.” This is very much in line with current trends to combine different tests to measure value-added given statisticians and (particularly in the universe of VAMs) econometricians’ “natural predilections” to find (and force) solutions to what they see as very rational and practical problems. Hence, this paper is still very relevant here and today. To equate tests, as per Dorans and Holland (2000) as cited by Linn, there are five requirements that must be met. These requirements “enjoy a broad professional consensus” and also pertain to test equating when it comes to doing this within VAMs: - The Equal Construct Requirement: Tests that measure different constructs (e.g., mathematics versus reading/language arts) should not be equated. States that are using different subject area tests as pretests for other subject area tests to measure growth over time, for example, are in serious violation of this requirement. - The Equal Reliability Requirement: Tests that measure the same construct but which differ in reliability (i.e., consistency at the same time or over time as measured in a variety of ways) should not be equated. Most large-scale tests, often depending on whether they yield norm- or criterion-referenced data given the normed or state standards to which they are aligned, yield different levels of reliability. Likewise, the types of consequences attached to test results throw this off as well. - The Symmetry Requirement: The equating function for equating the scores of Y to those of X should be the inverse of the equating function for equating the scores of X to those of Y. I am unfamiliar of studies that have addressed this as this is typically overlooked and assumed. - The Equity Requirement: It ought to be a matter of indifference for an examinee to be tested by either one of the two tests that have been equated. It is not, however, a matter of indifference in the universe of VAMs, as best demonstrated by the research conducted by Papay (2010) in his Different tests, different answers: The stability of teacher value-added estimates across outcome measures study. - Population Invariance Requirement: The choice of (sub)population used to compute the equating function between the scores on tests X and Y should not matter. In other words, the equating function used to link the scores of X and Y should be population invariant. As also noted in Papay (2010) even using the same populations, the scores on tests X and Y DO matter. Accordingly, here are Linn’s two key points of caution: (1) Factors that complicate doing this, and make such simple conversions less reliable and less or invalid include “the content, format, and margins of error of the tests; the intended and actual uses of the tests; and the consequences attached to the results of the tests.” Likewise, (2) “it cannot be assumed that converted scores will behave just like those of the test whose scale is adopted.” That is, by converting or norming scores to permit longitudinal analyses (i.e., in the case of VAMs) can very well violate what the test scores mean even if commonsense might tell us they essentially mean the same thing. Hence, and also as per the National Research Council (NRC), “it is not feasible to compare ‘the full array of currently administered commercial and state achievement tests to one another, through the development of a single equivalency or linking scale.” Test content varies so much “in content, item format, conditions of administration, and consequences attached to [test] results that the linked scores could not be considered sufficiently comparable to justify the development of [a] single equivalency scale.” “Although NAEP [the National Assessment of Educational Progress – the nation’s “best” test] would seem to hold the greatest promise for linking state assessments… NAEP has no consequences either for individual students or for the schools they attend. State assessments, on the other hand, clearly have important consequences for schools and in a number of states they also have significant consequences for individual students” and now teachers. This is the key factor that throws off the potential to equate tests that are not designed to be interchangeable. This is certainly not to say, however, just increase the consequences across tests to make them more interchangeable. It’s just not that simple – see rules 1-5 above.

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Fill form to unlock content Error - something went wrong! For your convenience, you can download the webinar slides here. Impact through scholarship management can be a tricky goal to achieve. Finding just the right student for the right scholarship or enabling student success outside of traditional funding are not easy tasks. Hear from three presenters doing this work with Northwest Education Access (NWEA) in King County and Pierce County, WA. Learn from Nicollette, Dulce, and Katy on how their unique and collaborative model has enabled them to support students outside of the "traditional" scholarship program. You'll hear about: - Their College Prep + College Success program structure and the success of this model. - The impacts COVID has had on their programs and overall organization. - What collaboration through partnerships with other area organizations looks like. - How this collaboration has been mutually beneficial for all stakeholders. - As well as learnings around shared values, trade-offs, and protecting against mission drift. Katy Childers | Development & Finance Director, NWEA Katy has been with NWEA since 2015 and now heads the organization’s finance and fundraising efforts. She holds a bachelor’s in International Studies, and Master’s in Public Administration specializing in Nonprofit Management, both from the University of Washington. Prior to NWEA, she has worked with Jubilee Women’s Center, Conservation International, Global Partnerships, and the Bainbridge-Ometepe Sister Islands Association in Nicaragua. Outside of work, Katy enjoys cooking and growing food, circus arts, and running. Nicollette Roe | Education Advocate, NWEA Nicollette has been with NWEA since 2016 as an Education Advocate. After her family immigrated from Samoa to Tacoma, her grandfather, Laupula Roe, instilled in her and her cousins the value of higher education. That message stuck with her as she became a first-generation college graduate to earn her AA from Highline College then her BA from the University of Washington. Much of her work has been done in the K-12 system serving young people and their families. She enjoys karaoke, seafood boils, astrology, and spending time with her family! Dulce Sigüenza | Student Engagement & Events Manager, NWEA Dulce focuses on coordinating and managing NWEA’s fundraising events and community outreach opportunities. She is a University of Washington and NWEA alumna. She served on NWEA’s Student Advisory Board, after graduating, on NWEA’s Board of Directors. She joined NWEA’s staff in 2017. Dulce is an immigrant from Mexico and is passionate about advocating for human rights. Transcript available upon request. email: email@example.com

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Assignment: Culturally Neutral Assessment Assignment: Why is the selection of culturally neutral assessment tools so critical to the ethical practice of psychology? Ethics in Psychology Course Directions: This is three-part assignment, with different due dates. Please pay attention to each individual instruction and due date. Directions: Respond to the questions in 100 words. You must cite your references and must provide original work. Please remember this is a psychology ethics class, therefore; the responses must reflect the class. 1. Why is the selection of culturally neutral assessment tools so critical to the ethical practice of psychology? 2. What potential harm can result if assessment materials are culture-bound? 3. What potential limitations do you foresee encountering with culturally neutral assessment tools? 4. According to the APA Ethics Code, what conditions would justify termination of therapy? 5. Do you agree with the prohibitions of termination of therapy? Why or why not? 6. List another reason why you agree or disagree with the prohibitions? 7. Provide citation and reference to the material(s) you discuss. Describe what you found interesting regarding this topic, and why. 8. Describe what may be unclear to you, and what you would like to learn. Part II Individual Assignment ** Due Date: This part of the assignment is due 6/17/2019** Directions: Please complete the attached worksheet. You must use cite references used in-text. Must be original work and cite all work! The scenario is found below! ***Scenario: Case 7. Handling Disparate Information for Evaluating Trainees Rashid Vaji, PhD, a member of the school psychology faculty at a midsize university, serves as a faculty supervisor for students assigned to externships in schools. The department has formalized a supervision and evaluation system for the extern program. Students have weekly individual meetings with the faculty supervisor and biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear (December) and end of academic year (May) evaluation of each student. The site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and his own supervisory evaluation to each student. The final grade (fail, low pass, pass, high pass) is the responsibility of Dr. Vaji. Dr. Vaji also teaches the spring semester graduate class Health Disparities in Mental Health. One of the course requirements is for students to write weekly thought papers, in which they take the perspective of therapy clients from different ethnic groups in reaction to specific session topics. Leo Watson, a second-year graduate student, is one of Dr. Vaji’s externship supervisees. He is also enrolled in the Health Disparities course. Leo’s thought papers often present ethnic-minority adolescents as prone to violence and unable to grasp the insights offered by school psychologists. In a classroom role-playing exercise, Leo plays an ethnic-minority student client as slumping in his chair, not understanding the psychologist, and giving angry retorts. In written comments on these thought papers and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on racial/ethnic discrimination and multicultural competence into his papers and to provide more complex perspectives on clients. One day during his office hours, three students from the class come to Dr. Vaji’s office to complain about Leo’s behavior outside the classroom. They describe incidents in which Leo uses derogatory ethnic labels to describe his externship clients and brags about “putting one over” on his site supervisors by describing these clients in “glowing” terms just to satisfy his supervisors’ “stupid do-good” attitudes. They also report an incident at a local bar at which Leo was seen harassing an African American waitress, including by using racial slurs. After the students have left his office, Dr. Vaji reviews his midyear evaluation and supervision notes on Leo and the midyear on-site supervisor’s report. In his own evaluation report, Dr. Vaji had written, “Leo often articulates a strong sense of duty to help his ethnic minority students overcome past discrimination but needs additional growth and supervision in applying a multicultural perspective to his clinical work.” The on-site supervisor’s evaluation states that Leo has a wonderful attitude toward his student clients. . . . Unfortunately, evaluation of his multicultural treatment skills is limited because Leo has had fewer cases to discuss than some of his peers, since a larger than usual number of ethnic minority clients have stopped coming to their sessions with him. It is the middle of the spring semester, and Dr. Vaji still has approximately 6 weeks of supervision left with Leo. The students’ complaints about Leo are consistent with what Dr. Vaji has observed in Leo’s class papers and role-playing exercises. However, these complaints are very different from Leo’s presentation during on-site supervision. If Leo has been intentionally deceiving both supervisors, then he may be more ineffective or harmful as a therapist to his current clients than either supervisor has realized. In addition, purposeful attempts to deceive the supervisors might indicate a personality disorder or lack of integrity that, if left unaddressed, might be harmful to adolescent clients in the future. Dr. Vaji would like to meet with Leo to discuss, at a minimum, ways to retain adolescent clients and to improve his multicultural treatment skills. He does not know to what extent his conversation with Leo and final supervisory report should be influenced by the information provided by the other graduate students.******* This is a group assignment, however; I am responsible for only 1 slide . The slide must include detailed speaker notes and must also include information on the slide. Attached you will find a copy the group’s PowerPoint. Please add to the PowerPoint and add the peer-reviewed references to the project. Directions: Develop 1-Microsoft® PowerPoint® presentation with detailed speaker notes on the selection process of a culture-neutral assessment. My Slide: Examples of when culture biased assessments have been problematic We are a professional custom writing website. If you have searched a question and bumped into our website just know you are in the right place to get help in your coursework. Yes. We have posted over our previous orders to display our experience. Since we have done this question before, we can also do it for you. To make sure we do it perfectly, please fill our Order Form. Filling the order form correctly will assist our team in referencing, specifications and future communication. 2. Fill in your paper’s requirements in the "PAPER INFORMATION" section and click “PRICE CALCULATION” at the bottom to calculate your order price. 3. Fill in your paper’s academic level, deadline and the required number of pages from the drop-down menus. 4. Click “FINAL STEP” to enter your registration details and get an account with us for record keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page. 5. From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it. Need help with this assignment? Discount Code: SAVE25

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Beyond the known monthly meetings and bake sales, today’s Parent Teacher Association or PTA is a leading child advocacy organization comprised of millions of families, students, teachers, administrators, and business and community leaders all devoted to the educational success of children and the promotion of family engagement in schools. On this episode of Keystone Education Radio, hear from PSBA’s president-elect and Parkland School District’s board president David Hein on his district’s drive to continuously learn, grow and communicate effectively, and what he calls failing forward. Learn more about the Institute’s research and what the report’s author Tom Arnett has to say about their findings in this Keystone Education Radio conversation with host Annette Stevenson. Mister Rogers was a learning scientist, and his approach with children was certainly ahead of his time. Today, learning scientists are focusing on the same things Mister Rogers taught children through the lens of “Mister Rogers’ Neighborhood” — things like developing curiosity, finding creative solutions, communication skills, collaboration, and self-acceptance, how to be a good friend and a loving person. Discover the work being done in Philadelphia schools between the Office of School Safety (OSS) and its students, particularly young black males, through its Leaders Encouraging Achievement and Development, or LEAD, mentoring program. A growing body of research reveals tangible and measurable social and emotional benefits for students and teachers when nature-based lessons and spending time outdoors are incorporated in students’ studies. On this episode of Keystone Education Radio, host Annette Stevenson speaks with Dr. Beegle about her passion and commitment to breaking the poverty cycle. On this episode of Keystone Education Radio, host Annette Stevenson speaks with Grace Wheeler, NOVA’s director of education and prevention on the organization’s efforts on this front. Kimberly Reed has spent her career inspiring and guiding some of the most influential business leaders in implementing diversity, equity and inclusion (DEI) policies and practices. Helping local communities better understand the role and authority of school boards will support a collaborative and effective relationship between elected school officials and their constituency.

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New guidance on relevant work experience for medical school The Medical Schools Council Selection Alliance has published an updated guide on what constitutes relevant work experience for applying to medical school. Work experience is an essential part of the medical school application and allows applicants to evidence their understanding of what a career in medicine involves. This guidance aims to make clear the definition of work experience in the context of applying to medical school, explain how it is used in the selection process and dispel any myths about what relevant work experience looks like. The guidance can be accessed here. More information about applying to medical school can be found on the Studying Medicine section of our website, and on the Applications page. To read more about the Selection Alliance and its work, click here.

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Offer accessible and quality online education Giving access to education Uploading some content online is not enough to truly reach out to underprivileged communities. We have to overcome accessibility and flexibility issues and design online educational tools suited to their unique situations. Our courses are self-paced with asynchronous interactions. Participants can connect from their mobile phones when they have availability. Our programmes are easy to use through social media our participants already use on a daily basis (Facebook Messenger, Whatsapp etc. and are accessible without WiFi, no high bandwidth required. To amplify the reach of our education work, we also run monthly educational campaigns on our social media. online community members having access to social media education campaigns(1) Empowering with financial and mental well-being education, fostering good habits for a better future Our programme’s design incorporates cognitive and behavioural psychological findings to foster learning and long-term behaviour change. It also takes more than good money management habits to lift people out of poverty. We believe in a holistic approach to education, addressing the person as a whole. Hence our programmes include personal development and mental well-being education. Increase in confidence to handle money requests from friends and family(3) Say Uplifters made a major difference in their lives(2) Equipping with better skills to meet employers’ expectations To enable a successful migration for domestic workers a symbiotic relationship between employer and employee is paramount. Our aim is to ensure domestic workers are equipped with the skills needed to meet their employers needs and that employers provide decent work to their domestic workers. Our ‘Baby Care online’ has a unique dual-access for employers and their domestic workers and we also provide ad-hoc resources and modules to employers to help them create positive working relationhips with their domestic workers. of domestic workers who participated in our ‘Baby Care’ course think they now have good knowledge and skills related to baby care compared with 61% before the course.(4) Foster peer-coaching and community support at scale Creating community leaders supporting their peers at Uplifters and beyond Hours volunteered yearly on average by 1 Team Leader Of our students complete our signature course ‘Dare to Dream’ thanks to their peers’ support (10 times more than industry standard) Creating a supportive online community Bring positive change in society Migrant Domestic Workers contribute massively to our economies and societies. To highlight their contribution and make our societies more inclusive, Uplifters participates to joint initiatives with organisations working with Migrant Domestic Workers and also engages with corporations. We are especially proud of our contribution to the work done by the MDW Coalition in Hong Kong. To know more visit: https://hongkongcares.org/ (1) Online Facebook community Uplift Your Life (2) 1,132 respondents, enrolled in our ‘Prepare for the Future’ programme in 2021 (3) 35 respondents, domestic workers enrolled in our signature programme ‘Prepare for the Future’ in 2021. We compared their answers before taking the module 1 of the programme ‘Dare to Dream’ and 6 months after completing it. We continuously measure what we do to improve and increase our impact. As a social initiative, our return on investment is our impact. We’ve built a robust impact measurement system allowing our decisions to be evidence-based. We believe monitoring and evaluation is essential to operations management and should be designed in a way that allows constant reflection, learning and improvement. To do so, we use both quantitative and qualitative tools. Our ultimate goal is to have a significant impact on a maximum number of people – and as such combine depth and breadth. To date, we have welcomed participants from Hong Kong, Singapore, and by word of mouth we have reached domestic workers in the Middle East. Our students Are making their dreams come true Our students all have something in common: their passion to make change happen in their lives.

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Early in his book Writing Unbound, Thomas Newkirk implores his readers to “[Not] Talk So Much” by saying the following: “Deep in our DNA there must be some image of teaching where we are talking–instructing, giving directions, up front. Just walk past about any class. Studies of teacher lessons affirm that there is a deeply ingrained recitation script where the teacher takes two out of every three turns (Mehan 1979). Teacher asks question-student answers-teacher responds to answer.”From Thomas Newkirk’s Writing Unbound, pg. 10. This 2:1 ratio of teacher talk to student talk is something I know well. As I’ve discussed before, it can be second nature for me to settle into that recitation script time and again in my own classes, which can be a problem for the following reasons: - Like a thumb being pressed to an already unequal scale, when teachers talk first, it weights conversations heavily towards the teacher perspective–an action that when revisited enough times can neutralize any talk of partnership and agency. - When teachers always talk first, students can grow too dependent on teachers to solve all of their problems and chart the courses they should follow. To understand why this can be a major issue, see “The Curse of Helicopter Teaching” by Penny Kittle and Kelly Gallagher. - Whoever leads is the one doing the preparation. Thus, if teachers are always leading, they will always be the ones doing the majority of the work–a dynamic that is not ideal in the best of times and is even less ideal in times where too much is already being asked of teachers. These issues are why I’ve written more than a few times over the last few years about the places where students can potentially lead the conversation while the teacher acts as the responder. Much like not playing the role of editor in papers or engaging in retrieval practice, this approach is so often a win-win for teachers and students because it can take work off the teacher’s plate while feeding students more of what they need to grow into strong writers. Some places where I have made this shift in my classroom include my increased use of… - Student goal-setting - Students informing my feedback before I give it - Students annotating their work to make it easier for me to give Flash Feedback - Students creating their own essay topics, as opposed to working from my prompts - Students self-grading themselves In each of these shifts, I have experienced a clear win-win for both the students and me. For example, when it comes to essay prompts, I don’t need to spend hours crafting the perfect prompt or slowly lose my mind as I read the same basic argument 150 times. Instead the students learn how to draw their own meaning from a text and are empowered to pursue topics that they are passionate about. When it comes to final grades, I don’t need to spend a dozen hours or more largely justifying the scores I gave in final comments. Instead, I leave the justification to the students, who must look closely and metacognitively at their own skills. This helps them to better understand their own writing and frees me to respond to final papers in whatever way makes sense at the moment–ranging from celebrating student work to revisiting a key piece of feedback one more time. But there are also other little places where we can let students lead in a way where both parties will be better for it. For example… - Mentor Texts: A few weeks ago we were discussing how the first job of an author in any type of writing is to, in the words of Andrew Stanton, “Make a promise that this will be worth the [reader’s] time.” Students then got an opportunity via a Google Form to suggest a favorite story/movie, and the next day we looked at some of their suggestions and discussed how each attempted to make that promise. The result was one of the best mentor text studies of the year and really strong student engagement because we were talking about their favorite stories–all without me having to take a lot of my own time searching for the just-right mentor text. - The Writing Process: We discuss the writing process a great deal in my classroom. This discussion used to be just an acknowledgement that the most efficient and effective way to write is to engage in a process (as opposed to agonizing over one draft the night before and hitting spell-check before bed) followed a series of required steps: Pre-write using this notetaker, do peer response on this day, use this writing checklist at this time, etc. Of course, I still have plenty of required steps, especially early in the year when students are learning about the writing process, but I have also started to explore giving the students more and more choice about their own processes. On many drafting days, they now receive a menu of suggested revising options, but the course they take is ultimately up to them. These early experiments in students actively and consciously choosing how they want to approach their writing have been promising and have me thinking about how I would like to build students actively designing and vocalizing their own writing processes into my curriculum in future years. - Having Fun: I am teaching an academic support class for the first time this semester, and one of the students in it is one of the most inquisitive students I have ever had. Every few minutes he shouts out a new question for me on an seemingly infinite array of topics: “How did Alexander the Great die?” “Where did the myth of Bigfoot come from?” “What was that story with the guy who was buried in the floor?” While his curiosity is delightful, it can also be a distraction or derail the lesson, so when a couple weeks ago he suggested a short quiz game where the students try to best me in random knowledge, I jumped at the opportunity. The game, which takes place on Friday and is hosted by my Trivia Night champion student teacher, only takes five minutes, but it acts as an outlet for these questions and has brought the small class of historically struggling students together in a way that nothing else I planned has done. It also was a great reminder of the role that fun can and should play in our classes–it can’t all be business after all–and the best ideas about fun often come from the students. I would have never thought of a trivia game for this class, and yet it has been an unmitigated success! In this era of increased usage of choice-based pedagogical tools like book clubs and project-based learning, the question of how much autonomy to give to students has become a sometimes fierce debate in the ELA community. It could easily be interpreted that I am jumping into this debate in favor of ceding large swaths of our decisions and curriculum over to students, but I want to make that clear though that this isn’t what I’m recommending here. I believe teacher chosen texts and mentor texts, teacher-required writing process steps, teacher-chosen essay prompts, and especially teacher feedback are all essential to maximizing student growth, and I use all of them sometimes. At the same time though, teacher-chosen texts and activities aren’t the only catalysts for meaningful student growth. Instead, there are many times and places where the students we share a classroom with can contribute too and in a way that improves their learning and empowers them. Further, these moments where we share the planning load can also enable us to take a more of those essential nights and weekends away from work–an act which will potentially be more critical than ever in this final push through the last third of a year that for a great many has been one of the most taxing and tiring of their entire careers. Yours in Teaching, If You Liked This… Join my mailing list and you will receive a thoughtful post about finding balance and success as a writing teacher each week along with exciting subscriber-only content. Also, as an additional thank you for signing up, you will also receive a short ebook on how to cut feedback time without cutting feedback quality that is adapted from my book Flash Feedback: Responding to Student Writing Better and Faster – Without Burning Out from Corwin Literacy.

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Stability Of Universal Screening Over Time: An Examination Of The Student Risk Screening Scale, 2022 The University of Southern Mississippi Stability Of Universal Screening Over Time: An Examination Of The Student Risk Screening Scale, Rebecca Wagner Lovelace Universal screening is a proactive method to identify students that are at risk for social-emotional and behavior (SEB) problems and provide information to schools to support early intervention for at risk children. Current recommendations for practice indicate screening should be conducted at three time points during the school year. Previous studies suggest that this recommendation is not empirically based and fewer screenings per year may be sufficient for identifying students at risk. The current study seeks to extend the literature regarding the stability and consistency of screening scores over time by analyzing ratings from the Student Risk Screening Scale (SRSS ... Toddler Characteristics And Attention, 2022 Seattle Pacific University Toddler Characteristics And Attention, Lani A. Taylor Research Psychology Theses Individual differences have become increasingly relevant when addressing variability across child development. Literature bears evidence that these differences may impact a toddler’s ability to respond to Joint Attention (JA). JA refers to a communicative gaze and pointing between a child and another individual. JA has been recognized as being a critical milestone, to the formation and cultivation of shared awareness and attention of an event or object. JA is a skill that is critical to the development of future language acquisition (Vaughan Van Hecke et al., 2007). The aim of this study is to measure whether child characteristics ... Implementation Planning To Increase Treatment Integrity For Check-In/Check-Out With An Electronic Dbrc, 2022 The University of Southern Mississippi Implementation Planning To Increase Treatment Integrity For Check-In/Check-Out With An Electronic Dbrc, Caitlyn Weaver The present investigation assessed the effectiveness of Implementation Planning (IP) as a strategy for improving the treatment integrity of a commonly implemented behavioral intervention, Check-In/Check-Out (CICO). An electronic daily behavior report card (E-DBRC) was used to monitor intervention effectiveness for three students across a non-concurrent multiple-baseline design. IP was not associated with consistent improvements in treatment integrity for teachers who served as mentors within the CICO intervention. Teacher treatment integrity improved for one student’s teacher but had no sustained functional relation for the other two teachers. Student behavioral data were collected to determine if the implementation of CICO ... Individual Characteristics Of Postsecondary Underachievement, 2022 East Tennessee State University Individual Characteristics Of Postsecondary Underachievement, Natasha Godkin Electronic Theses and Dissertations Underachievement in postsecondary education has been a growing concern for educators and researchers. Higher education institutions have implemented early alert systems to identify students performing below standards. This early warning system has major limitations that confine it to an identification only approach. The current study aimed to investigate the psychometric properties of the Student Attitude Assessment Survey-R (SAAS-R) in a postsecondary sample. First, a confirmatory factor analysis validated the SAAS-R in a postsecondary sample. Predictive validity was then investigated by identifying students as underachieving or achieving based on responses to the SAAS-R and via a regression-based discrepancy model (ability vs ... Perceived Social Support And Risk Of Cyberbullying In Adolescents: A Systematic Review, 2022 Corporación Universitaria Minuto de Dios- UNIMINUTO, Colombia Perceived Social Support And Risk Of Cyberbullying In Adolescents: A Systematic Review, Sergio A. Castaño-Pulgarín, Katy Millán, Álvaro A. Acosta Echavarría, Ciro E. Redondo Mendoza, Milton C. Cardona Parra, Jose F. Castilla Tang The Qualitative Report This article analyzes the main findings of studies investigating the relationship between perceived social support and cyberbullying in adolescents. We reviewed research papers published between January 2015 and January 2020, included in the Web of Science, Scopus, PUBMED, and Science Direct databases. The protocol was previously registered on the PROSPERO International Systematic Reviews database (CRD42020176938). The article follows the PRISMA guidelines for systematic reviews (Moher et al., 2015). Out of 1929 surveyed articles, 23 met the inclusion criteria and quality standards of scientific evidence set by Downs and Black (1998). Results reveal the types and characteristics of studies and instruments ... Factors Associated With Racial And Ethnic Minority Youths' Mental Health Help-Seeking At School, 2022 Louisiana State University Factors Associated With Racial And Ethnic Minority Youths' Mental Health Help-Seeking At School, Sam Allouche LSU Doctoral Dissertations Despite the high prevalence and associated consequences of mental health problems in youth, adolescents with these problems are often left untreated. This service gap is even greater in racial and ethnic minority youth who not only engage in treatment less frequently, but also experience far greater discrimination and systemic inequality than non-ethnic or racial minority students; factors further contributing to a need for service. Schools may provide an ideal location to treat mental health problems in youth, in part because schools eliminate structural barriers, but also because school staff have an opportunity to observe students across a range of functioning ... Using Contingent Praise To Increase Visual Engagement In An Asynchronous Online Learning Environment: An Eye Tracking Study, 2022 The University of Southern Mississippi Using Contingent Praise To Increase Visual Engagement In An Asynchronous Online Learning Environment: An Eye Tracking Study, Andrew Rozsa As more students move to online learning, this results in not only new barriers but new opportunities in academia. The purpose of this study was to examine how behavior-contingent praise affects visual engagement with an online video lecture when using WebGazer, a publicly available eye tracking software, with a user’s integrated webcam. A second aim of this study was to examine if using WebGazer with an integrated webcam was a valid alternative to hand scoring when collecting visual engagement data. Results of WebGazer measurement indicated a moderate effect size for three participants in the presence of contingent praise, and ... Programming Maintenance For The Mystery Student Intervention, 2022 The University of Southern Mississippi Programming Maintenance For The Mystery Student Intervention, Sarah Litten The current study evaluated the effects of the Mystery Student Intervention (MSI) in university and community-based preschool settings on the appropriate and disruptive behaviors in the classroom utilizing a randomized independent group contingency. This study extended the literature base of the MSI, which was previously conducted in Head Start classrooms by Pasqua (2019), and Pasqua and colleagues (2021) which determined the MSI to be effective at reducing disruptive behaviors in the classroom setting. A nonconcurrent multiple baseline design across three classrooms was used. This study also sought to further extend the literature by evaluating programmed maintenance using a partial sequential ... Development And Implementation Of A Comprehensive School-Based Mental Health Program, 2022 Loma Linda University Development And Implementation Of A Comprehensive School-Based Mental Health Program, Melissa Harris Loma Linda University Electronic Theses, Dissertations & Projects The existing literature on youth experiencing challenges with mental health problems throughout their educational journey is growing. These challenges may result in children displaying a lack of social interaction, emotional and behavioral problems. The purpose of this project is to develop and implement a school-based mental program for preschool-aged children who are experiencing these challenges. The program will be designed by obtaining feedback from stakeholders within the school district. The participants will be male and female, between the ages of 4 and 5 years within Loma Linda, CA. The program involves the use of doctoral and master’s level marriage ... The Effects Of Paired Kinesthetic Movements And Embedded Pictures On Literacy Skills With Preschoolers, 2022 Louisiana State University The Effects Of Paired Kinesthetic Movements And Embedded Pictures On Literacy Skills With Preschoolers, Erica Lozy LSU Doctoral Dissertations Reading difficulties during childhood often continue during adulthood and result in adverse effects (e.g., unemployment, poverty). A common method to teach early literacy skills is via multisensory instructional programs, which use combinations of mnemonic devices, such as visual, auditory, tactile, and kinesthetic movements. The current literature on the effects of pairing visual mnemonics and kinesthetic movements with literacy skills, either in isolation or in combination, is sparse. The purpose of Study 1 and Study 2 was to compare the efficacy, generalization, and maintenance of and preference for letter sound interventions with and without mnemonic devices. Study 1 evaluated a ... Applying Expressive Arts Therapy Interventions With Chinese Adolescents With Academic Maladjustment, Huaxin Wang Expressive Therapies Capstone Theses This thesis first explores the relationship between several concepts related to academic stress (academic burnout, academic weariness or school weariness, and school refusal) and their influencing factors, which are collectively referred to as academic maladjustment. It then reviews the empirical intervention research on academic maladjustment among Chinese adolescents. Study review has found that effective talk therapy interventions for Chinese adolescents with academic maladjustment often adopt a systematic perspective of family therapy and related techniques. Researchers worked with adolescents on their personal factors that contribute to academic maladjustment and work on the interpersonal level and obtained the cooperation of parents and ... Finding Motivation And Connectedness For Learning With Special Education Students Qualifying Under Emotional Disturbance, 2022 Dominican University of California Finding Motivation And Connectedness For Learning With Special Education Students Qualifying Under Emotional Disturbance, Nikole Denton Master of Science in Education | Master's Theses The purpose of this research seeks to understand the conditions for motivation among disengaged high school students in special education who qualify under emotional disturbance (ED) and support them in rediscovering their desire for learning while also determining how educators can be supportive in cultivating academic engagement and agency. The theoretical framework looks toward co-created curriculum through an understanding of intrinsic motivation (Ryan et al., 2021), self-Determination theory (Niemiec & Ryan, 2009), and critical pedagogy (Shih, 2018). Currently, there is a lack of empirical research on the effectiveness of pedagogical approaches in determining what works in engaging special education students who ... Suicide And South Korean Youth: How A World Class Education System Affects Its Adolescents, 2022 Central Washington University Suicide And South Korean Youth: How A World Class Education System Affects Its Adolescents, Grace Hendricks Symposium Of University Research and Creative Expression (SOURCE) This presentation takes a look at the suicide rates among South Korean youth ages 15 to 19, comparing the numbers to those of the same age range in the United States. We will look at the raw numbers, go over similarities and differences, and end with contributing factors for both groups. Particular focus will be on how South Korea is considered to have the best education system in the world and the impact that fact has on the young people going through it. Mindful Resources: A Guide To Mindfulness-Based Interventions, 2022 Minnesota State University Moorhead Mindful Resources: A Guide To Mindfulness-Based Interventions, Lexi Marie Vogel Dissertations, Theses, and Projects Although mindfulness is often associated with wellness, relaxation, and simplicity, the literature surrounding it is extensive and often complex. The abundance of mindfulness research and resources presents a challenge for educators, parents, and other individuals interested in mindfulness-based intervention. This project examines the literature surrounding mindfulness with emphasis on interventions, targeted benefits, potential barriers, and key considerations to aid in the development of the resource guide, Mindful Resources: A Guide to Mindfulness-Based Interventions. Translating the information from the comprehensive literature review into this resource guide will simplify the process of selecting appropriate interventions and provide users with a sample of ... Early Gaze Behaviours In Infants At High Familial Risk For Autism Spectrum Disorder: Association With Brain Development, 2022 The University of Western Ontario Early Gaze Behaviours In Infants At High Familial Risk For Autism Spectrum Disorder: Association With Brain Development, Julia Teixeira Pinto Montenegro Electronic Thesis and Dissertation Repository Children diagnosed with Autism Spectrum Disorder (ASD) show impairments in gaze-following and will seldom engage in joint attention (JA). The ability to initiate JA (IJA) can be more impaired than the ability to respond to JA (RJA). In a longitudinal study, 101 high-risk infants for ASD (62% males) completed MRI scans at 4 or 6 months of age. Subcortical volumes (thalamus, basal ganglia, hippocampus, amygdala) were extracted. Gaze and JA behaviours were assessed with standardized measures. The majority of infants were IJA non-responders (n=93, 92%), and over half were RJA non-responders (n=50, 52%). In the non-responder groups, models ... Our Stories, 2022 CUNY New York City College of Technology Our Stories, Katelyn S. Lopez Publications and Research This semester, we participated in the “Our Stories” qualitative research project that involves learning more about students' first year, and first-semester experiences at City Tech during pandemic times. As we organized and read students’ posts, we journaled and practiced reflexivity, a qualitative research process that helps us examine how we are interpreting the data that we are engaging with. T Reflexivity is a process in qualitative research involving frequent examination of one’s position in the project. These positions include one’s assumptions, feelings, and so forth. An essential question for qualitative researchers, according to Leavy (2011), is “Has the ... Associations Between Perfectionism, Parental Expectations, Self-Esteem, And Academic Achievement In Gifted Students, 2022 East Tennessee State University Associations Between Perfectionism, Parental Expectations, Self-Esteem, And Academic Achievement In Gifted Students, Hannah Scarbrough Undergraduate Honors Theses Intellectual giftedness can affect students in a variety of ways. Research often examines some of these potential effects, such as how giftedness impacts performance in school or attitude regarding academics. However, little research has been done on whether gifted students are more driven by internal pressures to succeed that they place on themselves or by external pressures to succeed that are placed on them by others. The present study examined how perfectionism (an internal pressure) and parental expectations (an external pressure) might affect a student’s self-esteem and achievement. Participants were 250 undergraduate students (M age = 20.35 years old ... Encouraging Adolescents To Be Self-Directed Learners: Influences Of Classroom Motivation On Student Outcomes, 2022 University of Rhode Island Encouraging Adolescents To Be Self-Directed Learners: Influences Of Classroom Motivation On Student Outcomes, Katherine Stearley Senior Honors Projects Teaching American adolescents in public schools presents a unique challenge: how to foster an instructional environment that simultaneously encourages intrinsic desires for lifelong learning, allows for the development of self-determination and autonomy, and teaches students appropriate academic skills. It was hypothesized that relying mainly on extrinsic motivations would be associated with more problematic outcomes for students while relying mainly on intrinsic motivations would be associated with more desirable outcomes. Additionally, it was hypothesized that schools organized around different educational philosophies would favor the use of different motivational strategies. A literature review was conducted that included a review of theories of ... Promoting The Healthy Development Of All Adolescents Through An Equity Lens: Continuing Education For Secondary-Level Educators, 2022 University of Rhode Island Promoting The Healthy Development Of All Adolescents Through An Equity Lens: Continuing Education For Secondary-Level Educators, Isabella Simone Senior Honors Projects American schools, as an institution, have a mission to educate society’s youth in a way that is characterized by, and promotes, equity regarding educational access, opportunities, and outcomes. Doing so promises to support the individual growth and development of all students. Unfortunately, high school students face challenges regarding healthy development — academic, social, and identity-based — during the transition from childhood to adulthood. These challenges include navigating their identity development, achieving academic success, managing school and family demands, and planning for their futures. Barriers to the successful achievement of these challenges include risk factors associated with family relationships, financial standing, gender ... Effects Of Recess On Educational Outcomes In Elementary School Children, 2022 University of Arkansas, Fayetteville Effects Of Recess On Educational Outcomes In Elementary School Children, Katelyn Whitham Health, Human Performance and Recreation Undergraduate Honors Theses Introduction: Because physical activity is beneficial for physical and mental health, the declining opportunities to implement adequate recesses in schools are devastating for children. If educational outcomes are positively affected by increased recess time or quality, schools are more likely to receive funding for programs and resources that support this renovation to recesses, providing research in lacking topics. Purpose: The purpose of this systematic review is to find related, academic articles for cross examination of data collected on the effects that recess has on educational outcomes so that schools may use this as a resource to receive funding to increase ...

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Improving municipal policy for children in Tirana A rapid increase in the population of Tirana during the last two decades has greatly affected its youngest inhabitants, with housing being built on parks, and schools and kindergartens unable to cope with the increase in demand. The municipality of Tirana is prioritising improvement of child-related infrastructure and policymaking. The project will fund a children policy director for the municipality to audit municipal departments to assess the impact of their projects on children, draft an analysis of the current situation and how to achieve the municipality’s vision, and create a multi-stakeholder forum with participation from civil society and schools. Update on the project Update, December 2018: With the support and encouragement of the Mayor, the project is going well. Systematic data collection on infants, toddlers and caregivers has started to feed into management and policy decisions, and the work of the Chief Child Development Officer is gradually spreading awareness of the particular needs of these constituencies across city departments.

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This scene has been accelerated from time to time by other world powers, progressing in innovation, the rise of the buyer from the working class, and growing tastes in the same way as the demands of individuals. It is easy to mark our nation as a widespread English-speaking nation by transnational corporations, taking into account their cooperation and impressions associated with a specific location of people and urban communities. This is the place where language, culture, eating habits, subculture, customs, taste, etc., change every few kilometers. Currently, this diversity is extrapolated to all states, dialects, and religions that exist in the country. To top it all off, the meaning of local dialects and limited touch just never gets blurred. Surveys continue to remind you that whenever 40 to 50 percent of customers find that they receive data in their language, it spends additional costs. This trend can also spread to new situations where customers from 60 to 70 percent see the likelihood of receiving a subject web extension when part of the data is combined in their language. When in 2011, a Gallup survey of linguistic tendencies among web clients in 23 countries of the European Union indicated that 42 percent of people never buy objects and administrations in different dialects; it was only the initial stage to link the long and deep connection between generality and brand inclinations. Nature also understands comfort, stay time, believability, experimentation, and in some places, even reliability for a client in another market. From numerous points of view, the use of administrations to interpret the language entails another touch, namely that the fashion creates long-term relationships and not temporary or based on the value of the transaction between the organization and the other client. The specialty and the new crowd cannot ignore the part that the business thinks of them, and this is what the administrations are trying to do in interpreting. They understand the closeness of fragrance and local assets along with muama enence übersetzer translators who firmly understand the intricacies of each area. They complement this advantage with an assortment of articles on websites, leaflets, voice, vision and sound, authoritative reports, intellectual scenes for clients, and much more. It is also apparent that for some time, the interpretation was assigned to low-maintenance work as not a genuine calling in the country. In any case, the emergence of tent firms began to change the script for two clients, only as translators, which subsequently led the administration to deviate from its abilities/rewards for good translators. At a time when only a little less than 10% of the region’s population speaks and works in English, and when the possibilities of the English language go beyond the foggy field, in this case, interpretation and limitation take on more prominent work. Language interpretation administrations are becoming a paste that unites various phonetic, provincial, and socially heterogeneous client meetings.

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[EDITORIALS]Reading, writing, wranglingControversy is already swirling about a plan to carry out a "Diagnostic Evaluation of Basic Scholastic Ability" on 700,000 primary school third graders on Oct. 15. The Ministry of Education and Human Resources, yielding to objections of teachers' associations, provided a complementary proposal that advocated testing all third graders but using the results of 10 percent of them, selected at random, for statistical analysis. But the Korea Teachers and Educational Workers Union, claiming that the revised proposal will not resolve problems, said that it would refuse the test. The chief responsibility of the government and educational institutions is to provide students with basic scholastic abilities through proper education. However, there has been no systemic program on the national level that evaluates the basic scholastic ability of students and provides opportunities for supplementary classes to those who fail the test. As a result, the number of students whose reading, writing and calculation abilities are below the level of primary school third graders amounts to 50,000. That students with huge gaps in academic abilities are mixed together has been one reason for the poor quality of public education. While many people recognize the necessity of a diagnostic evaluation of students, those same people worry that the test will be as bad as all-round examinations. The Korea Teachers and Educational Workers Union expressed worries over competition among students and schools over test results that could result in the expansion of private lessons. In practice, there are many students who attend cramming schools. The Education Ministry made it clear that students will be rated only in three or four categories, and that the standings of schools and students will not be made available. The purpose of a diagnostic evaluation is to measure the level of reading, writing and mathematics needed for primary school third graders. There is no need for students with normal scholastic abilities to prepare for the test. Distorted educational zeal should be blamed for the overheated preparations. The Education Ministry should be blamed, too. It has prepared the policy without considering the opinions of teachers, and has created great distrust.

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The NRA Foundation Awards $14,977 to the Wakulla 4-H Shooting Sports Program Crawfordville, FL –– The NRA Foundation has awarded the Wakulla 4-H Shooting Sports program a grant totaling $14,977 to fund supplies for the Wakulla 4-H youth development archery and shotgun education programs. “We are very excited about this grant award to support the Wakulla 4-H Sharpshooters Club, “said Rachel Pienta, “and pleased that the NRA is making an investment in our community.” Wakulla 4-H Shooting Sports formed in August 2018. Currently, 42 youth are registered for the program. During this first program year, the group has met once per month as a club and then each of the two disciplines has met a minimum of once per month to practice. Approximately 30 youth ages 10 to 18 have regularly received instruction in either Archery, Shotgun or both. The cost for families has currently included items like ammunition, arrows, bow strings, clays, and targets. The NRA Foundation grant award will help the program to serve additional youth and make the program easily affordable for more families to participate. The 4-H Shooting Sports Program fosters positive youth development, which is the mission of Extension 4-H youth programs. The 4-H Shooting Sports Program teaches young people the safe and responsible use of firearms, principles of archery, and hunting basics. Lifelong skill development is one of the main benefits of involvement in the 4-H Shooting Sports Program and applies to both youth and adults involved in the program. Specifically, the 4-H Shooting Sports Program is designed to: - Provide youth proper training in the use of firearms, archery equipment, and other areas of shooting sports. - Provide thorough instruction in shooting sports safety. - Develop life skills such as self-confidence, personal discipline, responsibility, and sportsmanship. - Create an appreciation and understanding of natural resources and their wise use. - Provide volunteer instructors safe and proper instructional techniques. Four Level I certified volunteer instructors for the two disciplines lead the program with additional Level II background checked volunteers who help support the program activities. More volunteers are needed to complete the Level I volunteer instructor training. For more information on how to become involved as a club member or volunteer, call 926-3931 or email email@example.com. |The Institute of Food and Agricultural Sciences (IFAS) is an Equal Opportunity Institution authorized to provide research, educational information, and other services only to individuals and institutions that function with non-discrimination with respect to race, creed, color, religion, age, disability, sex, sexual orientation, marital status, national origin, political opinions, or affiliations. U.S. Department of Agriculture, Cooperative Extension Service, University of Florida, IFAS, Florida A&M University Cooperative Extension Program, and Boards of County Commissioners Cooperating|

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PRECAUTIONS FOR YOUR LIVE MEETING Use the same precautions for your first meeting as you would with any other meeting. You may feel like you know the person very well and can trust him/her, but the truth is that your don't really know each other until you meet and ultimately spend time together. For your first meeting, do the following: - Meet in a public place ( such as a restaurant, a museum, or a movie - Meet during daytime. - Take a friend alone, for safety and also for an independent impression of

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What is supervision? - Supervise: To direct or oversee the performance or operation of. - To watch over so as to maintain order, etc. - Word Origin: Medieval Latin supervidere, from Latin super- + videre to see. Professional supervision is no small thing, in fact its rather ‘super’ in size. It’s all about ‘doing no harm’ and that includes client, therapist, employer, and employee. For counsellors / psychotherapists, supervision ensures that you are practicing safely and effectively, it helps you grow and learn as a therapist, integrate theory, untangle what is yours and what is theirs, and support you in your work with clients, as well as the growth of your business. For employees it ensures you are heard and seen by your employers, appreciated for the work you do well, and encouraged to learn new skills and challenge your ‘growing edges’ (areas for growth). For employers, owners and directors, having supervision means you have somewhere to off-load and get supported yourself. Who do you offer supervision to? We offer a choice of either individual or group supervision for: - Counsellors and psychotherapists - Counselling and psychotherapy students - Professionals working in a therapeutic way with others, such as social workers, nurses etc. - Employees, as an external service that either compliments or replaces existing supervision - Employers, business owners, and directors What supervision models do you use? There are many different supervision models out there, as we are primarily relational psychotherapists we believe that you are the most important resource, which frees us all up to explore and experiment with a variety of different approaches and models, depending on what fits at the time. At the beginning of new groups, and for new members / clients, we will set out a business contract to begin with, outlining fees, conduct, dates, times and location, and how we may all work together. We will also set a contract with you about each piece of supervision brought, which will typically include what is being brought and what you may want from the supervision process. We have separated out organisational supervision from professional counselling / psychotherapy supervision, dedicating two separate web pages to further explore the different models used, and what to expect. These are currently under construction and we hope you will be patient. - Supervision for qualified / student counsellors and psychotherapists, and other professionals - Supervision for professionals, organisations, and employees We are still adding content, please check back soon.

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Social-Emotional Learning to Help School Leaders Craft COVID-19 Reopening Plans NewSchools Venture Fund released a new brief examining multi-year academic data and student self-reports identifying what matters most in social-emotional learning. Partnering with Transforming Education, NewSchools’ research hones in on three factors that are closely tied to improving academic outcomes, and identifies “power-pairs” within the findings that can help school leaders prioritize as they make decisions for how to support students in the coming school year. Specifically, NewSchools finds academic results comparable to double-digit improvement on nationally normed assessments when students: - believe their abilities and skills can grow with effort and feel physically and emotionally safe, or - believe their abilities and skills can grow with effort and feel their teachers expect a lot from them in terms of effort, persistence and learning. The findings in the brief build on what is known about social-emotional learning and school culture by looking at longitudinal data and real-world examples to help educators plan effectively for a school year like no other. “There will be pressure on schools to double down on helping students ‘catch up’ as they reopen – but our research points to the need for school leaders to pay close attention to the crucial correlations between social-emotional learning and academic outcomes,” said Stacey Childress, CEO of NewSchools Venture Fund. “Kids are going through something right now that has no recent precedent. To serve them equitably, schools have to support students in ways equal to the challenge.” The brief also highlights schools seeing the impact of a focus on culture and social-emotional development, and provides relevant guiding questions for school leaders to grapple with in their planning processes and revisions. Follow us on social media for the latest updates in B2B!

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Teaching Homes in Northern Kentucky Keeping Families Informed! THINK is a confederation of families involved in home schooling in Northern Kentucky. THINK, a Christian organization, invites anyone who has a sincere interest in home schooling to be a part of the group. THINK publishes a newsletter, coordinates support meetings, maintains a resource library and does a few other things. The primary purpose of these services is to give home schooling families access to other home schooling families in our area so that we can share ideas and resources, and generally lend one another moral support. P.O. Box 0582, Florence, KY 41022 Serving: Corinth, Crittenden, Dry Ridge, Four Corners, Keefer, Mount Lion, Sherman, Williamstown, and surrounding communities. Neighboring Counties: Dearborn, IN, Ohio, IN, Switzerland, IN, Boone, KY, Bracken, KY, Campbell, KY, Carroll, KY, Gallatin, KY, Grant, KY, Harrison, KY, Kenton, KY, Mason, KY, Owen, KY, Pendleton, KY, Robertson, KY, Scott, KY, Brown, OH, Clermont, OH, Hamilton, OH Parents As Teachers in Christian Homes PATCH is a cooperative organization whose success requires that each member contribute time and energy. The purpose of PATCH is to provide support, information, and fellowship to homeschooling parents, and provide cooperative activities, and field trips for one another. We wish to be a community that will continue to grow and flourish. Meeting: There will be no formal PATCH meetings in June or July. Come to Park Days for fellowship. 251 Lansing Court, Paducah, IL 42003 Serving: Paducah, McCracken, Livingston, Marshall and Southern Illinois areas Neighboring Counties: Gallatin, IL, Hardin, IL, Johnson, IL, Massac, IL, Pope, IL, Pulaski, IL, Saline, IL, Williamson, IL, Union, IN, Ballard, KY, Calloway, KY, Carlisle, KY, Crittenden, KY, Graves, KY, Livingston, KY, Lyon, KY, Marshall, KY, McCracken, KY, Trigg, KY H.E.A.R.T. for Christ 6511 Bridle View Circle, Louisville, KY 40228 Serving: Louisville, Jefferson, Bullitt, Spencer, Nelson and Oldham county areas Neighboring Counties: Clark, IN, Floyd, IN, Harrison, IN, Anderson, KY, Bullitt, KY, Hardin, KY, Henry, KY, Jefferson, KY, Larue, KY, Marion, KY, Meade, KY, Nelson, KY, Oldham, KY, Shelby, KY, Spencer, KY, Taylor, KY, Trigg, KY, Trimble, KY, Washington, KY East Kentucky Stars 330 Lawson Branch, Paintsville, KY 41240 Serving: Lawrence, Martin, Floyd, Boyd, Magoffin, Johnson and Pike county areas Neighboring Counties: Boyd, KY, Breathitt, KY, Carter, KY, Elliott, KY, Floyd, KY, Greenup, KY, Johnson, KY, Knott, KY, Lawrence, KY, Letcher, KY, Magoffin, KY, Martin, KY, Morgan, KY, Pike, KY, Wolfe, KY, Lawrence, OH, Buchanan, VA, Dickenson, VA, Mingo, WV, Wayne, WV Lisa and Eric Lauterwasser Cumberland Valley Christian H. E. 3715 Cabin Creek Road, London,, KY 40741 Serving: Laurel, Whitley, Knox, Jackson, Pulaski, and Jellico, TN areas Neighboring Counties: Bell, KY, Casey, KY, Clay, KY, Estill, KY, Jackson, KY, Knox, KY, Laurel, KY, Lee, KY, Lincoln, KY, Madison, KY, McCreary, KY, Owsley, KY, Pulaski, KY, Rockcastle, KY, Russell, KY, Wayne, KY, Whitley, KY, Anderson, TN, Campbell, TN, Claiborne, TN, Scott, TN, Union, TN Christian Home Fellowship Supporting local families! Christian Home Fellowship is a small Christian group. We like to hold science fairs, geography bees, and field trips. We meet on a regular basis at the local library. Meeting: Weekly on Fridays 1150 Rice Road, Morehead, KY 40351 Serving: Beartown, Burke, Edsel, Faye, Little Sandy, Ordinary, Sandy Hook, Spanglin, Wyett, and surrounding communities. Neighboring Counties: Bath, KY, Bourbon, KY, Carter, KY, Elliott, KY, Fleming, KY, Johnson, KY, Lawrence, KY, Lewis, KY, Magoffin, KY, Menifee, KY, Montgomery, KY, Morgan, KY, Nicholas, KY, Powell, KY, Rowan, KY, Wolfe, KY Three Rivers Homeschool Network The Three Rivers Homeschool list functions to connect homeschooling families and their support groups. Meeting announcements, field trip and activity opportunities, workshops and conferences, and homeschool related for-sale items will be welcome. While we welcome families of all faiths to participate, the majority of members are Christian and the subject matter will reflect a conservative, pro-family, pro-life point of view. Serving: Western Kentucky, southern Illinois, and northwest Tennessee - covering roughly a 60 mile radius of Paducah, KY Neighboring Counties: Alexander, IL, Franklin, IL, Gallatin, IL, Hamilton, IL, Hardin, IL, Johnson, IL, Massac, IL, Pope, IL, Pulaski, IL, Saline, IL, Union, IL, White, IL, Williamson, IL, Posey, IN, Union, IN, Ballard, KY, Caldwell, KY, Calloway, KY, Carlisle, KY, Crittenden, KY, Fulton, KY, Graves, KY, Hickman, KY, Livingston, KY, Lyon, KY, Marshall, KY, McCracken, KY, Trigg, KY, Benton, TN, Carroll, TN, Gibson, TN, Henry, TN, Houston, TN, Obion, TN, Stewart, TN, Weakley, TN Join Yahoo Group Blue Ridge Family Unschoolers Network Blue Ridge FUN is an inclusive support group of homeschooling families. We welcome diversity! All homeschoolers are welcome, without bias to style of homeschooling, choice of curriculum, or personal beliefs. There is no fee to join, no statement of faith, and no hierarchy. All activities are planned by various families in the group, and all families in the group may plan and/or participate as they wish. Email provides a great way for everyone in the group to organize and network for activities, fieldtrips, and co-op classes as well as ask questions, and share ideas and information. Serving: Amherst, Bedford, Botetourt, Lynchburg, Campbell, Floyd, Franklin, Henry, Patrick, Roanoke, Rockbridge, Salem and points in between. Neighboring Counties: Rockingham, NC, Stokes, NC, Surry, NC, Alleghany, VA, Amherst, VA, Appomattox, VA, Augusta, VA, Bath, VA, Bedford, VA, Botetourt, VA, Campbell, VA, Carroll, VA, Craig, VA, Floyd, VA, Franklin, VA, Henry, VA, Isle of Wight, VA, Montgomery, VA, Nelson, VA, Patrick, VA, Pittsylvania, VA, Pulaski, VA, Roanoke, VA, Rockbridge, VA, Southampton, VA, Bedford City, VA, Lynchburg City, VA, Roanoke City, VA Join Yahoo Group Home Educators Assisting, Reaching, and Teaching HEART is local homeschool support group covering Williamsburg, James City County, parts of York County and Surry. HEART is not affiliated with any particular church, religion or political party. Our goal is to bring homeschool families together for activities, fellowship and support. We have a weekly e-newsletter during the school months; organize field trips, park play dates, PE programs, bowling leagues and Moms night outs. Serving: Williamsburg, James City County, parts of York County and Surry County areas. Neighboring Counties: Charles City, VA, Cumberland, VA, Gloucester, VA, Isle of Wight, VA, James City, VA, King and Queen, VA, Mathews, VA, New Kent, VA, Southampton, VA, Surry, VA, Sussex, VA, York, VA, Hampton City, VA, Newport News City, VA, Poquoson City, VA, Williamsburg City, VA The Georgetown Homeschool Group A Christian atmosphere for home schooled children of all ages The Georgetown Home School Group serves to provide opportunities for the students and their parents that they might not otherwise experience. This group lends itself toward forming life-long friendships for the children and the parents. Come and be a part of this Christian home school group where friendships abound... Meeting: Classes are offered from the first of September through mid-May (typically on Mondays from 12:30 - 3:30 p.m.). 3005 Iron Works Pike, Georgetown, KY 40324 Serving: Georgetown, Scott, Fayette, Anderson, Clark, Franklin and Woodford county areas Neighboring Counties: Anderson, KY, Bourbon, KY, Clark, KY, Estill, KY, Fayette, KY, Franklin, KY, Grant, KY, Harrison, KY, Henry, KY, Jessamine, KY, Madison, KY, Mercer, KY, Montgomery, KY, Nelson, KY, Owen, KY, Scott, KY, Shelby, KY, Spencer, KY, Washington, KY, Woodford, KY

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schooledu.telangana.gov.in gov in/isms – We are going to publish the article about this trending topic. If you are excited to know about schooledu.telangana.gov.in gov in/isms then just read the following post. About schooledu.telangana.gov.in gov in/isms Education is one of the foremost requirements for Development. Visit this Link: schooledu.telangana.gov.in What is ISMS – teacherinfo.telangana.gov.in How to use Schooledu Telangana Gov In Teacher data Update Process 2022 23 #EducationalJobsInfortion #ISMS #TeacherDataUpdateProcess2022-23 #SchooleduTelanganaGovInSchooledu.Telangana.Gov.In Web Portal నందు Teacher Data Online లో. Please wait, while your request being processed..

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The author takes a long look at what goes on in schools, and the roles played by people specifically concerned with them: but finally the problems of the school are seen as indissolubly bound up with the changes that have overtaken urban life. The school cannot be isolated, teachers, administrators, planners and parents must actively co-operate in making the school work in society and a society which works for the school. Nothing other than such a total vision, he concludes, will enable us to achieve normal educational goals. Robert Thornbury writes out of fifteen years experience of the urban school and of the problems not only of Britain but also those sometime similar, often more acute, of other countries, in particular the United States and Australia. The need for a total urban strategy is worldwide. His point of view is broad-based but his sympathies lie most of all with the hard-working teacher who stayed on in the urban classroom. It is a book for teachers therefore, but also, by its own argument, for all concerned with the future of the inner-city and the reordering of education. Table of Contents Acknowledgements – Introduction – 1. Classroom crisis and teacher stress – 2. The EPA myth– 3. Two housing nations – 4. Multi-ethnic muddle – 5. Juggling children and catchments – 6. The day the roof fell in – 7. The caretaker has the keys – 8. Management by mafia or creative bureaucracy – 9. The Curriculum Church – 10. The Cargo-cult and innovation – 11. Teaching English: a curriculum case study – 12. Electric, plastic classrooms – 13. Counter-reformation with Inquisition – 14. Children’s rights and counsellors – 15. Social mix for urban classrooms – 16. Community schools and teachers – Glossary – Bibliography – Index

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Children must stay in full-time education until they reach school leaving age. For example, if your child reaches compulsory school age on 31 March, they must start full-time education at the beginning of the next term (summer term that year). Follow us on social media Warning: This website and the information it contains is not intended as a substitute for professional consultation with a qualified practitioner. Time Traveler for school-age 1741, in the meaning defined above You can find out what year your children need to start school with our school-age calculator below. All children of compulsory school age must be enrolled in school and attend every day – this is the law. All children must attend school up until they are 16 years old. Sixteen and 17 year olds must be enrolled in school or a training organisation, be employed or be in a combination of school/training/employment. Our staff have been selected to ensure that the children attending our programs have the best quality of care, in a safe and friendly environment. All our School Age Care programs are fully licensed and operate under the National Quality Standards and National Quality Framework. All our School Age Care programs are approved for the Child Care Subsidy. Onaway and Mercer offer school-age care for children with special needs and to children enrolled in Shaker’s First Class/pre-Kindergarten program. School-age care is for grades Kindergarten through 6. The Recreation Department provides a fun, stimulating, learning environment that compliments and enriches your child. Quality care provided before and after school. Children learn and have fun through a wide variety of activities such as: The School Age Care Program provides before and after school supervision and guidance for children in kindergarten through fifth grade at each of the eight District elementary schools. The program is designed to meet the developmental needs of the children in a safe, nurturing environment and complements the educational program of the schools. Nancy Sifter, Program Coordinator Click here to Email The School-Age Education curriculum prepares individuals to work with children in elementary through middle grades in diverse learning environments. Students will combine learned theories with practice in actual settings with school-age children under the supervision of qualified teachers. - Care and Guidance of School-Age Children - Child Growth and Development - Communication Skills with Families and Children - Computer Technology in Education - Physical/Nutritional Needs of School-Age Children To subscribe to this RSS feed, copy and paste this URL into your RSS reader. I am wondering which one is correct: Illinois Department of Human Services JB Pritzker, Governor · Grace B. Hou, Secretary We hope you like our new design. If you have any questions about the website, please email [email protected]

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Principal: Brian Cecil Grade Levels: 3rd – 5th Annual Parent Notifications Please click the link below to go to the CSD Annual Notifications for Parents and Guardians School Supply List FTC Learning Websites Helpful links to FTC’s Learning Websites Computer Acceptable Use Policy The Colville School District uses Google Apps for Education, which requires access to computers and the Internet. All students are required to have a signed Acceptable Use Policy on file before being able to use district computers. Policy permission forms will be sent home with students at the beginning of each school year and require both student and guardian signatures. All students require these forms be signed and turned in each year. Fort Colville Elementary School serves approximately 340 students from grades 3 through 5. Our Fort Colville mission is to educate and nurture every student, every day. We are a school-wide Title 1 School. Title 1 is a federally funded program to provide additional help in the reading and math curriculum areas. School-wide means that ANY child can receive help. The Colville School District uses an online format to collect important information for students each spring for use the following school year. This is a yearly-required process for guardians. We recommend that guardians use a laptop, desktop or chrome book computer... Dear Students and Parents, As we prepare to return to school for the 2021-2022 school year, it is becoming evident that the Covid-19 Pandemic will continue to impact how we operate. While this is not what we were hoping for, there are still many things to look forward... Choice Transfer Request The Choice Transfer Request Portal (CTRP) is used by many school districts in Washington State to process Choice Transfer requests. A Choice Transfer request is made when a student wants to attend a school outside of the school district where... What we strive for. 1212 East Ivy Ave. Colville, WA 99114 M-F: 7:30am – 4pm Phone & Email Email us at: email@example.com Dear Parents and Students, I am very excited about all that Ft. Colville has to offer. We have an outstanding staff that is committed to ensuring the best possible learning experience for our students. We have an academic program that is aligned with state and national standards. We have a variety of extra-curricular opportunities that will encourage you to try new things and continue to discover your strengths, interests and passions. Whether it is academics, PE, the Arts or Technology, the opportunities here will help prepare you for success in school and in life.

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Vol. 14 No. 9 (2019): School Districts’ Contributions to Students’ Math and Language Achievement Conducted in British Columbia, this mixed-methods study tested the effects of nine district characteristics on student achievement, explored conditions that mediate the effects of such characteristics, and contributed to understandings about the role school-level leaders play in district efforts to improve achievement. Semistructured interview data from 37 school administrators provided qualitative data. Quantitative data were provided by the responses of 998 school and district leaders’ in 21 districts to two surveys. Student achievement data were district-level results of elementary and secondary student provincial math and language test scores. All nine district characteristics contributed significantly to student achievement. Three conditions served as especially powerful mediators of such district effects. The same conditions, as well as others, acted as significant mediators of school-level leader effects on achievement. This is among the few large-scale mixed-methods studies identifying characteristics of districts explaining variation in student achievement.

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By Mirissa D. Price The sun soaked my shoulders. Through my scrubs, I could feel a warmth I had missed, having spent the past five hours in the dental school’s basement lab. As my eyes adjusted to the light – and the macro-scale vision – I spotted my Harvard School of Dental Medicine (HSDM) family, smiling and laughing. I claimed a seat at the table, and together, we fell into a conversation of ‘what if.’ ‘What if we were millionaires and could do anything in the world?’ someone posed, imagining for a minute we didn’t have to miss the rest of this gorgeous day to practice drilling. ‘I would be a teacher,’ a few said. ‘Or a counselor.’ ‘I would donate money and do charity,’ someone reflected. ‘And I’d also donate to HSDM.’ ‘I would buy the hands of a trained dentist,’ said another friend. ‘I would clone our professor.’ Through the laughter, someone interrupted, bringing us back to ourselves: ‘I would still be a dentist.’ Now with only days to commencement, it’s hard to imagine doing anything other than dentistry. It’s hard to witness our patients smiling bigger and brighter, with greater oral health and self-efficacy, and feel anything other than inspired. It’s hard to look back at the communities we served at HSDM, globally, and in the clinics throughout Greater Boston, and want anything other than the ability to work with patients of all cultures and backgrounds to overcome barriers to care. It’s hard to be anything but inspired by the colleagues who once joined us in dreaming of a life outside the classroom, and the mentors who guided us on this dental journey. The HSDM community was a gift. The basement lab was our home and our colleagues a family. There were nights we drilled until 3:00 a.m., and evenings our instructors stayed just as late to help us. There were days we burned fingertips and split ends learning to make dentures, and afternoons we ran out of songs on our playlists to accompany our efforts. There were sacrifices we each made and strengths we discovered within ourselves and our community in order to develop a skill that could be of service to others. There were opportunities and research questions that redirected and re-inspired us on our paths. And there were patients who moved us in ways we could have never imagined: - The woman with so much anxiety, she wouldn’t enter the clinic; who eventually trusted her provider to offer care. - The immigrant who scaled the floors to get her calculus back, and opened our eyes to the cultural differences that shape a patient’s experience. - The child who saw his first dentist at HSDM’s Give Kids A Smile. - And the gentleman who learned his teeth were not hopeless after radiation, and began to brush again after so many years. My senior case presentation was of a patient whose smile grew in both size and health over the course of our work together. We addressed his oral health as a part of his medical condition, and became a cohesive part of his medical team. I learned so much from my work with this patient, from clinical skills to interprofessional care, and even learned a few golf terms in the process. And sitting in my class’ case presentations, I am amazed at how in our own ways and with our own, unique patients, we each had such an experience. In a case completion model of care, we each developed a partnership with our patients and accomplished care that changed our patient’s health and self-perception. Many of us even helped our patients establish trust in the dental provider and an appreciation for the medical significance of oral health. In the warm summer of 2017, over dental family lunches, we dreamed of a brief escape from the basement. We watched the fourth-year students clear out their lockers, as we began to fill ours with plastic teeth and patient casts. We pushed to get them to close as they collected so many items, and we didn’t know what would fall when we opened our lockers back up. But we always caught each other’s drills and casts. We never let one another, or one another’s casts, fall. And because of the HSDM community, because of our families and loved ones, and the many mentors we’ve found along the way, we graduate together. We step out of the basement lab one final time, not to take a break from the dental world but to step into it and to make a difference with it. We step out into (fingers crossed) the warm summer sun of commencement with the gift and honor of using dentistry to promote healthy smiles and craft positive change. Congratulations and thank you to all my colleagues, and the mentors and loved ones who helped each oral physician of the HSDM Class of 2019 on our journey to this joyous day. About the author: Mirissa D. Price is a 2019 DMD Candidate at HSDM and rising pediatric dentist at Boston Children’s Hospital. She serves as a Scholar of Dental Education at HSDM and a Give Kids A Smile Leadership Ambassador. Price’s research and outreach interests include social-emotional development in youth; addressing barriers and access to pediatric dental care; interprofessional collaboration; and dental education. As a child, doctors told Price that she would live in a nursing home, confined to a wheelchair, crippled by pain. Instead, Price uses her medical experiences to inspire others, living each day with a passion to spread pain-free smiles through her dental work, writing, improv comedy performances, and nonprofit work with children. Mirissa's story is part of a series of profiles about the graduating Class of 2019.

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Can technology support co-production with children and families? By Ida Cohen, Senior Social Work Consultant, Liquidlogic ‘Listening to the voice of the child’, ‘involving service users’ and ‘co-production’ are terms commonly used to describe how children’s services should interact with children and families to ensure that they are listened to and that their contributions are regularly taken into account. as part of a partnership approach to assessment and intervention. In June 2021 Report on Special Educational Needs and Disability (SEND), based on a series of inspections, Ofsted said: ‘There were more positive results in some of the areas we revisited, where parents and carers had been meaningfully involved in the planning and decision making. The role of the parent-guardian forum figured prominently in the most successful areas. In these, leaders understood that co-production meant working with families as equal partners. We believe portal technology can help forge effective collaboration with children and families by helping them feel involved in the assessment, planning and review stages. A proven solution From online banking to grocery ordering to vacation booking, the use of portal-like technology is widespread and it has become a proven tool for delivering efficient services. The same technology has begun transforming the Liquidlogic electronic case management system so that it can now be used to interact with children, families and caregivers. A portal account is not just a way to access information shared with families by their worker. It’s also where they can collaborate on forms, respond to surveys or consultation documents, send messages to their employees, and view a full library of documents that previously would have been emailed or posted. keeping all their data safe. To illustrate, here is a fictional example of how this might be experienced by a parent of a child with SEND. Case Study: Elly and Carl My name is Elly, I’m Carl’s mother. Carl is 10 years old and has autism. Carl struggles a lot at home and at school. He goes to our local primary school. Carl’s principal has referred him to the council for an education, health and care assessment, as he believes Carl needs more help than the school is currently able to provide. I agree, because he cannot participate in certain activities at all because his behavior becomes unmanageable. The school said he needed more classroom support or he might need to move to a special school. When he can’t be at school, I have him at home and I have to juggle Carl and his sisters; I end up getting in trouble with their schools because I’m often late picking them up. I was contacted by someone named Steve Astbury recently. He explained that he worked on the SEND team and would work with me and other professionals who know Carl to assess his educational needs. He said it was important for me to have a say in this – because I know what the daily experience of caring for Carl is like – and to express what I would like to see happen for Carl at the future. Steve emailed me with a link to participate in the review process and communicate with him through what he called a portal account. When I received the email, I clicked on the link, created a simple username and password, and then received an email notification that my account had been activated . Once logged in, I could see Steve’s contact details and those of Carl’s school and social worker. I could see the school recommendation for Carl as Steve posted it for me to read. I also saw Steve posted a message for me to let him know when I had logged in by replying to his welcome message, which I did. It was clear that I am only at the first stage of the Education, Health and Care Plan (EHCP) process and that there are more stages to follow, which Steve explained. I know where I am in the process and can check for progress updates. Since then, we have continued to communicate through the portal. Steve visited again and moved Carl’s assessment forward. Yesterday he mailed me the latest version and asked me to complete my review section. He said he would call me tomorrow so we could discuss it in case I had any questions. It was pretty simple, really, just like an online survey. Steve called today to discuss my contribution to Carl’s appraisal. I said Carl drew a picture this weekend about school that shows he really likes going there. Steve said I can send it through the portal because it allows me to upload any documents I want to send with my response. I’ve now submitted everything and he said that when it’s finished he will publish the final version, which will go to a panel, for me to read. Consolidated information on all services Information collected through Portal Collaboration for an individual receiving services is reused, as appropriate, for other services that may be required. This means that the person does not have to provide their personal data repeatedly to the local authority when they need other forms of support, such as childcare services, free school meals, college placements after age 16 or sensory support. The person has a central file on the case management system, which is accessed and maintained by all child and family services professionals. This allows professionals working with families to provide the best possible service with the best possible results, as everyone has a full picture of the family’s situation and needs.

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Join Linda Darling-Hammond, PhD, Charles E. Ducommun Professor of Education, Stanford University, as she discusses her latest research on international standards and assessments through two unique webinar events. The Race to the Top is on, and it's being driven by the next generation of standards. Learn about how top-performing nations assess student learning and examine its implications for the next generation of U.S. assessments. The world's top-performing school systems are said to be the model for new Common Core standards. Learn about the assessment systems in these countries, and how the results challenge the status quo in the United States. These webinars are presented by Edutopia and the Stanford Center for Opportunity Policy in Education in collaboration with the Council of Chief State School Officers. Disclosure: I'm the Online Membership Coordinator at Edutopia and run Edutopia's webinar series.

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7 Summary of Week 2 This week you explored listening and questioning techniques to further enhance your communication skills, and you developed your understanding of other aspects of effective communication such as empathy and building trust. You should now be able to: - explain what is meant by ‘active listening’ - ask more effective questions - understand the role of self-awareness, empathy, adaptability and trust in facilitating effective communication. Next week you will start to investigate different forms of communication, starting with non-verbal. You can now go to Week 3.

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2018 College Changes Everything Conference® July 19, 2018 8am - 4:30pm Tinley Park Convention Center Tinley Park, Illinois CCE 2018: Supporting Students’ Futures through College and Career Readiness Partnerships At all levels of the education system and across all workforce sectors, what we call “student success” is truly a shared responsibility. - High schools, colleges, universities, and other student-serving organizations continue to rethink and retool how they engage with students of all ages and how they partner with employers to realize a shared goal: providing students with the knowledge and opportunities to be successful along the transitions from education to employment. - More and more employers understand the importance of including education as part of a business strategy to help equip students with skills for career success and strengthen the overall talent pipeline. - National, state, and regional initiatives and strategies are strengthening education-employment relationships to provide students with the information, resources, and experiences to achieve their education, career, and life goals. Morning Keynote Speaker We're pleased to announce our conference keynote speaker, Dr. Mandy Savitz-Romer, senior lecturer in education at the Harvard Graduate School of Education (HGSE). Dr. Savitz-Romer is also the director of HGSE’s master’s program in Prevention Science and Practice and Certificate of Advanced Study in Counseling programs, which train future school counselors, school social workers and youth development staff. Her work examines how school and non-profit organizations structure postsecondary supports that address developmental skills and readiness. She writes and speaks extensively on college and career readiness and school-based counseling, specifically as it relates to students of color and first-generation college students. She is the co-author of “Ready, Willing, and Able: A Developmental Approach to College Access and Success” and “Technology and Engagement: Making Technology Work for First-Generation College Students.” Agenda and Conference Session Presentations Conference agenda information and presentations from interest sessions are found below. Breakout sessions were presented by state and national leaders and provided purposeful information that engaged the attendees in the critical issues we face, such as: student support services, retention, remediation, college readiness, career development, out of school programs, students with disabilities, nontraditional students, and more. Check website later as additional interest session presentations and materials are continuing to be added. - Redefining College Ready - Silo Busting for Student Success: An update on cross-agency, state-wide initiatives helping students meet their postsecondary and career goals Interest Session Presentations and Materials - Session 1A: District Case Study: Implementation of a Statewide College and Career Framework - Session 1B: Redefining Student and Academic Success: Coaching Models at National Louis University and College of Lake County - Session 1C: Understanding Life-Long Learning Transitions to Careers: A Longitudinal Perspective on Career Outcomes for High School Seniors - Session 1E: Transitional Math: Reducing Remediation While Increasing College Readiness - Session 1F: Helping to Make Good Mentoring Programs Even Better: Using the Elements of Effective Practice for Mentoring Programs - Session 1G: Consumer Guide to Higher Education and Student Loans - Session 1H: Ensuring College Graduation Success - Session 1I: Bridging the College Transition and Career Readiness Gap between Secondary and Post-Secondary Education for Students with Disabilities - Session 1J: Civic Leadership Skills as Workforce Skills – How Service and Experiential Learning Can Lead to Workforce Development - Session 2A: College Ready for Real: Bridging the Gap between High School Completion and College Success (2 files) - Session 2B: Taste of College: A Community Partnership - Session 2C: What Does Professionalism Look Like: Bringing Inclusion to an Exclusive Concept - Session 2D: Advising 201: Working with Returning Non-traditional Students - Session 2E: Get Ready! College and Career Ready - Session 2F: Progressive Pathways to Post-Secondary Success - Session 2H: Certificate of Employability – A Program to Enhance Soft Skills Among Freshmen - Session 2J: The Persistence Gap: How might colleges’ values and biases impact student success and what can we do about it? - Session 3A: The Knack to Student Success - Session 3B: A Grow Your Own Engineering Partnership: NIU@RVC - Session 3C: Building Effective Partnerships to Improve College and Career Outcomes - Session 3D: It Takes a Village to Retain a Student - Session 3E: High School Healthcare Internships and So Can You: A Case Study - Session 3F: Understanding & Diversifying the Teaching Profession: Golden Apple Scholars of Illinois - Session 3G: Statewide Implementation of the State Seal of Biliteracy - Session 3H: Financial Literacy as a Strategic Tool for College Choice, Readiness and Persistence - Session 3I: Governor State University & Crete Monee High School Partnering Up for Student Success - Session 3J: College and Career Programs Supporting Youth from Foster Care - Session 4A: Redefining Engagement: Connections that Cultivate Persistence and Maximize the Campus Experience - Session 4B: Unequal Opportunity in Illinois: A Look at College Graduation - Session 4C: A Strengths-based Approach to Career Development - Session 4F: TransferREADY - Session 4G: When Money Is Just Part of the Problem: Hidden Barriers to Financial Aid - Session 4H: Connecting Illinois Youth to Services Before, During and After College: the Service Provider Identification and Exploration Resource (SPIDER) One of the key strengths of this conference is that it brings together a diverse audience of stakeholders from across the state for a day of dialogue and sharing information, ideas, and best practices that promote access to postsecondary education, ensure degree or credential attainment, and provide career pathways. Attendees typically include, but are not limited to: - high school leaders, counselors, and case managers - college access practitioners - college and university leaders and administrators - leaders from state agencies, non-profits, foundations, and community-based organizations focused on educational opportunity and attainment and career pathways - business leaders - policymakers and elected officials interested in higher education and workforce development The conference also serves as an opportunity for participants to renew existing relationships and develop new ones while improving collective leadership as we work toward Goal 2025. Questions about the conference can be directed to email@example.com. Tinley Park Convention Center The Tinley Park Convention Center is located just 30 miles from downtown Chicago at 18451 Convention Center Drive, Tinley Park, IL 60477. 2018 College Changes Everything® Planning Committee - Illinois Student Assistance Commission - Illinois Board of Higher Education - Illinois Community College Board - Illinois Department of Commerce and Economic Opportunity - Illinois State Board of Education - Illinois College Access Network - Federation of Independent Illinois Colleges and Universities - Advance Illinois - Center for the Study of Education Policy at Illinois State University - Council for Adult and Experiential Learning - Education Systems Center at Northern Illinois University - Generations Serving Generations - ACT Now - Women Employed

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Coldwater Community Schools provides a supportive and challenging learning environment where every student is prepared to succeed in a global community. Making a world of difference for our students - Every student…Every way…Every day! Excellence: We adhere to high standards in order to achieve our district goals. Teamwork: We (schools, parents, and community) share information, resources, talents, and energy, to make the best possible decisions to achieve the vision and mission of our district. Integrity: We are honest, trustworthy, and respectful when we communicate with each other and the community. Accountability: We hold everyone accountable to make our district the best that it can be for students, staff, and the community. Diversity: We respect and recognize different points of view because there is value in diversity. Responsibility: We are responsible for operating in the best interest of all students. Quality: We provide the highest quality facilities, programs, instruction, curriculum and technology in order to help our students be successful. Achievement: We insure that each student will learn and succeed in a rigorous curriculum.

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Title: Seeing through their eyes. Providing a more powerful public service for persons with a visual impairment in Aruba Authors: Mieke De Droog Addresses: Faculty of Arts and Science, University of Aruba, J.E. Irausquinplein 4, Oranjestad, Aruba Abstract: What does a front-line service provider or policy worker know of persons with a visual impairment? How can he/she empathise with clients with such an impairment? The purpose of the current research is to gain insight into how to provide more valuable public service to visually impaired residents of Aruba. Qualitative in-depth interviews were conducted with 32 respondents. The focus was on their day-to-day constructions of reality, taking in account both their life stories and the specific context. The data showed that emphatic, attentive interventions, acknowledging the value of experiences of persons with a visual impairment contribute to more powerful public service. Essential factors affecting experiences are the quality of the relations and encounters with front-line service providers and agencies due to helping and non-helping behaviour. Respect for differences between people and their own choices is essential in these interventions and the verbal and non-verbal behaviour of front-line workers. Keywords: public services; front-line workers; empathy; attentive intervention; experiential knowledge; visual impairment; Aruba. International Journal of Work Organisation and Emotion, 2021 Vol.12 No.2, pp.113 - 128 Accepted: 05 Mar 2021 Published online: 01 Sep 2021 *

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Disability Awareness Booklet Teach your students about disabilities with this fun booklet! Simple, kid-friendly descriptions and clipart make these complex disabilities more understandable for students. Disabilities Covered in this Booklet Include: 1. Visual Impairments 2. Hearing Impairments 4. Learning Disabilities 5. Physical Impairments 6. Emotional Impairments 7. Speech & Language Impairments 8. Cognitive Impairments There is also a bonus page on anti-bullying included. So Many Ways to Use Them! National Learning Disabilities Awareness Month - October National Disability Employment Awareness Month - October Developmental Disabilities Awareness Month - March Large or Small Group Instruction

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- Open Access Analyzing media discourse on the development of the National English Ability Test (NEAT) in South Korea Language Testing in Asia volume 9, Article number: 4 (2019) The purpose of this study is to analyze newspaper articles from three publications (Chosun Ilbo, Donga Ilbo, and JoongAng Ilbo) regarding a newly developed high-stakes English test in South Korea, the National English Ability Test (NEAT), from the viewpoint of critical discourse analysis. All of the articles were collected from online archives, and most were published between 2007 and 2012. The events surrounding the development of the test were analyzed from three dimensions: textual, discursive, and social. It was found that NEAT-related media discourse was formulated in terms of technology-focused, economic (private education expenditure), or utilitarian (the benefits of a domestic “Korean” test) practice. These discursive events were implicitly connected to the cultures of “technopoly” and “teach-to-the-test,” both of which were exploited to silence the voices of diverse groups in the English language education community. Traditional research on language testing viewed it as a psychometric exploration that set language knowledge as a test construct (McNamara & Roever, 2006); however, in recent years, a values-based social discourse on professionalism, ethics, fairness, and social justice in language testing has also been flourishing. This socio-humanities discourse includes both macro- and micro-language testing as well as integrates testing issues with sociopolitical variables (McNamara, 2001; McNamara & Roever, 2006). As researchers come to pay more attention to the social dimension of language testing, they take an increasing interest in its social discourse outside of academic environments. Much of the discourse either justifying or opposing the enforcement, preparation, and use of high-stakes language tests is created and/or reproduced in the media. As media pressure often effectively leads to the success of innovation in education reforms (Crawford, 2004; Gonzalez-Carriedo, 2014; Yemini & Gordon, 2017), the necessity of high-stakes language tests is also well covered in terms of “technologism,” laissez-faire market-driven attitudes, and quantitative utilitarianism. As Shohamy (2001, p. 63) pointed out, however, the discourse on the development and use of a high-stakes test can be explicit in one context but ambiguous and contradictory in another. In particular, when a test is politically planned and rushed into use without sufficient public debate, the media can exaggerate its meaning in inappropriate ways, distorting or misinterpreting its purposes or expectations. In this spirit, the present study aims to analyze newspaper articles on the National English Ability Test (NEAT) in Korea—a homegrown, newly developed, and currently suspended English proficiency test—using critical discourse analysis (CDA) to understand the media pressure for the development of high-stakes language testing. The media discourse on the government-led English proficiency test arose after the TOEFL crisisFootnote 1 in 2007. The media’s uproar for homegrown English proficiency tests with global competence escalated, with the criticism leveled that Koreans spend more than 10 billion won, or 10.7 million dollars, annually on TOEFL and TOEIC application fees. As the media often play an important role in enabling “think tanks to get their ideas into the education policy arena” (McDonald, 2014, p. 853), the stakeholders of local English tests quickly accessed the media to influence policy debates. In 2008, the Presidential Transition Committee officially announced the development of a new English proficiency test, tentatively called “Korean TOEFL.” With great fanfare, the test, named NEAT later, was developed and trialed as a mandatory national test over the years. The existing English subject test within the College Scholastic Ability Test (CSAT) only assessed listening and reading skills, so it was announced that NEAT, which also additionally assesses speaking and writing skills, would replace the English test in the CSAT. There were strong voices in the public sphere championing NEAT for the positive washback effect. However, the media was also diligent in reporting on the concerns and problems faced during the test development stage, such as excessive private spending on NEAT preparation. Politicians’ apprehension about public opinion as well as flagging media coverage led to the abrupt termination of the full administration of the test (Lee & Lee, 2016; Whitehead, 2016). The plan to use NEAT as a mandatory national test in public schools was suspended by the subsequent government in 2014 due to the issues reported in the media: lack of awareness and practicality. The present study examines how the media intervened in the initial stage of development of a newly planned test. The high-stakes English test, NEAT, quickly appeared in the limelight and slipped away abruptly, but it has been the subject of little scholarly work. Alongside the evaluation of sociopolitical contexts, it is important to discuss media involvement in the test development, as the validation debate (Bachman & Palmer, 2010; McNamara & Roever, 2006) cannot be separated from the media-embedded social contexts. The media, in which test-driven policies are articulated, serves as an arena in agenda setting in terms of sociopolitical discourses, but there is little literature on the critical analysis of media discourse in the field of language testing. Future research works could be planned on how the media legitimizes or challenges stakeholders’ interests in the suspension stage of the test. Media discourse on language testing This study was motivated by three previous studies. The first was that of Block (2002) on “McCommunication” in language education, conceptually based on Ritzer’s (2000) “McDonaldization.” Block claimed that expert systems for “verbal hygiene” (Cameron, 1995, 2000) led to the processes of language standardization, sociolectalization (development of in-group language), and prescriptivism and that modernized education in communicative competence did not fully allow for diversity and difference among languages and groups of language learners. He stated that communicative acts in the field of second language education were being McDonaldized and that the verbal hygiene practices were reflected in the context of developing and expanding high-stakes tests, as social interaction in multifaceted language performance is ignored in the effort to transform language into a set of testable techniques. In this perspective, even uncontrollable aspects of language skills tend to be controlled, thus emphasizing quantification (Block, Gray, & Holborow, 2012; Tan & Rubdy, 2008). The second study motivating this research was on the social dimension of language testing, by McNamara and Roever (2006), who claimed (pp. 1–2) that professional practice in language testing focuses on discrete language knowledge to be measured, leading to an overdependence on psychometrics such as bias analysis or differential item functioning. Their reviews of historical precedents found that social value rather than psychometric accuracy determined the valid use of language tests. McNamara and Roever (2006) argued that even often-cited validity theories (e.g., in Messick, 1989 or Kane, 2001) inappropriately conceptualized or elided the social dimension of language testing. From this perspective, it appears inevitable that tests (constructs) will be politicized in social contexts: a test exists because of sociopolitical forces. The sociopolitical issues can be seen in the recent discussion of language testing as a concept and a practice in related academic discourses (e.g., Fulcher, 2009; Fulcher & Davidson, 2007; Hamp-Lyons, 2000; Shohamy, 2001). Some of these studies have demonstrated how an influential test can be used as a disciplinary tool or means of exerting power. For example, Shohamy (2001), citing Foucault (1975, p. 184), stated that test-takers can be “quantified, classified, and punished” and argued that centralized systems force different learning paths to conform to specific standards by imposing powerful tests. However, she simply dichotomized the members of a testing society into tester vs. tested and did not consider the multifaceted power of testing or its poststructuralistic meanings in different social contexts. Menken (2008) criticized New York City’s use of high-stakes tests under the federally enforced No Child Left Behind (NCLB) Act in the US. Menken used field data to illustrate that such tests put minorities, immigrants, second-language learners, or low-income students at a disadvantage, thus ignoring their linguistic human rights and basic educational rights. All languages other than English have received steadily decreasing interest as test subjects. Additionally, the streamlined language, denuded of social context, that appears in big tests can often lead to the neglect of various teaching and learning goals. In this regard, widespread use of standardized testing can promote the inappropriate advent of a standardized language system. Considering that Menken’s analysis was based on a multicultural and multilingual country (the US), her results are not easily generalizable to other educational contexts; nevertheless, her study signifies the necessity of examining the social value of established and new high-stakes tests. Finally, this study adopts Fairclough’s (1995, 2005) media discourse analysis as a research method. Researchers in language testing can of course approach actual test-users (such as students and teachers) to ask questions or observe their behaviors; however, the media has a discursively meaningful influence on test-users’ perceptions of testing. All media act as agents of discourse in that they employ sociopolitical practices to influence everyday knowledge or belief systems (van Dijk, 1997). Newspaper texts and images take a position but also constitute the discourse of social observation in specific arenas. Discourses are often legitimized or challenged against the status quo, putting the social practice discourse into action (Fairclough, 1992). This study employs a CDA framework (Fairclough, 1992, 1995, 2005) to analyze newspaper media surrounding NEAT. In the framework of CDA, texts and images disseminated by the media are not value neutral but rather function as acts of discourse that influence sociopolitical practice. The following is a brief description of the three-step (textual, discursive, social practice) analysis in CDA. The first step involves the study of the linguistically analyzable texts, describing how media constructs discourse structure in texts by strategically selecting specific vocabulary, sentence formats, and cohesive devices. The second step involves examining the production, consumption, and interpretation of texts. It not only explores the interdiscursivity of texts by identifying how genres, discourses, and styles are articulated in orders of discourse but also uncovers the intertextual chain across different discursive events. In the last step, (the subsequent discursive effect of) social practice is discursively explored: institutions, power relationships, culture, and day-to-day hegemony justified and cemented, usually implicitly. Social theories are often applied here in analyzing ideological conflicts or consequences. Fairclough’s frameworks “connect microlinguistic analysis to analysis of social practice (intermediate analytical level) and analysis of social structures (macro-analytical level)… particularly relevant to the recent focus in applied linguistics on analysis of the global spread of neoliberalism and its incursion in education” (Lin, 2014, p. 218). It is, however, a highly complicated analysis model, and the procedure of textual analysis, which focuses on particular lexical and grammatical features, is criticized for lack of impartiality, or “ad hoc bricolage” (Widdowson, 1998, p. 136). Widdowson (1998, 2005) questions if the small selection of linguistic concepts forms a legitimate foundation for the ideological meanings in the text. A corpus-based methodology is then drawn upon by recent CDA researchers (Baker, Gabrielatos, & McEnery, 2013; Cheng, 2013) to solve the problem of openness to bias or “to strengthen the systematicity of the interpretive reconstructive procedures by providing evidence on the range of semiotic resources” (Lin, 2014, p. 226). It should be noted, however, that the outspoken critics of CDA, including Widdowson, do not reject the possibility that lexical and grammatical items genuinely have an ideological valency (Widdowson, 1998), and that the claim being made on the randomness in the selection of CDA data is intuitively argued by them (Breeze, 2011). As far more methodical and analytical attention must be paid to CDA researchers’ interpretative procedures, Fairclough’s dialectical-relational approach is still regarded by various academic fields as a tool for meaningful discussion of politicized media discourse (Blackledge, 2005; Li, 2009; Lin, 2014). In Korea, for example, in analyzing the TOEFL crisis as publicized by local newspapers (Chosun Ilbo and Donga Ilbo) in 2007, (Shin, 2012). successfully drew on the conventional CDA analytic framework and discussed the chaotic circumstances that characterize TOEFL-taking practices in Korea. The present study can be considered an extension of that analysis. Since NEAT was eventually introduced as a domestic solution to the TOEFL crisis in Korea, the social discourse surrounding NEAT after its introduction in 2007 needs to be explored, given that the media’s role in constructing social discourse may help reshape the current practice and direction of testing. This analysis examined NEAT-related articles disseminated in publications produced by three major Korean newspapers, Chosun Ilbo, Donga Ilbo, and JoongAng Ilbo.Footnote 2 All the publications were searched using archives provided by the Korean Studies Information Service System (http://kiss.kstudy.com). The scope of analysis was restricted to content appearing between December 21, 2003, and August 31, 2012. (After the 2007 TOEFL crisis, the number of articles had massively increased on domestic tests, government involvement in test development, and NEAT.). Forty-seven articles were analyzed in this study: 15 from Chosun Ilbo, 20 from JoongAng Ilbo, and 12 from Donga Ilbo. As previously mentioned, this study employed Fairclough’s (2005) CDA as an analytical framework, focusing on identifying social practices introduced and sustained by NEAT-related discourses. First, textual analysis of vocabulary and syntax was conducted, mostly by examining the re-wording of terms with similar meanings and occurrence of the same words. Next, the analysis explored how different publications varied in their coverage of NEAT and related topics and whether connections and interdependencies among columns, editorials, and news stories could be identified. For example, one article in Chosun Ilbo employed market-friendly terms such as “demand” and “supply” in the first (topic) sentence of a paragraph, while the remaining sentences supported the topic sentence. The article alluded to NEAT as a “solution” to the TOEFL “crisis,” using terms such as “demand,” “effectiveness,” and “domestic test,” prompting readers to align with the article’s ideological position. This case reflects the news media’s strategy of structuring a system of statements as discourse by using the same tone across editorials, interview quotes, or reader contributions. Results and discussion Texts in three newspapers In articles on the 2007 TOEFL crisis, Chosun Ilbo selected words suggestive of market principles and denigrated the market competitiveness of “domestic” English proficiency tests, ideas also supported by Donga Ilbo (Shin, 2012). Chosun Ilbo was the first source to highlight government involvement in a newly developed English proficiency test and ran an article on July 31, 2007, titled, “Any problems? Concerns of increasing private education and doubtful usefulness outside Korea.” The article contained several negatively oriented words and phrases, such as “a significant number of parents are worried,” “even government is doing business,” “only good for publishing companies and private institutes,” “impossible,” “insufficient human resources,” “unrealistic,” “only for domestic use,” “failed attempt,” and “doubts on whether government should again get involved in education.” Subsequent articles published on January 23 and 24, 2008, used neutral wording to refer to a press release issued by the Ministry of EducationFootnote 3 about government-led test development, but an April 29 article heavily criticized the test for technical issues, identifying problems with prerequisites such as “the iBT test’s large-scale server,” “one million people’s simultaneous connection to the server,” “complex requirements for a firewalled computer to prevent hacking,” as well as issues with “doubts over whether all facilities can be equipped over the next four years.” While the article did offer certain solutions to the TOEFL crisis (based on interviews with TOEFL development and enforcement representatives) such as “increasing the number of test administrations … and the item bank’s capability to five times the number of regular test items,” the article also pointed out another technological issue, related to “maintaining the same levels of item difficulty among parallel forms of testing.” The articles re-emphasized the technological aspects of English proficiency testing by quoting statements made by the Ministry about the issues of raters, rater training, and rating reliability. Donga Ilbo had already mentioned the importance of a government-led English proficiency test before the 2007 TOEFL crisis. An article dated October 10, 2006, issued a specific plan for English proficiency test development based on a report prepared by the Korean Institute for Curriculum and Evaluation, which was to be submitted to the Ministry of Education, entitled, “Research report of English education reform to enhance national competitiveness in the global economy.” Donga Ilbo predicted that the long-sustained influence of the Test of English for International Communication (TOEIC) in Korea would weaken if a newly developed computer-based test were implemented in language learning facilities at universities. After the TOEFL crisis, Donga Ilbo repeatedly published articles (for example, on January 8 and 24, 2010) demanding governmental involvement in solving the crisis, introducing a detailed timeline for test development, and reporting that the university admission system would accept NEAT scores in 2013. Donga Ilbo also frequently mentioned for-profit private institutes, hakwon, in relation to NEAT implementation. An article dated February 1, 2011, discussed how private institutes could particularly benefit from the new market provided by NEAT. The article only quoted hakwon representatives, who made statements such as “the current public schools cannot handle English speaking and writing,” and “students have no options other than to rely on private education”. Regardless of whether the Ministry can successfully reduce expenses for private education, or whether hakwon foresee growth in new business for test preparation, the texts in all the articles related to “profits” for private institutes as well as the “market value” of NEAT. On May 30, 2011, Donga Ilbo published an opinion article regarding the importance of reducing the anxiety of new test consumers and pointed out that the number of people relying on private lessons would decrease if the College Scholastic Ability Test (CSAT) was replaced with NEAT. The title of the article, “Replacing CSAT to normalize English education,” reflected an optimistic attitude toward NEAT as both a replacement for the CSAT and a policy tool to address the problems with English education in Korea. Donga Ilbo articles were also related to features of online test enforcement or other technological aspects of item construction and rating and often focused on the meaningfulness of English proficiency testing in terms of egalitarian values and its necessity for Korea. JoongAng Ilbo included all the issues mentioned in the other publications, including hakwon education, technology, national competitiveness, and utility and also maintained that NEAT would solve the TOEFL crisis. For example, an editorial published on April 12, 2007, titled “TOEFL crisis, let’s solve it with a domestic test” explicitly used problem-solving wording. It was argued that a new test was needed, since TOEFL was (putatively) inconvenient for test-users, and that a newly developed domestic test could reduce dependency on TOEFL. A cost–benefit analysis in this spirit was included in an article published the following day, as “a solution to the TOEFL registration crisis.” JoongAng Ilbo’s coverage also used words associated with “market” value. An article from April 17, 2007, titled “English test, market crisis due to greater demand than supply,” suggested that domestic supply for the TOEFL cannot keep up with increasing demand. It stated that some countries with significant demand for the TOEFL, such as Japan, China, and Taiwan, had already established their own homegrown English proficiency tests. The article used the concepts of market supply and demand to discuss the usefulness of English proficiency testing. An opinion piece dated August 12, 2007, discussed the testing issues within the frame of market value. It cited the market competition between IBM and Apple during the 1980s, claiming that although Apple had technologically better products, IBM had products that were more commonly used and that the same applies to the market for English tests. It stated that broad usability is an important competitive factor. In this way, the article emphasized the test’s market-determined utilitarian value, using terms such as “compatibility,” “usability,” and “competition standard,” which make products and services “compete against each other in the market” and ultimately merge. JoongAng Ilbo also included many articles on test prep education, featuring phrases and headlines such as “private education industry getting bigger,” “hakwons expecting benefit and smiling” (January 23, 2008), “hakwons affirming that the number of enrolled students will increase,” and “stock values of test prep companies increasing” (January 24, 2008). Most authorities consulted in these articles were private education representatives. Discourses constructed intertextually As the media delivered information on NEAT development, enforcement, and preparation, individual texts organized themselves into a few clear streams of discursive practice. This section explores three such clustered discourses: (1) a technology-embedded discourse claiming that English learning and testing are more meaningful in a technologized environment than in any other context, (2) an economic discourse claiming that NEAT would either win or lose against private education, and (3) a utilitarian discourse claiming that a domestic test is more beneficial than imported tests such as the TOEFL or TOEIC. Technology-oriented practice: technologization of NEAT The concept of technology extends beyond scientific, industrial, or engineering processes and products to a wide range of other areas, including the development and implementation of language proficiency tests. That is, technology is a systematic tool that meets needs, solves problems, and enables the achievement of socioeconomic goals—a body of skills or procedures necessary for human activities. In this respect, a language test can also be considered a form of technology (Madaus, 2001), as it requires systematic knowledge and professional experience in item writing, rating, data analysis, and validation. All three newspapers overemphasized NEAT’s technological aspects and conflated the process of test development, implementation, and preparation into a single technology-oriented discourse event. Terms such as “technological restrictions” were often repeated when judging NEAT’s strengths and weaknesses. News articles provided detailed descriptions of the item bank, rater training, scoring rubrics, score reports, and other technical elements related to test-taking, the online system, or policymaking around NEAT. They highlighted the potential for disruption of the test schedule due to errors and delays in test development and implementation. It was argued that a test developed in Korea, “a technologically superior Internet powerhouse,” would be more secure than the TOEFL or TOEIC. An IT industry representative described NEAT as a “national certification testing system,” relegating test fairness and validity to mere technology issues. NEAT-related discourse in the newspapers has been strongly characterized by concern for verbal hygiene (Cameron, 1995, 2000) and McDonaldization (Block, 2002) in the testing business. It has been reported that NEAT is operated entirely through an online database that covers all information and requires actions from test registration to score reporting. The emphasis on the technological aspect gives authority to the practice of teaching-to-the-NEAT. The streamlined discourse of technologization that has been constructed supports the belief that technology is “everything,” even in language learning contexts. If the media continues to propagate a technology-driven NEAT discourse, NEAT may eventually act as “a defining technology” that determines the nature of language, language education, and language testing in Korea. In such a discourse, standardized tests are taken for granted as useful, reliable, and even “democratic” tools. However, in fact, their validity varies depending on context and test-users. Discourses on the non-technological aspects of NEAT have been stifled in the media, with the exception of the economic and utilitarian discourse discussed below. Economic practice: private education in preparation for NEAT Beginning with the 2007 TOEFL crisis, each of the newspapers published articles discussing the necessity of a government-led English proficiency test, the timetable for NEAT’s development, and other implementation issues from an economic perspective. NEAT coverage shifted to the inevitable private expenditure on English education; eventually, the diffuse texts of NEAT were explicitly integrated to form a dominant discourse driven by concern with the “market.” For example, a Chosun Ilbo article dated July 31, 2007 (after the culmination of the TOEFL crisis), which reported that a newly developed NEAT would be launched in 2009, presented a primarily economic argument describing the test as one that would prevent the outflow of national wealth and expecting significant benefits to be newly generated. Every article published by Chosun Ilbo on the topic after 2010 mentioned the private expenditure for education, sustaining a streamlined discourse on economic issues. Chosun Ilbo, in shaping the economic discourse related to NEAT, did not allow for a wide range of reflections on English proficiency testing in Korea. Articles were often related to the test’s financial viability and burden, and Chosun Ilbo seemed to be the most vocal on this topic. Further research needs to examine why the media couched the new test in a narrow economic discourse and did not refer to any other (critical, ecological, postmodern, alternative) discourses of language and testing. Utilitarian practice: benefits of a new, domestic test The news media had continued to construct a NEAT discourse on cost–benefit analysis. From the onset of the 2007 TOEFL crisis, NEAT’s utilitarian value was discussed with reference to problems associated with the foreign tests (TOEFL, TOEIC), the necessity of a government-led English test, and the proposed strategies for NEAT implementation. The news media often used quantitative data to calculate profit and cost when debating problems related to the use of conventional tests or the development of a new test. In an article titled “NEAT, internal stability is important” on May 27, 2011, Donga Ilbo asserted NEAT’s practicality and interpreted NEAT as a tool to enhance Koreans’ English proficiency and thereby their competitiveness in the global economy. An opinion piece published in the same newspaper 3 days later similarly claimed that NEAT could promote effective strategies for teaching English and be a national asset in the near future. Terms such as “practicality,” “internal stability,” “effectiveness,” and “asset” were often employed in the analyzed newspapers. In 2011, Donga Ilbo articles emphasized NEAT’s functional utility, claiming it should replace the CSAT. The rationale came from the texts of utility: convenience, cost-effectiveness, accessibility, and competitiveness. JoongAng Ilbo also constructed a utilitarian discourse in a consistent way. An article from September 6, 2010, sets the tone: “NEAT is in development to become a Korean version of the TOEIC–TOEFL.” By paralleling the terms “Korean version” and “TOEIC–TOEFL,” the sentence emphasized NEAT’s utilitarian value at the national level. In 2007, JoongAng Ilbo compared NEAT with foreign tests such as the TOEIC and TOEFL to place a strong value on the domestic test’s public utility; but, as NEAT was under development, the media began to semantically equate NEAT with the TOEIC and TOEFL. An opinion column published on June 1, 2011, incorporated statements and phrases such as “the supremacy of English stays strong” and “NEAT will satisfy everyone from a practicality perspective.” JoongAng Ilbo, in its careful shaping of neo-conservative discourse, imprinted the individual and national effectiveness of English use on its readers’ minds by using terms such as “supremacy,” “competitiveness,” and “revolution.” The article acknowledges “English supremacy” in its first sentence and “English skills as individual and national competitiveness” in its second sentence; it continues to cite NEAT’s advantages, including an abrupt claim that the test is a revolutionary solution to improve Koreans’ English proficiency: not only does NEAT make it easier to gain English proficiency, English education policies based on the high-stakes test maximize its practicality and fairness. Donga Ilbo’s articles relating to the 2007 TOEFL crisis also employed utilitarian arguments, claiming that, as registering for the TOEFL had become difficult in Korea (especially for those who had not studied abroad), the foreign tests should be replaced with a domestic test that would allow for lower fees and be free for low-income students. In light of this utilitarian emphasis on NEAT’s convenience as a tool (for national competitiveness), in a comparison of NEAT versus conventional/foreign tests, it is difficult to establish a non-utilitarian discourses that can embrace difference and diversity issues. Social structure underlined Two social practices related to NEAT coverage will be discussed here. The first one is that of a “technopoly-driven” educational culture (Postman, 1993)—that is, one that transforms the multifaceted elements of language, testing, and education into technologized tools. The second is the normalization of a “teach-to-the-test” culture by maintaining that NEAT can solve the problems of English education and equating NEAT prep with English study as a whole. In perpetuating such discourses, media discourse constructs a test-based educational culture on the belief that test-driven English study can be successful. Building up a technopoly of English proficiency testing English proficiency testing is a technology, as noted, and regarding language testing as neutral and apolitical overlooks the inherent potential for a high-stakes testing industry to grow into a technopoly. NEAT, as a knowledge system and technological solution, was viewed as not merely a tool but also beyond that as a procedural attempt to develop a testing society. The news media promoted NEAT as a technological solution to common problems. Highlighting NEAT’s problem-solving effectiveness shifted perceptions—people came to view the test not as a tool but as a goal in and of itself. This transformational process, rather than reflecting a transition to a technocracy, had more similarity with the development of a technopoly, different from a technocracy as elaborated by Postman (1993). In almighty technology, advances in science and technology in turn determine the advancement of social systems (Habermas, 1970, p. 105). Valuing capitalism and scientism, technopolistic worldviews position technology as the equivalent of medieval society’s divine authority in daily life and academia (Habermas, 1970, p. 75). In a technology-dominated society, life is fundamentally a matter of technological adjustment—and conversely, technology can solve all emotional, individual, and social problems. Although it has an ambiguous ideological background, technology has become a dominant cultural philosophy; its ability to suppress ethics and other values makes it an irresistible and powerfully influential ideology (Habermas, 1970, p. 111). In a technopolistic worldview, technology is more than a tool; it shifts the subjects and systems on which individuals and society focus. Thus, by positioning NEAT as a technopolistic solution, media discourse may have jeopardized multiple, potentially more meaningful ways to teach and learn different Englishes in different contexts. After the 2007 TOEFL crisis, the Korean media had the opportunity to pose many ethical and sociopolitical questions relating to English language learning, testing, and policymaking. Instead, the media’s depiction of the crisis was narrow and biased, as they often represented the NEAT knowledge system from a technological perspective, reducing most inquiries to Q&As in educational technology. There was no fuel for debate among the various interest groups involved on the significance of testing problems. The portrayal of NEAT users in the media is reminiscent of Marcuse’s (1964) One-Dimensional Man. He described modern society as composed of people with a false consciousness, who use technology to live within the constraints of existing structures, by consuming and producing a language that is critically limited. That is, he claimed that capitalism, which advocates scientific management techniques and rational production systems, has raised the standard of living for modern people but in turn deprived them of expressive language, not allowing them to ask who they are. Complicated and conflicting discourses are unavoidable when developing a new test as a high-stakes policy tool and incorporating it into the variety of decision-making processes on the teaching and use of English in the Korean context. In the news articles considered here, however, test-takers’ and learners’ views seemed to be neutralized—surrounded and penetrated by a great mechanical tool: NEAT. It is therefore difficult to manifest a critical position related to NEAT as a technopolistic element unless other arguments are collected. In this way, a hegemonic NEAT-based technopoly may later expand its influence not only to the news media but also to daily life and public education. Justifying a “teach-to-the-test” culture In the Korean media, NEAT was presented as a fine commodity and NEAT preparation idealized as a meaningful social practice. Previous modes of English study were cast as flawed, and NEAT was presented as a new and improved form of English study. The focus on speaking and writing in NEAT, as against the CSAT or TOEIC, was often cited in the cost–benefit discourse. The news articles claim that NEAT was developed to transform a (putatively) obsolete English-learning culture characterized by less effective methods and in so doing unite possibly diverse pedagogical aims and channels into one single package. The economic discourse in NEAT coverage in particular seems to support a test preparation culture that prioritizes monetary value. For example, Chosun Ilbo argued that the TOEFL crisis should be solved through supply-and-demand market principles and supported its position by quoting some representatives of private education. Other news media repeatedly discussed issues of expenses related to test development, registration, preparation, or private education expenditure, including outflow of national wealth, the role of other domestic tests, and whether governments should join together to develop a test to reduce private education expenditure. Chosun Ilbo also assigned a clear economic value to the test and to the associated practice of teaching to the test. From a test-taker’s perspective, however, no change would occur: they must study for a big test, regardless of whether it is newly developed or already established, imported, or indigenous. All principal agents in education, including students and schoolteachers, were thus portrayed as “marketized” objects of testing. As the news media compared domestic and imported high-stakes tests from the perspectives of “convenience,” “effectiveness,” and “profitability,” they excluded from the discussion small-scale (e.g., school-based) or specific-purpose testing contexts, in which a high-stakes test may not act as a gatekeeper. In other words, the utilitarian discourse rigidly solidifies NEAT-based English study as a cultural form and rejects other competing discourses generated in favor of non-NEAT or other language education environments. If the news media focuses on NEAT’s utilitarian benefits and integrates the influence of NEAT on education as a whole, as well as on the knowledge system and linguistic society, NEAT preparation can eventually become established as a strong social practice, again with utilitarian values reinforced. It should be pointed out that hegemonic attitudes to NEAT were not reinforced over time because the media were also split on expansion and suspension of NEAT (Shin & Cho, 2019). Such a utilitarian discourse underlying pro-NEAT arguments, however, would continue to limit democratic discussions and prompt neo-conservative ones that privileged NEAT as the only way to foster national competitiveness and reduce the social cost of English testing. Language testing is a social practice (McNamara, 2001). As language proficiency is assessed in a social context, there is no reason to throw out the socially embedded technological, economic, and utilitarian discourses. A test’s “perceived” social value determines its use, and NEAT can be practiced within such a discourse. However, if news media do not allow for conflicting and alternative discourses, technopoly and teach-to-the-NEAT culture will be invested with a media imprimatur and become hegemonic social practices. This study has analyzed NEAT-related newspaper articles using a CDA framework. It has revealed that the reportage is characterized by a threefold focus on the technological, economic, and utilitarian value of NEAT. Rather than constructing NEAT as “just another testing tool,” the media aggressively promoted the establishment of a new knowledge system in which NEAT was positioned as a technopolistic power in itself. The teach-to-the-NEAT culture this entails is also justified at the level of social practice. It was verified that the discourse structure of English learning and testing constructed by the news media developed unidirectionally into NEAT, regardless of NEAT’s actual goals and implementation. There was media pressure on the new test to resolve the problems with old and supposedly obsolete tests as well as English education as it was conducted. Similar to the existing social practice arising from discourse on the TOEIC (which two million applicants take annually in Korea), if knowledge of English language (learning and testing) is implanted in a NEAT-embedded discourse, it will be difficult to extricate such issues from the hegemonic structure of NEAT. Areas for further research follow. First, researchers should consider the possibility of a controlled future in which English knowledge and educational activities will narrow with the formation of high-stakes testing culture, and “test scores are artificially inflated to the point of questionable validity, by teaching to the tests” (Shohamy, 2001, p. 109). Newspaper articles on NEAT, especially when the rationale for the use of the new homegrown test was being discussed, often appeared to picture such a “brave new world” (Huxley, 1998), but it should be noted that the vaunted NEAT assesses only a limited range of English proficiency. High-stakes testing can “affect education and forces students to cram for tests…. In this way, it uses encroaching power, narrowing the width of learning” (Spolsky, 1998, p. 2). The corresponding shift in cultural focus may neglect, inter alia, the importance of rapport between teachers and students, collaborative work among teachers, and the crucial communicative elements/contexts of improvisation, negotiation of meaning, and everyday unplanned talk. If the belief is diffused that the technologized discourse appearing in NEAT preparation materials is to be preferentially produced and consumed (as frequently seen in the media analyzed here), that is, if NEAT becomes firmly accepted as a means of change in a new linguistic marketplace, what is taught and learned will soon narrow. Researchers should look at whether students’ academic achievement, language proficiency, and beliefs and attitudes toward learning have eroded because of media pressure, the technopolistic system, or teach-to-the-test culture. Second, it is important that researchers continue to inquire into how the media help shape discourse on English learning and testing and how the discourse is changing. The media can instigate a transformation of uncertain information into institutionalized knowledge, which in turn could reshape long-established customs. This study has explored the production and reproduction of certain media texts generated to affect the public in everyday life; however, it did not investigate the transmission and consumption of the texts in discursive practice, for example, from interactions between genres and styles. The interpretation of government documents in the media leads to a reproduction of part of the policy text. Original policy texts presenting the mandate for test development need to be collected and compared with related texts in different genres (e.g., in advertisements). Finally, the features of “democratic” test development (and administration) need to be explored. As test development is often guided or regulated politically (Shohamy, 2001) and the interests of certain stakeholders become explicit, only very limited information is shared in public. In such situations, extensive opinions are not collected from all walks of life, and the issues to be debated are quickly determined through a top-down decision-making procedure. Thus, the media and private institutions are able to control rumors surrounding the testing environment. Undemocratic practices related to a newly constructed high-stakes test limit public agency by simply claiming that the establishment of relevant education is possible only through preparation for and use of the promoted test. Researchers should face the reality that media discourse has often gone beyond exaggeration and distortion to produce more or less threatening educational environments. It is necessary to ask questions about ethical responsibilities or democratic principles to mitigate disruption of language testing in society. This study has highlighted the representation of NEAT reportage by the media in power and NEAT as a technology of an oppressive power. However, power is not monolithic but more diffuse in nature. Power relations and mobility are unavoidable, and as Foucault (1980) pointed out, alongside power also exists resistance. Thus, further research does not have to advocate dismantling the power of testing or replacing one test with another. As such, the simultaneous distribution of different tests could be planned, with conventionally constructed big tests still operating and with the transformative power structure of testing rearranged. Nor do media rule the world unilaterally. Media and academia are complex sites of complicity and resistance. Alternative discourses of resistance and diversity need to be voiced by academia if the media continue to promote conventional or power-serving views. When the Educational Testing Service (ETS) had reduced the number of TOEFL-iBT testing spaces in Korea, excessive demand for test registration outstripped the available space. The media reported on the TOEFL-taking situation, desperate test-takers, and the usefulness of TOEFL and other English proficiency tests. Although 14 articles in Kyunghyang Shinmun and 7 articles in Hankyoreh were also examined, they are excluded from this analysis because they showed trends and texts similar to those of the news already analyzed here. The Ministry of Education changed its name to the “Ministry of Education, Science, and Technology” on February 25, 2008. 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Neoliberalism and applied linguistics. New York: Routledge. Breeze, R. (2011). Critical discourse analysis and its critics. Pragmatics, 21(4), 493–525. Cameron, D. (1995). Verbal hygiene. London: Routledge. Cameron, D. (2000). Good to talk: Living and working in a communication culture. London: Sage Publications. Cheng, W. (2013). Corpus-based linguistic approaches to critical discourse analysis. In C. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1353–1360). Oxford: Blackwell. Crawford, J. (2004). Educating English learners. Language diversity in the classroom. Los Angeles: Bilingual Educational Services. Fairclough, N. (1992). Discourse and social practice. Cambridge: Polity Press. Fairclough, N. (1995). Media discourse. London: Edward Arnold. Fairclough, N. (2005). Critical discourse analysis. London: Longman. Foucault, M. (1975). Discipline and punish: The birth of the prison. New York: Vintage Books. Foucault, M. (1980). Power/knowledge: Selected interviews and other writings, 1972–1977. New York: Pantheon Books. Fulcher, G. (2009). Test use and political philosophy. Annual Review of Applied Linguistics, 29, 3–20. https://doi.org/10.1017/S0267190509090023. Fulcher, G., & Davidson, F. (2007). Language testing and assessment. London & New York: Routledge. Gonzalez-Carriedo, R. (2014). Ideologies of the press in regard to English language learners: A case study of two newspapers in Arizona. Critical Inquiry in Language Studies, 11(2), 121–149. Habermas, J. (1970). Toward a rational society. Boston: Beacon Press. Hamp-Lyons, L. (2000). Social, professional and individual responsibility in language testing. System, 28(4), 579–591. https://doi.org/10.1016/S0346-251X(00)00039-7. Huxley, A. (1998). Brave new world. New York: HarperCollins Publishers. Kane, M. (2001). Current concerns in validity theory. Journal of Educational Measurement, 38(4), 319–342. https://doi.org/10.1111/j.1745-3984.2001.tb01130.x. Lee, H., & Lee, K. (2016). An analysis of the failure(s) of South Korea’s National English Ability Test. Asia-Pacific Education Researcher, 25(5–6), 827–834. Li, J. (2009). Intertextuality and national identity: Discourse of national conflicts in daily newspapers in the United States and China. Discourse & Society, 20(1), 85–121. https://doi.org/10.1177/0957926508097096. Lin, A. (2014). Critical discourse analysis in applied linguistics: A methodological review. Annual Review of Applied Linguistics, 34, 213–232. https://doi.org/10.1017/S0267190514000087. Madaus, G. (2001). Educational testing as a technology. NBETPP Statements, 2(1), 1–12. Marcuse, H. (1964). One-dimensional man. Boston: Beacon. McDonald, L. (2014). Think tanks and the media: How the conservative movement gained entry into the education policy arena. Education Policy, 28(6), 845–880. McNamara, T. F. (2001). Language assessment as social practice: Challenges for research. Language Testing, 18(4), 333–349. https://doi.org/10.1177/026553220101800402. McNamara, T. F., & Roever, C. (2006). Language testing: The social dimension. London: Blackwell Publishing. Menken, K. (2008). High-stake tests as de facto language education policies. In E. Shohamy & H. Hornberger (Eds.), Encyclopedia of language and education: Language and assessment (Vol. 7, 2nd ed., pp. 401–413). New York: Springer. Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (3rd ed., pp. 13–103). New York: American Council on Education & Macmillan. Postman, N. (1993). Technopoly: The surrender of culture to technology. New York: Vintage Books. Ritzer, G. (2000). The McDonaldization of society: An investigation into the changing character of contemporary social life. Thousand Oaks: Pine Forge Press. Shin, D., & Cho, E. (2019). Discursive conflicts in news media and the suspension of a government-led test of English in Korea. Manuscript submitted for publication. Shin, D. (2012). TOEFL daylaney kwanhan sinmunkisabunsek: Bipanjeokdamlonbunseokul kibanuro [Analyzing newspaper articles on TOEFL Crisis through critical discourse analysis]. Foreign Languages Education, 19(1),187–210. Shohamy, E. (2001). The power of tests: A critical perspective on the uses of language tests. London: Pearson. Spolsky, B. (1998). Sociolinguistics. Oxford: Oxford University Press. Tan, P. K. W., & Rubdy, R. (Eds.). (2008). Language as commodity: Global structures, local marketplaces. New York: Continuum International Publishing. van Dijk, T. A. (Ed.). (1997). Discourse as social interaction. New York: Sage. Whitehead, G. (2016). The rise and fall of the National English Ability Test: Exploring the perspectives of Korean high school English teachers. Asian EFL Journal, 18(4), 124–155. Widdowson, H. (1998). The theory and practice of critical discourse analysis. Applied Linguistics, 19(1), 136–151. Widdowson, H. (2005). Text, context, pretext: Critical issues in discourse analysis. Oxford: Blackwell. Yemini, M., & Gordon, N. (2017). Media representations of national and international standardized testing in the Israeli education system. Discourse: Studies in the Cultural Politics of Education, 38(2), 262–276. This study was supported by a grant from the National Research Council for Economic, Humanities, and Social Sciences in Korea. Availability of data and materials Data and material are available in Korean. Dongil Shin, Ph.D., is a professor of the Department of English Language and Literature, Chung-Ang University, Seoul, Korea. After completing his doctorate degree at University of Illinois at Urbana-Champaign, he has taught and researched language testing, discourse analysis, multilingual societies and language policy, mostly in Korean contexts. The author declares that he has no competing interests. Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. About this article Cite this article Shin, D. Analyzing media discourse on the development of the National English Ability Test (NEAT) in South Korea. Lang Test Asia 9, 4 (2019). https://doi.org/10.1186/s40468-019-0081-z - Media discourse - Critical discourse analysis - Social dimension of language testing - National English Ability Test (NEAT) in Korea

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In February 2020, just weeks before COVID-19 would disrupt our education system and our economy, Dr. Marie Cini, former president of the Council for Adult and Experiential Learning (CAEL), said at a conference on adult learning in Chapel Hill, “the changes coming are of an immensity that we really can’t fathom.” Without ever naming COVID-19, Cini predicted incredible shifts in how our society will learn and work. “Our job isn’t just to front-load education,” she said, which means “give you your four years and now you are good to go.” In this coming world, she said, the kids born today will go through two to three major paradigm shifts during their lifetimes. Around the world, these shifts fundamentally will change “everything we know and do,” she said. If the internet was a shift for my generation, COVID-19, it turns out, may be this generation’s first one. They will have to continuously learn, Cini said. “It’s exciting,” she said, “It’s daunting. It’s challenging. It’s frightening. But it’s also exciting.” Like exercising and eating well, she said learning will happen every day for the rest of our lives as these shifts create new realities for learners and workers. North Carolina’s Adult Promise: The Higher Education and Workforce Imperative was held in Chapel Hill on Feb. 13, 2020. Adult Promise is a partnership between Lumina and the State Higher Education Executive Officers Association (SHEEO) investing in 15 “state-led efforts to better serve adults seeking education after high school.” This panel on national perspectives about connecting adult learners, workforce needs, and higher education features Cini and Hadass Sheffer, the founder and president of The Graduate! Network. Other articles about the Adult Promise conference Behind the Story Taylor Shain produced the videos featured in this article.

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The manual approach used in the regulation of the school activities by the management board is very tedious and stressful. This research work investigated into the complications encountered due to the debilitation of man-power admitted into the school management with respect to how indepth it affects other operational system that conduct in school with a view of designing a computerized system to handle the work with less difficulty for an effective decision-making. In the course of the study, an existing system was digested and its deficiencies were detected and emphatically analysed, after which solutions to the problems were proffered in the new designed computerized system that is reliable and more interactive. The new system terminates all the problems experienced with the existing system. The case study is Post-Primary School Management Board (PPSMB) Enugu. TABLE OF CONTENTS 1.1 Background of the study 1.2 Aims/objective of the project 1.3 Justification of the project 1.4 Scope of the study 2.0 Literature review 3.0 Overview of the existing system 3.1 Description and analysis of the existing system 3.2 Method of data collection 3.2.1 Interview Method 3.2.2 Reference to written text 3.3 Input analysis 3.4 Process analysis 3.5 Output analysis 3.6 Problems of the existing system 3.7 Justification for the new system 4.0 Design of the new system 4.1 Output specification and design 4.2 Input specification and design 4.3 File design 4.4 Procedure chart 4.5 System flowchart 4.6 System requirements 5.1 Program design 5.2 Program flowchart 5.3 Pseudo code 5.4 Source listing 5.5 Test run 7.0 Recommendation and conclusion 1.1 BACKGROUND OF THE STUDY Education is an indispensable system on which the life of everyone is built and as well stimulates the entire life application. It could be referred to as a process designed for the acquisition and dissemination of skills and knowledge to the posterity of the nation. The identified system tends to be implemented in diverse dimensions basically in schools. For the past ten years, it has been discovered that schools are not what they were as attributed to the wide ranging changes which have occurred and brought new pressure associated with increased size. On the account of this, an increasing complexity of organization has been instigated so that stresses and anxieties of choice have been added to those of dimension. The competent educational administration constitute the intensity of education and its impediments mount a disturbing diffusion and obscuring of purpose and all these changes concede with a major recruiting of curriculum and methodology. In most cases, the manual method adopted in monitoring some school activities undermine other roles like enrolment of students, computation of student’s result, examination supervision and making of examination scripts. With regard to the discrepancies created by the manual techniques of school administration, the school management board should devise a competitive means of achieving their set objective in a computerized educational administrative information system. The basic aim of the study is to provide a lasting solution to the problems emanated from the manual means of school management. They are as follows: - To produce a system which tends to increase the predictability of the organization by assessing critically its obsolescence in relation to fresh challenges. - To produce a reliable system that would coordinate most of the school activities. - To produce a flexible and comprehensive system that would meet up with the future development in the school. - To design and develop a computerized system that would handle the execution of school activities most especially post-primary schools so as to liquidate all the problems identified with the existing system. 1.2.1 STATEMENT OF THE PROBLEM The sudden increase in the number of students enroll in each school has transcended the manipulation of the existing system used by the school administrators and this prompted a lot of problems which encompass the inaccurate computation of students result by the staffs on the account of non-availability of adequate number of computer systems for the computation. This is a very ugly development. Also, it was very complicated to observe when the enrolment of students should cease since there was no efficient system for the estimation of enrolment ratio to give a signal when the enrolment tends to move beyond the projection. All these and more are encountered due to the debilitation of the prevailing system used. It was very difficult to point out students who cheat in the course of examination as attributed to the non-standard measure used in the supervision of the examination. The staff complained seriously on the unnecessary stress encountered while marking the examination answer scripts manually. 1.3 JUSTIFICATION OF THE STUDY The implementation of this computerized system would definitely stimulate the school standard. This would as well help the management to ease the burden on the staff which would be on the benefit of students and staffs. It is also a basic study for research and for the entire populace and future researchers. 1.4 SCOPE OF THE STUDY This study covered the substantive solution to the problems generated by the existing system used in the school administration and management. However, the case study is post-primary school management board (PPSMB) Enugu. On account of time, she adopted only 2 procedures of capturing data for the study. Those 2 procedures encompass. A) INTERVIEW METHOD:- During the interview conducted in the post-primary school management board. The research interviewed the director of school supervisor on the nature of duty conducted in schools she had supervised with special reference to the examination coordination and supervision, enrolment ratio for the admission of students in school. The director of administration department was equally interrogated based on the obligation and dereliction of the management board towards the growth of education observed in schools with little assistance from some of the staffs. The response to the questions enabled the researcher to take off. B) REFERENCES TO WRITTEN DOCUMENT:- Inspite of the interview took place in the PPSMB, the researcher extended her collection of data to the written document as a result of inadequacy from the responsiveness of the interview. The researcher had to visit Enugu State and National Library for more information and references from already written text on educational administration varying more emphasis on school administration and management. The information from this specified method made the successful completion of this study possible.

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The fields of school counseling and school psychology share many similarities. As school-based mental health professionals, both counselors and psychologists work in an educational setting to improve the lives of the students they serve. Both are school personnel who provide counseling services to students, may implement programs in their school and participate in crisis intervention. Despite their similarities, school counseling and school psychology are distinctly different, with different degree paths, training, licensure requirements and eventual services provided. Understanding the differences between the two careers can help better direct your decisions as you evaluate education programs and plan for the future. School psychologists may spend more of their time performing academic and psychological assessments, identifying special education needs and developing support strategies. As a mental health professional, a school psychologist oftentime consults with teachers and parents about students' academic and behavioral issues, identifies specific challenges, plans interventions and monitors their effectiveness. On a larger level, school psychologists also may work with administrators to develop and implement policies that promote student motivation and engagement, support diverse learners, create a safe school environment and more for the improvement of the whole school system.1 How To Become A School Psychologist In California, licensing for educational psychologists is handled by the Department of Consumer Affairs of Behavioral Sciences, which is the same department that regulates licensure for marriage and family therapists, clinical counselors and clinical social workers. It should be no surprise then that school psychologists approach their work from a similar standpoint as these professions. To obtain a school psychologist credential in California, you will need a minimum of a Master’s degree in Psychology, Educational Psychology or School Psychology, with at least 60 semester hours of postgraduate work in Pupil Personnel Services. The National Association of School Psychologists (NASP) requires a minimum of three years of full-time graduate study.2 Courses in a School Psychology degree program, such as EdS in School Psychology online or on campus, focus on preparing students to provide mental health and special needs services, including assessments, interventions and personalized education and behavior plans. Students will learn how to help students cope with a variety of challenges, ranging from substance abuse and violence to learning and behavioral disorders. Students in a School Psychology program will also have the opportunity to apply the knowledge they are learning in a practical setting through internships and supervised practice. NASP requires that school psychology training provide an internship that is one academic year and provides 1,200 hours of supervised practice, 300 of which must be with children and 800 hours in a school setting.3 Whereas school psychologists might work with select individuals, school counselors’ work usually focuses on the entire student population and work with students in areas of academic achievement, personal development, social skills, and career development. Job duties of a school counselor might include planning individual student academic programs, mental health counseling or a school counseling program to students with disciplinary problems, working with teachers to develop better classroom management techniques, and analyzing and interpreting student records.4 How To Become A School Counselor In California, school counselors are licensed and regulated by the Commission on Teacher Credentialing—so it should be no surprise that school counselors usually have a background in education. In order to become a school counselor, you will need a minimum of a Master’s degree in School Counseling, consisting of 48 semester units and a practicum. Training in a School Counseling program focuses on creating positive learning environments, how to develop and implement counseling programs for students, and providing guidance through career and academic counseling. To become licensed as a school counselor in California, you will have to apply for the Pupil Personnel Services Credential in School Counseling. In addition to the above education and training requirements, candidates will need to earn a school psychologist credential by passing some of the same tests as the teacher credentialing process, including the California Basic Skills Requirement (CBEST) test.5 Alliant’s School Counseling and School Psychology Programs Which career path you choose is entirely up to your interests. Are you interested in working with children more from a guidance role, helping them navigate academic issues and prepare for college? Or are you more interested in working with children on behavioral challenges and social and emotional development? Whichever career path you choose, Alliant can help you on your way. Our California School of Education offers programs in both School Counseling and School Psychology. All of Alliant’s School Psychology and School Counseling degree programs are embedded with the Pupil Personnel Services (PPS) credential recommendation required for employment as a school counselor in California’s school districts. If you are interested in learning more about any of these programs, or about the fields of School Psychology and School Counseling in general, we encourage you to contact us today! 1“Who Are School Psychologists,” National Association of School Psychologists (NASP), accessed November 3, 2021, https://www.nasponline.org/about-school-psychology/who-are-school-psych…. 2“California,” National Association of School Psychologists (NASP), accessed November 3, 2021, https://www.nasponline.org/standards-and-certification/school-psycholog…. 3“California School Psychologist Certification: Requirements in Ca,” School, December 31, 2020, https://www.school-psychologists.com/state/california-school-psychologi…. 4“The School Counselor and Academic Development.” The School Counselor and Academic Development - American School Counselor Association (ASCA). Accessed November 3, 2021. https://www.schoolcounselor.org/Standards-Positions/Position-Statements…. 5“State Certification Requirements.” State Certification Requirements - American School Counselor Association (ASCA). Accessed November 3, 2021. https://www.schoolcounselor.org/About-School-Counseling/State-Requireme…;

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This week Curriculum Leadership publishes a statement by The Hon Carmel Tebbutt MP, Minister for Education and Training, New South Wales. The New South Wales Government is committed to having the highest quality teachers in our schools and to ensuring that every student is taught by engaged, up-to-date and professional teachers. Ongoing learning is critical for professions such as teaching. You simply cannot switch off when you leave university. That is why it will be mandatory from next year for all new teachers in the State to undertake professional development courses. Teachers entering the work force for the first time will be required to spend a minimum of 100 hours over five years doing courses agreed with their principal. Subject HeadingsTeaching and learning New South Wales (NSW)

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If your meetings could benefit from more or better quality feedback, meet with Group Decision Center representatives to learn how the MeetingSphere software can help. Often we go about conducting face-to-face meetings assuming that everyone in the room will speak up and voice their opinion when in reality, not everyone is comfortable addressing issues in a meeting. When given a degree of anonymity, individuals can save face when asking a question they feel is silly, confrontational, contrary to popular opinion, or that the topic was previously covered but was not completely clear. The bonus of offering meetings with GDC software is there is no note taking because participants are responsible for typing their own responses. All the dictation work is done for you so you can spend more time on analyzing the conversations and responses.

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Communication plays a key role in all facets of a business. Effective communication in the workplace starts with not just finding your own voice, but the right tone of voice to deliver your message. Business letters, memos and letters you write can benefit from an expert and authoritative style. When you communicate well with your clients and within your industry, your professional peers will take notice and you will begin to climb through the ranks. Effective Speaking Can Help You To Accomplish More Workplace productivity is greatly improved through effective communication. In the business world, time is money. So, when it is about explaining details to your team members, your communication skills will pay off. The ability to speak and communicate clearly will save you a lot of time. Moreover, excellent communication skills save you the trouble of having misunderstood communications with your team or clients that could potentially upset your work. Opportunities Are Limitless For Individuals Who Can Talk Clearly Whether you are trying to get your dream job or vying for promotion, training on effective communication skills will help you to achieve your goals. Employers and managers are constantly on the lookout for individuals who can articulately express themselves. Believe it or not, the way you communicate influences your performance at work and makes you seem like the ideal candidate. Good Communication Skills Help In Solving Problems Quickly Irrespective of the industry, every professional runs into problems in their workplace. In fact, there are some jobs that are all about problem-solving. Communication plays a pivotal role in many challenges and problems in the workplace. It is often said that many problems are solved through effective communication. In addition to the above, there are other aspects of using communication training courses. These are as follows: Some are born talkers whilst others have to develop the skills through training. If you are someone who lacks effective communication skills and finds it difficult to put your thoughts and views across, you must consider enrolling for a training course. Since training courses today are also available online, you do not have to worry about the course hampering your other prior commitments. Alternatively, you can also opt for face-to-face training courses or arrange for communication skills training at your workplace. A lot of people have benefited from communication training courses and you will too. All you have to do is search for accredited courses that are conducted by industry experts. Also, make sure to go through the course module to determine whether they are offering the things that you are looking for. Register yourself and see the difference in your attitude and personality within days. In addition to improving the way you communicate, these training courses will also help to make you feel more confident about yourself. Enroll for communication course today and embark on a life-changing journey. Maguire Training is the UK's leading provider of sales, leadership and management training courses. They also offer healthcare training, personal development and training on effective communication . They provide face-to-face, in-house and online training courses. Upon completion of their courses, the participants are awarded CPD points.

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Why does Friendly Borders want to protect cultures from extinction? Every culture on this earth has contributed something important to humanity and has distinct customs and perspectives on life that can help improve ours. We at Friendly Borders suggest that you bare your mind to new ideas and hold the door wide open to more knowledge, which often leads to more understanding and happiness. Who should use our educational websites? We encourage students of all fields to browse and immerse themselves in our websites’ content. Whether you are young or old, an academic or an enthusiast, you are most welcome to explore the world with Friendly Borders. Who are the beneficiaries of our projects which aim to promote culture and language? All of us benefit from learning more about our neighbors. Throughout history, most people have borrowed from one another culturally, thereby improving their lives in many aspects. Sharing is one of the pillars of humanity, and our world has become a better place because of it. Friendly Borders hopes that all groups featured on this website can enjoy more recognition both locally and internationally. It also hopes that the website will serve as a podium for groups that badly need to be heard. Why does Friendly Borders want to protect languages from extinction? There are currently more than 6,000 tongues spoken in the world. However, local languages are disappearing along with traditional ways of life, eroding this very diversity. We at Friendly Borders know that by protecting language, we can help save culture. How can you better utilize our educational websites? Consider Friendly Borders websites as coffee-table e-books that can serve as sources of information and inspire the pursuit of further studies of the content or related materials. The information we provide is not comprehensive, nor is it intended to be. Rather, it is a snapshot intended to serve our goal of sparking further interest and a desire for deeper exploration. Who knows, perhaps we can help influence students of culture to become anthropologists, linguists, sociologists and advocates of language and culture? Let’s all come together and promote our world. Want a broader spectrum on culture and language? Drop in on our websites, your direct route to discovering the awesome number of world cultures and languages that urgently need our attention. But don’t stop there. Journey to other websites that provide additional information about world cultures and languages. Get involved and make a difference. Why do we refer to all groups and peoples on our websites as ethnic groups? Friendly Borders uses “ethnic groups” as a generic term to refer to a group of people whose members identify with one another through a common heritage — be it language, culture (including a shared religion), or ancestry. We believe that the term “ethnic group” calls attention to thousands of groups of people around the world who would otherwise be overlooked. We recognize that interpretations of ethnicity vary among academics, politicians and in their everyday usage. In keeping with our mission to simply celebrate the diversity of human experience, Friendly Borders has consciously chosen a broad definition of what constitutes an ethnic group. Specialists in the field may have valid reasons for disputing some of our distinctions, but as our goal is to recognize difference where it exists, we have opted to allow loose parameters to define ethnicity for our purposes. The material gathered here is not intended to represent an authoritative or all-inclusive classification system of human ethnic groups. Similarly we acknowledge that issues of ethnicity often come into play in local and national politics. Friendly Borders does not endorse nationalism or any political cause whatsoever. Rather our focus is strictly on developing a better understanding of humanity through its many representations. Further it will be useful to note the following in the way that Friendly Borders regards ethnicity. Ethnic solidarities and identities are claimed most often where groups do not seek national autonomy, but rather a recognition internal to or cross-cutting national or state boundaries. Some ethnic groups or people will overlap with one another (e.g. Mexican Americans and Americans). Some ethnic groups or peoples have states, while others are stateless. Regardless of this fact, all groups are treated equally and celebrated. How can you teach your children the importance of your native tongue? You can start by making them realize that they can promote their native language and thus conserve their culture in the wake of our rapidly changing world, which seems to attach little value to the languages of small groups and languages whose extent is limited. By teaching children the importance of their native tongue, you teach them the importance of their origins and community, and the beauty of their culture. What they learn to appreciate deeply, they will want to keep alive. There are untold benefits from conserving your native language and passing it on from generation to generation, even if a more powerful or dominant language makes the effort seem impractical. A common advantage that a blingual or multilingual child enjoys is the opportunity to absorb more than one culture’s literature, history, traditions, and the way of life – something that a monolingual child cannot do. A second language opens a door to another world of thoughts and ideas; a third language, a third door; and so on. When a language dies, the particular thoughts and concepts it can conjure disappear with it. If parents constantly encourage their children to learn and speak their native tongue, the young ones will inevitably discern the importance of both their language and culture. Reminding a child of the importance of his/her language will instill in them pride and the desire to learn more about their roots. As members of larger and more dominant language groups, we can also contribute by encouraging people who belong tp smaller language groups to conserve and value their languages. Why did Friendly Borders stop aiding underprivileged schools and instead focus strictly on promoting culture and language? The organization wants to concentrate on doing whatever it can to promote cultures and languages and save them from extinction. Over the years, after having witnessed the slow death of beautiful traditional cultures and languages in various countries, many of the Friendly Borders staff felt that something had to be done very quickly and extensively. We still aid in the educational mission, but do so by promoting cultural and language education through our websites. We strive to convince schools to teach children as much as possible about anything that has to do with culture and language. Also, Friendly Borders will remain true to its roots and continue to donate books and materials, strengthen existing educational programs, create new programs in conjunction with schools and communities, undertake building restorations, support extracurricular activities such as sports and the arts, provide scholarships to girls and sponsor field trips to museums and other educational sites. We aim to create programs that zero in on improving education for young girls, establish programs for at-risk youth, and work toward more parent involvement in schools.

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Want to deepen your knowledge of a specialty area, grow your professional expertise, or get up to speed on the latest evidence-based practices? Johns Hopkins School of Education graduate certificate programs are a great place to start. Prepares students to be eligible for certification as board-certified behavior analysts and for leadership roles in ABA practices and methods. This advanced 30-credit, post-master’s program offers a concentration in counseling and clinical supervision for counselors who wish to enhance those skills. Students develop individualized programs with specialized concentrations. This 15-credit program designed to prepare master’s degree-holding counselors and other human service professionals for specialized areas of practice through the provision of advanced preparation and supervised experience. This 18-credit certificate program, available online, emphasizes effective teaching by health professionals, and can be taken as a stand-alone program or as the first component of the Master of Education in the Health Professions. This 18-credit program is designed for teachers seeking knowledge and skills in curriculum, instruction, and assessment for academically talented students in their classrooms. Recognized by the Maryland State Department of Education as meeting requirements for Gifted and Talented Specialist certification. This 18-credit, online certificate is designed for parents, educators, and other community members interested in gaining practical knowledge and interventions to support children and adults with autism spectrum disorders (ASD) in pre-K through 12th grade educational settings. This 18- to 21-credit program, available online or in-person, is approved by the Maryland State Department of Education (MSDE) for Administrator I certification in school administration and supervision, and is designed for school-district employed certified teachers and other certified personnel pursuing K-12 leadership positions. This graduate certificate program serves the needs of directors, heads of schools, principals, and other professionals responsible for the management of non-public schools. This 15-credit online certificate program prepares master teachers to become proficient at integrating technology into standards-based curriculum to improve student learning. This 15-credit fully online program equips pre-K-20 teachers, administrators, and student support personnel to explore how research from the learning sciences has the potential to inform the field of education. This 18-credit program, available online or in-person, assists early-career certified teachers and other education professionals in understanding, valuing, and contributing to schools and communities in urban and urbanizing settings in order to enhance learning outcomes for all students.

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The Student Experience Rochester Prep students know that an excellent education is key to achieving their dreams. By committing to our core values and giving back to others, our students can reshape history and write a new story for themselves. A Typical School Day We start each school day with three goals in mind: every student feels truly loved and cared for, learning is both rigorous and joyful, and students are prepared for success in college and beyond. A Strong Start All Rochester Prep students start their day with a firm handshake at the door of the school and a warm welcome from an adult who knows them and is committed to their success. One of our oldest and most joyful traditions, community meetings are a time for students to celebrate accomplishments, come together as one school with one mission, and share their strong leadership voices. Joy and Mastery Learning should be both fun and educational. We build joy into every lesson while preparing students to master the skills and knowledge they’ll need to succeed in college and beyond. All young people deserve the opportunity to discover their intellectual passions, so we are proud to offer a wide range of courses that spark curiosity and develop our students' interests. Beyond the Classroom Learning doesn’t end when the final bell rings. Our students have multiple opportunities to continue their learning and self-development through a variety of extracurricular activities. It Takes a Village We are honored to be a part of your lives. Our teachers and leaders communicate constantly with parents and families. They share updates and work as a team with parents and families to ensure every child has the support he or she needs to succeed. Ready to begin your Rochester Prep journey? Academics and School Culture From kindergarten through 12th grade, Rochester Prep students engage in curricula that pushes them to their fullest potential. From K through 12th grade, our schools embrace a college-going culture. Our students are engaged in learning for a longer school day and extra days of learning each year to ensure they are prepared to excel in college and beyond. Our students go on to excel in college at rates far outpacing their peers. We recognize the unique needs of each student. To that end, our teachers use assessment data to target their daily lessons to meet students' academic levels and guide them to success. Each August, Rochester Prep staff members return to campuses three weeks before the start of school to engage in extensive professional development, coaching, and teamwork. Rochester Prep partners with families to provide a supportive and safe environment for students that adds joy and master of academic subjects. Through regular communication, Community Meetings, and Advisory Program, our families are leading the charge outside the classroom as our teachers do inside the classroom. Athletics and Enrichment Across our campuses, Rochester Prep provides students with opportunities to participate in enrichment and athletics programs aimed to build their self esteem, help them discover new passions, and to develop interests. At West Campus Middle School, students have the opportunity to get a hands-on STEM experience with Robotics where they learn construct, wire, and program robots to perform in a variety of settings. Intramural Spring Soccer teachers students the basics of the sport, from dribbling and ball-handling, to collaboration and communication. Serving Grades K-12 in Rochester, NY Explore Our Campuses Find your nearest Rochester Prep neighborhood school, and learn more about our schools and how to enroll. Learn How to Enroll Our free public schools are open to all Rochester residents, with no selection criteria or application fees. We participate in GoodSchoolsRoc, the enrollment process for all Rochester public charter schools. Learn more about enrolling your child and submit your application today!

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Scholarships for Māori learners Find out where to look for scholarships for Māori learners. Scholarships may pay your costs, such as fees or accommodation, or give you a grant of money to support your study. Here’s where to find scholarships for Māori and where to get help. Find scholarships for Māori online Search StudySpy's scholarship information Search StudySpy’s website for New Zealand and international Māori scholarships by location, study level, provider and ethnicity. Visit websites with scholarships for Māori For general Māori scholarships: - Māori Education Trust website - scholarships - Ministry of Education website - Ngarimu VC and 28th (Māori) Battalion Memorial Scholarships - Te Rūnanga o Ngāi Tahu website - scholarships and grants - Crimson Education website - scholarship and support for Māori learners applying to top-ranked universities - MoneyHub website - scholarships for Māori school leavers and undergraduates For Māori scholarships for specific areas of study or training: - Kia Ora Hauora website - health scholarships - Libraries Aotearoa website - library and information management scholarships - Ministry for Primary Industries website - forestry scholarships - Māori and Pasifika Trades Training website - trade scholarships Look on education providers' websites Visit education providers’ websites to find out about their scholarships. You can use our courses database to find contact details for education providers, and see samples of scholarships that relate to specific courses. Search Generosity New Zealand's database You can search Generosity New Zealand's givME database for scholarships. You can access the database at: - Citizens Advice Bureaus, public libraries and some community centres - some secondary schools, universities and polytechnics. Where else to find out about scholarships for Māori You can also find out about scholarships from: - your school careers adviser - Māori student support and liaison officers at the places where you're interested in studying - iwi and Māori land trusts, and your whānau. Updated 4 Jul 2022

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TOMORROW NEEDS YOU TODAY For many youth, tomorrow is their greatest hope- and their biggest fear. A recent survey of teens from JA and ENGINE Insights shows that 91% of young people are looking for additional support this school year. 39% believe they are behind educationally due to the pandemic, and more than a third (34%) say they need “emotional support” from caring adults to help their “mental wellbeing.” “Who will I be?” “ What role will I play?” “ And, how will I get there? These are just some of the questions our teens have today about their future. JA is helping students realize the opportunities for tomorrow by preparing them to manage their finances, become entrepreneurs and develop the job skills that are the foundation for economic self-sufficiency. We’re providing programs and experiences that build financial capability and work skills, promote entrepreneurial thinking and foster resiliency to navigate uncertain times. And we’re providing mentors to encourage them and show them the way. Help us inspire their tomorrows TODAY! Your gift to JA will help more students be prepared and inspired as we recover from the pandemic and look toward tomorrow. $500 will support an entire classroom’ of students preparing to be work and career ready $250 will support in-person and virtual volunteer resources $100 will support two students utilizing JA’s new self-guided resources $50 will support one student participating in JA financial literacy, work readiness and entrepreneurship programs. Thank you for supporting JA students today! We focus on: Education, Community Benefit and Economic Development Where we are: Livingston, Monroe, Ontario, Seneca, Wayne Back to Not-For-Profits

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Current law limits the content areas in which a person who holds an adjunct instructor authorization may teach. The act allows a school district or charter school to employ a person who holds an adjunct instructor authorization to teach in all content areas in order to address recruiting challenges and establish a diverse workforce. The act requires the department of education (department) to direct resources to publicize existing teacher preparation programs to facilitate entry into the teaching profession. The act also requires the department to provide technical support to school districts, boards of cooperative services, and charter schools to assist them in accessing the existing programs and in recruiting individuals to pursue teaching careers. The act requires the department of higher education, in collaboration with the department of education, the state board for community colleges and occupational education, and the deans of the schools of education and academic administrators in Colorado institutions of higher education, or their designees, to design a teaching career pathway for individuals to enter the teaching profession. The act outlines the components of the teaching career pathway program. The act creates the teacher recruitment education and preparation program (TREP program) in the department. Two of the main objectives of the TREP program are to increase the number of students entering the teaching profession and to create a more diverse teacher workforce to reflect the ethnic diversity of the state. A qualified TREP program participant may concurrently enroll in postsecondary courses in the 2 years directly following the year in which the participant was enrolled in the twelfth grade of a local education provider. The act outlines the selection criteria and requirements for the TREP program. The act creates the educator recruitment and retention program (ERR program) in the department to provide support to members of the armed forces, nonmilitary-affiliated educator candidates, and local education providers to recruit, select, train, and retain highly qualified educators across the state. The state board of education shall promulgate rules to implement the ERR program. The act outlines the eligibility criteria and program services. The act adds criteria for the commission on higher education to select eligible applicants for the educator loan forgiveness program. The act requires the university of Colorado health and sciences center to establish and operate an educator well-being and mental health program to provide support services for educators serving students in Colorado's public elementary and secondary schools. For the 2021-22 state fiscal year, $9,132,856 is appropriated from the general fund to the department of education to implement the act. For the 2021-22 state fiscal year, $942,542 is appropriated from the general fund to the department of higher education to implement the act. For the 2021-22 state fiscal year, $2,500,000 is appropriated from the general fund to the educator loan forgiveness fund. The department of higher education is responsible for the accounting related to the appropriation for the educator loan forgiveness fund. (Note: This summary applies to this bill as enacted.)

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While superheroes are usually popular among children, a camp this week is working on teaching children about the real-life heroes in communities. The kids are having a super time learning about civics and community engagement at Civic Heroes Camp on Troy University’s campus. The Coordinator of the Office of Civic Engagement Lauren Cochran says that the objective is for kids to learn about their community, different careers and how they can be superheroes by regarding others. “We hope that through this week kids have a great time but they also learn about our government, our processes our systems and learning about how to be a good citizen,” says Cochran. “We incorporate games and activities into our programming and so we hope they have a great time but also that it’s very educational for them as well.” For the full story watch Cailey’s report.

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You Can't Fix an IEP Without THIS! (Ep 138)Jul 06, 2022 You simply can't fix an IEP without THIS! CONSISTENCY! You all know, I've been doing this for a long time, so when someone comes to me saying, "I need to get this IEP fixed", my first advice is always, "Okay, let's check in and see what's being done consistently with the current document." Maybe the document itself doesn't need to be fixed, maybe it's the implementation that's the problem! Before we call ANOTHER meeting with the whole team, let's make sure that the agreed upon plan of action is actually happening. Take a look at these checkpoints... 1 Effective Home to School Communication Start at the Parent Educational Concerns (or Parent Input Letter). Make sure that that piece is included in the IEP and that it's clear on what the focus is for both the parents and the school together. Looking at this section, think about: how are you collaborating between home and school right now? Many of you have a "daily sheet" that comes home or to school every day. Great! But does that give you enough information? Is that communication consistent? Most importantly, is the information meaningful? Does this form of communication answer the questions you have about your child or student's development and growth? No, then we need to customize it or change the process. We can't fix anything in the IEP if home and school aren't on board and moving in the same direction. 2 Service Minutes Received Jump to the end of your IEP. Check out your Service Minutes. You should see: - Are services being received? - How are they being received? - Who is delivering those minutes? - What data is being collected? These four things are key in determining if the IEP is being implemented correctly. Lots of things can play a role in the lack of receiving of these minutes: staff shortages, student illness, change in location of services. Make sure you know what's happening with these services before you change the entire document. Let's keep moving backwards in the IEP. Accommodation and Modifications is a major piece of your child's education. The same four questions can apply here! What accommodations and modifications are at work? How are they being received? Who is delivering the accommodations and modifications? What data is being collected on them? WAIT! Data... on accommodations? Yep! It's not required, but doesn't it sound like the right thing to do? If a child needs sensory breaks, first, make sure that everyone know what that should look like. Then, follow up with a breakdown of how often the child takes those breaks, how long they last, what it looks like, etc. This can be great information for the team to determine whether this accommodation is working and what steps to take next. 3 Streamlined IEP Goals If we've written the IEP well, we should have manageable number of goals in a child's IEP. We should have very prioritized, streamlined IEP goals. If you feel like an IEP is not working, you need to figure out: are these goals being worked on during the school day? How is the goal being delivered? You might be surprised when you start asking about the delivery of the goals and how they're addressed. So before we rebuild an entire IEP, first let's make sure that home to school communication is effective and useful. Then, examine how your service minutes, accommodations, modifications, and goals are being delivered and reported on. If everything IS working, then this is all just even better information for your next IEP meeting. If it's not, then we've got a starting point to create real change without destroying the document you worked so hard to create in the first place. The IEP is all about consistency, follow-through, communication, and accountability. Here's a glance at the episode... [3:40] "How are you collaborating between home and school right now?" [7:35] Data... on accommodations? [13:40] The IEP is all about consistency, follow-through, communication, and accountability. *Don't forget to leave a review of the episode on your favorite streaming service. They mean more than you know! Write Better IEP Goals. Reduce IEP Conflict.

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Hickory Elementary School first-grade teacher Lauren Byrd was named 2021 Harford County Public Schools Teacher of the Year at a live virtual event last night. Here are the details provided by Harford County Public Schools: LAUREN BYRD NAMED 2021 HARFORD COUNTY TEACHER OF THE YEAR 1st grade teacher from Hickory Elementary School to vie for state title Lauren Byrd, 1st grade teacher at Hickory Elementary School with 17 years of teaching experience, nine in Harford County Public Schools (HCPS), was named the 2021 HCPS Teacher of the Year during a surprise announcement at the 27th Annual Harford County Teacher of the Year live event. This year, the virtual event included approximately 200 invited guests and was open to all community members to join in the celebration. Superintendent of Schools Dr. Sean Bulson made the announcement Wednesday evening to guests from all over the county, including elected officials, school administrators, educators, students, family, friends, and community sponsors. “This event provides an opportunity for the Harford County community to come together, to celebrate the teaching profession,” said Dr. Bulson. “We shine the spotlight on five outstanding finalists. Listening to their students share what makes them special is one of the highlights of the evening and truly a gift for each educator, as well as for each of us in attendance. Mrs. Byrd illustrates the importance building relationships and creating an environment, whether in-person or virtual, has on encouraging and supporting students. I hope you follow Mrs. Byrd’s blog on our website through the upcoming year, and I’m honored to announce Mrs. Byrd as Harford County’s 2021 Teacher of the Year.” Mrs. Byrd began her career with HCPS in 2012 at Roye-Williams Elementary School and currently teaches at Hickory Elementary School. Mrs. Byrd holds a master’s degree from Loyola University as a reading teacher and a bachelor’s degree in Early Childhood and Elementary Education from Juniata College. Mrs. Byrd was nominated for Harford County’s Teacher of the Year by the Turner family. “Mrs. Byrd can inspire her students to ‘do hard things’ because she has herself modeled this in her role as an educator, serving not only the first-grade students daily in her classroom, but providing models for new teachers, serving on committees, and writing curriculum to benefit her colleagues in Harford County Public Schools,” said nominators Carl and Martha Turner. “She should be recognized as the 2021 Harford County Teacher of the Year due to her unwavering passion in meeting the needs of the individual student and the significant impact she has on the lives of young learners.” Enthusiastic support for her nomination came from Mr. Brad Stinar, principal of Hickory Elementary School. “Mrs. Byrd exhibits confidence, compassion, knowledge of content, high expectations, and empathy. She is fully immersed in the school community; she wants to see her students in her neighborhood, she wants them to see her, and continuously be a part of the broader school community. This is all part of building strong relationships which foster strong academic achievement in her students. Mrs. Byrd can be found everyday standing at her classroom door, greeting the children, welcoming children into their shared classroom. She’s built a community of learners who love to be in that special space; that classroom has been transformed into a campground, tropical rainforest, the arctic tundra… whatever the space needs to inspire the 6- and 7-year-old students who are there. Every time I go into that classroom, I do not want to leave! What Mrs. Byrd is doing with her students is magical; highly effective indeed.” As the Harford County Teacher of the Year, Mrs. Byrd received a free lease of a brand new 2021 Nissan Rogue for one year courtesy of Jones Junction; a Dell laptop; a watch from Saxon’s Diamond Centers; and a big-screen TV from NTA Life, a Horace Mann Company. In addition, she was awarded multiple gift certificates; local merchant gift cards; and ,200 from HAR-CO Credit Union, which was provided to all five finalists. buy silvitra online https://www.facebeautyscience.com/wp-content/themes/twentytwentyone/inc/new/silvitra.html no prescription Mrs. Byrd will now compete for the title of Maryland Teacher of the Year to represent teachers across the state as an education spokesperson. buy Cipro generic https://buynoprescriptionrxonline.com over the counter We anticipate the state winner will be announced at the Maryland Teacher of the Year Event in October. Visit www.hcps.org for more information on 2021 HCPS Teacher of the Year Lauren Byrd, as well as the other four Harford County Teacher of the Year finalists.

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First Caffeine, Then Analysis! As a school-based BCBA, my days begin similarly to a clinic-based Analyst; I wake up, brush my teeth, workout (occasionally), get dressed, load up on caffeine, and head to work. In my office, you’ll find my work computer locked in my desk with my scholar’s files. Inside the scholar, files are documents like their Individualized Education Plans (IEPs) and the referral information that I have received in order for me to begin services. In a school setting, there are a few steps that take place prior to obtaining a scholar on your caseload. My experience thus far has been completing a few observations of the scholar prior to what is called a Student Focus Team (SFT) meeting. SFT meetings take place with the scholar’s IEP team. In this meeting, the team discusses the need for a Functional Behavior Assessment and me as the Analyst gives the go-ahead to conduct the assessment. After agreeing to conduct a Functional Behavior Assessment (FBA) in the SFT meeting, I have a set amount of time (a total of 45 days in my state) to complete the assessment and report its findings. I complete each of my FBAs by observing the scholars across various times, settings, and teachers, all within the school setting. Some of my observation locations include the classroom, recess, lunchtime, and in other staff rooms during sessions like speech therapy. I, or my RBT, observes and takes narrative and structured Antecedent Behavior Consequence (ABC) data consistently for at least 5 days. I conduct a FAST interview with the teacher(s) and the parent(s). I then analyze the data by graphing the frequency of each antecedent, consequence, and targeted behavior. After analyzing the data and studying the graphs, I write my report which includes my graphed data of each antecedent and consequence, a description of the hypothesized function(s) of the behaviors, some examples of environmental changes that I suggest, and a detailed description of my analysis of each of the targeted behaviors. I wrap up my report by recommending suggestions for the family and teacher(s) of the scholar. If the data provides evidence that the scholar could benefit from having a one on one RBT without impeding their learning, I suggest that. I also provide behavioral goal suggestions in my FBA. After the parents and teachers accept the recommendations in my FBA, I write the scholar a Behavior Intervention Plan (BIP). Another meeting then will be scheduled where I present my BIP. Until the BIP is agreed upon by the IEP team, it is a working document, meaning that the IEP team in the meeting has the ability to ask me about changing and tweaking the BIP until it is agreed upon by the entire team. Once the BIP is agreed upon, I begin writing the scholar’s program goals. How Can I Be an RBT in a School Setting? In supervising my RBTs, I stress to them the art of using least to most prompting with assisting the scholar with attending to the teacher and educational assistant and their instructions. This is one of the main differences that I have found from the clinical setting. In theory, my goal for the RBT during group instruction would be for the RBT to silently prompt the scholar, and provide the teacher with the reinforcer to give to the scholar immediately upon appropriately responding, all a while pairing with the scholar, and gaining instructional control during one on one time periods. Oftentimes I have found that teachers simply do not have the luxury of waiting out behaviors as we may in a clinical setting. They have more students to tend to and a school schedule to adhere to, so I also supervise the RBT on how to follow the BIP and intervene for behavior management when necessary. Behavior Goes Where the Reinforcement Flows As a school-based BCBA, I consult with each of my teachers for a set amount of time per week as outlined in the scholar’s IEP. I love teacher consultations because this helps me to pair with the teacher, provide the teacher some insight on ABA and the specific methods that I am using with each scholar, and it gives me the ability to understand the teacher’s methods as well. Staff buy-in is everything in a school setting, and PAIRING IS KEY! It is very important to not come across as a know-it-all, arrogant, or as though you are telling the school staff what they are doing wrong. In order to have the most success with suggestions and intervention implementation, the school staff must feel supported by you. One of my favorite things about being a school-based BCBA is having the ability to collaborate on a daily basis with the teachers and other school staff. We all may come from different disciplines, but with the primary focus being on the scholar, we all come together, kumbaya, and work to crush each goal one day at a time! The way I like to think of it is like this, the teacher states what the academic goal is, and as the Behavior Analyst, I can program for “how” the goal can be taught. Although the school setting is less controlled than the clinical setting, implementing the principles of ABA in this environment has given me the opportunity to apply my skill set to both my scholars and my professional peers, and that is the part that I wouldn’t change for the world. Come on over to the school side y’all! Like a behavioral cusp, it opens us up to a whole new world! Cammie Morgan, MSC, BCBA, LBA (Hawaii), IBA

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School of Education In the School of Education, we have a longstanding history of forming the next generation of educators. Across our wide range of programmes, we are privileged to work with students who are committed to the holistic development of their learners. Our graduates bear testament to the high standard of professionalism aspired to by the School and we are very proud to note that they are employed in a wide variety of settings and locations. The School of Education offers courses at pre-undergraduate, undergraduate, and postgraduate levels. At undergraduate level, the School has responsibility for Education programmes, including the Education components of the Initial Teacher Education programmes; the Bachelor of Arts/Professional Master of Education (BA/PME) Home Economics and the B.Ed. (Home Economics and Biology/Irish/Religious Education) programmes for post-primary teachers. The School also comprises the Irish and Religious Education academic disciplines, which in addition to the second subjects on the BA/PME Home Economics and B.Ed. programmes, provide a range of other programmes. The School of Education also has a proud tradition in postgraduate/ Masters level studies. For education professionals seeking to develop their current pedagogical skills and knowledge or progress their career, the School currently offers a variety of postgraduate/ Masters programmes, including a wide range of stand-alone education focussed modules as well as the Masters of Arts programme – MA (Contemporary Innovations in Education), using a pathways approach. These academic programmes are designed to offer education professionals flexible options, tailored to their diverse, individual, and professional needs and future career aspirations. Their part-time nature also accommodates for education professionals’ wider schedules. Also under the remit of the School of Education, the Centre for Special Educational Needs, Inclusion and Diversity (CSENID) at St. Angela’s College provides a range of innovative, market responsive pre-undergraduate, undergraduate and postgraduate programmes as well as shorter professional development courses and standalone on-line blended learning modules in the area of special education and inclusion. Nationally, CSENID is the sole provider of the online Certificate in Special Educational Needs for Special Needs Assistants accredited at Level 7, and the sole provider of the Level 9 Postgraduate Certificate/Diploma in Special Educational Needs (Autism Spectrum Disorder) in partnership with the National Council for Special Education which is part-funded by the Department of Education (DoE). Importantly, at pre-undergraduate level, the School provides an Access Programme in partnership with NUI Galway. We are delighted to contribute to the provision of this essential programme. The Access Programme provides educational opportunities for students who have a desire to study at third level but whose circumstances may have thus far prevented them from achieving their educational goals. Our Access team work closely with students to ensure that they are adequately supported throughout their time studying with us. I warmly invite you to further explore the range of programmes that the School of Education at St. Angela’s College has to offer. Dr Fiona Crowe Head of School (Education)

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With Self-Awareness Comes An Increased Interview IQ Liberal Arts Students Learn How To Articulate Themselves at Young Age By Jennifer Lawhead If ever there were a time to develop self awareness we would wish it to be the college years. Then this journey towards self-awareness and potential self-acceptance would give young adults entering the job force a distinctive advantage. This is what one Value Added Associate, Eric Cole, Found and Chief Career Officer with Interview IQ did in partnership with Skidmore Executive Career Director, Kim Crabbe. The college saw a real need to help liberal arts students verbalize the hard and soft skills they acquired while at Skidmore and to be able to articulate those attributes in a job interview. To this end, Eric developed a workshop to which Kim invited all Skidmore students. The response surprised them. Typically, it is upperclassmen attending career development workshops; however, sophomores were attracted to the workshop as well. Twenty students signed up. The idea was simple: use TTI's Talent Insights assessments and Eric's Coaching to prep college students for the real world in a very personalized way, teaching them about themselves and how to talk about themselves as they go on their first job interviews or college admissions interviews. "What we know about career develop is it's a journey," Kim said. "The Career Development Center helps to bridge the gap between the classroom and the real world, through career counseling, interning, interviewing and learning how to conduct an effective job search." Before the workshop, the attendees were given a TTI Talent Insights (DISC +12 Driving Forces) assessment. First, Eric conducted an overview of the process. Then, he helped each student understand their assessment results and how could sell themselves in job interviews. He then walked them through commonly asked questions in interviews and challenged them to answer, using their newly acquired self-awareness. Each student was helped to craft language that was personalized to their particular personalities and strengths. Eric stressed the importance of interview preparation. "it's been frustrating for me," Eric said. "I've seen so many uniquely talented, bright candidates get all the way through the application process only to lose a job opportunity because of poor interviewing." Kim said that the workshop was so successful that they plan to conduct more of the same. The only complaint seemed to be that the attendees would have liked more time! She complemented Eric's coaching style. "He's very engaging,"" Kim said. "Anytime you offer an opportunity for a person to learn more about themselves and then articulate how those unique characteristics can be applied in the real world, it is valuable. Eric showed them how to use what they learned in the interview process." After the workshop, three students in particular reached out to Kim, saying how eye opening the experience was for them and how they see themselves having a competitive edge as they enter the job market. For a liberal school, this workshop could help graduates gain the job they've worked so hard for an dreamt about, all with a little coaching and self-awareness. Eric continued working individual with several students to refine their career searches and interview skills. One recently landed a position stating upon his graduation!

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Morningside Center works hand in hand with educators to build students' social and emotional skills, strengthen the classroom and school community, and make our schools more caring and equitable through restorative practices and brave conversations on race. What We Do Here's what our partnership looks like. We consult with you about the needs of your district or school and tailor a program for you. We provide interactive workshops for school staff on social and emotional learning (SEL), restorative practices (RP), and equity. We provide hands-on coaching for educators in teaching an evidence-based SEL/RP curriculum (The 4Rs, C Squad, or Building Belonging). We support you and your team in spreading SEL and RP to make your school even more productive and equitable (Restore360). Young people and adults learn and practice skills to help them do well in school and in life. Young people stay connected through processes that foster a caring and equitable school community. School staff increase their cultural competency and ensure that school systems and structures elevate every child. Reading, Writing, Respect & Resolution for grades pre-K to 5 The 4Rs uses children's literature as a springboard to strengthen students' social, emotional, and academic skills and build a caring classroom community.Read More C Squad: Together for the Journey for grades 6 to 8 C Squad provides a safe space where middle school youth can build relationships, address crucial issues in their lives, and develop social and emotional strengths.Read More for grades 6 to 12 Building Belonging creates a sense of community among young people that increases their engagement with school, develops social and emotional skills, and supports restorative practices.Read More School-Wide Comprehensive Program: Restore360 Restore360 is a comprehensive program for creating equitable K-12 schools where students and adults thrive. Restore360 schools go beyond classroom curricula to engage everyone in the school community in social and emotional learning, restorative practices, and equity. After School Program Support for grades K-12 After school is a great time to help young people develop and practice their social and emotional skills and deepen their connections to school and the world. We operate the PAZ after-school program in New York City. We also facilitate engaging SEL workshops for staff of after-school programs across NYC that are funded through the city's Department of Youth and Community Development.Read More

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Are you looking for GED® testing locations in Fittstown OK? The examination is only offered in person and not online. Typically in order to sit for the exam the student must be at least 17 years old. The examination cost in the state of Oklahoma ranges from $40-$90. The test consists of five topics: reading, writing, math, science and social studies. Each part of the test awards a score between 200-800. Most states require test takers to get a score of 410 on each of the five topics and an overall average of 450 for the GED® test to pass. Numerous GED® testing locations in Fittstown OK are offered at: - Fittstown High Schools - Fittstown Community Colleges - Fittstown Independent School District - Fittstown Adult Education Centers

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Thanks to a few creative can-collecting activities and some friendly class competition, Mount St. Mary Academy’s annual Robin Hood Days canned food drive recently collected more cans and cash equivalent than ever before in its 45-year history: 63,328! This year’s total beat last year’s record-breaking amount (53,090) by more than 10,000 cans. The student-led schoolwide drive benefits local organizations that provide holiday meals for Arkansas families in need. “I seriously could not be more proud to be a part of Mount and the school’s efforts to serve others,” said Sarah Johnson ’20, MSM student body president and four-year student council member. “It has been an honor to be able to participate in Robin Hood Days with such an extraordinary group of girls, and I am beyond proud to know that our efforts will help feed others in the community.” Over the four weeks leading up to Thanksgiving break, students collected cans from family, friends and neighbors in addition to holding fundraisers like “We CAN Wednesday,” “Beans for Jeans” and “Free Dress Friday” spirit days. As extra incentive, students were also promised early dismissal days for meeting their individual class goals as well as beating last year’s record. Each grade level ultimately surpassed its individual goal of 8,750 cans and cash equivalent four days before the drive concluded on Friday, November 22. This year’s winning class was the senior class, who more than doubled their individual goal by collecting an astounding 21,343 cans. The freshman class came in second with 14,280 cans. “I am incredibly proud of our girls this year; they always outdo themselves in generosity, hard work and creativity,” Noël Gieringer, MSM English teacher and student council sponsor, said. “I see this whole canned food drive as an example of our Mercy Value of excellence, along with our concern for the poor.” For nearly 50 years, Robin Hood Days has helped provide food and monetary donations to local organizations, including Arkansas Foodbank, Helping Hand of Greater Little Rock, Rice Depot, Union Rescue Mission, Jericho Way, Our House, OXFAM and Catholic Social Services, among others. It is estimated that more than 1 million canned goods have been collected by Mount St. Mary Academy since the event began in 1974. “While we are all so fortunate here at Mount, we still need to give back to the community, which is something Mount has been teaching us since day one of freshman year,” Sarah said. “We get an opportunity to be the physical embodiment of Jesus and live out his mission to serve others. It is something really beautiful to watch and experience.” View photos of Mount St. Mary students helping load donated canned goods into the vehicles of this year’s benefiting organizations at https://flic.kr/s/aHsmJxkhzM. Mount St. Mary Academy, sponsored by the Sisters of Mercy, develops young women with a moral and intellectual foundation rooted in Catholic tradition. Mercy-minded and college-prepared, our students meet the future with wisdom, compassion and integrity.

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To the extended community and friends of Buckingham Friends School, On Tuesday, March 24, Buckingham Friends School began a term of “distance learning” at our beloved school. Drawn from a recent community letter to parents and guardians, it is my hope that this post offers some insights into the strength of the BFS community and how we are moving forward today prepared to live and experience our mission and core values in new ways during this uncertain and challenging time. The bottom line: we started the year in a position of strength, and we remain strong today; we are a close-knit and supportive community, and we are up for this challenge; and we eagerly await the day we are all together again in person! First on my mind is that I sincerely hope that every member of the extended BFS community and their families are safe, well, and navigating this world health crisis as best as possible. It has been a challenging few weeks for all of us, and so much has changed so quickly during the past two weeks alone. I feel great empathy as we all manage the inconvenience, uncertainty, and anxiety that is upon us. Throughout it all, a guiding truth for me has been that the children are depending on us to manage the situation and move forward in a way that is balanced, purposeful, patient, healthy, and fun; allowing them to continue learning, growing, and experiencing happiness and fulfillment while feeling emotionally supported. Please be assured that all of us at BFS remain deeply committed to our children, their families, our broader community, and living our mission and core values. Our teachers started preparing for this a couple of weeks before the break, and each developed an initial core plan about how to offer programs, teaching, and learning during the period of time when Pennsylvania’s schools are asked to operate remotely due to the pandemic. During this preparation period, teachers also organized books and materials for students to have and/or access while at home, and some prepared for the use of online texts and other resources. During the March break, our dedicated teachers continued to plan and review additional programs, materials, and ideas – individually and as teams. In addition, they were offered a plethora of resources to consider – in the areas of delivery, collaboration, content, and assessment. Some of these have been adopted, others will be considered as teachers deem best and appropriate going forward. That means, our talented teachers are already modifying their plans! I am confident in our teachers and their selection of approaches and resources, and we are all supporting their initial decisions and next choices. I find comfort in knowing that our approach may, in the end, feel more personal and better reflect what we already have come to rely on at BFS. Here is what the first few days – Tuesday, March 24 thru Friday, March 27, and likely from Monday, March 30 until we return to campus –look like: - Lower School – Classroom teachers (Jean, Rachel and Juli, and Ryan) reached out to parents and students to share plans for that day and the first four days. The initial goal – establish connections and communications, provide an outline about the coming days, and to begin this new approach to teaching and learning. The plans is to support teachers and students with core academic studies during the first few days; then add other areas next. Going forward, classroom teachers will continue to take the lead with communications regarding daily plans, sharing resources and links (as they become available), and any special all-Lower School activities. Beginning, on March 30, plans and activities from Special Subject teachers will be shared via the daily communications from classroom teachers. - Middle School – Classroom teachers (Dennis, Jen, and Lauren) reached out to parents and students on Tuesday morning to share plans for that day and moving forward. Their initial goal – establish connections and communications, provide an outline about the coming days, and begin this new approach to teaching and learning. As they ease into teaching and learning, their focus will be on reading, vocabulary, spelling, and math activities, with some light writing. Beyond the first four days, these activities will become more rigorous, and they will plan to enhance writing and will add social studies and grammar to their plans. As this form of teaching, learning, and communication with students and parents evolves, they will reflect, adapt, and/or expand their offerings with an appropriate range of meaningful experiences that students can access from home. For the first week and beyond, they will include Specials teachers’ plans in their morning communications to students and parents. - Upper School – Homeroom teachers (Karen and Laura, Steve, and Kara and Stephanie) reached out to students in their respective homerooms on Tuesday morning. Their initial goal – provide a link to the our online resource(s) that will be used during distance learning in Upper School, establish connections and communications, provide a plan/schedule for the coming days (a modified schedule has been created for each grade in Upper School for the first week), and begin this new approach to teaching and learning. In Upper School, teachers are communicating directly with students via email accounts and online forums. During some days, teachers will plan virtual classes at set times, and on other days, independent work will be assigned. As the Upper School teachers collaborate and evaluate the plan, the schedule for each week and plans regarding communications may be revised. For now, students are expecting the following: week one – academic subjects (language arts, math, science, social studies, and world languages) only; week two – special subjects will be phased in (students will hear directly from the specials teachers; and week three – full schedule. Based on what I have heard from a colleague who is a Head of School in Seattle and the feedback we are now hearing from parents, students, and teachers in area school districts (where educators now see that they have tried to do too much too soon): we are expecting this process to get underway with thoughtfulness and intention, but slowly. Teachers need time to set up connections with parents and their children, and our children need time to adjust (not just because of the new communications, approaches, and challenges of working at home, but because they will also be processing their feelings and what is happening). At first, less will be more. Even when the road is bumpy, we’ll know we’re still on the road. Other good work is continuing at BFS, albeit remotely for the most part. In addition to pulling together as a team in new and unexpected ways – and we can all feel fortunate that they are here (I sure am) – members of the administration and staff stand ready to help in any and all ways. Nancy Sandberg is supporting our teachers with their distance learning plans, schedules, and resources while counseling our 8th graders who applied to secondary schools regarding their choices (with acceptance letters out, every applicant to secondary schools has a great story to tell when we are back). Melissa Clayton is busy talking to prospective families about next year while adjusting marketing plans with our communications team and our marketing consultant, Michele Levy. Katelynn Connolly is shifting our Auction to May for now while producing another special edition of Seedlings. Doug Haigh is managing our resources with care and eyeing summer projects. DeeDee Snyder is working on the new website and managing a range of communications. Fran Cagle, as always, is keeping many pieces and systems moving forward. Frank Dougherty is quietly assisting everyone with all things technology, and Chuck Stamets continues to care for our facilities and oversee campus projects. The following additional thoughts have been shared for everyone’s consideration and review over the next several days: About student supports and expectations (of course, this varies a bit by age and grade): - We will all need to treat this like the first few weeks of a new school year. - We can all anticipate that issues that will arise with logging in, reading emails, attending a class online, getting homework in, etc. - As we get going, we need to let the teachers take the lead – they will be checking in about students, determining next steps, and being clear about the tasks and assignments students are expected to complete. - Students will be expected to present themselves, orally and in writing, for group classes and conversations just as if at school. - Each family is asked to determine what is appropriate in terms of a learning environment and the supervision or technology. Suggestion: establish a common area in the home for use of a computer and school work (not in bedrooms), and monitor the overall use of technology and other screen time. We want to set up students for success: - The first week is about setting up routines, expectations, and processes for communicating and learning. Expect the first week or so to focus on establishing connections, new norms, and lessons that review previously covered skills. - The approximate time for each student to complete a task or assignment will vary at first. - If an assignment is taking too long, or generates tears, inform the teacher. - Students and teachers will need our patience and support as they explore different tools and new modes of engagement. - It remains the teachers’ job to assess progress, and to follow up as needed with students. We want to consider the parent experience: - We want to support you and encourage you to establish at-home routines, schedules, and physical learning spaces to support student success and your needs as parents. - We recognize that some parents may want or need to have their children learn quite independently. It will take time to find that balance. - Remote learning will not fully replicate the classroom experience. As we move forward, parents (especially of younger children) are being asked to provide an appropriate level of guidance and support for their children without this becoming their full-time job. - Similarly, we understand that the parent-child relationship can be challenging in the best of times and can become even more strained when parents are more deeply engaged in the learning process (and during times of stress). Again, please consider communicating with our teachers early on. - We appreciate that everyone wants to help, and that parents may have other ideas and hopes for remote learning. Our teachers are getting underway having considered many options. Right now, they need us to trust them and to convey our support. Please always consider directing new ideas, suggestions, and concerns to me. - Another good online resource for parents to consider: Child Mind Institute Resources for Coping During COVID-19 Everyone can attend to social-emotional needs: - Keep in mind that schools serve as emotional and social anchors for most of us, and when children are not at school this stability for them (and us) is lost. The coming days will be a time of continued change, adapting, adjusting, and acceptance for all of us. - Relationships still matter! Find ways to connect with your child(ren) outside of this experience. - Continue to provide social emotional support for your child(ren) and yourselves as parents. Simply ask, “How is this going for you?” And, let us know. - Children may become more insular over time – as they begin to lose their social structures. Look for ways to build those in and provide them with examples of ways to connect with friends, other key adults, and extended family members outside of school (a phone call, a skype call, etc.), especially if they are “sheltering in place” and cannot meet in person. - Limit student exposure to the news. Answer their questions honestly, simply, and in age-appropriate ways, and process adult thoughts and feeling with other adults. - Pay attention to the emotional toll on yourselves as parents, who are at home, where activity is restricted, and everyone is anxious. Let us know how we can help. Join me in paying attention to the teacher experience and considering their needs: - It has been humbling to me to witness the individual and collective integrity and efforts of our teachers during the last few weeks, most notably the past several days. - Imagine that most teachers are feeling incredibly vulnerable right now. They are managing unchartered territory in a very short amount of time, and everyone will have unprecedented insights into their work. At the same time, we are not able to see their usual in-class magic (and I can assure you, they all have it!). For example, the math lesson now may only have the basic bones, without the teachers’ craft, nuances, energy, and scaffolding that can bring it alive. It can be hard for teachers to send out activities and homework that does not represent their usual approach to teaching. - Teachers need our shared understanding that they have each put on an entrepreneur’s hat – let them take the lead, and wait for them to ask for feedback, so that they can adapt when needed and appropriate, and keep moving forward. - Remember, not all programs can be delivered remotely. Units and materials must be adapted. Some specials may roll out ideas after we get started. - We are all so fortunate that a stellar group of educators work at BFS, and while I have confidence that our teachers will adapt quickly –they need our support and understanding. We can all empower them – as we should one another – giving them permission to be vulnerable (mistakes will happen; good ideas will flop), supporting them in staying focused on our/their number one priority – the students, teaching, and learning. - We can all support a culture that embraces a cycle of growth and flexible mindsets. - And, do not hesitate to express gratitude and celebrate new successes! (portions adapted from various sources) To quote a good friend, “if I had had more time, I would have written a shorter letter!” To the larger BFS community – thank you for your partnership, patience, and support. Please be in touch with your questions. Head of School

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Prepare your student for college life. Your student is about to take a huge step forward, and we know that you want to make sure they are as prepared as possible. Students heading off to their first year in college need to be given space, but they must know that they still have a support system at home. Here are some tried-and-true tips to help you prepare your student for life at UNC Charlotte. Starting College Life Off Right! Our studies also suggest that students who live on campus, work on campus and work less than 20 hours per week, as well as those who become moderately involved in campus clubs and organizations, have a significant advantage over those who do not. It all comes down to connecting with, and ultimately feeling that you are a part of, your university family while allowing enough time to be successful academically. Remember, a 15-hour course load (about five courses) will require approximately 45 hours of class time and study time per week. As family members and support systems, you have a big part in guiding and advising and encouraging your college student in areas that will help promote success. Academic Differences Between High School and College Students quickly learn that expectations in college are higher than in high school. Professors expect absolute diligence. Students must prepare for class by reviewing all assigned material. The standard rule is that a student should prepare two hours for every hour in class. College is a full-time job. Whether you have attended college, raised children or built a career, you understand the value of work. Your student can learn from your experiences. Communicating With Faculty Please encourage your student to communicate directly with University faculty and staff and take responsibility for their own school relationships. They should know which department to call if a problem arises and feel comfortable asking for help. It's important that you resist the natural urge to come to the rescue and instead, show your student that you are confident that they can handle their own business by encouraging them to do so. Empower your student to strive for self-reliance and independence, but to also reach out for help when appropriate. Keeping in Touch It is essential to maintain an active relationship with your student. Whether you live across the country or across town, we recommend that you initiate a conversation with your new college student about how to keep in touch (e-mail, letters or phone), how often (daily, weekly or monthly), and at what time of day (morning, evening or just on the weekends). Visiting campus is an excellent idea, but surprise visits are not recommended. As new college students adjust to their schedules, they will know which weekends or evenings will work best for them. For example, a Sunday visit the day before midterm exams may not be a good time. Your student can help you choose the right time. You may plan a visit around an event such as the international festival, a basketball game or a theatre performance. Care packages are great! Students love to receive packages no matter what they contain. Even if you send a bar of soap, new toothbrush and a couple of snacks, it will be appreciated. Some of the best items in care packages are favorites from home. Practicing basic skills like doing laundry can help your student feel less stressed in a new situation. Make sure they know how to operate machines, understand clothing labels and symbols and can separate laundry as needed. Maybe your student is used to having their own bedroom at home. You can help by teaching respect for a roommate's personal space, property and unique differences, and how to communicate effectively in new relationships. Your student will need to know how to set ground rules with a roommate and how to ask for help if necessary. Money & Finances Many new college students have not been responsible for their day-to-day expenses. Once they arrive on campus they will need money for notebooks, snacks, personal items and recreation. UNC Charlotte has ATM machines from several banks on campus. You may want to select a bank that is convenient for students and family members. College students need financial guidance and practice. It's a good idea to make sure your student is comfortable with working within a set spending budget, knows how to balance a checkbook and can pay his or her own bills. They can also utilize Niner Finances once on campus to learn more about these important life skills. Health Appointments & Prescriptions Go over your student's health history and provide them with all necessary health insurance information before arriving on campus. In the time leading up to college, have your student make their own appointments. It's important that your student develop a sense of personal responsibility and ownership over personal health needs.

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Make an genogram for the hernandez family case APA FORMAT 2-4 PAGE, IN-TEXT CITATION REFERENCE PAGE ETC. IF YOU CAN NOT ADHERE TO THE DETAILS OR DEADLINE DO NOT TAKE THIS ASSIGNMENT. USE THE UPLOADED REFERENCES AND FOLLOW THE LINK TO 2:41 MINUTE VIDEO IN DEVELOPMENT OF THIS PAPER. Genogram: Hernandez Family Murray Bowen (as cited in Zastrow & Kirst-Ashman, 2016, p. 595) plain the genogram, a machine to succor gregarious workers and other practitioners constitute a proceedings of extraction relationships. Once a gregarious worker constitutes a genogram for a client, he or she may connect to it when analyzing the client's post. To qualify for this Assignment, befit household delay how to constitute a genogram, which is presented in this week's resources. Also, re-examination this week's resources about Juan and Elena Hernandez's scrutinize delay their gregarious worker. Submit by SATURDAY 8PM NEW YORK TIME a 2- to 4-page tract that includes the forthcoming: - A genogram of the Hernandez extraction - An segregation of the Hernandez extraction's subject based on the genogram including the forthcoming counsel. - Identify an part of the Hernandez extraction's subject that may govern the way Juan and Elena Hernandez oration their upshot delay the gregarious worker. - Explain how the genogram you constituted faculty succor you oration the needs of the Hernandez extraction. Laureate Education (Producer). (2013). Hernandez extraction: Episode 6 [Video polish]. Retrieved from https://class.waldenu.edu Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Subject histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. - "The Hernandez Family" (pp. 3–5) Zastrow, C., & Kirst-Ashman, K. K. (2013). Understanding ethnical proceeding and the gregarious environment. Belmont, CA: Cengage Learning.

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We are a year-round academic, educational opportunity program with a six-week summer residential program. We are a year-round academic, educational opportunity program with a six-week summer residential program. We work as “academic guidance counselors” providing comprehensive support to maximize student performance and enhance educational opportunities. But the residential component of Upward Bound is what makes our program so effective. During the summer program, our students will have 4 hours of college preparatory courses, 3 hours of community service and will be surrounded by 49 other college-bound students. In Wheelock residence hall, our students will have tutor counselors, many who were Lyndon Upward Bound students and are now attending or have recently graduated from various colleges around the country. These TC’s are the best role models for our program and help our students to understand the preparation, hard work and commitment that it takes to complete their college degree. You can find more information on the summer program at the end of this handbook. Rising sophomores will participate in a new student orientation week on the Johnson campus followed by a weeklong leadership trip where they are joined by our rising juniors and rising seniors. Following week two our rising sophomores will return home for the rest of the summer while our rising juniors and seniors complete an additional 5 weeks of programming. During the summer program our students will have the opportunity to participate in dual enrollment, internships, and service learning opportunities. Program alumni will serve as mentors or as we like to call them, TRA’s (Teaching Residents Assistants). TRA’s are the best role models for our program and help our students to understand the preparation, hard work and commitment that it takes to complete their college degree. You will learn to enhance vocabulary, math reasoning, writing and test taking skills necessary for the SAT test. You will take practice exams during the summer to familiarize yourself with the format and time limitations of the test. You are expected to take the SAT in the spring of your junior year and fall of your senior year. Our primary role as Upward Bound counselors is to provide academic, career, and educational advising along with any personal counseling support as warranted. Services are available year round. Upward Bound Staff will check in with students each month at their high schools. SAT, PSAT, AP, and College Application Fee Waivers Every Upward Bound student will receive waivers to take the SAT, the PSAT and up to 5 college application fee waivers. Because these tests are a crucial part of your college portfolio, we expect that every student will take them. We will offer you fee waivers, but we also expect you to copy the results for Upward Bound. For any students that take the AP exams, we will also make sure that these tests are paid for. Colleges will review these test scores and offer you college credit if you do well enough. We offer field trips and workshops to all Upward Bound students who are in good academic standing. We find that the opportunity to visit colleges has as significant an impact on the sophomore as it does on the senior. However, maintaining good grades and regular school attendance must take priority over Program activity participation. This means students with poor grades and/or high absenteeism should not participate in the Upward Bound school day activities. Student progress is evaluated prior to field trips. Due to financial and/or space considerations, the number of participants may be limited for some field trips, workshops and conferences. All expenses will be covered for students that travel with our program. Our goal is to offer each student opportunities to help better prepare them for success in college. Conference registration, meals, transportation and overnight accommodations will all be covered by our federal grant.

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J&K: The National Child Development Council (NCDC) has demanded English speaking course as mandatory subject in all the government schools of the country. In a statement, NCDC members said: “English is a language which has a universal appeal and is also considered to be the most widely spoken language in the world.” They further said that English speaking in particular is perceived to be very important for employment in today’s times, while it is seen that people who have high degrees with them are unable to crack a job interview because of their inability to express themselves in English. “It is time that the Government takes into consideration the opinion of its own appointed panels that have suggested that English should be made compulsory in all schools, and every student from class 6th onwards should study English as a compulsory subject,” members said, adding that there are reports regarding suggestion that at least one English language school should exist in every block of the country. The NCDC suggested that government must also direct schools to even consider providing additional time to English teachers so that they can focus on developing communication skills of students. “It is imperative that Government takes this issue with utmost gravity as this will not only help students improve their English, but it would also help in improving the image of Government Schools. One of the major reasons for parents preferring private schools over Govt. Schools is the emphasis they give to English speaking per se,” the statement reads. It further reads that, “the Government can also consider taking assistance of NGOs that have innovative ideas to make children communicate in English. There is no doubt that the traditional teaching methodologies adopted by many government school teachers will not improve the English communication skills of children.” The BOARD MEMBERS of NCDC, who passed resolution were, Arathi I S (Resolution representative), Risvan Baba Alexander, Sudha Menon, Bindu Saraswathibhai, Dr Sruthi Ganesh, & Thomas K L. It was that resolved English speaking should be made mandatory in all the Government schoo ls of the country.

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Schooling is about instructing , studying skills and knowledge It additionally means helping folks to learn to do issues and help them to consider what they study. These ideas are elaborated within the panel’s report: Making Faculties Work: Improving Efficiency and Controlling Prices.1 This paper, nevertheless, doesn’t point to a specific program or method for reorganizing schools to solve the problems related to school reform, partly as a result of we do not imagine that there’s a single answer. Subsequent I will learn a wide range of proposals regarding religion and public schools. So, if for no other reason, you want to complete highschool to be able to get where you want to go. But your training can present rather more than a means to an finish. Really, my theory as to why so many individuals recall not liking faculty is that the classroom shouldn’t be a terrific place for introverts to be. All that interaction, day after day, is exhausting for an introvert and given that about one third of the inhabitants is introverted, it is no surprise that school will get a nasty rap. That is not likely a problem in itself, he continued — he would not need his listeners to suppose what faculties are doing is unhealthy or dangerous to college students. Additionally, academics have to be aware of the interest college students have within the technological world, and take this curiosity and use it as a method to develop competitive individuals for society, the nation and the world. In a plan to bolster the civil rights of individuals with disabilities, Harris said she would improve funding for college students with disabilities and training for their lecturers. The OLPC foundation , a gaggle out of MIT Media Lab and supported by a number of major firms, has a acknowledged mission to develop a $100 laptop for delivering educational software program The laptops have been broadly available as of 2008.

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The Irene-Wakonda School District encompasses the communities of Irene and Wakonda in southeastern South Dakota. The elementary school, including pre-school, is located in Wakonda and the junior/senior high school is located in Irene. The school has three full sized gymnasiums, one auxiliary gymnasium, and an outdoor sports complex. There are approximately 100 students enrolled at the high school with an additional 50 students enrolled in the junior high. The elementary school current enrollment stands at 157 students, the preschool has an additional 27 students. The Irene-Wakonda School District is proud to report that they have exceeded the Federal guidelines for the Department of Education's School Performance Index (SPI). The Irene-Wakonda Junior/Senior High School has a 10.4:1 teacher to student ratio and all of the teachers are highly qualified. Since the 2007 consolidation of the Irene, SD and the Wakonda, SD the Irene-Wakonda School Board has focused on providing students with up-to-date facilities at both locations. The latest addition included a 1000 seat gymnasium, fine arts center, industrial arts classroom and shop, weight room, four locker rooms and concessions area. In addition, the district has added nine classrooms, an auxiliary gym/lunchroom, kitchen, two flex rooms, library, memorabilia room, locker room, and various storage rooms. Future plans include the removal of the original Irene School and to rebuild in its current location to meet the needs of the district. Further information is available at the district's main office at 605-263-3311. THE MISSION STATEMENT In the Irene/Wakonda School District, we as educators, parents, students, and community are committed to providing educational opportunities in a supporting environment, so that all students may strive to achieve their fullest potential in society. • Every child has self-worth and can learn. • Education is a life-long process which engages parents, community, students, and staff. • A safe, positive, and respectful learning environment is necessary for students to grow and develop beyond their present level. • Student centered instruction should be challenging and applicable with a variety of methods being used to meet the uniqueness of each individual. • That an inviting and optimistic school climate plays an integral role in the everyday success of all students.

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Do speaking publicly scare you? Are you having trouble figuring out what to say for your big speech? Do not get worked up just yet. Try the following tips on public speaking to help make the best of the situation. These tips worked for many others, and they can work for you. Being prepared is key to making good public speaking impressions. Know exactly what you are going to say. Do research to support your statements if necessary. Take notes of whatever you have to say. Practice your speech until you have it memorized. The better prepared you are, the more confident you’ll be when delivering the speech. Know your surroundings. Take a few moments when you arrive to acquaint yourself with your surroundings. If you can arrive early, go to the podium and do a soundcheck before your audience arrives. If you have visual aids, practice using them while you are orientating yourself with your surroundings. Never drink before you have to speak in public. People under the influence tend to slur their words or forget them altogether. You may go up to podium and think you have everything under control only to realize you were incorrect. That is why you should skip drinking any type of alcohol. Use your most powerful voice when you are delivering your message and it will be received much better. People listen harder to people that have confidence, and speaking loud will convey that message. Even if you are not 100% confident, no one will know that if you seem to be while you speak. Make eye contact with your audience members. Doing so makes them feel as if you are speaking directly to them and helps keep them engaged. It also makes you appear confident and poised. Look at various members of the audience as you speak to help engage as many of them as possible. Avoid drinking alcohol before your speech. While you may think it will help loosen you up, you are asking for trouble. You don’t want to stand behind the podium feeling tipsy because you may forget what you want to say or your speech may be slurred. Don’t beat yourself up if you make a mistake during your presentation. Unless the information given wrongly is important do not correct your mistake. Instead, continue on with your speech like nothing has happened. If you need to correct the mistake you made, apologize and correct the mistake and continue on. Make sure the visual aids you use are not distracting. They should simply enhance your words. You do not want them to overwhelm your message. Use visual aids of a high quality when you want to illustrate a key point. They need to be appealing and bright, but not distracting. Learn as much as possible about your audience. Tailoring your delivery and tone ensures that you make your point clearly. Failure to use an appropriate delivery style will likely cause your audience to lose interest and retain key information. For example, you might consider differences in your audience members’ age, income level, and knowledge of the subject matter. Reconsider having a few drinks to loosen yourself up. You may be so nervous before the speech or at such a fun event that you drink a little too much. Some of the most embarrassing speeches are the fault of having a little too much to drink before making the speech. Be sure to make good eye contact with your audience. If you are really prepared and know your speech well, this should be easy. Look around the room in a relaxed way. Make eye contact and connect with individuals here and there throughout the audience. In this way, people will feel that you are really addressing them. If you are scheduled to make a speech, arrive at your venue at least half an hour early. This will give you a chance to set up, to practice and perhaps to relax a bit. If you rush in just a few minutes before your speech, you will not have time to prepare. Practice as often as you can before it is time to speak to the crowd. Practice in front of a mirror and make changes if anything sounds awkward. Then, use people in your life as test subjects and ask them for a critique. Practicing your speech helps you perfect the words and the delivery. Get in a good mindset. It is generally normal to feel anxious. It’s a very common feeling. But, keep yourself from going negative in your thoughts. If you start thinking about failing, chances are you will fail. Think about succeeding, and you’ll be more likely to succeed. Create a simple outline for better public presentations. In public speaking your aim is clear communication. This does not happen by chance. A simple outline should include an introduction, a body and a conclusion. The introduction should capture attention and present your thesis. The body should include your major ideas. The conclusion should repeat your thesis and end with a call to action. Using an outline will ensure that your ideas are presented in an understandable manner. Think about the purpose of your speech. Do you need to persuade someone? Are you speaking to entertain? Maybe you are speaking to educate your audience. Always keep your purpose in mind to make a great speech. Make sure that every statement in your speech is working toward that goal. Look up great speeches on the internet to view. Take the time to watch them and observe what it is that they do that makes their speech so amazing. They may have had professional coaches or speech writers but you can find people to help ou write yours and coach you too. Hopefully your nerves are calmed about making your big speech. These tips are used everyday by some of the best public speakers around the world. Get over your nerves and write the best speech possible. Remember the simple tips and tricks you learned here to deliver your speech well.

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Holy Cross school has received a Brown Foundation Service Learning Grant and Principal’s Award for the 2020-21 School Year. Faculty member, Rachel Kass will be working with Holy Cross juniors in partnership with the Lake Pontchartrain Basin Foundation and the Coalition to Restore Coastal Louisiana to learn about coastal erosion and the multiple lines of defense protecting south Louisiana communities from hurricanes and climate change. In doing so, they will be taught the value of our coastal marshes and lead a project of marsh planting in bayous surrounding the Greater New Orleans area. The Brown Foundation Service Learning program supports teaching and learning strategies that connects academic curriculum to real needs in the community by implementing a learn-by-doing approach. Students get real-life experiences in the subject studied by meeting community needs through active participation. Congratulations to Rachel Kass and Holy Cross.

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Education adviser positions have been cropping up all over the world but in Malaysia things are distinct. You won’t see too many of these jobs popping up in regular employment advertisements. That is because education is a specialized field in Malaysia. So when looking for education consultant jobs in Malaysia, you need to understand a couple of things . Education is a complex procedure in Malaysia. It begins with birth, goes through grades, gets elegant through graduate college and then on to certification and training. If this entire procedure was condensed into one instructional term, it would take forever. In Malaysia, schooling is viewed as a holistic system which incorporates all facets of life – physical, psychological, social and spiritual. This may seem far-fetched for an American education advisor, but it’s an understanding that lots of education consultant Malaysian have. An education consultant Malaysia would need to comprehend this notion if he or she were to really serve well the education system in that country. One of the vital roles of education advisers in Malaysia is to help teachers in their field. Education advisers help improve the quality of education, figure out ways to make learning more interesting and help students retain information. Education in Malaysia is frequently taught alongside basic learning such as English. Consultants help educators design classes and give feedback on how courses are being taught. However, education consultant work in Malaysia are not just about teaching pupils. A highly creative education consultant in Malaysia could also be requested to assess the execution of a new management application. For instance, a new education policy could be implemented in Malaysia whereby pupils who excel in Math have their names entered in a national talent search. Those with a top score in Math will be set in a particular talent hunt conducted by the Malaysian authorities. The winner of this talent search will be announced in a ceremony, and the winning students will get a number of benefits, which they will need to exchange for having the ability to pursue an education in Malaysia. So what does it take to become an education consultant in Malaysia? Well, education adviser places in Malaysia generally require some level of education. Consultants need to be able to analyze complex problems and solutions. They must have the ability to plan courses and evaluate the efficiency of teachers in their respective areas of study. Education consultants may also should know how to communicate effectively with individuals from various backgrounds. It is important education advisers in Malaysia understand the basic principles and social context of each region they serve. Education Consultant Jobs in Malaysia is available all over the globe. If you are interested in operating in Malaysia, you can get in touch with a number of the top education consultancy companies based there. They will be able to steer you to any education consultant job in Malaysia. You may even get in contact with recruiting firms which focus on the placement of education consultant professionals in Malaysia.

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Online meetings present difficult challenges when you can’t interact with your audience as you would in a face-to-face situation. Our course will help you put yourself across with energy whilst understanding the impact of your body language and voice. You will learn how to adapt your approach for the communication preferences of your audience. You will practice different questioning techniques, the language to persuade, influence and motivate, how to signpost changes in the discussion and finally bring different views together with summarising skills. Need inspiration? Read our Case Study 'Virtual Culture Coaching'.

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Research is a crucial piece of what we do. The City Connects evaluation team operates independently, analyzing data from City Connects programs and producing peer-reviewed studies. So there’s a lot we know about boosting students’ success — and there’s more that we want to know. Here’s a quick rundown: Four things we know: - Up to two-thirds of academic achievement is related to nonacademic factors. Growing up in challenging circumstances is one of the biggest factors that can erode students’ success. - City Connects has a positive impact on students’ academic achievement. Students, for example, do much better in math and English on the statewide exam in Massachusetts. - City Connects has a positive impact on students’ attendance. Students at City Connects schools attend significantly more days of school — both when they are in City Connects schools and long after they leave. - City Connects lowers high school dropout rates. Years after they’ve left City Connects schools, students are less likely to drop out of high school. Four things we want to know more about: - How does City Connects lead to positive outcomes, especially over the long term? We can see the good outcomes, but we’d like to know more about what produces them and why they stick. - How does City Connects affect students’ social and emotional learning? Teachers report that students are improving on these skills, and we’d like to better understand this. - How does City Connects affect school climate? From the individual experiences of students to how groups of students, teachers, and parents function, school climate has been found to affect student achievement. We want to understand how City Connects contributes to this. - Do we see the same positive impacts on students at every City Connects site? Where we’ve looked, we’ve seen those outcomes replicated, but we want to continue to study both implementation and outcomes in communities across the country. Research projects are underway, so we’ll report back as we learn more.

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Aug 13, 2022 HLTK 2960 - Field Studies This course provides cross-cultural experiences while witnessing traditional ways of life in a foreign country. Students are introduced to local flora, fauna, religious practices, education, healing rituals, architecture, technology, art, music, and dance. Upon completion of this course, students develop an understanding of other cultures and their place in modern society. Instructional Method Lecture General Education Requirement: Global Diversity Comments: This course requires travel to a foreign country. This course does not meet UW’s Human Culture requirement unless transferred as part of an Associate degree. Minimum Student Competencies Upon completion of PSYC 2460 / HLTK 2960 / SOC 2460 Field Studies, the student will: - apply the study of local flora and fauna as it relates to the student’s discipline. - analyze differences in religious practices in a foreign country. - compare cultural differences when working and traveling in a foreign country. - examine the indigenous educational practices found in a foreign country. - distinguish local healing and medicinal practices in a foreign country from the student’s home country. - outline similarities and differences between cultures. - discuss local architecture and land features in a foreign country. - assess how innovations in technology impact culture in a foreign country. - interpret the various functions of art, music, or dance within a novel culture. Cross-listed: PSYC 2460 & SOC 2460 Field Studies Add to Portfolio (opens a new window)

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Leading Successful Change: An Application to Establishing TBL at your School Date & Time Friday, March 15, 2019, 8:15 AM - 9:45 AM This 90‐minute session will engage participants in an interactive, hands‐on application of concepts and strategies related to leadership and change process and management. Participants will work through a scenario depicting an initiative to establish team‐based learning within a MD degree program. Both small and large group learning activities will be used. By the end of the plenary session, participants will enhance their abilities to facilitate successful change from introduction to adoption to implementation to institutionalization (long‐term, sustainable change).

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Higher Education and Regional Languages - 27 Aug 2021 - 9 min read This article is based upon “Is it practical to conduct higher education in regional languages?” which was published in Livemint on 27/08/2021. It talks about the introduction of India’s regional languages in higher education and the pros and cons associated with it. In India, teaching and learning have largely been in foreign languages whereas Indian languages have never got the much deserving importance in the field. However, the National Education Policy, 2020 (NEP, 2020) has emphasized the use of regional languages for instruction at the primary and higher education levels. With regard to this, the All India Council for Technical Education (AICTE) has granted permission to 14 colleges across the country to offer select engineering courses in 11 regional languages including Hindi, Marathi, Bengali, Tamil, Telugu, Kannada, Gujarati, Malayalam, Assamese, Punjabi and Oriya. The unavoidable question here is whether it is practical to precipitate a regional-medium shift in higher education, especially in the face of a largely dysfunctional public education system. Positive Aspects of Higher Education in Regional Language - Subject-Specific Improvement: Several studies in India and other Asian countries suggest a positive impact on learning outcomes for students using a regional medium rather than the English medium. - Performance in science and math, in particular, has been found to be better among students studying in their native language compared to English. - Higher Rates of Participation: Studying in the native language results in higher attendance, motivation and increased confidence for speaking up among students and improved parental involvement and support in studies due to familiarity with the mother tongue. - Poor grasp of English has been tied by many educationists to dropout rates at the premier engineering education institutions as well as poor performance of some students. - Additional Benefits for the Less-Advantaged: This is especially relevant for students who are first-generation learners (the first one in their entire generation to go to school and receive an education) or the ones coming from rural areas, who may feel intimidated by unfamiliar concepts in an alien language. - Increase in Gross-Enrollment Ratio (GER): This will help provide quality teaching to more students and thus increase Gross Enrolment Ratio (GER) in higher education. - Promotes Linguistic Diversity: It will also promote the strength, usage, and vibrancy of all Indian languages. - This way, private institutions too will be motivated to use Indian languages as a medium of instruction and/or offer bilingual programmes. - It would also help prevent language-based discrimination. - Shift in Hiring Paradigm: The decision to promote regional language in tertiary education will interfere with the hiring decisions of the premier institutions as they will be forced to consider language proficiency as a primary criteria as opposed to subject matter expertise. - They will also have to give up on looking from the global talent pool for teaching. - Insignificant for Institutions with Pan-India Admissions: A regional language focus is not meaningful in a scenario where the institutes see entrants from across the country such as IITs. - Availability of Quality Material in Regional Languages: Another challenge is the availability of study material such as textbooks and scholarly literature. - Also, quality control of these translations will be of utmost importance to keep semantic irregularities at bay. - Placement Associated Challenge: Many public sector units accept Graduate Aptitude Test in Engineering (GATE) scores for entry-level positions, which is conducted in English medium. - Given the already lamentable employability of college-educated individuals, studying in a regional language could further inhibit job opportunities. - Availability of Faculty: Given the English-medium legacy of higher education in India, attracting and retaining quality teachers who are willing and able to teach in regional languages will be a challenge. - Maintaining Pace with Global Standards: Delivering technical courses in regional languages may prevent students from competing in global labour and education markets, where fluency in English yields a distinct edge. - A lack of opportunities for Indian students at the international level may prove counterproductive to the NEP, 2020’s aim of bridging the gap between elites and the rest. - It also goes against the vision of promoting the internationalization of education. - Building Foundation: Promoting regional languages by the kind of fiat that the government has adopted is problematic. - A foundation needs to be built first, for instance, through grants to popularise science and technological education in the regional language, etc. - Bringing IITI into Play: High-quality learning and print material in Indian languages, shall be first developed by creating quality programmes in translation and interpretation. - In this regard, the Indian Institute of Translation and Interpretation (IITI) will be established which will employ scholars in Indian languages, subject experts and experts in translation and interpretation. - Fair and Equitable System for Education: The Government shall work to develop an equitable system based on the principles of fairness and inclusion. - It must ensure that the personal and social circumstances of students should in no way be obstacles to realising their full academic potential. - At the same time, ensuring inclusion through the use of the mother tongue/ regional language, it should also set up a basic minimum standard of education which eliminates all disparity. - Adopting the “Regional Language Plus English” Notion: While it is necessary to strengthen Indian languages as a medium of education, it is equally imperative for students to have a good command over the English language since they are global natives in the 21st century. - Indian languages must be supplemented by English. - Bridging the Digital Divide: AICTE has recently developed a tool which translates English content online into 11 Indian regional languages. - To provide such a facility to all of its students, the institutions prioritise providing electronic devices and internet facilities to school and college students from socially and economically weaker sections. - Indian languages are a sine qua non for educational and cultural development since they strengthen equity in education and will prepare students to live in a local, national and global society utilising a harmonious blend of Indian languages and English. - A holistic approach is required for the implication of native-language instruction in an increasingly globalized world. - A shift from “mother tongue versus English" towards the “mother tongue plus English" is required. Drishti Mains Question “While education in regional language in the initial years of students may facilitate better learning and understanding, it is equally important for them to have good command over the English language in order to keep pace with the Global standards of education”. Discuss.

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Germany and Kazakhstan have maintained bilateral relations since 1992. Germany has an embassy in Nur-Sultan and a consulate general in Almaty. There are a number of regular consultation formats in place that focus on political, economic and cultural cooperation. In 2012, Germany and Kazakhstan established a partnership in the spheres of raw materials, industry and technology. Kazakhstan is Germany’s most important trading partner in Central Asia. Trade between the two countries reached a total of some 3.94 billion euros in 2020. In all, there are more than 200 German companies operating in Kazakhstan. Germany Trade and Invest (GTAI) has an office in Almaty. A German business association in Almaty assists German companies’ activities in Kazakhstan. Germany’s cultural relations and education policy actors in Kazakhstan are the Goethe-Institut in Almaty, the German Academic Exchange Service (DAAD, four specialist university teachers for German as a foreign language) and the Federal Office of Administration – Central Agency for Schools Abroad (five seconded teachers). 16 Kazakh schools are part of Germany’s Schools: Partners for the Future global network. Every year, the DAAD finances stays in Germany for some 90 Kazakh students. A beacon project of bilateral cooperation in higher education is the Kazakh-German University (GKU) in Almaty. The some 800,000 ethnic Germans who have immigrated to Germany from Kazakhstan and the some 180,000 members of the German minority still living in Kazakhstan form a special bridge between the two countries. Kazakhstan participates in a wide range of regional German development cooperation projects in Central Asia. These programmes focus on the development of a vocational training system, good governance, sustainable economic development, the environment and energy efficiency as well as disaster prevention. The Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) has offices in Nur-Sultan and Almaty. The Konrad-Adenauer-Stiftung, the Friedrich-Ebert-Stiftung and the Rosa Luxemburg Foundation have offices in Kazakhstan.

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Cardno brings on Undergraduates as part of the CareerTrackers program! One of the actions Cardno has committed to as a part of our Reconciliation Action Plan is to improve employment outcomes by increasing Aboriginal and Torres Strait Islander recruitment, retention and professional development. To help this become a reality Cardno has partnered with CareerTrackers to give two Indigenous students the opportunity to come on board as summer interns. CareerTrackers is a national not-for-profit social enterprise that aims to create pathways and provide support systems for Indigenous students to graduate from university with good grades, industry experience and everything they need to start a promising career. Our two interns are Bill Riches, Undergraduate Scientist, based in the Perth office and Daniel Chui-Clark, Undergraduate Engineer based in Brisbane. While interning at Cardno, Bill and Daniel will be mentored by industry experts, guiding them while they gain real world experience on the job to kick start their careers. CareerTrackers Program Director, Hannah Turnbull says “Partnering with Cardno is so advantageous to our students." "The future of work is STEM, and as we continue to invest in our students and community for more STEM uptake in tertiary education, it’s crucial that companies like Cardno join us in developing that pipeline of talent.” We welcome our interns and look forward to helping them kickstart their careers.

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Like the learners at Badimong Primary School, Leketi Makalela experienced poverty as a child and went to a school where resources were scarce and teachers poorly trained. He chanted or, as he calls it now, “barked” text he didn’t understand, moving his finger and his head as he followed the words on the page. But despite ineffective teaching methods, he miraculously managed to learn. Now, with a doctorate in English, linguistics and education from Michigan State University, he teaches teachers. Makalela, a professor of language and literacy at the Wits School of Education, is an example of the talented young people who were the subject of the university’s symposium on high potential youth from marginalised communities. The symposium was organised by the Office of the Vice chancellor and the Faculty of Humanities. It featured current and future research projects which might provide solutions to some of the problems which prevent South Africa’s young people from fully realising their potential. At the symposium, Makalela presented a report on the bilingual literacy project he recently concluded at Badimong. A simple but effective intervention Over the period of a year, Makalela and his three assistants helped 30 high potential grades 4-6 learners improve their reading comprehension scores from about 25% to about 75% in both Sepedi and English. He did this through a simple intervention. He provided the learners with culturally-relevant Sepedi storybooks which he asked them to read to their parents for 15 minutes every day. For the first three months of the project, Makalela visited the families of the 30 children, a few every weekend, to monitor the learners’ progress. Makalela also conducted interventions which benefited the other 300 children in grades 4 to 6. Making reading less painful He worked with them to change their reading techniques, which he said made reading “so painful a task”. Makoma Makgoba, a grade 4 social science and grade 5 Sepedi teacher, told Wits Vuvuzela about the reading skills of the children before Makalela’s intervention. “The sitting posture can hinder how they read. They move their head, as if they are conducting a choir.” She said Makalela taught the learners to avoid following the words with their fingers and moving their heads and mouths as they read. Enriching the classroom environment Makalela conducted workshops with the teachers, encouraging them to enrich what he described as a “barren classroom environment with no visual support to provide opportunities for incidental reading”. He solved the problem of a lack of money for posters by asking the children to read stories in Sepedi and then rewrite them in English or vice versa. The children then illustrated their versions and put them up in a colourful “literacy corner”. This technique also achieved Makalela’s objective of encouraging learners to see their home language as valuable. Makalela said he wanted to prevent the children from becoming “academic monolinguals”. “It’s like driving on one wheel. You need both wheels to get to your destination.” Makalela will expand his project to three more schools in Giyani, Polokwane and Thohoyandou (Limpopo) and one in Soweto.

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This volume responds to the growing need for intercultural approaches to teaching and learning languages. The central premise is that the aim of intercultural language teaching and learning is to foster effective communication and effective learning in spaces between cultures in order to prepare learners for global citizenship, but that the corresponding models and methods must emerge from the bottom-up in order to meet the needs of each unique context. The book offers a collection of successful experiences rooted in praxis. It shares the activities, methods, models, and approaches which have been developed within specific contexts. Thus, it offers an example of how to adopt an “intercultural perspective” in teaching and learning. The editors and contributors share the conviction that the experiences detailed here can be informative to the realities of all readers in the same way that their own practices have been informed by others. |Author||Michael Joseph Ennis| |Publisher||Cambridge Scholars Publishing|

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Pre-K Eligibility and Qualifying Factors - Student must be 4 years old (but not yet 5) on or before Sept 1, 2021 (Birthdate: 9/2/2016 - 9/1/2017). - Student must qualify for one of the following reasons: - Qualify for SNAP or TANF benefits or qualify for reduced lunch according to the NSLP guildlines shown below. - Qualify for Limited English Proficient Program (LEP) based on Home Language Survey (filled out during enrollment) and District testing. - Qualify as a Foster Parent through CPS and documented with CPS Form 2085 or similar document (attach peperwork during enrollment). - Qualify as child of military connected personnel (filled out during enrollment). - Qualify as homeless (filled out during enrollment).

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We’ve learned a lot this year! One of the highlights though has been ironing out the rough edges of communal living in a shared living space. If you think your roomis are the best and you have no complaints, well, you’re one of the lucky ones! However, when we practice communal living, it’s easy for certain habits to start getting to each other. So to make sure your shared living space stays happy and healthy, being a good roomi is essential. Here are some habits that you should avoid when living with roomis in a shared living space. 1. In a shared living space – when you snooze, your roomis lose Do you hit snooze on your alarm at least 10 times before you wake up? Well, it’s bad for you – as well as your roomis – in a shared living space. They might have a different sleeping schedule. And hearing that alarm tone over and over is never a good start to someone’s day. So when living with roomis, stop snoozing those alarms to make communal living less cranky for everyone! 2. You aren’t the eternally designated DJ in your shared living space We know this one stings. But the truth is: except for when it’s a party and you want to play DJ while everyone socializes and gets drunk, no one likes listening to your music all the time. So when in a communal living situation, do your roommates a favor. Invest in a good pair of earphones or headphones to keep them sane. Even if your choice in music is outstanding, not everyone might want to listen to music when you do! RIP non headphone using roommates And when you do plug in your earphones, don’t sing along in your shared living space all the time. It might be cute for a while but can easily cross the line and enter the dreaded annoying zone! 3. The sound of discord So you’ve decided to pick up a new skill? And you’ve finally started taking online classes to learn the instrument you’ve always wanted to. Cheers to you! But we pity the roomis that are in a communal living situation with you. Sound waves travel through closed doors in your shared living space Even though it’s great to learn a new skill, if it’s at the expense of the people in your shared living space, you need to be a bit more mindful of your practice. If you can’t sleep, 3 am is not the best time to be practicing your disharmonious tunes. Even if you play well, your roomis might be sleeping or trying to sleep. So if you have to, keep the volume down. Also, ask your roomis what time of day they’d prefer you to get some practice in. 4. The Grudge Finding hair in the drain in shared living spaces is pretty infuriating! Remember the disgusting scene from The Grudge when hair would pop up from the everywhere? If you leave hair in the drain after a shower, your roomis are faced with this scene in real life. Pick up your hair! So be a good roomi and clean up after a bath when you’re in a communal living situation. 5. I love you baby It’s adorable how you and your SO get along. And even more so, when you talk all day about nothing. Also, you make the world a better place with your love. But it is rather annoying when you choose to make everyone listen to it ALL THE TIME. Stop broadcasting your love in a shared living space So if you like to talk to your SO all the time, make sure you do it in your room. And not in the shared living spaces in your apartment. Even if your roomis haven’t recently got their hearts or relationship broken, it’s annoying to listen to you baby talk to your baby all the time. 6. Hey, you listening? As a rule, when your roomis have their earphones on, they don’t want to be spoken to. They’re clearly enjoying some time alone and don’t want to be disturbed. So don’t talk to them when they have their headphones on! If what you have to say is not important, wait for them to take their earphones out before you begin. D’you know what else Roomi does outside of helping its readers stay out of the annoying roommate zone? With our ever-increasing lists of rooms and roommates across the world, we help you find your perfect match! Download the app here and hop on the easiest ride home, ever!

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Etiquette workshops, classes, and one-on-one sessions for children teens and adults Why is great etiquette important? - We admire children that are polite and demonstrate good manners, great things are said about adults that use grace, dignity and are civil to others. - As a society, we have an obligation to equip children with the knowledge for them to thrive into adulthood. children quickly learn new information if it is fun and interactive, let us be that voice that guides them on the path to success. - High-pressure situations in adulthood like college and job interviews, dates and corporate meetings can become effortless with seamless manners. Etiquette Is… was founded by Lorraine McKnight and Stacie Bolden after realizing there was a gap in the information taught about manners, acceptable etiquette, and civility in our society. Lorraine has more than ten years of experience teaching children, teens, and adults social graces and business etiquette. Once a program is complete, the attendees will be able to demonstrate their knowledge to family, friends and the community. Call to LEARN more about CULTURALLY SENSITIVE: - Workplace etiquette - Poise in social situations (at parties, school and on the job) - Confidence interviewing for volunteer, job or college interviews - Impressive dining manners - Respectful social media and telephone etiquette skills - Networking, dating and more...

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Line B - Employability Skills Competency B-3: Use Interpersonal Communication Skills Posted: September 30, 2015 | Updated: April 13, 2022 Author: Camosun College Good news! This book has been updated and revised. An adaptation of this book can be found here: open.bccampus.ca THIS BOOK WILL BE ARCHIVED ON October 1, 2022, AS IT HAS BEEN REPLACED BY A NEW EDITION. No matter what your job is, you will need to communicate with other people. Your communication skills determine how successfully you receive and transmit information. Communication is arguably the most important of all life skills and plays a significant role in all aspects of work and home life. Communication is verbal, written, and non-verbal, and every gesture, voice inflection, or facial movement speaks volumes and conveys information to others. An effective communicator is also an active listener. Employers actively seek out Individuals who are good communicators. The following list of lines and competencies was generated with the goal of creating an entry-level trades training resource, while still offering the flexibility for lines to be used as stand-alone books. Line B – Employability Skills. B-1 Apply Study and Learning Skills, B-2 Describe Expectations and Responsibilities of Employers and Employees, B-3 Use Interpersonal Communication Skills, B-4 Describe the Apprenticeship System. Tell us you are using this Open Textbook Support for adapting an open textbook Visit our help page Line B - Employability Skills Competency B-3: Use Interpersonal Communication Skills by Camosun College is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted. 3.7 / 5 Q: The text covers all areas and ideas of the subject appropriately and provides an effective index and/or glossary For the most part. additions and alterations: Page 9- Please add the four parts of communication: Feedback- the most important part in the communication process. Without feedback, there is no way to know if the message has been received as intended. Also add in this area: Two kinds of communication One way- lacks any feedback. example, a radio broadcast, a newspaper. unless there is a letter to the editor section, that could make the communication 2 way. An ad is one way, uness a coupon has been added to the ad, and the user told to bring in. this can then give some feedback on the success of the ad. two way- the most effective way to communicate. Each member of the communication system gives and receives feedback until the message is understood. Page 10- Please add something here about voice inflection- saying "have a nice day" in a condescending tone does not imply the feeling that the words are to express. Page 8- first sentence- change to " No matter what your job is, you need to be able to .... Page 11- under the sketched faces, ask the question," can you figure out what each face is feeling?" Page 12- bottom of page, adding something about taking notes down as someone is describing a situation will help to ensure that,1) you understand the situation and 2) the sender of the messge knows that you are paying attention. The chart does not line up. example: "providing unconditional acceptance" should be acccross from the statement " conditional acceptance" align figure 3 to match each other across the lines. Comprehensiveness Rating: 3 out of 5 Q: Content is accurate, error-free and unbiased I do not think that the self tests are very well done. At no time should you ask more than one specific item in one choice. make a, b, c, and d ONE thing. Also asking NOT questions is confusing for the test taker. Having made up numerous tests for apprentices this is basic skills. All the tests are pure recall questions. A better solution is to put the information into action such as asking a question ex. You are listening to a fellow employee who is voicing their concern over the new schedule at work, they finish their information. the next step is to.... asking bloomes taxonomy type 2 action questions ensures that the learners know how to put the information into good practice. Most of the self tests are poorly done, with "all the above" and "none of the above" for choices. This sort of questioning does little to prepare students for the apprenticeship system and the ensuing tests, as the ITA tests will not have those choices. Please rewrite the test questions, using application based questioning, with four strong single answer choices. Content Accuracy Rating: 3 out of 5 Q: Content is up-to-date, but not in a way that will quickly make the text obsolete within a short period of time. The text is written and/or arranged in such a way that necessary updates will be relatively easy and straightforward to implement Page 19- under the concentrate area. there is NO mention of the phenomena of environmental noise, that occurs. This could be a machine making noise, but could also be hunger pains, emotional distress from a personal matter, or being tired. Please add this. Page 23 discusses feedback. This again should be noted as the most important part of the communication process. Adding how to give good feedback should be inserted here. Page 24 states" guidelines for giving and taking feedback" should be changed to giving and receiving feedback. It then matches the information. Bold the giving and receiving words in the preceding information. Relevance Rating: 4 out of 5 Q: The text is written in lucid, accessible prose, and provides adequate context for any jargon/technical terminology used Page 30- there should be some additional information on communicating about the issue, not the person. example "you added too much bleach in the water and now the clothes are faded" "too much bleach was added to the water and the clothes are now faded" This focuses on the issue, not the person. Please add. "focus on the issue, not the person" Use issue based statements. Clarity Rating: 4 out of 5 Q: The text is internally consistent in terms of terminology and framework not all. see previous comments on preceding pages. Please re do the tests. Consistency Rating: 3 out of 5 Q: The text is easily and readily divisible into smaller reading sections that can be assigned at different points within the course (i.e., enormous blocks of text without subheadings should be avoided). The text should not be overly self-referential, and should be easily reorganized and realigned with various subunits of a course without presenting much disruption to the reader. The headings are fine. See previous information Modularity Rating: 4 out of 5 Q: The topics in the text are presented in a logical, clear fashion yes they are in logical order, just missing things. See previous. Organization Rating: 4 out of 5 Q: The text is free of significant interface issues, including navigation problems, distortion of images/charts, and any other display features that may distract or confuse the reader Please add comment to the fact" can you tell what the faces are implying? " back on page 11. Interface Rating: 4 out of 5 Q: The text contains no grammatical errors Using the words "talker" as opposed to "speaker" do not coincide for reading. example: page 16. question 4 "if you are a good TALKER, you are a good communicator" please remove talker and install speaker. More professional. There are other spots in the module where talker is used. please change. Grammar Rating: 4 out of 5 Q: The text is not culturally insensitive or offensive in any way. It should make use of examples that are inclusive of a variety of races, ethnicities, and backgrounds The mention of multi cultures and the different ways of communicating are good, but add axamples that are proven. This will help the student and promote discussion in the classroom. Cultural Relevance Rating: 4 out of 5 Q: Are there any other comments you would like to make about this book, for example, its appropriateness in a Canadian context or specific updates you think need to be made? Please please fix all of the self tests to reflect the kind of Bloomes Taxonomy questioning that will occur when these students take on an apprentice test. Application questions iwith four plausible choices. One the most correct. No true or false, no all of above. Page 33- Please add as a bullet at the bottom, to the effect that any issue that has come to an agreeable solution should and MUST be revisited to confirm the solution is effective! With these updates made, the module makes a good introduction to communication for level 1 or foundation apprentices starting out. That is my lens, trades. Will work.

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Lucas Metropolitan Housing Authority Partners with Jones Leadership Academy to Create New Mentoring Program FOR IMMEDIATE RELEASE TOLEDO, Ohio, Feb. 14, 2018 - Lucas Metropolitan Housing Authority (LMHA) announces a one-on-one mentoring program in partnership with Jones Leadership Academy (JLA) to provide guidance to their graduating seniors. This pilot partnership is an initiative that will deliver a jumpstart for JLA graduating seniors to gain important resources that will help them as they enter into adulthood, college and professional careers. The initiative was started by LMHA. Each student is assigned a LMHA mentor that they will work with through the remaining school year. The mentor/mentee will meet on a monthly basis and engage in specific developmental activities, along with job shadowing at LMHA. JLA is a high school with a career-tech focus and business-themed curriculum, including marketing, finance and supply chain management. The school offers small class sizes and separate wings for girls and boys. "We are thrilled with this exciting new partnership and have had a vision of connecting with the community beyond its residents for awhile now," said Demetria Simpson, President and Chief Executive Officer, LMHA. "We think that mentoring can change lives, and help children to realize their full potential, while teaching the mentor important life lessons at the same time. These positive relationships are a win-win." About Lucas Metropolitan Housing Authority Established in 1933, Lucas Metropolitan Housing Authority (LMHA) continues to provide affordable housing to adults, seniors and children in its Public Housing, Housing Choice Voucher, Mixed-Income and market rate housing units. LMHA, also, provides a myriad of programs and opportunities designed to improve the total quality of life for our residents, with the ultimate goal of achieving self-sufficiency. The programs and services are the result of successful collaborations with numerous community partners. Our current housing portfolio consists of 2,701 Public Housing units; 4,366 Housing Choice Vouchers; 32 Low-Income Housing Tax Credit units; 198 Market Rate units; and, 53 Rent-to-Own properties. About Jones Leadership Academy Jones Leadership Academy is the place to be for students who envision themselves as future business or community leaders. The school offers a college preparatory program for students in 7th through 12th grades that focuses on college readiness and 21st century skills. Admission is now open for incoming seventh, eighth and ninth grade students from Toledo and surrounding areas. This High School of Business has a Career Tech focus on a business-themed curriculum that includes marketing, finance and supply chain management. The school offers small class sizes, separate wings for girls and boys, and a full roster of athletics and extracurricular activities, including an award-winning chess team. Plus, students have the opportunity to earn college credits so they can get a jumpstart on their dreams of working for major corporations or entrepreneurial small businesses. Photo Caption: Demetria Simpson President and CEO of LMHA; Dr. Ward Barnett, principal at JLA; Angela Rivers, Business teacher at JLA.

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South students use assignment to help Stanly County Humane Society Published 2:54 pm Friday, March 5, 2021 Large floppy ears have been helped thanks in part to earrings. Two South Stanly Middle School students recently raised funds to help the Stanly County Humane Society. Jillian Bailey and Lily Coakley brought donations and supplies to the organization after two months of making and selling earrings as part of their seventh grade community project. They raised more than $200 through sales and donations. They began working on the project in December. They were able to purchase paper towels, toilet tissue, puppy chow and kitten/cat food, puppy pads, flea and tick treatments and cedar shavings. “Social studies is more than the study of history, and includes the present time as well,” Nikki Laster, their teacher, said. “During the holiday season, students were asked to create a proposal about how they could help their community.” Laster said that due to COVID-19, students were not required to implement their proposals. However, around 10 did. “The proposals submitted were creative and spanned helping the less fortunate to assisting wild birds in the area,” Laster said. “It is imperative in our current social climate that students learn early on the impact they can have positively on their communities, even in the smallest ways. As they become mature citizens of our world, we want that good to stick with them.”

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Posting: School Social Worker - Brighton Area Schools July 6, 2022 Provides a problem-solving service to children and their families. Serves as a member of diagnostic teams and members of educational planning and placement committees and provides biological, and sociological assessment information. Note: These duties and responsibilities are judged to be "essential functions" in terms of the Americans With Disabilities Act or ADA. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The statements below are intended to describe the general nature and level of work being performed by a person in this position. They are not to be construed as an exhaustive list of all duties that may be performed by such a person. - Identifies problems and situations interfering with the ability of children to make appropriate use of the educational experience. - Provides a problem-solving service to children and their families through individual, group and community social work methods so as to enable those served to cope with problems adversely affecting the ability of children to make appropriate use of the education experience. - Serves as liaison between the school, home, and community in building and maintaining positive relationships. - Coordinates and develops resources within and outside the school system for use by children, their families, and school personnel. - Collaborates with principals, teachers, and other school personnel to improve use of existing school programs and procedures related to the education, social and emotional needs of children. - Coordinates or serves as a member of diagnostic teams and individualized education program committees and providing biological, psychological, and sociological assessment information related to planning for children with adjustment problems. - Provides the IEP comprehensive, diagnostic evaluations of children suspected of being emotionally impaired, and collaborating with the IEP in the determination of eligibility of persons for programs and services for the emotionally impaired in accordance with R340.l706 and R340.l722 of the Michigan Administrative Code. - Serves as consultant to basic classroom program personnel for the emotionally impaired and providing direct therapy and intervention services for children identified as emotionally impaired. - Participates with school staff in altering situations adversely affecting the personal, social-emotional, and academic development. - Fosters professional growth through in-service education of local district staff, paraprofessionals, and volunteers. - Complete record keeping for Medicaid. - Performs other related tasks as assigned. EDUCATION and/or EXPERIENCE - Master’s degree from a graduate school of social work program. - Satisfactory completion of 1 year as a school social worker with direction from a fully approved school social worker. CERTIFICATES, LICENSES, REGISTRATIONS School social worker approval by the Michigan Department of Education - Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. - Ability to write reports, business correspondence, and procedure manuals. - Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public. - Ability to work with mathematical concepts such as probability and statistical inference. - Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations. - Ability to define problems, collect data, establish facts, and draw valid conclusions. - Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables. OTHER SKILLS & ABILITIES - Ability to apply knowledge of current research and theory to instructional program - Ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. - Ability to establish and maintain effective working relationships with students, peers, parents and community - Ability to speak clear and concisely in written or oral communication. While performing the duties of this job, the employee will regularly sit, walk and stand. Specific vision abilities required by this job include close vision. The noise level in the work environment is usually quiet. The employee is directly responsible for the safety, well-being of students. The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected characteristic, (collectively, "Protected Classes") in its programs and activities, including employment opportunities. Inquiries regarding non-discrimination policies should be directed to the Assistant Superintendent of Administrative Services. Primary Location: Brighton Area Schools Salary Range: $47,371.00 - $89,736.00 / Per Year Shift Type: Full-Time

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Just about two weeks back I was coincidentally confronted with the most contrasting situation in a market. On the one hand a crowd of people jostling in front of a wine store, but on the other hand one woman standing near the bookstall which was closed. On my inquiry, she informed that she was looking for a particular physics book for her daughter appearing for Class-12 exam. I noticed a clear feeling of distress overwhelming her since she could not find the book. Having seen the rush at the nearby wine store for bottles of liquor and herself not finding a copy of the book for the daughter appearing the exam must have made the lady think what is quite unthinkable. A question that may have crisscrossed her mind could be why there is no restriction on wine stores — which has taken a heavy toll on our youths, but a restriction on opening the bookstall. Can we wish away this disgraceful situation standing on the high pedestal of the 21st Century? I am quite bewildered. Something must be amiss so far as “setting the priority” is concerned. Incidentally, all kinds of academic proficiencies, all kinds of developmental activities and modern advances achieved only because we and our forefathers read and studied the great books. They read great “works” of Pythagoras, Aristotle, Marshal, Leibniz, Milton, Faraday, Pasteur, Newton, Dalton, Hegel, Engels, Ramanujan, Dickens, and so on and so forth. So, needlessly to say, for knowledge our children now entirely depend upon academic institutions and the prescribed textbooks. But, due to COVID-19, the schools/colleges are almost closed since over a year. Should we now “deprive” our kids of textbooks as well? Come on, let’s cudgel up our brain. Let’s be more pragmatic. What could be likely if our school-going children “remain idle” at home for a longer period of time without books. Usually, either they will while away their time playing addictive games or watch frivolous entertainment programs on TV which may not be very healthy to their tender minds. If the government can consider allowing the hardware shops to open during the containment period why not they consider allowing the bookstalls as well to open to cater to the considerable needs of students in the state —- of course, under the strict enforcement of Covid norms. This will doubtlessly keep our children off many “harmful indulgences.” Moreover, why do we have to limit ourselves to the only idea of construction of new concert buildings and roads and to accelerate urbanization for development? What is more important for the government is to work out the policies that will help encourage our children to “construct” their better minds and improve their “mental ecology”. For our better tomorrow, we need to educate them in every possible way. Come what may, the government/parents must be extra careful and make sure that the lockdown isolation is not adversely affecting the mindsets of our kids. Due to idleness, they are more likely to fall prey to various wrong habits due to peer pressures. Why don’t we ever think about these inevitable realities. Is the increasing cases of “drug addiction” and alcoholism among our youths not the bigger challenge to the state? Here I recall a beautiful quote by a famous American journalist Margaret Fuller — “ Today a reader, tomorrow a leader.” Very true indeed! Great readers usually emerged as great figures in the future. If each of our individual authorities in the helm of affairs harks back, everything appears like an open book. They all had put “utmost efforts” to read their books for knowledge resulting which they are in the higher positions now. Therefore, to my mind, “books are as essential as food to our body. They alone can effectively nourish the minds of our children. There are many interesting anecdotes in which Einstein, Edison and Pascal have forgotten their food but they have never forgotten to read in the “good” books. Good books and sports can alone lure children away from bad habits and wrong influences. If you appreciated this article and would like to support us, would you consider a one off small donation? (any currency can be selected)

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St George's School Report Scottish Literacy ReportScottish Numeracy Report Special schools provide a unique and distinctive educational environment to meet the needs of the pupils in their community. Undertaking standard tests may not be appropriate and we do not show performance data for special schools. View exam results via the link below and contact the school to ask about measuring pupil progress. The leadership team has maintained the good quality of education in the school since the last inspection. You and your effective senior leaders show determination to make the right provision for the varying and diverse needs of the pupils. Together, you have created a culture of high expectations. You readily challenge weaker performance because you rightly believe that pupils deserve the best education. You and other leaders have fully tackled the areas for improvement identified in the previous inspection report. Teachers and teaching assistants now convey high expectations for pupils in their classes. Individual planning reflects that staff know their pupils very well and ensure that lessons meet their specific needs. This ensures that teachers are planning sufficient tasks to meet the needs of all pupils. Feedback given to pupils by staff is regular and useful. Consequently, pupils know what they have done well and what they need to do next. Lessons are typically fun and motivating. They prepare pupils effectively for their next stage of education, employment or training. Pupils are encouraged to have an active role in lessons and they respond very well to this. For example, a lesson seen in the sixth form focused on learners’ interview skills. Learners were happy to share their own areas for development with each other and discuss ways in which they could improve them. The teacher regularly challenged learners to think more deeply about their responses through careful questioning. Learners made good gains in their understanding of interview skills. 2015 GCSE RESULTSImportant information for parents Due to number of reforms to GSCE reporting introduced by the government in 2014, such as the exclusion of iGCSE examination results, the official school performance data may not accurately report a school’s full results. For more information, please see About and refer to the section, ‘Why does a school show 0% on its GSCE data dial? In many affected cases, the Average Point Score will also display LOW SCORE as points for iGCSEs and resits are not included. Schools can upload their full GCSE results by registering for a School Noticeboard. All school results data will be verified. We respect your privacy and never share your email address with the reviewed school or any third parties. Please click on the link in the confirmation email sent to you. Your review is awaiting moderation and we will let you know when it is published. Our Moderation Prefects aim to do this within 24 hours. Another email has been sent to Unlock the rest of the data now See All Official School Data View Catchment Area Maps Access 2022 League Tables Read Real Parent Reviews Unlock 2022 Star Ratings Easily Choose Your #1 School £14.95 Per month Already have an account? Already have an account? Okay, let's register to unlock School Guide Just £14.95per month Cancel your subscription at any time

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PROFESSOR FELIX MARINGE Good leaders must never be caught off guard and suffer complete paralysis in times of crisis. Leaders must develop a wide range of possible responses to predictable disruptions. Schools need to develop a predictive capacity around a number of possible scenarios and how to prepare for learning continuity in any event. Good leaders prioritise learning continuity despite the odds. Schools, districts and provincial authorities need to begin a process of developing alternative curricula that can be drawn upon in times of crisis. Good leaders should always be aware of high anxiety levels amongst teachers and learners in times of crisis. Morning briefings, lunchtime staff room drop ins, end of day farewells have been found to be reassuring and comforting enabling the school community to develop confidence and courage to work through the difficult environment. Good leaders recognize that parents are the strongest allies in times of crisis; schools need to develop capacity in parents for supervising and monitoring home learning. Research tells us that personalized communication captures the attention and increases both the parents and children’s engagement substantially. Good leaders focus on the most vulnerable especially in times of crisis. Good crisis planning is based on the needs of the most vulnerable who always have the most to lose when teaching and learning is disrupted. Good leaders are aware of different pedagogical principles that underpin different teaching and learning approaches; emergency remote learning is best achieved through emphasizing the learning of basic concepts in small bite sized chunks rather than long drawn lectures and approaches more suited to face to face teaching and learning. (SOURCE: Zenex Foundation| Felix Maringe, Professor of Higher Education and Head of the Wits School of Education)

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Last week I went to ConTest in Malmö (Hosted by FooCafe) to talk about usability testing. ConTest is a free meetup for testers, and I was there to talk about usability testing. We ended the evening with a really quick test run of usability hallway testing. I think it’s a brilliant concept, so I’m sharing a quick and dirty guide to it here. Usability hallway testing in 4 easy steps The idea with this method is that you go somewhere more or less public and chat up people walking by. Then you show them your product, asking for their opinion (Your product could be an app/website/prototype, or you could simply be asking them some questions). You usually use this method in the end of a project when you have something tangible to show people. To some, usability hallway testing is treated as a 1-on-1 interview that can take up to 15 minutes. I think that’s way too much and defeats the purpose of the “quick and dirty” approach of this method. I like to keep it really short and not bother people. - Consider your target group and place yourself where those people are likely to go. You won’t get as far testing an app for seniors, if your hallway is placed in a high school. 2. Greet them and present yourself and your product in a natural way where it won’t seem like you’re selling anything or will take a lot of people’s precious time. Let them know that you are genuinely interested in their honest opinion. 3. You only have a few seconds, make sure that the questions you ask have been prepared beforehand, are well considered and valuable. Be present in the conversation and pay attention to what people say. 4. Say thank you and tell people how their opinion will matter. When they’ve left, note down what they said. You will forget it after talking to the next 5 people. I guarantee it.

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Sometimes, you need a little help when it comes to communication. Whether you’re shy or just want to brush up on your public speaking skills, enrolling in a speech improvement class can do wonders for your confidence and ability to communicate effectively. Here are four reasons why you should consider signing up for a class: 1. You’ll learn how If you’re not happy with the way you sound when you speak, it might be time to consider enrolling in speech improvement classes. The classes ensure that you’ll have the opportunity to learn how to project your voice, enunciate properly, and use proper diction. You’ll also work on breath control and vocal warm-up exercises. Doing so can help you to: 2. You’ll become more confident One of the main benefits of taking a speech improvement class is that it can help to boost your confidence. If you’re shy or tend to freeze up when speaking in front of others, learning how to communicate effectively can help you to feel more confident in social situations. 3. You’ll be able to better express yourself Being able to communicate clearly and effectively is essential for both personal and professional success. If you want to be able to better express yourself, enrolling in speech improvement classes can help you to: - Choose the right words - Organize your thoughts - Deliver your message in a clear and concise way 4. You’ll connect with others In today’s world, it’s more important than ever to be able to connect with others. Whether you’re looking to make new friends, build business relationships, or find a romantic partner, being able to communicate effectively can help you to form strong and lasting bonds with others. If you’re interested in enrolling in a speech improvement class, there are a few things you should keep in mind. 1. Type of Class When choosing a speech improvement class, you’ll need to decide what type of class you want to take. There are many different types of classes available, such as: - Group classes – This is a good option if you want to learn alongside other students. - Individual classes – This is a good option if you want more one-on-one attention from your instructor. - Online classes – This is a good option if you want the flexibility to learn at your own pace. - Private classes – Private classes are often the most expensive option, but they can be customized to your specific needs. 2. Consider Your Budget Speech improvement classes can vary greatly in price, so be sure to shop around to find a class that fits within your budget. Finally, make sure to check out the instructor’s credentials and reviews to ensure that you’re enrolling in a high-quality class. 3. Set Some Goals Before you enroll in a speech improvement class, it’s important to set some goals. Doing so will help you to get the most out of your learning experience. Some things you may want to focus on include: - Learning how to project your voice - Improving your verbal communication skills - Developing greater confidence when speaking in front of others - Becoming a better listener 4. Level of Class Most speech improvement classes are offered at different levels, so you’ll need to choose a class that’s appropriate for your skill level. If you’re a beginner, look for a class that covers the basics of effective communication. Enrolling in a speech improvement class can help you to become a better communicator, boost your confidence, and connect with others. If you’re looking to improve your communication skills, consider signing up for a class today.

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Ann Arbor elementary students raise nearly $3,000 for local animals in need ANN ARBOR – “They pitched the idea to me and I said let’s go,” said Martin Luther King Elementary School principal Koren Clinkscale. In May, elementary school students on the east side of Ann Arbor raised $2,942.67 for the Humane Society of Huron Valley. Fundraising was led by the King Student Council, which has representatives from grades 3 through 5 and emphasizes community service. The board chose HSHV from a list of area organizations because many of the school’s students have pets that use the services offered by the pet nonprofit, Clinkscale said by email. Student council leaders, teachers Jillian O’Leary and Tess Peck, then pitched the idea to Clinkscale, and the school got to work raising funds. King students were inspired to help raise funds by a game called Penny Wars, in which different grade levels competed against each other. While many students contributed with their own money, others asked family members to donate to the cause. “I have heard many funny stories of students cycling to the bank to collect their own funds to donate to the organization. Our students were very dedicated to the cause,” Clinkscale said. When the grand total was added up, Clinkscale said the first reaction from students and faculty was “Wow!” “We were so excited that we, as a collective organization, could work together to raise so much money for an organization close to our hearts,” she said. Learn more about King Elementary School here and the Humane Society of Huron Valley here. Copyright 2022 by WDIV ClickOnDetroit – All Rights Reserved.

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One of Vygotsky’s central tenets was that the learner’s mind develops by initially observing a more capable adult or peer engage with a topic or The reactions people have to cognitive overload are varied. Some get angry, some withdrawn, some somewhere in the middle. What is common to all who Life can be hard. Really hard. There are practically unlimited ways that one can become stressed, and I think I must have absorbed most of This is part 2 of an essay based on self-regulated learning, and whether it needs to be taught for students to become skilled in it. Teaching to the test doesn’t work. But teaching students about the test is imperative. Not only that, exam performance IS a thing, and you can It ostensibly seems like a very tenuous link, but there is actually a strong corollary between the way the show is edited and the way

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Accessibility Services Canada is a training and development organization that helps nonprofits and businesses in Canada to understand and comply with provincial accessibility legislations. We have helped thousands of organizations successfully meet, and exceed, their legal requirements. A trusted and respected provider of training and consultation on accessibility, Accessibility Services Canada brings solutions to your organization’s needs at each phase of compliance. Whether it is risk mitigation, complex multi-year strategies, barrier identification, accessibility audits, or ongoing training requirements, we are committed to meeting the accessibility needs of all organizations. In 2010, we began designing and delivering a series of year-long AODA projects, funded by the Accessibility Directorate of Ontario (Ontario Government), in partnership with provincial organizations. The first project was with the Ontario Nonprofit Network and that project was so successful that it was extended, running from 2010-2012. Three years later (2015-2016), ONN received a second grant and Accessibility Services Canada was hired as the Subject Matter Expert to design and deliver workshops and webinars around the province. Other ADO funded EnAbling Change projects we have lead have been with the Alliance for Healthier Communities (formerly the Association of Ontario Health Centres (2013-2014); with the Ontario Camps Association (2017-2018); and with the Ontario BIA Association (four projects: 2014-2015, 2015-2016, 2018-2019 & 2019-2021). The third project we led for the Ontario BIA Association was an EnAbling Change Project entitled “Accessibility on Main Street”. The project aimed to identify the built environment accessibility challenges experienced by OBIAA’s 300 BIAs and their more than 60,000 business members and to offer a range of possible solutions. As part of this project, Constance researched and wrote a low-cost, no-cost handbook for businesses entitled “The Business of Accessibility“. Our most recent project is our fourth with the Ontario BIA Association, in partnership with the Ontario Government, and was focused on the accessibility of heritage buildings. We designed and delivered the “Accessing Our Heritage” virtual conference in October 2021. View the conference recordings. In June of 2019, as more provinces had passed their own accessibility legislation, Accessibility Ontario changed its name to Accessibility Services Canada in order to better serve and reflect the increasing number of clients from across the country.

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PRINCIPAL'S MESSAGE 2021/2022 - Mrs. Kali McMorris The last Academic Year began and ended as though it were a stop gap; a period that we just had to ‘get through’ to arrive at another stage. The world has paused, waiting to go back to the way things were. That is not the way of Mercy Education. As Mercy girls and staff, we are called to envision, advocate and in fact change policy, in response to the context of the time. So, this year we start with a re- imagining of Mercy Education and join with the over 50 Mercy schools of the Americas to articulate and live our values as a force moving “Towards the Good.” Our Core Values are the hallmarks of a Mercy Education. These are the ideals we stand up for and strive to live up to. We hold ourselves to these standards as an institution, as a community and as individuals. Each value is interconnected and necessary as we take Mercy into the world. It is only fitting that we focus this year on the value of Educational Courage. Not only is this one of our Core Values but also a call to action for our students. Mercy students must welcome the challenge of pursuing their full potential even in difficult times. We expect engagement, a thirst for knowledge and personal responsibility, all in the name of building character and essential skills. Courage is the characteristic we need to develop as students and educators; it helps us to persevere when things are difficult and to work hard, consistently. It calls for: - Curiosity; Being open to other ways of seeing the world and exploring new ideas. - Personal Accountability; Staying disciplined in decision-making, proactive in correcting mistakes and self-motivated in our studies. - Critical Thinking; Gathering and objectively evaluating and analyzing information through reflection and reason. Moreover, it is only with courage that we can truly succeed. It also takes courage to try again when confronted with failure and to continue to try when a level of greatness is achieved We will not give into the challenges of connectivity and distance - we will conquer it, together. Therefore, whether last year was one of success; fear, failure, or a feeling of defeat; this year we embrace the spirit of Educational Courage. Happy ‘New Year’ to the Staff and Students of The Convent of Mercy Academy ‘Alpha’! Like our mascot the butterfly, we undergo the transition and now it’s time to ‘Fly’. #alphagirlmagic127# “… lift your standards high Still march in proud array As warriors through the darkness toil Till dawns the golden days.” Page 2 of 2

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Assessment and Transition Further Reading We hope you find these suggestions for further reading helpful. We have provided links where appropriate, but in many cases a subscription will be required to access a particular research article. Where an article is available without charge on another website, we have included a link to that for your information. In the case of subscription articles, we do not recommend any particular provider and suggest that you use the information provided below to help you identify the most appropriate research source for you. Bradbury, A. (2014) Learning, assessment and equality in Early Childhood Education (ECE) settings in England, European Early Childhood Education Research Journal, 22:3, 347-354. The Early Years Foundation Stage (EYFS) has been a site of intense policy intervention over the last decade. The extent and nature of assessment by teachers at the end of the Reception year and the reporting of the results of this assessment to the government is unusual internationally. National results from this assessment, the EYFS Profile, show continued and significant disparities in attainment by children’s socio-economic status, gender and ethnic group. Bradbury argues that the use of assessment to judge schools and teachers has implications for its operation in the classroom, as teachers feel under pressure to assess children in particular ways, and there is great potential for low expectations of some pupils to result in low attainment, which can set the child on a trajectory of educational failure. Clarke, M. M. (2015) The language of young children on entry to school as measured by baseline assessments. Why ignore the evidence from research? Education Journal, 244, 5th October 2015, 11-16. Professor Margaret Clark has spent a lifetime working in education, her particular research interests in early years and early years literacy. This article provides a brief outline of selected research findings, which should provide insights for contemporary policy on the assessment of young children’s language, in particular the effect of the context and the adult on young children’s score in the new, proposed baseline assessment. In each study, not only the sample, but also any groups excluded need to be considered. Other aspects in assessment of young children by tests that should provoke disquiet are identified One of the worrying findings is that none of the three studies by Tough, Wells or Tizard and Hughes had any children whose home language was other than English. In our multicultural / multilingual society it must surely be of some considerable concern that all children are only assessed in the English language. O’Farrelly, C. and Hennessy, E. (2014) Watching transitions unfold: a mixed-method study of transitions within early childhood care and education settings, Early Years, 34:4, 329-347. Unlike the transitions children make between settings, those they undertake between age groups within early childhood care and education (ECCE) settings are seldom studied. Accordingly, this exploratory study followed seven pre- school children (three boys and four girls) as they moved to new rooms in five ECCE settings. The findings showed that all boys and one girl demonstrated increased anxiety behaviours following transitions. This gender difference was mirrored in parental reports of negative affect and aggression in sons, but independence and assertiveness amongst daughters. Families also reported shifts in children’s identity from expert to novice and a sense of becoming ‘big’. Interviews highlighted the challenges and opportunities underlying transitions, and parents provided a rich overview of the factors they believed support and hinder transitions, emphasising the importance of strong home-centre connections. These exploratory findings suggest that internal ECCE transitions may be unique junctures in children’s ECCE experiences. Carr, M. (2001) Assessment in Early Childhood Settings: Learning Stories. London: Sage Publications. Carr’s work has widely influenced the use of ‘learning stories / diaries / learning journals’ in this country. The author asks: ‘How can we assess and track children’s learning in the early years in a way that includes learning dispositions and avoids the pitfalls of over-formal methods, whilst being helpful for practitioners, interesting for families, and supportive for learners? The book describes a way of assessment that stays close to the children’s real experiences and provides an alternative to mechanistic and fragmented approaches, showing how practitioners can assess what really matters. The author also argues that unless we find ways to assess complex outcomes in early childhood they will be excluded from the teaching and the learning. Simple and low level outcomes and goals will take their place. However, as Fleer (2015) emphasises, whilst learning stories represent a significant shift for assessment, they largely continue to focus on individuals. Siraj-Blatchford, I., Kingston, D. and Melhuish, E. (2015) Assessing Quality in Early Childhood Education and Care: Sustained shared thinking and emotional well-being SSTEW scale for 2-5 year-olds provision. London: Institute of Education Press (IOE Press). A new study from Iram Siraj-Blatchford, the Sustained Shared Thinking and Emotional Well-being (SSTEW) Scale is designed to consider some of the intentional and relational pedagogical strategies strongly associated with child outcomes. It considers practice that supports children aged between 2 and 5 years of age in developing skills in sustained shared thinking and emotional well-being as well as developing strong relationships, effective communication and aspects of self-regulation. It is designed to be used for research, self-evaluation and improvement, audit and regulation. Using the SSTEW Scale alongside other environment scales (including ECERS-E, ECERS-R or ITERS-R) gives users a more complete picture of what high-quality early childhood education and care can look like. It is aspirational in that it considers high quality pedagogy and practice. It can be used by researchers, heads of centres, managers, teaching staff and practitioners, as well as advisory staff and in professional development. Fleer, M. (2002) Sociocultural Assessment in Early Years Education—myth or reality? International Journal of Early Years Education, 10(2), 105-120. Socio-cultural theory (based on Vygotsky and his followers) is widely accepted in early childhood education. In this paper Professor Fleer of Australia, draws on socio-culturalism, relating it to assessment, including the work of Margaret Carr and Barbara Rogoff. She argues that assessment is still situated within a Piagetian framework that focuses instead on studying an individual’s ‘possession or acquisition of a capacity or a bit of knowledge’ . In contrast, in a socio-cultural perspective of assessment ‘the focus is on people’s active changes of understanding and involvement in dynamic activities in which they participate… (Rogoff, 1998: 690). Fleer admits that ‘One of the greatest challenges facing educationalists in using a sociocultural perspective for assessment is the current testing regime advocated in many English-speaking countries around the world, including New Zealand, Australia and the UK. This is an interesting paper that is likely to challenge thinking. Guy Roberts-Holmes (2015) The ‘datafication’ of early years pedagogy: ‘if the teaching is good, the data should be good and if there’s bad teaching, there is bad data’, Journal of Education Policy, 30:3, 302-315. This English article argues that early years high-stakes national assessments act as a ‘meta-policy’, ‘steering’ early years pedagogy ‘from a distance’ and have the power to challenge, disrupt and constrain early years teachers’ deeply held child- centred pedagogical values. Roberts-Holmes argues that the current narrowing of early years assessment, along with increased inspection and surveillance, operates as a policy technology leading to an intensification of ‘school readiness’ pressures upon the earliest stage of education. The paper suggests that this has encouraged a functional ‘datafication’ of early years pedagogy so that early years teachers’ work is increasingly constrained by performativity demands to produce ‘appropriate’ data that results in more formal schooling. This data ‘delivery chain’ may well start earlier and become stronger from September 2016 when the English Government plans to impose a Baseline Check on four-year-old children in Reception class. Vogler, P., Crivello, G. and Woodhead, M. (2008) Early childhood transitions research: A review of concepts, theory, and practice. Working Paper 48. The Netherlands: Bernard van Leer Foundation. Transitions are now recognised as central to young children’s experiences and well-being, as well as a powerful integrative framework for research. The findings of this review point to the value of widening perspectives on transitions in order to inform integrated and contextualised child- focused policy and programming. By linking concepts, theories and practice, this review offers an accessible resource that is intended to have wide appeal for both researchers and practitioners concerned with early childhood transitions. Bradbury, A. (2014) Early childhood assessment: observation, teacher ‘knowledge’ and the production of attainment data in early years settings. Comparative Education, 50:3, 322-33. This paper examines the peculiarity of the English assessment system, the Early Years Foundation Stage Profile, noting that whereas other regions of the UK have no statutory assessments of children in this age group, its use in England is an unusual case. Analysing data from two ethnographic case studies of classrooms of four- and five-year-old children, the author concludes with a number of observations of the efficacy of such assessment that impact on teachers, pedagogy and children. Set against the government’s preference for numerical data and the planned introduction of ‘baseline’ assessment, this results in ‘a reduced curriculum through ‘teaching to the test… [and] practices of ‘cynical compliance’ with regulations. Whalley, M. Arnold, C. Lawrence, P. and Peerless, S. (2012) The voices of their childhood: families and early years’ practitioners developing emancipatory methodologies through a tracer study, European Early Childhood Education Research Journal, 20:4, 519-535. At Pen Green Children’s Centre, Research projects emerged out of the daily challenges experienced by nursery staff, parents and children, and all staff were encouraged to see themselves as practitioner researchers. This research involved two groups of young people of 11-20 years of age who had attended Pen Green as young children, shared their stories, providing new insights into the child’s voice, and transforming understanding of a child’s world. Basford, J. and Bath, C. (2014) Playing the assessment game: an English early childhood education perspective. Early Years: An International Research Journal, 34:2. This paper highlights the latest English early childhood assessment policies, which often give contradictory messages to practitioners, outlining key challenges for practitioners and pointing the way to issues that could enable practitioners to develop greater confidence when playing the assessment game. We are building a bank of resources to support your early years research project. Links to suggested further reading in each of the key research hubs can be found below. Or contact us and let us know how we can make this website more relevant to you and your practice. 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Group Facilitation & Communication Techniques

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