Scanning the Policy Landscape State Strategies for Rewarding Credit to Support Student Learning. May 2012

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Scanning the Policy Landscape State Strategies for Rewarding Credit to Support Student Learning. May 2012"

Transcription

1 Scanning the Policy Landscape State Strategies for Rewarding Credit to Support Student Learning May 2012

2 Introduction With the support of the Charles Stewart Mott Foundation, the National Governors Association launched an initiative, State Strategies for Rewarding Credit to Support Student Learning. Upon reviewing state policies, the NGA found that 36 states currently have policies that provide school districts and schools with some flexibility for awarding credit to students based on mastery of content and skills as opposed to seat time. This growing reform, described as competency education in this scan, is an effort to re-vitalize the education system around learning. In competency education when a student is awarded a credit it means that they have truly learned what was expected. The promise of competency education is that the ceiling is removed so that students can accelerate their learning. At the same time, we must shore up the floor so that students get timely support and interventions if they are struggling to stay on pace. We must keep our most vulnerable students at the core of the work or risk even greater achievement gaps. As part of this initiative, three states were awarded grants to support planning to advance greater credit flexibility to improve student achievement. Each of the states, Kentucky, New Hampshire and Pennsylvania, are at different stages and using different strategies for creating competency-based pathways in which students progress based upon mastery of skills. To support their work and the work of other states, the NGA has designed the following tool for scanning the policy environment and designing strategies for moving forward. It is designed to promote long-term strategy development and short-term action steps.

3 The Design of the Scan The use of time to define parameters of our education system and the assumption that some students will be successful while others will fall behind and out of school is woven throughout our K-12 system. Furthermore states are approaching credit flexibility and competency education through different entry points and using different strategies. The traditional policy planning tool with a list of policies to guide conversation will miss too many opportunities for leveraging greater flexibility. This tool has been designed to guide discussion, keeping the focus on quality, elevate a culture of innovation rather than compliance, and to support decision-making. In the spirit of creating an education system designed around learning, this tool has been designed to support building and applying knowledge as a critical step in policy development. This scanning tool is for you and you should adapt it and modify it in ways that work for you and your state leadership. The tool is divided into the following sections: Competency Education 4 Policy Scan 8 Appendix: Prompts for Policy Scan 25

4 COMPETENCY EDUCATION 1

5 Re-Visiting Credits Upon opening up innovation space in how students credits are awarded to students, we enter a broad discussion about what a credit means in terms of student learning: assessing and measuring it; where and when it happens; what happens if a student isn t learning; and what happens once they have demonstrated that they have learned the targeted skills. Where and When Expanded Learning Opportunities Progress Upon Mastery Flexible course entry and exit How Much Just in Time Support Competencies How Do We Know? Assessment Systems

6 Competency Education? What set of criteria or definition will you use to guide policy decisions? Below is a working definition to help you get started. Application of Academic and Lifelong Learning Skills Progress Upon Mastery Competency Meaningful Assessments 1. Students advance upon mastery. 2. Competencies include explicit, measurable, transferable learning objectives that empower students. 3. Assessment is meaningful and a positive learning experience for students. 4. Students receive timely, differentiated support based on their individual learning needs. Just-In-Time Support Empowering Learning Objectives 5. Learning outcomes emphasize competencies that include application and creation of knowledge, along with the development of important skills and dispositions

7 Keeping Quality at the Core Credit flexibility and competency education are not a silver bullet to improving student achievement. We still need to make sure that we keep quality core to our work. The value proposition in competency education is that students get appropriate supports and opportunities in order to continue progressing in their learning as they master skills and content. Quality is the right mix of services and opportunities so that students, even our most vulnerable are achieving at a pace that they can become college and career ready. Thus, there are three important elements of quality in competency education. 1) Keeping Expectations High: The challenge in competency education, as it is in the traditional system, is to maintain consistency of high expectations for challenging coursework. The question of how do we know that the students is demonstrating mastery of skills and content will be a question that everyone in schools and districts will need to be engaged in order to challenge the achievement gaps. 1) Just in Time Supports: All students struggle at some point with academic content and/or challenges in their lives, no matter their economic background,. If the competency education system you design isn t effective for students when they struggle, it will not add significant value. 2) Customization: The education system has to have much greater flexibility so that services and opportunities can have greater customization for students, responding to their interests, learning needs, responsibilities

8 POLICY SCAN 2

9 Proposed Scanning Process to be Revised to Meet Your Needs Proposed Scanning Process A. Introduction to Scanning the Landscape 9 B. Setting Your Direction 10 C. Scanning the Policy Landscape: An Example with CTE 12 D. Sifting Through the Options 15 E. Designing Your Strategy 18 Appendix

10 A. Introduction to Scanning the Landscape In order to offer strategic leadership, it is important that state leadership have a sense of where the major changes in the education system will have to occur to transition to a competency education system. You can select the areas that you want to work in deeply, diving into the details of policy, regulation, and practices. Therefore it is helpful to look at the system as a whole, to scan for opportunities and constraints. A scan can be useful in adjusting your position, becoming more attuned to how time is used as a defining parameter of our system and gaining a fresh understanding of the education system. As you think through your strategy for moving forward a scan can also be helpful in engaging allies as well as those organizations that may challenge the direction towards competency education. You can design a scan to elicit input from broad perspectives helping you to better understand the current system as well as the implications for implementing a competency education system. You can use the scanning process to build important relationships. As you prepare your scan, think about sharing it publicly. The more people understand about the structural problems with the current system and how a competency education can benefit all students, the easier it will be to engage them in support. Remember: Policy can take many forms. Think about PRePP to drive your analysis. Policy Programs Regulations Programs Practices

11 B. Setting Your Direction You will need to define a scope to your work. Once you select a starting point, set a vision with very specific results-based goals (write it with #, % and %). If you are really new to competency education you may want to do this step later on in the process after you have scanned the opportunities in your state. 1.Select a Starting Point It could be an elements of a competency-based system (progress upon mastery, expanded learning opportunities), an approach (empowering districts, incentives for new schools), or a target (high schools, career and technical education, credit recovery). 2.What Problem Are You Solving? What is your long-term vision? What are your goals for student achievement Describe it in results language using $, % or # s?

12 C. Scanning the Policy Landscape: Career and Technical Education Once you select you direction or lens, identify those areas that you think are going to be most important and engage people who know the most about those areas. In the Appendix you will find a series of prompts to help you think through the important issues. Flexible school calendar Dual enrollment Alignment with Common Core and technical skills Progress Upon Mastery Competencies and Assessments Just in Time Supports Expanded Learning Opportunities Instructional specialists Multiple opportunities for extra help Work-based learning Online learning

13 Use Your Vision to Drive the Analysis Progress Upon Mastery What is your vision for providing more flexibility for when students enter and complete courses? What are the federal and state policies that are currently shaping how long students have to master the competencies in a course and how they can advance upon mastery? Competencies and Assessment What is your vision for what competencies and assessment look like and how they are designed? What are the federal, national and state policies that are currently shaping the standards, curriculum and assessments? Student Learning Just In Time Supports What is your vision for the availability and effective delivery of support services? What are the federal and state policies that are currently shaping access to and delivery of support services? Expanded Learning Opportunities What is your vision for expanding learning opportunities? What are the federal and state policies that are currently shaping the availability and delivery of expanded learning opportunities?

14 Assessing And Exploring the PREPP Environment As you scan your PRePP, indicate what is the type of policy, the level of flexibility for quality and customization, and what are your ideas for revising it? Type Systemic Enabling Question How is our aspiration reflected in the current general or systemic policies that impact all students? How might we refine or revise the highest level systemic policies to better reflect our vision? Are there elements of the current systemic policies that are barriers to competency education? What is in place to enable innovators to expand credit flexibility and/or competency education? What is needed so that is more policy enables them? Programmatic How is this program supporting competency education? What can you do to expand the number of students that benefit from this program? Is there a way to transform it in to a systemic capacity? Complications What are the most important changes or new capacities needed to reduce the challenges? Barriers What barriers need to be eliminated? Supports & Incentives In what way is competency education currently encouraged? How could we provide supports, networks, resources, incentives, and recognition to encourage districts and schools?

15 D. Sifting Through the Options This is a process that requires a strong sense of vision, rigorous analysis, and a large dose of creativity. There is no easy way to sift through the options and develop a highly strategic plan. It will require discussion and dialogue. Your theory of change will influence your decisions. Are you seeking strategic empowerment so that other parts of the education system are engaged in designing and making decisions related to competency education? Are you using a compliance or mandated approach? Creating enabling policy? Creating innovation space and supports? Using RFP s to support innovators? The Relations Diagram process may be very helpful in determining which of the ideas are the most important and which are more dependent elements. As you narrow, prepare short summaries of your primary components of your work so that others may share your insights and add to them. Remember, what may be strategic for one state may not be feasible in another state.

16 Sifting Through the Options: Criteria For Value and Viability Develop a set of criteria to drive your discussion on policy options. Effectiveness How meaningful is it to driving towards your student achievement goals? Especially for struggling students? Ease How easily can the change or new capacity be made and implemented? Will What are the stakeholders that will be supportive? Will be against the change? How much effort is it going to be to gather the public will to make the change? Strategic value How important is this change or new capacity? Are other changes dependent on it? Other?

17 Template Sifting Through the Options PREPP Type Proposed Change/Learn From Effectiveness (Struggling Students) Ease Will Value Online Schools P Current: 1) if an online charter school, need to have flexibility through charter laws and regulatory requirements and 2) online schools require a seattime waiver to provide competency-based education. Medium High Low Medium Proposed policy change: All online schools have authority to be competency based with strengthened accountability to ensure all students succeed. Best practices: Learn from Florida Virtual School. "

18 E. Designing Your Strategy Once you have analyzed your options for moving forward, you will want to design a strategy. Using your theory of change, think about which policy tools will be most appropriate. Outline the elements of your strategy explaining the rationale so that others can share in your learning. Do a double-check to see if you can strengthen the strategy or if anything is missing. Think through how you will manage your constituencies so that adequate resources and timelines are established to ensure effective engagement Design a workplan that you can use as a team to advance your work. You will want to have a general workplan that you share with others as well as a very detailed workplan for the staff members who are driving the work.

19 What Is in Your Policy Toolkit? Policy objectives (fixed targets) Design standards Monitoring and data collection Bans and limitations Specifications Funding levels Regulations Competitive grants Technical assistance Professional development Creating innovation space Convening Resources and tools Other?

20 Template Strategic Policy Reforms Theme Recommendation Rationale

21 Do a Double-Check After you have identified the major elements of your strategy for changes in PRePP, do a doublecheck your work. Here are a few questions to help you reflect on your work. Quality: What is in place to ensure quality (high expectations, customization, and adequate supports)? Cohesiveness: Do the elements of the strategy build on each other or complement each other? If not, are you running a multi-pronged strategy that will need to managed separately? Colleagues and Challengers: Who is going to see this in their interest and help you advance this package of ideas? Who isn t? Constraints: What are the largest issues that are going to constrain your success? Is there any thing else you need to consider to overcome these constraints? Costs: What are the costs of the change process? Is there any way to re-organize your strategy to be more cost-effective? Communication: Can you easily communicate these ideas? What is your elevator speech?

22 Strategic Management of Stakeholders High Keep Satisfied Manage Closely POWER Low Monitor (little effort) Keep Informed Low INTEREST High

23 Workplan Template Activity Timeline Responsible Parties Measure Progress

24 Advanced Policy Reforms There are a number of issues that you will eventually have to address no matter what your starting point and approach. These are challenging systemic and structural issues of redesign that will arise in conversations as you move farther along. Management Information Systems (School, District and State Information Systems) Integrated systems providing information about: formative assessments; teacher assessments on students (standards-based) level of proficiency; eportfolio for performance-based assessments; summative assessments that are modular for moderating formative and performance-based assessments : and the ability to roll data up and evaluate productivity. Course and State Assessments Type and Schedules Aligned assessment system including: development of subject learning progressions using standards and competencies; digital content repositories aligned to competencies; and, development of modular, moderating summative exams. Aligning Roles and Professional Development for Administrators and Educators With greater flexibility in roles of educators revise: definition of teacher, evaluation systems, professional development and teacher training, orientation and supports.

25 APPENDIX 3 PROMPTS FOR POLICY SCAN

26 Overview The following slides are a set of prompts to help you get started in exploring your policy environment. They are not all-inclusive of every type of policy, regulation, program and practice that a state is currently operating upon. Each prompt has a set of questions followed by a list of examples of where to start scanning your policies. Based on your starting point and overall theory of change, you can begin to shape your own questions to guide your scanning process. The slides contain prompts for the following topics: Time as a Measure of Quality Expectations for Student Achievement Standards and Assessment Course and Curriculum Planning Educators Special Populations Student Services Expanded Learning Policies and Services for Districts and Schools Higher Education Monitoring, Reporting and Accountability

27 Time as a Measure of Quality Key Questions What are the objectives of these policies? How might you achieve the same objectives while providing flexibility regarding the time-based policies? What is needed to ensure that there are meaningful quality controls in place? Key PRePPs Hours of instruction for classes and credits (seat-time) Hours in a school day Minimum number of days in a school year Average daily attendance Other?

28 Expectations for Student Achievement Key Questions What are the objectives of these policies? Are there differentiated expectations for different students? Are there opportunities to re-organize these expectations into competencies? Key PRePPs Definition of college and career readiness Number and types of credits required for graduation Differentiated graduation requirements Standards Policies and regulations that allow students to progress to more advanced courses

29 Standards and Assessments Key Questions How will states integrate lifelong learning competencies into its overall set of expectations? Will there be some specialized competencies that are not required for all students such as technical education? How will K-12 competencies be aligned with admissions to college (community college and four year?) How might states restructure assessment systems to reflect elements of competency education? Given that policies have been developed to provide accommodations for assessments, can we also increase flexibility so that students can be assessed after demonstrating proficiency? Key PRePPs Standards across disciplines including ELA, mathematics, science, foreign language, CTE State assessment policies Current policies regarding accommodations Higher education policies

30 Key Questions Course and Curriculum Programming Which courses will be able to be competency-based? (any, all, some) Do you have initiatives in subject areas such as STEM that will need to be revised? Who is designing competencies and determining what mastery looks like? Is it going to vary across districts? Schools? Established at the state level? How will you engage vendors? How might ELL policies and programming be revised to be competency-based? Key PrePPS Math STEM Adolescent literacy English as a second language World languages

31 Key Questions Educators How do staffing roles change (or new ones needed) in competency education? What are the implications for PRePPS related to teaching staff including certification, professional development, and evaluations? What school and community capacities need to be in place to ensure that teachers have a range of resources, tools and learning opportunities to support struggling students? If the focus is on students mastering the learning objectives, who can provide instruction? Who can determine if the learning objectives have been mastered? Are there ways that special education services might be modified to better serve students? Key PRePPs Certification requirements Teacher education Continuing education Professional education plan and guidelines Coaching programs Teacher evaluations Teacher education

32 Special Populations Key Questions What are the different groups of students that have specialized needs that challenge the current system? How might competency education provide greater flexibility and educational continuity? How can you ensure that special populations are accessing adequate educational opportunities and support services? Key PRePPs Over-age, undercredited students/alternative education/adult education English language learners Students with disabilities Disciplinary education (ESEA Title I, Part D Prevention & Intervention for Children & Youth Who Are Neglected, Delinquent or At-Risk)) Migrant students Homeless Foster care and students in juvenile justice systems

33 Key Questions Student Services How can the state ensure that students are getting help in a timely manner so that their pace of learning is fully supported? How can you ensure that schools are building the support capacity to provide extra help to students? Key PRePPS Supplemental education services Early warning systems Expanded learning opportunities Summer schools Blended learning supports Credit recovery Student services including health care, counseling, and mental health services Individual learning plans and Individual education plans

34 Expanded Learning Opportunities Key Questions Can the expanded learning opportunities be a source of building proficiency for specific academic learning objectives? For lifelong learning objectives? Who can determine that an academic skill or learning objective has been mastered? A lifelong learning competency? What is the role of the state, LEA, schools and teachers in developing and using expanded learning opportunities? Key PRePPs Online Learning Run by a state or LEA Other available online learning After School, Extended Day and Community Schools 21st Century Community Learning Centers funding priorities Real-World Learning (Service learning and Work-Based Learning /Internships) Recuperation (Summer school, Credit recovery, Alternative Education and Adult basic education and literacy) College transition programs (AP, Early college, Concurrent and dual enrollment) Non-District Programs (Youth Programs, Arts Programs, Workforce Investment Act/Summer Jobs)

35 Policies and Support Services for Schools and Districts Key Questions What will be the requirements, if any, for districts to offer competency-based credits? How will district roles change in a competency education system? How will districts be confident that competencies in one school are consistently assessed in other schools? What will district roles be for those students with highest mobility? Key PRePPS for LEA planning tools and technical assistance Policies and training for school boards School-based decision-making Vendors Facility specifications Technology specifications

36 Key Questions Higher Education What are the options for expanding capacity for students to take more college level courses and gain credits while in high school? How might developmental education be considered differently as it is an indicator that students did not master academic skills while in high school? Is there an expectation that higher education will support students that enter with a certain level of gaps in their skills? How might students find out their progress towards college and career readiness early enough in their high school education so that they can accelerate their pace of learning? Key PRePPs Admissions policies Placement practices for developmental education Credit transferability Advanced Placement Early assessment programming Transcripts

37 Key Questions Monitoring, Reporting, Accountability How will the state know that students are learning and learning at a pace that keeps them on a track towards college readiness? How will reporting/accountability functions put into context that students are very far behind but may be on a strong pace of learning? How can you shift the compliance culture to one of continuing improvement? How will data collection requirements change? How can you begin to provide actionable data to improve student achievement as well as longitudinal data that allows you to see how you have been doing? How is the state able to ensure that students with high mobility are able to build on their competencies as they transfer schools? Key PRePPs Information systems Policies regarding information systems Reporting requirements Accountability policies

Considerations for Building Successful Regional Partnerships A Roadmap for Consortium Development

Considerations for Building Successful Regional Partnerships A Roadmap for Consortium Development Considerations for Building Successful Regional Partnerships A Roadmap for Consortium Development Overview Regional alignment of education and workforce development has the potential to serve as a catalyst

More information

Strategic Plan 2011-2016

Strategic Plan 2011-2016 Maricopa County Regional School District The District of Miracles Strategic Plan 2011-2016 Vision: Empowering students to take control of their future by providing an education that inspires and enables

More information

Colorado High School Graduation Guidelines

Colorado High School Graduation Guidelines Colorado High School Graduation Guidelines Adopted by the State Board of Education May 2013 Introduction In 2007, the General Assembly adopted H.B. 07-1118 that set forth a process for developing statewide

More information

Comprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan. North Carolina Department of Public Instruction 2013-2014

Comprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan. North Carolina Department of Public Instruction 2013-2014 Comprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan North Carolina Department of Public Instruction 2013-2014 1 TABLE OF CONTENTS INTRODUCTION PAGE 3 NCDPI PAGE 4 STANDARDS-BASED

More information

Florida 2.0 Digital Learning Group. Institutional Reform

Florida 2.0 Digital Learning Group. Institutional Reform Florida 2.0 Digital Learning Group Institutional Reform Overview: Institutional Reform Vision Background Florida Status Next Steps Examples from other states and school districts Discussion 2.0 Institutional

More information

Burlington Area School District Roadmap for Instructional Excellence

Burlington Area School District Roadmap for Instructional Excellence Burlington Area School District Roadmap for Instructional Excellence Introduction The Roadmap for Instructional Excellence is the Burlington Area School District s vision for improving student achievement.

More information

Strategies to Improve Outcomes for High School English Language Learners: Implications for Federal Policy A Forum.

Strategies to Improve Outcomes for High School English Language Learners: Implications for Federal Policy A Forum. AYPF Forum Brief: Strategies to Improve Outcomes for High School English Language Learners 11/19/10 1 Strategies to Improve Outcomes for High School English Language Learners: Implications for Federal

More information

10 COMPETENCY-BASED LEARNING DESIGN CHOICES

10 COMPETENCY-BASED LEARNING DESIGN CHOICES 10 COMPETENCY-BASED LEARNING DESIGN CHOICES For more information, see the full report The Shift from Cohorts to Competency, available at: http://digitallearningnow.com/policy/publications/smart-series/

More information

Summary of Significant Spending and Fiscal Rules in the Every Student Succeeds Act

Summary of Significant Spending and Fiscal Rules in the Every Student Succeeds Act Summary of Significant Spending and Fiscal Rules in the Every Student Succeeds Act The Every Student Succeeds Act (ESSA), which was signed into law on December 10, 2015, makes important changes to the

More information

CULTIVATING EQUITY AND EXCELLENCE. Strategic Plan

CULTIVATING EQUITY AND EXCELLENCE. Strategic Plan CULTIVATING EQUITY AND EXCELLENCE 2015 2020 Strategic Plan Dear Hartford Public Schools Community, A strategic plan gives organizations, and communities, permission to believe that great things are possible.

More information

Blended & Online Learning Policy & Practice

Blended & Online Learning Policy & Practice Blended & Online Learning Policy & Practice Report to the New Mexico Legislative Education Study Committee September 18, 2013 Clovis, NM Maria Worthen Vice President, Federal & State Policy mworthen@inacol.org

More information

Wythe County Public Schools Comprehensive Plan 2013-2019

Wythe County Public Schools Comprehensive Plan 2013-2019 Wythe County Public Schools Comprehensive Plan 2013-2019 VISION Educating Students for Success in a Changing World MISSION The mission of Wythe County Public Schools, in partnership with our community,

More information

Kentucky. Guidelines. Digital Learning. Kentucky Department of Education. Dr. Terry Holliday, Commissioner

Kentucky. Guidelines. Digital Learning. Kentucky Department of Education. Dr. Terry Holliday, Commissioner Kentucky Digital Learning Guidelines Digital Learning Kentucky Department of Education Dr. Terry Holliday, Commissioner For more detailed guidance, clarification and specific criteria of high quality digital

More information

QUESTIONS AND ANSWERS MassCore Updated October 16, 2015

QUESTIONS AND ANSWERS MassCore Updated October 16, 2015 GENERAL QUESTIONS 1. What is? is a recommended, rigorous course of study based on standards in Massachusetts s curriculum frameworks that aligns high school coursework with college and career expectations.

More information

CALIFORNIA PRELIMINARY ADMINISTRATIVE CREDENTIAL EXAMINATION (CPACE)

CALIFORNIA PRELIMINARY ADMINISTRATIVE CREDENTIAL EXAMINATION (CPACE) Education Code section 44270.5 allows an examination alternative to the Administrative Services preparation program as long as the examination is aligned with the current Administrative Services Program

More information

NGA Center for Best Practices Honor States Grant Program Phase Two Awards

NGA Center for Best Practices Honor States Grant Program Phase Two Awards NGA Center for Best Practices Honor States Grant Program Phase Two Awards Increase Course Rigor ($140,000 Grant; $40,000 Match Required) Mississippi, Oklahoma, and Pennsylvania will work with NGA and ACT

More information

EDUC 605 Curriculum Development and Assessment.. 3 cr

EDUC 605 Curriculum Development and Assessment.. 3 cr MASTER OF ARTS IN EDUCATION The Master of Arts in Education degree program combines online learning with practical and applied learning in the classroom. The master s candidate must earn and successfully

More information

State Transition to High-Quality, College/Career-Ready Assessments: A Workbook for State Action on Key Policy, Legal, and Technical Issues

State Transition to High-Quality, College/Career-Ready Assessments: A Workbook for State Action on Key Policy, Legal, and Technical Issues State Transition to High-Quality, College/Career-Ready Assessments: A Workbook for State Action on Key Policy, Legal, and Technical Issues Updated as of November 14, 2013 Page 1 Table of Contents Part

More information

1. Emerging School Counseling Program 2. Model School Counseling Program 3. Distinguished Model School Counseling Program

1. Emerging School Counseling Program 2. Model School Counseling Program 3. Distinguished Model School Counseling Program Welcome to the application process to recognize your school counseling program! This process will: Help you examine your school counseling program and identify its strengths and areas for continued improvement

More information

REGULATIONS of the BOARD OF REGENTS FOR ELEMENTARY AND SECONDARY EDUCATION

REGULATIONS of the BOARD OF REGENTS FOR ELEMENTARY AND SECONDARY EDUCATION REGULATIONS of the BOARD OF REGENTS FOR ELEMENTARY AND SECONDARY EDUCATION K-12 Literacy, Restructuring of the Learning environment at the middle and high school levels, and proficiency based graduation

More information

M D R w w w. s c h o o l d a t a. c o m 8 0 0-3 3 3-8 8 0 2

M D R w w w. s c h o o l d a t a. c o m 8 0 0-3 3 3-8 8 0 2 MDR s Guide to Federally Funded Education Programs Major federal programs in the Education Budget for Fiscal Year 2011 are listed below. Twenty-three programs were eliminated from the FY2011 budget, including

More information

Louisiana s Schoolwide Reform Guidance

Louisiana s Schoolwide Reform Guidance Overview How educational funds are spent not just how much is spent impacts student achievement. Louisiana Believes is based on the premise that those closest to kids parents and educators know better

More information

Executive Leadership for Successful Schools

Executive Leadership for Successful Schools Program Contact: Susan Korach Email: susan.korach@du.edu Morgridge Office of Admissions: mce@du.edu http://www.du.edu/education Executive Leadership for Successful Schools at DPS A Partnership between

More information

PASADENA CITY COLLEGE

PASADENA CITY COLLEGE PASADENA CITY COLLEGE EDuCATIONAL MASTER PLAN PCC PROUD PAST GLOBAL FUTURE PROUD PAST, GLOBAL FUTURE The purpose of our Educational Master Plan (EMP) is to guide the college s transformation to educate

More information

ENGLISH LEARNERS AND THE COMMON CORE STANDARDS

ENGLISH LEARNERS AND THE COMMON CORE STANDARDS ENGLISH LEARNERS AND THE COMMON CORE STANDARDS Background for the Californians Together Raise Your Voice for English Learners in the Common Core Standards Toolkit New Common Core Standards have been voluntarily

More information

MASTERY-BASED LEARNING

MASTERY-BASED LEARNING MASTERY-BASED LEARNING Presentation to Design For Continuous Improvement Council Farmington Public Schools January 13, 2016 Connecticut General Statutes Sec. 221a(f)(3) For purposes of this section, a

More information

Every Student Succeeds Act (ESSA) Oregon Department of Education

Every Student Succeeds Act (ESSA) Oregon Department of Education Every Student Succeeds Act () Oregon Department of Education ESEA Reauthorization The Every Student Succeeds Act () reauthorizes the Elementary and Secondary Education Act (ESEA) and replaces the No Child

More information

Collier County Public Schools Superintendent s Self Evaluation Aligned to Strategic Plan 2015-2016 Performance Indicators

Collier County Public Schools Superintendent s Self Evaluation Aligned to Strategic Plan 2015-2016 Performance Indicators Collier County Public Schools Superintendent s Self Evaluation Aligned to Strategic Plan 2015-2016 Performance Indicators Goal 1: Expand Early Childhood Education to Enhance School Readiness and Early

More information

VIEWPOINT. Authorizing Online Learning. Introduction

VIEWPOINT. Authorizing Online Learning. Introduction VIEWPOINT Authorizing Online Learning Susan Patrick, President and CEO of inacol tom Vander ark, Chair of inacol Viewpoint is a series of articles written by leaders in charter school authorizing and the

More information

Issue Brief. State Strategies for Awarding Credit to Support Student Learning

Issue Brief. State Strategies for Awarding Credit to Support Student Learning Issue Brief State Strategies for Awarding Credit to Support Student Learning Executive Summary Research has called into question the ability of America s education system to produce the highly skilled

More information

Mastery-Based Learning. Guidelines for Implementation June 3, 2015

Mastery-Based Learning. Guidelines for Implementation June 3, 2015 Mastery-Based Learning Guidelines for Implementation June 3, 2015 Foreword Guidelines for Mastery-Based Learning Introduction In accordance with the Connecticut General Statutes (C.G.S.) Section 10-221a(f)(3)

More information

Illinois State Board of Education. Student Assessment Inventory for School Districts

Illinois State Board of Education. Student Assessment Inventory for School Districts Illinois State Board of Education Student Assessment Inventory for School Districts April 2015 Assessment and Accountability Illinois State Board of Education 110 North First Street Springfield, IL 62777

More information

Adobe K 12 Education. Federal Funding for Adobe School Solutions. Carl D. Perkins Vocational and Technical Education Act of 2006

Adobe K 12 Education. Federal Funding for Adobe School Solutions. Carl D. Perkins Vocational and Technical Education Act of 2006 Adobe K 12 Education Funding Overview Adobe K 12 Education Federal Funding for Adobe School Solutions Table of Contents 1: Perkins Title II, Section 207; 20 (Basic Entitlement) 2: Perkins Career Pathways

More information

The Money You Don t Know You Have for School Turnaround:

The Money You Don t Know You Have for School Turnaround: The Money You Don t Know You Have for School Turnaround: Maximizing the Title I Schoolwide Model Authors Melissa Junge and Sheara Krvaric July 2013 Acknowledgements This report is funded in part by the

More information

Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching

Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching Appendix D Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching Background on the InTASC Model Core Teaching Standards: The Model Core

More information

Career Guidance: Everyone Has A Role to Play

Career Guidance: Everyone Has A Role to Play Career Guidance: Everyone Has A Role to Play Meg Smith Alabama Department of Education alcareerinfo.org Who Are Our Stakeholders? Schools Business and Industry Parents Students alcareerinfo.org Where Did

More information

Dropout and Graduation Rate Improvement AD

Dropout and Graduation Rate Improvement AD Agency: 350 Office of Superintendent of Public Instruction Budget Period: 2015-17 Recommendation Summary: The Superintendent is requesting $2,449,000 in the 2017 fiscal year to keep students engaged through

More information

TENNESSEE STATE BOARD OF EDUCATION

TENNESSEE STATE BOARD OF EDUCATION Alternative Education Program Model/Standards Standard 1.0: Mission An exemplary alternative education program operates with a clearly stated mission, a formal set of standards, and a plan for program

More information

DEPARTMENT OF EDUCATION

DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION Funding Highlights: Provides $77.4 billion. The Budget includes a significant increase for K-12 education, while making tough choices to put the Pell Grant program on a sustainable

More information

DEPARTMENT OF EDUCATION

DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION Funding Highlights: Provides $77.4 billion. The Budget includes a significant increase for K-12 education, while making tough choices to put the Pell Grant program on a sustainable

More information

Resource Guide for High School Transitions:

Resource Guide for High School Transitions: Resource Guide for High School Transitions: Annotated Bibliography Harvard Family Research Project June 2011 For questions or comments about this paper, email hfrp_pubs@gse.harvard.edu 2011 President and

More information

ESEA Reauthorization Update 113 th Congress

ESEA Reauthorization Update 113 th Congress ESEA Reauthorization Update 113 th Congress Status H.R.5 Latest Title: Student Success Act Sponsor: Rep Kline, John [MN-2] (introduced 6/6/2013) Cosponsors (12) Latest Major Action: 6/19/2013. Ordered

More information

Frequently Asked Questions Contact us: RAC@doe.state.nj.us

Frequently Asked Questions Contact us: RAC@doe.state.nj.us Frequently Asked Questions Contact us: RAC@doe.state.nj.us 1 P a g e Contents Identification of a Priority, Focus, or Reward School... 4 Is a list of all Priority, Focus, and Reward Schools available to

More information

Kansas Multi-Tier System of Support

Kansas Multi-Tier System of Support Kansas Multi-Tier System of Support MTSS is a coherent continuum of evidence based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring

More information

Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University

Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University A. A description of how the proposed program has been revisioned to reflect

More information

Career and Professional Education: Preparing Florida s Students for the Knowledge Economy Florida Master Plan for K-20 Education

Career and Professional Education: Preparing Florida s Students for the Knowledge Economy Florida Master Plan for K-20 Education COUNCIL FOR EDUCATION POLICY, RESEARCH & IMPROVEMENT Career and Professional Education: Preparing Florida s Students for the Knowledge Economy Florida Master Plan for K-20 Education 2005 Progress Report

More information

Graduation Guidelines Engagement Toolkit

Graduation Guidelines Engagement Toolkit Graduation Guidelines Engagement Toolkit To help school district administrators and local school boards begin engaging, planning for implementation and communicating about: Colorado Graduation Guidelines

More information

Camden City Schools - January 2014 Our Vision and Mission

Camden City Schools - January 2014 Our Vision and Mission Camden City Schools - January 2014 Our Vision and Mission OUR VISION We envision Camden as a city where every student attends an excellent school. Where his or her unique needs are met. Where every student

More information

Educational Master Plan 2010-2015 Goals WORKING DRAFT

Educational Master Plan 2010-2015 Goals WORKING DRAFT Educational Master Plan 2010-2015 Goals WORKING DRAFT 1. PROVIDE SUPPORT TO ENSURE STUDENT RECRUITMENT, RETENTION AND SUCCESS. 1.1. Develop a policy to optimize student opportunity and access linked to

More information

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Counselors

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Counselors 2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Counselors Definition of an Effective School Counselor Effective school counselors are vital members of the education

More information

Momentum for Improving Undergraduate Mathematics: Progress from State Mathematics Task Forces

Momentum for Improving Undergraduate Mathematics: Progress from State Mathematics Task Forces Momentum for Improving Undergraduate Mathematics: Progress from State Mathematics Task Forces Introduction Mathematics professional associations recently identified a common vision for improving college

More information

Class of 2020: Action Plan for Education

Class of 2020: Action Plan for Education Class of 2020: Action Plan for Education Student Bill of Rights I. Each student has the right to feel safe in and proud of a school. II. Each student deserves an engaging educational experience that provides

More information

5542 COURSES FOR CREDIT 5542

5542 COURSES FOR CREDIT 5542 5542 COURSES FOR CREDIT 5542 In Policy 5540, Graduation Requirements, the Board has established requirements for graduation and the granting of diplomas. In order for a course to be considered a credit

More information

ELBERT COUNTY SCHOOL DISTRICT SYSTEM IMPROVEMENT PLAN

ELBERT COUNTY SCHOOL DISTRICT SYSTEM IMPROVEMENT PLAN ELBERT COUNTY SCHOOL DISTRICT 2015-2016 SYSTEM IMPROVEMENT PLAN The long range goal of the Elbert County School District is the successful preparation and graduation of every student. By 2016, 90 percent

More information

Campuses and districts recognized for exceptional use of High School Allotment funds

Campuses and districts recognized for exceptional use of High School Allotment funds TEA News Releases Online April 7, 2009 Campuses and districts recognized for exceptional use of High School Allotment funds AUSTIN Commissioner of Education Robert Scott today recognized six school districts

More information

Middle Grades Action Kit How To Use the Survey Tools!

Middle Grades Action Kit How To Use the Survey Tools! How To Use the Survey Tools Get the most out of the surveys We have prepared two surveys one for principals and one for teachers that can support your district- or school-level conversations about improving

More information

Strategic Plan - An Overview

Strategic Plan - An Overview Years of Action 2013-2017 Toronto District School Board Strategic Plan - An Overview Improving Student Success in Mathematics: K-12 Math Strategy Introduction - Director s Letter In many aspects of daily

More information

To register for these online modules go to http://kycorestandards.org

To register for these online modules go to http://kycorestandards.org The Kentucky Core Academic Standards for Postsecondary Education website is designed to provide educators and administrators with access to information and resources regarding the impact of Senate Bill

More information

Executive Summary. Oregon City Service Learning Academy

Executive Summary. Oregon City Service Learning Academy Oregon City School District 62 Tim Graham 1306 12th St Oregon City, OR 97045 Document Generated On November 2, 2014 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 4 Notable

More information

DEPARTMENT OF EDUCATION

DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION OFFICE OF ELEMENTARY AND SECONDARY EDUCATION Federal Funds Total: Outlays. Budget Authority... Outlays.,,,, 0,, ACCELERATING ACHIEVEMENT AND ENSURING EQUITY Note. A full-year 0

More information

The Historic Opportunity to Get College Readiness Right: The Race to the Top Fund and Postsecondary Education

The Historic Opportunity to Get College Readiness Right: The Race to the Top Fund and Postsecondary Education The Historic Opportunity to Get College Readiness Right: The Race to the Top Fund and Postsecondary Education Passage of the American Recovery and Reinvestment Act (ARRA) and the creation of the Race to

More information

Generation Next Leadership Council SPECIAL SESSION

Generation Next Leadership Council SPECIAL SESSION Generation Next Leadership Council SPECIAL SESSION AGENDA June 11, 2014 9:00 9:45am Minneapolis Public Schools 1250 W. Broadway, Minneapolis Assembly Room S1-404, 1st Floor 9:00 AM Introduction R.T. Rybak

More information

JUST THE FACTS. Phoenix, Arizona

JUST THE FACTS. Phoenix, Arizona JUST THE FACTS Phoenix, Arizona The Institute for a Competitive Workforce (ICW) is a nonprofit, nonpartisan, 501(c)(3) affiliate of the U.S. Chamber of Commerce. ICW promotes the rigorous educational standards

More information

COMMON CORE OF LEADERSHIP EVALUATION RUBRIC Performance Expectation 1: Vision, Mission and Goals:

COMMON CORE OF LEADERSHIP EVALUATION RUBRIC Performance Expectation 1: Vision, Mission and Goals: COMMON CORE OF LEADERSHIP EVALUATION RUBRIC Performance Expectation 1: Vision, Mission and Goals: Education leader 1 ensure the success and achievement of all students by guiding the development and implementation

More information

Flexible, Affordable, Inviting. SUCCESS 97% Master s degree completion rate.

Flexible, Affordable, Inviting. SUCCESS 97% Master s degree completion rate. Mission To promote social justice by serving the community and larger society. To prepare and continuously support professional educators to meet the needs of a constantly changing and diverse student

More information

Gwinnett County Public Schools, Ga.

Gwinnett County Public Schools, Ga. , Ga. District Profile*: Rank among U.S. school districts (by size): 14 Number of schools: 123 Number of students: 159,298 Number of teachers: 11,000 Per pupil expenditures**: $8,859 Superintendent: J.

More information

Educational Technology

Educational Technology Educational Technology 0 How can we design effective instruction using technology, media, and learning theory? 0 How Educational Technology facilitates e-learning, and promotes discovery and higher order

More information

North Carolina New Schools Design Principle 1: Ready for College. Beginning Early Steps Growing Innovations New Paradigms

North Carolina New Schools Design Principle 1: Ready for College. Beginning Early Steps Growing Innovations New Paradigms North Carolina New Schools Design Principle 1: Ready for College (High School) Course of Study Students are tracked according to past performance into regular and honors level courses. Students are allotted

More information

THEORY OF CHANGE College and Career Readiness

THEORY OF CHANGE College and Career Readiness Helios Education Foundation believes education changes lives and strengthens communities. As a result, we strategically partner and invest our knowledge, expertise and resources to create opportunities

More information

Framework and Guidelines for Principal Preparation Programs

Framework and Guidelines for Principal Preparation Programs THE FRAMEWORK FOR PRINCIPAL PREPARATION PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION 1 Purpose Of all the educational research conducted over the last 30 years in the search to improve student

More information

National Perspective: Trends and Policies in Blended Learning

National Perspective: Trends and Policies in Blended Learning National Perspective: Trends and Policies in Blended Learning David Teeter Policy Director www.inacol.org International Association for K- 12 Online Learning (inacol) inacol is the premier K-12 nonprofit

More information

Executive Summary. Metro Nashville Virtual School

Executive Summary. Metro Nashville Virtual School Metropolitan Nashville-Davidson City Public Schools Dr. James V Witty, Principal 4805 Park Ave Nashville, TN 37209-3436 Document Generated On September 26, 2014 TABLE OF CONTENTS Introduction 1 Description

More information

Educational Leadership and Policy Studies Ritchie Program for School Leaders & Executive Leadership for Successful Schools (ELSS)

Educational Leadership and Policy Studies Ritchie Program for School Leaders & Executive Leadership for Successful Schools (ELSS) Contact: Susan Korach susan.korach@du.edu Morgridge Office of Admissions edinfo@du.edu Lead in Denver www.leadindenver.com Educational Leadership and Policy Studies Ritchie Program for School Leaders &

More information

DEPARTMENT OF EDUCATION

DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION Funding Highlights: Provides $68.6 billion in discretionary funding for the Department of Education to build upon investments in preschool access, ongoing K-12 reforms, and efforts

More information

Arizona Department of Education Standards for Effective LEAs and Continuous Improvement Plans for LEAs and Schools

Arizona Department of Education Standards for Effective LEAs and Continuous Improvement Plans for LEAs and Schools Arizona Department of Education Standards for Effective LEAs and Continuous Improvement Plans for LEAs and Schools ALEAT Arizona Department of Education - August 2014 1 Contents Overview Page 3 Standards

More information

Rubric for Evaluating Colorado Teachers

Rubric for Evaluating Colorado Teachers 50 COLORADO STATE MODEL EVALUATION SYSTEM FOR TEACHERS Rubric for Evaluating Colorado Teachers Effective teachers in the state of Colorado have the knowledge, skills and commitments needed to provide excellent

More information

VERMONT S ACT 77 AND THE IMPLICATIONS FOR SPECIAL EDUCATION

VERMONT S ACT 77 AND THE IMPLICATIONS FOR SPECIAL EDUCATION VERMONT S ACT 77 AND THE IMPLICATIONS FOR SPECIAL EDUCATION Opportunity and Equity John Spinney, Post-Secondary Transition Specialist Debi Price, Education Project Manager Vermont Agency of Education May

More information

Orange County Small Learning Communities Site Implementation Checklist

Orange County Small Learning Communities Site Implementation Checklist Orange County Small Learning Communities Site Implementation Checklist Cohort V, Year 2, 2006-07 OCDE SLC Goals: 1. Increase student academic performance in literacy & mathematics 2. Provide personalized

More information

The Every Student Succeeds Act (ESSA) and Minnesota

The Every Student Succeeds Act (ESSA) and Minnesota The Every Student Succeeds Act (ESSA) and Minnesota Overview The Every Student Succeeds Act (ESSA) preserves many of the same goals and priorities as No Child Left Behind (NCLB) and NCLB Flexibility Waivers.

More information

North Carolina School Library Media Coordinators Standards

North Carolina School Library Media Coordinators Standards North Carolina School Library Media Coordinators Standards Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in

More information

Agenda for Reform. Summary Briefing December 14, 2009

Agenda for Reform. Summary Briefing December 14, 2009 Summary Briefing December 14, 2009 The Vision The Board of Regents envisions a New York where all students are prepared for college, the global economy, 21 st century citizenship, and continued learning

More information

Advancing Competency-Based Pathways to College and Career Readiness

Advancing Competency-Based Pathways to College and Career Readiness Advancing Competency-Based Pathways to College and Career Readiness A State Policy Framework for Graduation Requirements, Assessment and Accountability 2 A STATE POLICY FRAMEWORK FOR GRADUATION REQUIREMENTS,

More information

3. Why did the Department decide to require the statewide use of core instructional materials?

3. Why did the Department decide to require the statewide use of core instructional materials? Hawaii Common Core Instructional Materials Overview and FAQ 1. What is the Hawaii Common Core? The Hawaii Common Core standards define the knowledge and skills students need to succeed in college and careers

More information

Section Two: Ohio Standards for the Teaching Profession

Section Two: Ohio Standards for the Teaching Profession 12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how

More information

Competency-Based Learning: Definitions, Policies, and Implementation

Competency-Based Learning: Definitions, Policies, and Implementation Competency-Based Learning: Definitions, Policies, and Implementation Aubrey Scheopner Torres, Education Development Center Jessica Brett, Education Development Center Joshua Cox, Education Development

More information

Standards help teachers ensure their students have the skills and knowledge they need to be successful by providing clear goals for student learning.

Standards help teachers ensure their students have the skills and knowledge they need to be successful by providing clear goals for student learning. FREQUENTLY ASKED QUESTIONS New Mexico and 45 other states have adopted Common Core State Standards (CCSS) for public schools, establishing state-of-the-art guidelines for teacher and student competency.

More information

Ohio Competency-Based Education Pilot Sites

Ohio Competency-Based Education Pilot Sites Ohio Competency-Based Education Pilot Sites 1 Ohio Competency-Based Education Pilot Sites Summaries Table of Contents I. Chagrin Falls Exempted Village Pilot..... 3 II. III. IV. Cincinnati City School

More information

The 20 Non-Negotiable Characteristics of Higher Performing School Systems

The 20 Non-Negotiable Characteristics of Higher Performing School Systems The 20 Non-Negotiable Characteristics of Higher Performing School Systems Aligning District Practices to Support High-Quality Instruction Report Published: April 2011 Authored by: National Center for Educational

More information

NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual

NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual Policy Identification Priority: Globally Competitive Students Category: Course for Credit Policy ID Number: GCS-M-001 Policy Title: Policy defining

More information

State of Colorado K-12 Mandate

State of Colorado K-12 Mandate State of Colorado K-12 Mandate Below is a partial list of state and federal mandates for school districts in Colorado: Minimum Number of Days of Instruction Every child who has attained the age of six

More information

DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE

DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE Paterson s Department of Curriculum and Instruction was recreated in 2005-2006 to align the preschool through grade 12 program and to standardize

More information

Impact of competency-based pathways on the high school to college transition

Impact of competency-based pathways on the high school to college transition Impact of competency-based pathways on the high school to college transition Redefining the High School to College Transition in Illinois April 29, 2015 This afternoon we will focus on answering several

More information

10 Different State Diploma Structures from Across the Country. October 28, 2014

10 Different State Diploma Structures from Across the Country. October 28, 2014 10 Different State Diploma Structures from Across the Country October 28, 2014 Guiding Questions How do other states compare on issues of rigor, complexity of course requirements, and college and career

More information

Section Three: Ohio Standards for Principals

Section Three: Ohio Standards for Principals Section Three: Ohio Standards for Principals 1 Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals. Principals lead the process

More information

Holland Elementary School Local Stakeholder Group Recommendations to the Commissioner Submitted January 6, 2014

Holland Elementary School Local Stakeholder Group Recommendations to the Commissioner Submitted January 6, 2014 Holland Elementary School Local Stakeholder Group Recommendations to the Commissioner Submitted January 6, 2014 Holland Elementary School was designated by Commissioner Chester as chronically underperforming

More information

Franklin Public Schools District Improvement Plan 2014-2015

Franklin Public Schools District Improvement Plan 2014-2015 Standard I: Instructional Leadership. The district promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful teaching and learning

More information

Pathways in Technology Early College High School (P-TECH) STEM Pathways to College & Careers

Pathways in Technology Early College High School (P-TECH) STEM Pathways to College & Careers Pathways in Technology Early College High School (P-TECH) STEM Pathways to College & Careers United States and China CTE Meeting Washington, DC August 8-9, 2012 The context for our work: Why P-TECH matters

More information

Principal Practice Observation Tool

Principal Practice Observation Tool Principal Performance Review Office of School Quality Division of Teaching and Learning Principal Practice Observation Tool 2014-15 The was created as an evidence gathering tool to be used by evaluators

More information

Redefining the 21st century classroom. Your solutions. partner

Redefining the 21st century classroom. Your solutions. partner Redefining the 21st century classroom Your solutions partner Empowering you to redefine the 21st century classroom Edmentum empowers you with the solutions you need to be effective in the 21st century

More information

Educational Leadership

Educational Leadership Master of Science in Education: Educational Leadership School Building Leader (SBL) Program or School Building Leader (SBL) /School District Leader (SDL) Program Program Overview The Educational Leadership

More information