South Carolina Adult Education Program Guidelines Focus on the Future South Carolina Department of Education Office of Adult Education
|
|
- Erin Franklin
- 8 years ago
- Views:
Transcription
1 South Carolina Adult Education Program Guidelines Focus on the Future South Carolina Department of Education Office of Adult Education Dr. David Stout, Director Office of Adult Education 3 rd Edition Revised August 27, 2014
2 Adult Education The South Carolina Department of Education does not discriminate on the basis of race, color, national origin, sex, or disability in admission to, treatment in, or employment in its programs and activities. Inquiries regarding the nondiscrimination policies should be made to the director of the Office of Human Resources, 1429 Senate Street, Columbia SC, 29201, I
3 Table of Contents Overview of Adult Education... page 1 Section 100 Federal Guidelines... page South Carolina State Plan... page Mission Statement... page Vision... page Purpose... page Position Statement... page 4 Section 200 Adult Education Program Statutory Requirements... page SC Board Regulations... page Performance Measures... page Program Intensity and Duration... page Program Hours of Participation... page Recruitment and Retention... page 9 Section 300 Adult Education Program Administration &Management... page Program Participants... page A Eligible Students... page B Fundable Students... page C Enrolled Students... page D Student Sign In and Out Procedures...page E Young Adult Population... page Program Staff... page A Adult Education Director... page B Director in Training... page C Center Supervisor or Program Coordinator page D LACES Entry Specialist... page EAdministrative Assistant... page F Instructional Staff... page G ESL Instructor... page H Family Literacy Designee... page I Family Literacy Instructional Staff... page J Transition Specialist... page 16 II
4 302K Virtual Learning Coordinator... page L Instructional Assistant... page M Tutors and Volunteers... page N WorkKeys Test Administrators... page Staff Orientation... page A New Director Orientation... page B New Teacher Orientation... page 18 Section 400 Adult Education Program Components... page Adult Basic Education (ABE)... page High School Equivalency Diploma (HSED)... page High School Diploma (HSD)... page A High School Diploma Hours... page B Units of Credit Earned in a Proficiency-Based System... page C Units of Credit Earned in Content (Credit) Recovery... page Career Readiness Certificate (CRC)... page English as a Second Language (ESL)... page Family Literacy (FL)... page A Parent Education (PE)... page District Requested Services... page Community Education Courses... page 24 Section 500 Program Monitoring... page Local Program Review (LPR)... page A Adult Education Focus Areas... page 26 Section 600 Adult Education Assessment Policy... page 27 Section 700 Adult Education Special Initiatives and Partnerships... page English Literacy-Civics (EL-Civics)... page Adult Ed. & Family Lit./Engagement Collaborative (AEFLEC)... page Career Readiness Certificate (CRC)... page A Career Readiness Certificate Goals... page SC Vocational Rehabilitation Department (SCVRD)... page County Jail-Local Detention Centers... page Certified Work Ready Communities (CWRC)... page Supplemental Nutrition Assistance Program (SNAP) 2 Work... page32 III
5 Section 800 Program Funding, Data, and Reporting... page Funding... page A Federal Funding... page B State Funding... page C Alternative Funding.....page D Budgets and Expenditure Procedures Effective July 2014 page Data-Literacy Adult Community Education System (LACES)... page Reporting... page A Desktop Monitoring Tool (DMT)... page B Transition Specialist Accountability Report (TSAR)... page C Special Initiatives Desk Audit... page D SC Voc. Rehab. Dept. Certified Expenditure Summary Report... page E Local Program Staff Development Plan... page F Local Program Staff Roster... page G Local Program Master Schedule... page H Local Program Income Report... page I Maintenance of Effort... page 42 Section 900 Resources, Staff Training & Professional Development.... page Regional Adult Education Technical Assistance Center (RAETAC)... page A Training Specialist... page Commission on Adult Basic Education (COABE)... page SC Association for Adult & Continuing Education (SCAACE)... page South Carolina Association of Adult Education Directors (SCAAED)... page National Adult Education Professional Development (NAEPDC)... page Section 1000 Miscellaneous... page Students with Disabilities... page Provisos... page Records... page Forms... page 52 IV
6 OVERVIEW OF ADULT EDUCATION Adult education programs serve individuals sixteen (16) years of age and older who need to improve their basic skills with an emphasis on literacy, mathematics, and English language proficiency. Instructors work with each student to design an individual learning plan that aligns to the student s goals: to get, retain or advance in a job; get off public assistance and achieve a family-sustaining income; earn a high school diploma (HSD) or obtain a high school equivalency diploma (HSED); advance to a community college or training program; help dependent children be successful in school; manage the family s healthcare; or learn English, understand U.S. culture, and be an informed citizen. Adult Literacy is defined as an individual s ability to use printed and written information to function in society, to achieve one s goals, and to develop one s knowledge and potential. The U.S. Department of Education issued an estimate of the literacy skills of adults in the 2003 National Assessment of Adult Literacy. Performance is rated on the following scale: Below Basic, Basic, Intermediate and Proficient. Overall, it is estimated that 93 million U.S. adults have Basic and Below Basic literacy skills. This study and others found: Adults living in poverty were more likely to have lower average literacy scores than adults with higher incomes. Half of the adults who did not have a high school diploma performed in the Below Basic levels. Seniors and adults over the age of 65 had the lowest average literacy scores of any age range, with 64 percent performing in the Basic and Below Basic levels. The more than one million incarcerated adults in the nation had lower average literacy scores than adults in households on nearly every comparable scale (age, gender, educational attainment level ethnicity). Foreign-born adults who came to the United States at age 19 or older are more likely to have lower English literacy skills than those who came at age 11 or younger. In 2003, 11 million adults in the United States were non-literate in English and 22 million adults spoke English less than very well. 1
7 South Carolina Office of Adult Education Program Guidelines SECTION 100 FEDERAL GUIDELINES The Adult Education and Family Literacy Act (AEFLA) is authorized by the Title II, Workforce Investment Act of 1998 (WIA--P.L ). Signed into Law on August 7, 1998, the Workforce Investment Act of 1998 reformed Federal employment, adult education, and vocational rehabilitation programs to create an integrated, "one-stop" system of workforce investment and education activities for adults and youth. Entities that carry out activities assisted under the Adult Education and Family Literacy Act are mandatory partners in this one-stop delivery system. See The purpose of adult education is to create a partnership among the federal government, states and localities, to provide, on a voluntary basis, adult education and literacy services in order to: assist adults to become literate and obtain the knowledge and skills necessary for employment and self-sufficiency assist adults who are parents to obtain the educational skills necessary to become full partners in the educational development of their children assist adults in the completion of a secondary school education The United States Department of Education allocates AEFLA funds to states in accordance with a statutory formula. Each state is required to use not less than 82.5% of its federal grant to award funds, through a competitive sub granting process, to eligible local providers of workplace literacy, family literacy, basic skills adult education, and English as a second language instruction. South Carolina s last AEFLA grant competition was conducted in 2006 for the school year and two subsequent years. Although the sub grant award was multi-year, continued funding was and is not automatic. Each sub grantee must submit an annual Performance Measures Proposal documenting the program s progress in meeting state performance measures. Informal or Formal Local Program Reviews are conducted to assess each program s progress in meeting the objectives of the program and to evaluate the program based on the indicators of performance. Using these procedures, the Office of Adult Education will determine annually a sub grantee s eligibility for continued funding. 2
8 Currently, South Carolina allocates federal funds to fifty-one (51) adult education programs housed in school districts or community colleges and to five (5) community-based organizations. 101 South Carolina State Plan This plan is an agreement between the state of South Carolina and the federal government to assure that the state s administration of adult education and family literacy programs is consistent with the Workforce Investment Act (WIA) of 1998, U.S. Public Law enacted Title II, the Adult Education and Family Literacy Act (AEFLA) of This plan communicates the scope of the state s commitment to and support of adult education and family and workplace literacy in order to meet the educational needs of its adult citizens and to adhere to the federal regulations. The State Plan is not a regulation Mission Statement The mission of adult education in South Carolina is to (1) assist adults in becoming literate and obtaining the knowledge and skills necessary for employment and self-sufficiency, (2) assist adults who are parents to obtain the educational skills necessary for them to become full partners in the educational development of their children, and (3) assist adults in the completion of a secondary-school education. 103 Vision The vision of adult education is for all South Carolina adults to have a high level of literacy that enables them to access needed information, take independent action, express ideas and opinions, keep up with the changing world, and exercise rights and responsibilities as family members, workers, and community members 104 Purpose The purpose of the Office of Adult Education is to provide leadership, training, technical assistance, monitoring, and evaluation to adult education service providers who assist adults in obtaining the literacy, credentials, knowledge and skills necessary for self-sufficiency, employability, civic awareness and an engaged partnership in the educational development of their children. 3
9 105 Position Statement The Office of Adult Education, based on directives from The U.S. Department of Education s, Office of Career, Technical and Adult Education (OCTAE) is officially stating that Student Performance is the priority and focus in South Carolina. To this end, it is imperative that all adult education programs receiving federal funds have a written plan to achieve success as it relates to students completing an educational functioning level. The intensity and duration of the instructional program should be sufficient to ensure student success. Keep in mind that the Workforce Investment Act of 1998 for Adult Education and Family Literacy (AEFLA) places the responsibility on programs to prove that they make a difference. Student gain, measured by post-testing with the TABE or BEST-Plus/BEST Literacy tests, is the primary measure of student performance. It is the Office of Adult Education s position that certain criteria must be standardized and uniform across all programs to assist in achieving the state level of performance set with OCTAE each year. 4
10 SECTION 200 ADULT EDUCATION PROGRAM STATUTORY REQUIREMENTS Funded sub grantees must use the funds to develop, implement, and improve adult education and literacy activities within their service area. Projects must offer flexible schedules and should offer necessary support services (such as child care and transportation) when possible to enable individuals, including individuals with disabilities or other special needs, to participate. Sub grantees must remember that in providing family literacy services under this program they shall attempt to coordinate with programs and services that are not assisted under this subtitle prior to using funds for adult education and literacy activities under this subtitle for activities other than adult education activities. Only programs that incorporate the 12 key statutory requirements included in the Adult Education and Family Literacy Act are considered for funding. The requirements are: the degree to which the eligible provider will establish measurable goals for participant outcomes the past effectiveness of an eligible provider in improving the literacy skills of adults and families, and, after the 1-year period beginning with the adoption of the state s performance measures (Section 212), the success of an eligible provider receiving funding under this subtitle in meeting or exceeding such performance measures, especially with respect to those adults with the lowest levels of literacy the commitment of the eligible provider to serve individuals in the community who are most in need of literacy services including individuals who are low-income or have minimal literacy skills the program is of sufficient intensity and duration for participants to achieve substantial learning gains and uses instructional practices, such as phonemic awareness, systematic phonics, fluency, and reading comprehension that research has proven to be effective in teaching individuals to read the activities are built on a strong foundation of research and effective educational practice 5
11 the activities effectively employ advances in technology, as appropriate, including the use of computers the activities provide learning in real life contexts to ensure that an individual has the skills needed to compete in the workplace and exercise the rights and responsibilities of citizenship the activities are staffed by well-trained instructors, counselors, and administrators the activities coordinate with other available resources in the community, such as by establishing strong links with elementary schools and secondary schools, postsecondary educational institutions, one-stop centers, job training programs, and social service agencies the activities offer flexible schedules and support services (such as child care and transportation) that are necessary to enable individuals, including individuals with disabilities or other special needs, to attend and complete programs the activities maintain a high-quality information management system that has the capacity to report participant outcomes and to monitor program performance against the state s performance measures and the local communities have a demonstrated need for additional English literacy programs 201 South Carolina Board Regulations Regulation Adult Education Program o Regulation Adult Education o Regulation Defined Program, Grades 9-12 and Graduation Requirements o Regulation Palmetto Unified School District o link Note: and are being reviewed for revision in
12 202 Performance Measures Adult education programs are evaluated on two basic, yet multi-faceted, factors: 1) Is the program serving its community? Have the demographics of the community been studied to determine the areas of need for adult education services and is the outreach needed to recruit, teach and retain those potential students being provided? 2) Is the program performing effectively? Are students attending regularly, making progress and attaining their goals? Is the program meeting state performance measures? Program performance is measured by its effectiveness in moving students through a set of educational functioning levels that have been established by the federal government. A snapshot of a program s effectiveness can be seen in its data, but that data is the aggregate of the effectiveness of a number of daily practices and procedures. 203 Program Intensity and Duration Note: Classes must have the intensity and duration for students to successfully complete their entry educational functioning level. As a result, all students must be enrolled in a class designed to meet the 30/40/60 hour rule, such as Parent Education or WorkKeys/WorkCore classes. For this reason 12 Hour and short classes must have been eliminated, effective December 31, 2012, as directed in the dated with additional clarification on (see Appendix). This includes Money Smart or Health Smart as stand-alone classes. 7
13 204 Program Hours of Participation Instructional Hours: INSTRUCTIONAL HOURS Delivered by: Adult Basic Education (NRS Educational Functioning Levels 1-4) Minimum of forty (40) instructional hours prior to TABE post-testing in alignment with SC Adult Education Assessment Policy Adult Education Adult Secondary Education (NRS Educ. Functioning Levels 5-6) Minimum of thirty (30) instructional hours prior to TABE post-testing (unless exempt) in alignment with SC Adult Education Assessment Policy. Adult Education High school diploma courses require 60 instructional hours* for a full credit and 30 instructional hours for a half-credit unless the course is an SCDE approved proficiencybased course. Note: Instructional hours refer only to those in which the student is engaged in learning course content (does not include intake, pre-assessment, orientation, etc.). English As A Second Language Minimum of sixty( 60) instructional hours prior to BEST-Plus or BEST Literacy posttesting unless pre-tested with TABE in alignment with SC Adult Education Assessment Policy Adult Education Career Readiness Certificate (Work Keys) Minimum of thirty (30) instructional hours prior to TABE post-testing in alignment with SC Adult Education Assessment Policy Family Literacy: Parent Education Minimum of fifteen (15) instructional hours monthly Note: A maximum of five (5) hours may be integrated with adult basic education, English as a Second Language (ESL), and career readiness hours. The remaining ten (10) hours must be devoted specifically to parenting topics and activities that support the primary and secondary parent National Reporting System (NRS) goals: Adult Education Adult Education The ten (10) instructional hours must include instruction that integrates sessions on literacy, (language, reading and math), as well as child growth and development. For example, programs may incorporate sessions on brain development, social/emotional development, effective emerging literacy strategies, selecting age appropriate books, and other topics (some of which should be generated by the participants) that help parents understand the rationale for the NRS parent education primary and secondary goals Early Care and Education (Early Childhood) Thirty-five (35+ )Hours Weekly Note: ECE hours will vary depending on enrollment in public school, Head Start, private child care or home care. Local School District and/or Partner(s) Interactive Literacy Activities Between Parent and Child Five (5 )Hours Monthly Note: It is allowable for Adult Education programs to collaborate with the provider of Interactive Literacy Activities Between Parent and Child (ILA) aka Parent and Child Time Together (PACT) 8
14 205 Recruitment and Retention Programs must include intensive and special efforts to recruit, retain and give priority to serving under educated and under employed adults and parents or guardians of children, ages birth through five years, who are considered at-risk for school failure. Local programs must maintain on-site documentation of their recruitment and retention plans, and supporting activities to demonstrate a commitment to serve adults who need a HSD / HSED and/or Career Readiness Certificate. 9
15 SECTION 300 ADULT EDUCATION PROGRAM ADMINISTRATION AND MANAGEMENT 301 Program Participants Regulation requires that the local school board assign students under the age of eighteen who have left school to adult education. In order to help expedite the process, the local school board may allow the district superintendent to review and approve the assignment of students under the age of eighteen. In larger districts, an assistant or deputy superintendent will be allowed to sign the form approving the assignment of underage students to adult education. Under no circumstances are high school principals or other administrators allowed to approve the assignment. It is suggested that each district develop an official form and process for assigning underage students to the local adult education program. Adult education programs must maintain a copy of the assignment form in the student s permanent record. 301A Eligible Students Adult education students shall be at least eighteen (18) years of age (see 301 for exception to age) not enrolled or required to be enrolled in secondary school under State law and who: Lack sufficient mastery of basic educational skills to function effectively in society Do not have a secondary school diploma or its recognized equivalent, and have not achieved an equivalent level of education; or Are unable to speak, read, or write the English language 301B Fundable Students A student is considered fundable after the student has completed an approved pre-test (TABE, BEST Plus or BEST Literacy), and received a minimum of twelve (12) hours of instruction. 301C Enrolled Students A student can only be counted in enrollment once during a school year. There are no exceptions to this rule. For instance, if a student starts the school year in a basic class and advances to a high school class during the school year, or if a diploma student takes a math and a language arts course during the school year, he/she can only be counted in enrollment once. 10
16 301D Student Sign In and Out Procedure Student participation must be authenticated, therefore programs must have a systematic method for students to sign in and out of adult education classes. Class participation must be validated by one of the following: Daily student signature Weekly student signature with daily student initial Computer Assisted Sign In If a program is using a computer assisted sign in system, (Open Time Clock, etc.), then the program must be able to access and make available a system-generated report of each student s individual sign in and sign out history. In the event the computer assisted method fails, programs should have a backup method in place. Each program using a computer assisted sign in/out system must get approval from State Office of Adult Education to eliminate the use of hard copy sign in sheets. This approval will be granted on a case by case basis. Programs are required to have written policy on program sign in and sign out procedures that is followed by all staff (Local Program Review Instrument, Data Collection and Analysis, 1.1: Written policy that describes or shows: a process/plan for maintaining and documenting daily classroom attendance). Note: Alternate methods and/or procedures for sign in and out must be submitted to the regional education associate for approval. 301E Young Adult Population (YAP) Previously, the South Carolina General Assembly provided a special allocation to school district adult education programs to serve year old students. That special allocation is no longer available. The General Assembly now mandates by proviso that 30% of all state adult education funds be spent serving year old students. In addition to more full-time teachers, each program has a transition specialist who focuses on preparing the student to move from adult education to post-secondary education, the armed forces or the work world. 11
17 302 Program Staff Staffing is critical for adult education programs. The number of program staff depends on the size of the program, services offered, satellite sites and funding. The following are examples of staff positions found in adult education programs throughout the state. 302A Adult Education Director The responsibility of the adult education director is to coordinate and collaborate with the school community and local agencies to provide an array of education services to meet the educational needs of the uneducated and undereducated population. Each director must either be certified in one of the acceptable areas of certification for an adult education director or hold both an advanced degree in the field of adult education and a South Carolina teaching certificate. It is recommended that a director have at least five (5) years of successful experience in the teaching, administration or supervisory field. Each director is expected to attend at least one course offered by the SCDE, Office of Adult Education through the College of Charleston within the first two (2) years of employment. These courses include Best Practices, Blending Common Core or Foundations of Adult Education. 302B Director in Training This position is reserved for a staff member with an expressed desire to be an adult education director. The person must possess the above qualifications or be currently working toward the listed qualifications. Note: This position is at the discretion of the adult education director. 302C Program Coordinator This is an administrative position with varying functions working under the direction of the adult education director. These individuals are hired and assigned duties at the discretion of the school district. Each center supervisor or program coordinator must either meet the same qualifications 12
18 for certification as an adult education director or have a master's degree or a bachelor s degree and five years of adult education experience. 302D LACES Entry Specialist This position is responsible for entering and verifying data as well as data quality through diagnostic tools embedded in the LACES software program. A thorough knowledge of LACES is required. Attendance at quarterly trainings is required. 302E Administrative Assistant The Administrative Assistant should possess good clerical, technological and interpersonal skills to enhance the adult education program. Directors must follow the guidelines of their local school district/community based organization in filling this position. 302F Instructional Staff All teachers (except ESL) must hold a valid S.C. teaching certificate. This includes WorkKeys teachers and teachers at local jails and detention centers. 302G English as a Second Language (ESL) Instructor Because there is no stand-alone ESL certification available, ESL teachers with a bachelor s degree but without a S.C. teaching certificate are eligible for a waiver exempting them from this requirement (302F). Directors should submit a waiver request to the Director of the Office of Adult Education in order for these teachers to continue employment. Waivers can be requested by following this link: Regardless of hire date, all teachers are expected to attend ESL Academy I within the first two years of employment. All new ESL teachers hired after June 30, 2014 are required to possess a bachelor s degree. 13
19 302H Family Literacy Designee Each Adult Education program must have a designated Family Literacy contact. The designated person will be the point of contact for all matters related to Family Literacy (Parent Education Classes). The contact may be the Adult Education Director, district Family Literacy Coordinator, or a Designee. A primary and secondary contact is preferred. The Adult Education Director must be the primary contact. The designated person must provide leadership and direction for the integration of the four components of Family Literacy (Adult Education, Parent Education, Interactive Literacy Activities Between Parent and Child, and Early Care and Education). Specifically, program leaders must; communicate a clear vision for the Family Literacy program, have sufficient background knowledge and related experience to effectively coordinate the components of Family Literacy, effectively coordinate and partner with the local school district and other agencies to offer comprehensive family literacy (i.e. partnering for Interactive Literacy Activities and Early Care and Education), ensure integration of parent education and adult basic education, attend ongoing professional development to enhance leadership capacity and provide training for program staff and collaborators, partner and collaborate to maximize resources and avoid duplication of efforts, o Potential partners and collaborators; local 4K and 5K Programs, Title I, Part A, First Steps to School Readiness, Head Start, Office of Exceptional Children, Department of Social Services (DSS), and other early childhood and family strengthening programs. manage program budget effectively and actively pursue resources for sustainability, ensure required data is collected, (pre and post surveys, NRS Tables 6, 8 and 11data) ensure coordination of services to assist the adult learner in meeting literacy and employment goals. Note: Family Literacy partnerships should be established through signed agreements, whenever possible, to ensure that the full range of participating students, who are parents, literacy and career ready needs are being met. 14
20 302I Family Literacy Instructional Staff Family Literacy instructional staff must adhere to Adult Education teacher guidelines if employed by the Adult Education program. At a minimum the Parent Education instructor should have training in at least one research based parent education curriculum; however, more than one curriculum may be incorporated into instruction. Suggested Parent Education Curricula Practical Parent Education (PPE) Parents As Teachers (PAT) Teaching Strategies: Creative Curriculum, (i.e. Literacy, Mathematics, Learning Games) High/Scope MotherRead Parent Child Home Program (PCHP) An Office of Adult Education approved curriculum. Programs should ensure that parent education instructional content reflects the students identified goals on the Family Literacy Pre and Post Survey. Other nationally recognized assessments, while they cannot be substituted for the survey, can also be used to guide parent education content. These include assessments such as: Parent Education Profile (PEP) Keys to Interactive Parenting (KIPS) Adult-Child Interactive Reading Inventory (aciri). Note: A request for an alternate parent education curriculum/course should be submitted to the Office of Adult Education. 15
Major Criteria For Adult Education Projects in Arkansas
ADULT EDUCATION Program Policies November 15, 2008 Arkansas Department of Workforce Education Table of Contents Effective and Efficient Evaluation Calculations... 3 Service Delivery Area... 4 Distribution
More informationSOUTH CAROLINA TRANSITION STATE PLAN. Adult Education and Family Literacy
SOUTH CAROLINA TRANSITION STATE PLAN Adult Education and Family Literacy Under Title II of the Workforce Investment Act of 1998 And Amended July 22, 2014, as Title II of the Workforce Innovation and Opportunity
More informationDistrict of Columbia Narrative Report 2010-2011
In Program Year 2010-2011 (PY 2011), the Office of the State Superintendent of Education, Adult and Family Education (OSSE AFE) awarded federal Adult Education and Family Literacy Act (AEFLA) and local
More information3.5 Description of Federal and State Reporting Requirements for Adult Education Programs
3.5 Description of Federal and State Reporting Requirements for Adult Education Programs Effective Date: Revises Previous Effective Date: N/A; titles updated July 1, 2008; Adult Learner Attendance Sheet
More informationDISTANCE EDUCATION POLICY & PROCEDURES FY 2013-14 SECTION I: INTRODUCTION AND CONTEXT
DISTANCE EDUCATION POLICY & PROCEDURES FY 2013-14 SECTION I: INTRODUCTION AND CONTEXT Background In June 2007, The U.S. Department of Education, Office of Vocational and Adult Education (OVAE), received
More informationSTATE OF NEW JERSEY DEPARTMENT OF LABOR AND WORKFORCE DEVELOPMENT
STATE OF NEW JERSEY DEPARTMENT OF LABOR AND WORKFORCE DEVELOPMENT Workforce Investment Act of 1998, (Public Law 105-220) Title II, Adult Education and Literacy Consolidated Adult Basic Skills And Integrated
More informationNational Board for Professional Teaching Standards Certification Incentive Program
Certificated Personnel BP 4112.2(a) CERTIFICATION The Superintendent or designee shall ensure that persons employed in positions requiring certification qualifications have the appropriate credential or
More informationRhode Island Distance Learning Policy
Rhode Island Distance Learning Policy In June 2007, The U.S. Department of Education, Office of Vocational and Adult Education, received approval from the Office of Management and Budget to collect and
More informationN.J.A.C. 6A:20, ADULT EDUCATION PROGRAMS TABLE OF CONTENTS
N.J.A.C. 6A:20, ADULT EDUCATION PROGRAMS TABLE OF CONTENTS SUBCHAPTER 1. GENERAL PROVISIONS 6A:20-1.1 Purpose and function 6A:20-1.2 Definitions 6A:20-1.3 Age and out-of-school requirements 6A:20-1.4 Certification
More informationEducational Practices REFERENCE GUIDE. Aligned to the AdvancED Standards for Quality Schools
Educational Practices REFERENCE GUIDE Aligned to the AdvancED Standards for Quality Schools Table of Contents Introduction... 3 Purpose and Direction... 4 Governance and Leadership... 5 Duties of the Governing
More informationMississippi Adult Education Teacher Orientation Manual January 2014 MON 1
Mississippi Adult Education Teacher Orientation Manual January 2014 MON 1 PROGRAM ACCOUNTABILITY AND DATA MANAGEMENT Adult Education Management System (AEMS) The Adult Education Management System commonly
More information2014-2015 Adult High School Technical Assistance Guide. Florida Department of Education
2014-2015 Adult High School Technical Assistance Guide Florida Department of Education Florida Department of Education Division of Career and Adult Education 325 West Gaines Street, Room 754 Tallahassee,
More informationEffective Date: July 1, 2007: titles updated July 1, 2008; Annual Tables and Data Flow updated July 1, 2012.
3.6 Description of the Federal National Reporting System (NRS) for the Adult Education and Family Literacy Activities and Performance Accountability System Effective Date: July 1, 2007: titles updated
More informationThe Board shall review and approve all district plans and applications for the use of state and/or federal funds supporting CTE.
BP 6178(a) Instruction CAREER TECHNICAL EDUCATION The Governing Board desires to provide a comprehensive technical education (CTE) program in the secondary grades which integrates core academic instruction
More informationADULT EDUCATION. Marlboro County Board of Education
Administrative Rule ADULT EDUCATION Code IHD-R Issued 5/14 Marlboro County School District is committed to assisting adults in obtaining the skills they need to be productive workers, family members, and
More informationADULT EDUCATION DIVISION GED TESTING OFFICE PROGRAM POLICIES FOR THE ADMINISTRATION OF THE GED TEST. Arkansas Department of Career Education
ADULT EDUCATION DIVISION GED TESTING OFFICE PROGRAM POLICIES FOR THE ADMINISTRATION OF THE GED TEST 2011 Arkansas Department of Career Education ARKANSAS DEPARTMENT OF CAREER EDUCATION ADULT EDUCATION
More informationBOARD POLICY 6178 Page 1 of 5 CAREER TECHNICAL EDUCATION INSTRUCTION EFFECTIVE: OCTOBER 13, 2015 REVISED:
Page 1 of 5 SUBJECT: ORIGINATING OFFICE: CAREER TECHNICAL EDUCATION ASSISTANT SUPERINTENDENT, CURRICULUM AND INSTRUCTION EFFECTIVE: OCTOBER 13, 2015 REVISED: The Board of Trustees desires to provide a
More informationLOS ANGELES UNIFIED SCHOOL DISTRICT Policy Bulletin
TITLE: NUMBER: ISSUER: Criteria for Granting Instructional Credit in Secondary Schools BUL-1100 DATE: June 28, 2004 Merle Price, Deputy Superintendent Instructional Services ROUTING Local District Superintendent
More informationA SACS Accredited Distance Education School
Thank you for requesting information on The Ogburn School, where you can earn a high school diploma through convenient home study. When you enroll with us your tuition includes: enrollment in a private
More informationPlease see Section IX. for Additional Information:
The Florida Senate BILL ANALYSIS AND FISCAL IMPACT STATEMENT (This document is based on the provisions contained in the legislation as of the latest date listed below.) BILL: CS/SB 598 Prepared By: The
More informationDEPARTMENT OF EDUCATION SUPERINTENDENT OF PUBLIC INSTRUCTION TEACHER CERTIFICATION CODE
DEPARTMENT OF EDUCATION SUPERINTENDENT OF PUBLIC INSTRUCTION TEACHER CERTIFICATION CODE These rules take effect immediately upon filing with the Secretary of State unless adopted under section 33, 34,
More informationNew York State Application for Workforce Investment Act Incentive Grant Funding
New York State Application for Workforce Investment Act Incentive Grant Funding A. Assurances In accordance with the Application Process described in Section 7 (A) of Training and Employment Guidance Letter
More informationTE Glossary. Assessment Forms - The Assessment Forms lister maintains a list of all CASAS tests available in the TOPSpro Enterprise database
TE Glossary 3 rd Party Import Wizard Go to Tools 3 rd Party Import Wizard. This feature enables you to bring in files from third party systems into your TE database so that you can include this data for
More informationAdult Basic Education New Teacher Training. Module 1 OVERVIEW OF ABE
Adult Basic Education New Teacher Training Module 1 OVERVIEW OF ABE Purpose Adult Basic Education (ABE) is designed to teach eligible people, 16 years of age or older, to read and write English, problem
More informationOverview of the Massachusetts (MA) Adult Basic Education (ABE) System
Overview of the Massachusetts (MA) Adult Basic Education (ABE) System Luanne Teller Lteller@worlded.org World Education, Inc. 44 Farnsworth Street Boston, Massachusetts 02210 1211 617.482.9485 Massachusetts
More informationHigh School Graduation Requirements
High School Graduation Requirements Procedure No. 2410A A student graduating from a Longview high school shall receive a diploma indicating essential skills competency and exit outcomes proficiency. In
More informationAppendix A Components for the Review of Institutions of Higher Education
Appendix A Components for the Review of Institutions of Higher Education Appendix A: Components for the Review of Institutions of Higher Education The PI 34 requirements for program approval are organized
More informationON APRIL 5, 2016, THE TEXAS WORKFORCE COMMISSION PROPOSED THE BELOW RULES WITH PREAMBLE TO BE SUBMITTED TO THE TEXAS REGISTER.
CHAPTER 805. ADULT EDUCATION AND LITERACY PROPOSED RULES WITH PREAMBLE TO BE SUBMITTED TO THE TEXAS REGISTER. THIS DOCUMENT WILL NOT HAVE ANY SUBSTANTIVE CHANGES BUT IS SUBJECT TO FORMATTING CHANGES AS
More informationState School Aid Act, Section 107, Adult Education
State School Aid Act, Section 107, Adult Education Sandy Thelen, Office of Adult Education Leslie Shamel, Lapeer County ISD Overview Legislation and Accountability Participant Eligibility Continued Eligibility
More informationWorkforce Innovation and Opportunity Act Frequently Asked Questions July 22, 2014
Workforce Innovation and Opportunity Act Frequently Asked Questions July 22, 2014 The following Frequently Asked Questions are drafted in the context of the Workforce Innovation and Opportunity Act (WIOA)
More informationPublic Public Funding Snapshot
Public Public Funding Snapshot New York City Services for Disconnected Youth Existing education and workforce programs targeting young people only serve up to 7 percent of NYC s disconnected youth. Community
More informationSanta Ana College, School of Continuing Education, Centennial Education Center. Data collection reports. Prepared by: Jarek Janio, CEC
Santa Ana College, School of Continuing Education, Centennial Education Center Data collection reports Prepared by: Jarek Janio, CEC Friday, December 20 th, 2013 Glossary of terms and abbreviations: ABE
More informationRFA APPLICATION. Federal and State Funding. FISCAL YEAR 2013 (July 1, 2012 - June 30, 2013)
Office of Adult Education 1800 Century Place, N.E., Suite 300 Atlanta, Georgia 30345-4304 Beverly E. Smith, M. Ed. Assistant Commissioner RFA APPLICATION Federal and State Funding FISCAL YEAR 2013 (July
More informationThe state basic skills proficiency test shall not be required of the following: (Education Code 44830)
Personnel AR 4112.2(a) CERTIFICATION Registration Each person employed by the district for a position requiring certification qualifications shall, within 60 days after beginning employment, register with
More informationM 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 informationAdult Diploma Program Recommendations. Submitted to Governor Kasich, Senate President Faber and Ohio House of Representatives Speaker Batchelder
Adult Diploma Program Recommendations Submitted to Governor Kasich, Senate President Faber and Ohio House of Representatives Speaker Batchelder December 2014 Adult Diploma Program December 2014 Page 1
More informationTITLE 23: EDUCATION AND CULTURAL RESOURCES SUBTITLE A: EDUCATION CHAPTER I: STATE BOARD OF EDUCATION SUBCHAPTER b: PERSONNEL
ISBE 23 ILLINOIS ADMINISTRATIVE CODE 25 TITLE 23: EDUCATION AND CULTURAL RESOURCES : EDUCATION CHAPTER I: STATE BOARD OF EDUCATION : PERSONNEL Section 25.10 Accredited Institution PART 25 EDUCATOR LICENSURE
More informationWIOA Webinar: An Overview of Adult Education & Literacy
WIOA Webinar: An Overview of Adult Education & Literacy August 28, 2014 Welcome & Introductions 2 Johan E. Uvin, Acting Assistant Secretary Office of Career, Technical, & Adult Education, Gerri Fiala,
More informationEducational Practices Reference Guide. Aligned to the Advance ED Standards for Quality Schools
Aligned to the Advance ED Standards for Quality Schools February 2010 Table of Contents Page Number Introduction 3 Vision and Purpose 4 Governance and Leadership Duties of the Governing Authority 4 Role
More informationCHAPTER 77 STANDARDS FOR TEACHER INTERN PREPARATION PROGRAMS
Ch 77, p.1 CHAPTER 77 STANDARDS FOR TEACHER INTERN PREPARATION PROGRAMS 281 77.1(256) General statement. Programs of teacher intern preparation leading to licensure in Iowa are subject to approval by the
More informationWhat You Need to Know About Adult Education Programs
AB104 Adult Education Block Grant - Three-Year Consortia Plan Update from AB86 Final Plan Section 1: Consortium Information 1.1 Consortium Planning Grant Number: 15-328-063 1.2 Consortium Name: Southwestern
More informationAN INFORMATIONAL BRIEF PREPARED FOR MEMBERS OF THE OHIO GENERAL ASSEMBLY BY THE LEGISLATIVE SERVICE COMMISSION STAFF
Members Only AN INFORMATIONAL BRIEF PREPARED FOR MEMBERS OF THE OHIO GENERAL ASSEMBLY BY THE LEGISLATIVE SERVICE COMMISSION STAFF Highly Qualified Teachers and Paraprofessionals Under the No Child Left
More informationIllinois Community College Board
Illinois Community College Board Dr. Lazaro Lopez Chair Dr. Karen Hunter Anderson Executive Director TO: FROM: All Currently Funded ICCB Adult Education and Literacy (AEL) Programs Jennifer K. Foster,
More informationNCLB and the Highly Qualified Teacher
October 2008 NCLB the Highly Qualified Teacher GENERAL 1. Who must meet the highly qualified teacher requirements? All teachers who teach core academic subjects (provide direct instruction, i.e. are the
More informationMeasuring the Performance of North Carolina s Workforce Development System. January 2015
Measuring the Performance of North Carolina s Workforce Development System January 2015 Introduction Session Law 2012-131 required the N.C. Commission on Workforce Development (recently renamed NCWorks
More informationContracting with Technical Colleges and Other Ways to Complete High School
Contracting with Technical Colleges and Other Ways to Complete High School Tony Evers, PhD, State Superintendent 1. Which students have the right to attend a technical college for purposes of receiving
More informationREGULATIONSPEQUANNOCK TOWNSHIP
A. Definitions 2423R BILINGUAL AND ESL EDUCATION PROGRAM 2423R / PAGE 1 0F 11 M 1. "Bilingual education program" means a full-time program of instruction in all those courses or subjects which a child
More informationWHITTIER UNION HIGH SCHOOL DISTRICT
WHITTIER UNION HIGH SCHOOL DISTRICT Whittier, California BP 4112.2 CERTIFICATION Board 10-1-52 Revised 11-9-10 The Whittier Union High School District Board of Trustees recognizes that the district's ability
More informationDEPARTMENT OF EDUCATION SUPERINTENDENT OF PUBLIC INSTRUCTION SCHOOL DISTRICT PUPIL ACCOUNTING FOR DISTRIBUTION OF STATE AID
DEPARTMENT OF EDUCATION SUPERINTENDENT OF PUBLIC INSTRUCTION SCHOOL DISTRICT PUPIL ACCOUNTING FOR DISTRIBUTION OF STATE AID (By authority conferred on the superintendent of public instruction by sections
More information6.9 6.9.1. GRADING SYSTEMS
6.9 The professional staff will develop a program of studies which encourages students to continually strive for self-improvement and success in their academic work. 6.9.1. GRADING SYSTEMS Periodic grade
More informationMonroe Public Schools English Language Learner Program Description and Guidelines Revised, Fall 2012
Monroe Public Schools Language Learner Program Description and Guidelines Revised, Fall 2012 It is the policy of Monroe Public Schools not to discriminate on the basis of race, color, national origin,
More informationChild Development Associate (CDA) Credential and Process
Facts about the 1 Child Development Associate (CDA) Credential and Process What Is a CDA? CDA stands for Child Development Associate. This is a person who has successfully completed the CDA assessment
More informationProgram Self-Evaluation and ACLS Monitoring Tool. Massachusetts Department of Elementary and Secondary Education Adult and Community Learning Services
1 Program Self-Evaluation and ACLS Monitoring Tool Massachusetts Department of Elementary and Secondary Education Adult and Community Learning Services 75 Pleasant Street Malden, Massachusetts 02148 Telephone:
More informationCh. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS GENERAL PROVISIONS GENERAL CATEGORY PROGRAM DESIGN
Ch. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS Sec. 354.1. Definitions. 354.2. Purpose. GENERAL PROVISIONS GENERAL 354.11. Minimum requirements for approval. 354.12.
More informationPRIMARY AND SECONDARY EDUCATION EDUCATIONAL STANDARDS - VOCATIONAL EDUCATION ESTABLISHMENT OF ACADEMIC AND TECHNICAL STANDARDS
TITLE 6 CHAPTER 33 PART 2 PRIMARY AND SECONDARY EDUCATION EDUCATIONAL STANDARDS - VOCATIONAL EDUCATION ESTABLISHMENT OF ACADEMIC AND TECHNICAL STANDARDS 6.33.2.1 ISSUING AGENCY: Public Education Department
More informationAlternative Learning. resource OFFERINGS
resource I N F O R M A T I O N Alternative Learning Programs and Services: Downtown Education Center.......... 608/258-2440 South Madison Community Campus*... 608/255-0426 Truax Location.....................
More informationNorth Carolina Professional Teaching Standards
North Carolina Professional Teaching Standards For every student in North Carolina, a knowledgeable, skilled compassionate teacher...a star in every classroom. As Approved by the State Board of Education
More informationNursing Education Programs and Licensure Requirements General
Nursing Education Programs and Licensure Requirements General Nursing Education Programs and Licensure Requirements General General 20-90-45. Definition of terms As used in sections 20-90-45 to sections
More informationCPE College Readiness Initiatives Unified Strategy: Increase accelerated learning opportunities for all Kentucky students.
CPE College Readiness Initiatives Unified Strategy: Increase accelerated learning opportunities for all Kentucky students. INTRODUCTION 1 P age 1. Objectives and Activities Bluegrass Community and Technical
More informationData Housed at the North Carolina Education Research Data Center
Data Housed at the North Carolina Education Research Data Center District-level data Community Index Data, Year 2004 Each file has one record per Local Education Agency with the percent of students (a)
More informationVISTA UNIFIED SCHOOL DISTRICT
VISTA UNIFIED SCHOOL DISTRICT ADMINISTRATIVE REGULATION 4112.2 Certificated Personnel CERTIFICATION Registration Each person employed by the district for a position requiring certification qualifications
More informationCARTERET COMMUNITY COLLEGE
CONTENTS CARTERET COMMUNITY COLLEGE 2015-16 General Catalog (Effective 8/2015) Chapter 7: Corporate and Community Education Division 2 7.1. General Information 2 7.1.1. Admissions 2 7.1.2. Dual Enrollment
More informationTANTASQUA TECHNICAL DIVISION ADMISSIONS POLICY Tantasqua Regional School District
TANTASQUA TECHNICAL DIVISION ADMISSIONS POLICY Tantasqua Regional School District I. INTRODUCTORY STATEMENT The Technical Division program at Tantasqua Regional High School is fully integrated with the
More informationA. Supervised work experience or other outside school experience in accordance with Education Code 51760.3 and 5 CCR 1635.
INSTRUCTION CORONA-NORCO UNIFIED SCHOOL DISTRICT 6522 PROMOTION AND GRADUATION REQUIREMENTS HIGH SCHOOL GRADUATION REQUIREMENTS ALTERNATIVE CREDITS TOWARD GRADUATION In order to meet individual student
More informationREGIONAL OCCUPATIONAL PROGRAM Student Programs Division 10474 Mather Boulevard, PO Box 269003, Sacramento, CA 95826
REGIONAL OCCUPATIONAL PROGRAM Student Programs Division 10474 Mather Boulevard, PO Box 269003, Sacramento, CA 95826 SCHOOL ACCOUNTABILITY REPORT CARD A Report to the Community for the 2002 2003 School
More informationSec. 1. The following definitions in this section apply throughout this title:
TITLE 511 INDIANA STATE BOARD OF EDUCATION ARTICLE 10.1 TEACHER TRAINING AND LICENSING Rule 1. Definitions 511 IAC 10.1-1-1 Definitions Sec. 1. The following definitions in this section apply throughout
More informationSOUTH CAROLINA EDUCATOR LICENSURE MANUAL
SOUTH CAROLINA EDUCATOR LICENSURE MANUAL DIVISION OF SCHOOL EFFECTIVENESS OFFICE OF EDUCATOR SERVICES SOUTH CAROLINA DEPARTMENT OF EDUCATION Molly M. Spearman State Superintendent of Education Updated
More informationIntegrated Data Collection and Performance Management REFERENCE
Integrated Data Collection and Performance Management REFERENCE Table of Contents I. Intake and Registration..2 II. III. IV. Participation 5 Exit...8 Outcome and Output Tracking and Reporting...11 I. INTAKE
More informationMichigan Merit Curriculum High School Graduation Requirements
Michigan Merit Curriculum High School Graduation Requirements 45 Understanding Michigan s graduation requirements will enable you to help your child obtain a high school diploma and ultimately succeed
More informationField Guidance on Parent Engagement Requirements
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 Office of P-12 Ira Schwartz, Assistant Commissioner Office of Accountability 55 Hanson Place, Room 400 Brooklyn,
More informationNEW CHAPTER 805, ADULT EDUCATION AND LITERACY PROGRAM RULES
1 1 1 1 1 1 1 0 1 0 1 0 1 NEW CHAPTER 0, ADULT EDUCATION AND LITERACY PROGRAM RULES, AND AMENDMENTS TO CHAPTER 00, GENERAL ADMINISTRATION RULES, AND CHAPTER 0, INTEGRITY OF THE TEXAS WORKFORCE SYSTEM RULES
More informationSec. 20-90 page 1 (11-04)
Department of Public Health Sec. 20-90 page 1 (11-04) TABLE OF CONTENTS The Board of Examiners for Nursing and Requirements for Registration of Professional Nurses and Certification of Licensed Practical
More informationOptions for Awarding Credit Toward Policy 6116 High School Graduation
INDEPENDENT STUDY The following Independent Study options are approved by the Smyrna Board of Education as means for awarding credit toward high school graduation. In all cases listed, the option or options
More informationSAN DIEGO COMMUNITY COLLEGE DISTRICT CONTINUING EDUCATION CENTERS ADDITIONAL FACULTY SERVICE AREA (FSA) APPLICATION FORM
SAN DIEGO COMMUNITY COLLEGE DISTRICT CONTINUING EDUCATION CENTERS ADDITIONAL FACULTY SERVICE AREA (FSA) APPLICATION FORM INSTRUCTIONS: Please refer to the list of minimum qualification requirements below
More informationAR 4112.2. Personnel. Certification. Registration
AR 4112.2 Certification Registration Each person employed by the district for a position requiring certification qualifications shall, within 60 days after beginning employment, register with the county
More information34 CFR Parts 461, 462, 463, 472, 477, 489, and 490. Programs and Activities Authorized by the Adult Education
This document is scheduled to be published in the Federal Register on 04/16/2015 and available online at http://federalregister.gov/a/2015-05540, and on FDsys.gov 4000-01-U DEPARTMENT OF EDUCATION 34 CFR
More informationHandbook for Districts Highly Qualified Teachers in Colorado
Handbook for Districts Highly Qualified Teachers in Colorado October 2012 http://www.cde.state.co.us/fedprograms/tii/a_hqt.asp Purpose This resource has been created to inform educators and other interested
More informationData Housed at the North Carolina Education Research Data Center
Data Housed at the North Carolina Education Research Data Center District-level data Community Index Data, Year 2004 Each file has one record per Local Education Agency with the percent of students (a)
More informationInstitute for Financial Literacy
Institute for Financial Literacy Financial Certification: A Study of the Impact on Professionals' Financial Literacy Levels and Competency A Report Published by the Institute for Financial Literacy, Inc.
More informationPOLICY ISSUES IN BRIEF
ISSUES AND SOLUTIONS for Career and Technical Education in Virginia 2015 Educators and business representatives from across Virginia, along with 10 organizations representing Career and Technical Education
More informationPennsylvania s Statewide System of School Support
Pennsylvania s Statewide System of School Support The Pennsylvania Department of Education s (PDE) mission is to lead and serve the educational community to enable each individual to grow into an inspired,
More informationCommunity, Early Childhood, and Adult Education Programs
INFORMATION BRIEF Research Department Minnesota House of Representatives 600 State Office Building St. Paul, MN 55155 Danyell Punelli, Legislative Analyst, 651-296-5058* Updated: December 2010 Community,
More informationof Arizona s Certification Process
The s&a s of Arizona s Certification Process Published by the Arizona Education Association s uality Teaching & Learning Center Revised August 2006 Arizona s Professional Teaching Standards 1. The teacher
More informationA Companion Paper to A Primer on Adult Education in Texas. Adult Education Providers: Instructional Approaches and Service Delivery Methods
A Companion Paper to A Primer on Adult Education in Texas Adult Education Providers: Instructional Approaches and Service Delivery Methods Texas Workforce Investment Council June 2010 Table of Contents
More informationRULES FOR THE ADMINISTRATION, CERTIFICATION AND OVERSIGHT OF COLORADO ONLINE PROGRAMS
DEPARTMENT OF EDUCATION Colorado State Board of Education RULES FOR THE ADMINISTRATION, CERTIFICATION AND OVERSIGHT OF COLORADO ONLINE PROGRAMS 1 CCR 301-71 [Editor s Notes follow the text of the rules
More informationEnglish Learner Program Description White Bear Lake Area Schools
English Learner Program Description White Bear Lake Area Schools March, 2012 Please direct questions to: Kathleen Daniels Director of Special Services kathleen.daniels@isd624.org 1 The purpose of this
More informationExternal and Online Credit Options for Manchester Graduation Requirements Policy
Policy In 21 st Century Learning, the Manchester Board of Education recognizes that many learning experiences are available outside the Manchester High School curriculum that will contribute to a student's
More informationWorkKeys Assessments Frequently Asked Questions (FAQ)
North Carolina Department of Public Instruction WorkKeys Assessments Frequently Asked Questions (FAQ) The following FAQ list has been developed by the North Carolina Department of Public Instruction (NCDPI)
More informationProgram Guidelines Transition to College and Careers Pilot Project May, 2008
Program Guidelines Transition to College and Careers Pilot Project May, 2008 See the Transition to College and Careers Action Plan that outlines the expectations and timeline for completing activities
More informationMEIGS COUNTY S 2003 ESL / OCR COMPLIANCE REPORT. Descriptive Report on Services to English Language Learners (ELL)
MEIGS COUNTY S 2003 ESL / OCR COMPLIANCE REPORT Descriptive Report on Services to English Language Learners (ELL) Student Identification Student Language Assessment ESL Program Participation Student Placement
More informationWallingford Public Schools Strategic Planning Chart School Name: Adult Education
Wallingford Public Schools Strategic Planning Chart School Name: CURRICULUM & INSTRUCTION Guiding Belief: The WPS Learning Community will provide the personal and academic challenges and learning necessary
More informationMISSISSIPPI LEGISLATURE REGULAR SESSION 2015
MISSISSIPPI LEGISLATURE REGULAR SESSION 2015 By: Representatives Dixon, Turner, Campbell, Coleman (65th), Arnold, Currie, DeBar, Monsour, Haney To: Education HOUSE BILL NO. 665 (As Passed the House) 1
More informationDistrict of Columbia Career Guide for Early Childhood and Out of School Time Professionals
District of Columbia Career Guide for Early Childhood and Out of School Time Professionals Pathways to Professional Growth Division of Early Learning Office of the State Superintendent of Education (OSSE)
More informationBP 6177(a) Instruction SUMMER LEARNING PROGRAMS
BP 6177(a) Instruction SUMMER LEARNING PROGRAMS The Governing Board recognizes that an extended break from the instructional program may result in significant learning loss, especially among disadvantaged
More informationWithin the context of this policy, the following definitions apply:
GRADUATION REQUIREMENTS BOARD OF EDUCATION Effective: July 1, 2015 I. Policy Statement The Board of Education is committed to ensuring that each student in the Howard County Public School System (HCPSS)
More informationFLORENCE SCHOOL DISTRICT TWO DISTRICT TECHNOLOGY PLAN. 2121 South Pamplico Highway, Pamplico, South Carolina 29583
FLORENCE SCHOOL DISTRICT TWO DISTRICT TECHNOLOGY PLAN 2010 2015 Robert E. Sullivan Jr., Superintendent Mark A. Parker, Information Technology Coordinator 2121 South Pamplico Highway, Pamplico, South Carolina
More informationTitle III English Language Acquisition
Title III English Language Acquisition Everything You Wanted to Know About Federal Programs But Were Afraid to Ask July 30, 2014 1 Topics for Today s Session ELL Demographics in Nebraska Historic court
More informationUpdated Frequently Asked Questions for Oregon Diploma Options, 2014
Updated Frequently Asked Questions for Oregon Diploma Options, 2014 This document is organized into topic areas: General: Definition and general implementation information Eligibility: Eligibility criteria
More informationPresentation by Roy M. Stehle Director of Office of Federal and State Accountability South Carolina Department of Education
Presentation by Roy M. Stehle Director of Office of Federal and State Accountability South Carolina Department of Education From the beginning of my efforts to serve the public as State Superintendent
More informationSTATE OF OHIO DEPARTMENT OF REHABILITATION AND CORRECTION I. AUTHORITY
STATE OF OHIO SUBJECT: PAGE 1 OF 12 _ Inmate Assessments and Placement in Educational Programs NUMBER: 57-EDU-01 RULE/CODE REFERENCE: SUPERSEDES: IDEA Act PL 105-17:34CRF 57-EDU-01 dated 09/08/14 Parts
More information