Three separate differences in Title 5 and Title 22 regulations are child assessment, program content, and parental involvement. These three differences are additional to ages, ratios and staffing qualifications, and funding sources. An explanation of these additional differences were included in the Analysis of Title 22 and Title 5 Regulations. Child assessments in a Title 22 center are not required, however there are those programs that may execute assessments periodically as an extension of their program services, these assessments are done along with sanctioned assessments mandated to assess the needs of children with disabilities through the Americans with Disabilities Act.
Our district is very focused on increasing our technology. Our district’s mission statement says: “The vision of the Warrior Run School District is to create an environment where students are able to recognize their highest potential. This will be achieved through a process of continual review of our defined goals in accordance with the Pennsylvania Academic Standards. As a district we will prepare students to meet the various challenges they will encounter throughout their lives. Our achievements will become an avenue for the ongoing development of a highly successful school district as we advance towards the demands of the 21 century.”
4. School Culture and Operations: Admissions, student code of conduct, discipline structures, attendance requirements, process and due process for student dismissal, grievances and parent complaints, population size, attendance zone, student recruitment, and student onboarding. 5. Academic Programming: Curriculum, project based, community based, academic advancement, State and Federally Mandated programming, 504, IEP and ELL services, assessments methods, instructional guidelines, STEAM/STEAM, compliance with state and federal mandates, summer programming, data cycles and
al., “The organization’s mission statement is the primary source that sets a direction for the organization and can use the mission statement to inform the public about what it intends to do and how it tends to recruit clients and solicit funds,“ (2007, pg. 132). With that in mind, the Saginaw ISD’s mission states, “We provide effective and innovative educational leadership, services, resources and programs that meet or exceed the expectations of our diverse community,” (Saginaw Intermediate School District, 2016). Therefore, the community the organization services would include anyone in need of educational
To create a healthy and safe school community I believe that the teachers and in general, the administration play the key role by practicing and knowing the policies and establishing these to promote specific values. Collaboration, strong relationships and understanding between all staff members through practices such as PD days or staff meetings allows for congruency and harmony within the school and will reflect on the students accordingly. Potential Area for Growth: My potential area of growth regarding TQS 6 is in maintaining awareness of, and responding in accordance with, requirements authorized under the School Act and other relevant legislation. Most importantly, the “maintaining awareness” piece. Truthfully, it is daunting to realize and keep up with all the responsibilities that a teacher must be aware of and must do.
We at the high school are now in the exploration phase of PBIS and are deciding whether or not it will be a good program to implement on our campus. This training will focus on the exploration phase of PBIS on our campus. Training Preparations Prior to the training
The main purpose of the Title I fund is to provide financial assistance on local educational agencies (LEAs) and schools, so that all children have an equal, fair, and significant opportunity to obtain higher education even if they’ve come from a low-income family. In most part of the U.S., Title I fund is distributed to LEAs and schools that is seen to be effective on students to strive harder in order for them to reach the required standards. It will be quite challenging for students to achieve better scores in their tests because even if the academic assessment standards were raised, the quality of teaching stays the same. Without better facilities, teaching styles, and teaching equipments, students won’t be able to learn more things due
We must be able to identify key milestones and show we are accomplishing our goals. As you are tapped for participation in one of the initiatives, please keep this in mind as it is very important to our ultimate
In the United States Constitution, we have a very important system called checks and balances. This system was needed to control the power of each branch of government. Without a structure to control the amount of power each branch has our government would be controlled by one group of people. The system of checks and balances helps to prevent tyranny. The overall idea of checks and balances is formed on the observation that people act selfishly and make efforts to increase their own power and wealth at the cost of others.
Sustainability of any long-term program is difficult in education, because there is always some new trend in the education world that the administrators want to attempt in order to improve their schools. Currently, the movement is the rotating daily cycle resulting in actual loss of instructional time and every student having their own iPad even though they are distracting during instruction. For Eastern High School, the sustainability of a new program like PBIS will have to face two obstacles: the change over of administration and their personal beliefs and the reaction and financial support of the program by the parents, guardians, and community. Over the last eight to ten years ago, our school’s administration experienced a drastic changed with a new principal, four new vice-principals, a new Business Manager, and a new Director of Special Education.
Using this model would allow Mr. Miller to review the mission of the school, determine whether ability grouping is aligned with the mission, and select an alternative that reflects the mission. 3. What action, if any, should Principal Miller take to demonstrate that he is an educational leader who treats people fairly, equitably, and with dignity and respect? Following Standard 3, Principal Miller should involve families and other stakeholders in the decision-making process. Mr. Miller should select and utilize a group decision technique will allow the opinions of the groups of parents, as well as other individuals and groups, to be heard and present their point of
Interested parents can choose to participate on an advisory council. This committee works with GATE resource teachers, school administrators, general education teachers, and other school personnel to receive updates, provide feedback, and ask questions related to GATE programs. The advisory council meets at least three times a year in order to ensure that the education of every child is enhanced by assisting with program planning and assessment. The role of parent representatives is to serve as a liaison between the school’s GATE program and the school community. Parents may find information about joining the local advisory council by meeting with a school administrator or the GATE coordinator.
Empathising with the participants and letting them know that they will be engaging in a new experience, one that will certainly improve their success with future innovations, is an important first step. Each stakeholder will be at a different place of acceptance at this point. As this is a system that requires buy-in and one that allows for all levels of readiness, it should be explained upfront that this is quite a bit of work, but that in the end it will provided a future framework for improvement and success. Change is inevitable, and most stakeholders in the education process understand this. The IC map, when it is understood and fully utilized, makes implementing and understanding the changes that seem to unending more manageable.
According to Epstein's theory, all six of these types of inolvement are likely to lead to successful partnerships between parents, school and community. The categories can also be subsumed into three broader categories: Home-based involvement, school-based involvement and home school communication (Fantuzzo,
After reviewing the PTA National Standards for Family-School Partnerships Assessment Guide, it is clear that multiple items in my Community & Family Engagement Inventory reflect effective examples of the various essential features included in the PTA Standards. Strengths and weaknesses of specific initiatives become more easily recognized after reviewing the standards as well. One strong example that reflects the essential features of one of the PTA Standards is our district’s Strategic Planning initiative. Standard 5 states that families should be “full partners in making decisions that affect their children at school and in the community” (PTA, 2008, Standard 5, p. 1). The Strategic Planning initiative involved the development of a focus
