Indiana s Adult Promise Proposal. Organization Description. Project Purpose Statement
|
|
- Jemimah Jefferson
- 5 years ago
- Views:
Transcription
1 Indiana s Adult Promise Proposal Organization Description The Indiana Commission for Higher Education (CHE) was created to define the missions of Indiana s colleges and universities, plan and coordinate the state s postsecondary education system, and ensure that Indiana s higher education system is aligned to meet the needs of students and the state. CHE s latest strategic plan, Reaching Higher, Delivering Value (2016), is organized around three sections: completion, competency, and career, along with strategies to deliver value to students and the state. The full Reaching Higher, Delivering Value document may be found here: Project Purpose Statement This proposed project s goal is to significantly increase the number of adult Hoosiers with a postsecondary credential by developing easy-to-use resources and identifying and sharing best practices to serve adult students particularly those who are participating in Indiana s adult promise financial aid program, the Workforce Ready Grant. Background on Adult Student Initiatives Helping the 750,000 working-age Hoosier adults with some college but no degree complete a postsecondary credential is a key strategy in reaching Indiana s 60 percent education attainment goal by In alignment with its Reaching Higher, Delivering Value strategic plan, the Indiana Commission for Higher Education launched the initial phase of the You Can. Go Back. initiative in 2016 with support from the Indiana General Assembly and the state s colleges and universities. This initial phase included the Adult Student Grant, which is geared to parttime adults, and included outreach targeted those with some college but no degree. You Can. Go Back. and the Adult Student Grant recognized the complexities of adult lives. By providing easy-to-use resources and connecting potential students with academic programs, the Commission for Higher Education helped 9,000 returning adults enroll last year. The Workforce Ready Grant: An Adult Promise Program Building on the lessons of You Can. Go Back., in 2017, the Indiana General Assembly created the Workforce Ready Grant. The Workforce Ready Grant is an adult promise for Hoosiers seeking to earn high-value certificates. High-value certificates are those that are linked to a job that is rated highly by the Indiana Department of Workforce Development after taking into account wages and job growth. The Workforce Ready Grant is currently available at Indiana s statewide community college system, Ivy Tech Community College, along with Vincennes University.
2 Like previous You Can. Go Back. efforts, the Workforce Ready Grant starts with the user experience in mind by creating simple, student-friendly processes. The Workforce Ready Grant further attempts to connect various funding opportunities and student support structures. The Workforce Ready Grant was formally launched by Governor Holcomb on August 14, 2017 as part of his Next Level Jobs agenda. By September 18, the Workforce Ready Grant s website had over 87,000 visits and 5,685 Hoosiers had completed applications and been contacted by participating institutions (unduplicated count). Several thousand more applications have been started, but not finished, and personnel are assisting applicants in completing the signup process. The Workforce Ready Grant advertising campaign and web tools are meant to cast a wide net: those who are not eligible for the Workforce Ready Grant will be directed to other financial aid opportunities or to phone and in-person support services. In this way, the campaign has already reached students who are pursuing associates, bachelor s and even a high school diploma equivalency. Many students who are not eligible for the Workforce Ready Grant have been directed to the Adult Student Grant, which, though less generous, can cover most tuition and fees for an associate. Others have been put in touch with entities that can help them earn their high school equivalency. While this tool has been successful in connecting students with education and training opportunities, the next step would be to help adult students actually succeed in college. Proposed Scope of Work The Workforce Ready Grant, Adult Student Grant, and You Can. Go Back. campaign have focused on affordability and outreach to adults. This work has identified potential students, helped convince some to come back, and helped them afford tuition and fees. However, better student supports will be needed to ensure that adult students have the resources they need to graduate. Employer and Community Partner Engagement A 2017 Indiana Chamber of Commerce study found that 35% of Hoosier employees who were eligible for tuition reimbursement did not participate because they saw no personal benefit in advancing their education. Expanded educational opportunities must be met with expanded student supports and stronger connections to the work opportunities awaiting credential earners so that the connection between education and personal benefits is clear. Indiana has built upon the lessons from the You Can. Go Back. website to launch the web portal for Workforce Ready Grant and other resources. This will result in a one-stop shop for Hoosiers seeking a wide range of education and training. After answering a few basic questions, users are directed to the right award, information, and, if necessary, application. Yet that build-out will not address the specialized supports adult students need, nor will it provide meaningful connections to employers. With additional funding, this site could be
3 developed into a lead generator for community partners and employers. This site, which collects contact information of potential students, could be shared (in accordance with privacy laws) with community partners that provide wrap around services. This would assist community-based organizations in conducting the high-touch outreach and support that adult students need. With this tool, community partners can identify and work with returning adults as well as adults who have expressed interest in going to college but have not done so. Both populations those who are returning and those who are considering returning can benefit from being connected to community-based organizations that specialize in adult education. Employers can use the lead generator to connect with adults who are interested in certain training programs, either to get to know potential employees or to help potential students understand the job opportunities waiting for them. These connections will help students draw connections between their training and employment. Hearing about and understanding the tangible outcome of their education can help motivate students to complete. Connections in the field can provide context for learning, can help students navigate their studies, and can help students find employment. The reasons that adult students start or return to college are varied, but any program that helps adults earn a credential should be paired with efforts to help them find better employment. Adult Learner 360 (Adult Student Assessment Survey) To create a more adult-friendly higher education system, institutions and third-party certificate providers will need to redesign their programs, offerings, and resources. Examples might include block scheduling, expanded hours to meet adults schedules, or even expanded child care offerings. To complement recent adult-focused financial aid reforms and the related marketing and outreach, the Commission intends to focus its attention on strengthening institutional support for Indiana s adult learners with the aid of the Adult Learner 360 toolkit developed by the Council for Adult and Experiential Learning (CAEL). (The Adult Learner 360 is an updated version of CAEL s previous survey, the Adult Learning-Focused Institution Assessment.) The Adult Learner 360 surveys are designed to help institutions evaluate their own adult student supports to improve enrollment, persistence, and success. The program is composed of two surveys: one for institutions and one for adult students at the institution in question. These surveys enable comparisons of institutional perceptions and adult student satisfaction with campus programs and practices. The results will: Help participating Indiana institutions determine how well they are currently serving their adult students with data-driven guidance for faculty, advisors and other key staff; Support the state in systematizing and scaling adult-focused policies across Indiana institutions; and
4 Inform statewide marketing and outreach strategies to increase recruitment, persistence and graduation of Indiana s adult students. The Commission proposes administering the Adult Learner 360 assessments to a representative sample of Indiana institutions based on demonstrated interest by the state s adult population. Specifically, the intended institutions include: the multi-campus Ivy Tech Community College System, Vincennes University, the Indianapolis University-Purdue University Indianapolis (IUPUI) campus, Indiana Wesleyan University and WGU Indiana. Together, these institutions have garnered the greatest demand by the target population during the first phase of the You Can. Go Back. campaign while also encompassing the state s diverse array of postsecondary options. The selected institutions will be asked to participate in the survey process, which includes creating an institutional team, a pre-survey call with the team, and implementing a survey to their adult students. A written report that includes the survey results and outline the specific challenges, disconnects and strengths reported through an analysis of the surveys will be sent to each institution. Insights gleaned from the institutional assessments will be compiled into a state-level report that will provide the Commission, university leaders and state policymakers a foundation for determining the next steps in establishing a system-based approach to better serving adult learners. When viewed across a statewide group of institutions, the opportunities to build on strengths and meet challenges are scalable, enabling effective strategies to be enacted on a global basis rather than implemented singularly. The state-level report will highlight shared challenges across multiple institutions, suggest actionable activities that can be implemented through a comprehensive approach and identify opportunities to market to adult students in targeted and fiscally considerate ways. Expanded Services and Support Network Administrator Network To build off of the lessons learned from the Adult Learner 360 assessments, the Commission will develop an informal network of college and university administrators interested in assisting adult students. Through this network, the Commission will help facilitate the sharing of best practices and the piloting of new programs. In particular, the Commission will encourage administrators to develop mentorship services; identify computer labs and other spaces for adults to complete coursework; to apply for and manage the adult career development program grants; and to develop pilot programs for emergency aid and expanded service hours. The capstone to the development of this network will be a convening in fall of 2018 to share lessons learned and best practices. Mentors
5 Institutions will be encouraged to develop a volunteer mentor corps for adult students. These volunteers may be current institutional personnel, employers, potential employers, or other community members. Many of these volunteer mentors can be sourced from the lead generator that connects students with community partners and employers by turning these connections into more formal roles or by providing mentor training to the prospective mentors. Where possible, adult students will be connected to mentors who work in or with the same field the student is entering. If implemented, mentor training could provide volunteers with evidence-based research and the resources and knowledge they need to be successful. Research on adult students indicate that they may be more likely than traditional students to require intensive advising and coaching to complete programs. While volunteer mentors cannot fully replace professional mentors, these volunteers especially employers and employees in a student s field of study can help connect the training to future employment opportunities. Since the Workforce Ready Grant is designed for certificates that can be completed in one year or less, this connection to the end result is important, and the short time frame can make it easier for volunteers to get heavily involved. Adult Career Development Program Grants Indiana colleges and universities will be encouraged to develop more career programs focused on returning adult students. Often, career programs on campuses, especially at four-year institutions, are focused on students who are new to the world of work as opposed to career changers. Yet adults come back to college with different needs, outlooks, and work experiences. This will support efforts to make campuses more adult-friendly by providing programs targeted at adults needs. After taking the Adult Learner 360 assessment, campuses will be eligible for short-term grants to improve their adult career development. These improvements will be rigorously measured by pre-defined metrics and will be assessed semiannually. Identifying Available Lab and Study Space In addition to creating stronger connections for adult students through the lead generator site, the Commission will bolster the resources available onsite with employers and community partners. A quiet and convenient meeting space with the technology necessary to complete coursework is not always easy to find for adult learners at home or on campus. The Commission, along with institutions, will work with identified employer and community partners throughout the state who can provide, for free or for a nominal rental fee, adequate lab space for adult students in their organizations and communities. These spaces may be at places of employment or elsewhere, and can provide adult learners with the technologies they need or serve as places to meet and work with fellow students. The use of labs has proven successful in supporting the 21st Century Scholars population to meet their college and career
6 readiness requirements, and providing similar access to the adult population may yield similar positive results. Pilots for Emergency Aid and Expanded Services Some adult students could be one costly auto repair from having to pause their education indefinitely. The Commission will work with its partnering universities, employers and community partners to pilot emergency aid for these students to reduce non-education related financial barriers on a case by case basis. Grant funds will not be used for actual student aid but instead for developing programs, training personnel and monitoring these efforts. To assist the administrator network, the Commission will fund pilot programs for expanding services to better accommodate adult students constrained schedules and childcare needs. By adjusting schedules to broaden student service offerings primarily in the areas of advising, tutoring, childcare and registrar services in the evenings and on the weekends, institutions can better assist adults. Indiana will support existing efforts at colleges and universities and encourage more institutions to expand their delivery of these services with the goal of developing self-sustaining models of delivery. If the value of these expanded services can be demonstrated, the Commission anticipates that institutions will increase future funding for these efforts so that these pilot programs will become self-sustaining. Project Outcomes This project aligns with Lumina s priories to develop a system that prioritizes the completion of affordable, quality credentials; addresses unfair academic outcomes; and strengthens pathways to workforce certificates and other credentials for adults. This project will support and enhance the Commission s efforts to improve adult student recruitment, retention and graduation across the state in alignment with Indiana s 60 percent education attainment goal and Reaching Higher, Delivering Value strategic plan. These efforts in particular will help Indiana reach potential students who have not attained high quality degrees or certificates and assist them in earning credentials aligned with workforce needs. In the more immediate term, this project will help Indiana institutions identify areas to improve their adult supports, to sustainably scale best practices, and to better connect adult students with employers. As a whole, this project will foster an adult-friendly environment in Indiana s postsecondary institutions and draw connections between various adult-support practices. These lessons can then be used to inform additional institutions. Outcomes Measurement and Assessment The primary outcome associated with this grant will be higher completion rates for high quality certificates, along with more modest growth in associate degrees and, eventually, bachelor s degrees. The state-funded portion of this program, the actual grants, will help drive more adult
7 students to college, but the proposed Lumina-funded student supports will help these students persist and complete. Completion rates (certificates, associate, and bachelor s) will be measured and reported on an annual basis. Number of completions will also be reported. To help make sure these programs are focused on closing attainment gaps, these figures will be disaggregated by gender, race and ethnicity. Further, the final report will provide qualitative assessments on whether institutions have implemented or improved their services for adult students. Equity Imperative As the nation moves to a lifelong-learning model, adults will need to return to higher education periodically over their careers. Institutions must ensure that the attainment gap does not widen each time adults return to school. Although Indiana is making strides to close the attainment gap among young students currently in the educational pipeline, focusing on traditional-aged students does not close the gap among adult populations. This can only be done by helping adults return and complete a postsecondary credential. A successful adult promise program will attack the attainment gap where it is widest to create multi-generational change. This program is intended to serve those students that the educational system did not serve well the first time around, along with those who are most vulnerable in the current workforce. The following deliverables will be created. Targets and Deliverables Lead generator to connect adult promise applicants with community partners and potential employers and employer mentors Completed: March 31, 2018 Adult Learner 360 surveys Completed: July 1, 2018 Interim Report: Completed: September 1, 2018 Adult student best practices convening (One-Day Session) Completed: Fall 2018 Institutions develop plans for expanded service and emergency aid Completed: November 1, 2018 Final Report Completed: May 1, 2019 Communication
8 Progress on this project will be communicated through monthly updates. CHE staff welcome the opportunity to conduct regular phone conversations as well. Further, CHE staff will provide regular updates to other entities involved with adult promise programs, including SHEEO. Sustainability This project is designed to become self-sustaining. Once built, the lead generator that connects potential adult learners with community partners and employers can be sustained through normal state IT services or through other available funds for maintaining the site. The results of the Adult Learner 360 surveys will retain their value for several years and can act as a guide for institutions. A volunteer adult mentor corps, once launched, will continue to require resources, but these costs will be more in the form of time. Finally, a key to sustainability is to share best practices so that initiatives do not rest solely with a handful of administrators but instead are known broadly throughout the higher education community. A goal of this project is to explore or pilot initiatives that can help students and to develop proof of concept that these initiatives work and are sustainable. This will be accomplished through developing an adultsupport services network among institutional faculty and staff with periodic meetings and presentations and a one-day convening in late 2018.
Preliminary Report Initiative for Investigation of Race Matters and Underrepresented Minority Faculty at MIT Revised Version Submitted July 12, 2007
Massachusetts Institute of Technology Preliminary Report Initiative for Investigation of Race Matters and Underrepresented Minority Faculty at MIT Revised Version Submitted July 12, 2007 Race Initiative
More informationState Budget Update February 2016
State Budget Update February 2016 2016-17 BUDGET TRAILER BILL SUMMARY The Budget Trailer Bill Language is the implementing statute needed to effectuate the proposals in the annual Budget Bill. The Governor
More informationVolunteer State Community College Strategic Plan,
Volunteer State Community College Strategic Plan, 2005-2010 Mission: Volunteer State Community College is a public, comprehensive community college offering associate degrees, certificates, continuing
More informationThe University of North Carolina Strategic Plan Online Survey and Public Forums Executive Summary
The University of North Carolina Strategic Plan Online Survey and Public Forums Executive Summary The University of North Carolina General Administration January 5, 2017 Introduction The University of
More informationUK Institutional Research Brief: Results of the 2012 National Survey of Student Engagement: A Comparison with Carnegie Peer Institutions
UK Institutional Research Brief: Results of the 2012 National Survey of Student Engagement: A Comparison with Carnegie Peer Institutions November 2012 The National Survey of Student Engagement (NSSE) has
More information10/6/2017 UNDERGRADUATE SUCCESS SCHOLARS PROGRAM. Founded in 1969 as a graduate institution.
UNDERGRADUATE SUCCESS SCHOLARS PROGRAM THE UNIVERSITY OF TEXAS AT DALLAS Founded in 1969 as a graduate institution. Began admitting upperclassmen in 1975 and began admitting underclassmen in 1990. 1 A
More informationTitle II of WIOA- Adult Education and Family Literacy Activities 463 Guidance
Title II of WIOA- Adult Education and Family Literacy Activities 463 Guidance This narrative is intended to provide guidance to all parties interested in the Oklahoma AEFLA competition to be held in FY18
More informationBasic Skills Plus. Legislation and Guidelines. Hope Opportunity Jobs
Basic Skills Plus Legislation and Guidelines Hope Opportunity Jobs Page 2 of 7 Basic Skills Plus Legislation When the North Carolina General Assembly passed the 2010 budget bill, one of their legislative
More informationState Parental Involvement Plan
A Toolkit for Title I Parental Involvement Section 3 Tools Page 41 Tool 3.1: State Parental Involvement Plan Description This tool serves as an example of one SEA s plan for supporting LEAs and schools
More informationTestimony to the U.S. Senate Committee on Health, Education, Labor and Pensions. John White, Louisiana State Superintendent of Education
Testimony to the U.S. Senate Committee on Health, Education, Labor and Pensions John White, Louisiana State Superintendent of Education October 3, 2017 Chairman Alexander, Senator Murray, members of the
More informationGovernors and State Legislatures Plan to Reauthorize the Elementary and Secondary Education Act
Governors and State Legislatures Plan to Reauthorize the Elementary and Secondary Education Act Summary In today s competitive global economy, our education system must prepare every student to be successful
More informationThe Condition of College & Career Readiness 2016
The Condition of College and Career Readiness This report looks at the progress of the 16 ACT -tested graduating class relative to college and career readiness. This year s report shows that 64% of students
More informationConnecting to the Big Picture: An Orientation to GEAR UP
Connecting to the Big Picture: An Orientation to GEAR UP About the National Council for Community and Education Partnerships (NCCEP) Our mission is to build the capacity of communities to ensure that underserved
More informationVOL VISION 2020 STRATEGIC PLAN IMPLEMENTATION
VOL VISION 2020 STRATEGIC PLAN IMPLEMENTATION CONTENTS Vol Vision 2020 Summary Overview Approach Plan Phase 1 Key Initiatives, Timelines, Accountability Strategy Dashboard Phase 1 Metrics and Indicators
More informationA Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners
A Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners About Our Approach At Pivot Learning Partners (PLP), we help school districts build the systems, structures, and processes
More informationPROPOSAL FOR NEW UNDERGRADUATE PROGRAM. Institution Submitting Proposal. Degree Designation as on Diploma. Title of Proposed Degree Program
PROPOSAL FOR NEW UNDERGRADUATE PROGRAM Institution Submitting Proposal Degree Designation as on Diploma Title of Proposed Degree Program EEO Status CIP Code Academic Unit (e.g. Department, Division, School)
More informationUpward Bound Program
SACS Preparation Division of Student Affairs Upward Bound Program REQUIREMENTS: The institution provides student support programs, services, and activities consistent with its mission that promote student
More informationUNIVERSITY OF UTAH VETERANS SUPPORT CENTER
UNIVERSITY OF UTAH VETERANS SUPPORT CENTER ANNUAL REPORT 2015 2016 Overview The (VSC) continues to be utilized as a place for student veterans to find services, support, and camaraderie. The services include
More informationAB104 Adult Education Block Grant. Performance Year:
AB104 Adult Education Block Grant Performance Year: 2015-2016 Funding source: AB104, Section 39, Article 9 Version 1 Release: October 9, 2015 Reporting & Submission Process Required Funding Recipient Content
More informationIndividual Interdisciplinary Doctoral Program Faculty/Student HANDBOOK
Individual Interdisciplinary Doctoral Program at Washington State University 2017-2018 Faculty/Student HANDBOOK Revised August 2017 For information on the Individual Interdisciplinary Doctoral Program
More informationProgram Guidebook. Endorsement Preparation Program, Educational Leadership
Program Guidebook Endorsement Preparation Program, Educational Leadership The Endorsement Preparation Program in Educational Leadership is a competency-based degree program that prepares students at the
More informationOnline Master of Business Administration (MBA)
Online Master of Business Administration (MBA) Dear Prospective Student, Thank you for contacting the University of Maryland s Robert H. Smith School of Business. By requesting this brochure, you ve taken
More informationThe Teaching and Learning Center
The Teaching and Learning Center Created in Fall 1996 with the aid of a federal Title III grant, the purpose of LMC s Teaching and Learning Center (TLC) is to introduce new teaching methods and classroom
More informationI set out below my response to the Report s individual recommendations.
Written Response to the Enterprise and Business Committee s Report on Science, Technology, Engineering and Maths (STEM) Skills by the Minister for Education and Skills November 2014 I would like to set
More informationMaster of Science (MS) in Education with a specialization in. Leadership in Educational Administration
Master of Science (MS) in Education with a specialization in Leadership in Educational Administration Effective October 9, 2017 Master of Science (MS) in Education with a specialization in Leadership in
More informationNational Survey of Student Engagement (NSSE) Temple University 2016 Results
Introduction The National Survey of Student Engagement (NSSE) is administered by hundreds of colleges and universities every year (560 in 2016), and is designed to measure the amount of time and effort
More informationSCICU Legislative Strategic Plan 2018
The primary objective of the South Carolina Independent Colleges and Universities Legislative Strategic Plan is to establish an agenda and course of action for a program of education and advocacy on matters
More informationSuggested Citation: Institute for Research on Higher Education. (2016). College Affordability Diagnosis: Maine. Philadelphia, PA: Institute for
MAINE Suggested Citation: Institute for Research on Higher Education. (2016). College Affordability Diagnosis: Maine. Philadelphia, PA: Institute for Research on Higher Education, Graduate School of Education,
More informationAGENDA Symposium on the Recruitment and Retention of Diverse Populations
AGENDA Symposium on the Recruitment and Retention of Diverse Populations Tuesday, April 25, 2017 7:30-8:30 a.m. Symposium Check-in and Continental Breakfast Foyer 8:30-9:30 a.m. Opening Keynote Session
More informationEXECUTIVE SUMMARY. Online courses for credit recovery in high schools: Effectiveness and promising practices. April 2017
EXECUTIVE SUMMARY Online courses for credit recovery in high schools: Effectiveness and promising practices April 2017 Prepared for the Nellie Mae Education Foundation by the UMass Donahue Institute 1
More informationOFFICE OF ENROLLMENT MANAGEMENT. Annual Report
2014-2015 OFFICE OF ENROLLMENT MANAGEMENT Annual Report Table of Contents 2014 2015 MESSAGE FROM THE VICE PROVOST A YEAR OF RECORDS 3 Undergraduate Enrollment 6 First-Year Students MOVING FORWARD THROUGH
More informationJuly 17, 2017 VIA CERTIFIED MAIL. John Tafaro, President Chatfield College State Route 251 St. Martin, OH Dear President Tafaro:
July 17, 2017 VIA CERTIFIED MAIL John Tafaro, President Chatfield College 20918 State Route 251 St. Martin, OH 45118 Dear President Tafaro: This letter is formal notification of action taken by the Higher
More informationMary Washington 2020: Excellence. Impact. Distinction.
1 Mary Washington 2020: Excellence. Impact. Distinction. Excellence in the liberal arts has long been the bedrock of the University s educational philosophy. UMW boldly asserts its belief that the best
More informationEnvision Success FY2014-FY2017 Strategic Goal 1: Enhancing pathways that guide students to achieve their academic, career, and personal goals
Strategic Goal 1: Enhancing pathways that guide students to achieve their academic, career, and personal goals Institutional Priority: Improve the front door experience Identify metrics appropriate to
More informationCommon Core Postsecondary Collaborative
Common Core Postsecondary Collaborative Year One Learning Lab April 25, 2013 Sheraton Wild Horse Pass Chandler, Arizona At this Learning Lab, we will share and discuss An Overview of Common Core Postsecondary
More informationEvery Student Succeeds Act: Building on Success in Tennessee. ESSA State Plan. Tennessee Department of Education December 19, 2016 Draft
Every Student Succeeds Act: Building on Success in Tennessee ESSA State Plan Tennessee Department of Education December 19, 2016 Draft Table of Contents INTRODUCTION... 1 TENNESSEE SUCCEEDS... 1 Ambitious
More informationDefinitions for KRS to Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties
158.842 Definitions for KRS 158.840 to 158.844 -- Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties of committee -- Report to Interim Joint Committee on
More informationSTUDENT LEARNING ASSESSMENT REPORT
STUDENT LEARNING ASSESSMENT REPORT PROGRAM: Sociology SUBMITTED BY: Janine DeWitt DATE: August 2016 BRIEFLY DESCRIBE WHERE AND HOW ARE DATA AND DOCUMENTS USED TO GENERATE THIS REPORT BEING STORED: The
More informationGUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION
GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION A Publication of the Accrediting Commission For Community and Junior Colleges Western Association of Schools and Colleges For use in
More informationSchool Performance Plan Middle Schools
SY 2012-2013 School Performance Plan Middle Schools 734 Middle ALternative Program @ Lombard, Principal Roger Shaw (Interim), Executive Director, Network Facilitator PLEASE REFER TO THE SCHOOL PERFORMANCE
More informationTSI Operational Plan for Serving Lower Skilled Learners
TSI Operational Plan for Serving Lower Skilled Learners VERSION 2.0* *This document represents a work in progress that is informed by and revised based on stakeholder comments and feedback. Each revised
More informationNurturing Engineering Talent in the Aerospace and Defence Sector. K.Venkataramanan
Nurturing Engineering Talent in the Aerospace and Defence Sector K.Venkataramanan 1.0 Outlook of India's Aerospace &DefenceSector The Indian aerospace industry has become one of the fastest growing aerospace
More informationNovember 6, Re: Higher Education Provisions in H.R. 1, the Tax Cuts and Jobs Act. Dear Chairman Brady and Ranking Member Neal:
The Honorable Kevin Brady The Honorable Richard Neal Chairman Ranking Member Ways and Means Committee Ways and Means Committee United States House of Representatives United States House of Representatives
More informationThe SREB Leadership Initiative and its
SREB LEADERSHIP INITIATIVE SREB s Leadership Curriculum Modules Engage Leaders in Solving Real School Problems Every school has leadership that results in improved student performance and leadership begins
More informationSchool Leadership Rubrics
School Leadership Rubrics The School Leadership Rubrics define a range of observable leadership and instructional practices that characterize more and less effective schools. These rubrics provide a metric
More informationUH STEM Pathways Project
UH STEM Pathways Project John Rand, PhD Director of STEM Education University of Hawai i System UH STEM Pathways Project University of Hawai i Strategic Directions, 2015-2021 http://www.hawaii.edu/strategicdirections/
More informationABET Criteria for Accrediting Computer Science Programs
ABET Criteria for Accrediting Computer Science Programs Mapped to 2008 NSSE Survey Questions First Edition, June 2008 Introduction and Rationale for Using NSSE in ABET Accreditation One of the most common
More informationCharter School Reporting and Monitoring Activity
School Reporting and Monitoring Activity All information and documents listed below are to be provided to the Schools Office by the date shown, unless another date is specified in pre-opening conditions
More informationExecutive Summary: Tutor-facilitated Digital Literacy Acquisition
Portland State University PDXScholar Presentations and Publications Tutor-Facilitated Digital Literacy Acquisition in Hard-to-Serve Populations: A Research Project 2015 Executive Summary: Tutor-facilitated
More informationFORT HAYS STATE UNIVERSITY AT DODGE CITY
FORT HAYS STATE UNIVERSITY AT DODGE CITY INTRODUCTION Economic prosperity for individuals and the state relies on an educated workforce. For Kansans to succeed in the workforce, they must have an education
More informationEducation: Professional Experience: Personnel leadership and management
Cathie Cline, Ed.D. Education: Ed.D., Higher Education, University of Arkansas at Little Rock, December 2006. Dissertation: The Influence of Faculty-Student Interaction on Graduation Rates at Rural Two-Year
More informationEarly Warning System Implementation Guide
Linking Research and Resources for Better High Schools betterhighschools.org September 2010 Early Warning System Implementation Guide For use with the National High School Center s Early Warning System
More informationStandards and Criteria for Demonstrating Excellence in BACCALAUREATE/GRADUATE DEGREE PROGRAMS
Standards and Criteria for Demonstrating Excellence in BACCALAUREATE/GRADUATE DEGREE PROGRAMS World Headquarters 11520 West 119th Street Overland Park, KS 66213 USA USA Belgium Perú acbsp.org info@acbsp.org
More informationSHEEO State Authorization Inventory. Indiana Last Updated: October 2011
SHEEO State Authorization Inventory Indiana Last Updated: October 2011 NOTE: While the responses below reflect the ICOPE survey results from October 2011, multiple changes in state authorization are currently
More informationYour Guide to. Whole-School REFORM PIVOT PLAN. Strengthening Schools, Families & Communities
Your Guide to Whole-School REFORM PIVOT PLAN Strengthening Schools, Families & Communities Why a Pivot Plan? In order to tailor our model of Whole-School Reform to recent changes seen at the federal level
More informationInnovating Toward a Vibrant Learning Ecosystem:
KnowledgeWorks Forecast 3.0 Innovating Toward a Vibrant Learning Ecosystem: Ten Pathways for Transforming Learning Katherine Prince Senior Director, Strategic Foresight, KnowledgeWorks KnowledgeWorks Forecast
More informationThe Colorado Promise
The Colorado Promise The Colorado Promise ensures that every Coloradan who is willing to work for it can develop the skills they need to find opportunity in the new economy. The Challenge Ahead We find
More informationThe mission of the Grants Office is to secure external funding for college priorities via local, state, and federal funding sources.
Southwest Tennessee Community College Grants Office Project Summary Grants Office The mission of the Grants Office is to secure external funding for college priorities via local, state, and federal funding
More informationBENCHMARK TREND COMPARISON REPORT:
National Survey of Student Engagement (NSSE) BENCHMARK TREND COMPARISON REPORT: CARNEGIE PEER INSTITUTIONS, 2003-2011 PREPARED BY: ANGEL A. SANCHEZ, DIRECTOR KELLI PAYNE, ADMINISTRATIVE ANALYST/ SPECIALIST
More informationState Improvement Plan for Perkins Indicators 6S1 and 6S2
State Improvement Plan for Perkins Indicators 6S1 and 6S2 Submitted by: Dr. JoAnn Simser State Director for Career and Technical Education Minnesota State Colleges and Universities St. Paul, Minnesota
More informationThe following resolution is presented for approval to the Board of Trustees. RESOLUTION 16-
1. Adoption of Wright State 2016 Campus Completion Plan The following resolution is presented for approval to the Board of Trustees. RESOLUTION 16- WHEREAS, Section 3345.81 of the Ohio Revised Code requires
More informationGRADUATE CURRICULUM REVIEW REPORT
UATE CURRICULUM REVIEW REPORT OCTOBER 2014 Graduate Review Committee: Beverly J. Irby, Chair; Luis Ponjuan, Associate Professor, and Lisa Baumgartner, Associate Professor (First Draft Submission- June,
More informationIMPERIAL COLLEGE LONDON ACCESS AGREEMENT
IMPERIAL COLLEGE LONDON ACCESS AGREEMENT BACKGROUND 1. This Access Agreement for Imperial College London is framed by the College s mission, our admissions requirements and our commitment to widening participation.
More informationIntervention in Struggling Schools Through Receivership New York State. May 2015
Intervention in Struggling Schools Through Receivership New York State May 2015 The Law - Education Law Section 211-f and Receivership In April 2015, Subpart E of Part EE of Chapter 56 of the Laws of 2015
More informationPost-Master s Certificate in. Leadership for Higher Education
Post-Master s Certificate in Leadership for Higher Education Effective July 10, 2017 Post-Master s Certificate in Leadership for Higher Education This post-master s certificate program is offered in the
More informationUniversity-Based Induction in Low-Performing Schools: Outcomes for North Carolina New Teacher Support Program Participants in
University-Based Induction in Low-Performing Schools: Outcomes for North Carolina New Teacher Support Program Participants in 2014-15 In this policy brief we assess levels of program participation and
More informationNational Survey of Student Engagement The College Student Report
The College Student Report This is a facsimile of the NSSE survey (available at nsse.iub.edu/links/surveys). The survey itself is administered online. 1. During the current school year, about how often
More informationStrategic Planning for Retaining Women in Undergraduate Computing
for Retaining Women Workbook An NCWIT Extension Services for Undergraduate Programs Resource Go to /work.extension.html or contact us at es@ncwit.org for more information. 303.735.6671 info@ncwit.org Strategic
More informationAlbemarle County Public Schools School Improvement Plan KEY CHANGES THIS YEAR
2013-2014 Albemarle County Public Schools School Improvement Plan KEY CHANGES THIS YEAR Three SIP Goals 1. Student Learning Goal (w/d2015 as strategy) 2. Climate/Culture Goal 3. PD Goal (Consider support
More informationIs Open Access Community College a Bad Idea?
Is Open Access Community College a Bad Idea? The authors of the book Community Colleges and the Access Effect argue that low expectations and outside pressure to produce more graduates could doom community
More informationCultivating an Enriched Campus Community
Cultivating an Enriched Campus Community The Goal: Create and support a dynamic inclusive campus community that provides high-quality, student-centered outof-class learning experiences to prepare students
More informationDavidson College Library Strategic Plan
Davidson College Library Strategic Plan 2016-2020 1 Introduction The Davidson College Library s Statement of Purpose (Appendix A) identifies three broad categories by which the library - the staff, the
More informationStrategic Planning Guide
Chandler-Gilbert Estrella Mountain GateWay Glendale Mesa Paradise Valley Phoenix Rio Salado Scottsdale South Mountain Maricopa Skill Center SouthWest Skill Center Strategic Planning Guide 1 Table of Contents
More informationTeach For America alumni 37,000+ Alumni working full-time in education or with low-income communities 86%
About Teach For America Teach For America recruits, trains, and supports top college graduates and professionals who make an initial commitment to teach for two years in urban and rural public schools
More informationMath Pathways Task Force Recommendations February Background
Math Pathways Task Force Recommendations February 2017 Background In October 2011, Oklahoma joined Complete College America (CCA) to increase the number of degrees and certificates earned in Oklahoma.
More informationTrends in Tuition at Idaho s Public Colleges and Universities: Critical Context for the State s Education Goals
1 Trends in Tuition at Idaho s Public Colleges and Universities: Critical Context for the State s Education Goals June 2017 Idahoans have long valued public higher education, recognizing its importance
More informationCreating Collaborative Partnerships: The Success Stories and Challenges
Creating Collaborative Partnerships: The Success Stories and Challenges Community College Center of Excellence Building a World Class Workforce Through Community College Partnerships Cari Mallory National
More informationDelaware Performance Appraisal System Building greater skills and knowledge for educators
Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Assistant Principals) Guide for Evaluating Assistant Principals Revised August
More informationNORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual
NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual Policy Identification Priority: Twenty-first Century Professionals Category: Qualifications and Evaluations Policy ID Number: TCP-C-006 Policy Title:
More informationDirector, Ohio State Agricultural Technical Institute
Director, Ohio State Agricultural Technical Institute The Ohio State University invites applications and nominations for the position of Director, Ohio State Agricultural Technical Institute (Ohio State
More informationInternship Program. Employer and Student Handbook
Internship Program Employer and Student Handbook TABLE OF CONTENTS INTRODUCTION...2 Purpose...3 Long Term Goals...3 What is an Internship?...3 History...4 QUALIFICATIONS, BENEFITS & GETTING STARTED...4
More informationEDUCATIONAL ATTAINMENT
EDUCATIONAL ATTAINMENT By 2030, at least 60 percent of Texans ages 25 to 34 will have a postsecondary credential or degree. Target: Increase the percent of Texans ages 25 to 34 with a postsecondary credential.
More informationTexas Woman s University Libraries
Texas Woman s University Libraries Envisioning the Future: TWU Libraries Strategic Plan 2013-2017 Envisioning the Future TWU Libraries Strategic Plan 2013-2017 2 TWU Libraries Strategic Plan INTRODUCTION
More informationNATIONAL SURVEY OF STUDENT ENGAGEMENT
NATIONAL SURVEY OF STUDENT ENGAGEMENT 2010 Benchmark Comparisons Report OFFICE OF INSTITUTIONAL RESEARCH & PLANNING To focus discussions about the importance of student engagement and to guide institutional
More informationAAC/BOT Page 1 of 9
Page 1 of 9 Page 2 of 9 Page 3 of 9 1-PAGE EXECUTIVE SUMMARY TEMPLATE: INTRA-AGENCY ADVISORY AND DELIBERATIVE MATERIAL MEMORANDUM Executive Summary of Upcoming Board Review or Action Item DATE: 2/16/17
More informationPCG Special Education Brief
PCG Special Education Brief Understanding the Endrew F. v. Douglas County School District Supreme Court Decision By Sue Gamm, Esq. and Will Gordillo March 27, 2017 Background Information On January 11,
More informationCollege of Education & Social Services (CESS) Advising Plan April 10, 2015
College of Education & Social Services (CESS) Advising Plan April 10, 2015 To provide context for understanding advising in CESS, it is important to understand the overall emphasis placed on advising in
More informationSUPPORTING COMMUNITY COLLEGE DELIVERY OF APPRENTICESHIPS
The apprenticeship system is evolving to meet the needs of today s and tomorrow s economy. The two significant goals that have emerged involve broadening the roles of apprenticeship partners and increasing
More informationBasic Skills Initiative Project Proposal Date Submitted: March 14, Budget Control Number: (if project is continuing)
Basic Skills Initiative Project Proposal 2016-2017 Date Submitted: March 14, 2016 Check One: New Proposal: Continuing Project: X Budget Control Number: (if project is continuing) Control # 87-413 - EOPS
More informationCalifornia s Bold Reimagining of Adult Education. Meeting of the Minds September 6, 2017
California s Bold Reimagining of Adult Education Meeting of the Minds September 6, 2017 Adult Education in California Historically CDE State Run Program $750M (est) Ten Program Areas K12 Districts / County
More informationTable of Contents Welcome to the Federal Work Study (FWS)/Community Service/America Reads program.
Table of Contents Welcome........................................ 1 Basic Requirements for the Federal Work Study (FWS)/ Community Service/America Reads program............ 2 Responsibilities of All Participants
More informationLEAD AGENCY MEMORANDUM OF UNDERSTANDING
LEAD AGENCY MEMORANDUM OF UNDERSTANDING The Memorandum of Understanding (MOU) describes and confirms an Agreement between Lincoln Public Schools / Lincoln Community Learning Centers (CLC) and. The purpose
More informationChapter 9 The Beginning Teacher Support Program
Chapter 9 The Beginning Teacher Support Program Background Initial, Standard Professional I (SP I) licenses are issued to teachers with fewer than three years of appropriate teaching experience (normally
More informationNational Survey of Student Engagement
National Survey of Student Engagement Report to the Champlain Community Authors: Michelle Miller and Ellen Zeman, Provost s Office 12/1/2007 This report supplements the formal reports provided to Champlain
More informationEDUCATIONAL ATTAINMENT
EDUCATIONAL ATTAINMENT By 2030, at least 60 percent of Texans ages 25 to 34 will have a postsecondary credential or degree. Target: Increase the percent of Texans ages 25 to 34 with a postsecondary credential.
More informationDistinguished Teacher Review
Distinguished Teacher Review Application Toolkit 2017-2018 For Teachers WHAT S INSIDE DTR Updates...3 DTR Overview..4 About the DTR Application.. 5 DTR Rubric Overview..6 2017-18 DTR Rubric..7-9 Writing
More informationGuide for primary schools
Guide for primary schools An education charity raising attainment of disadvantaged Year 5 and Year 6 pupils in English and maths through volunteer tutoring. www.actiontutoring.org.uk Who we are Action
More informationFostering Success Coaching: Effective partnering with students from foster care. Maddy Day, MSW Jamie Crandell, MSW Courtney Maher
Fostering Success Coaching: Effective partnering with students from foster care Maddy Day, MSW Jamie Crandell, MSW Courtney Maher Graphic courtesy of Foster Care Alumni of America. Fostercarealumni.org
More informationHigher Education Six-Year Plans
Higher Education Six-Year Plans 2018-2024 House Appropriations Committee Retreat November 15, 2017 Tony Maggio, Staff Background The Higher Education Opportunity Act of 2011 included the requirement for
More information2010 ANNUAL ASSESSMENT REPORT
2010 ANNUAL ASSESSMENT REPORT Name: Ku'umealoha Gomes Program Name: Kua'ana Native Hawaiian Student Development Services Unit: Office of Student Affairs/Student Equity, Excellence & Diversity (OSA/SEED)
More information