Region 10: Adult Education Programs Region 10 Serves: Macomb, Oakland and Wayne Counties
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Adult High School Implementation Guide July 2021
Adult High School Implementation Guide July 2021 Contact Information E-mail: [email protected] Adult High School Implementation Guide Page 2 of 36 Adult High School Implementation Guide Documentation of Revisions Version Date By Whom Title 1 April 1, 1994 Delane Boyer GED State Administrator and AHS Coordinator, NCCCS Amy Cooke Director of Program Compliance & Monitoring, NCCCS July 1, 2016 Diane Steinbeiser Coordinator of Adult Secondary Education / Adult High 2 School and High School Equivalency State Administrator, NCCCS AHS Focus Group Community College Directors & Coordinators Coordinator of Adult Secondary Education / Adult High School Diane Steinbeiser 3 July 1, 2018 and High School Equivalency State Administrator, NCCCS Michael Tilley Coordinator of Adult Education – Assessment and Instruction 4 September 1, 2020 AHS Advisory Group Community College Directors & Coordinators Michael Tilley Coordinator of Adult Education – Assessment and Instruction 5 July 1, 2021 AHS Advisory Group Community College Directors & Coordinators Page 3 of 36 Adult High School Implementation Guide This document contains the policies and procedures that govern the implementation and operation of an Adult High School program in North Carolina Page 4 of 36 Adult High School Implementation Guide Table of Contents Chapter 1 Program Governance .................................................................................. 6 A. WIOA-Title II – Core Purpose ................................................................................... 6 -
The School District of Lee County Student Progression Plan and Have Mastered the Florida Standards Or the Florida Standards Access Points As Appropriate
The School District of Lee County STUDENT PROGRESSION PLAN Including Secondary Course Catalog 2018-2019 Board Approved June 26, 2018 Cathleen O’Daniel Morgan, Chairman District 1 Pamela H. LaRiviere, PhD, Vice Chairman District 6 Mary Fischer District 1 Melisa W. Giovannelli District 2 Chris N. Patricca District 3 Steven K. Teuber District 4 Jane E. Kuckel, PhD District 6 Dr. Gregory K. Adkins Superintendent TABLE OF CONTENTS STUDENT PROGRESSION PLAN......................................................................................................................................... 4 1.0 General Information ........................................................................................................................................................ 5 1.1 Annual Reports .............................................................................................................................................................. 5 1.2 Communication to Parents, Legal Guardians and Students ......................................................................................... 5 1.3 Student Improvement Plan ............................................................................................................................................ 6 1.4 Course Provisions – Students Receiving Exceptional Education Services .................................................................. 8 1.5 Instructional Provisions – Limited English Proficient (LEP) Students .......................................................................... -
Articulation Agreements: College of Applied Technologies Updated: December 1, 2018
Articulation Agreements: College of Applied Technologies Updated: December 1, 2018 Connecticut A.I. Prince Tech. HS CT Automotive Bullard-Havens Tech. HS CT Automotive HVAC E.C. Goodwin Technical High School CT Automotive HVAC Eli Whitney Technical HS CT Automotive Emmett O'Brien Tech High School CT Automotive HVAC Grasso Southeastern Tech HS CT Automotive H.C. Wilcox Technical High School CT Automotive HVAC H.H. Ellis Tech H.S. CT MLR Henry Abbot Tech. HS CT Automotive HVAC Howell Cheney Tech HS CT Automotive HVAC J M Wright Technical High School CT Automotive Norwich Technical High School CT Automotive HVAC Oliver Wolcott Tech HS CT Automotive Platt Technical High School CT Automotive HVAC Vinal Technical High School CT Automotive HVAC W F Kaynor Technical High School CT Automotive Windham Technical High School CT MLR HVAC Delaware Delcastle Tech High School DE HVAC Dover High School DE Automotive Howard High School Technology DE Automotive HVAC Paul Hodgson Voc-Tech High School DE Automotive Polytech High School DE Automotive St. Georges Technical High School DE Automotive HVAC Sussex Technical High School DE Automotive HVAC Florida Charlotte Co. Vo-Tech FL Automotive Crestview Senior High School FL MLR Eau Gallie High School FL MLR First Coast Tech Inst FL Automotive Frank H Peterson Acad Tech FL Automotive Heritage High School FL Automotive Hernando High School FL Automotive Kathleen Senior High School FL Automotive Lively Area Voc-Tech Center FL Automotive Loften High School FL MLR Merritt Island High School FL MLR Middleburg High -
Adult High School Diploma Program
RIO HONDO COLLEGE Admission and Records Office 3600 Workman Mill Road, Whittier, CA 90601-1699 Tel: (562) 908-3415 FAX: (562) 463-3153 Petition For Concurrent/Dual Enrollment Students Enrolled in an Adult High School Diploma Program Please read the following information carefully and complete the Petition For Concurrent/Dual Enrollment For Students in an Adult High School Diploma Program on the reverse side. Rio Hondo College is a two-year community college. We have an open agreement with local high school districts to enroll students in college courses who are seeking a high school diploma and could benefit from taking college level courses. POLICY Adult Concurrent/Dual Enrollment students are permitted to enroll in a (maximum of eleven (11) non- remedial units) each term. Authorized personnel from the student’s adult school must determine if a student is prepared and will benefit from taking college level courses. All Concurrent/Dual Enrollment forms must be signed by the student and the authorized personnel from the adult school. • Students from an Adult School must be enrolled in a HIGH SCHOOL DIPLOMA SEEKING PROGRAM • Students who have received a high school diploma or equivalent (i.e. GED) are NOT eligible • Students who are in high school (not an Adult School) should complete the high school Concurrent/Dual Enrollment form Our goal is to serve adult school students by offering: • Classes that are not currently offered in their school system • Classes that are advanced beyond the level of courses at the adult school level • Classes that will help the student complete high school graduation ENROLLMENT REQUIREMENTS In order for adult school students to enroll in a college course(s), the following is required: • Student must complete a new Rio Hondo College application EVERY semester they wish to attend as a adult school student. -
The Rise of High School Dropouts in Adult Education
The Rise of High School Dropouts in Adult Education: Making the Case for Raising the Compulsory School Attendance Age and Expanding Alternative Education Options in Connecticut November 2011 Bob Rath Kathryn Rock Ashley Laferriere Our Piece of the Pie® Executive Summary The following report highlights the issues facing high school dropouts in Connecticut and nationwide, as well as the policy measures that will result in improved student success. The Problem • Over 7,000 U.S. high school students drop out each day, costing the U.S. economy approximately $7.6 billion in potential annual earnings. In Connecticut, approximately 9,000 students dropped out of school in 2011. Each student costs the state an estimated $517,893 (compared to a high school graduate) over his/her lifetime, in lost fiscal contributions and increased costs associated with more severe health issues and higher incarceration rates, among others. • Dropouts share a number of common risk factors. They are often low-income, urban youth minorities that experience academic challenges, problematic behaviors, and difficult life events. Many potential dropouts do not have the appropriate number of credits for their age and intended grade. • Dropouts often turn to Adult Education to earn a secondary education credential such as a GED. In Adult Education, young dropouts do not receive the specialized services they require, and they prevent Adult Education programs from serving their target population. • Students underestimate both the difficulty of passing the GED test and the value of the credential to potential employers. Many students fail to complete the GED credential and those who do earn significantly less than high school graduates. -
Michig a N Educ a T
2019 MICHIGAN EDUCATION FALL THE MAGAZINE OF THE UNIVERSITY OF MICHIGAN SCHOOL OF EDUCATION 2 Bastedo helped to develop Landscape, a tool that provides context about the opportunities that applicants have—or do not have—in their communities and high schools. His ongoing research informs college admissions practices and strategies, and will reveal the role that Landscape plays in efforts of colleges to admit a diverse freshman class. The newly launched TeachingWorks Resource Library supports teacher educa- tors with free, high-quality curriculum materials. We follow the researchers and FALL 2019 FALL product designers through their use of the design thinking process to discover • how they developed and refined the Resource Library and how it is being used. As educators, we empower students to be innovators. Ninth graders at The School at Marygrove, which we opened this fall in partnership with the Detroit Public Schools Community District, are taking Introduction to Human Centered Design and Engineering at their new school in northwest Detroit. Taught by the first “resident” of the Teaching School, Ms. Sneha Rathi, the curriculum was co-developed with a team of graduate students, staff, and faculty from the SOE. Students in Rathi’s class are learning how they can use design thinking to address challenges or needs in their community. I am proud of these young students; our teacher education graduate, Sneha Rathi; our graduate students; and our faculty and staff who are working together to build and study innovative education opportunities. Their work gives us all hope and inspiration. We also began work with the first cohort of Dow Innovation Teacher Fellows MICHIGAN EDUCATION EDUCATION MICHIGAN Dean Elizabeth Birr Moje at the SOE homecoming tailgate, October 5, 2019. -
Summary of 2018-19 Cohort Graduation Rates
Summary of 2018-19 Four-year and Five-year Cohort Graduation and Completer Rates January 23, 2020 The four-year cohort graduation rate follows students from the beginning of their first year in high school to the end of their fourth year in high school in order to determine the percentage of those students who graduate within four years. This year’s four-year cohort is made up of the students who first entered high school in 2015-16. The original set of students who enter Oregon high schools for the first time in 2015-16 is adjusted for students who transfer into the Oregon public school system, transfer out to private or home school, leave the state or country, or are deceased. The cohort graduation rate is calculated by taking the number of students in the adjusted cohort who earned a standard diploma within four years and dividing that by the total number of students in the adjusted cohort. See the tables below for the cohort rates for all students and for various student groups. In January 2019 ODE reported the four-year graduation rate for the students who first entered high school in 2014-15. The four-year cohort graduation rate followed those students from the fall of 2014 through the summer of 2018. This year, ODE followed the same cohort of students for an additional year in order to determine the five-year graduation rate for that cohort. ODE also reports a cohort completer rate along with the cohort graduation rates. This rate includes students who earned a standard high school diploma, as well as those who were awarded an extended high school diploma, adult high school diploma, or GED (known as Other Completers), within the four or five years being measured. -
Program to Recognize Excellence in Student Literary Magazines, 1985. Ranked Magazines. INSTITUTION National Council of Teachers of English, Urbana
DOCUMENT RESUME ED 265 562 CS 209 541 AUTHOR Gibbs, Sandra E., Comp. TITLE Program to Recognize Excellence in Student Literary Magazines, 1985. Ranked Magazines. INSTITUTION National Council of Teachers of English, Urbana, PUB DATE Mar 86 NOTE 88p. PUB TYPE Reference Materials - General (130) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Awards; Creative Writing; Evaluation Criteria; Layout (Publications); Periodicals; Secondary Education; *Student Publications; Writing Evaluation IDENTIFIERS Contests; Excellence in Education; *Literary Magazines; National Council of Teachers of English ABSTRACT In keeping with efforts of the National Council of Teachers of English to promote and recognize excellence in writing in the schools, this booklet presents the rankings of winning entries in the second year of NCTE's Program to Recognize Excellence in Student Literary Magazines in American and Canadian schools, and American schools abroad. Following an introduction detailing the evaluation process and criteria, the magazines are listed by state or country, and subdivided by superior, excellent, or aboveaverage rankings. Those superior magazines which received the program's highest award in a second evaluation are also listed. Each entry includes the school address, student editor(s), faculty advisor, and cost of the magazine. (HTH) ***********************************************w*********************** * Reproductions supplied by EDRS are the best thatcan be made * * from the original document. * *********************************************************************** National Council of Teachers of English 1111 Kenyon Road. Urbana. Illinois 61801 Programto Recognize Excellence " in Student LiteraryMagazines UJ 1985 U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Vitusdocument has been reproduced as roomed from the person or organization originating it 0 Minor changes have been made to improve reproduction Quality. -
Robert Griffin
ROBERT GRIFFIN Interviewed by Dennis Cawthorne July 25, 1996 Sponsored by the Michigan Political History Society P.O. Box 4684 East Lansing, MI 48826-4684 Transcript: MPHS Oral History of Robert P. Griffin, interviewed by Dennis Cawthorne, July 1996 This interview is part of the James J. Blanchard Living Library of Michigan Political History. Dennis Cawthorne (DC): Robert P. Griffin has had an exciting and remarkable political career that has spanned nearly 40 years of Michigan and American political history: United States Representative, United States Senator, author of major legislation, confidant of Presidents, Supreme Court Justice of the Michigan Supreme Court. He has been all of these things and more. DC: RG was born in Detroit, grew up in Garden City, and graduated from Dearborn Fordson High School. He served 14 months in the Infantry in World War II in Europe. After the war, he graduated from Central Michigan University, and the University of Michigan Law School. DC: Bob, what was the spark that caused you to get interested and excited about politics? Robert Griffin (RG): Well, like you and a lot of others, I know here and there, in junior high or someplace, I was perhaps a class president or a student council president or something of that kind, but I don't think I really became interested until I went to the Wolverine Boys' State, between the junior and senior year I had at Fordson High School. There, somehow, things seemed to come together. I was a candidate for governor, but I didn't have the support, so a deal was made, and I ran for the lieutenant governor and was elected and spent the day, as these young people do every year, in the legislative chambers in Lansing. -
SBCC School of Extended Learning Class Schedule
Fall 2018 CLASS SCHEDULE SB SCHOOL OF CC EXTENDED N f A ~Eil~ll~lfl CLASSES START: August 27 www.sbcc.edu/ExtendedLearning STUDENT SPOTLIGHT Tais Martins 100 YEARS of Adult Education in Santa Barbara The noncredit English as a Second English as a Second Language was the frst program offered through Adult Language (ESL) program helps adult Education in Santa Barbara — 100 years ago. immigrants from all over the world Pearl Chase, a Santa Barbara civic leader, recommended to the Santa Barbara prepare for a new life in this country. Board of Education that citizenship and English classes be offered to the community. Tais Martins is one such student who On April 1, 1918, eighty-one students enrolled in a new “evening program.” Over moved to the United States from Brazil the next several decades, adult education in our community grew, with help from our in 2014. Tais started to explore her historic adult education leaders including Eldon Ford, Grace Ruth Southwick and career and life goals in ESL level 2 Selmer O. “Sam” Wake. class at the Wake campus. “Learning English opened doors for me,” Tais Now as the Santa Barbara City College School of Extended Learning, we are explains. She has passed level 4 (the celebrating this signifcant centennial milestone. Join us September 9, 2018 from highest noncredit ESL level) and is 4- 6 p.m. at the Wake Campus for a Garden Party celebration. now enrolled in the Personal Care Inside this School of Extended Learning schedule, we have expanded our offerings Attendant program in the Career Skills in tuition-free programs and have integrated fee-based programs. -
SCC's School of Continuing Education Student Satisfaction Survey
Santiago Canyon College School of Continuing Education Student Satisfaction Survey Results, Spring 2014 June 2014 Due to recent severe financial cuts, administrators have had to make cuts in all areas of the college, including the intrusive move from its main facilities of Orange Education Center on Batavia in Orange. It is imperative that we monitor student satisfaction to understand how these issues have impact, if any, on their perception in program offerings, support services and resources available to them, learning environment, as well as facilities usage as it relates to the Santiago Canyon College School of Continuing Education (SCC-SCE). Findings will assist us to serve students appropriately. At the end of Spring 2014, staff conducted an online student satisfaction survey of the students actively enrolled at the three main SCC-SCE sites (SCC main campus, the OEC Provisional Education Facility, and the Rehabilitation Education Institute (REI). The survey provided an opportunity for students to report their levels of satisfaction with the programs, services and resources available to them as SCC-SCE students. In addition, the survey included questions regarding their educational background, as well as questions regarding their employment status, family income, etc. Respondents come from diverse demographics and economic backgrounds. Forty-three percent have had some college education, even post-graduate studies, and 39% have less than high school degree. The majority of respondents are 30 years of age or older (76%), female (63%) and Latino (70%). Though respondents identified more than 20 native languages, nearly two- thirds (66%) of the respondents’ primary language is Spanish. More than half (62%) of the respondents reside in households of three or more family members, with low annual household income (63% with less than $40,000 per year), and 53% worked (full and/or part time). -
Adult High School Diploma Program Student Handbook
Adult High School Diploma Program Student Handbook revised 5/1/13 www.gaston.edu Adult High School Diploma Program Student Handbook Gaston College … Opportunities for Life VISION STATEMENT Gaston College will be viewed as the premier post-secondary educational resource in the region, consistently recognized as an exceptional community college and known in the state and nation for successful and innovative programs. MISSION STATEMENT Gaston College is an open-door public community college, located in Gaston and Lincoln counties, that promotes student success and lifelong learning through high caliber, affordable, and comprehensive educational programs and services responding to economic and workforce development needs. ACCREDITATION Gaston College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (SACS 1866 Southern Lane, Decatur, Georgia 30033-4097, 404-679-4501) to award associate degrees. EQUAL OPPORTUNITY Gaston College is committed to affirmative action and equal opportunity in employment and education, and does not discriminate against current or potential employees or students on the basis of race, color, religion, sex, national origin, age, or disability. - 1 - TABLE OF CONTENTS Welcome……………………………………………………………………………………3 Addresses and Contacts………………………………………………………………3 About the Program……………………………………………………………………..3 Credit Requirements………………………………………………………………..4-5 Registration……………………………………………………………………………….6 Student ID…………………………………………………………………………………6 Attendance………………………………………………………………………………..7