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St. John the Beloved School Annual Report 2014 - 2015
St. John the Beloved School Annual Report 2014 - 2015 St. John the Beloved School • 905 Milltown Rd. • Wilmington, DE 19808 www.saintjohnthebelovedschool.org MIDDLE STATES Accredited NCEA Member AMLE MEMBER ACADEMIC EXCELLENCE, COMMUNITY, SERVICE, WORSHIP! “Lead me, Lord.” Class of 2015 Our Mission MISSION STATEMENT The MISSION of St. John the Beloved School is to teach and model the Gospel of Jesus Christ, foster academic excellence, and encourage service to others. BELIEF STATEMENTS 1. We believe that Reverence, Respect and Responsibility are the foundations of our Catholic School. 2. We believe that the whole child will be developed spiritually, intellectually, physically and socially. 3. We believe that the academic and Catholic religious formation of our students is a shared responsibility among the home, the school and the parish. 4. We believe that the diverse academic needs of students are met in a rich learning environment with a challenging curriculum and dedicated teachers. Class of 2015 November, 2015 Dear Staff, Students, Families & Friends of Saint John the Beloved School, Catholic education is a great benefit for us. Our parish and staff are able to hand down what is most important to us, the evangelization of the Gospel. Our students and graduates are privileged to be handed to them this discipline in the discipleship of Jesus Christ. Our families and friends make sacrifices to enable this to occur and, most often, reap the goodness in the world around them. As a product of Catholic Education, I cherish what I received from those who loved me and most often are reminded, in my daily routine, of the fundamentals that I was taught. -
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 -
Title: the Distribution of an Illustrated Timeline Wall Chart and Teacher's Guide of 20Fh Century Physics
REPORT NSF GRANT #PHY-98143318 Title: The Distribution of an Illustrated Timeline Wall Chart and Teacher’s Guide of 20fhCentury Physics DOE Patent Clearance Granted December 26,2000 Principal Investigator, Brian Schwartz, The American Physical Society 1 Physics Ellipse College Park, MD 20740 301-209-3223 [email protected] BACKGROUND The American Physi a1 Society s part of its centennial celebration in March of 1999 decided to develop a timeline wall chart on the history of 20thcentury physics. This resulted in eleven consecutive posters, which when mounted side by side, create a %foot mural. The timeline exhibits and describes the millstones of physics in images and words. The timeline functions as a chronology, a work of art, a permanent open textbook, and a gigantic photo album covering a hundred years in the life of the community of physicists and the existence of the American Physical Society . Each of the eleven posters begins with a brief essay that places a major scientific achievement of the decade in its historical context. Large portraits of the essays’ subjects include youthful photographs of Marie Curie, Albert Einstein, and Richard Feynman among others, to help put a face on science. Below the essays, a total of over 130 individual discoveries and inventions, explained in dated text boxes with accompanying images, form the backbone of the timeline. For ease of comprehension, this wealth of material is organized into five color- coded story lines the stretch horizontally across the hundred years of the 20th century. The five story lines are: Cosmic Scale, relate the story of astrophysics and cosmology; Human Scale, refers to the physics of the more familiar distances from the global to the microscopic; Atomic Scale, focuses on the submicroscopic This report was prepared as an account of work sponsored by an agency of the United States Government. -
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 .......................................................................... -
Catholic Schools Is Changing
Our Schools Embracing Our Future PARISH Diocesan REGIONAL INDEPENDENT • • • • INTENSIVE PLANNING | FOCUS ON SUSTAINABILITY | NEW COLLABORATIONS 1. The Academy at St. Polycarp (PreK) Smyrna, DE n the Diocese of Wilmington, the face 2. Good Shepherd School (PreK-8) Perryville, MD of Catholic schools is changing. Our schools 3. Holy Angels School (PreK-8) Newark, DE I are, first and always, about teaching and learn- 4. Holy Cross School A Ministry, (PreK-8) Dover, DE ing in the light of Jesus Christ. Central to this 5. Immaculate Conception School (PreK-8) Elkton, MD mission and to our ministry is the engagement of 2009–10 6. Immaculate Heart of Mary School (PreK-8) Wilmington, DE families to participate in the experience of educa- 7. Our Lady of Fatima School (PreK-8) New Castle, DE tion, service, worship and community. 8. Ss. Peter & Paul School (PreK-8) Easton, MD Changing demographics and a commitment to Ss. Peter & Paul High School A ServiceCatholic Schools (9-12) Easton, MD keep Catholic schools of the highest quality have catholic Diocese of Wilmington | | annual report 9. St. Ann School (PreK-8) Wilmington, DE challenged us to analyze and plan for the future. 10. St. Anthony of Padua School (PreK-8) Wilmington, DE Parish and school communities are evaluating 11. St. Catherine of Siena School (PreK-8) Wilmington, DE programs and setting goals, using a set of quality 12. St. Christopher’s Preschool (PreK) Chester, MD benchmarks for the future. Uniform standards for 13. St. Elizabeth School (PreK-8) Wilmington, DE financial reporting are being followed. Technol- St. -
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. -
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. -
Ten Year Placement History for School Year
Ten Year Placement History For School Year 2018-2019 32 Students Placed 26 to Non-public Schools AIM Academy 1 Archmere Academy 2 Brewster Academy 1 Cardinal O’Hara High School 1 Centreville Layton School 2 Delaware Valley Friends 4 Monuments Academy 1 Salesianum School 6 Sanford School 2 St. Edmond’s Academy 1 St. Mark’s High School 1 Tower Hill School 1 Ursuline Academy 1 The Vanguard School 1 Wilmington Friends School 1 5 to Public School: Avon Grove High School 1 Mount Pleasant High School 1 Penncrest High School 1 Springer Middle School 1 Wilmington Charter School 1 1 Relocated: Texas 1 For School Year 2017-2018 26 Students Placed 23 to Non-public Schools: Brewster Academy 1 Padua Academy 1 Phelps School 1 St. Mark’s High School 5 Salesianum School 8 The Tatnall School 4 Tower Hill School 1 Vanguard School 1 Woodlynde School 1 2 to Public Schools: Mt. Pleasant High School 1 St. Georges Technical High School 1 1 Relocated: Canada 1 For School Year 2016-2017 25 Students Placed 11 to Non-public Schools: The College School 2 Gow School 1 Padua Academy 1 Phelps School 2 St. Cornelius School 1 St. Mark’s High School 1 Salesianum School 2 Ursuline Academy 1 11 to Public Schools: Concord High School 1 Delcastle Technical High School 2 Downingtown Middle School 1 Garnet Valley High School 1 Henderson High School 2 Octorara High School 1 Pocopson Elementary School 1 St. George’s Technical High School 1 4 Relocated: Florida 2 Ohio 2 [email protected]> For 2015-2016 25 Students Placed 19 to Non-public Schools: The College School 1 Northwoods School 1 The Rectory School 1 St. -
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