iSEEK - Education

the elderly may have become caregivers for children, in which case a household type of “elderly with children” becomes important. Column 4 in Table 2 presents the percentage of population living in such households. The proportion ranges from a low 0.06 percent in Gambia to a high 1.34 percent in Uganda, 1.38 percent in Malawi, and 1.30 percent in Burundi. 5 It is worth noting that the household type “elderly with children” existed even prior to the AIDS pandemic with working age adults migrating to

4 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=4 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=4

2 International Poverty Centre Working Paper nº 8 Drawing on household survey information, the study has delineated the profile of the elderly for 15 African countries which include both East and West African countries, and countries with a high and low prevalence of HIV-AIDS pandemic. The findings show much heterogeneity across countries with respect to the proportion of the elderly population, the living arrangements and the composition of households, and household headship. The variations in

11 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=11 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=11

the elderly may have become caregivers for children, in which case a household type of “elderly with children” becomes important. Column 4 in Table 2 presents the percentage of population living in such households. The proportion ranges from a low 0.06 percent in Gambia to a high 1.34 percent in Uganda, 1.38 percent in Malawi, and 1.30 percent in Burundi. 5 It is worth noting that the household type “elderly with children” existed even prior to the AIDS pandemic with working age adults migrating to

29 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=29 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=29

Nanak Kakwani and Kalanidhi Subbarao 27 households, the probability of male children attending the school increases. As can be expected, in urban areas the elasticity is generally positive and high in all countries, implying that male children in urban settings are most likely to attend schools. It also implies that the potential adverse impacts on schooling is nil for male children living with the elderly. TABLE 15 Elasticity of probability of male children attending school Country Welfare

www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=11

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Handouts for Supporting Teachers Who Are Implementing Student Progress Monitoring: A Guide...

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BE INTERPRETED AS THE SET OF PROCEUDRES UTILIZED TO MONITOR STUDENT GROWTH IN READING. Time Line July/August o Decide on the level at which you will proceed (classroom, grade, or school-wide) o Prepare materials o Decide on a monitoring schedule o Practice probe administration and scoring o Develop a data-management system o Develop background knowledge September o Conduct a Fall screening o Identify students at-risk

3 0 http://centeroninstruction.org/files/Handouts_Support.pdf#page=3 centeroninstruction.org/files/Handouts_Support.pdf#page=3

BE INTERPRETED AS THE SET OF PROCEUDRES UTILIZED TO MONITOR STUDENT GROWTH IN READING. Time Line July/August o Decide on the level at which you will proceed (classroom, grade, or school-wide) o Prepare materials o Decide on a monitoring schedule o Practice probe administration and scoring o Develop a data-management system o Develop background knowledge September o Conduct a Fall screening o Identify students at-risk

7 0 http://centeroninstruction.org/files/Handouts_Support.pdf#page=7 centeroninstruction.org/files/Handouts_Support.pdf#page=7

7 Activity 2—Establish a Monitoring Schedule Make decisions about how often to monitor students and who to monitor. A suggested schedule would be to screen school-wide three times a year (Fall, Winter, and Spring) and monitor the bottom 40% of grade once per week. Refer to Section 7 of the Content Module for more information about monitoring schedules. Activity 3—Probe Administration and Scoring Review and practice progress monitoring procedures. Please see Section 3 of the Content Module for

32 0 http://centeroninstruction.org/files/Handouts_Support.pdf#page=32 centeroninstruction.org/files/Handouts_Support.pdf#page=32

our school as they set goals for their students? 4) Discuss the purpose of individual goals versus classroom benchmarks. 5) How will you argue for the progress monitoring system if someone is against it? 6) Discuss how data collection can improve educational outcomes for students in your school. Reflect on Schmoker’s comments in Chapter 3 Chapters 4 and 5 1) How can implementation of instructional interventions (through use of a progress monitoring system) produce swift and significant

33 0 http://centeroninstruction.org/files/Handouts_Support.pdf#page=33 centeroninstruction.org/files/Handouts_Support.pdf#page=33

produce long-term gains in our school as a whole? 2) How can setting goals for the percentage of students that will achieve a specific benchmark level by each screening result in identification of areas for improvement, discussion, and corrective action in our school? 3) How might rubrics be integrated into our progress monitoring system? 4) How can we improve our system of progress reporting to parents, using the data we’re collecting? 5) How might progress monitoring lead to improvement in

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Poverty, Old-Age and Social Pensions in Kenya

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livelihood opportunities. In this context, pensions for the elderly could be of great im portance. Pension incom e is usually likely to be pooled within households, and younger m em bers have been dem onstrated to benefit from it. Table 3.7 illustrates one of the m ain effects of elderly caring for children by exam ining the school attendance of children from elderly headed households. School-age children are defined as those aged between 6 and 17, which corresponds to the current Kenyan education system

19 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=19 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=19

Nanak Kakwani, H yun H . Son and Richard H inz 17 For instance, the Central province is dom inated by com m ercial farm ers. This feature of the province can be attractive for both retirees starting com m ercial farm ing and for elderly seeking for em ploym ent. O n the other hand, Nyanza province has a high percentage of subsistence farm ers. Pastoralism is prevalent in certain districts in the Rift Valley, Northeastern and som e parts of the Coastal and Eastern provinces. Pastoralist

21 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=21 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=21

livelihood opportunities. In this context, pensions for the elderly could be of great im portance. Pension incom e is usually likely to be pooled within households, and younger m em bers have been dem onstrated to benefit from it. Table 3.7 illustrates one of the m ain effects of elderly caring for children by exam ining the school attendance of children from elderly headed households. School-age children are defined as those aged between 6 and 17, which corresponds to the current Kenyan education system

www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=21

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Reading/Language Arts (CA Dept. of Education)

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other online databases, newsgroups, Web pages) • Teaching students the names, purposes, methods, and limitations of different electronic sources (e.g., automated library catalog, Web sites, e-mail) • Teaching students the methods necessary for using electronic sources, such as navigating within one source and searching one source or a database for a specific topic before searching in multiple sources and for multiple topics • Providing students ample opportunities to explore and learn in one type of

167 0 http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=167 www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=167

other online databases, newsgroups, Web pages) • Teaching students the names, purposes, methods, and limitations of different electronic sources (e.g., automated library catalog, Web sites, e-mail) • Teaching students the methods necessary for using electronic sources, such as navigating within one source and searching one source or a database for a specific topic before searching in multiple sources and for multiple topics • Providing students ample opportunities to explore and learn in one type of

www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=167

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Curriculum-Based Measurement in Mathematics: An Evidence-Based Formative Assessment Proced...

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4PROCEDURES FOR IMPLEMENTATION CBM is an evidence-based system of screening and progress monitoring that teachers use on a frequent basis to screen all students in a school, grade, or class and to assess the effects of instruction on student performance. When using the measures for screening, individual teachers, schools, or districts typically administer measures to students in the fall, winter, and spring. Results from these tests are used to determine students’ level of risk related to meeting benchmark

10 0 http://centeroninstruction.org/files/CBMeasurements.pdf#page=10 centeroninstruction.org/files/CBMeasurements.pdf#page=10

4PROCEDURES FOR IMPLEMENTATION CBM is an evidence-based system of screening and progress monitoring that teachers use on a frequent basis to screen all students in a school, grade, or class and to assess the effects of instruction on student performance. When using the measures for screening, individual teachers, schools, or districts typically administer measures to students in the fall, winter, and spring. Results from these tests are used to determine students’ level of risk related to meeting benchmark

centeroninstruction.org/files/CBMeasurements.pdf#page=10

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Future School

Future School | Online Mathematics & English Tutoring Future School - Educating today, for tomorrow! SIGN IN REGISTERED MEMBERS HomeAbout UsProductsCurriculumDemonstrationRegistration Activate Code: Go Learn More WHAT IS FUTURE SCHOOL? It’s your ONLINE Mathematics an...

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GradeConnect.com - Free, Online Course Management

aware of your child's school status like never before! School Accounts We have packages which meet your increased needs. iSchoolSite Easy and automated school website system Educational Technology Consulting Learn more! Education Technology Training Learn more! TOUR: Overvi...

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Grade Connect

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Fun with the Sun

Energy For The Future Activity 8: Wind Detection Student Assessments

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Energy For The Future Activity 8: Wind Detection Student Assessments

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Energy For The Future Activity 8: Wind Detection Student Assessments

www.nrel.gov/docs/gen/fy01/30928.pdf#page=54

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Old-Age Poverty and Social Pensions in Kenya

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increased between 1994 and 1997 (the period for which there are household survey data available). These poverty rates have various secondary consequences. There is a high rate of grandparents caring for children because of the HIV/AIDS epidemic. This exposes children to the consequences of old age poverty. A higher proportion of children living in elderly headed households are poorer than for the average. Also, children living in these households have lower rates of school attendance than others. The current

1 0 http://www.undp-povertycentre.org/pub/IPCOnePager25.pdf#page=1 www.undp-povertycentre.org/pub/IPCOnePager25.pdf#page=1

increased between 1994 and 1997 (the period for which there are household survey data available). These poverty rates have various secondary consequences. There is a high rate of grandparents caring for children because of the HIV/AIDS epidemic. This exposes children to the consequences of old age poverty. A higher proportion of children living in elderly headed households are poorer than for the average. Also, children living in these households have lower rates of school attendance than others. The current

www.undp-povertycentre.org/pub/IPCOnePager25.pdf#page=1

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