iSEEK - Education

Southwestern region are implementing a new program, the staff of the Comprehensive School Reform (CSR) project undertook the development of a survey instrument. Based on the research on school change, the survey provides information to schools, districts, and state departments...

www.sedl.org/csrd/correlates.html

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Career/Technical Education Framework (CA Dept. of Education)

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343 Information Technology Industry Sector Information Technology (IT) careers involve the design, development, support, and management of hardware, software, multimedia, and systems integration services. The IT industry offers a dynamic and entrepreneurial working environment that has had a revolutionary impact on the economy and on society. IT careers are available not only in the IT industry but also in every other sector of the economy, from Agriculture and Natural Resources to Trans- portation

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ining previous ideas about the knowledge and skills needed in the workforce. In California educators have responded with the impressive knowledge- and skills- based standards adopted by the State Board of Education. For true effectiveness the change cannot stop there. Several key factors call for a bold, strategic response from the CTE community to the implementation of the new standards: • Workplace requirements are increasing, and the rate of change is accelerating. Many living-wage jobs now demand skills

363 0 http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=363 www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=363

343 Information Technology Industry Sector Information Technology (IT) careers involve the design, development, support, and management of hardware, software, multimedia, and systems integration services. The IT industry offers a dynamic and entrepreneurial working environment that has had a revolutionary impact on the economy and on society. IT careers are available not only in the IT industry but also in every other sector of the economy, from Agriculture and Natural Resources to Trans- portation

www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=363

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National Strategies for Health Care Providers: Pesticides Initiative

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10 National Strategies for Health Care Providers: Pesticides Initiative Implementation Plan � National Review Board: The National Review Board will determine assessment criteria and evaluate existing resources, with the goal of identifying, selecting, and assessing the ideal resources that primary care providers use in both the educational and practice settings. � Information Gateway: The information gateway will be a print, telephone, and web- based resource through which primary care providers can

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iv National Strategies for Health Care Providers: Pesticides Initiative Implementation Plan Federal Interagency Planning Committee US Environmental Protection Agency Office of Pesticide Programs Kevin Keaney, MA, MS Sara Ager Jerome Blondell, MPH, PhD Ana Maria Osorio, MD, MPH Frank Davido Office of Children’s Health Protection Elizabeth Blackburn, RN Office of Ground Water & Drinking Water Ron Hoffer, MS Sherri Umansky Office of Environmental Justice Delta Valente, MPA US EPA Regional Liaisons Adrian

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List of Exhibits Tables 1 Components of the Implementation Plan...6 2 Initiative Work Products ...8 3 Occupational and Non-Occupational Sources of Pesticide Exposure ...21 4 Pesticides Most Often Implicated in Symptomatic Illnesses, 1998 ...22 5 Targets, Populations Served, Practice Settings

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begin developing support among stakeholders. Sustained Funding and Support To ensure that sustained funding is available for the implementation and evaluation of both short and long-term components of this Initiative, funding and resource support must come from various sources, including federal agencies, professional health organizations, foundations, academia, industry, trade associations, environmental, farm and farmworker and community-based organizations. It is this type of resource sharing and

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care requirements and reporting Resources and Tools Inventory National Review Board New Resources Figure 1: Framework of the Implementation Plan � Secure key endorsements � Demonstrate success through faculty champions and practice models � Create incentives for change. The Implementation Plan also outlines a process to develop the resources and tools necessary to ensure the success of the entire initiative: � Inventory resources � Establish a national review board and conduct evaluation of

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8 National Strategies for Health Care Providers: Pesticides Initiative Implementation Plan state agencies, professional health organizations, academia, foundations, industry, farm and farmworker groups, environmental groups and trade associations. The Federal Interagency Planning Committee encourages interested parties to come forward with their ideas for implementation. Timeline and Priority Projects A timeline for implementation of the Implementation Plan is provided in Figure 2. As the timeline shows

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10 National Strategies for Health Care Providers: Pesticides Initiative Implementation Plan � National Review Board: The National Review Board will determine assessment criteria and evaluate existing resources, with the goal of identifying, selecting, and assessing the ideal resources that primary care providers use in both the educational and practice settings. � Information Gateway: The information gateway will be a print, telephone, and web- based resource through which primary care providers can

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National Strategies for Health Care Providers: Pesticides Initiative Implementation Plan 37 Framework of the Plan: A Three-Pronged Strategy T his Implementation Plan sets forth a three-pronged strategy to reach the goal ofimproving the recognition, management and prevention of health effects from pesticidepoisoning and exposure. The Implementation Plan recognizes that primary care providers are educated in different settings. The first prong of the strategy addresses a provider’s “in-service” or formal

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38 National Strategies for Health Care Providers: Pesticides Initiative Implementation Plan � Assess target audiences in each setting � Secure key endorsements � Demonstrate success through faculty champions and practice models � Create incentives for change. The Implementation Plan also outlines a process to develop the resources and tools necessary to ensure the success of the entire initiative: � Inventory resources � Establish a national review board and conduct evaluation of resources

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E D U C A T I O N 60 National Strategies for Health Care Providers: Pesticides Initiative Implementation Plan Evaluation of Outcomes/Indicators of Success The entire component will be evaluated based on the following indicators: Project Outcomes (1-5 year funded project) � 146 institutions with documented integration of pesticides/environmental health into curriculum. � 146 institutions with increase in students’ basic knowledge and skills in pesticide/ environmental health. � 146 institutions with

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R E S O U R C E S National Strategies for Health Care Providers: Pesticides Initiative Implementation Plan 99 RESOURCE COMPONENT E: Develop New Resources for Practice Settings Statement Identify and develop new content resources, tools, and methods for health care providers in practice settings. Expected Outcomes Increased access to and availability of relevant information and resources including experts in the field, content materials and available data within communities. Target Audience Readiness to

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National Strategies for Health Care Providers: Pesticides Initiative Implementation Plan 135 Appendix C: Response to Public Comments This Implementation Plan is a working document and will be widely shared anddisseminated among stakeholders in professional associations, health organizations,education institutions, government agencies and other groups. To gather as much input as possible, the Federal Interagency Planning Committee widely distributed more than 4,500 copies of the draft Implementation Plan to

www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=21

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Michigan Forest Resources Alliance (MFRA)

Resource Alliance’s membership is made up a diverse mix of the forest community, ranging from individual landowners to large corporations. MFRA is also contracted as the administrative agent for Michigan’s Sustainable Forestry Initiative (SFI)SM Implementation Commit...

www.mfra.org/

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Benchmarks for Success in High School Education

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57 Putting Data to Work in School-to-Career Education Reform experiences and in developing project-based, contextual instruction in pathway classes. In addition, Boston began to gauge student performance in different components of the school-to-work initiative, depending on level of development. ProTech, the most developed work-based learning program, was subjected to the toughest measures of short-term and long-term student performance. This produced encouraging results. ProTech graduates attended college

56 0 http://www.alliance.brown.edu/pubs/benchmarks/benchmarks.pdf#page=56 www.alliance.brown.edu/pubs/benchmarks/benchmarks.pdf#page=56

57 Putting Data to Work in School-to-Career Education Reform experiences and in developing project-based, contextual instruction in pathway classes. In addition, Boston began to gauge student performance in different components of the school-to-work initiative, depending on level of development. ProTech, the most developed work-based learning program, was subjected to the toughest measures of short-term and long-term student performance. This produced encouraging results. ProTech graduates attended college

www.alliance.brown.edu/pubs/benchmarks/benchmarks.pdf#page=56

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Knowledge Management in Instructional Design. ERIC Digest.

Digests About This Site and Copyright Privacy Policy Resources for Library Instruction Information Literacy Blog ERIC Identifier: ED465376 Publication Date: 2002-09-00 Author: Spector, J. Michael - Edmonds, Gerald S. Source: ERIC Clearinghouse on Information and Technology Syracuse NY. Inst...

www.ericdigests.org/2003-1/design.htm

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Smithsonian: Dynamic Earth - Institution

The Dynamic Earth @ National Museum of Natural History

www.mnh.si.edu/earth/

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Response to Intervention as It Relates to Early Intervening Services

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based on current research for implementing RTI. It is designed to provide comprehensive coverage of RTI to help the user understand, design and evaluate RTI features. The introduction defines RTI and explains its use within the process of SLD determination. The manual also discusses school-wide screening, progress monitoring, a tiered service delivery model and fidelity of implementation, and gives examples of RTI processes. Other participants shared information about literature that other national

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7 Provide Comprehensive Training and Develop Interdisciplinary Collaboration ...8 Focus on Implementation of High Quality Instruction ...8 Concluding Remarks

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that while there are variations in RTI implementation, there are more similarities than differences between various models. He went on to explain what RTI implementation generally looks like across various implementation models: Students receive high quality, research-based instruction by qualified staff in general education settings. RTI is generally based on a multi-tiered model of increasing the intensity of instruction and interventions similar to the Positive Behavior Support model.2

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based on current research for implementing RTI. It is designed to provide comprehensive coverage of RTI to help the user understand, design and evaluate RTI features. The introduction defines RTI and explains its use within the process of SLD determination. The manual also discusses school-wide screening, progress monitoring, a tiered service delivery model and fidelity of implementation, and gives examples of RTI processes. Other participants shared information about literature that other national

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these sources do not give cohesive, clear messages to those in charge of providing instruction to students. Limited fidelity of instruction: In order to implement RTI and EIS effectively, LEAs must ensure that high quality research-based instruction has consistently been provided with fidelity. Gaps in research: Currently, a lack of confidence in the knowledge base and a mismatch between current research and the immediate needs for implementation appears to exist. There is a need for more research

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believe that NCLB’s AYP is not enough of an impetus to improve classroom instruction. Encourage research, syntheses and the development of implementation tools. Fund a national mechanism to coordinate RTI for all students. Establish funding priorities for rigorous research and technical assistance in the following areas: determining what quality instruction is (i.e., best practices for diverse learners in diverse settings such as middle school, high school, urban and rural schools); identifying

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developed by IRIS, scale-up plans, state implementation materials, etc.). Identify and develop materials that are needed. Identify delivery modes (i.e., web-based, face-to-face, Communities of Practice [COPs], etc.) Customize materials and models to a variety of audiences (i.e., general educators, special educators, administrators, families, etc.). Develop training plans across all levels (i.e., timelines, roles/responsibilities). Plan for, and collect, data on the impact of the training. Plan

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recommendations and the implementation considerations is that of increasing the use of evidence-based instructional strategies. The failure to implement and sustain effective practices in the classroom has been implicated as a major explanation for poor outcomes for special education and general education students alike. High quality instruction is the foundation of RTI and of obvious importance to the achievement of all students. In 2002, the President’s Commission on Excellence in Special Education recommended

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

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Designing More Usable Web Sites

CSS Techniques for Web Content Accessibility Guidelines 1.0 Checklist for Web Content Accessibility Guidelines 1.0 Errata in Web Content Accessibility Guidelines 1.0 User Agent Accessibility Guidelines 1.0 Techniques for User Agent Accessibility Guidelines 1.0 Checklist of...

trace.wisc.edu/world/web/

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New Roles in Response to Intervention: Creating Success for Schools and Children

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education services earlier in the process rather than waiting until students fail. III. NEW AND EXPANDED ROLES Reading Intervention Specialists offer expertise at many levels of RTI implementation, from system- wide program design through specific assessment and intervention efforts with the individual student. New and expanded roles of Reading Intervention Specialists within the RTI model may include: • Helping to select, design, implement, and interpret whole school screening programs and dynamic

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Collaboration SLPs have a long history of working collaboratively with families, teachers, administrators, and other special service providers. SLPs play critical roles in collaboration around RTI efforts, including the following: • Assisting general education classroom teachers with universal screening • Participating in the development and implementation of progress monitoring systems and the analysis of student outcomes • Serving as members of intervention assistance teams, utilizing their expertise

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education services earlier in the process rather than waiting until students fail. III. NEW AND EXPANDED ROLES Reading Intervention Specialists offer expertise at many levels of RTI implementation, from system- wide program design through specific assessment and intervention efforts with the individual student. New and expanded roles of Reading Intervention Specialists within the RTI model may include: • Helping to select, design, implement, and interpret whole school screening programs and dynamic

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many levels, from program design to professional development. System Design Reading specialists are among the best-trained professionals in the school district to help develop, implement, and evaluate new models of service delivery. These roles include: • Providing professional development for teachers by offering them the additional support needed to effectively implement RTI (various instructional programs and practices). • Identifying and analyzing existing literature on scientifically-based

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behavioral perspective; a greater emphasis on instructional intervention and progress monitoring prior to special education referral; an expansion of the school psychologist’s assessment “tool kit” to include more instructionally relevant, ecologically based procedures; and possibly the need for additional training in all of the above. New and Expanded Roles School psychologists working in districts that opt to develop RTI procedures can offer tremendous value and expertise at many levels, from system

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There are, of course, challenges for educators working in districts that shift from the traditional approach to an RtI approach of early intervening. Such challenges include ensuring that RtI processes and procedures are not an “add on,” but a meaningful transformation of a traditional system, and that educator workload is adjusted to facilitate and support the positive and appropriate implementation of the process. New and Expanded Roles General education teachers in districts developing and

centeroninstruction.org/files/rti_role_definitions.pdf#page=20

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