Transition resource guide for teachers

This resource guide is designed for San Bernardino County teachers and professionals facing the facilitation of transition services for their students with disabilities

October 20, 2006, Ohio University Board of Trustees Meeting Minutes

Meeting minutes document the activities of Ohio University\u27s Board of Trustees

The Development and Design of an Exit Program for High School Career Pathway Graduates

This project is about a new concept; a program that will change the way we assess high school students. The purpose of this project was to design and implement an assessment portfolio process entitled The Tiger Futures Program for Ephrata High School in the state of Washington. The program was designed as a three-year pilot program beginning in the 2000-2001 school year and fully implemented by 2002-2003. At that time it will become a graduation requirement. The program involved career pathways, portfolios, and exit interviews. The results showed that the program followed state and district standards and requirements. It also provided opportunities for students to have hands on experiences related to future career and employment choices, take ownership and pride in their work, and work on speaking, writing, presenting, organizing, and evaluating skills. Recommendations for the 2001-2002 school year are discussed

Spartan Daily, December 1, 1981

Volume 77, Issue 61https://scholarworks.sjsu.edu/spartandaily/6837/thumbnail.jp

Macalester College Bulletin

This publication is the Macalester College Bulletin, 1975-76 Supplement. Annual college catalog listing courses of study, historical sketch, calendar, honorary degrees, admission requirements, descriptions of departments, lists of faculty and board of trustee committees, summary of students, and lists of faculty and trustees

Spartan Daily, April 1, 1982

Volume 78, Issue 39https://scholarworks.sjsu.edu/spartandaily/6882/thumbnail.jp

Web-Based Transitioning for Students with Disabilities: Learning from Existing Limitations to Design a Process that Leaves No Child Behind

Students with disabilities face numerous obstacles. This is especially true while in the process of postsecondary transitioning, moving from secondary (K-12) to Post-secondary schooling (College, University or Community College). The transitioning process poses obstacles to all students however students with disabilities confront additional obstacles unique to having a disability. Federal law mandates public secondary schools design transition plans, a written plan detailing students transition from secondary to postsecondary school. Secondary schools must also create opportunities for students to develop both academic and life skills critical to successfully take the postsecondary leap and remain successful at the postsecondary level. The need for effective and efficient transition planning has become critical for these students in an era of revised public higher education admissions standards and more stringent K-12 learning standards. This climate has placed increasing demands on the educators responsible for facilitating the transitioning process; rendering the development and writing of transition plans outdated, incomplete and ineffective. This problem with transition plans has led me to consider an alternative approach the subject of this synthesis. To help facilitate a solution I have designed a proposal that remains in progress for the development of a web-based application that I call, The Transition Portal with the following objectives: Organize the transition planning process allowing schools to monitor those students of highest risk; Provide educators the means to actively write transition plans that represent the goals and interests of the student over an extended period of time; Give transition plans the ability to travel with the student throughout their educational careers allowing critical information to be transferred and revised by educators that work with a particular student from middle school on through to post-secondary institutions. Such a process will allow for the process to develop along with the student\u27s own development. The flexibility associated with web-based application creates a platform that will assist in the coordination of services with external agencies. Many external agencies currently assist schools in the distribution of critical services ensuring that those students most in need and most at risk receive critical support during an important phase in their lives. The overall goal of this project is to help improve student and teacher productivity and empowerment. The proposal for the implementation of The Transition Portal is intended for use with students who might otherwise be left to fall through the cracks

Characteristics of the Pre-College Students at Parkland College

Parkland College is a community college of approximately 8,000 students located in Champaign, Illinois. The faculty and administrative staff is concerned with student retention, particularly the retention of those students in the pre-college or underprepared category who take courses that are below the college level. This retention study identified characteristics of underprepared students, interventions that had been successful at model community colleges, and recommended program implications for the future. The study provided base-line data regarding characteristics of the 1346 underprepared students at Parkland College who were taking remedial coursework in the fall of 1988. Data was also gathered for the 612 first-time developmental students with regard to full-time and part-time status, ethnicity, sex, age, program selection, high school rank, and ACT scores. This was compared with the data from the fall of 1989 to determine which students had returned to Parkland for another term and which students had dropped out. A Chi-square statistical analysis was performed at the University of Illinois using the Statistical Analysis System to discover which categories were significant at the .05 level. A profile was then drawn of the pre-college student at Parkland College. This profile indicated that members of the underprepared group were younger, predominantly fulltime, and more likely to be male and Black than the student population as a whole. Parkland was attracting a higher percentage of first-time students in the pre-college program than in its regular program. The first-time developmental students who were in the lower high school quartile, male, Black, part-time, or who had low ACT scores were the ones more likely to drop out. These students should be Parkland\u27s target population for curricular, advising, and budgetary intervention

Graduate Catalog, 2002-2003

https://scholar.valpo.edu/gradcatalogs/1029/thumbnail.jp

Educational policy, policy appropriation and Grameen Bank higher education financial aid policy process

The paper talks about higher educational polices and their process of policy appropriations, policy as practices, policy as symbolic, policy as rituals, policy as myths, policy backward- mapping and policy-forward mapping, multi-stage policy implementation process, street-bureaucrats planners, and policy reform process. It critically looks at pros-and-corns of different educational policy theories and their applications in education, and the higher education student financial aid different policies, strategies and products and their impact on the college students. The paper also narrates the higher educational policies and methods of need-based, merit-based, means-test-based grants allocation and loan disbursement and their impact on student academic achievements. Moreover, it discusses the policy process model that has both agendas and multiple streams that consider looking at policy designing problems, solutions of the problems and their usefulness to SES students. Additionally, the paper narrates the Grameen Bank higher education student loan policy making process, although there is no higher education student financial aid services are not exist in Bangladesh. Literature reviews, conversations with higher education students, contextual analysis, and the author personal working experience incorporate here. The study finds for policy improvement, policy analysis is vital because policy analysis can explores usefulness of the policy for public well being and for effectiveness of the policy appropriation.Center for Social Economy Learning and Workplace, University of Toronto. -- York Center for Asia Research, York University. -- Indiana University Bloomington