911 What is Your Emergency? Addressing Immediate Needs of Professional Development Schools National Association of Community College Teacher Education Programs Conference March 27, 2010 Baltimore, Maryland Melissa SpivySlide 2
Objectives Describe how a 200 level school course can address the issues of P-12 schools Description of synergistic endeavors to meet the quick needs of the PDS system Discuss the expert development of paraprofessionalsSlide 3
Parkersburg, WVSlide 4
West Virginia University at Parkersburg Stand alone junior college Approximately 4000 understudies Offers 5 baccalaureate degrees Non-private grounds College and projects authorizeSlide 5
Education Department Program set up in 1991 Elementary instruction confirmation K-6 Middle school affirmations (Science, Math, Social Studies, English) Early Education PreK - K Math Specialist K-4 Developed as a field-based program Approximately 1000 hours of field encounters NCATE accreditation 400 instructor hopefuls 5 proficient training personnelSlide 6
West Virginia University at ParkersburgSlide 7
Goals of the Partnership Better get ready educator contender for the calling of educating. Give important expert improvement exercises to educator hopefuls, in-administration instructors, and school workforce. Give healing and advancement administrations to state funded school understudies.Slide 8
Partnership Schools-17 Total Wood County 8 Elementary Schools and 2 Middle Schools Ritchie County 1 Elementary School Jackson County 2 Elementary Schools Pleasants County 1 Elementary School and 1 Middle School Wirt County 1 Elementary School and 1 Middle SchoolSlide 9
What Is Your Emergency, WVU-Parkersburg? Title I, as revised by NCLB Act, is intended to help impeded youngsters achieve high scholastic gauges. Title I guarantees that understudies who require the most get instructional backing just from qualified paraprofessionals. Paraprofessionals can assume essential parts in enhancing understudy accomplishment in Title I schools. Chambers et al., Study of Education Resources and Federal Funding: Final Report, Washington, DC: U. S. Bureau of Education, 2000.Slide 10
Paraprofessionals who give instructional backing, incorporates the individuals who: [Title I, Section 1119(g)(2)] Provide one-on-one mentoring Assist with classroom administration Provide instructional help with a PC research facility Conduct parental contribution exercises Provide instructional backing in a library or media focus Act as an interpreter Provide instructional bolster administrations under the immediate supervision of a profoundly qualified educator.Slide 11
New Policies All Title I paraprofessionals must have an auxiliary school certificate or its perceived identical. Paraprofessionals procured after January 8, 2002, and working in Title I programs more likely than not—Completed two years of learn at an organization of advanced education; or Obtained a partner\'s (or higher) degree; or Be ready to exhibit through a formal state or neighborhood scholastic appraisal, information of and the capacity to help with training, perusing, composing, and science.Slide 12
WVU at Parkersburg\'s Solution Paraprofessional Studies Certificate 2 semesters 36 hours ED 100 Foundations of Education ED 200 Intro. To Exceptional Children ED 230 Cooperative Discipline May take state exam and be qualified to get testamentSlide 15
Associate in Applied Science Degree in Early Childhood Develolpment For those intrigued by the childcare calling or Head Start Four semesters 67 credit hoursSlide 17
Bachelor of Arts in Elementary Education Early Education PK-K Specialization For those inspired by getting an Early Childhood Certification from state 25 credit hours Student instructing in Early EducationSlide 18
Early Education PreK-K SpecializationSlide 19
Education 230 Cooperative Discipline (Text: Albert\'s Cooperative Discipline ) Students will ponder the consideration looking for, force looking for, reprisal looking for, and shirking of failure practices Manifestations of these practices will be contemplated, and preventions and intercessions. Issues of self-regard and having a place will be stressed in this class helps understudies figure out how to construct groups in their classrooms. 3 credit hoursSlide 20
What Is Your Emergency, Partner Schools? States required to: create and execute a solitary statewide state responsibility framework Ensure that all schools gain satisfactory yearly ground No Child Left Behind Sec. 1111Slide 21
Mineral Wells Elementary In 2004, Mineral Wells Vice Principal reached WVUP asking for undergrads to guide their understudies in zones of shortcoming to help with accomplishmentSlide 22
Mineral Wells Elementary K-5 Elementary 600+ understudies half of understudies are monetarily distraught Not a Title One SchoolSlide 23
Mineral Wells Education 100 Education 200 Education 330 Student Teachers Education 230Slide 24
Timeline Fall 2003 Paraprofessional Certificate offered at WVUP Spring 2004 ED 230 Cooperative Discipline offered Class met at Mineral Wells Elementary 1 hour 15 minutes in school classroom 1 hour 45 minutes in rudimentary classroomSlide 25
Timeline Spring 2005, 2006 and 2007 ED 230 met at Mineral Wells Elementary Video cut embedded hereSlide 26
Timeline Spring 2008 and 2009 ED 230 offered at Mineral Wells and Lubeck Elementary Principal Mary Thomas inquired as to whether ED 230 understudies could help with the "before school" coaching programSlide 27
Lubeck Elementary PK-5 Elementary 470+ understudies 40% of understudies are financially hinderedSlide 28
Lubeck Elementary Education 100 Education 200 Education 230 Student TeachersSlide 29
Timeline Spring 2010 ED 230 started working with the "before school" mentoring program at Lubeck Elementary Students mentor for 30 minutes; College class for 1 hour 15 minutes; Elementary class for 1 hour 15 minutesSlide 30
Current Schedule for ED 230 Morning Tutoring Video cut embedded hereSlide 31
Education 230 Classtime Video cut embedded hereSlide 32
Individual ED 230 Students in Classrooms Video cut embedded hereSlide 33
First RespondersSlide 34
Dr. David Lancaster Associate Professor of Education Video cut embedded hereSlide 35
College Faculty Amy Wolfe, Instructor of Education at WVU-Parkersburg, saw the need to cooperate with a chief of an organization school to make the before-school mentoring program transform into a reality.Slide 36
Partnership School Personnel Bill Matthews, principal at Mineral Wells Elementary " The individual communication that the ED 230 understudies have with our understudies help them progress at a speedier pace. They can target particular abilities and ideas."Slide 37
Partnership School Personnel Mary Thomas, central at Lubeck Elementary "Not just has the inspiration of our understudies going to the "before school" coaching program expanded additionally the quantity of understudies going to has developed."Slide 38
Partnership School Personnel Mrs. Judy Evans Somerville, first grade instructor, Lubeck Elementary School Video cut embedded hereSlide 39
Partnership School Personnel Mrs. Theresa Haverty, kindergarten educator, Mineral Wells Elementary School Video cut embedded hereSlide 40
ED 230 Students Misty Snyder, WVU at Parkersburg Student Video cut embedded hereSlide 41
ED 230 Students Jessalyn Stephens, WVU at Parkersburg Student Video cut embedded hereSlide 42
The Elementary Students Video cut embedded hereSlide 43
Thank You! On the off chance that we can be of help to you please get in touch with me at: email@example.com www.wvup.edu/Academic/training/resources.htm
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