THE STATEWIDE ARTICULATION PROGRAM Faculty Professional Development PART I Introduction to Statewide ArticulationSlide 2
When is staff improvement required? For all secondary teachers who will educate the new substance upgraded , statewide-explained courses. Prior to a school area can offer the new courses.Slide 3
How to round out the structure Name of Provider – This is the name of the establishment that is supporting the preparation. Enter the name you use at school – it will show up on your declaration. Give both secondary school name and area name – some secondary school in various regions have the same name.Slide 4
Filling out the structure, proceeded with… Enter the street number where you need your declaration sent. Government managed savings number is discretionary (all structures are entirely private). A telephone number is required in the event that there are any inquiries concerning your data.Slide 5
Filling out the structure, proceeded with… Enter the OFFICIAL region instructor confirmation that shows up on your TX educator\'s authentication Indicate all degrees earned and the real field of study. Foundations and dates are useful. Enter related work history, as it were. The position held and time span is imperative.Slide 6
Who can educate these courses? An educator is state (SBEC) ensured in the instructional region: Has SBEC-required work experience; Has at least a partner degree in a field straightforwardly identified with the branch of knowledge (single guy\'s favored); and Has required industry-related accreditations, assuming any. On the other handSlide 7
Teacher qualification, proceeded with… An educator is not state affirmed and has: at least a partner degree in a field straightforwardly identified with the branch of knowledge , lone ranger\'s favored; Three years of related work experience (not instructing); Required industry-related affirmations, assuming any; and A state confirmation lack arrangement.Slide 8
Filling out the structure, proceeded… From the rundown gave to you, select the enunciated secondary school courses you need to have the capacity to instruct. Enter the course truncation, PEIMS number, and course title. Sign and date the structure. Bring it with you to Part II so school workforce can close down.Slide 9
Who forms the structures? Facilitator sends structures to state office. State office issues declaration of fruition to instructor and advises school area. Preparing useful for three school years.Slide 10
What is the preparation design? Preparing comprises of two sections totaling at least six contact hours. Part I - a general session of no less than two contact hours that spreads enunciation and related subjects. Part II - at least one contact hour of subject-particular preparing drove by school personnel for every secondary school course.Slide 11
What will happen in Part II? Educators of school equal courses will: Discuss school course content; Describe level of understudy skill required for school level work; Discuss approaches to survey understudy capability; Outline required classroom assets (reading material, hardware, and so on.); and Review other essential data.Slide 12
Background Challenges Facing Educators in TexasSlide 13
Projected Texas Population Aged 18-25 by Race/Ethnicity and Average Household Income in Texas, 1990-2030 Millions Source: TX State Data Center, TAMUSlide 14
Educational Attainment by Race/Ethnicity for Persons 25+ in Texas, 1990 Source: TX State Data Center, TAMUSlide 15
Major demographic patterns influencing the future Increasing number of Hispanics, 18-25 years old, fundamentally in rural regions. The Anglo populace is maturing. Less Hispanics move on from secondary school. Source: TX State Data Center, TAMUSlide 16
Projected Percent of Labor Force by Educational Attainment for 1990 and 2030* * Projections are appeared for the 1.0 situation Source: TX State Data Center, TAMUSlide 17
Transition to postsecondary A late National Education Goals Panel review in Texas observed that: Of 1,000 secondary school understudies, 86% graduate. Of 860, just half go to four-year school. Of 430, just 20% graduate. Only 86 of 1,000 Texas secondary school understudies (8.6%) complete a four-year school training.Slide 18
Major patterns, proceeded with… Texas positions 45 th broadly in percent of people 25 or more seasoned with a secondary school recognition. What\'s more, less secondary school graduates are normal. Texas positions 27 th broadly in percent of people 25 or more seasoned with a single guys\' degree or higher. What\'s more, less school graduates are normal. Source: TX State Data Center, TAMUSlide 19
Projected Year of Closure Between Black and Hispanic, and Anglo College and University Graduation Rates for 18 Year Old Texas Residents: Assuming Anglo Rates Remain at the 1998 Rate and Black and Hispanic Rates Show 1990 to 1998 Proportional Change Percent Graduating Anglo Source: TX State Data Center, TAMUSlide 20
If current patterns proceed with, what\'s coming down the road for Texas? A becoming incompetent, under-instructed populace that can\'t meet the requests of an innovation based work environment. More open spending on detainment facilities, welfare, Medicaid. Lost ground in the exceedingly focused worldwide commercial center. Source: TX State Data Center, TAMUSlide 21
Need to "close that hole" Increase maintenance and graduation of secondary school understudies Must address needs of "center 60%" and under-spoke to bunches Must join more elevated amount scholastics with hands-on aptitudes Increase number going to and moving on from two-year and four-year universities Must expand the number inspired by specialized vocationsSlide 22
But, where are the employments?Slide 23
Students in graduation arranges 2000 Texas High School Graduates Career open doors Year 2000 Recommended Plan Professional Skilled Minimum Plan Unskilled Distinguished Plan Source: CDR and the Texas Education AgencySlide 24
"regardless of expanding need at the partner degree level, instructional projects all through the country, state and southeast Texas battle to create enough graduates to address the issues of business and industry. It appears that secondary school understudies are not completely mindful of the fabulous open doors accessible through specialized vocations." Dr. Robert D. Krienke, President, Lamar Institute of TechnologySlide 25
Higher Education\'s Response The Texas Higher Education Plan by 2015, Close the Gaps in: Participation Success Excellence ResearchSlide 26
Close Gaps in Participation Establish facilitated P-16+ instructive, motivational and scholastic projects to get ready understudies for school.Slide 27
Close Gaps in Success Create impetuses and necessities for consistent understudy moves among secondary schools, group and specialized schools, and colleges.Slide 28
Strategies include: Statewide Articulation Program Tech Prep InitiativeSlide 29
Articulation is… A procedure that connections educational module from various instructive levels to make a non-duplicative project of study. … Seamless instructionSlide 30
What is the Statewide Articulation Program? A state-composed, propelled school position program. For understudies intrigued by specialized professions that require school. SWAPSlide 31
SWAP, proceeded with… Agreement between the Texas Higher Education Coordinating Board and the Texas Education Agency. Encourages the recompense of verbalized school credit out in the open two-year universities over the state.Slide 32
Three sections to SWAP Course Crosswalk and Alignment Manuals (TCAM) Standard Articulation Agreement State-Approved Staff DevelopmentSlide 33
What is nearby verbalization? Course-to-course assentions between one school and one secondary school or area. Not required with schools taking an interest in SWAP in the event that they copy statewide-explained courses.Slide 34
Advantages of Statewide Articulation For schools and universities: Common center of explained courses. Statewide standard for honoring school credit. Basic strategy to recognize explained courses on secondary school transcripts.Slide 35
Advantages, proceeded… For understudies: May consider a propelled measure for the Distinguished Achievement Program. May apply to more than one school specialized project. Adaptability to go to an assortment of universities. Spares significant assets: time and cash.Slide 36
In one year, understudies enlisted in 37 schools, and their folks, spared about $288,000 and the state spared about $472,000, for a statewide aggregate of $760,000. That is BIG bucks!!! Source: TX Higher Education Coordinating BoardSlide 37
What are the confinements? Not all universities are taking part. Not all courses or projects are offered at all universities. When all is said in done, an understudy must apply the course to a two-year school specialized declaration or degree plan to get credit.Slide 38
How does SWAP work? Investment is willful; schools and universities choose to take an interest. Schools select statewide-explained courses from the SWAP Course Crosswalk and PEIMS course table . Two-year schools stipend school specialized credit to understudies who meet the criteria.Slide 39
Course Crosswalk and arrangement manuals Lists statewide-verbalized secondary school courses and the school level proportional. Specialized Course Alignment Manual (TCAM) thinks about optional and postsecondary course capabilities.Slide 40
How are SWA courses distinctive? Larger amount: content surpasses the Texas Essential Knowledge and Skills (TEKS). In an alternate area of the TEA course table than non-improved courses. Instructed via prepared educators with capabilities that are the same as school instructors. Part of a two-year school specialized degree program .Slide 41
Who can take a SWA course? Any understudy can take a SWA course. Non-CATE understudies as electives. Profession and Technology (CATE) understudies, as a feature of a CATE reasonable arrangement. Tech Prep understudies, as a major aspect of a Tech Prep rational succession.Slide 42
How are SWA courses recognized? "T" in the PEIMS course number.
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