The New Hampshire presentation will share our success story of multi-state agency and rural school district collaboration to build an infrastructure of early learning support.
New Hampshire does not offer public preschool, outside of Special Education and Head Start, and was last in the nation to require Kindergarten. In recent years our rate for children in poverty has grown. Using data, a research based module parent training program from The Children’s Reading Foundation, New Hampshire has fortified numerous rural communities
that need support in early learning. Using "Annual Growth", "Catch-Up Growth" we established the data to support an early learning initiative. Through the use of data we identified target audiences, a research based method of success to serve children early, the pathway through schools to reach parents and then leveraged funds to create the means.
Everyone loves family engagement. But far fewer people believe that quality family engagement can lead to increased student learning. In this session, we will talk first about how we define and think about "family engagement” in our schools and districts. And we’ll tackle the research: What kinds of family engagement programs work? What kinds don’t? We’ll then talk about districts that successfully engage low-income parents in academics (with success defined as improved student outcomes) and how they do that. Last, we’ll cover some promising practices from nonprofits that have proven to better involve families in their children’s schools.
Participants will learn to adapt classroom lessons for a diverse group of learners in grades 3-8. The speakers will share evidence-based strategies from the IES Practice Guide (Gersten et al., 2009) such as concrete-semi-concrete-abstract (CSA) and others that emphasize developing a balanced understanding of both concepts and skills. Participants will experience classroom-tested tasks that create more robust learning and focus on ways in which to question students to promote learning and to assess in a formative way. This session will also discuss the use of assessments such as: 1) diagnostic interviews to carefully tailor instruction for students who struggle with learning mathematics and; 2) progress monitoring tools that emphasize conceptual understanding. By sharing a variety of classroom-tested activities, the presenters will show how to link Common Core State Standards to engaging and motivating mathematics instruction.
Ensuring compliance with Title I requirements requires state and local educational agencies to navigate a complex network of rules and regulations, especially in light of ESEA Flex. This presentation will focus on the internal control systems needed to effectively manage Title I programs.
Topics include: core principles for effective grants management; internal control standards; common audit or monitoring findings; practical strategies for strengthening grants management systems; and reducing audit or monitoring risks.
Developing robust internal control systems to manage federal funds can facilitate compliance and help to reduce the risk of audit or monitoring findings in the future.
