Nrs.ed.gov



Idaho Narrative Report 2014-20151) Describe the major activities supported with state leadership funds during the reporting period and the extent to which these activities helped you in implementing the goals of the State Plan. Specifically describe activities related to the implementation of career pathways. Overview of State Leadership Goals and ProcessesThe applicable professional-development goals of the Idaho State Plan (under WIA) are as follows:Create continuous learning opportunitiesPromote inquiry and dialogueEncourage collaboration and team learningSupport improved learner outcomesThe state office (referred to in this report as “the Division”) determines the process by which these goals will be met, in partnership with local stakeholders. The Division provides financial support, guidance, general coordination of leadership activities, and program monitoring. Local programs ensure staff participation, keep accurate participant records, and conduct evaluations and follow-up which are reported back to the Division. Together, these activities ensure adherence to federal and state policies and guidelines, as well as continued improvement in program quality. In order to implement the goals of the Idaho State ABE Plan, Idaho training is tiered to accommodate new teachers as well as experienced teachers and staff. Idaho ABE participates in national training opportunities, provides statewide training, and promotes regional training through the use of regional trainers/regional PD Specialists and state trainers to the region. Training venues vary and may include any of the following: face-to-face, study circles, video conferencing, webinars, and online training. All training activities promote practice, inquiry, and dialogue in support of improving learner outcomes. Over the past few years we have expanded training to include follow-up, observation, and the collection of classroom data to determine the value of training and how it translates into improved student performance.Leadership funding is provided to regional programs through state-approved professional development plans to compensate both full-time and part-time teachers for training conducted outside of working hours. Programs can also submit additional project requests for special or additional program improvement initiatives. FY14-15 Leadership Activities in ReviewIn FY15 (PY14) Adult Education staff in Idaho had training opportunities hosted by both their local programs, as well as statewide trainings provided by the Division of Professional-Technical Education (State Office). Training opportunities ranged from NRS and MIS Trainings provided locally for new teachers to the Adult Numeracy Institute hosted by the State Office. In the summer of 2014, Congress passed the Workforce Innovation and Opportunity Act (WIOA), which updates and expands many of the activities carried out by AEFLA-funded programs. Understanding and planning for the changes under WIOA became a large focus during PY2014 (FY15). Additional opportunities for training and planning were provided to the program administrators for each of Idaho’s AEFLA-funded programs. These trainings were given during bi-annual statewide meetings at which all seven program administrators were present. Given the large focus on understanding and planning for changes under the Workforce Innovation and Opportunity Act (WIOA) during PY14, Idaho’s professional development focus remained narrow. The State Office provided funding for OCTAE-required training such as NRS, Assessment Policy, and MIS training. The State also encouraged participation in, and provided funding for a statewide training opportunity in the Adult Numeracy Institute. In addition to the two strands mentioned above, local programs had the opportunity to identify additional training needs and apply for funds to support these projects. This local-driven training represented the third strand of professional-development in the state. An overview of these three training strands are included below. OCTAE –Required TrainingOCTAE-required trainings focused on program compliance and policy and are tiered based on the experience of local staff. These trainings center around the NRS, use of the state’s MIS, as well as intake and assessment processes. Because these trainings are well established, local programs carried them out with without incident again in PY14. The Division, in partnership with local programs, will be reviewing Idaho’s processes for OCTAE-required training as we prepare for the upcoming WIOA implementation. In PY14, 133 Adult Ed staff attended some form of MIS training, 117 attended NRS training, and 70 attended Assessment Policy training. Adult Numeracy InstituteThe Adult Numeracy Institute was funded in part by Idaho’s WIA Incentive grant. The Adult Numeracy Institute (ANI) kicked off with the first training on October 8-10 in Boise, followed by a second training in January 2015, and the third and final training in April 2015. A total of 25 teachers and local program staff attended the institute. The training was provided by two national trainers, Lynda Ginsburg and Pam Meader, and received excellent reviews in the participant evaluations. Between training sessions, participants were expected to implement the teaching strategies they learned in their own classrooms, reflect on what happened, and report back to the group at the next training. The institute began with an overview of the College and Career Readiness Standards to provide additional context for the content that would be learned throughout each of the three trainings. The trainings covered the full range of math concepts that are taught in Idaho’s Adult Education programs, in alignment with the CCR Standards. Concepts ranged from addition, subtraction and fractions through algebra. In additional to content, the trainings focused heavily on effective instructional practices, such as use of manipulatives, classroom activities, and productive struggle. Each program nominated a core group of teachers to attend the state-level trainings. The State Office then funded the additional time and effort required for the core group of teachers to do local training on the practices learned at the ANI institute. This helped maximize the benefit of the ANI trainings while cutting down on the costs of travel in a large rural state like Idaho. Local Quality Improvement projectsThe state supported several local leadership projects which allowed programs to build on their FY14-15 successes and/or address new challenges or program improvement needs. Program improvement projects are generally aligned with areas identified for improvement in annual reports and quarterly desk audits. Some noteworthy local projects are highlighted below. ITRP – Idaho continued to support the Integrated Transition and Retention Programs (ITRP) in various forms at each of our regional programs. These projects were supported through a combination of AEFLA Leadership funds and our state’s WIA Incentive grant. In FY14-15, five of our six regional programs offered one or more ITRP classes in partnership with the local technical college. These programs allow ABE students to accelerate transition into credit-bearing postsecondary coursework. Critical Thinking – Eastern Idaho Technical College provided Critical Thinking training to staff members on an individualized basis. A total of 17 staff attended training, of which nine sessions were offered. Eastern Idaho also offered a fall and winter Program Improvement Training for all staff, at which general program improvement needs were addressed with instructors. Local ANI Projects – The College of Western Idaho expanded on the Statewide ANI trainings at the local level. In the spring of 2015, the CWI math redesign team engaged in two projects that centered on what teachers were learning as ANI participants. Teachers videotaped one another facilitating the hands-on activities with their students in class. The videos were reviewed by the group in order to critique their teaching. Additionally, the videos were shared with other math teachers as a way to train them on implementing ANI strategies in their own classrooms. Outcome Monitoring Tool for Teachers – The College of Western Idaho used Leadership funds to design a tool that enhanced the applicability and usability of student data for teachers. Idaho’s MIS does not currently have the capacity to analyze student outcomes by teacher. Therefore, CWI created an Outcome Monitoring Tool to capture this information and allow data to be compared and analyzed. The data was used to identify patterns of effective teaching based on student attendance, post-test scores, student satisfaction surveys and classroom observation. The goal of the project was to use the data from the OMT to identify three effective lead teachers who would then serve as mentors to three newer or less-effective teachers.EL Civics and Reading – The College of Southern Idaho used Leadership funds to support training for improved outcomes with their EL Civics students. The goal was to provide both new and experienced teachers with strategies to help them integrate reading and EL Civics instruction. The training focused on understanding EL Civics objectives, identifying reading material that met those objectives, and developing effective strategies for presenting reading information. Instructors were required to demonstrate what they learned in their lessons plans and provide additional follow-up responses after the training concluded. Monitoring AEFLA Programs In addition to the activities funded through AEFLA Leadership funds, the Division also ensures continued program improvement through the provision of monitoring and technical assistance. Each year, grantees submit an annual extension application and annual performance report. They also submit quarterly desk audits to the Division and request MIS assistance through our Helpline. These documents help the Division identify areas in need of improvement and target its technical assistance and site monitoring most effectively. The Desk Audit includes a random student file review to ensure that student files are being monitored and that the data entered into our MIS matches the information on the written student intake forms. The audit also includes the reporting of post-test data, student performance data, assessment data, and a draw-down of expenditures. If the report indicates a need for improvement, the program is required to address the intervention(s) they plan to implement in order to improve their outcomes in the identified area(s). 2. Describe any significant findings from the eligible agency’s evaluation of the effectiveness of the adult education and literacy activities based on the core indicators of performance.In summary, Idaho fell short of all but two EFL targets. We met both our employment targets, but fell short of meeting our Postsecondary and GED Targets. This section reviews and analyzes our longitudinal data, our EFL outcomes, and our Post-exit outcomes. FY14-15 Longitudinal OverviewTwo main themes emerged for PY14. The first is that enrollment declined, but not nearly as much as it has in previous years. This may indicate that our student enrollment numbers are beginning to stabilize. The second is the slight decrease in the State’s Overall Completion Rate from 45% in PY13 to 42% in PY14. The table below illustrates these trends, followed by a more detailed discussion and analysis. State Fiscal Year/ Federal Program YearTotal Enrollment (12+ hours, as reported on annual report)Overall Completion Rate (Total % EFL Gains on Table 4)FY08/PY07 6,95340%FY09/PY087,53540%FY10/PY097,42934%FY11/PY106,67542%FY12/PY116,32943%FY13/PY125,63246%FY14/PY135,08645%FY15/PY145,05342%Data has indicated that Idaho’s programs do a reasonable job of retaining students once they enter our programs, based on attendance and post-testing rates. Local programs did make a push to improve recruitment efforts, and as a result, some programs maintained or increased enrollment, while others still experienced a decline in PY14. This may account, in part, for the fact that enrollment remained relatively steady from PY13 to PY14. Another factor that has been examined is the impact of managed enrollment on our student headcount. Just prior to the recession, in PY07, Idaho began to implement managed enrollment as a way to improve student outcomes and ensure quality instruction. Generally speaking, programs that switch from open enrollment/drop-in programs to managed enrollment expect to see their total headcount decline, as a result of declining student turn-over. However, concurrent with this programmatic change came the advent of the Great Recession. The recession may have masked, or delayed the expected decline in enrollment. As economic conditions improved, the rush of enrollment from the recession went away, which was coupled with the expected effects of implementing managed enrollment. The concurrence of these two changes had the apparent effect of “doubling” Idaho’s enrollment decline. Both of these factors seem to have run their course, which may also account for the normalizing of Idaho’s headcount in PY14. FY 2014-15 EFL Outcomes Idaho only met two of our EFL targets in PY14, ESL 3 and ESL 5. However, we did improve year-over-year actual performance in five levels compared to PY13. Additionally, our overall outcomes appear to be heavily influenced by the performance of one provider, which we have discussed in more detail below. Completion Rates for Table 4Educational Functioning LevelPY 12 (FY13)ActualPY13 (FY14)ActualPY14 (FY15)TargetPY14 (FY15)ActualABE Beginning Literacy52% 48%54%50%ABE Beginning Basic 51% 52%52%46%ABE Intermediate Low46% 48%47%41%ABE Intermediate High43% 37%44%39%ASE Low38% 42%40%31%Beginning ESL Literacy50% 45%51%47%Low Beginning ESL54% 56%55%54%High Beginning ESL54% 51%55%55%Low Intermediate ESL 43% 45%45%44%High Intermediate ESL 44% 47%45%47%Advanced ESL 24% 24%26%18%The targets which Idaho met in PY14 are highlighted in green, while the levels that we did not meet but which exceeded previous year’s performance are highlighted in yellow. A number of factors affected Idaho’s performance in PY14, as outlined below:Continued implementation of the College and Career Readiness Standards: Our teachers are improving the practice use of these standards in the classroom and curriculum design. This factor has had the largest impact on the A4 and A5 levels, as well as students preparing for the GED. Increased focus on Transition: Our programs continue to focus on student transition and alignment within the post-secondary and college system. One effect of this shift in focus is that our higher-level students see our program more as a transition step and leave as soon as they feel they have what they need to be successful in college, and often before we are able to capture a post-test. Along with the focus on transition, our programs will need to focus on retention methods for these students so we can capture the progress these students are making.Staff Turnover: PY14 was an especially difficult year for many of our local programs in regards to staff turnover. Three of our programs had, or were anticipating changes of leadership in PY14. Others cited difficulty in finding and retaining quality ESL teachers, especially in more remote and rural regions; the three regions in Southern and Eastern Idaho cited ESL staff turnover as a major factor in their performance. In addition to the factors cited above, the Idaho Department of Correction—which currently represents the third largest program in the state—experienced major delays in data entry and performance reporting as a result of an unexpected, extended staff absence. This set-back exposed some areas for improvement in regards to data entry processes and quality control procedures. To understand the impact of the IDOC’s data, the State Office calculated our outcomes with and without the IDOC’s data. The result was that Idaho’s performance improved significantly without IDOC data, and we would have doubled the number of targets met from three to six.While incarcerated populations are traditionally difficult to serve, the IDOC does have a stronger program that their PY14 data would indicate. Therefore, we believe that the IDOC performance is indicative of data-entry processes rather than program quality at the IDOC. As a result, the State Office and the IDOC are re-examining how this program collects, tracks, and reports data for IDOC students so that it can more accurately capture the work being done by teachers and students in that program.FY14-15 Post-Exit OutcomesIdaho’s targets and actual performance for the Table 5 outcomes are listed in the table below. These outcomes are discussed in more detail in the following sections. Outcome MeasureFY14-15 Approved TargetFY14-15 Actual PerformanceEnter/Obtain Employment39%43% (exceeded)Retain Employment49%65% (exceeded)HS Diploma/GED88%76% (did not meet)Enter Postsecondary29%24% (did not meet)Entered and Retained EmploymentIdaho exceeded both of our Employment targets for FY14-15. Employment outcomes for this report were determined by matching applicable students against employment activity in the four quarters of calendar-year 2014. As our outcomes indicate, ABE students who enter our programs with jobs have a strong likelihood of remaining employed. Those who enter our program without jobs still face significant barriers to finding full-time employment with family-sustaining wages, despite an improved economy. This is indicated by the fact that less than half are able to find employment within three months of leaving the program. However, the number of students who are able to obtain employment has increased from 38% in PY13 to 45% in PY14, which is an improvement. Obtain GED/HSE In PY14, Idaho fell short of our GED target at 76%. In PY13, the State was dealing with the end of the 2002 test series and the implementation of the 2014 GED series. The rush of testers attempting and passing the 2002 series in November and December of 2013 offset the lack of students attempting and passing the 2014 series between January and June of 2014. As a result, our GED outcome in PY13 balanced out to 82%, allowing us to meet our target that year. In contrast, PY14 was the first year in which only the 2014 series was administered. The 2014 series GED is considerably more difficult that the 2002 series, which has had a significant impact on both the number of people attempting the test and the number passing it.The numbers for our Adult Education students parallel the trends observed in our general GED testing population during the transition between series. The total number of GED testers in Idaho (including Adult Ed students) was 2,085 in CY2014, compared to 6,384 in CY13 and 5,379 in CY2012. The number of testers in CY13 is inflated, due to the rush of students to finish the 2002 series. However, CY12 provides a more accurate representation of testing numbers under the old series. When comparing CY12 to CY14, the state saw a 61% relative reduction in the number of testers. This reduction was also seen in our Adult Ed population, with 267 students reported on Table 5 in PY14, compared to 838 in PY13 and 889 in PY12. Historically, the passing rate of Adult Ed students is generally higher than the general population, as these students receive targeted instruction and assistance. However, in PY14, the pass rate of both was roughly the same, with 74% for the general population and 76% for Adult Ed students, indicating that Adult Ed students were not faring much better than the general population. This can be primarily attributed to the fact that Adult Ed programs were still in the process of implementing new curriculum aligned for the GED during the PY14 year. Given that local teachers have had additional time to learn, test, and improve their delivery of the new curriculum, we anticipate that GED attainment levels will improve in PY15. Post-Secondary Education & TrainingIn PY14, 24% of Adult Ed students who entered our program with a high school credential went on to enroll in a post-secondary institution within one year of leaving the program. While Idaho did not meet our target of 29% for this outcome in PY14, we did improve slightly over our actual performance from PY13. Currently Idaho data-matches against the National Student Clearinghouse for our Postsecondary Outcome. As a result, we do not capture student enrollment in programs not covered by the Clearing house, such as apprenticeships, short-term and other non-degree terminating training programs. Idaho has a relatively high graduation rate from its K-12 system (83.6% in 2012-13 according to ). However, as a state we struggle with a relatively low rate of high-school graduates who go on to college (45% in 2010 according to NCHEMS Information Center). Given the context of Idaho’s low go-on rate for traditional high-school graduates, it is not surprising that our Adult Ed population has a post-secondary enrollment rate of only 26%. Our students face many additional obstacles that the general population does not (e.g, low income and language barriers). Additionally, not all Adult Ed students who have a high school credential want, or need to enroll in degree-terminating post-secondary education. Many students are more interested in finding jobs, or enrolling in short-term non-degree training programs. This focus on employment is reflected in Idaho’s much higher employment outcomes. However, the jobs of the future will increasingly require some type of post-secondary education and our programs will continue to focus on transition as a major component of their work. Additionally, the State will need to explore options for capturing student enrollment in non-degree programs to more accurately reflect what our students do after leaving the program.3) Describe how you have integrated activities funded under the Adult Education and Family Literacy Act (AEFLA) with other adult education, career development, and employment and training activities. Describe your efforts to develop or advance career pathways systems that include career and technical education, postsecondary education, employers, and economic and workforce development. Include a description of how your agency is being represented on the state and local Workforce Investment Boards, the provision of core and other services through the One-Stop system and an estimate of the AEFLA funds being used to support activities and services through the One-Stop delivery system. Coordination, Career Pathways & Transition: The Adult Education program in Idaho is housed with the Division of Professional-Technical Education, which oversees the CTE and Carl Perkins programs for the state, and also provides Workforce Training through the college system. The Division has begun the work of aligning CTE standards from secondary to post-secondary throughout the state. As part of this effort, the division has taken the lead in developing Career Ladders as well as stackable micro-credentials. The Career Ladders include basic and foundational skills, which promote seamless integration with Adult Education. Additionally, the majority of local Adult Education programs housed in Idaho’s postsecondary system have implemented Integrated Transition and Retention Programs, which are designed to streamline and/or bypass remediation for Adult Ed students who want to go to college. One-Stop Delivery System: Local ABE programs coordinate with their regional one-stop partners and Adult Basic Education is fully represented in all press release materials, both print and web-based. The One-Stop Management Team provides a data cross-match to local programs and includes calculations based on shared clients. In addition, many site-based program managers serve on quick response teams (Commerce and Labor, technical colleges, and ABE) during plant closures to assist workers facing lay-offs and displacement. Representation on Workforce Investment Boards: Executive Order No. 2012-04, issued from the Executive Department of the State of Idaho, establishes the Workforce Development Council for planning and oversight of the state’s Workforce Development System, repealing and replacing executive order 2010-02. The Order states that the Council will be responsible for advising the Governor and the State Board of Education as appropriate and at regular intervals, on the following:Development of a statewide strategy for workforce development programs which encompasses all workforce programs;Development of the WIA State Plan;Development and continuous improvement of services offered under the statewide workforce investment system.Development of applications for an incentive grant under section 503 of the WIA.The Council is jointly staffed by a management team of directors or administrators of state agencies that administer workforce development programs, as designated by the Governor. The State Adult Education/AEFLA Coordinator is a member of this group, and participates in all planning meetings where Council agendas are set. The State AEFLA Coordinator also attends all quarterly Council meetings. Additionally, the Administrator for the Division of Professional-Technical Education (the agency administering AEFLA in Idaho) sits on the State Council. Funding for the Council is provided by the agencies who staff the council. These agencies agree upon appropriate ratios for the allocation of administrative funding. In FY 2005, the State of Idaho sought a waiver to apply for 20 CFR 661.300(f), which permits a state board to carry out the roles of a local board in a single local area to a statewide regional planning area. The waiver allowed the state to address ETA’s strategic priorities and to further reforms envisioned in the Workforce Investment Act. To maximize resources available for service delivery the state continued to use the Workforce Development Council (WDC) as the local workforce board throughout the state. 4) Describe the activities and services supported with EL/C Funds, including the number of programs receiving EL/C grants and an estimate of the number of adult learners served.EL Civics Program OverviewFour of the six regional ABE programs submitted proposals for EL Civics funding, and all of Idaho's EL Civics funding was awarded to direct service activity. State data shows very few adults in this target population reside in the northern part of the state; therefore, our northern programs do not typically request EL Civics funding. In PY14 English Literacy and Civics instruction was provided to 886 students (compared to 894 in PY13, 1,109 in PY12 and 933 in PY11). The minor decline in EL Civics numbers is in line with the slight enrollment decline we experienced overall in PY14. The EL Civics programs across the state provide a good balance of English language instruction and civics instruction. The general rate of demonstrated skill gains for our EL Civics students this year was notably higher than for the general ABE/ESL population (54% for EL Civics compared to 42% for the overall program). Our programs report that EL Civics students are generally more motivated to attend class regularly and complete each block of instruction. Idaho has two primary EL Civics populations. As a predominantly agricultural state, we have a large migrant population. The Boise metro area is also home to a thriving refugee population. Our providers partner with a number of community organizations and agencies to streamline both ESL and EL Civics services. These partners include the state’s Migrant Council, public and nonprofit Refugee service groups, as well as other nonprofit organizations such as Catholic Charities. Highlights from the YearThe College of Western Idaho, which operates in the greater Boise metro area, serves the largest population of refugees in the state. In April of 2014, the US Department of Education/OCTAE selected the Idaho Refugee Community Plan (Neighbors United) to be one of five networks to participate in a new initiative: Networks for Integrating New Americans (NINA). In the first year of the project, CWI received targeted technical assistance. The NINA group identified three important areas of refugee and immigrant integration: linguistic, civic, and economic integration. The ultimate goal of the NINA technical assistance was for members of the network to identify best practices and to gain helpful insight into how the federal government can encourage replication of successful models of refugee and immigrant integration. The College of Western Idaho continued to implement these best practices in PY15, and more information about those activities will be included in next year’s annual report. 5) Describe your state’s policies related to how it awards a secondary school diploma or its equivalent under State law. Include state recognized tests that are used to award the diploma as well as other criteria that may be recognized, such as competency-based or credit-based models. The issuance of GED testing and High School Equivalency Certificates is the joint responsibility of the Idaho State Board of Education and the Division of Professional-Technical Education. These activities are governed by Idaho Administrative Code, IDAPA 08.02.01.650: General Education Development Tests/Idaho High School Equivalency Certificate. This code authorizes the use of two complimentary tests for determining high-school equivalency. The primary test, which all students must pass, is the GED. The second test only applies to pre-2014 GED completers. This is a state-specific “American Government” test. More information about the use of this test is described below. Idaho code states that the “primary objective of the State Board of Education is to have all students complete their formal education and graduate from high school. However, students who drop out of school and believe it is in their best interest to take the General Education Development (GED) test may do so under the [conditions described by this policy], and, upon successful completion of all GED requirements my apply for an Idaho High School Equivalency Certificate.” The eligibility criteria for issuing an “Idaho High School Equivalency Certificate” (HSEC) differ depending on which GED test series a student passed. Idaho’s high-school graduation requirements dictate that students take a minimum of one semester American Government. The GED tests prior to 2014 did not to require sufficient knowledge of American Government to meet Idaho’s standard. With the update to the 2014 test, this gap has been addressed. For those who tested in the 2014 GED series, an official transcript of passing GED scores is sufficient to qualify and apply for an HSEC. For students who took the 2002 or earlier series, they must provide a transcript of passing GED scores as well as proof that they completed a course in American Government, including study of the U.S. Constitution and principles of state and local government. The American Government requirement can be met by resident study in high school or college, correspondence study from an accredited university, DANTES, or by successfully passing the Idaho-issued American Government test furnished by the testing center. 6) Describe your state’s progress toward implementation of adult education college and career readiness standards. Describe the timeline by which such standards will be or have been implemented by all local programs. Describe how the state is supporting the use of standards by local programs and State Leadership funds that are being used to support implementation. Idaho has formally adopted the national CCR Standards as published. The Division has required our local programs to implement the CCR Standards with the understanding that this will put them in an advantageous position once new assessments are developed that align with the updated EFL descriptors and NRS measures. However, the Division has not mandated how such implementation should be done, accounting for the various factors and barriers affecting each of our providers. The State has provided resources such as technical assistance, training, and Leadership funds to help programs continue this transition, including the Adult Numeracy Institute, mentioned previously. Our local providers are at various stages of implementation. The majority of our public programs, as well as the Idaho Department of Corrections, have implemented the CCR Standards across all subject areas and levels of their ABE and ASE classes. Additionally, two of our public programs have also begun to align their ESL classes with the CCR Standards, though this is proving more challenging. Many of our programs have established formalized curriculum review processes to establish and preserve curriculum alignment in the classroom. Some of the challenges cited by our local programs include professional development, implementation in outreach sites (where multi-level classes are typical), and developing best practices related to our specific population. These challenges are best expressed by the programs, and as such two quotes have been included below:“A future challenge to full implementation of the CCRS for our outreach centers is finding an effective classroom instructor that can also deliver high level math concepts. Experience has proven that often times a high-level math instructor’s classroom delivery is not effective with our student population. Outreach centers have one instructor who has to teach four subject areas in addition to student orientation and advising. New instructors are given a day of curriculum training, and they can learn the higher level math concepts in time, but rarely do they begin the job with this knowledge. This will remain a future challenge as well, since math continues to be our strongest student need.” – North Idaho College“Our teachers focused on assignments by working together to improve teaching and learning…The focus on assignments enabled teachers to share a common understanding of the challenging work demanded by the standards and prompted them to immerse students in a type of learning that promoted active problem solving, critical thinking and discovery through the assignments they were given. More work needs to be done at CWI with standards alignment, but just as important, ongoing professional development needs to be provided to help teachers connect to the standards and put them into action in their classrooms. Without this important training, full implementation of CCR standards will be untenable. “ – College of Western Idaho ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download