In this interactive webinar, NCHE presenters will discuss the educational rights and protections provided to eligible students under the McKinney-Vento Act.
Description: In this interactive webinar, NCHE staff will review the main points of the McKinney-Vento Act referring to the education of unaccompanied students experiencing homelessness. Presenters will also highlight important points of other federal laws dealing with the education of unaccompanied students, including IDEA and the College Cost Reduction and Access Act. Participants will have the opportunity to ask questions and discuss best practices.
In this 90-minute interactive webinar, NCHE staff will discuss the McKinney-Vento definition of homeless, including categories such as doubled-up, awaiting foster care placement, unaccompanied youth, and substandard housing. Participants will be invited to dicuss scenarios to apply the knowledge presented during the webinar.
This interactive webinar, geared towards both the homeless education and higher education communities, will provide important information about FAFSA provisions allowing unaccompanied homeless youth to apply for federal financial aid for college as independent students. Topics include: · A brief primer on the McKinney-Vento Act and unaccompanied homeless youth · Verifying unaccompanied homeless youth as independent students for the FAFSA · Building community collaboration to support unaccompanied homeless college students
During this free webinar, presenters will provide an overview of the findings from the Issues and Answers report: Characteristics of Career Academies in 12 Florida School Districts, as well as provide a summary of policies and regulations relative to career academies in Florida. Additionally, a principal from one Florida high school will discuss how a career academy was implemented in her school.
During this free webinar, presenters will share data from the REL-SE Issues & Answers report, Who Enrolls in Dual Enrollment and Other Acceleration Programs in Florida High Schools?, regarding the implementation of dual enrollment in rural and urban contexts. Dual enrollment coordinators from both urban and rural districts in Florida will comment on the report’s findings, consider the research in the light of their district experiences, and discuss issues regarding implementation in their own districts.
During this free two-hour webinar, Dr. Michael Kamil will present the findings and recommendations from the Institute of Education Sciences (IES) practice guide, Improving Adolescent Literacy: Effective Classroom and Intervention Practices, and discuss with participants the implications of the Common Core State Standards as these relate to improving adolescent literacy. Participants will have the opportunity to pose questions to the presenter.
During this two-hour webinar, participants will hear from researchers on the findings and recommendations from The Effects of Vocabulary Intervention on Young Children’s Word Learning: A Meta-Analysis by Loren M. Marulis and Susan B. Neuman. Participants will have the opportunity to interact with the researchers to pose questions and reflect upon the implications of the research on both policy and practice.
In this free webinar, participants will gain an awareness of the research, recommendations, and implementation strategies in the Institute of Education Sciences (IES) practice guide, Developing Effective Fractions Instruction for Kindergarten Through 8th Grade.
OVERVIEW The Regional Educational Laboratory Rural Working Group invites teachers, principals, superintendents, and education administrators in rural communities—as well as other interested educators and policymakers across the nation—to a webinar highlighting research on using student achievement data to improve instruction in rural schools and districts. Since the passage of No Child Left Behind (NCLB) a decade ago, schools and districts have faced increasing pressure to use student data to evaluate and modify instruction practices and monitor student progress. However, many teachers and educators have not been trained in how to effectively use data to inform instructional decision making. This can be especially true in rural settings, where resources and expertise to support data analysis are limited.