America’s Civil Courts: Whom Do We Serve?
This website offers consumer-oriented solutions that require a deep and
accurate understanding of the people being served. Each county is
different, with unique communities of people, needs, resources and service
Every year in America, tens of millions of people find themselves in court, without a lawyer, lost in a system built for lawyers.
The Justice for All Project has called on Access to Justice Commissions and coalitions around the country to develop consumer-oriented, comprehensive strategic plans. These plans will support 100% access to effective assistance for essential civil legal needs through court simplification and offering a continuum of services to include information, advice and appropriate levels of representation.
This tool showcases publicly available data to help inform service design and identify collaborative opportunities that best meet the needs of individual counties, while also laying the foundation of future research and evaluation.
SCROLL DOWN THE LEFT SIDE OF THE SITE TO LEARN MORE ABOUT YOUR COMMUNITY. Click on the maps until you enter the state or county you are looking for.
Click here to enter the site: https://goo.gl/5BhxYd
Math Practices in Practice
The Standards for Mathematical Practice (SMP) are the mathematical reasoning skills and habits of mind students need to engage with math—both within and beyond the classroom. So, how do you know which practices to pair with specific content standards, and how can you make sure that students have time to spend on all of them? Check out these resources for strategies for embedding the SMP in materials and instruction:
- Aligned blog series “The Standards for Mathematical Practice”—recognize instructional materials that effectively incorporate the math practice standards and the math content standards
- UnboundEd podcast “The Standards for Mathematical Practice – Dr. Bill McCallum”—listen to one of the lead authors of the CCSS for Mathematics discuss what the mathematical practices look like across grade-levels
- Implementing Standards for Mathematical Practice—use these guidance documents from Witchita Public Schools to purposefully bring the SMP into instruction
Up-to-date information on High School Equivalency in Virginia:
- The next two charts provide an overview of the GED® Testing Program in Virginia since its inception on January 1, 2014:
High School Equivalency Specialist
Office of Career, Technical, and Adult Education
The What Works Clearinghouse (WWC) from IES reviews the existing research on different programs, products, practices, and policies in education. WWCs goal is to provide educators with the information they need to make evidence-based decisions. The sites focuses on the results from high-quality research to answer the question “What works in education?” Find more information about the WWC: at this link http://ies.ed.gov/ncee/wwc/FWW.
Middle Skilled Jobs and Low Skilled, Low Literate, Entry Level Workers in the U.S.
• Middle skilled jobs require more than a high school education but less than a bachelor’s degree (e.g., associate degree, postsecondary certificate, apprenticeship, etc.)
• Comprise about half of all U.S. jobs. Historically, these jobs were available to those with a high school diploma (sometimes less), but changes in production and increasingly sophisticated technology now require more education and preparation for this growing group of jobs than ever before.
Additional education and training beyond high school is now the norm for access to middle skills positions.
– The Future of the U.S. Workforce: Middle Skills Jobs and the Growing Importance of Postsecondary Education, Achieve, Inc., September 2012
The Skills Gap: Living wage work is available in all regions of Virginia, but not enough literate or trained workers are able to fill middle skilled job positions.
More than 175,000 middle skill job openings occurred in Virginia last year. Each job, on average, took 26 days to dill. That nearly month-long gap stripped businesses of more than 36 million hours of productivity; families of more than $1 billion in wages; and Virginia’s General Fund of an estimated $54 million in state income taxes.”
The Interest Gap: Too few people pursue these middle class careers because of outdated societal stigmas or they are unaware of them, how well they pay, the advancement opportunities they offer, or even how to secure the credentials necessary to pursue them.
The Affordability Gap: Financial aid is largely not available to Virginians pursuing short-term workforce training programs, despite evidence that they typically need it the most.
– Workforce Credentials: The Pathway to Virginia’s New Middle Class: Virginia’s Community Colleges, September 1, 2015
Recently, the National Center for Education Statistics (NCES) released Demographic and Enrollment Characteristics of Nontraditional Undergraduates: 2011-12, a report with descriptive statistics about nontraditional undergraduate students. Nontraditional students have the following characteristics: they are independent, have dependents of their own, did not enter postsecondary education immediately after high school, and/or may be working while enrolled in school. The report presents key demographic, enrollment, and academic data from comprehensive, nationally representative surveys of nontraditional students. Click on image to enter the site.
It is time to throw down the gauntlet for PD. A serious conversation and commitment to Adult Education professional development is long overdue. We should be talking more extensively and with higher-level commitment about the conditions we need to create for work and learning in our field, for the good of adult learners and our nation. All the more so as we work together to prepare for a full and robust implementation of the Workforce Innovation and Opportunity Act…
Judging Adult Education Teacher Performance. Very little national data is available by which to judge current teacher performance in Adult Education, but the data that is available shows enormous variation between and within states and local grantees on key performance indicators. Depending on which state or local program they enter, adult learners face very different prospects for success. The likelihood that an adult learner will achieve a positive outcome in a given year can be three to four times higher in some states than in others, almost certainly due at least in part to differences in teaching effectiveness…
Many difficult questions face us at this juncture. For example, how can we take our efforts to scale? What service delivery training models should we choose? Can we craft activities that are both efficient and effective? The New Teacher Project found that systemic district efforts did not significantly contribute to improvements in practice. Are more personalized models needed for adult education? Are current job-embedded models providing the needed level of personalized support for educator growth?
Read the rest of the article at this link.