The Phoenix schools would not know what doubling the per student spending rate might do for the achievement of their students. They, along with the rest of the states schools, rank 49th in per student spending next to the bottom! This is according to the Quality Counts 2004 study by Education Week.

Currently, the Arizona legislators have the opportunity to correct this grossly unjust oversight but are still in debate. The state has a $1.2 billion budget surplus to spend. The Phoenix schools and the other schools in Arizona are in dire need of this money, which is a nationally known fact. The state is becoming a laughing stock over its neglected educational system. Yet, those in the State Capitol are debating between using the surplus for education funding, in support of biosciences, or property tax cuts. All areas are important to the state and in need of funding relief; however, as in the Phoenix schools, if you do not graduate students prepared for college and the workplace, the states economy will suffer in the future.

Business groups see education in the Phoenix schools as top priority. They know that to survive in business today, and especially tomorrow, it takes qualified job candidates with college degrees and the skills to succeed. Otherwise, the businesses will not succeed. Historically in such situations, businesses eventually relocate to areas that graduate higher-skilled high school graduates, knowing that many will return to the area after college. Currently, Phoenix schools, along with the remainder of the state, are consistently ranked at the bottom nationally for the number of students who graduate from high school. Is it any wonder that businesses are concerned.

Many parents seek alternatives to the Phoenix schools, unhappy with the school system. Many home school their children. Some move to specific areas in order to enroll their children into better schools. For those parents who can afford it, their children attend private schools. The majority, however, are stuck in the Phoenix schools, because they cannot afford to do otherwise.

The legislature will definitely increase spending for education this year for K-12, of which the Phoenix schools will receive their portion. With all the attention on per student spending, how can they do otherwise? Yet, will the allocated increase be enough? Without quality education in the Phoenix schools, many of the youth of Phoenix will be destined to low-wage, dead-end jobs with little opportunity to succeed. Very few will even consider college, let alone fulfilling such a dream.

Will Legislators Help or Only Provide a Patch for the Phoenix Schools? is a post from: Reference Education Center | FTP2009Istanbul.com

Many online tutoring services offer a whiteboard so words can be written or drawn with the mouse and keyboard. Only the best online tutoring classrooms offer voice over ip. This means both the student and tutor can speak through the computer as long as both have a microphone and speakers.

Once the parent understands the concept of online tutoring, they are often times amazed. Their child can ask any question and the tutor is able to walk the student through the entire problem solving process and help the student to solve each problem. This one on one communication is what most students need to overcome learning obstacles.

In the classroom, most students are left behind if they don’t ask specific questions to help them understand what they are learning. Once a student starts falling behind, tutoring must be provided to prevent failing grades. Often times a personal face to face tutor intimidates students and still might not help.

Online tutoring allows any student to get the one on one attention they need without the intimidation factor. Students feel comfortable learning online and the fact that each lesson can be printed is a wonderful study tool.

If you never tried online tutoring, I suggest you give it a try and allow your child to learn online. The cost is usually less than a private tutor and you won’t have to drive and worry about scheduling issues. Your child can learn from any computer as long as there is an internet connection.

Go to www.live-etutor.com to learn more about online tutoring and watch a virtual tour inside of our online classroom. All tutors are screened, qualified and ready to help your child get better grades!

Why you should consider online tutoring for your child is a post from: Reference Education Center | FTP2009Istanbul.com

One of the most important ideas for Board members to understand is the challenge of being both and owner and a customer in the same organization. In most of our day to day life we are either owner or customer. As owners of a business we strive to make decisions that will benefit us long term. We seek to satisfy all of our customers, even those whose needs differ widely from others. We don’t make business policies to please one particular customer or another. Instead we try to create policy that meets the organizations goal, supports its mission and supports the greatest number of customers.

The customer’s needs on the other hand, are primarily short term and personal. Customers simply want to find the product or service they desire at the best price. They don’t concern themselves too much with the needs of others, long term organizational goals or the needs of other customers. Customers seek out products or services from a variety of sources with little concern about the long term needs of the supplier.

One of the common pitfalls of the parent-run school Board is the belief among Boar members that their job is to represent their fellow customers. We hear slogans like “the customer is always right” and Board members believe that as parents, they are appointed or elected to represent the customer interests of all their friends and acquaintances. The truth is that to do their job well they must take off their customer hat when they enter the Board room. The Board and its committees must always be wearing their ownership hats when doing the Board’s work. This doesn’t mean that the school’s customers have no where to go for service and redress. In a well run school they get their customer service from the the staff, the teachers and and administrators. This is no different than in a for-profit business. Imagine you are at a fast food restaurant and you get a cold cup of coffee. You don’t go to the corporate Board of Directors for a new cup. You speak to the person behind the counter.

In a non profit school, the members of the Board are the ownership. They are elected or appointed to represent the ownership interests of the school’s stake holders. They guide and maneuver the institution within the greater marketplace. They set prices, policies and planning goals for all of the school’s stake holders including staff and parents. If they sit at the Board table wearing their customer hats they will create an institution that meets their personal and short term needs and will leave the school unable to meet the needs of all its customers for the long term. Only by thinking as owners, and taking into account the needs of all the school’s stake holders (both parents and staff), can the Board guide and nurture the institution that they love. This is not an easy task, and getting agreement from all Board members to take off their customer hats when making policy is not always attainable. However, it is critical if the Board hopes to get beyond the short term cost cutting that so often hinders the stability of non profit institutions.

The toughest part of thinking like an owner comes when the Board is confronted by customers who pressure the Board to make customer-friendly policies like the lowest possible tuition rates. Low-cost tuition is often associated with low teacher salaries and benefits since labor at a non profit school is regularly 70 to 80% of the total budget. Lower tuition through low teacher wages keeps the customers happy but degrades trust between the Board and staff and leads to higher teacher turnover which negatively effects programs. The trick to having meaningful discussions with parents from an ownership perspective is to educate them about the importance of leaving their customer hats at the door when school policy is discussed. The Board must make it clear to all stake holders that in the Boardroom the ownership perspective rules. Once this is understood the tough decisions about improving programs and budgeting for longevity and stability can be addressed with a common sense of purpose.

When Customers are Owners: The Non Profit School Board. is a post from: Reference Education Center | FTP2009Istanbul.com

The two most commonly used types are the stair wheelchair lift and the van or automobile wheelchair lift. The stair wheelchair lift is used in the home to transport the user to a higher floor. They aid in the climbing of stairs by transporting the user and the wheelchair up and down the stairs. Stair lifts are also used in this aspect, however, stair lifts do not allow for the wheelchair to be moved. Wheelchair lifts are more suited for people constrained to a wheelchair because they allow the user to move up and down the stairs without help, and do not require that the user be removed from the wheelchair.

Automobile wheelchair lifts are used to aid in getting the person into a vehicle, normally a van, although the lift can be fitted to most vehicles, whether it is a van, truck, or car. These lifts help the individual into the vehicle without removing them from their wheelchair. It makes it much easier for the person to travel, because they are not constantly being lifted and placed in and out of their wheelchair. It also helps the caregivers, simply because they do not need to lift and carry the individual.

Having a wheelchair lift means more mobility and independence. Not having to be lifted and carried upstairs, or lifted and placed into vehicles helps handicapped people feel that they have more freedom to come and go as they please. Needing to go to an upstairs room means not waiting for someone to have time to lift and carry them upstairs. Not to mention the ease of not having to fold the wheelchair and carry it upstairs also.

Determining what use you have for it is the main factor when choosing the type of wheelchair lift that you need, although some people have lifts for their homes and their vehicles. This simply makes the every day tasks easier, and gives the handicapped individual more freedom and more mobility. Having more independence can mean the difference between feeling like a burden and living life to its fullest.

Wheelchair Lifts is a post from: Reference Education Center | FTP2009Istanbul.com

The Indianapolis Schools Click Program, a professional development program for teachers, helped teachers designed web based learning activities for students, called WebQuests. The Indianapolis Public School website offers a range of WebQuests, arranged by grade level (K 2, 3 5, 6 8, 9 12) and subject area. Many of the WebQuests connect multiple subject areas. All the WebQuests are offered free to the Indianapolis Public School community in order to enhance student learning on a variety of subjects. They are easily accessed by clicking on the relevant grade level and subject area on the website.

What is a WebQuest?

A WebQuest is defined as an inquiry based activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to focus learners on using information and support thinking on all levels of analysis, synthesis, and evaluation. Students are given the exact location of the information that they need in the order that they need it in order to use the learners time effectively. The model followed by the Indianapolis Public Schools was developed by San Diego State University in 1995. The WebQuests on the Indianapolis Public School website are best viewed with the latest version of Internet Explorer.

A Sample WebQuest About Dinosaurs

In order to see the creative and interesting uses for WebQuests, lets look at one particular example. This WebQuest was developed by an Indianapolis Public School elementary science teacher to help students learn about dinosaurs.

At the beginning of the WebQuest, there is a clear assignment: a pair of students is going to design a poster about one of the dinosaurs they learn about in the Dinosaurland WebQuest. In order to do this, they are instructed to print out pictures and type out important information. The Indianapolis Public School students will be judged on their correct use of spelling, capitalization, and punctuation, bringing in a writing element to this science lesson.

The WebQuest provides students with information about Meat Eating Dinosaurs, Plant Eating Dinosaurs, and Fossils. In each section, the students are directed to look at information provided by various museums, including the Cyber Space Museum of Natural History and Exploration Technology, the Exhibit Museum of Natural History, the Dallas Museum of Natural History, The Childrens Museum of Indianapolis, and the Royal Ontario Museum. In addition to these professional sites, Indianapolis Public School students are also directed to teacher produced websites that give details about specific dinosaurs in addition to graphics pages like the 3D Dinosaurs Pictures Web Page.

At the end of the WebQuest, students are provided with a detailed rubric for completing their poster. This rubric includes how many points the students will gain or lose for each part of the poster, including Spelling, Capitalization, Punctuation, Pictures, and Presentation. At the end of this rubric is a page for the Indianapolis Public School teacher to print out and complete with details about the students work and accomplishments. In this way, the Indianapolis Public School student works almost entirely independently from the teacher to create and present a unique insight into the subject.

WebQuests Let Students Explore Independent ally in Indianapolis Schools is a post from: Reference Education Center | FTP2009Istanbul.com

In the spring of 2006, the Virginia schools signed an agreement with SACS CASI. Under this agreement, Virginia schools divisions will be encouraged to pursue accreditation with the Council. The agreement complements Virginia schools already rigorous accreditation standards and will build strong foundations for continued growth in learning and achievement within each school and each school division.

Only Virginia schools divisions may be accredited by SACS CASI. To quality, all schools within a division also must be fully accredited under the Commonwealths Standards of Learning accountability program. This encourages and rewards the use of best practices at all levels of the school division.

Additionally, a joint steering committee will coordinate the:

Division accrediting process,
Training and technical support,
Recognition for achieving accreditation, and
Will encourage all Virginia schools divisions to participate in the program.

Though the program is voluntary for the school divisions, the Virginia schools views the agreement as an incentive for its schools to accelerate their current efforts to improve instruction and increase scholastic achievement.

The SACS CASI accreditation process compares the Virginia schools policies, practices and conditions with SACS CASIs standards. They look at several different best practice areas, such as governance, instruction, accountability, management, planning and sustained improvement.

Accredited Virginia schools demonstrate their commitment to best practices, quality instruction, and increased academic achievement. It is a way to implement a systematic approach to these goals at all levels within the school divisions.

An added benefit is to the state and local Virginia schools leaders, who share these promising best practices with other accredited schools across the nation.

At the time of this writing, both Hanover and Roanoke County school divisions have been accredited by SACS CASI. Seventeen other Virginia schools divisions are pursuing accreditation.

With encouragement from both SACS CASI and the Virginia schools, we should see many other school divisions with accreditation from the Council within the next few years.

Virginia Schools Sign Agreement with SACS CASI for School Division Accreditations is a post from: Reference Education Center | FTP2009Istanbul.com

The problem was that I have always been a little apprehensive of the programs that offered university online degrees. This is where my two favorite words come in. I can actually get my degree, online, by taking classes from major universities. Not simple institutions.

For example, If I used the Canadian Virtual University, or CVU, I have the option of taking classes from 13 established universities across Canada. There are several of these types of organizations, such as the Global University Alliance. This is a consortium of nine different major universities from the U.S., Britain, New Zealand, Australia, and the Netherlands. As you have probably gathered by now the Global University Alliance or CVU themselves have no classes to offer, but simply act as a portal for the major universities. This way your getting the benefits of a university online degree (classes at your own pace and convenience, yet still offering personalized attention), but also having the satisfaction that youre not sacrificing a quality education.

University Online Degrees Join the High Ranks On Your Computer is a post from: Reference Education Center | FTP2009Istanbul.com

1. Read this excerpt of the U.N. Charter and discuss what it means:

We the peoples of the United Nations determine…to live together in peace with one another as good neighbors, to work for the equal rights of men and women and of nations large and small, and to promote better standards of life.

2. Try making your own criss-cross puzzle from the underlined words in the excerpt above.

3. Relate the word ‘equal’ to the definition learned in math.

4. Research to find the member nations of the United Nations and write them down. Once they are written, put them in alphabetical order; count the syllables in the names; find them in an atlas and make note of their geographic location (which continent has the most members? the least members?); make tally marks representing each country and practice counting by 5’s and 10’s. Which nations were charter members? Which countries were added later? Find out more about each country by breaking your class into groups.

5. Unscramble the names of these member countries:

DESWEN, LAPNOD, GARTENANI, SUITARALA, DIANI, GEPTY, TRAGE TRABINI, NADACA, HACNI, TENUDI TASSET

Now put these letters, from the countries above, in sequential order to form two words telling what the United Nations is working toward:

CROWLEAPED

6. Here are two realistic situations. Ask your children how they would solve these predicaments in order to make peace. Is there another way to achieve a win-win outcome?

A. Barbara, Cindy, and Judy have always been best friends. Lately, though, Cindy and Judy have been excluding Barbara from their playtime fun. Consequently, Barbara has decided to turn the rest of the class against them. Which way would achieve peace? Brainstorm other ideas!

a. Talk to the three girls privately to determine why Barbara is being ignored.

b. Punish all three girls by not allowing them to play.

c. Start a class discussion about what it means to be a friend.

B. William and Jose were close pals because they liked doing the same things, going to the same places, and going out with the same friends. When it was time for their first school dance, however, they both wanted to ask the same girl. Having found out that Jose had asked Maria first, William wouldn’t talk to Jose at all. Which way would achieve peace? Brainstorm other ideas!

a. Suggest that neither boy take Maria to the dance.

b. Suggest that William, Jose, and Maria all go together as friends.

c. Suggest that William tell Jose how he feels and see what Jose says.

I hope these ideas are useful and inspire your own creativity.

And remember…Reading is FUNdamental!

United Nations Day Teaching Tips is a post from: Reference Education Center | FTP2009Istanbul.com

This has been of concern also for James Nevels, chairman of the state-appointed School Reform Commission that is responsible for overseeing city schools within the state, including the Philadelphia schools. Nevels believes students have been historically underrepresented in the local trade unions, and believes it is time to change that status quo.

Both Nevels and the Philadelphia schools believe that the city benefits, when graduated students are gainfully employed and productively adding to the community in a positive manner. When these students are from low-income families and are allowed to raise themselves out of the poverty level, the community benefits exponentially. Trades offer non-college bound students just the opportunity for such future growth and lifestyle improvement.

In June 2006, a four-year deal was announced between the Philadelphia schools and the Building and Construction Council (AFL-CIO). Politicians, business leaders, and educators alike are calling the deal significantly historical for the city and its future.

As part of a $1.7 billion construction and maintenance contract with the Philadelphia schools, the Council through its local trade unions will provide a minimum of 250 apprenticeship opportunities for Philadelphia schools students, who meet the requirements. Potentially, 425 apprenticeships for graduates could be offered over the four-year period. It is estimated that the majority of the students to qualify will be minorities from low-income families, a truly remarkable shot in the arm for the families, as well as the city. It also means the Philadelphia schools can offer these students more opportunities to learn skills that could potentially lift them out of the poverty level.

The Council will be working with the Philadelphia schools to develop the curriculum. They will host seminars for students to pique their interest and motivate them to apply for the apprenticeship programs. The Council also will monitor the results of the apprenticeships for co-review with the Philadelphia schools.

With nearly 200,000 students currently enrolled in the Philadelphia schools and about 12,000 graduating each year, this program was desperately needed for both the students and the community. Its expected that a minimum of 62 students will enter the apprenticeship program each of the four years, though there are potentially more apprenticeships available.

This four-year deal between the Philadelphia schools and the Building and Construction Council is truly groundbreaking for the city of Philadelphia. The Philadelphia schools can offer more to their students. The students get an opportunity that may not have been otherwise available to them. The trade unions can build their memberships with young, vibrant workers, as well as build their diversity. The city gets more productive community members. It is a win-win situation for everyone.

Union Trade Apprenticeships for Philadelphia Schools Students is a post from: Reference Education Center | FTP2009Istanbul.com

In the fall of 2005, the Chicago schools got the help they needed in this area from the United Stated Department of Education that now underwrites the new Chicago schools A.I.M. High! program. (A.I.M. means Advancing Individual Mastery.) The program gives supplemental tutoring services after-school to low-performing students, who attend Chicago schools that have not met adequate yearly progress for three consecutive years under the No Child Left Behind (NCLB) Act.

The tutoring is held in the childs school at no cost, covering Chicago schools students in grades one through twelve. There are a maximum of 15 students for each tutoring class, and a maximum of 20 weeks of instruction per student, including 60 to 80 hours in reading and math. Tutoring teachers receive professional development and are both highly qualified and certified. Tutors are familiar with each students particular needs, using an individualized tutoring plan that specifies achievement objectives for each student with timetables. Nationally recognized instructional tutoring materials are used by these Chicago schools tutors. Children with special needs receive special accommodations.

According to Chicago schools Superintendent Arne Duncan, U.S. Secretary of Education Margaret Spellings cut through the red tape and bureaucracy to make the tutoring program happen. Duncan expressed his appreciation to Spellings at a special ceremony in 2005, which was attended by the Secretary, Mayor Richard Daley, Senator Dick Durbin, Senator Mike Enzi, Congressman Danny David, Congressman Bobby Rush, and other city and Chicago schools officials.

Though such assistance was promised by NCLB, this extra assistance from Spellings for the Chicago schools means a win-win situation for the schools, the educators, the community, the parents, and especially for the Chicago schools students. Spellings noted that A.I.M. High! will make a huge difference for Chicago schools students in their futures meaning there may be an opportunity to continue on to college and knowing that they will be prepared to enter the workforce with sufficient skills to be successful.

Both the Chicago schools and Spellings see this as a new opportunity for the U.S. Department of Education and school districts across the nation to work together to help students succeed in life. It is definitely a win-win situation for all concerned.

Tutoring Needs Are Met in the Chicago Schools is a post from: Reference Education Center | FTP2009Istanbul.com