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What is salvation?

Is it a spectacular moment, or is it a life-long process?

What are the requirements for obtaining it?

Find out-next, on The Key of David, with Gerald Flurry.

Greetings, everyone.

Many millions of Bible believers do not REALLY know what salvation is; it's a mystery to

them.

Herbert Armstrong used to say, and said it often-he, of course being a great educator-said

that salvation IS education, or you could say, a lifelong education.

We have to be saved spiritually, and we have to understand all about physical Israel and

spiritual Israel if we're going to be able to comprehend what salvation is all about.

But the Bible tells us we have to get a real biblical education about what IS salvation,

get it right out of the Bible.

That's what God wants us to do, and if we fail to do that, we're going to miss out on

some of the most inspiring and moving and stirring scriptures in all the Bible.

The Apostle Paul knew that salvation is education.

He made that very clear, even it was explicit in so many of the verses.

In Romans 9 through chapter 11 there's a lot about that, and I'll go through those this

morning.

Salvation is not one big, spectacular event, as many believe.

It just is NOT.

Salvation is a continual process that occurs throughout your life.

You continue to educate yourself and learn more deeply what salvation is and learn to

repent if you're failing to obey those wonderful directions that God gives you.

But it all begins with the Holy Spirit of God.

Romans 9 and verse 1 says: "I say the truth in Christ, I lie not, my conscience also bearing

me witness in the Holy [Spirit]."

So we have to have the Holy Spirit.

Then verse 4, notice this: "Who are Israelites; to whom pertaineth the adoption," that SHOULD

read "sonship."

Now, look, here's a scripture saying well, look, that the SONSHIP-that is, being born

into the Family of God, or reborn into the Family of God, it's only for Israel, so we

have to understand it.

We have to be an Israelite if we're going to receive that sonship.

That IS salvation!

Then it goes on to say, "and the glory, and the covenants, and the giving of the law,

and the service of God, and the promises;" So "to whom," let's say, denotes possession.

In other words, to the Israelite belongs sonship, glory, covenants, the giving of the law, the

service of God, and the promises.

You talk about an education!

You have to have that education to understand what salvation is.

Just reading those different points that we have to learn and subjects we have to learn

to understand what salvation is all about, and it is about the Family of God.

Sonship!

All about God's family being born into the Family or Kingdom of God!

But who are the Israelites?

A lot of people don't know.

Our book on The United States and Britain in Prophecy will explain all of that to you.

We have to know a lot about Israel, and we also have to know a lot about the subject

of salvation.

What IS it, really?

The sonship pertains to Israel.

It ONLY pertains to Israel, so that is something we need to keep in mind.

And only those people are saved.

But just think about all those other subjects-the glory, the covenants, the giving of the law,

the service, and the promises.

I mean that is some education!

That is a PROFOUND education of your Bible, and you have to know that to be saved.

That's what your Bible says, and we need to look at that very closely.

God chose Israel to teach us about salvation.

The Bible is a book about Israel.

Anciently it was just one nation.

One nation.

And sometimes they would obey, but most of the time they didn't, and they didn't really

teach the lesson that God wanted them to teach.

Not only themselves, but of course the whole world.

They were there for an example to the world and didn't really ever understand that like

they should have.

But all of this is really a mystery to Bible believers.

I mean, MOST of them.

You can check me out on this and prove whether or not I'm telling you the truth, right out

of your own Bible.

We have to understand these verses.

Verse 5 in the Revised Standard Version says: "to them belong the patriarchs, and of their

race, according to the flesh, is the Christ.

God who is over all be blessed for ever.

Amen."

So Christ is from the line of Abraham, Isaac, and Jacob.

It all pertains to our salvation.

How does it relate to that?

Well, we'll see more of it, as we go along.

Verse 6: "Not as though the word of God hath taken none effect.

For they are not all Israel, which are of Israel:" Now, God means by that, well, look,

this is not just for Israel.

This is for all mankind!

But we have to understand why God chose Jerusalem and Israel, why did He do that?

Because it's ALL a part of His master plan, and He's going to build EVERYTHING through

spiritual Jerusalem or His Church.

If you look at Galatians 6 and verse 16 it says: "And as many as walk according to this

rule, peace be on them, and mercy, and upon the Israel of God."

The Israel of God.

But what is the Israel of God?

It's the Israel that is SPIRITUAL, and God takes great PLEASURE in that; that's the EPITOME

of His creation, re-creating Himself in man, building Himself a FAMILY of sons, and some

of them will even be the very bride of Jesus Christ!

But you'll see that we ALL have to become spiritual Israel.

Everybody has to become Israel, and EVEN spiritual Jews, looking at it spiritually.

You can see that in Revelation 3 and verse 9.

People are often anti-Semitic or maybe anti-Israel or that type thing.

But you'd better look into your Bible and see what it says about that because Israel

today and always has been a lot more than the Jews in the Middle East.

America and Britain are a part of Israel, and so are the Jews in the Middle East.

Verse 9, notice that: "For this is the word of promise, At this time will I come, and

Sara shall have a son."

What is He talking about Sarah for?

Well, Abraham was 99 when he had Isaac.

Sarah was age 90, and that's a MIRACLE; it's a forerunner of our SPIRITUAL begettal; that's

what it's all about.

Verse 10: "And not only this; but when Rebecca also had conceived by one, even by our father

Isaac;" So God had a hand in selecting Rebekah for Isaac.

Abraham is a type of God the Father, Isaac is a type of Jesus Christ, and Rebekah is

a type of the Church.

So you see, we must fall in love with Christ before we meet Him, just like Rebekah did

to Isaac.

She fell in love with him before she met him, and that's a lesson for us spiritually.

We have to fall in LOVE with God before we meet Him; now that's a beautiful, beautiful

lesson in the Bible, and it is about our marriage to Jesus Christ.

The firstfruits, those called out before Christ's Second Coming are the firstfruits of God,

and they are going to marry Christ and help Christ bring ALL humanity into His Family;

that's the master plan.

Revelation 19 and verse 7 says that: "...his wife hath made herself ready."

Notice Revelation 12 and verse 1; I'm sorry, Genesis 12 and verse 1: "Now the LORD had

said unto Abram, Get thee out of thy country, and from thy kindred, and from thy father's

house, unto a land that I will shew thee: And I will make of thee a great nation, and

I will bless thee, and make thy name great; and thou shalt be a blessing:" Now, that great

nation is Israel, of course.

It's Israel.

Now let me read you a little quote from what Herbert Armstrong wrote in his book Mystery

of the Ages.

"And so now, as God had started the whole world with one man, he started his own peculiar

nation in the world from one single man-Abraham."

That is, Israel.

"As the world, which has strayed far from God and the blessings of God's worship and

rule, was started with one man who rebelled against God and rejected his rule, so God's

own flesh-born nation...," Please note that, "...so God's own flesh-born nation, from which

is to be REBORN the Kingdom of God..."

That one flesh-born nation of Israel is going to be REBORN as the Kingdom of God, or the

Family of God.

That is SUPER-PROFOUND when you think about it.

You see, we have to UNDERSTAND Israel and what it's all about and how it leads us to

SPIRITUAL Israel, and one of the most wonderful, inspiring outcomes that you'll ever even get

close to reading about, this wonderful truth of your future, if you are saved.

But again, salvation is a mystery to this world for the most part.

And so all that was started with one man, and we have to make sure that we are REBORN

into that Kingdom of God from let's say, the flesh-born nation; it's about being RE-BORN.

Now, you know, you stop and think about that and all that it's talking about here, you

can see why salvation is education.

I mean it's the most in-depth education you'll ever get because it comes from God, Himself,

and it makes any OTHER education seem like it's almost worthless by comparison.

So only spiritual Israel is saved.

Only God's Church, spiritual Israel, receives salvation.

If you look at Isaiah 66 and verse 8, it says that a nation is born at once!

It's that spiritual nation that God has been working to prepare, through the firstfruits,

for His Second Coming, Jesus Christ's Second Coming, when He will MARRY that Church and

they will share the very throne of David with Him and bring the world, they'll help bring

the world into the Family of God, and EVERYBODY will become spirit beings.

If they want that wonderful reward and gift God will certainly give it to them.

But they are saved by being reborn.

Now, when Abraham was told all this, that God really asked a lot of Abraham, he was

doing quite well in Babylon, he could have said, 'Well, look, this is the center of world

commerce.

Why should I depart?'

It says Abraham departed when God told him to, to take him to Canaan.

And he could have said, 'Well, why should I depart THIS area?

Why should I go to Canaan where they are sort of like barbarians there?

Why do that?'

He could have stated all things from his human reasoning, but he didn't really quibble about

anything.

He didn't resist at all.

It just says, "So Abraham departed."

You can see why he knew so much.

He was the father of Israel, but he's becoming the father of spiritual Israel because he's

the father of the FAITHFUL, as well.

What growth there was in this man, because of the way he just did what God said.

He didn't question.

He didn't argue.

He just did it.

He knew that God was so awesome, He had to know what He was talking about, and he proved

of course that God was the God of the Bible and was real.

But what an inspiring example for all of us.

God had chosen Abraham to be the patriarch of the nation of Israel, and that was actually

the congregation of Israel then, or the Church in the Old Testament.

But there is duality!

That leads us into really a type of the spiritual Church in the New Testament.

So that is spiritual Israel.

Those are the people.

The word "Church" actually is from the Greek ecclesia, which means "called out ones."

God called them out, Himself.

The Father called out His children, whom He had been studying and getting acquainted with

perhaps for months, certainly, maybe even years, before He ever called them.

He got to know those people and then called them out and wanted to use them as a little

remnant in the midst of Israel and all the world.

This little remnant who would understand salvation and understand that salvation is education,

and that you have to learn that today to be able to teach it to the whole world in the

World Tomorrow.

It's such a beautiful plan, it's hard to fathom how anybody could turn away from it.

Well, anyhow, physical Israel was just a forerunner of the spiritual, and all of it had to do

with the education about salvation.

So I just wanted to read you one more quote here from Mr. Armstrong's book.

He says: "And in like manner there were two phases to the promises God made to Abraham,

the one purely material and national; the other spiritual and individual."

Now let me show you something here where virtually the whole biblical world-the people that believe

in the Bible-fall into error.

Notice verse 3 of Genesis 12: "And I will bless them that bless thee, and curse him

that curseth thee: and in thee shall all families of the earth be blessed."

In you shall ALL families of the Earth be blessed.

Now let me read again one more quote from Mr. Armstrong; I'll have to rush through this.

But, well, I'll just paraphrase it.

There are twofold promises.

He's going to make him a great nation-that's race, that's Israel, and people overlook that.

Now, it also is all families of the Earth are going to be blessed-that is grace.

Salvation is coming through Israel and the Jews.

And of course, our father, Abraham, will be right there under Jesus Christ, guiding and

helping all of us to understand this, all of the people in the world, certainly.

But you see, there, right there is where the people in the world make a big, big mistake.

They see the part about the Messiah coming and grace through Him, but they don't see

about the race, Israel.

They don't see that, which is a prelude to EVERYTHING.

They don't see it, they don't understand it.

But these are all dual prophecies and they just simply overlook that, and they don't

grasp spiritual salvation because of it.

There is a lot of education here to learn about what salvation is, a lot of education.

Remember, Mr. Armstrong said: "God's own flesh-born nation is to be REBORN into the Kingdom of

God, or the Family of God."

Reborn!

Now, would you say that's a key to salvation, or a part of salvation?

Well, that IS salvation!

And it's the education we need to be saved!

You can't be saved without that education!

We must receive salvation through spiritual Israel!

So there's race and there's grace.

Race-Israel, grace-salvation through Jesus Christ.

That's where it all is going to end for those who make the right choice.

All of it!

But you see, God knows and calls people, scattered people all over this Earth so they may become

Abraham's children, spiritually.

He is the father of the faithful.

He teaches us how to trust God, and what a powerful lesson there is in that.

Well, Paul goes on to talk about wanting Israel to be saved, and he says today and in the

past and in the future-it is prophecy too-that they have a zeal, but not according to knowledge,

or the knowledge of God.

All Israel, he's talking about; they didn't get this.

They didn't really get the message themselves.

And even spiritual Israel today, most of them have lost this message and lost their way

en route to salvation.

Well, he said, verse 3: "For they being ignorant of God's righteousness, and going about to

establish their own righteousness, have not submitted themselves unto the righteousness

of God."

Well, verse 9 says, it talks about that if you believe in your heart that God raised

him from the dead, that you shall be saved.

Again, this is grossly twisted today.

They say, well, all you have to do is believe.

But there are all KINDS of scriptures to say, well, look, you'd better believe and have

WORKS or your faith is dead.

You've got to have a living faith that does what God says, and Christ said live by every

word of God.

That's what salvation is all about, the Word of God.

The Bible is a book about Israel, and how we must understand all that.

You see, it goes on to say in verse 10 that you have to continue, confessing with his

lips and so be saved, and continue believing, continue repenting, and growing.

It isn't something that just happens with one spectacular event.

Now, then Paul talks about there's no difference between Jew and Greek.

No, God is no respecter of persons.

What He's going to do is bring all the world, the Gentiles, into Israel, spiritual Israel,

just like the true Church is today.

It's made up of all KINDS of nationalities.

It's spiritual Israel!

Soon the whole world is going to be spiritual Israel.

But you see again, people certainly get that all confused and they don't understand that

salvation is a process, a lifelong process, and we have a lot to learn, as I think I've

shown you today.

And Paul says you've got to have a preacher, a true minister of God that will teach you

the truth.

And then faith comes by the hearing of the Word of God.

God will give you more faith if you just ask Him.

And He'll give you faith by studying His Word.

And He'll give you faith if you step out and act on what you know.

There are three ways that you can build a strong faith in your life.

But Paul goes on to say that these Gentiles have to be grafted in.

The natural tree, as he calls it, the natural olive tree, is Israel, but they've rebelled

and God says, 'OK.

Well, anybody can be grafted into that natural olive tree, any Gentile,' and so that is God's

plan to graft them all in.

He even did a lot of that through the Apostle Paul.

Many of them were a part of the firstfruits because Paul was a man sent to the Gentiles.

So in verse 27 of chapter 9 you can read where God says there's a little remnant, a little

remnant that is left to make sure that the world understands about salvation and they're

not ignorant of this subject.

It's called a mystery in Romans 11 and verse 25; that's what Paul calls it.

But he concludes by saying: "For God hath concluded them all in unbelief, that he might

have mercy upon all."

Many of them don't believe, and God PLANNED it that way so He could have mercy on them

and resurrect them later and show them what He was teaching about His plan.

"O the depth of the riches both of the wisdom and knowledge of God!"

Paul says.

O, the depth of the wisdom of God!

Until next week, this is Gerald Flurry, goodbye, friends.

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For more infomation >> Education Is Salvation - Duration: 25:38.

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Continuous Education: The Key to Notary Loan Signing Agent Success! - Duration: 3:35.

Hi, I'm mark and I teach the loan signing system today in this video I'd like to talk about education

We all know that education is the key to success in any business

Now I know what I'm saying isn't groundbreaking so the question is why am I even bringing this up?

and it's because as an owner of an educational course in the loan setting industry a

Common email that I get is I don't need your course because I'm already nna certified

Or I don't need your course because I've been a signing agent for 10 years or my favorite one is

I don't need your course because I've done over 500

Closings. What?! I mean

Saying you don't need my course just because you've taken another course or just because you've been in the industry for five years

It's like telling a doctor that once they graduate medical school he or she should never take another

educational class on medicine again or

Telling an athlete that's been coached all through high school that he or she doesn't need any more coaching once

They get in college. I mean the key to success is

Constant learning. It is well

Well documented that Bill Gates the richest man in the world reads on average 50 books a year

Every single year I mean there's a reason everyone knows that Warren Buffett and Oprah Winfrey aren't avid readers, and it's because

successful people never stop learning period

So to the signing agents who are watching this video that say they don't need my course well

I truly wish you the best of luck, but for you signing agents who take your careers as serious as Bill Gates

Warren Buffett or Oprah Winfrey, I commend you on making yourself a better sounding agent

But more importantly a better business person by continuing to learn from other people

Now this video is not about trying to sell you on taking my loan signing system. Course well frankly

It's pretty amazing, but this video is about trying to help you realize that successful people never stop learning and nor should you?

The loan sending system is one of a handful of signing agent

Certifications currently out there and as an owner of one of those courses

I encourage you to take them all yes, that's right

And that's exact I get so confused when someone says they don't need my course

I mean what they are really saying is they're they're done learning

And it's probably the reason they aren't getting as much business as I'd like to get

So the signing agent who doesn't think that they need to learn anymore is?

Probably the signing agent who isn't very successful

my goal today is is to simply help as many people as I can and I hope this video encourages you to go out and

Never stop learning about your craft. Never stop getting better

I know for a fact that you can generate millions of dollars in the loan signing agent industry as I do

Personally with my personal loan sending business and my loan sending service, and I never stop learning

And I want to help you get a big piece of that pie so in conclusion. Whether you take my course or not?

Continue to educate yourself take all the loan signing courses

You can read books on business in general and inspiration as many as you can

I promise it will not only help you become more successful as a signing agent, but a more successful business person

I'm mark I teach the loan signing system, and whether you're a student of mine or not know that I'm rooting for you

There's enough business out there for all of us

For more infomation >> Continuous Education: The Key to Notary Loan Signing Agent Success! - Duration: 3:35.

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TEA Webinar: Early Childhood Education Updates - Duration: 42:38.

good morning everyone and welcome to the early childhood education updates

webinar my name is Howard Morrison and my co-presenter today is Tamela Osby we

both reside in the early childhood education division and will be your

presenters for today

today we're going to cover four key topics the foundational years which

covers pre-kindergarten through third grade legislative updates rider 78 and

the high-quality pre-kindergarten components and supporting high quality

efforts I'm now going to turn it over to Tamela and let her talk about the next

section good morning let me add my welcome to Howard's we are glad you've

chosen to spend some time with us today we're going to begin by discussing the

importance of the foundational years we all strive to give our students the

largest chance for success in life and that begins with the foundational years

children that participate in a high-quality pre-kindergarten program

are much more likely to be kindergarten ready and when a student is kindergarten

ready they are much more likely to master not just pass reading and math in

the third grade these foundational years pre kindergarten through third grade are

instrumental in getting students to graduate from high school and to being

college or career ready from the moment a child is born they are beginning to

develop the skills they will need to learn to read and until third grade

our education system is focused on teaching children to learn to read but

at fourth grade children stop learning to read and they begin reading to learn

so if by if reading well by third grade is so important

what percentage of Texas's third graders meet this important benchmark 41% over

half of Texas's third graders read below grade-level that is why the focus is on

the foundational years pre-kindergarten through third grade look at these

amazing statistics and the benefits of a high-quality pre-kindergarten program

include an 85 percent increase in print awareness a 19 decreased percent

decreased need for special ed services 24% less likely to be convicted of

juvenile crime 20% more likely to graduate on time from high school 19%

more likely to attend college and they earn a hundred and fifty thousand

dollars more over their adulthood research has documented the impact that

a high-quality pre-kindergarten experience can have on a young child

especially if that young child is economically disadvantaged or is an

English language learner the importance of these early years cannot be

overemphasized enough the achievement gap often begins before a child steps

foot into a classroom the best way to close the achievement gap is to never

let it open in the first place okay now we've been reminded about how

important our work with pre kindergarteners is Howard Morrison will

now give us an update on some recent legislation that affects

pre-kindergarten education great Thank You Tamra so these legislative updates

will be from the 85th legislative session which was our most recent

session so our legislative updates are going to include the new

pre-kindergarten eligibility criterion the family engagement changes the

minutes of instruction a supplemental funding for pre-k in rider 78 so the new

pre-kindergarten eligibility criterion was House bill 357 and this relates to

the eligibility of children of first responders and are eligible for free

pre-kindergarten programs in public schools this was an amendment to 29.1 53

which is the pre-kindergarten eligibility Education Code and this

added a seventh criterion which included a child of a person eligible for the

star at Texas Awards that was either a peace officer a firefighter or an

emergency medical first responder our Texas governor criminal justice division

webpage has a complete list of past honorees that are listed on the official

web page

the changes to family engagement House bill 115 93 relates to the engagement

strategies included in a School District family engagement plan this bill amends

Texas Education Code 29 168 B and includes a third component which

includes programs and interventions that engage family and supporting a student's

learning at home however this this bill added a third

component it was actually included in the family engagement plan that the

Texas Education Agency developed in collaboration with Department of Family

and Protective Services as well as community stakeholders across the states

so although this was an addition this was something that was already accounted

for through the development of the family engagement plan and is available

as a resource on our educator resources page for our family engagement guidance

the minutes of instruction House bill 2442 may change us to House

bill 2610 which relates to the minutes of operation required for public schools

in 2017 18 pre-kindergarten programs will receive the allotted funding as

long as they comply with the - our instruction rule which is equal to 120

minutes in 2018 19 in order to receive full 1/2 a DA for half days

pre-kindergarten programs school districts and open enrollment charter

schools must be provide 32,400 instructional minutes along with any

applicable waivers both of these reference are available in the to the

administrator address correspondence letter from 627 as well as the 1819 to

the administrator address correspondence letter on 831 2017

in 2016-17 biennium districts and charter schools received 30 million in

supplemental pre-k funding in accordance with their eligible pre-k students this

was the total allotted fund that was broken out between all public schools

and charters that were serving eligible pre-k students in 2017 the appropriation

was eliminated for the 2018-19 biennium therefore districts and

charters will not receive the Supplemental pre-k funds for the 1819

biennium I'm going to turn this over to Tamela so she can speak about rider 78

Thank You Howard now we're going to focus on rider 78 that was added by the

legislature to the budget for the next biennium this slide has writer 78 in its

entirety note the items that are underlined these are the three items

that we will focus on today who does the writer apply to what does the 15% refer

to and what high-quality components are expected to be implemented on July 10th

a to the administrator correspondence went to all districts and charters in

Texas its intent was to clarify writer 78 that the legislature had added to the

budget for the next biennium many school personnel called T EA with questions

many thought that the legislature was adding 15% more funding to

pre-kindergarten but they did not do that

the writer states that districts and charters are expected to implement

high-quality components in pre-kindergarten

we also received many questions that rose about these high-quality

pre-kindergarten components so today we're going to give guidance on what

exactly does writer 78 mean writer 78 applies to you if you are a school

district or a charter school that serves four-year-old eligible children using

FSP funding from the state of Texas the funding referenced in writer 78 is

existing FSP funding not additional funding the writer communicates the

expectation that districts and charters will use no less than 15% of their

existing foundation school program funding that they receive from serving

eligible four year olds this FSP funding is generated based on a DA or average

daily attendance so what can this no less than 15% be used for well writer 78

specifically states that the funds are to be used to implement the high quality

components that are referenced in the Texas Education Code twenty nine point

one six seven through twenty nine point one seven one these components have one

focus it is on increasing quality in pre-kindergarten te a would recommend

that districts and charter pre-kindergarten programs plan ahead to

determine what budgetary expenditures are anticipated to be counted as part of

the 15% referenced in the writer te a would also recommend that

pre-kindergarten personnel and pre-kindergarten fiscal

personnel meet together to develop a method of communicating and documenting

which pre-kindergarten expenditures can be counted as part of the 15% this slide

contains the high-quality components that are the foundation of a

high-quality pre-kindergarten program they include curriculum student progress

monitoring teacher qualifications and professional development teacher to

child ratio family engagement program evaluation and data reporting these

components have been the focus of the high-quality pre-kindergarten grant and

now they are the focus of writer 78 we are going to look at each of these

components individually now

pre-kindergarten programs are expected to use a curriculum that is aligned to

the 2015 Texas pre-kindergarten guidelines the State Board of Education

has created a list of instructional materials for use in a pre-kindergarten

program that align to the 2015 Texas pre-kindergarten guidelines the

curriculum that is included in that list our Texas DLM opening the world of

learning or commonly called owl big day for pre-k highscope frog Street and

teaching strategies if a district or charter is using one of those curricula

they can be confident that they are using a curriculum that meets the

expectation of the writer please note that if a pre-kindergarten program is

using a curriculum that is locally designed or is not included on

the State Board of Education list the curriculum in use is expected to be

aligned with the 2015 Texas pre-kindergarten guidelines so in the

high quality component of curriculum what expenditures can be counted as part

of that 15% expenditures that can be included are cost associated with

curriculum implementation such as curricular kits and collections

gains and teacher guides curricular support materials and equipment such as

books manipulatives classroom furniture and supplemental curriculum now of

course it is expected that the 15% expenditures are associated with a

pre-kindergarten curriculum that is aligned with the 2015 Texas

pre-kindergarten guidelines student progress monitoring pre-kindergarten

programs are expected to assess their student progress in the five primary

developmental donate domains using a tool from the commissioners list of

approved pre-kindergarten assessment instruments Howard will now share

information regarding the updated commissioners list all right so the

Commission the Texas Education Agency has posted a new list of commissioner

approved pre-kindergarten and kindergarten assessment instruments for

use during the 2017 through 2021 school years in accordance with Texas Education

Code 29 169 and 2006 so these are two lists one containing pre-kindergarten

assess instruments as well as a secondary list

for kindergarten assessment instruments the assessment instruments were reviewed

in raided by a 14-member expert panel from Southern Methodist University on

this next slide you'll notice that this is the commissioners list approved

pre-kindergarten assessment instruments

so in this pre kindergarten assessment list you'll notice the columns include

the publisher the cost per student the format the administration the

feasibility of use language and content areas you'll see the content areas

include emergent literacy reading emergent literacy writing language and

communication health and wellness in mathematics

additionally throughout this entire document there's a content coverage key

that rapes the assessment instruments from excellent or - does not cover

you'll see in this top cohort here include circle dial for work sampling

system ready set K gold and frog Street cover all content areas in are available

in English and in Spanish the bottom two cohorts did not address all content

areas and are not all available in English and Spanish those bottom two

cohorts includes lap three Basque three bests and isip early reading for the

kindergarten assessment list in multi-dimensional instruments the

kindergarten lists has the same columns and content key layout so you'll notice

the same lay out here as a pre-kindergarten

instrument which lists the tool the publisher of the cost the format the

administration the feasibility of use language and content areas and in the

same format the top cohort includes tex kea dial for work sampling system and

ready set k which covers all content areas and are available in english and

in spanish the bottom two cohorts do not address all content areas and are not

available in both either english and in spanish in those bottom cohort areas

you'll see star early literacy aimsweb plus map for primary grades DIBELS next

T PRI Tejas lay Lyon for reading I SEP early reading and then the bottom cohort

Basque three best and essa mini this next slide I'm going to turn over to

Tamra and talk about the 15% student progress monitoring Thank You Howard

so for student progress monitoring what expenditures can be counted as part of

the 15% cost associated with implementing the student progress

monitoring for example the tool charges per student or printing cost substitute

costs to allow teachers to conduct student progress monitoring and lastly

technology tools or equipment to assist in conducting student progress

monitoring now of course it is expected with this 15% 15% expenditures that they

are again associated with the use of a tool that assesses all five primary

developmental domains and is on the 2017 20:21 commissioners list of approved

pre-kindergarten assessment instruments

we're moving on now to teacher qualifications and professional

development pre-kindergarten teachers are expected to meet two qualifications

they should have a Texas teaching certificate that allows them to teach

pre-kindergarten and along with their state teaching certificate

pre-kindergarten teachers are expected to have an additional qualification the

next couple of slides will describe what those additional qualifications are so

along with being certified a teacher could meet the additional qualification

expectation by having a CDA a Montessori certification eight years of teaching

experience in an accredited childcare program a degree in early childhood

education or early childhood special education or an on early childhood

education degree with a minimum of 30 hours of coursework that is specific to

early childhood education or lastly by completing the texas school ready

comprehensive program and I shouldn't have said lastly because the expectation

goes on another additional qualification could be that the teacher already has an

existing assignment to teach pre-kindergarten and that teacher has

completed a hundred and fifty hours of ECE specific professional development or

a pre-kindergarten teacher could complete 30 hours of professional

development annually in an early childhood specific topic 15

of those 30 hours are expected to be in a mentoring coaching relationship this

chart has been developed to visually show the seven options in meeting the

expectations of the writer in regards to teacher qualification it is expected

that every pre-kindergarten teacher in a district or charter will meet one of

these seven options please note that each option includes having an

appropriate certification to teach pre-k along with an additional qualification

so in the high quality component of teacher qualifications and professional

development these expenditures could be included as part of the 15% cost

associated with achieving or maintaining an additional qualification such as the

costs associated with getting the CDA cost associated with any early childhood

education specific professional development done for pre-kindergarten

teachers and/or paraprofessionals and lastly cost associated with implementing

pre-kindergarten mentoring and coaching as part of the district or charters

pre-kindergarten professional development activities for example

training the pre-kindergarten mentor our coaches and/or their salaries

to student ratio pre-kindergarten programs are expected to attempt to

maintain a ratio of one teacher to 11 pre-kindergarten students it is also

recommended that the class size for pre-kindergarten not exceed 22 students

so in this high quality component what expenditures can be counted as part of

the 15% all paraprofessional salaries can be included please note that

pre-kindergarten teacher salaries are expenditures that cannot be counted as

part of the 15% referenced in writer 78

family engagement pre-kindergarten programs are expected to develop and

implement and post on their website a family engagement plan that contains six

key components they are facilitate family to family support establish a

network of community resources increase family participation in decision-making

equip families with tools to enhance and expand learning at home develop staff

skills and evidence-based practices that support families and to evaluate and

revise family engagement practices in this high-quality component the

following expenditures can be counted as part of the 15% cost associated with

pre-kindergarten family engagement cost such as cost for the meeting cost for

speakers and printing cost family engagement personnel salaries may

be counted if pre-kindergarten family engagement is the personnel sole job

responsibilities remember that it is expected that the 15% expenditures are

associated with a develop and implemented family engagement plan that

includes the six expected activity types

program evaluation pre-kindergarten programs are expected to evaluate their

pre-kindergarten program using at a minimum their student progress

monitoring data the results from the program evaluation are to be made

available to parents T EA has created a resource entitled the high-quality

pre-kindergarten self assessment to assist districts and charters with this

high quality component many of you were introduced to the self assessment tool

at the information sessions done across the state this past spring the tool is

available on te A's website the tool is a great resource that will assist

districts and charters with identifying streaks and opportunities for growth

growth it can help districts make program adjustments to meet the needs of

their students and to increase quality and it will define specific pathways to

improve pre-kindergarten program quality leading to positive child outcomes this

is phase one of the tool other high quality components will be added in the

future if you are not familiar with his self assessment tool we highly recommend

that you check it out

in the high quality component component of program evaluation

what expenditures can be counted as part of the 15% any cost associated with

conducting the program evaluation such as meeting cost and printing cost cost

associated with a third-party evaluator and cost associated with informing the

parents of the results of the program evaluation such as meeting cost and

printing cost pre-kindergarten programs are expected to report the data listed

on this slide annually into teams or EC D s and you

can see that data listed on the slide so in this high quality component there are

no expenditures associated with it to be included as part of the 15% Howard is

now going to discuss how this data is used and the resources that are

available to support districts and charters great Thank You Tamela so the

early childhood data system the purpose of this system is to better inform

families school administrators educators community stakeholders and policymakers

about the effectiveness of pre-kindergarten programs preparing

children for success in kindergarten under Texas Education Code 2961 the

statewide reporting feature is of the Texas student data system this system

includes a collection of both pre-kindergarten and kindergarten

student data this was something that was brought into the Texas Education Agency

a few years ago in the 2016-17 school year was

the first year that we included the additional data elements that were

described on the previous page so the reports that we currently have available

the Texas public education information resources page also known as TP R it's a

public-facing reports page and that currently has pre-kindergarten

enrollment at the district state and campus level as well as public

kindergarten programs and kindergarten readiness reports at the state district

and charter and campus level I will add that we've most recently added a data

download icon for the pre kindergarten enrollment report that is currently

available at the district and charter level but will be also adding in

Regional Education Service Center level under the kindergarten programs in

kindergarten readiness we've already added a Regional Education Service

Center data download as well as a district and charter level this is

helpful for those districts and charters in regions that want to be able to

download an excel file to be able to look and analyze the data further that's

more applicable to their region or district and charter within their

respective state so let's look at the reports so you'll see in the Texas

public pre-kindergarten programs in enrollment is - includes ages three and

four at the top left-hand of the slide you'll see the total number of students

enrolled ages three and four it also breaks out the numbers for economically

disadvantaged limited-english-proficient special education military children

homeless those that are enrolled in foster care and then also broken out

between gender on the right-hand side you'll see those that are ell

buh-bye but total enrollment but then also that RA da eligible which means

they're generating state funding from the foundation school program and those

students that are not eligible for a DA in which they're either tuition based or

funded out of local funds this chart also breaks out between age three and

four and whether or not they're in a full day or a half day program you'll

also see at the bottom of the page the funding sources from the school year as

well as districts providing pre-k in districts not providing pre-k in those

districts that are providing full day only half-day only in full and half-day

programs these reports are available for the 2014-15 school year as well as the

2015-16 school year once the data has been reviewed for the 1617 school year

that information will be updated we're expecting that to be available in the

spring of 2018 for the Texas public kindergarten programs in kindergarten

readiness reports you'll notice that it's a very similar layout so you'll see

the total students enrolled as well as the total numbers of economically

disadvantaged dll's and the other subpopulations there you'll also see the

public kindergarten readiness assessments in results for the 2015-16

school year you'll see the all kindergarteners that were kindergarten

ready and not kindergarten ready as well as a break out for those kindergarteners

who attended public pre-k for 80 or more days in the previous school year at the

bottom of the page you'll also see the kindergarten enrollment by race and

ethnicity and then down on the bottom right you'll see the kindergarten

readiness by race ethnicity and sub population additionally this report will

have a breakout by kindergarten readiness by

assessment instrument since there's multiple assessment instruments

collected as seen from the previous approved lists we're providing those

breakouts by assessment instrument so you can see the readiness by each

instrument that was submitted so let's talk about supporting high quality

efforts so support from te a we're going to be supporting from high quality

webinars and for made informative documents ESC information sessions

on-demand phone and email support T is website in the Texas gateway so from the

Texas gateway you'll see the link here is an easily searchable web-based portal

that houses instructional materials teacher professional development

materials educational reference materials and the early childhood

education resources are expected to be expanded greatly in 2018 so we also

receive great support from our regional education service centers there are 20

regional educational service owners in the state of Texas they all provide

professional development workshops technical assistance coaching and

mentoring as well as professional additional resources they also have

common professional development pre-kindergarten guidelines classroom

management conscious discipline inclusion family engagement curriculum

and using data

so the social support that received from the Children's Learning Institute you'll

see the web link there it's available to all public pre-kindergarten teachers in

the state of Texas including Head Start teachers and childcare providers that

participate in the Texas writing star so it's a great resource at no cost it's a

suite of web-based tools and resources that include student progress monitoring

which is the circle which is on the commissioners approved list at no cost

the teacher professional development classroom observation tools coaching and

collaboration tools activities classroom and family-focused as well as the newly

released Texas kindergarten entry assessment which is also available at no

cost so four key takeaways from today the foundational years we covered

pre-kindergarten through third grade the legislative updates rider 78 and the

high-quality pre-kindergarten components and supporting high-quality efforts if

you have any questions regarding anything that was covered in this

webinar please send them to the email address on this slide which is early

childhood education at Ta dot Texas gov a frequently asked

question document will address the questions received once received we'll

review and answer those questions and post them on TDA's websites

this will be the faq questions that are received by November 3rd will be posted

on tas website by November 10th so two key dates there submit the questions by

November 3rd to the email address listed and then November 10th which is when the

FAQ document is expected to be posted for everyone to view

so the early childhood education division is expanded which were excited

about our exalted director Jackie Porter our early childhood manager Scott Bodnar

the statewide coordinator which is myself our program specialist for

quality Tamela OSB who's been our co-presenter today Miguel Gomez who is

our program specialist for access as well as an ago who's our program

specialist for pre-k partnerships so I'd like to thank you all for joining us

today if you have any additional questions please send them to the early

childhood education email once again we'll be collecting those questions that

are sent to us and be posting our FAQ document thank you for joining us this

morning and hope you have a fantastic rest of your day and a great rest of

your week and we're glad that we were able to hopefully address some of your

questions about early childhood education and the updates that have

happened most recently and thank you and enjoy your day

For more infomation >> TEA Webinar: Early Childhood Education Updates - Duration: 42:38.

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Colorado AG: Opioid Education Begins At Home - Duration: 2:02.

For more infomation >> Colorado AG: Opioid Education Begins At Home - Duration: 2:02.

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Learn Colors with My Talking Ginger Cat Colours for Kids Animation Education Cartoon Compilation 😍 - Duration: 4:15.

Learn Colors with My Talking Ginger Cat Colours for Kids Animation Education Cartoon Compilation

For more infomation >> Learn Colors with My Talking Ginger Cat Colours for Kids Animation Education Cartoon Compilation 😍 - Duration: 4:15.

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Teaching, Training and Education Sector update - Duration: 31:33.

For more infomation >> Teaching, Training and Education Sector update - Duration: 31:33.

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Traffic Education Lesson: Off Road Recovery - Duration: 9:01.

As I said in the classroom, about one half of everybody killed on the highways in Montana

is because they go off the road.

Remember that?

Yeah.

What do you they do? They go off the road and they over-correct, turn the wheel too much,

or they panic and hit the brake, don't they?

So if you remember at the parent meeting we said we do these things.

We're gonna go through off-road recovery at a slow pace so you can know what to do.

Three important words I told you to write down in the classroom.

Is: Do. Not. Panic.

Because when you panic people get a brain freeze, don't they?

They have a tendency to snap the wheel too much or they go to their brake.

Now the Montana Driver's Manual says if you go off the road, slow way down and then when

you get to scrub speed, bring it back up. But in real life when that happens people don't do that.

And in some instances when you're driving there might be a bridge abutment, there might

be a cliff, might be a boulder, you have to bring it back to where you want.

This is where that 9 and 3 hand position comes in.

We talked about that in the classroom, haven't we?

9 and 3.

Now depending on the type of vehicle you have, the newer cars because of the smaller steering

wheels and the type of steering mechanism might be maybe an eighth of a turn.

Larger vehicles might be a fourth of a turn.

If you go more than that what's going to happen is you're going to over steer, and

you're going to go in the oncoming traffic and bad things can happen to you.

So if you do lose control and you accidentally leave the roadway, take your foot off the

gas, don't pop it off the gas because physics, you're gonna have a weight shift, aren't you?

Ease it off the gas, stay away from the brake because if you hit the brake, you have another

weight shift, don't you?

Everything's gonna be steering, car control.

So what's gonna happen is if we leave the roadway, firm steering control, don't

panic, ease your foot off the gas, position your vehicle, you have to stabilize your load,

because when you go in the ditch there's always a weight shift that wants to pull you in.

Have you ever gone skiing? Snow skiing?

When you hit powder, what happens?

Sucks you in.

Kinda sucks you in.

The same thing happens with gravel, same thing happens with you have a weight shift, hit

slush in the wintertime.

So when you go off road, you see the white line?

When you go off the road, stabilize your vehicle have the edge of the road, cut the car

in half.

Then once you're stabilized, you bring it back, be aggressive with this, it might be

a little violent, but again the alternative is doing bad things.

Go ahead and snap the wheel.

Because you want the tread of the tire to hit.

If you don't steer enough, what happens is the sidewall could catch the pavement's edge, scrub,

and drag you forward.

So we want to make sure that the tread of the tire hits and it's feel, once you feel the tire hit,

you're going to counter steer about twice as much as the first steering input, because

if you don't, the weight shift's pushing you the other way.

You understand all that?

So, I'm going to demonstrate.

I'm going to go at a slow pace.

I'm going to do two, three times and then I'm gonna oversteer on purpose.

Oooh.

Scary huh?

Over steer on purpose just to show you what's going to happen.

Now if we see a car coming, we're not going to do this, let the car go by, because they

get a little skittish.

But this is something I hope you never have to use.

I don't want you on your drive home tonight with mom and dad saying "let me show you what

we did today."

Don't do that.

It's something that hopefully you never have to use.

**Left turn signal clicking.** But if you do, you'll know what to do.

So let's assume we leave the road, off the gas, see how we're cutting the car in half

at the edge of the road?

Yeah.

We snap the wheel, counter steer, bring it back.

Now that's a very slow speed.

We're teaching technique.

We're not teaching speed.

So we pick up the speed a little bit.

If we accidentally leave the road, off the gas, position, quarter, counter steer, stay in your lane.

Okay?

We go off the road, we don't panic, control it, quarter-turn, counter steer, and back.

Now I'm going to over steer on purpose.

Watch what happens.

I'm doing everything correctly.

Don't panic and oh my goodness ... what happened?

[passenger]: You over corrected.

And we went right in front of that semi.

So again, you go off the road, position your vehicle, not a lot of steering, position, turn, counter

steer, stay in your lane.

Did my hands ever leave the steering wheel?

[passenger]: No.

No.

Now, before we go, put your hands at 9 and 3.

You already know that, don't you?

Yeah.

You're going to ease off the pedals, keep the vehicle, go ahead and ease off the pedals, go ahead and practice.

Snap the wheel.

And counter steer double, there you go.

Now it's not boom boom.

Cause what happens if you counter steered too early, you're still off the road aren't you?

Yeah. So, it's feel.

Remember, you want the tread of the tire to hit.

Okay.

So, let's wait for this truck to go by.

We're teaching technique, not teaching speed.

This is the same thing we do in Lewistown (Montana DRIVE Program) with the adults.

Okay, so do a head check.

Look before you pull away. There you go.

Let's take it up about 20 the first time.

Just hold it right there.

Go past the delineator, wait, wait, wait. Okay, just ease off the road, off the gas, position first, get

away from the brake, snap it up and back.

Good.

It's not that hard, is it?

No.

Do it about 20 again.

Ease off the gas.

Balance, good.

Now up, snap and back.

Excellent.

Take it up to about 25.

We're just gonna wait for this car to go by. Good idea.

Okay, edge it off, good.

Balance, balance, balance.

Up, now snap, pull down, good.

Got a little feel there, didn't you?

Now if you didn't counter steer successfully we would have been drifting out, wouldn't we?

Yeah.

Once more.

Ease off the road, good.

Wait, wait, now up and back.

So that's how you almost brought it back too quickly, didn't you?

Okay, one more.

Balance, balance.

Snap and back.

Excellent, good.

We'll pull into the turnout up here and we'll switch drivers.

Eddy did a nice job with the off-road recovery.

He found out he had to learn some respect for the vehicle and he found that you don't

have to do a lot of steering for the car to move.

And he did a fine job, he didn't panic.

He realized that you go off the road, it's a situation that could happen.

Travis, who is the second boy you did not see in the video, did an excellent job as well.

Both of them took it serious enough that they learned and realized that hopefully that it'll

never happen to them.

But if it does, they'd feel confident enough to handle the situation just like a lot of

other students that had in the past, so have a good day and I'll see you in Hawaii.

For more infomation >> Traffic Education Lesson: Off Road Recovery - Duration: 9:01.

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Penn State College of Medicine | Project Medical Education 2017 - Duration: 2:10.

We really think it's vitally important that you folks who are so important to the legislative

process understand what a first rate health care education and a first rate health care

system requires and the education really drives the entire system.

We can't do it by ourselves, we need support from the community, from our state governments,

and hopefully you'll be able to understand a little bit about how that takes place.

[Music]

I just have more respect for the students and the doctors here.

The quality, it's so competitive to become a student here and all that they do and then

the technology, the modern technology, that they use just gives me a better assurance

that you know we're doing it right here in Pennsylvania and just makes me really proud

that it's in Central Pennsylvania.

I think the fact that I was thinking physicians were taught more just about the clinical or

the technical parts of medicine versus a holistic teaching, humanities side of things I was very

encouraged to hear that and the fact that they are adapting as society adapts to make

sure that we're producing physicians that are going to be best for the next couple of

centuries.

Our goal is to improve health and one of the ways we do that is to educate and train the

best physicians in the world and we think we sort of got a leg up on how to create healthcare

providers whether they be physicians, or physician assistants, or nurses that really know how

to focus and provide care as members of a team.

For more infomation >> Penn State College of Medicine | Project Medical Education 2017 - Duration: 2:10.

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Michigan State University Excellence for Global Education - Duration: 18:30.

- My name is Frederi Viens, I'm the Chair of

the Statistics Department here at MSU.

And its my honor to say a few introductory words

about Tapabrata Maiti, who is Professor and Graduate

Director in the Department of Statistics and Probability

here at MSU, on the occasion of his investiture

as MSU Foundation Professor.

Among friends and colleagues he goes by Taps, however

he is certainly mighty. (audience chuckling)

Although I've only had the pleasure of knowing him well

since my arrival here a year ago,

a little more than a year ago,

its clear that his impact on our department and

our university has been decisive since his arrival in 2008.

And his positive influence can be expected to continue.

Doctor Maiti hails from the State of Weidlingau India,

its probably soon to be known as Bengal as well.

He received his Ph.D from the University of Kalyani

while he was working at the Indian Statistical Institute

in nearby Kolkata.

As a grad student he worked on the theory of statistical

inference in finding population sampling.

Its a technique which applies to many large-scale

and scientific data collection process.

Drawing on experiences as a post-doc at

the Harvard Medical School in his early career

his work expanded to hierarchical models and associated

Bayesian inference, what we call Bayesian inference,

which he applied to public health and policy research

on pediatric cancers and later to machine learning

for cancer detection and disease cluster detection

in climate change.

He is currently invested in high dimensional statistics

and many other things, and he's building

computational predictive models which can assimilate

image and observational data.

There are many other things that Taps has been doing

and its very, very difficult to go through the whole list.

His inter-disciplinary work reaches far and wide

including collaborations at MSU with engineers,

radiologists, neuroscientists, physicists,

marketing scholars and medical professionals.

And I'm proud to say, that despite our very distinct

backgrounds, I count myself as an active research

collaborator of Taps's.

We're working on a Bayesian and certainty quantification

question with nuclear theorists

from MSU's Facility for Rare Isotope Beams

as Professor Kirkpatrick mentioned a little while ago.

So maybe a few words about later part of his career

before he came to MSU.

His career took him to University of Nebraska at Lincoln

and then to Iowa State University and then he arrived here.

His internationally recognized work has led to professional

stints and memberships in various learned societies

throughout the world and again the list

is too long to go through.

Including, I should mention serving as a Research Fellow

at the Indian Statistical Institute in Kolkata.

Senior Research Fellow at the US Census Bureau.

Special Government Employee at the US Environmental

Protection Agency and various academic positions

in a number of countries including Australia, China,

Portugal, the UK.

And he is also a Fellow of the American Statistical

Association and the Institute of Mathematical Statistics.

And I should add that being Fellow of those two societies

simultaneously is not common,

even for Fellows of one of them.

His research is characterized by a unique combination

of skills and expertises resulting in peer reviewed

publications in a wide spectrum of scientific outlets.

He's well funded by awards from National Science Foundation,

National Institutes of Health

and the USDA Natural Resources Conservation Service.

Back in our department, SDT we call it, here at MSU

we're very proud of him, indeed we're indebted to Taps

for his work in expanding the departments graduate programs.

He's advised about 20 Ph.D students

and he continues strongly.

He has been instrumental in developing

MSU's Program in Business Analytics.

And as our world enters the age of data, I easily envision

Doctor Taps Maiti, leading MSU's charge in expanding

graduate education and research in data science.

The recognition of MSU Foundation Professor is prestigious

and rightly so.

Congratulations mighty professor, you're up.

(audience applauding)

- Right thank you Frederi, thanks everybody.

I don't have really many fancy pictures, movies,

although I'm involved with some of this stuff.

I guess instead of going to the boring mathematical modeling

to you guys possibly I should be also touching base

with broader community work what I do here

and what I'm going to do in the next few years.

That's possibly I'll try to touch base.

Well as you can see my title of the talk is not really

technical: a statistician at the junction

of big data and data science.

So I'll definitely talk these three things:

statistician, big data, data science.

So I think that's the kind of significant move for me

from Hawkeye to Spartan.

Certainly it was a good move, I had to say it

because my family is pretty happy here.

My wife got another degree from College of Education.

My daughter is growing up here happily.

So it was a good move.

And the department, particularly the Michigan Statistics

Probability and the Michigan State accepted me,

welcomed me very well.

I clearly remember the meeting with Dean Kirkpatrick

the very first day.

It was scheduled to be half an hour but it went about

an hour and the Department thought what these guys doing?

But it was a lovely conversation.

I think after coming here, immediately in 2008 things

are happening as I expected at this stage of my career.

I became a Fellow of American Statistical Association,

the worlds largest organization in statistics.

I became a Fellow of the Institute

of Mathematical Statistics.

I played many a role for expanding research and education,

different schools on campus including

the Business Analytics.

And of course I had already collaborations

with almost all the schools except possibly I have to say

the Music or some of the thing,

I don't know how to play the music.

Here is the current things definitely what lately happening

which we are very excited about.

Particularly the Department, myself already mentioned

we are collaborating with FRIB and hopefully

we can be key member pretty soon.

This project has started just a year ago

with some of the scientists over there.

Among other things, there are many things,

but I like to mention couple of things.

One is, you know that the neuroscience.

This is another area where big data, data science

is going to play a big role.

And I have been already collaborating with scientists

on this campus where they're generating

huge amount of image data every day.

And one of the objectives what I do here,

is you take this image and then put into your statistical

machine and try to create I suppose a Alzheimers disease

percent, how soon he is going to be completely Alzheimers

or how long he is going to be intact in that state.

So some of these complicated things we have been doing.

Its a very complicated, difficult problem.

Not only from scientific perspective, also from

the statistical perspective because we haven't seen

this huge data before.

The other important thing, or exciting thing I have been

doing with the College of Engineering, with some

of the mechanical engineers who are developing the model

for different organ of your body, like heart, lung.

And use thousands of different situations.

They have these computer programs which can run over the day

or even 12 days and they can predict the condition

of your heart without even looking the person.

But here the things come in, when the patient comes in,

usually you have some images done immediately in the clinic.

Then can we combine with the computer model and the image

to quickly come up to some recommendation to the medical

doctor that what's going to happen in next one hour or so.

So one objective is to first convert that highly

complicated, like thousand different situations,

into a simplistic statistical model

where the doctor can understand.

So that is one of the things going on.

And recently it has been funded by NIH zero one,

part of the collaboration with University of Michigan.

So that's there.

All that good, well this was me I think few years ago.

And now see me, how I am.

(audience laughing)

But its all good.

And you said that I need to definitely talk a little bit

about the future, particularly the future of statistics

on this campus, the role of statisticians.

Personally, I think this is a very good time to be

a statistician as many of you heard about data science.

Data scientist this is one of the sexiest job in

the 21st Century and it is obvious that there will be

a big shortage of the data scientist in next few years.

Here's some of the information like the McKinsey Global

Institute who predicted that in 2018

there would be millions of jobs.

And definitely for this type of job we need trained people.

Really anybody cannot just join.

Pretty good, average salary is over 100 000

and it was the number one job in 2016.

But what is Data Science?

If you just Google it, there will be number

of different versions.

Here is one version from Wikipedia but clearly from

this picture you can see that this is interdisciplinary

science but statistics is everywhere.

You can see basically in the data science: statistics,

maths, machine learning also combined with these.

All sorts of things are there.

But its an emerging field, already there are 500 programs.

Sometimes the programs names are different,

like data science, business analytics, predictive analytics,

computational statistics depending on the strength on campus

whatever we had.

But what I'm going to put, some of my observations and my

outlook along the things what's happening in this community.

So we can see the balancing between three major pillars,

statistics, computer science and information management.

And of course there will be all specializations.

Already I mentioned neuroscientists, health scientists,

everybody will be together.

Quantitative background such as basic training

in statistics, mathematics, computer science

definitely is needed.

And there will be three pillars, very quickly,

there will be statistics foundations,

there will be computer science foundations.

And then we'll just be like this, we started out like

this as human being but now with the computer,

in front of the computer we'll be like that.

So that's the kind of my future I can see that way.

Information science foundation, that is another pillar

which certainly statisticians are not very well equipped.

We need to do those part.

Here is the relation between scientist,

between data science and statistics.

So I like this definition, that a data scientist

is someone who is better at statistics than any software

engineer and better at software engineering than

any statistician.

So clearly I'm not also saying that statistics

is data science or data science is statistics

but we are inbetween.

As I said that American Statistical Association is the

worlds largest professional organization in statistics.

And they have some definition and some way how to work

for the data science and we acknowledge that data science

is just not statistics but certainly statistics

is going to play a major role.

In my personal opinion, it is not a threat, it is

an opportunity, the opportunity to work

with all other scientists, just not with ourselves.

And it might help to grow all three defined disciplines,

computer science, mathematics, information management,

along with many other sub-disciplines.

It will be helpful if we can really dig into

the details and work together.

Of course for statisticians we have most things to do.

As you can see, the average statistician is just plain mean.

Again, I didn't put that thing--

- [Audience Member] Is that a camembert or what is that?

- I don't know.

So it is very, very important that we get engaged

with computer scientists, database scientists.

We do these distributed computing all sorts of thing.

We develop new tools where the existing statistical method

can be imported or transported to these comfortable way,

all these other things.

And of course, the associated thing is the big data

that we have to dig in.

So I just mentioned data science, statistics,

what is the relationship with big data.

In general way, that said, again no concrete definitions,

but it is so huge,

that simple, my laptop, I cannot deal with these things.

I need some kind of supercomputer to do this big data.

But what is the relation with big data.

That is what I'll just mention.

But here is the big data potential.

Just to be brief, to get the idea about the big data.

If you bond all the data created in just one day onto DVDs,

you could stack them on top of each other

and reach to the moon twice.

At the moment less than 0.5% of all data

ever analyzed and used.

So we are generating data much faster than how much we know.

And here is the situation essentially.

We have this type of gigantic data but we know a little bit

but most difficult is which part we need to know.

Always how do I know that this is the part that will

be floating above the water, that's very difficult to know.

And that's where the data science and big data coming in.

And the beginning here, this is the cartoon I like,

kind of Mickey Mouse cartoon.

So this is the big data, he thinks that oh the data science

you don't know I'm so big I can just grab you.

But after a while, when we learn this big data,

we can say that this part of your body is good,

this is the part where your brain is here.

If I can identify all these things using my tools,

particularly the statistical tools, then we can become

big friends, that data science and big data

becomes friends together, otherwise there is no hope.

So essentially what we have to do, we have to learn

what is inside of the big data.

And again, you know that we don't need to know everything

but it is much more important which part we need to know,

even if its a small part.

Which part we need to know, so that's very important thing.

These are just things which are generating big data

everyday: e-commerce, imaging, social media,

medical records, satellite data, government records.

Some of the applications of these big data going

very fast way, like all these search engines,

image recognitions, fraud detections.

Mostly I am involved in image recognition situations.

This next thing is coming, self-driving cars

which will generate millions of millions of data

immediately in every second.

So we have to analyze all these things.

And the world is ready, every school, everybody is getting

prepared to deal with big data using these three pillars:

statistics, computer science and information science.

Certainly there is a future, and where are we?

We are the Spartans.

So I would like to thank you Michigan State.

(audience applauding)

- So we now have the part of the program

where we hand over the big iron.

And so I'd like to invite Brian to come forward.

I should add that these go really well with

half-button Hawaiian shirts.

(audience laughing)

Congratulations.

(audience applauding)

For more infomation >> Michigan State University Excellence for Global Education - Duration: 18:30.

-------------------------------------------

Fall Virtual Convening: Breakout 1 - Homeless Education 101 - Duration: 43:03.

okay welcome everyone and good afternoon, my name is Dantel Proctor from the

National Student Attendance Engagement and Success Center. Welcome to today's

session, Homeless Education 101, a primer on supporting the education of children

and youth experiencing homelessness. Please allow me to share some brief

details about the session. Today's presenter is Christina Dukes. Christina

is a federal liaison for the SERVE Center in the National Center for

Homeless Education where she provides face-to-face and online training and

technical assistance to state coordinators and homeless education.

Today's session will last for approximately 45 minutes and is being

recorded. We'd like to encourage everyone to utilize the chat function at the

bottom right hand corner of your screen to submit questions or comments for our

presenters please be sure to select everyone from the drop-down box to

ensure that your comments and questions are seen by me and our speakers. You may

submit your questions throughout the presentation and we will leave time at

the end to address them to address as many questions as possible. If we do not

have time to get through all of the questions we will reply to all

participants by email within the next five to seven business days. All

participants have been placed on mute to avoid background noise, please do not

unmute yourself, instead refer to the chat function on the right side of the screen

if you have a question or comment. Following the Q&A portion of our session

there will be a brief poll. Your participation in these polls is very

is extremely important to helping us better share our presentations and

ensure that we are delivering content to you in a way that best suits your

needs. We greatly appreciate your feedback to these questions. Before I

hand the session over to Christina I would like to remind folks of the

upcoming webinars that will be held in November. More information and

the link to the register for these is included on the last slide of this

presentation. Also I would like to share with you the mission of the national

student attendance engagement and Success Center.

The mission of the center is to disseminate evidence-based practices and

build and facilitate communities of practice to help students attend every

day be engaged in school and succeed academically so that they graduate high

school prepared for college career and civic life. Christina I hand it over to

you now. Thank you Dantel and welcome everyone to today's session. As Dantel

mentioned we're going to be looking at the issue of homeless education and in

particular the first part of the session today will be sort of an overview of the

field of homeless education who are the people involved a little bit about our

program and the supports that are available to children and youth

experiencing homelessness and then the second half of the presentation will

focus specifically on the issue of chronic absence among homeless students

and as towards the end of my slide you'll see that NCHE recently released a

brief specifically on this topic and many of the points that you see in

today's presentation are included in that brief so if you want sort of a

principal handout so to speak or resource for more information please do

check out our brief a little bit more about NCHE, we are the US Department of

Education Technical Assistance Center for the federal education for homeless

children and youth or EHCY program and as you can see on the slide we provide a

number of resources and supports to the fields for people working with children

and youth and families experiencing homelessness so please visit our website

we invite you to call or email our helpline if you have homeless education

related questions you can download or order a hardcopy some of our products

join us for a webinar join our listserv for periodic announcements or of course

follow or like us on social media.

So let's look first at the overall field of homeless education program the people

and the supports that are available to students experiencing homelessness so a

little bit about the EHCY program we are authorized under subtitle 7b of the

McKinney-Vento homeless assistance act but we were most recently reauthorized

or amended by title 9 Part A of the every student succeeds act so the

McKinney-Vento Act is a broader federal law that provides a variety of supports

and services for people experiencing homelessness but that little education

subtitle subtitle 7b focuses specifically on education for children

and youth experiencing homelessness and so whenever we're reauthorized it

happens whenever the Elementary and Secondary Education Act is reauthorized

under the law every state must appoint a state coordinator for homeless education

and that will be out of your state Department of Education that person will

be out of that the State Department and then every district must appoint a local

homeless education liaison now if you don't know who your state coordinator is

or your local liaison we invite you to visit our state resources web page, click

on your state and you'll see the state coordinators contact information and a

link to local liaison contact information. In terms of the funding so

each year states receive annual EHCY allocations and they are proportional to

the state's title one Part A allocation each state will retain a portion of its

funds its allocation to conduct state level activities for most states they're

allowed to retain up to 25% of their EHCY allocation and then they'll distribute

the remainder of their EHCY funds to districts through a competitive sub

grant process. Now what that means is that not every school district receives

dedicated McKinney-Vento funding in fact only around 20% of school districts

receive that dedicated funding and yet all school districts

across the country are required by federal law to comply with the

McKinney-Vento Act. For those of you who maybe are new to the issue of homeless

education or you don't have a lot of experience working with children and

youth experiencing homelessness you may wonder do we really need a specific

program or a specific law and so we wanted to provide you with some context

that students experiencing homelessness really do face some unique and acute

challenges and barriers when it comes to accessing education so students

experiencing homelessness have higher rates of special education needs mental

and physical health issues school absenteeism and we'll talk about that

later in the presentation grade retention and dropping out of high

school and they do as I mentioned face unique challenges and barriers and we'll

talk about some of those for instance lacking documentation that often is

required for enrollments and then also ensuring that these children and

youth have access to education and supports for school success can play a

really key role for them and making sure that as they move into adulthood they're

prepared for financial stability and also to break the cycle of poverty and

homelessness.

So who exactly is homeless well our statute includes a definition of

homelessness and I will say it may be a little bit broader than common

conceptions of what homelessness looks like but this this definition which is

the definition that is used by US public schools really is a true representation

of where families and youth experiencing homelessness seek shelter when they lose

housing so the McKinney-Vento Act defines homeless children and youth as

individuals who lack a fixed regular inadequate nighttime residence and

that's the general guiding phrase of our definition of homeless and then the

definition continues and provides a number of types of living arrangements

that do qualify as homeless because they're not fixed regular and adequate

the first is what is awesome called informally doubling up but the actual

legislative wording is sharing the housing of other persons due to loss of

housing economic hardship or a similar reason around 75% of the children and

youth who were identified as homeless during the 1516 school year do fall

under this category and then also children and youth living in motels

hotels trailer parks or camping grounds due to the lack of alternative adequate

accommodations now before we continue in the definition

I'll mention that under our statute it's the local liaison who has both the

authority and the responsibility of determining eligibility so as we're

going through this definition you don't need to feel like you have to be an

expert on all the nuances and ends announce but if you can just get a

general concept it'll help you know if you're working with a student hey this

student might be McKinney-Vento eligible let me reach out to the local liaison to

make a referral alright continuing with the definition living in emergency or

transitional shelters living in a public or private place where people are not

supposed to sleep and that would include cars parks public

spaces abandoned buildings substandard housing transit stations or similar

settings and then finally migrant children not as a whole or categorically

but if they're living in the circumstances described in the

definition a couple of other important pieces so our program also serves

unaccompanied youth and these are you children or youth whose living

arrangement meets the definition of homeless but who is also not in the

physical custody of a parent or guardian a more informal way to say that is this

is a student who's experiencing homelessness on his or her own not under

the care of a parent or guardian also prior to ESSA the McKinney-Vento

definition of homeless did include the phrase awaiting foster care placement

but this was removed by EPSA in December 2016 with the exception of a handful of

covered States Arkansas Delaware Maryland and Nevada

and in those states you will remove a waiting foster care placement from your

definition on December 10th of this year but also noteworthy is that under SF all

children in any stage of child welfare involvements are eligible for new school

stability supports that are included under title and Part A of the statute so

they're not exactly like McKinney-Vento protections but they're very very

similar including school of origin right

for those of you who again you may be new to this definition and you're like

really doubled up or you know really motels and so yes and the reason is

that shelters right when people often think of okay who's homeless I think of

people staying in homeless shelters or maybe staying in public spaces or in

unsheltered location like a car a park you know on the streets and that is a

form of homelessness but for families and youth it often is more complicated

than that so first of all shelters often quite

simply are just not an option a lot of communities don't have homeless shelters

they're usually concentrated in population centers so urban areas or

maybe suburban areas and that means that a lot of communities simply don't have

that safety net or if they do have a shelter a lot of times they're full so

what we see is that many times shelters must turn away people who are seeking

assistance because they simply don't have the capacity to serve them also

shelters do have state limits so if a family is able to get into a shelter

they may only be able to stay for 30 days 60 days or 90 days and depending on

the circumstances that cause their homelessness the issue may not be

resolved in time and so they're back into that cycle of looking for a place

to stay and bouncing around and finally families and youth may hesitate to enter

the shelter system they may have concerns about safety and privacy so

what we see is a lot of times families or youth will look for any other

alternative of where can I stay because we've just lost our housing so where can

I go can I stay with the neighbor can I stay with the relative do can we scrape

together the money maybe I don't have first last and security and utilities

deposits but maybe I can scrape together enough from a side job to get us into a

low cost motel and yet a lot of times those arrangements simply don't last

families are you to end up staying with the name

are many times they're asked to leave because people aren't prepared to take

responsibility long term for another family or youth and the presence of

another family or youth can change household dynamics it can lead to

overcrowding different sleeping arrangements and so what we see is

that a lot of times those Arrangements simply don't last

in terms of causes of homelessness largely especially for families

homelessness is a financial issue many communities lack affordable how did

housings parents may struggle with making enough money to afford the cost

of living in their area so low paying jobs or a single parent or single income

household so if anything happens to the ability of that wage earner to bring

home the check right that can lead to that can really destabilize a family or

disabilities that may affect a breadwinners ability to work for youth a

lot of times family conflicts or even abuse or violence can bring about a

separation between a youth and his or her parents and then finally I remember

seeing a video an awareness video once that showed two women they were adult

women who they were LGBT identified as lesbian and one of them sort of

spoke to what a turbulent period of time it was in her life after she revealed

that to people she loved but she had enough support around her that as she

went through that surveillant time and maybe broken relationship she was able

to through a broader social network find stability but maybe for youth or a

family who whatever for whatever the reason losses housing such as the cases

the other woman in the video if they don't have a network of support that is

that has the resources to take them in and support them during their crisis

they may end up homeless and so to summarize that point many families are

you to wind up homeless just have either no network of support to help them when

they fall on hard times or an under-resourced network of support

let's talk about the rights of McKinney-Vento students and we could

do an entire webinar just on these two slides so we'll keep it high level

knowing that you can ask questions as needed so McKinney-Vento students have

the right to well actually I should say requires school

districts to remove barriers to full school participation for McKinney-Vento

students and that could be barriers related to fees fines absences and

really any number of other issues McKinney-Vento students are required or

are entitled to immediate school enrolment even if they're lacking

documentation that is normally required so proof of residence proof of

guardianship previous school records and even if they missed application or

enrollment deadlines during any period of homelessness McKinney-Vento students

have the right to school stability or school selection which means that they

can either continue if they become homeless

and move around they can continue attending the same school their school

of origin or they can enroll immediately in the local school near where they're

staying now there is an individualized student best interest determination in

terms of school selection but the statute the statutory wording actually

sort of tips the scale by saying that school districts should presume that

continuing to attend the school of origin is in a student's best interest

unless this is not what the parent guardian or unaccompanied youth wants

if it's deemed to be best for a student to stay in the school of origin the

district must provide transportation to and from the school of origin and also

new under ESSA school districts must provide homeless youth with assistance

for receiving partial or full credit for coursework that they completed

satisfactorily at a previous school and the point of this is that what can

happen sometimes to youth experiencing homelessness through no fault of their

own is that as they move around if they're moving schools the new school

may not again prior to would not have know much do they can we give them credit

if they only did part of a course were a part of the course at the previous

school or what if their coursework is a little different than ours and so what

ESSA does is requires school districts to grant partial or full credit if the

students completed the coursework satisfactorily that previous school

we see the new language under ESSA regarding local liaisons and school

counselors assisting youth experiencing homelessness with prep preparing for and

transitioning to college also homeless youth are entitled to free school meals

and they don't have to fill out the normal household application or prove

income once the local liaison has identified a student for McKinney-Vento

services they are automatically eligible through a streamlined certification

process also homeless children youths are categorically eligible for title one

support and that can include receiving support through what's called the

district homeless set-aside which is a setting aside of funds of title impart a

funds at the district level that can be used to support homeless students

including funding the local liaison position or funding transportation to

the school of origin and then also for McKinney-Vento students with special

education needs there are some particular provisions under the

individual individuals with Disabilities Education Act that ensures continuity of

services and comparable services even as a student may be moving between school

districts or states you

all right so we're not going to do a formal poll but I want you to just kind

of maybe jot down your answers or note them mentally so which of the following

statements are true select all that apply

students experiencing homelessness can attend any school in the district where

they are living students experiencing homelessness don't

have to fill out household meal application to get three school meals

unaccompanied you don't have to include parents' information on their FAFSA or

none of the above so have a moment think about that and in

just a second I'll show you the correct response

all right so and I'm realizing I didn't go into a lot of detail about that FAFSA

piece though so students experiencing homelessness don't have the right to

attend any school in the district where they're living just the local school or

the school of origin and the statute actually provides definition for those

terms and it is true though that students experiencing homelessness don't

have to fill out the meals application to get free school meals and

unaccompanied youth which again those are youth living in homeless situation

so their living arrangement meets the definition of homeless but they're on

their own and they do qualify as independent students when they fill out

the FAFSA which means they don't have to include parents' information and their

aid package their federal aid package for college is based only on the

student's income and assets so that was basically a blitz of the field of

homeless education so I'll pause for a moment and turn it over to Dantel is

going to share any questions you've typed in

right um somebody did ask how can you tell if a student is actually homeless

and they said that excuse me they said that they've run into cases where people

use other people's addresses to register their children for school right so

first of all there are certain things the school district has the

responsibility of identifying homeless children and youth and some strategies

that school districts will use number one they may use an enrollment

questionnaire as part of the excuse me a housing questionnaire as part of the

enrollment packet which will screen for possible eligibility and then if there

is any sort of gray usually the local liaison or other personnel trained by

the local liaison will follow up with the family or youth just to say hey I

have a few questions I wanted to see what supports your child may be

eligible for I may ask you just a few questions and so they'll ask a few

questions to see to get a good understanding of the family

circumstances now for family also sorry a couple of other things school

districts are required to post publicly information about the rights of homeless

children and youth and so families or youth may see that information in school

or in the community and so we'll contact the local liaison so usually there's

sort of a discussion and confirmation process that happens but it would not be

appropriate a student who uses another family's address would not be deemed

McKinney-Vento eligible

thank you and another question came in they asked how about natural disasters

and wildfires unfortunately I'm not sure what that was referring to though I saw

that question pop up I think that was asking about when would a family

or youth who lost their housing to natural disaster or wildfires be

considered eligible and I'll just take us back very quickly so the short answer

is possibly depending on the circumstances so natural disasters are

not specifically named in the McKinney-Vento definition of homeless

and yet families and youth who are displaced or lose housing because of a

natural disaster could be considered McKinney-Vento eligible and really it's

going to depend on where does the family land right if they if they're able to

secure fixed regular and adequate housing right so it may depend on the

resources that the family has if a family has lost housing and they don't

have the resources to go to another place that would be considered fixed

regular inadequate instead maybe they end up doubling up temporarily until

they can get back on their feet or staying in a low cost motel they

would be considered McKinney-Vento eligible so it's really about where did

they land if they lost their housing and then the last question that came in says

in rural locations what if you can't find an acceptable transportation method

to keep a student in their school of origin well the short answer and

this is not you know my thinking this is the authority of statute as passed into

law by Congress there really is no option for a school district to say we

can't do it right I do think it can be more challenging in rural areas we

actually put out a publication specifically related to meeting school

of origin transportation requirements in rural areas and so there are some

creative methods that we suggest in there and so if you're interested in

more information you can email me and I'll send you that publication but

admittedly it can be more challenging in rural areas but there's really no way

for a school to just be like you know what we can't do it

right we have another question that came in it says what if a family's home is

flooded but insurance is putting them up in another home while repairs are made

right so probably they would not be McKinney-Vento eligible because the

reality is that the McKinney-Vento active is a pretty small program and

it's not I don't think it's really intended or equipped to mitigate every

tough circumstance or even every circumstance of residential mobility but

having said that um a lot of times some of those great cases you've got to ask

additional questions like how long it is the family expected to be there is this

just a week and they'll be back in their home or is this expected to be sort of a

long-term thing so I would want to know a little bit more information and yeah

and of course also remember that you'll want to speak with your local liaison

because your local liaison is going to have the ultimate sort of

determination on that I'm noticing them tell we probably should keep going in

the interest of time or did we have a number of other questions you think we

need to take now that was actually the last question

all right perfect so we'll keep going and then we'll have one other Q&A at the

end of the session I do want to say though I appreciate your questions it

let's me know you're engaged and so I just want to make sure I don't

completely miss out on time to cover the second section here but we'll stop again

for questions so sort of an homage if you will to the fact that I know the

national student attendance engagement and Success Center does quite a bit of

work on the issue of chronic absence I did want to take part of our time

together today to focus on this issue among students experiencing homelessness

so just so we're all on the same page chronic absence is when a student misses

10% or more of the school year for any reason whether it's excused or unexcused

so it's not the same thing as truancy it's missing school for any reason

and again this is pulling from the research that we did and sort of the

research that's out there in the field that informed our chronic absence brief

at MCH E but some of the top reason before or the top causes of chronic

absence are physical and mental health issues housing instability competing

responsibilities and misconceptions about the importance of attendance and

homeless students could struggle really with all of these issues so homeless

children and youth just by virtue of being low-income a lot of times don't

have great or conserve consistent access to health care and so they may be

dealing they may be sticker more often or dealing with asthma but not be able

to get proper treatment or even have dental issues that would cause them to

miss school and then housing instability you know as a family or use is kind of

bouncing around especially a family who's homeless and is trying to find a

place to stay that can easily bleed into a student missing school and then for

competing responsibilities this can come into play for instance youths

unaccompanied homeless youth who are pretty much on their own maybe

couch surfing staying somewhere trying to get a job trying to become

self-sufficient and so they're working but trying to go to school and

sometimes other what life responsibilities win out and sometimes

parents may just not know you know when your child misses school they're really

they really can be set back and so make sure that you're making every effort to

have them in school every day

now it's not a complete surprise given the multiple challenges that

homeless children and you deal with that students experiencing homelessness are

chronically absent at a rate that is at least double that of the overall student

population and this comes from research from a variety of sources though out of

the state of Utah New York City and several other sources which again are

cited in our chronic absence brief but interestingly in terms of how a state or

districts may look at this issue and consider how to respond or structure

interventions data from the Florida Department of Education indicate that

chronic absence may be concentrated in a subset of schools with 50% of all

chronically absent students in Florida being concentrated in only 15% of

schools and so by using data states can really zero in okay where is this the

biggest issue because maybe that's where we really need to target our efforts

this comes from data from the New York City Department of Education our public

school district I guess I should say chronically absent elementary students

experiencing homelessness repeated the same grade at over three times the rate

of students experiencing homelessness who missed fewer than five days of

school so what we see is that while experiencing homelessness in and of

itself is a risk factor for how a student does in school our homeless

students who attend school regularly fare much better than homeless students

who are chronically absent

now interestingly and this was as I was researching for the brief I saw it okay

we know there's a clear benefit for students what about for school districts

and attendance as you guys may know effect funding for school districts and

so and the citations for these little bits of information are included in the

brief that I mentioned but by Rhian gauging 51 chronically absent students

as students a Colorado School District's increased its funding by three hundred

and fifty thousand dollars because as you as you know schools are paid based

on attendance and when schools are present or excuse me students are

present in their seats

by contrast and this was a news article out of the San Diego area during the

2009-2010 school year Public Schools in San Diego County forfeited over a

hundred and two million dollars in state funding due to student absences and so

in addition to all the reasons that it's the right thing to do for student

outcomes and for the well-being and and school performance of students to do

everything possible to get kids in school every day there's also a

financial incentive for school districts to make sure that that students are

attending regularly

so what can schools do to support regular attendance and some of what

you're going to be maybe similar to what you've heard on other presentations on

this topic but just to recap looking at data is so important right so for

instance in the case of Florida where they know that a large concentration of

chronic absence is concentrated and it's a relatively small number of

schools that's going to let them know hey if we want to start offering

particular intervention we know where we need to target them because we know

where the issue is biggest same thing on maybe a more student an individual

student level like if you know that children and youth who are in foster

care or children and youth who are experiencing homelessness they're really

struggling to be in school every day we need to we're going to use our data

and know where to target interventions and when to intervene so if you're

looking at when are we seeing a student start to miss school you need to

intervene early but you're only going to be able to do that if you're tracking

and knowing who's missing school

although there are lots of ideas and we detail I because in in at a greater

degree in our brief so if you want to take a deep dive again please check out

our brief but there are lots of student level interventions that districts are

using to promote regular school attendance and that includes working

with students and families through mentoring or prompt follow-up once a

pattern of absence is noticed offering before and after programming that may

draw students to be in school incentivizing school attendance like I

don't know if I have a particular idea but I know as I as I was reading some of

the very creative things that school districts do it can be prizes it can be

a dance it can be any number of things that schools are doing that are going to

want kids to their they make kids want to be in school every day so that they can

be rewarded for that also for a low income family to maybe

don't have access to regular health care providing school-based dental and health

services is a way to help students be healthier and hopefully be in school

then more regularly instead of missing school for untreated health issues and

also school should be considering do we have policies that may be inadvertently

decreased student attendance for instance might there be a time when

instead of for excessive absences or tardiness instead of out-of-school

suspension I guess depending on the level a may be in-school suspension or

some other kind of discipline that keeps the student in school and engaged rather

than maybe shooting the school in its in its foot right like okay we have a

student who's not attending school so because of that is a discipline we're

going to keep them out of school and that's probably not going to do well for

the student or the district so there's any other way to address that issue

through a policy change or a practice change that might be a good next step

also consider leveraging community support through partnerships so

partnering with homeless shelters partnering with social services or even

local public transit and media I remember learning some of the things

that New York City Public Schools does to encourage school attendance, they have

celebrities who are willing to kind of join with the schools like I remember

Whoopi Goldberg and a couple of major NBA stars who recorded messages that

it's sort of like a robocall right but the school district calls the family or

the student and it's there it is a celebrity on the line being like hey

we've issue at school come back to school and or signs on public transit

that talked about the importance of having you know your children be in

school every day

and then finally and this is what I would say is especially particular to

the field of homeless education some of the McKinney-Vento acts requirements are

aimed at regular school attendance and school stability right though instead of

a student having to move through schools and dealing with all that disruption

they can stay in the same school and continue attending uninterrupted even if

they lose housing and move to a different area they have transportation

to the school of origin to make sure they're there every day things like that

free school meals right so to draw kids to school to make sure that they can

have regular meals and then also as of the 1617 school year school districts

are required to collect and report data on chronic absence among students

experiencing homelessness homelessness so within a couple of years we're going

to see a national level data set from the Department of Education on this

issue which we're imagining will bring greater attention to it right so if it's

not measured it's not paid attention to but now we're going to see it measured

and we're thinking it will bring about greater attention to this issue

so that's it for our slides I'm going to turn it back to Dan tell for any

remaining questions you may have okay now we move on to answering some of

your questions that were submitted during the presentation everyone should

feel free to continue to submit their questions using the chat session or the

chat feature during this time I'll also remind everyone to please remain online

following the Q&A session to take part in our feedback poll your participation

in this process is extremely important to our future events and we do have one

question so far Christina someone asked some families live in transitional

housing for two to three years is there a point where this living arrangement

isn't considered homeless anymore so this actually is a pretty clear issue

the Department of Education has said that transitional housing which usually

lasts 12 to 24 months doesn't see the McKinney-Vento definition of homeless

and so while they're in that transitional housing they would be

considered homeless the only thing that I would say is a lot of times school

districts conflate eligibility with the issue of school selection so for

instance if it's known that a family has lost housing and is now in transitional

housing and they're expected to be there for a period of time or maybe they've

already been there for a year and they're expected to remain at the

beginning of a school year a school district could talk with the family and

say hey would it make more sense at this time for your child to go ahead and

enroll in the local school let's talk about what may be in the child's best

interest at this time so eligibility is a separate decision and the first

decision that needs to be made which then would be followed by school

selection but the short answer is as long as the child is in transitional

housing they would be McKinney-Vento eligible

all right thank you Christina we haven't had any more questions come

in just yet well I'll go ahead and do one more quick slide to provide

additional information there's the link you can download our in-school every day

addressing chronic absenteeism among students experiencing homelessness

that's a new brief that we just released about a month ago or really you can

check out any of our other briefs we have briefs on transportation immediate

enrollment the role of the local liaison all all different types of topics

related to homeless education so please do check those out

and I guess with that back to you Denzel weather for more questions or if you're

ready to close us out there are no more questions so if it's okay with you

Christina we can move on to the polling sure sounds good okay so at this time we

would like to encourage everyone to participate in a few quick polling

questions related to this session your responses are completely anonymous so

please answer honestly and help us find ways to improve our approach and content

offerings in the future we sincerely appreciate your feedback we should see

that on the screen on the right side of your screen now

you

also just you guys know I'm max I'm practicing your feedback so feel free to

be completely honest just wanted people to know that

For more infomation >> Fall Virtual Convening: Breakout 1 - Homeless Education 101 - Duration: 43:03.

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CASES Enric Grau - Education - Fit4Bike - Duration: 0:51.

For more infomation >> CASES Enric Grau - Education - Fit4Bike - Duration: 0:51.

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Will McLeane on Field Education at Duke Divinity School - Duration: 0:32.

I was incredibly blessed to work with some phenomenal pastors under my field

education. I got to serve four different field education placements in three

different churches and those placements more so than anything else that I did

practically prepared me at least to be adaptable for ministry

For more infomation >> Will McLeane on Field Education at Duke Divinity School - Duration: 0:32.

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Advancing Discovery: Graduate Research & Education at Johns Hopkins Mechanical Engineering - Duration: 3:09.

Universities that are truly at the top of the chain tend to be known not only for

their research but also for other things, such as the impact on the discipline.

This is an institution that really sets the state of the art.

>> I make microfluidic devices

that could be very useful for developing personalized medicine I'm a

developing personalized medicine.

I'm a tool developer and that's the core that mechanical engineers can provide.

We know how to design, how things move, how to make it more efficient.

>> Currently we have funding from the Air Force to look at how to control flows

over aircraft wings using computer simulation software but we are able to

take those same simulation tools and apply that to understand how blood clots form

in the heart, how birds fly, how insects move about.

>> These are interesting materials

that not a lot of people know how to characterize and and model and

that's what we do is we've figured out how they work by developing new

techniques to study the mechanics of the eye.

>> We're interested in trying to

develop a more scientific fundamental understanding of human haptic perception

or a human touch perception. If you're interested in the medical robotics field

I would say that Hopkins actually can't be beat.

>> I was really interested in coming to Hopkins

because of its very large interdisciplinary action.

Not only do you work inside the department,

you work outside the department and even

far reaching to companies and research institutions.

When you work in industry you

have to be able to talk to the average person, as well as the scientific person,

which I don't think as a graduate student I really appreciated until I

had to do both.

>> RAJAT: What sets us apart is our ability to apply these tools to a wide

variety of problems and also take advantage of the incredible

opportunities for collaboration that exist in a place like Johns Hopkins.

Any research project that you can think of and you're looking for a collaborator

there's a good chance that you'll find the world's expert in that topic

right here at Hopkins.

>> GIANNA: Coming to Johns Hopkins has allowed me to kind of take my career in

any direction, whether I want to work in academia, go to industry, or maybe a

national lab, I have all those opportunities and I've been able to work

with someone every one of those disciplines to kind of get a feel for

what I want to do.

>> SOOJUNG: My students will learn a lot of experimental skills, but in

addition to that they will interact with my collaborating doctors so that they

understand the real problem that they have to tackle when they establish their career.

>> THAO: I work very closely with my students. We meet every week; they'll get

a lot of personal attention, a lot of guidance and mentorship. I usually know

the ins and outs of their work in the beginning.

Later on they'll know much more than I will.

>> JEREMY: Very quickly you know students become the leaders on these projects,

the thought leaders on these projects, and that's the kind of

environment that we try to foster here.

>> GIANNA: Johns Hopkins has set me up to be

successful in terms of my career academically, as well as in real world experience.

>> GRETAR: I anticipate that there is going to be a lot of things happening

here in the future and I think it's exciting to be a part of that.