This report summarizes the findings and recommendations prepared by The Public Good, Inc. in its evaluation of the 2002-03 school year of Colorado Online Learning. The time period represents Year 1 of a three-year grant awarded to COL from the Colorado Department of Education. The evaluation effort included collecting survey data on customer satisfaction from students and site coordinators; conducting two focus groups of COL instructors; conducting interviews with COL staff; and reviewing documents to gage the extent and quality of implementing COLs plan for delivering high-quality learning opportunities to Colorados high school students., Dixie Griffin Good., "October 24, 2003.", Online resource; title from PDF cover (viewed April 2016)
This report presents the findings and recommendations by The Public Good, Inc. in its evaluation of the 2003-2004 school year of Colorado Online Learning. The time period represents Year 2 of a three-year grant awarded to COL from the Colorado Department of Education. The intent of the evaluation is to provide answers to three key questions about COLs activities and performance for this time period: How is the program being implemented? What is the quality of the curriculum, teaching, student support and administrative services? What are the outcomes?, Dixie Griffin Good., "November 1, 2004.", Online resource; title from PDF cover (viewed April 2016)
Presents a selection of noteworthy procedures, ideas and data taken from the 2007 CPKP Expansion Applications. It is a sampling of best practices reviewers felt were significant. It is intended to provide "food for thought" for coordinators, district advisory council members and school district administrators as they work toward implementing exemplary Colorado Preschool and Kindergarten Programs., Description based on online resource; title from PDF cover (viewed March 2014)
The Colorado School Counselor Corps Program schools have shown a decrease in their dropout rates as indicated by newly released data for Fiscal Year 2009-10., Description based on online resource; title from PDF caption (viewed March 2014)
Supplemental Educational Services (SES) are additional academic instruction designed to increase the academic achievement of students in Title I schools with a status of Priority Improvement or Turnaround outside the regular school day. These services, which are in addition to instruction provided during the school day, may include academic assistance such as tutoring, remediation and other supplemental academic enrichment services. SES must be high quality, researchbased and specifically designed to accelerate student academic achievement., "December 2012."--Header., "Effective January 2013."--Cover., Online resource; title from PDF cover (viewed April 2016)
Title II, Part A (IIA) of the Elementary and Secondary Education Act (ESEA) provides funding for district-based initiatives designed to improve the quality of teaching and leadership in schools. Title IIA funds may be used for a vast array of activities including high-quality professional development, recruitment and retention of effective educators, helping teachers become highly qualified, and class size reduction. However, emerging research on the different allowable activities suggests that some strategies have more impact on educator effectiveness, and ultimately on student learning, than others., "May 2011."--Footer., Description based on online resource; title from PDF cover; (viewed March 2015), Bibliography: page 8.