Elementary Cohort 2019slcsd Educational Technology Resources

  1. New Mexico State University offers a cohort model for their Doctor of Education programs. This cohort will be a hybrid model with 80% of the classes being face-to-face and 20% online. This program focuses on social justice and border issues as well as implementing research/theories with collaboration from New Mexico faculty.
  2. Reserve your spot today and come join a Google Level 1 Cohort. We will meet virtually bi-monthly (every other week) from 3:30- 5:00 on Tuesdays. In this cohort, we will break down the Level one exam in smaller workshops and prepare you to take and pass the Level 1 Exam.

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Grants-Learning Through Technology In 2017,18, and 19 the MLTI program offered direct grants to schools as an alternative to offering pre-determined vendor packages. 2017-2019 MLTI grant eligibility: Schools with 7th and 8th grade students and staff that are not members of the 2016 the cohort.

Information about the calculation of the Four-Year Adjusted Cohort Graduation Rate (ACGR).

The Four-Year Adjusted Cohort Graduation Rate (ACGR) is the number of students who graduate from high school in four years with a regular high school diploma, divided by the number of students who form the adjusted cohort for the graduating class. The four-year cohort is based on the number of students who enter grade 9 for the first time adjusted by adding into the cohort any student who transfers in later during grade 9 or during the next three years and subtracting any student from the cohort who transfers out, emigrates to another country, transfers to a prison or juvenile facility, or dies during that same period.

For the ACGR, a “regular high school diploma” is the standard high school diploma awarded to the preponderance of students in a State that is fully aligned with the State’s standards and does not include a general equivalency diploma, certificate of completion, certificate of attendance, or any other similar or lesser credential, such as a diploma based on meeting Individualized Education Program goals. Additionally, for the ACGR, a high school is a secondary school that grants a regular high school diploma and includes, at least, grade twelve (Elementary and Secondary Education Act [ESEA] section 8101[28]).

Beginning with the 2016-17 ACGR, the California Department of Education (CDE) made several important changes to the ACGR calculation methodology, which is used for state and federal reporting. The impetus for these changes was in response to the following:

  • A shortened reporting timeline to facilitate local educational agency (LEA) inclusion of the most recent data available into their Local Control and Accountability Plans (LCAPs).
  • Recommendations from the U.S Department of Education Office of Inspector General (OIG) stemming from an audit of California’s processes used to calculate the ACGR based on federal non-regulatory guidance published in 2008.
  • Revised federal non-regulatory guidance published in 2017 that provide further clarification to states on the calculation of the ACGR.

The most significant changes to the 2016–17 ACGR methodology include the following:

  • No longer removing students from the cohort who transfer to adult education programs or community college.
  • No longer counting students who receive an adult education high school diploma as regular high school graduates.
  • No longer counting students who pass the California High School Proficiency Exam (CHSPE) as regular high school graduates.

In anticipation of these changes, the CDE sent several communications to local educational agencies (LEAs) notifying them about these changes and the potential impact on graduation rates. These communications are available on the CALPADS Communications Web page in the Assessment and Accountability section.

Due to the changes in the methodology for calculating the 2016–17 ACGR and subsequent years, the CDE strongly discourages against comparing the 2016–17 ACGR with the cohort outcome data from prior years, which are available as downloadable data files at the Cohort Outcome Data Web page (2009–10 through 2015–16).

Questions: Data Reporting Office [email protected] 916-327-0219
Elementary Cohort 2019slcsd Educational Technology Resources

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**Will there be a face-to-face component of the Two Summers Program during Summer 2020?**

Although Two Summers typically features one week of on-campus classes and cohort-building during Summer Year 1, we will be moving to a fully-online format for the 2020-2021 cohort to accommodate current physical distancing guidelines. Plans for the final week of on-campus classes during Summer Year 2 will be announced at a later time.

Is Two Summers just for Connecticut educators, or can anyone participate?

Though many matriculating Two Summers students have been from Connecticut, cohort members often join us from around and outside New England, including New York, New Jersey, and as far away as California.

We’re always excited to include voices from distant regions as their addition ultimately expands our diversity of thought and practice.

I teach elementary school rather than middle or high school. Will there be content for me?

Two Summers welcomes educators of ALL backgrounds, disciplines, and grade levels.

We address the wise integration of technology as it applies across disciplines, so our coursework fits elementary, middle, high school, university, and other teaching and learning environments as well. We earnestly believe that web resources, multimedia “new” literacies, assistive technology, virtual reality, robotics/coding, and educational games are for everyoneso we would be thrilled to help you incorporate them into your K-5 classroom!

Do I need to be a teacher to apply to the Two Summers Program?

Not at all! Two Summers alumnae include military administrators, freelance graphic artists, school district technology coaches, legal and medical trainers, musicians, and a range of other professionals. We see interdisciplinary experience sets and diverse points of view as an advantagevaried perspectives ultimately make the program better for all of us.

Are GRE scores required to apply to the Two Summers Program?

No. Applicants are not required to take the GRE or submit GRE scores for admission into the Two Summers Program.

Should I enroll for a Master of Arts Degree (MA) or Sixth Year Certificate (SD)?

If you DO NOT already hold a graduate degree, you should select the Master of Arts Degree option when applying to the Two Summers Program.

If you DOalready hold a graduate degree, you will need to consider the specific circumstances of your contract. Various union contracts negotiated in Connecticut’s 166 school districts (as well as MA, RI, NY, etc.) tend to include different language, forcing teachers to meet different kinds of criteria to qualify for salary step increases and/or tuition reimbursement for. Many contracts specifically require a Master of Arts degree, but others specify a “6th year beyond the Masters degree” (i.e., Sixth Year Certificate).

Most Two Summers students will be counseled toward a second Masters degree since it is most likely to have long-term utility (in Connecticut and across the United States); however, we caution that some districts will deny a pay step increase due to legacy contract language if you do not select the appropriate option (e.g., “Sixth Year Certificate”).

If you are not sure which is best, please contact your human resources department and/or a Two Summers Program administrator.

Elementary cohort 2019slcsd educational technology resources internships

Why does Two Summers include two “face-to-face” weeks in an otherwise online program?

There are two reasons for our face-to-face summer meetings.

From a practical perspective:

Elementary Cohort 2019slcsd Educational Technology Resources Internships

There are multiple tools we want to familiarize students with, including drones, robots, virtual reality, alternate reality, assistive technology, and various educational games/simulations. It is far easier and more cost effective to have students visit the university campus for a brief period of time to interact with, discuss, and reflect on these tools (whether for the initial professional seminar or the final capstone presentation) than for students to purchase/use/reflect on them independent of one another.

From a community perspective:

Part of what makes the Two Summers Program special is its cohort-oriented design. Our cohorts are typically capped at 20 students so that faculty and staff can better attend to individual student needs and interests. By bookending the program with two face-to-face summer meetings, we are able to foster a sense of camaraderie and belonging/home at UConn that makes students feel supporteda positive, collaborative community of practice with everyone working toward a shared goal (i.e., improved expertise with Educational Technology).

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The trust and friendships built during past face-to-face meetings have proven integral to overall cohort success and satisfaction with coursework/the program.

I’m confused… Does “technology coach” mean sports or athletics?

No. The phrase “technology coach” (in this context) refers to a specific educational role played by an employee of a school district. This person is typically responsible for technology visioning and implementation across classrooms/learning environments, prioritizing needs and finding solutions to problems of pedagogy/technology/content integration (as described in the ISTE Standards for Coaches).

HOWEVER, numerous athletic coaches/physical educators have enrolled in and completed the Two Summers Program, finding tremendous use for Educational Technology in their own teaching and learning environments. We also have a keen interest in esports training/coaching, affordances of which have been folded into portions of the Two Summers coursework.

Do Two Summers students graduate on time?

More than 90% of Two Summers students have successfully completed the program within 12 months.

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How much does it cost to complete the Two Summers Program?

As with other graduate programs, UConn Graduate School costs apply.

However, because the Two Summers Program crosses summer, fall, and spring semesters, not all courses are billed at the same rate (i.e., it depends on the year’s particular [fall/spring/summer] tuition rates). Although summer online courses eliminate some fees, others are still included and may be set differently than they would be for fall and spring online courses (i.e., pricing fluctuates).

Elementary cohort 2019slcsd educational technology resources internships

As a general estimate, applicants can review the prior year’s online tuition rates; combine the most recent summer (Summer 2), the previous fall/spring semesters, and the summer before those (Summer 1).

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Is it possible to get funding for a degree through Two Summers?

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Two Summers students are typically working educators who hold a variety of positions (including K-12 schools and institutions of higher education). Consequently, courses are paid for in multiple ways, with some students pursuing traditional financial aid, some receiving specific benefits as current/former members of the armed forces, and some taking advantage of tuition reimbursement or other professional development opportunities available through workplace contracts.

There are no assistantship or scholarship opportunities available through Two Summers at this time, but students are encouraged to explore other opportunities where available (both internal and external to the university).

The UConn Office of Student Financial Aid Services can assist with specific questions.

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What jobs do Two Summers graduates get?

Because Two Summers students are usually working professionals, most continue in their current positions or shift to other internal opportunities (e.g., teacher to district technology coordinator). Some graduates have developed interests in related fields (e.g., instructional design) and sought to pursue opportunities with start-up companies, charter schools, and other organizations.

Importantly, the Two Summers Program is NOT associated with any certification/endorsement offered through the Connecticut State Department of Education. It is NOT a certification program for Technology Education. The program CANNOT be used to fulfill state teacher certification requirements.

For more information on the Neag School of Education’s gainful employment disclosures, please visit the school website.