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Changing lives one diploma at a time

Changing lives one diploma at a time


Changing lives one diploma at a time

About 95 adult students attended a graduation ceremony Thursday at Lighthouse Church after receiving their high school equivalency (HSE) diploma.

“What we tell people is that there are 10,000 reasons to get their degree,” said Stewart Stanfill, coordinator of the 7th District of Adult Education in Tennessee. “The average bachelor earns $ 10,000 more per year than their useful life if they refuse to graduate.”

Many students have been obstacles in their lives that have prevented them from finishing school for one reason or another, so earning HSE opens doors they would not have otherwise, Stanfill said.

The most people in the labor market during the economic impact is significant. Graduates can go to college if they wish, go to a commercial school or go directly to the workforce, he said.

“We are in the business of changing lives one degree at a time,” said State Counselor for Adult Education in Tennessee, Yvette Dixon.

Christina Brown shakes hands with those responsible for the purchase of photos
Christina Brown shakes hands with West Tennessee officials for adult Education District Seven at her graduation ceremony on Thursday, June 29, 2017. (Photo: KENNETH CUMMINGS / The Jackson Sun)

“Long time”

Christina Brown dropped out of high school when she was in tenth grade. Thirteen years later, she decided to continue her HSE to test everyone who said she could not hurt her and be an example to her 1-year-old twins.

“It’s very good,” Brown said. “For a long time is passed.”

His next goal is to go to college and study to be a nursing assistant or surgical technician.

Brown wants to see his children a positive role model in her, and does not have to see the other for an example.

“If they see you do, they will,” he said. “I want you to see that everything is possible.”

Landon Shepherd speaks to his son, Kyran, after reƧuBuy photos
Landon Shepherd speaks to his son, Kyran, after graduating from West Tennessee for Adult Education District 7, Thursday, June 29, 2017. (Photo: KENNETH CUMMINGS / The Jackson Sun)


A new tradition

There is about a year, the administrative pastor of the church the lighthouse Paul Hill spoke with a member of his office. The man spoke with some financial difficulties he had.

Employers liked the man, but had trouble finding a good job because he did not graduate from high school.

Colina helped get set up to follow the course of the school equivalency exam, and earned her HSE last year.

HSE graduations were located at Jackson State Community College, but have begun to be overcrowded. When the hill realized this, the Faro church was offered for future graduation ceremonies.

“I said,” You have to be part of that, “Hill said. I saw firsthand the difference I had made. ”

Thursday was the first time the Faro church was used for graduation.

For more information about registering for District 7 adult education courses, call 855-5699-1200.

HC grants parole to Ajay Chautala to appear in PG exams

HC grants parole to Ajay Chautala to appear in PG exams

HC grants parole to Ajay Chautala to appear in PG exams

Delhi High Court today granted probation to incarcerated leader INLD Ajay Chautala, to appear on PG Diploma exams to be held until July 12.

Ashutosh Kumar The judge allowed the statement of Chautala, who is serving a 10-year prison sentence in the case of the recruitment scam, to appear for examinations according to specific calendar dates.

The convicted person will be placed on parole from July 4 to July 8 and will travel on July 9. Again, it will be July 11 and 12 and will return to jail on July 13.

The court’s address entered the Chautala petition, filed before Advocate Amit Sahni, asking for parole to appear on her PG Diploma exams scheduled from June 28 to July 12.

Chautala continues the PG Diploma in Counseling and Behavior Modification (PGDCBM) in Distance Education Guru Jambheshwar University of Science and Technology, Hisar.

The high court had already granted parole to attend his niece’s wedding and ordered the Tihar jail authorities to take him to Haryana to write his PG Diploma examination on July 1.

Chautala had challenged the lieutenant governor’s decision (LG) dismissed his parole request for similar reasons.

The Supreme Court dismissed Chautala and his father, OP Chautala, on Aug. 3, challenging the Supreme Court’s verdict of defending his conviction and a 10-year sentence adjudicated by a court of first instance in the scam case of The hiring of teachers trained in low basic (JBT).

The High Court had March 5, 2015, said that “overwhelming evidence showed the state of shocking and thorny affairs in the country.”

The father-son duo and 53 others, including two agents of the NIC, were sentenced January 16, 2013 by the lower court to illegally recruit teachers of 3206 JBT in Haryana in 2000.





Drafting: The use of word processors and other technology tools for writing is especially useful for students with difficulties. The writing process is fluid and these tools recognize it, allowing students to easily modify previous decisions regarding purpose, audience, and gender and address different learning styles. Show your students how to use technology to create, edit and save their projects in a digital writing portfolio. Thinking aloud on the interactive whiteboard model.

It is also useful for providing students with explicit instructions on how to convert ideas and notes into solid sentences and paragraphs. Strategies include examples of keywords and color-coded phrases that can be combined to form sentences, phrases, model combinations, and teach students to use transition words. Instruct students how to write different types of sentences, paragraphs, and other texts for different purposes and audiences. Use technological tools that support sharing examples of different paragraphs (such as introductions and conclusions) that can be used as models.

It is important for students to understand what it means to write for different types. The use of a blog in class, a podcast, a wiki and / or PowerPoint presentation, can present forms and models of writing, including:

An opening, also called lead
Sentences about
Main and secondary ideas
Closing declarations
Students learn in different ways to offer them a variety of opportunities to reflect on their first project. You can model to think of some of your own writing, for example, or you can ask students to use graphic organizers online. (See UDL Checkpoint 9.3: Developing Self-Assessment and Reflection). Create a category for students (or provide a published topic) to use for self-reflection. Make sure that the item includes the criteria that students will evaluate and model using the topic.

In the class

Fifth year of students Mr. Bradford create a digital key report on women in the American Revolution and during this class, they will practice writing openings or lead phrases to use in their report. M. Bradford recognizes that the reading and writing of his 25 students are very varied, so he plans to offer differentiated support.

Students will participate in various activities in preparation for writing, including reading books, collecting information, taking notes and watching videos. Students will have access to a template that M. Bradford has posted online, to help them write their first project.

The purpose of M. Bradford’s specific lesson is to get students to issue ideas that could be used in a report on women in the American Revolution. This objective is part of the following basic rules of the Common State:

CCSS.ELA-Literacy.W.5.4 Produces a clear and coherent writing in which the development and the organization are appropriate for the task, the purpose and the audience.
Short research projects CCSS.ELA-Literacy.W.5.7 Conduct using multiple sources to develop knowledge by examining the various aspects of a topic.
M. Bradford uses technology through his curriculum. During this lesson, you will use a slate camera and interactive document to demonstrate and model how to write clues. Students will use tablets for viewing online resources, creating clues and lecturing them. Digital portfolios will be used for continuous formative assessment and self-reflection.

Students will be evaluated in several ways. M. Bradford will give you immediate information on your written tracks, and students will be edited using multimedia tools. They will also use online checklists and digital portfolios for self-reflection.

The class plan, described below, details what M. Bradford will do during the three phases of the lesson before writing, writing and after writing.

Accessible Materials for Students with Print Disabilities

Accessible Materials for Students with Print Disabilities


Accessible Materials for Students with Print Disabilities

Many students with disabilities and have specialized reading problems. Information can not be obtained from printed materials; challenges only increase as they progress in school.

Teachers can meet the needs of these students by translating the three principles of Universal Design for Learning (UDL) into practice.

Principle I: Provide multiple means of representation (the “what” of learning)
Principle II: Provide multiple means of action and expression (the “how” of learning)
Principle III: Providing multiple means of engagement (the “why” of learning)
In particular, Principle 3 – offers students multiple and flexible methods of representation – responds directly to printing problems. The guidelines recommend the LDU to present the information in different ways (eg, vision, hearing or tactile) and in a format that allows adjustment by the user. For example, digital texts, such as those provided by Bookshare, allow users to expand text, amplify sound, and click on additional information, such as definitions and / or images.

Going further on the access and UDL road, many developers and publishers started creating affordable products and products. From the outset, these materials are both digital and accessible.

There are seven fundamental characteristics of accessible material children. Below the list you can guide teachers and administrators to choose the appropriate documents that are not accessible to better meet the needs of their students.

All text is available in a logical reading order: special tags are used to create a logical path through the main story to make it clear the order in which the text is read.
Presentation is separated from content: the meaning that content can not be transmitted using only visual cues such as color, font size or placement.
Complete navigation is provided: a table full of contents that appears at the beginning of the eBook and at the beginning of each section so that the reader can more easily find its place in the book.
Tables have titles and subheadings: Vectors in e-books almost branded, headed so that the reader can easily find their place at the table. Subtitles should also be provided so that the reader knows the information transmitted by the table.
Images are described: All images must be described by text or should have a tactile or audio alternative.
Page numbers are included: page numbers must match the printed version of the book.
Math expressions are written using MathML: Mathematical markup language (MathML), a special set of labels to describe equations, should not be used.
Alternative access to multimedia content is provided: captions and / or descriptions of video segments and transcriptions of audio segments must be available.
Interactive content is available: for example, sliders that display rapidly changing information must be operative.
PowerUp WHAT WORKS offers evidence-based teaching strategies that can help translate the principles of UDL into action when used with or even without reading the available material. Comprehension strategies, such as self-questioning, summary and visualization, can improve the learning of students with print problems.