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ans--jaaav--ufmp---------------------------------------nzq--uwljf--xfdz bnf--qntna--puuz---------------------------------------xyr--lvppv--puhs Bridget Long, the Saris Professor of Education and Economics, is the 12th dean of the Harvard Graduate School of Education (HGSE). A member of the HGSE faculty since 2000, Long is an internationally recognized economist whose research focuses on the transition from high school to college and beyond. Her work has shaped our understanding of the impact of affordability and academic preparation on access to higher education and on student success once there. She has studied the role of financial aid in increasing college enrollment, the effects of postsecondary remediation, and the impact of policies and programs on student outcomes. She and co-authors have developed and tested interventions designed to support families and students as they save for college, complete financial aid forms, and confront the challenges of earning a degree. qgb--ickac--xawi---------------------------------------vvi--dyrxa--ljcp As dean of HGSE, Long is committed to realizing the transformative potential of education as a driver for equity, justice, and lifelong success and wellness. A key focus of her tenure as dean is addressing the needs of the field of education ��� by preparing the next generation of education leaders, scholars, and innovators who are ready to meet those contemporary needs, supporting cutting-edge research that aims to expand opportunity and improve learning, and offering an innovative, challenging, and supportive environment in which practicing educators can continue to develop within their professional spheres. Long assumed the deanship on July 1, 2018. Previously, she had served as academic dean at HGSE, from 2013 to 2017, and faculty director of the Ed.D. and Ph.D. programs, from 2010 to 2013. Long earned her Ph.D. and M.A. in economics from Harvard University and her A.B. from Princeton University, majoring in economics with a certificate in Afro-American Studies. diq--ydixw--rhnb---------------------------------------rmn--pywda--inab Today, it is clearer than ever that the challenges facing our schools and communities will require deep, empirically informed change. At the Johns Hopkins School of Education, our students and faculty are committed to driving that change. As part of America���s first research university, our work has helped schools, districts, and states improve their educational policies and practices since 1909. With faculty expertise spanning whole-school reform, education policy, school safety, alternative teacher preparation, counseling, digital age learning, and more, our research and initiatives have improved educational trajectories for millions of students in thousands of schools. As a school, we embrace evidence-based practice: testing, analyzing, practicing, and sharing the education programs and policies that really work. We develop leaders for today���s diverse educational contexts and create practical tools to tackle education���s defining issues as we address the social determinants of education, support diverse learners, and advance equity and social justice. On behalf of our faculty, staff, and students, I thank you for all you bring to that collective effort���and for your interest in the Johns Hopkins School of Education. fbg--arkfh--wxlv---------------------------------------kbt--ocneb--pyhj The most important aspect of our vision is our people: students, staff, faculty, and leadership. As a community, we are committed to attracting and retaining a diverse, world-class faculty and staff. We believe in working collaboratively to cultivate a productive, supportive culture, which includes recruiting and promoting candidates from diverse backgrounds and inspiring our community to foster a positive environment. The schools, organizations, and communities we serve are confronting complex, far-reaching problems. Some are long-standing; others have exploded only recently into our collective consciousness. More than ever, it is clear that these challenges will require deep, empirically informed change. Students and clients increasingly are being diagnosed with mental health disorders, challenging educators to move beyond an emphasis on academic achievement to one addressing mental health and social-emotional well-being. States and districts are experimenting with policy approaches that emphasize entrepreneurial solutions to school safety and early childhood education, and for-profit startups are competing with nonprofit, traditional providers. Education occurs in a context of growing societal and racial inequity���particularly in cities like Baltimore. Through our operation of the Henderson-Hopkins School, we have seen how local challenges reflect global ones. Research funders and consumers of research are requiring more rigorous studies that demonstrate the capacity to change practice at scale and make a lasting, positive impact. As the challenges and their solutions become more complex, securing financial resources requires more innovation and responsiveness. Building on the Johns Hopkins School of Education���s distinctive strength as a global research leader with a local commitment, as well as its innovative academic programs, research centers, and entrepreneurial spirit, our vision positions the school to address these challenges and take advantage of the opportunities they create. Together, we deliver world-class research, academic programs, and services that address the constantly evolving needs of the people and organizations we serve, training leaders capable of creating and utilizing cutting-edge knowledge and creating innovative, evidence-based policies, methods, and products to address the challenges these organizations face. dxt--urwzv--dcpo---------------------------------------yeh--dtgmd--mhgt When Chi Sigma Iota Counseling Academic & Professional Honor Society International (CSI) holds its annual awards ceremony in late March 2021, representatives from the Johns Hopkins School of Education���s Lambda Chapter will play an outsized role in the proceedings. In total, the chapter will take home two national awards and be recognized with two additional individual honors. The chapter as a whole will earn CSI���s Outstanding Individual Program Award, while master���s degree candidate Amy Arthur garnered CSI���s Outstanding Entry-Level Student Award. Meanwhile, recent graduate Rohan Arcot, who works as a teaching and research assistant within the School of Education, won first prize in the Leadership Essay Contest, as well as being named as a CSI Leadership Fellow. In acknowledging the Lambda Chapter, CSI recognized the leadership and significant work of chapter membership to study, analyze, and address concerns in the Counseling program���s reaccreditation efforts in the past year. The chapter���s seven-month effort kicked off with a survey to gauge student concerns, to present them to the administration and to work with administrators to ���reinvent the program.��� Arthur had no idea that she had been secretly nominated for the student award by fellow members Arcot and Shannon Berg until shortly before the award announcement was made public. ���That my peers nominated me is the best thing about winning,��� Arthur said. ���Their opinion is what is most meaningful to me.��� Meanwhile, Arcot, who is operations director of the school���s chapter, took first prize in the essay contest with his reflection, ���Preparing Counselors for Telemental Health in a Pandemic,��� in response to a prompt about anticipating the effects of COVID-19 on the counseling profession. As a bonus, he was additionally recognized as a Leadership Fellow, a yearlong, honorary volunteer position within the CSI national headquarters. ���It���s a great honor for me personally,��� Arcot said. ���But I think it���s national validation of the quality of our CSI chapter���s work overall and should go a long way to helping the Counseling program secure accreditation.��� The Johns Hopkins chapter is advised by Assistant Professor Yiying Xiong. She was quick to deflect credit to both Arcot and Arthur, but also to the other students who have worked so hard over the past year. ���Rohan is a great leader, and Amy is a thoughtful student,��� Xiong said. ���The past year has been really difficult, and these awards speak to the resilience and resolve of our students and the program as a whole.��� fcr--ibvwi--oqww---------------------------------------yxf--rsggy--wxam fcr--ibvwi--oqww---------------------------------------yxf--rsggy--wxam Dr. Goldsmith has been recognized on state and national levels as an expert on workforce development, contextualized learning, and career technical education. She is sought out as a public speaker on a wide range of educational issues. Goldsmith has spent over 20 years in a variety of educational leadership roles, most recently as President of Fresno City College. Before taking the helm at Fresno City College on August 1st, Goldsmith served as President of West Hills College Coalinga for nearly four years. Prior to that, Dr. Goldsmith held the office of Vice Chancellor of Educational Services and Workforce Development at West Hills for four years. She started her career of service as a K-12 teacher at a small rural school, then as an administrator at an Adult School and at a private post-secondary college. Dr. Goldsmith still visits the classroom as an adjunct professor at the university level. Goldsmith has extensive expertise in building collaboration among faculty and industry, workforce investment boards and postsecondary educational agencies in order to identify and provide opportunities for students to gain the necessary skills and knowledge for future employment in high demand fields. While at Fresno Unified, the California Department of Education awarded the Vocational Programs which she oversaw the covenanted Program of Excellence Designation. In 2011, she was on loan to lead the Central California Community Colleges Committed to Change Consortium (C6) $19.9 million TAACCCT grant educational reform efforts.
Dear ???euemz??? volunteer/guest:
Please be advised that College is closed on Monday, January 2nd, 2017.
Note: The test given on the published date is free of charge to new Seneca College students; After this date, a late testing fee of $55.00 applies
Nous vous rappelons vos identifiants de connexion :
English as a Second Language Testing Information
Nous avons bien re��u votre demande, nous vous contacterons dans les plus brefs d��lais.
Nous sommes tr��s sensibles �� l'int��r��t que vous portez �� notre entreprise, et conservons vos coordonn��es afin de vous recontacter au besoin.
Please make sure that you arrive on time.
Thank you,
Thank you for your interest in Sprachcaffe. From now on, you should receive our regular newsletter. We look forward to informing you about our current offers, new language courses and useful travel information. We may also let you know about interesting related products, including cultural and language holidays, as well as other trips from our Work and Travel offer or our selection of tours.
In addition to our schedule of meetings, our website offers a wealth of information about rent stabilization, including current and past rent guidelines; RGB research reports; answers to FAQs; and much more. Check it out at:
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Dear Reader:
Diabetes is one of the most common chronic diseases of childhood, affecting over 13,000 children in New York State. This disease requires a unique, complex and inseparable blend of self-care and medical care. Parents, schools, communities and the health care team must work collaboratively to provide information and training to ensure that children with diabetes can participate fully and safely in all settings, especially school.
The New York State Department of Health Diabetes Prevention and Control Program is working to provide comprehensive and up-to-date resources that help children with diabetes grow up to be healthy and productive adults. It is my hope that you will find Children with Diabetes: A Resource Guide for Families and Schools to be a valuable tool. In addition to the wealth of information provided in the first edition of the resource guide, this revised guide now addresses the serious emerging issues of childhood obesity/overweight and type 2 diabetes in children, and provides promising strategies to reduce risk.
I would like to thank the many committed individuals who contributed their time and expertise to this project. It is this type of successful collaboration that makes New York stand out as a leader in public health. Health care and education are critically important components of childhood development and all of New York���s children deserve a bright and healthy future.
Sincerely,
Nirav R. Shah, M.D., M.P.H., Commissioner
?
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ans--jaaav--ufmp---------------------------------------nzq--uwljf--xfdz bnf--qntna--puuz---------------------------------------xyr--lvppv--puhs Bridget Long, the Saris Professor of Education and Economics, is the 12th dean of the Harvard Graduate School of Education (HGSE). A member of the HGSE faculty since 2000, Long is an internationally recognized economist whose research focuses on the transition from high school to college and beyond. Her work has shaped our understanding of the impact of affordability and academic preparation on access to higher education and on student success once there. She has studied the role of financial aid in increasing college enrollment, the effects of postsecondary remediation, and the impact of policies and programs on student outcomes. She and co-authors have developed and tested interventions designed to support families and students as they save for college, complete financial aid forms, and confront the challenges of earning a degree. qgb--ickac--xawi---------------------------------------vvi--dyrxa--ljcp As dean of HGSE, Long is committed to realizing the transformative potential of education as a driver for equity, justice, and lifelong success and wellness. A key focus of her tenure as dean is addressing the needs of the field of education ��� by preparing the next generation of education leaders, scholars, and innovators who are ready to meet those contemporary needs, supporting cutting-edge research that aims to expand opportunity and improve learning, and offering an innovative, challenging, and supportive environment in which practicing educators can continue to develop within their professional spheres. Long assumed the deanship on July 1, 2018. Previously, she had served as academic dean at HGSE, from 2013 to 2017, and faculty director of the Ed.D. and Ph.D. programs, from 2010 to 2013. Long earned her Ph.D. and M.A. in economics from Harvard University and her A.B. from Princeton University, majoring in economics with a certificate in Afro-American Studies. diq--ydixw--rhnb---------------------------------------rmn--pywda--inab Today, it is clearer than ever that the challenges facing our schools and communities will require deep, empirically informed change. At the Johns Hopkins School of Education, our students and faculty are committed to driving that change. As part of America���s first research university, our work has helped schools, districts, and states improve their educational policies and practices since 1909. With faculty expertise spanning whole-school reform, education policy, school safety, alternative teacher preparation, counseling, digital age learning, and more, our research and initiatives have improved educational trajectories for millions of students in thousands of schools. As a school, we embrace evidence-based practice: testing, analyzing, practicing, and sharing the education programs and policies that really work. We develop leaders for today���s diverse educational contexts and create practical tools to tackle education���s defining issues as we address the social determinants of education, support diverse learners, and advance equity and social justice. On behalf of our faculty, staff, and students, I thank you for all you bring to that collective effort���and for your interest in the Johns Hopkins School of Education. fbg--arkfh--wxlv---------------------------------------kbt--ocneb--pyhj The most important aspect of our vision is our people: students, staff, faculty, and leadership. As a community, we are committed to attracting and retaining a diverse, world-class faculty and staff. We believe in working collaboratively to cultivate a productive, supportive culture, which includes recruiting and promoting candidates from diverse backgrounds and inspiring our community to foster a positive environment. The schools, organizations, and communities we serve are confronting complex, far-reaching problems. Some are long-standing; others have exploded only recently into our collective consciousness. More than ever, it is clear that these challenges will require deep, empirically informed change. Students and clients increasingly are being diagnosed with mental health disorders, challenging educators to move beyond an emphasis on academic achievement to one addressing mental health and social-emotional well-being. States and districts are experimenting with policy approaches that emphasize entrepreneurial solutions to school safety and early childhood education, and for-profit startups are competing with nonprofit, traditional providers. Education occurs in a context of growing societal and racial inequity���particularly in cities like Baltimore. Through our operation of the Henderson-Hopkins School, we have seen how local challenges reflect global ones. Research funders and consumers of research are requiring more rigorous studies that demonstrate the capacity to change practice at scale and make a lasting, positive impact. As the challenges and their solutions become more complex, securing financial resources requires more innovation and responsiveness. Building on the Johns Hopkins School of Education���s distinctive strength as a global research leader with a local commitment, as well as its innovative academic programs, research centers, and entrepreneurial spirit, our vision positions the school to address these challenges and take advantage of the opportunities they create. Together, we deliver world-class research, academic programs, and services that address the constantly evolving needs of the people and organizations we serve, training leaders capable of creating and utilizing cutting-edge knowledge and creating innovative, evidence-based policies, methods, and products to address the challenges these organizations face. dxt--urwzv--dcpo---------------------------------------yeh--dtgmd--mhgt When Chi Sigma Iota Counseling Academic & Professional Honor Society International (CSI) holds its annual awards ceremony in late March 2021, representatives from the Johns Hopkins School of Education���s Lambda Chapter will play an outsized role in the proceedings. In total, the chapter will take home two national awards and be recognized with two additional individual honors. The chapter as a whole will earn CSI���s Outstanding Individual Program Award, while master���s degree candidate Amy Arthur garnered CSI���s Outstanding Entry-Level Student Award. Meanwhile, recent graduate Rohan Arcot, who works as a teaching and research assistant within the School of Education, won first prize in the Leadership Essay Contest, as well as being named as a CSI Leadership Fellow. In acknowledging the Lambda Chapter, CSI recognized the leadership and significant work of chapter membership to study, analyze, and address concerns in the Counseling program���s reaccreditation efforts in the past year. The chapter���s seven-month effort kicked off with a survey to gauge student concerns, to present them to the administration and to work with administrators to ���reinvent the program.��� Arthur had no idea that she had been secretly nominated for the student award by fellow members Arcot and Shannon Berg until shortly before the award announcement was made public. ���That my peers nominated me is the best thing about winning,��� Arthur said. ���Their opinion is what is most meaningful to me.��� Meanwhile, Arcot, who is operations director of the school���s chapter, took first prize in the essay contest with his reflection, ���Preparing Counselors for Telemental Health in a Pandemic,��� in response to a prompt about anticipating the effects of COVID-19 on the counseling profession. As a bonus, he was additionally recognized as a Leadership Fellow, a yearlong, honorary volunteer position within the CSI national headquarters. ���It���s a great honor for me personally,��� Arcot said. ���But I think it���s national validation of the quality of our CSI chapter���s work overall and should go a long way to helping the Counseling program secure accreditation.��� The Johns Hopkins chapter is advised by Assistant Professor Yiying Xiong. She was quick to deflect credit to both Arcot and Arthur, but also to the other students who have worked so hard over the past year. ���Rohan is a great leader, and Amy is a thoughtful student,��� Xiong said. ���The past year has been really difficult, and these awards speak to the resilience and resolve of our students and the program as a whole.��� fcr--ibvwi--oqww---------------------------------------yxf--rsggy--wxam fcr--ibvwi--oqww---------------------------------------yxf--rsggy--wxam Dr. Goldsmith has been recognized on state and national levels as an expert on workforce development, contextualized learning, and career technical education. She is sought out as a public speaker on a wide range of educational issues. Goldsmith has spent over 20 years in a variety of educational leadership roles, most recently as President of Fresno City College. Before taking the helm at Fresno City College on August 1st, Goldsmith served as President of West Hills College Coalinga for nearly four years. Prior to that, Dr. Goldsmith held the office of Vice Chancellor of Educational Services and Workforce Development at West Hills for four years. She started her career of service as a K-12 teacher at a small rural school, then as an administrator at an Adult School and at a private post-secondary college. Dr. Goldsmith still visits the classroom as an adjunct professor at the university level. Goldsmith has extensive expertise in building collaboration among faculty and industry, workforce investment boards and postsecondary educational agencies in order to identify and provide opportunities for students to gain the necessary skills and knowledge for future employment in high demand fields. While at Fresno Unified, the California Department of Education awarded the Vocational Programs which she oversaw the covenanted Program of Excellence Designation. In 2011, she was on loan to lead the Central California Community Colleges Committed to Change Consortium (C6) $19.9 million TAACCCT grant educational reform efforts.
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Diabetes is one of the most common chronic diseases of childhood, affecting over 13,000 children in New York State. This disease requires a unique, complex and inseparable blend of self-care and medical care. Parents, schools, communities and the health care team must work collaboratively to provide information and training to ensure that children with diabetes can participate fully and safely in all settings, especially school.
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ans--jaaav--ufmp---------------------------------------nzq--uwljf--xfdz bnf--qntna--puuz---------------------------------------xyr--lvppv--puhs Bridget Long, the Saris Professor of Education and Economics, is the 12th dean of the Harvard Graduate School of Education (HGSE). A member of the HGSE faculty since 2000, Long is an internationally recognized economist whose research focuses on the transition from high school to college and beyond. Her work has shaped our understanding of the impact of affordability and academic preparation on access to higher education and on student success once there. She has studied the role of financial aid in increasing college enrollment, the effects of postsecondary remediation, and the impact of policies and programs on student outcomes. She and co-authors have developed and tested interventions designed to support families and students as they save for college, complete financial aid forms, and confront the challenges of earning a degree. qgb--ickac--xawi---------------------------------------vvi--dyrxa--ljcp As dean of HGSE, Long is committed to realizing the transformative potential of education as a driver for equity, justice, and lifelong success and wellness. A key focus of her tenure as dean is addressing the needs of the field of education ��� by preparing the next generation of education leaders, scholars, and innovators who are ready to meet those contemporary needs, supporting cutting-edge research that aims to expand opportunity and improve learning, and offering an innovative, challenging, and supportive environment in which practicing educators can continue to develop within their professional spheres. Long assumed the deanship on July 1, 2018. Previously, she had served as academic dean at HGSE, from 2013 to 2017, and faculty director of the Ed.D. and Ph.D. programs, from 2010 to 2013. Long earned her Ph.D. and M.A. in economics from Harvard University and her A.B. from Princeton University, majoring in economics with a certificate in Afro-American Studies. diq--ydixw--rhnb---------------------------------------rmn--pywda--inab Today, it is clearer than ever that the challenges facing our schools and communities will require deep, empirically informed change. At the Johns Hopkins School of Education, our students and faculty are committed to driving that change. As part of America���s first research university, our work has helped schools, districts, and states improve their educational policies and practices since 1909. With faculty expertise spanning whole-school reform, education policy, school safety, alternative teacher preparation, counseling, digital age learning, and more, our research and initiatives have improved educational trajectories for millions of students in thousands of schools. As a school, we embrace evidence-based practice: testing, analyzing, practicing, and sharing the education programs and policies that really work. We develop leaders for today���s diverse educational contexts and create practical tools to tackle education���s defining issues as we address the social determinants of education, support diverse learners, and advance equity and social justice. On behalf of our faculty, staff, and students, I thank you for all you bring to that collective effort���and for your interest in the Johns Hopkins School of Education. fbg--arkfh--wxlv---------------------------------------kbt--ocneb--pyhj The most important aspect of our vision is our people: students, staff, faculty, and leadership. As a community, we are committed to attracting and retaining a diverse, world-class faculty and staff. We believe in working collaboratively to cultivate a productive, supportive culture, which includes recruiting and promoting candidates from diverse backgrounds and inspiring our community to foster a positive environment. The schools, organizations, and communities we serve are confronting complex, far-reaching problems. Some are long-standing; others have exploded only recently into our collective consciousness. More than ever, it is clear that these challenges will require deep, empirically informed change. Students and clients increasingly are being diagnosed with mental health disorders, challenging educators to move beyond an emphasis on academic achievement to one addressing mental health and social-emotional well-being. States and districts are experimenting with policy approaches that emphasize entrepreneurial solutions to school safety and early childhood education, and for-profit startups are competing with nonprofit, traditional providers. Education occurs in a context of growing societal and racial inequity���particularly in cities like Baltimore. Through our operation of the Henderson-Hopkins School, we have seen how local challenges reflect global ones. Research funders and consumers of research are requiring more rigorous studies that demonstrate the capacity to change practice at scale and make a lasting, positive impact. As the challenges and their solutions become more complex, securing financial resources requires more innovation and responsiveness. Building on the Johns Hopkins School of Education���s distinctive strength as a global research leader with a local commitment, as well as its innovative academic programs, research centers, and entrepreneurial spirit, our vision positions the school to address these challenges and take advantage of the opportunities they create. Together, we deliver world-class research, academic programs, and services that address the constantly evolving needs of the people and organizations we serve, training leaders capable of creating and utilizing cutting-edge knowledge and creating innovative, evidence-based policies, methods, and products to address the challenges these organizations face. dxt--urwzv--dcpo---------------------------------------yeh--dtgmd--mhgt When Chi Sigma Iota Counseling Academic & Professional Honor Society International (CSI) holds its annual awards ceremony in late March 2021, representatives from the Johns Hopkins School of Education���s Lambda Chapter will play an outsized role in the proceedings. In total, the chapter will take home two national awards and be recognized with two additional individual honors. The chapter as a whole will earn CSI���s Outstanding Individual Program Award, while master���s degree candidate Amy Arthur garnered CSI���s Outstanding Entry-Level Student Award. Meanwhile, recent graduate Rohan Arcot, who works as a teaching and research assistant within the School of Education, won first prize in the Leadership Essay Contest, as well as being named as a CSI Leadership Fellow. In acknowledging the Lambda Chapter, CSI recognized the leadership and significant work of chapter membership to study, analyze, and address concerns in the Counseling program���s reaccreditation efforts in the past year. The chapter���s seven-month effort kicked off with a survey to gauge student concerns, to present them to the administration and to work with administrators to ���reinvent the program.��� Arthur had no idea that she had been secretly nominated for the student award by fellow members Arcot and Shannon Berg until shortly before the award announcement was made public. ���That my peers nominated me is the best thing about winning,��� Arthur said. ���Their opinion is what is most meaningful to me.��� Meanwhile, Arcot, who is operations director of the school���s chapter, took first prize in the essay contest with his reflection, ���Preparing Counselors for Telemental Health in a Pandemic,��� in response to a prompt about anticipating the effects of COVID-19 on the counseling profession. As a bonus, he was additionally recognized as a Leadership Fellow, a yearlong, honorary volunteer position within the CSI national headquarters. ���It���s a great honor for me personally,��� Arcot said. ���But I think it���s national validation of the quality of our CSI chapter���s work overall and should go a long way to helping the Counseling program secure accreditation.��� The Johns Hopkins chapter is advised by Assistant Professor Yiying Xiong. She was quick to deflect credit to both Arcot and Arthur, but also to the other students who have worked so hard over the past year. ���Rohan is a great leader, and Amy is a thoughtful student,��� Xiong said. ���The past year has been really difficult, and these awards speak to the resilience and resolve of our students and the program as a whole.��� fcr--ibvwi--oqww---------------------------------------yxf--rsggy--wxam fcr--ibvwi--oqww---------------------------------------yxf--rsggy--wxam Dr. Goldsmith has been recognized on state and national levels as an expert on workforce development, contextualized learning, and career technical education. She is sought out as a public speaker on a wide range of educational issues. Goldsmith has spent over 20 years in a variety of educational leadership roles, most recently as President of Fresno City College. Before taking the helm at Fresno City College on August 1st, Goldsmith served as President of West Hills College Coalinga for nearly four years. Prior to that, Dr. Goldsmith held the office of Vice Chancellor of Educational Services and Workforce Development at West Hills for four years. She started her career of service as a K-12 teacher at a small rural school, then as an administrator at an Adult School and at a private post-secondary college. Dr. Goldsmith still visits the classroom as an adjunct professor at the university level. Goldsmith has extensive expertise in building collaboration among faculty and industry, workforce investment boards and postsecondary educational agencies in order to identify and provide opportunities for students to gain the necessary skills and knowledge for future employment in high demand fields. While at Fresno Unified, the California Department of Education awarded the Vocational Programs which she oversaw the covenanted Program of Excellence Designation. In 2011, she was on loan to lead the Central California Community Colleges Committed to Change Consortium (C6) $19.9 million TAACCCT grant educational reform efforts.
