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Region VIII Education Service Center
Programs
Reading First
The Reading First Coordinator will provide individualized guidance to assist eligible districts in constructing and submitting high quality Reading First plans. A hands-on approach will be utilized to ensure the quality of the applications. Districts will review current reading achievement data, by subcategory, to determine the goals, objectives, and strategies for the upcoming year. They also provide Training in Dynamic Indicators of Basic Early Literacy Skills' (DIBELS) sixth edition subtests as the single source assessment for screening, progress monitoring, and outcome measurement for all five of the essential components of reading instruction.
| For more information contact: |
| Shannon Stuckey |
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Reading First Coordinator
shannon.stuckey@la.gov
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318-323-6721 Fax
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Accountability
Regional coordinators provide local school districts with information, resources, and training relating to state and federal accountability requirements. Louisiana’s School and District Accountability System is intended to drive fundamental changes in classroom teaching by helping schools and communities focus on improved student achievement. The system is designed to encourage and support school improvement.
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School Improvement
School Improvement Coordinators are available to assist schools and districts in the school improvement process as they collect and analyze data, develop a school improvement plan, and implement strategies to improve student achievement. Coordinators support both District Assistance Team (DATs) and School Improvement Teams (SITs) throughout all phases of the improvement process. Coordinators also provide technical assistance and professional development in curriculum, instruction, and assessment.
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Early Childhood Education
Individuals with Disabilities Act (IDEA) funding enables the RESC to assist districts and schools with their early childhood programs, PreK through 3rd Grade, for special population students. Coordinators provide technical assistance and training related to the location, identification, and programs for students who are disabled or suspected of being disabled in accordance with IDEA. The ECERS-R is used to monitor program implementation for this student population as well.
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LINCS
LINCS (Learning-Intensive Networking Communities for Success) Coordinators serve at LINCS schools in the region providing training and classroom assistance to encourage innovative learning environments and to improve student achievement. LINCS, entering its 3rd year, is a process to build and strengthen the ability of K-12 classroom teachers to design and implement standards-based, content-rich lessons into their daily instruction and to improve student achievement.
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Reading First
The Reading First initiative focuses on closing the gap in reading achievement for all K-3 students in Louisiana schools. The initiative will strengthen the existing structure while aligning state policies, programs, pre-service, and in-service efforts.
| For more information contact: |
| Shannon Stuckey |
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Reading First Coordinator
shannon.stuckey@la.gov
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318-323-6721 Fax
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Teacher Certification
In response to the No Child Left Behind (NCLB) requirement that schools have "highly qualified teachers," the Certification Counselor assists local school districts as they strive to increase the number of certified teachers. Certification Counselors have two primary responsibilities: (1) recruiting mid-career professionals and college graduates into the teaching profession, and (2) prescribing individual certification pathways to help teachers achieve certification.
For the convenience of potential new teachers, the Certification Counselor will be in the office on Mondays from 8:00 a.m. to 4:30 p.m. to schedule appointments and conduct counseling over the phone.
| For more information contact: |
| Diane Jenkins |
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Certification Counselor
diane.jenkins@la.gov
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318-362-5253
318-323-6721 Fax
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Federal Programs
RESC personnel are available to assist schools and districts in the determination of and restrictions in the use of federal funds for school improvement.
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The No Child Left Behind Act
Regional coordinators provide information and resources concerning various aspects of implementation of "No Child Left Behind" (NCLB) to local school districts' Title I and Federal Programs directors. Professional Development is provided to individual schools and school districts relating to the intent of this federal legislation designed to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments. NCLB redefines the federal role in K-12 education by providing funding needed to help close the achievement gap between disadvantaged and minority students and their peers. NCLB is based on four basic principles: stronger accountability for results, increased flexibility and local control, expanded options for parents, and an emphasis on teaching methods that have been proven to work.
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Special Populations
Federal funding helps provide free, appropriate, public education to those identified students, three through twenty-one years of age. Center personnel assist schools and districts as they identify, locate, evaluate, and serve children suspected of being exceptional.
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