At Deerfield USD 216 in southwest Kansas, students in grades 6-12 sit at tables to practice cursive signatures and how to address an envelope — and then pop up to shake hands with classmates with steady eye contact and firm grasps.
What’s going on?
Each week, CTE Coordinator Jennifer Wieberg dives into the Rubin Emerge curriculum, an online library of practical lessons for employability, and then delivers each lesson to her students in middle and high school.
Emerge is designed as a comprehensive resource to help students become stronger writers and speakers as they pursue college and career opportunities.
“Last year, I was up late many nights scouring Pinterest for career resources and even paying for curricula out of my own pocket,” said Wieberg. “Emerge has everything I need in one place with activities, lesson plans and discussion questions for critical life and career skills. I love it.”
Check out scenes from Wieberg’s classroom!
A little role play action with juniors on handshakes and greeting. #inthearena #spartans216 pic.twitter.com/RSbNeyANvO
— MrsWieberg (@MrsWieberg) August 31, 2021
Learning a new skill. Today we learn to sign our names in CURSIVE. So we can sign documents instead of printing. Another skill needed to adult! #inthearena #spartans216 pic.twitter.com/S0Lk00EYab
— MrsWieberg (@MrsWieberg) September 13, 2021
More real world practicing on meeting people and hand shaking today! #inthearena #spartan216 pic.twitter.com/A5MJDggQJE
— MrsWieberg (@MrsWieberg) September 2, 2021
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HENRICO, V.A. – U.S. Representative Abigail Spanberger today announced a federal grant totaling $1,185,880 for the Virginia Health Workforce Development Authority’s network of Area Health Education Centers (AHECs).
This additional funding will be used to support existing healthcare workforce development and recruitment efforts across Virginia, as well as to offer continuing education for healthcare professionals on topics ranging from the integration of substance use disorder screening and interventions into primary care to improvements in how the workforce can address social determinants of health.
“If our communities and our country truly want to keep our citizens healthy and safe, we must invest in a strong, resilient, and diverse healthcare workforce. This reality has been made abundantly clear by the selfless, around-the-clock contributions of doctors, nurses, and long-term care workers during the COVID-19 crisis,” said Spanberger. “Virginia’s hospitals, health systems, and Community Health Centers provide opportunities for Virginia students to build long and successful careers in our region’s health sector, and this HRSA funding will ensure our Commonwealth can help chart and inspire these career paths for more of Virginia’s young people — including in our minority and underserved communities. AHEC programs have a demonstrated record of success, and I’d like to thank Virginia Health Workforce Development Authority for its steady focus on fostering the talents of the next generation of healthcare workers.”
The Virginia Health Workforce Development Authority (VHWDA) recognizes the urgency to recruit and retain a sufficient health workforce for Virginia, and we are pleased to receive to aid in our efforts this continued funding from HRSA,” said Keisha Smith, Executive Director, VHWDA; Director, Virginia AHEC program. “These funds will support the critical work of the 8 regional AHEC centers as we continue our initiative to increase diversity among health professionals, broaden the distribution of the health workforce, enhance health care quality, and improve health care delivery to our most prohibited populations.”
Through eight AHECs across the Commonwealth, the VHWDA helps identify, recruit, and retain healthcare professionals. In March 2020, Spanberger voted to pass the Coronavirus Aid, Relief, and Economic Security (CARES) Act, which provided millions of dollars in additional funding for AHEC programs like those in Virginia.
The $1,185,880 award from the U.S. Department of Health and Human Services (HHS) will be dispersed through HHS’s Health Resources and Services Administration (HRSA).
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Equipment means any instrument, machine, apparatus, or set of articles that meets all of the following criteria:
- It retains its original shape, appearance, and character with use;
- It does not lose its identity through fabrication or incorporation into a different or more complex unit or substance;
- It is non-expendable;
- Under normal use, it can be expected to serve its principal purpose for at least one year; and
- Excludes supplies and materials as defined by the Virginia Department of Planning and Budget’s Expenditure Structure, Part II. A 13-XX, Supplies and Materials, August 2012, (pages 12-15).
Workstation means an area in a classroom/laboratory that includes the necessary environment, instructional and consumable materials, and equipment to enable each student to accomplish competencies within a career and technical education course.
- Students who use computers as the primary device for classroom or laboratory instruction should have access to such equipment on a one-to-one ratio.
- Software and/or courseware should be networked or installed on each individual computer.
- Use of tool kits/sets for classroom/laboratory use should be provided on a one-to-one ratio.
- Equipment, including tool kits/sets used for individual or group instruction, should be provided in sufficient numbers to ensure that each student has the opportunity to obtain the essential competencies within an allowed instructional time frame.
- Power equipment used in the middle school should be light duty, tabletop, or portable (not commercial industrial equipment).
- “Modular Laboratory” means an environment that is organized such that students rotate among content modules in which all of the instructional materials and equipment are provided, requiring minimal assistance or instruction from the teacher. Modular equipment is usually designed for a maximum of two students per workstation.
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