Buffett Middle School Homework Hotline Help

Partner, SellersEaston Media; Executive Director of Fortune MPW Summits and Live Content

Pattie Sellers is a partner and co-founder, with Nina Easton, of SellersEaston Media, a private-client content creation company that helps successful people and organizations capture their stories for the audiences that they want to reach. A former assistant managing editor of Fortune, Pattie also currently serves as executive director of Fortune MPW Summits/Live Content at Time Inc.

An award-winning magazine writer, blogger and multimedia journalist, Pattie has written more than 20 cover stories during her three-decade career at Fortune. In print, on stage and on video, Pattie specializes in capturing the humanity and the essence of the world’s most successful people. Her resume includes definitive interviews with and profiles of Melinda Gates, Ted Turner, Rupert Murdoch, Warren Buffett, former Treasury Secretary Hank Paulson, Oprah Winfrey, former Coca-Cola CEO Muhtar Kent, and many other leaders in global business and other fields.

Pattie co-founded Fortune Most Powerful Women (MPW), which began in 1998 as an annual ranking of the top women in the business and has grown to be the magazine’s largest and most valuable franchise. Fortune MPW includes six conferences annually across the globe, which Pattie oversees. Pattie also cofounded and directs various MPW programs, including the Fortune-U.S. State Department Global Women Mentoring Partnership and the Goldman Sachs-Fortune Global Women Leaders Award.

In 2013, Pattie won Time Inc.’s prestigious MVP (Most Valuable Performer) award for her innovative work at Fortune and broad contributions across its parent company. This Washington Post story about Pattie, “The Rolodex that Redefined Power,” describes her unmatched talent for interviewing and capturing the essence of very successful people. Pattie and her longtime Fortune colleague, Nina Easton, apply their journalistic interviewing and storytelling skills at SellersEaston Media.

(i)  For all grades kindergarten through twelve, district and building level comprehensive developmental school counseling/guidance programs shall prepare students to participate effectively in their current and future educational programs as age appropriate, and be designed to address multiple student competencies including career/college readiness standards, and academic and social/emotional development standards.  The comprehensive developmental school counseling/guidance program (“program”) shall include the following activities or services:

(a) In grades kindergarten through five, the program shall be designed by a certified school counselor in coordination with the teaching staff, and any appropriate pupil personnel service providers, for the purpose of preparing students to participate effectively in their current and future educational programs, to provide information related to college and careers, and to assist students who may exhibit challenges to academic success, including but not limited to attendance or behavioral concerns, and where appropriate make a referral to a properly licensed professional and/or certified pupil personnel service provider, as appropriate, for more targeted supports.

(b) For students in grades six through twelve, certified school counselors shall provide an annual individual progress review plan, which shall reflect each student's educational progress and career plans.  For a student with disability, the plan shall be consistent with the student’s individualized education program;

(c)  school counseling/guidance core curriculum instruction for the purpose of addressing student competencies related to career/college readiness, academic skills and social/emotional development by a certified school counselor(s);

(d)  other direct student services which may include, but need not be limited to, responsive services, crisis response, group counseling, individual counseling, appraisal, assessment and advisement, for the purpose of enabling students to benefit from the curriculum, assisting students to develop and implement postsecondary education and career plans, assisting students who exhibit  attendance, academic, behavioral or adjustment concerns and encouraging parental involvement.  Provided that nothing herein shall prohibit certified or licensed school psychologists or certified or licensed school social workers pursuant to Part 80 of the Commissioner’s regulations from providing other direct student services within their applicable scope of practice;

(e)  indirect student services which may include but need not be limited to, referrals to appropriately licensed or certified individuals, consultation, collaboration, leadership, advocacy, and teaming.

(ii)  Each school district shall develop district-wide and building-level comprehensive developmental school counseling/guidance plans which set forth the manner in which the district shall comply with the requirements of this subdivision.  In the case of the City School District of the City of New York, the Department of Education shall submit separate plans for each community school district, for the High School Division and for the Special Education Division.  Such district and building level plans shall be developed by or under the direction of certified school counselor(s) and be updated annually, available for review at the district offices and each school building, and made available on the district’s website.
(a)  Each plan shall be developed annually and shall include program objectives, activities, program development and maintenance planning, school counseling curriculum , professional development planning, evaluation methods based on data analysis of program results and closing the gap analysis reports to inform program improvement, and assessment of the resources necessary to support positive student outcomes.
(b)  Each plan shall also include the preparation of a program outcomes report that includes an analysis of all systematic components of a comprehensive developmental school counseling/guidance program as defined by this subdivision.  Such report shall be annually presented to the board of education, or in the case of the City School District of the City of New York, the Chancellor of the City School District of the City of New York, or to the extent provided by law, the board of education of the City School District of the City of New York.
(iii)  Each school district shall establish a comprehensive developmental school counseling/guidance program advisory council to be comprised of representative stakeholders (such as parents, members of the board of education, school building and/or district leaders, community-based service providers, teachers, certified school counselors and other pupil personnel service providers in the district including school social workers and/or school psychologists). In the case of the City School District of the City of New York, the Department of Education shall establish a comprehensive developmental school counseling/guidance program advisory council for each community school district.  The advisory council shall meet no less than twice a year for the purpose of reviewing the comprehensive developmental school counseling/guidance program plan and advising on the implementation of the school counseling/guidance program.  The advisory council shall create and submit an annual report to the board of education, or in the case of the City School District of the City of New York, the Chancellor of the City School District of the City of New York, or to the extent provided by law, the board of education of the City School District of the City of New York.
(3)  Nothing in this section shall be construed to authorize any individual to provide professional services where certification is required under Part 80 of the Commissioner’s regulations or where licensure is required under Title VIII of the Education Law.
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