ethanporcaro/eric-fulltext-meta huggingface dataset:
U.S. Department of Education Chapter of Blacks In Government (BIG) in Partnership with the EEOS Office at the U.S. Department of Education 2013 Black History Month Programs
Author: Gill, Wanda E.
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: Access to Education,Partnerships in Education,African American History,Black Colleges,United States History,Civil Rights,Biographies,Public Officials,African American Organizations,Religious Cultural Groups,Equal Education

The 2013 Black History Month Programs at the U.S. Department of  Education highlighted and celebrated emancipation, Civil Rights, the histories of key Black organizations and the contributions of Historically Black Colleges and Universities through a series of programs offered both in Barnard Auditorium at headquarters on Maryland Avenue, S.W, Washington, D.C. and in the Training and Development Center as lunch time activities. The Secretary of Education, Arne Duncan, represented the administration and expressed his personal and professional commitment to eliminating barriers to educational access and equity in the first program on February 6, 2013. The Deputy Secretary, Tony Miller, emphasized the importance of Historically Black Colleges and Universities and the White House's commitment to the students these institutions serve. National figures and experts presented data and historical facts from American history with a Black perspective. Appendixes include: (1) Introduction of Margaret Young and Darius Gray of the Latter Day Saints and Producers of the Documentary on Black Mormons; (2) Agenda for the February 6, 2013 Black History Month Program; (3) Bios of Presenters at the February 6, 2013 Program; (4) Secretary Duncan's Remarks at the February 6, 2013 Black History Month Program; (5) Transcript of February 6, 2013 Program; (6) Agenda of the February 19, 2013 Black History Month Program; (7) Biographies of Presenters at February 19, 2013 Program; (8) Tony Miller's Remarks at February 19, 2013 Program; (9) Dr. John Wolfe's Power Point Presentation; (10) Power Point of Jerry Isaac's Presentation; (11) Pictures from the February 6, 2013 Program; (12) Pictures from the February 19, 2013 Program; (13) Picture and Biography of Bernard Demczuk; (14) History of National Blacks In Government; (15) Flyers of Black History Month Programs; and (16) Article Based on February 6, 2013 appearing online at AllAfrica.com.
State Systems Improvement Self-Assessment
Author: Mid-South Regional Resource Center
Date: 2008-10-00
Type: Reports - Descriptive
Subjects: Stakeholders,Educational Indicators,Educational Improvement,Program Improvement,Self Evaluation (Groups),Institutional Research,Systems Approach,Public Agencies,State Agencies,Best Practices,Educational Practices,Evaluation Methods,Evaluation Research,Research Methodology,Creative Activities,Systems Analysis,Educational Assessment

This document was developed by the Mid-South Regional Resource Center (MSRRC) and is designed to be used as an assessment of State systems by State Part B and Part C staff and their stakeholders. It provides a detailed process for State Education Agencies (SEA) and Lead Agencies (LA) to follow that will guide improvement efforts relative to the APR indicators and other statewide initiatives. Its purpose is to assist States in: (1) implementing a systematic approach to designing and refining improvement activities, (2) aligning improvement activities with State priorities, (3) allocating funding and human resources to State improvement efforts which are most effective, and (4) implementing, tracking, documenting and evaluating improvement efforts designed to achieve or maintain compliance and improve performance that lead to better results.
Spotlight on: MiBLSi. Spotlight Briefs. Volume II
Author: Regional Resource Center Program (RRCP)
Date: 2012-08-00
Type: Reports - Descriptive
Subjects: Reading Achievement,Scoring,Student Behavior,Curriculum Based Assessment,Fidelity,State Departments of Education,School Districts,Behavior Problems,Behavior Modification,Special Education,Special Needs Students,Academic Achievement,Models,Program Implementation,Scores,Reading Programs,Leadership Responsibility,Student Needs

This brief is intended to provide State Education Agency (SEA) and Local Education Agency (LEA) educators with a brief overview of key components of Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi), a project designed to help schools develop schoolwide support systems in reading and behavior. The MiBLSi is helping districts and schools improve both student behavior and academic performance. Additionally, participating schools are showing, on average, 21% reductions in special education referrals and 26% reductions in identification rates, particularly between the first and second years of implementation. Data has confirmed that, when schools implement the model with fidelity, they are more likely to experience improvements in academic and behavioral outcomes. As disruptive behavior decreases, schools are free to address instructional needs, resulting in increased reading achievement. Additional data from participating Michigan schools, indicates that: (1) 10% average reduction in the rate of major discipline referrals per year; (2) 3% average reduction each year of students requiring intensive reading supports; (3) 7% more students meeting or exceeding standards on Michigan Education Assessment Program reading component based on a sampling of schools that implement positive behavior support with fidelity; and (4) 5% increase (average) each year in students scoring at grade level based on Curriculum-Based Measurement reading assessments. (Contains 4 resources.) [This Spotlight Brief is developed by the Student Performance and Achievement Priority Team and the Systems and Improvement Planning Priority Team. For &quot;Spotlight on: GraduateFIRST. Spotlight Briefs. Volume I,&quot; see ED539851.]
Spotlight on: GraduateFIRST. Spotlight Briefs. Volume I
Author: Regional Resource Center Program (RRCP)
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Disabilities,School Readiness,Technical Assistance,Individualized Education Programs,Graduation Rate,Graduation,Program Descriptions,Program Implementation,Capacity Building,Coaching (Performance),Sustainability,Resource Allocation,Academic Achievement,Program Effectiveness,Dropout Prevention,Middle School Students,High School Students,Intervention,Special Education,Special Needs Students,Educational Policy,Financial Support,Federal Aid,Federal Legislation,Federal Programs,State Programs,Guidelines,School Districts,State Policy,Statewide Planning,Learner Engagement,Attendance,At Risk Students,Evidence

This brief is intended to provide State Education Agency (SEA) and Local Education Agency (LEA) educators with a brief overview of key components of GraduateFIRST, a Georgia program targeting issues impacting school completion for students with disabilities. Georgia's GraduateFIRST program has redefined the state's approach to raising graduation rates for students with disabilities with dramatic results--an increase of 37 percent in four years. In 2006, roughly two of every three students with a disability in the state of Georgia failed to graduate from high school with a regular diploma. From 2006 to 2010, the statewide graduation rate for students on Individualized Education Programs (IEPs) increased from approximately 32 percent in 2006 to just over 44 percent in 2010. Georgia state officials were asked what lessons they have learned implementing GraduateFIRST and what advice they would give to other states interested in developing a similar initiative. This brief offers their recommendations: (1) Determine School Readiness; (2) Build Local Capacity to Solve the Problem; (3) Make Coaching Sustainable; (4) Avoid Silos; (5) Creatively Deploy State Resources; (6) Utilize Technical Assistance Providers; and (7) Celebrate Success! (Contains 7 resources.) [This paper is developed distributed by the Student Performance and Achievement (SPA) Priority Team.]
At-a-Glance B3 Resource Guide for Supporting Academic Achievement for Students with Disabilities
Author: Regional Resource Center Program (RRCP)
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Special Needs Students,Guides,Educational Resources,Outcomes of Education,Educational Improvement,Academic Achievement,Technical Assistance,Resource Materials,Educational Assessment,English Language Learners,Response to Intervention,Special Education,Educational Policy,Federal Legislation,Federal Programs,Federal Regulation,Federal State Relationship,State Programs,School Districts,Elementary Secondary Education

This results improvement resource guide includes a listing of TA&amp;D programs and centers that provide technical assistance related to academic achievement results improvement for students with disabilities. The website URL, target audience(s), and purpose are provided for each center/program. In addition, a brief example describing the center's/program's work in a target state is included.
Part B Maintenance of Effort (MOE) Quick Reference Document
Author: Ball, Wayne
Date: 2012-06-13
Type: Guides - Non-Classroom
Subjects: Financial Support,State Aid,Disabilities,Related Services (Special Education),Technical Assistance,School Districts,Special Education,Special Needs Students,Educational Policy,Educational Finance,Federal Aid,Federal Legislation,Federal Programs,Federal Regulation,Federal State Relationship,State Programs,Guidelines,Elementary Secondary Education,State Policy,State Regulation

This Quick Reference Document has been prepared by the Regional Resource Center Program Fiscal Priority Team to aid RRCP State liaisons and other Technical Assistance (TA) providers in understanding the general context of State questions surrounding Maintenance of State Financial Support (MFS) and Local Educational Agency (LEA) Maintenance of Effort (MOE). In addition to the regulations cited in this paper, there is additional information about MFS in the Office of Special Education Programs (OSEP) Memo 10-05: Maintenance of State Financial Support under the Individuals with Disabilities Education Act, December 2, 2009 and an additional information about LEA MOE contained in OSEP Letter to Boundy, April 4, 2012. As a &quot;first-stop&quot; for TA providers in investigating MFS and MOE questions on behalf of their States, this document is intentionally brief. For additional clarification or detail on a specific MFS or MOE issue, TA providers are encouraged to contact the member of the Fiscal Priority Team in their respective RRCP region or the Fiscal Convener for additional information and resources. Attached are: (1) OSEP Memorandum, Dec. 2, 2009; and (2) OSEP Letter to Boundy, April 4, 2012.
IDEA Fiscal Monitoring and Support Activities 2011-2012 Quick Reference Document
Author: Regional Resource Center Program (RRCP)
Date: 2011-09-00
Type: Guides - Non-Classroom
Subjects: Special Education,Technical Assistance,Educational Policy,Educational Finance,Federal Legislation,Federal Programs,Federal Regulation,Federal State Relationship,State Programs,Guidelines,Program Administration,Accountability,Audits (Verification)

This Quick Reference Document is being distributed by the Regional Resource Center Program ARRA/Fiscal Priority Team to provide RRCP state liaisons and other (Technical Assistance) TA providers with a summary of critical fiscal monitoring and support activities they may be involved in during calendar years 2011 and 2012. Like other documents in the developing ARRA/Fiscal Priority Team's Quick Reference Document series, this guide to current Individuals with Disabilities Education Act (IDEA) fiscal activities is intended as a &quot;first-stop&quot; for TA providers in investigating fiscal questions on behalf of their states. It is intentionally brief. For additional clarification or detail, TA providers are encouraged to contact the member of the ARRA/Fiscal Priority Team in their respective RRCP region or the ARRA/Fiscal Convener for additional information and resources.
Part B Excess Cost Quick Reference Document
Author: Ball, Wayne
Date: 2011-12-21
Type: Guides - Non-Classroom
Subjects: Special Education,Technical Assistance,Definitions,Educational Policy,Educational Finance,Federal Legislation,Federal Programs,Federal Regulation,Federal State Relationship,State Programs,Guidelines,Program Administration,Accountability,Expenditure per Student,School Districts,Elementary Secondary Education,State Policy,State Regulation

This Quick Reference Document has been prepared by the Regional Resource Center  Program ARRA/Fiscal Priority Team to aid RRCP State Liaisons and other (Technical Assistance) TA providers in understanding the general context of state questions surrounding excess cost. As a &quot;first-stop&quot; for TA providers in investigating excess cost questions on behalf of their states, this document is intentionally brief. For additional clarification or detail on a specific excess cost issue, TA providers are encouraged to contact the member of the ARRA/Fiscal Priority Team in their respective RRCP region or the ARRA/Fiscal Convener for additional information and resources.
An Opportunity to Lead Sustainably: The Benefits and Considerations of Student-Led Green Revolving Fund Projects
Author: Kononenko, Kevin
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Educational Finance,Sustainability,Student Leadership,Student Attitudes,Student Role,Money Management,Case Studies,Energy Conservation,Conservation (Environment),Agriculture,Institutional Characteristics,Financial Support

In recent years, energy- and resource-reduction projects have compelled student leaders to create sustainability projects on campuses across the country. This paper examines the role that students play in green revolving funds, including identification, approval, and management. After speaking with numerous students on a variety of campuses, it is clear that students are more likely to be engaged in the GRF when it allows them to collaborate with campus allies and raise awareness of environmental issues. Active support from faculty, staff, and other campus organizations can help students pursue goals both strategically and collaboratively. Three case studies--St. John's University (MN), Whitman College (WA), and the University of Montana at Missoula--illustrate a number of effective uses of the green revolving fund model and successful strategies employed by these students. Appended are: (1) A Sample of Students-Focused GRFs; and (2) Methodology. (Contains 22 endnotes.)
Sustainable Campus Dining: How Campuses Are Targeting Sustainability and Engagement through Dining Services Initiatives
Author: Berg, Celeste
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: Educational Finance,Food Service,Campuses,Financial Support,Sustainability,Dining Facilities,Educational Facilities Improvement,Gardening,Colleges

Sustainable food and dining is a popular topic on college and university campuses. Popular areas of focus include equipment upgrades in the kitchen, installation of campus or community gardens, and streamlining existing campus recycling operations, such as by converting campus vehicles to run on used vegetable oil from the dining hall. Research shows that these types of projects are ideal funding candidates inside the green revolving fund model as they coincide with the fund's common goals of reducing resource use and engaging the community. Though these projects have remained largely untapped by financing through green revolving funds, this white paper examines both the successes and obstacles of financing food service and education programs through the green revolving fund model on eight campuses in the United States. Appended are: (1) Sample of Dining Service Sustainability Projects; and (2) Methodology. (Contains 2 tables and 42 endnotes.)
Green Revolving Funds: An Introductory Guide to Implementation & Management
Author: Indvik, Joe
Date: 2013-01-00
Type: Guides - Non-Classroom
Subjects: Higher Education,Stakeholders,Best Practices,Sustainable Development,Sustainability,Program Implementation,Educational Finance,Colleges,Money Management,Interviews,Institutional Characteristics,Educational Research,Models,Budgets,Budgeting,Financial Support

The goal of this introductory implementation guide is to provide practical guidance for designing, implementing, and managing a green revolving fund (GRF) at a college, university, or other institution. The GRF model is widespread in higher education, with at least 79 funds in operation in North America representing over $111 million in committed investment as of late 2012. GRFs have proven their ability to reduce operating costs and environmental impact while promoting education and engaging stakeholders. The number of GRFs in operation has increased 60 percent since 2010 and 15-fold in the last decade. In 2011, the Sustainable Endowments Institute (SEI) launched The Billion Dollar Green Challenge, an initiative that encourages colleges, universities, and other nonprofit institutions to invest in their own GRFs. As part of this initiative, SEI has researched GRFs at a wide range of institutions and has developed a suite of tools and resources to support GRF adoption. However, it can be difficult to establish and manage an effective GRF. There is a need for a guiding document that taps into the expertise of presidents, administrators, facility managers, sustainability directors, students, consultants, and other stakeholders with GRF experience to establish best practices. This Guide--a co-publication of SEI and the Association for the Advancement of Sustainability in Higher Education (AASHE)--is intended to fulfill that need. The Guide is informed by data and insights from schools that have already incorporated GRFs into their campus operations. It includes information from (1) interviews with dozens of stakeholders representing institutions that vary in size, setting, and wealth; (2) research conducted by SEI, AASHE and other organizations; (3) and the direct experience of its authors in implementing and advising on GRFs at a variety of institutions. A list of resources is included. (Contains 1 figure.) [Additional funding for this paper was provided by the David Rockefeller Fund, John Merck Fund, Merck Family Fund, Roy A. Hunt Foundation, and Wallace Global Fund.]
Investment Primer for Green Revolving Funds
Author: Weisbord, Dano
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Educational Finance,Energy Conservation,Expertise,Sustainability,Money Management,Colleges,Conservation (Environment),Financial Support,Endowment Funds,Resource Allocation,Grants,Operating Expenses

Developing return-oriented green revolving funds (GRFs) is a rapidly growing trend at colleges and universities. A green revolving fund (GRF) is a special account designated for investment in on-campus projects that improve energy efficiency or decrease material use. GRFs invest in a variety of cost-saving initiatives, resulting in significant financial and environmental benefits. This "Investment Primer" is designed for key decision makers, such as senior financial officers or boards of trustees' investment committees, who want to learn more about developing a GRF. It discusses critical financial and fund-structuring issues that institutions should consider when developing a GRF. Recommendations are based on research conducted by the Sustainable Endowments Institute for its report "Greening the Bottom Line," and on interviews with experts in higher education finance, operations and sustainability. (Contains 1 figure.) [Mark Orlowski was a contributing author for this paper.]
Core Principles for Transforming Remedial Education: A Joint Statement
Author: Complete College America
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Remedial Instruction,College Preparation,Remedial Programs,Educational Principles,Developmental Studies Programs,Change Strategies,Educational Change,Position Papers,Educational Improvement,Program Improvement,Educational Methods,Performance Factors

As a result of new research and promising practice, we have more clarity than ever about how we can fundamentally transform our developmental education system to improve success for all students. To propel the movement forward, this statement offers a set of clear and actionable principles that, although not the final word on remedial education reform, sets a new course that can dramatically improve the postsecondary success of millions of students across the nation. To be clear: The principles that guide this statement advocate changing current remedial education systems so that all students, no matter their skill levels or background, have a real opportunity to earn a college credential. Some may see this statement as supporting changes that discourage or divert students from their pursuit of a college credential. Nothing is further from the truth. Rather, we believe the systemic changes we propose, all of which can be found in some colleges and state systems around the country, are much more likely than current practice to provide a clear path that all students can follow to achieve their academic and career goals. In the end, the strategies we propose increase overall college completion rates, particularly among students who have traditionally been underserved by our postsecondary institutions. A glossary of terms is included. (Contains 16 endnotes.)
Putting Students in the Driver's Seat: Good Shepherd Services' &quot;Lifelink&quot; Approach to Postsecondary Success
Author: Seidel, Sam
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Educational Innovation,Postsecondary Education,Partnerships in Education,Transitional Programs,Dropouts,Educational Improvement,Outcomes of Education,Educational Attainment,Graduation,Community Colleges,Developmental Studies Programs,Remedial Instruction,College Students,Peer Teaching,Mentors

LifeLink is an innovative college bridge and retention program, developed and run by Good Shepherd Services, a nonprofit community agency providing youth development, education, and family services. Good Shepherd Services partners with the New York City Department of Education to help students who have struggled in school, or who have dropped out altogether, to graduate. LifeLink provides an efficient, centralized postsecondary bridging and support opportunity to students from across Good Shepherd Services' schools and programs. Through just two sites--one in Brooklyn and one in the Bronx--LifeLink enables graduates from any of the organization's schools and programs to transition into and complete college. This guide provides an overview of the LifeLink program for educators and community leaders seeking to improve postsecondary outcomes for off-track and out-of-school youth. (Contains 5 endnotes.)