ethanporcaro/eric-fulltext-meta huggingface dataset:
State Systems Change Spotlight: Nevada. Transforming State Systems to Improve Outcomes for Children with Disabilities
Author: Ruedel, Kristin
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Disabilities,Stakeholders,Communication (Thought Transfer),Program Implementation,Communication Strategies,Educational Change

Data show that effective and ongoing communication and evaluation can have a positive impact on local and statewide systems change. Local and statewide systems change requires ongoing communication and evaluation. The Nevada Department of Education (NDE) used a communication protocol to support implementation of the Assess-Plan-Teach (APT) model. This report focuses on the development and implementation of a communication protocol that NDE used to connect stakeholders to the work, and to sustain and scale-up initiatives. [This report was written in collaboration with Will Jensen, Julie Bowers, and Ann Alexander.]
State Data Use Spotlight: Tennessee. Transforming State Systems to Improve Outcomes for Children with Disabilities
Author: Ruedel, Kristin
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Educational Legislation,Federal Legislation,Equal Education,Disabilities,Infants,Toddlers,Referral,Eligibility,Early Intervention,Barriers,Program Implementation,Information Utilization,Data Analysis,Hypothesis Testing,Screening Tests,Identification

The Tennessee Department of Education (TDOE) discovered that infants and toddlers who were referred for Part C services and initially found ineligible for a full evaluation through screening were being re-referred and later found eligible for services at a high rate. This report presents the systematic evaluation process that TDOE's Tennessee Early Intervention System (TEIS) used to identify barriers and determine next steps of implementation. [This report was written in collaboration with Ardith Ferguson, Cornelia Taylor, and Shannon Pargin.]
State Data Use Spotlight: North Carolina. Transforming State Systems to Improve Outcomes for Children with Disabilities
Author: Ruedel, Kristin
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Graduation Rate,Disabilities,State Standards,Evidence Based Practice,Student Diversity,School Districts,Intervention,Training,Feedback (Response),Professional Development,Stakeholders,Evaluation Methods

North Carolina Department of Public Instruction (NCDPI) is focused on improving the 5-year graduation rates for all students with disabilities. To make progress toward the state-identified measurable result (SIMR), the state recognized that a single evidence-based practice (EBP) would not address the diverse needs of all the local entities across the state. This report highlights the process the NCDPI Exceptional Children Division (ECD) implemented to support local education agencies (LEAs) in using data to select targeted interventions specific to increasing the 5-year graduation rate for all students with disabilities. [This report was written in collaboration with Matt Hoskins, and Bill Hussey.]
Application of Bayesian Methods for Detecting Fraudulent Behavior on Tests
Author: Sinharay, Sandip
Date: 2018-02-02
Type: Reports - Research
Subjects: Ethics,Cheating,Student Behavior,Bayesian Statistics,Deception,Scores,Tests,High School Students,Prediction,Probability

Producers and consumers of test scores are increasingly concerned about fraudulent behavior before and during the test. There exist several statistical or psychometric methods for detecting fraudulent behavior on tests. This paper provides a review of the Bayesian approaches among them. Four hitherto-unpublished real data examples are provided to demonstrate the application of Bayesian approaches to detect various types of fraudulent behavior on tests. The examples show that Bayesian methods can be useful in detecting several types of test fraud. [This paper was published in &quot;Measurement: Interdisciplinary Research and Perspectives&quot; (EJ1174692).]
Learning to Sing to a Different Tune: Identifying Means to Enrich Grammar Curricula through Diversifying Explicit Instruction
Author: Schenck, Andrew D.
Date: 2014-06-14
Type: Speeches/Meeting Papers
Subjects: Direct Instruction,Grammar,Morphology (Languages),Syntax,English (Second Language),Second Language Instruction,Second Language Learning,College Second Language Programs,Foreign Countries,Language Proficiency,Teaching Methods,Pretests Posttests

Characteristics of a grammatical feature, type of instruction, and proficiency level of the learner all contribute to the effectiveness of various types of explicit grammar curricula. Modern curricular designs and explicit pedagogical techniques must move beyond traditional one-size-fits-all strategies. This can be accomplished in two steps. First, traditional grammar lessons can be systematically transformed by providing activities that target the unique characteristics of each morphosyntactic feature. Secondly, educators can be trained to understand grammatical features, the disparate factors that influence their acquisition, and the appropriate pedagogical techniques to deal with these disparities. Instruction that is differentiated in this way will finally give educators the insight needed to systematically &quot;engineer&quot; a desired result, leading to increased grammatical accuracy and proficiency.
Data Use &quot;Multi-State&quot; Spotlight: Using Data Fidelity Tools to Improve Data Quality. Transforming State Systems to Improve Outcomes for Children with Disabilities
Author: Ruedel, Kristin
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Fidelity,Data Collection,State Standards,Barriers,Data Analysis,Educational Improvement,Quality Control,Progress Monitoring,Literacy Education,Disabilities,Educational Quality,Early Intervention,Statewide Planning

To evaluate interim progress toward the State-identified Measurable Result (SIMR), states require access to high-quality data from local education agencies (LEAs) and early intervention service providers. In a review of 2017 Phase III State Systemic Improvement Plans (SSIP), 43 Part C states noted limitations or concerns related to data and specifically data quality. Meanwhile, 36 Part B states reported efforts to address fidelity by providing a method for collection and use of data regarding practice implementation. In turn, concerns about the quality of local data create barriers to effectively evaluating the implementation of the SSIP and progress toward the SIMR. Increasing fidelity to the data collection process can improve data quality. This spotlight shares how three states used three different approaches to data fidelity tools to improve data quality. It concludes with recommendations for states facing similar challenges. [This resource was developed in collaboration with Christy Scott, Greg Feldmann, and Nick Whynott.]
State Knowledge Utilization Spotlight: Maryland. Transforming State Systems to Improve Outcomes for Children with Disabilities
Author: Pentimonti, Jill
Date: 2017-08-00
Type: Reports - Descriptive
Subjects: Evidence Based Practice,Mathematics Education,Teaching Methods,Disabilities,State Departments of Education,Program Implementation,Teamwork,Cooperative Planning,Progress Monitoring,Special Education,Early Intervention,Public Schools,Coaching (Performance)

The selection of evidence-based practices (EBPs) in mathematics is a critical step toward improving mathematics outcomes for students with disabilities. This state spotlight presents how the Maryland State Department of Education uses the TAP-IT (Team, Analyze, Plan, Implement, and Track) process coupled with systems coaching to support the implementation of selected EBPs with fidelity. Although all steps of the TAP-IT process are critical, this spotlight describes how the Maryland State Department of Education Division of Special Education/Early Intervention Services uses the &quot;plan&quot; and &quot;implement&quot; stages of TAP-IT to assist local school systems (LSSs), instructional coaches, and educators with implementation. [This document was written in collaboration with Marcella Franczkowski, Marilyn Muirhead, and Jennifer Dale.]
State Systems Change Spotlight: Alabama. Transforming State Systems to Improve Outcomes for Children with Disabilities
Author: Hayes, Susan
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: State Departments of Education,Systems Approach,Change Strategies,Disabilities,Learner Engagement,Academic Achievement,Educational Environment,Inclusion,Middle Schools,Models,Demonstration Programs,Achievement Gains

The Alabama State Department of Education (ALSDE) aims to increase the number of students with disabilities who achieve positive post-school outcomes and engage in higher education or competitive employment opportunities. Through their State Systemic Improvement Plan (SSIP) and State Personnel Development Grant (SPDG), Alabama is focusing on improving post-school outcomes for students with disabilities by working to increase student engagement; improve academic performance; and provide effective, inclusive learning environments. The state developed a network of demonstration sites to help support the scale-up of these practices. This report highlights Alabama's approach to supporting selected middle schools to become demonstration sites, a key strategy in their overall SSIP scale-up efforts. [This report was written with support from Gena Nelson.]
Documentation to the NCES Common Core of Data Local Education Agency Universe Survey Dropout and Completion Data File: School Year 2000-01. Revised 1b, December 2004. NCES 2002-315R
Author: Sable, Jennifer
Date: 2004-12-00
Type: Reports - Evaluative
Subjects: Dropouts,Graduation,High School Graduates,Student Characteristics,Surveys,School Districts,Instructional Program Divisions,Racial Differences,Ethnicity,Gender Differences,Enrollment,Geographic Location,Databases,Elementary Secondary Education,Middle School Students

The Common Core of Data (CCD) Nonfiscal surveys consist of data on the status of public elementary and secondary education submitted annually to the National Center for Education Statistics (NCES) by state education agencies (SEAs) in the 50 states, the District of Columbia, American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, Puerto Rico, the Virgin Islands, the Department of Defense, and the Bureau of Indian Affairs. The &quot;Local Education Agency Universe Survey Dropout and Completion Data File&quot; was first created starting with the 1997-98 School Year with only dropout data. Prior to the 1997-98 dropout file, dropout data were available only on the Local Education Agency Universe Survey. In 2000-01, High School Completer fields were added to the file. This file is constructed from data collected through the &quot;Public Elementary and Secondary School Universe&quot; and &quot;Local Education Agency Universe Surveys.&quot; In addition to the dropout and completer counts, several other fields were created for this file: dropout rates, enrollment bases for the dropout rates, completion rates, and the completion rate bases. Dropout and completer data for a particular year are reported on the &quot;Local Education Agency Universe Survey&quot; for the following year.
Extension of Caution Indices to Mixed-Format Tests
Author: Sinharay, Sandip
Date: 2018-00-00
Type: Reports - Research
Subjects: Test Format,Goodness of Fit,Item Response Theory,Error Patterns,Test Interpretation,Simulation,Computation,Statistical Analysis,Equations (Mathematics),Matrices,Test Items

Tatsuoka (1984) suggested several extended caution indices and their standardized versions that have been used as person-fit statistics by researchers such as Drasgow, Levine, and McLaughlin (1987), Glas and Meijer (2003), and Molenaar and Hoijtink (1990). However, these indices are only defined for tests with dichotomous items. This paper extends two of the popular standardized extended caution indices (Tatsuoka, 1984) for use with polytomous items and mixed-format tests. Two additional new person-fit statistics are obtained by applying the asymptotic standardization of person-fit statistics for mixed-format tests (Sinharay, 2016c). Detailed simulations are then performed to compute the Type I error rate and power of the four new person-fit statistics. Two real data illustrations follow. The new person-fit statistics appear to be satisfactory tools for assessing person fit for polytomous items and mixed-format tests. [This paper will be published in the &quot;British Journal of Mathematical and Statistical Psychology.&quot;]
Benefits of Structured After-School Literacy Tutoring by University Students for Struggling Elementary Readers
Author: Lindo, Endia J.
Date: 2018-00-00
Type: Journal Articles
Subjects: After School Programs,After School Education,Literacy,Tutoring,Intervention,Reading Difficulties,Control Groups,Experimental Groups,Service Learning,Teaching Experience,Emergent Literacy,Language Proficiency,Observation,Faculty Development,Supplementary Reading Materials,Reading Habits,Student Motivation,Fidelity,Achievement Gains,Early Childhood Education,Elementary School Students,Reading Fluency,Reading Tests,Language Tests,Randomized Controlled Trials,Statistical Analysis

This study examines the effectiveness of minimally trained tutors providing a highly structured tutoring intervention for struggling readers. We screened students in Grades K-6 for participation in an after-school tutoring program. We randomly assigned those students not meeting the benchmark on a reading screening measure to either a tutoring group or a control group. Students in the tutoring group met twice per week across one school year to receive tutoring from non--education major college students participating in a service-learning course. The goal of this study was to determine whether tutors without prior teaching experience or instruction could improve student reading outcomes with minimal training, a structured reading curriculum, and access to ongoing coaching. Tutored students displayed significantly more growth than control students in letter-word identification, decoding, and passage comprehension, with robust effect sizes of 0.99, 1.02, and 0.78, respectively. We discuss the implications and limitations of these findings. [This article was published in &quot;Reading &amp; Writing Quarterly&quot; (EJ1171007).]
PARCC Model Content Frameworks: A Companion to the Common Core State Standards. English Language Arts/Literacy: Kindergarten through Grade 2
Author: Partnership for Assessment of Readiness for College and Careers (PARCC)
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Common Core State Standards,Primary Education,English Instruction,Language Arts,Emergent Literacy,Elementary School Curriculum,Curriculum Development,Student Educational Objectives,Models,Academic Standards,Alignment (Education),Reading Skills,Reading Comprehension,Reader Text Relationship,Listening Comprehension,Research Projects,Reader Response,Young Children,Formative Evaluation,Individualized Instruction,Intervention,Special Needs Students,Student Needs,English Language Learners,Writing Skills,Kindergarten,Grade 1,Grade 2

As part of its proposal to the U.S. Department of Education, the Partnership for Assessment of Readiness for College and Careers (PARCC) committed to developing Kindergarten through Grade 2 Model Content Frameworks for English language arts (ELA)/literacy (K-2 Model Content Frameworks) to serve as a bridge between the Common Core State Standards (CCSS) and the PARCC non-summative tools. The PARCC K-2 Model Content Frameworks are voluntary resources meant to be used as a companion to the Common Core State Standards to help educators and those developing aligned curricula and instructional materials. The frameworks help clarify the standards by illustrating how key content shifts from Kindergarten through Grade 2 coherently to Grade 3 and beyond. They also serve as an example of how teachers and curriculum writers may frame instruction using the standards across the academic year.
PARCC Accessibility Features and Accommodations Manual: Guidance for Districts and Decision-Making Teams to Ensure That PARCC Summative Assessments Produce Valid Results for All Students. Sixth Edition
Author: Bowman, Trinell
Date: 2017-08-03
Type: Guides - Non-Classroom
Subjects: Accessibility (for Disabled),Testing Accommodations,Summative Evaluation,College Readiness,Career Readiness,Disabilities,English Language Learners,Decision Making,Elementary Secondary Education,Mathematics Tests,Language Tests,Computer Assisted Testing,Profiles,Language Arts,Guidelines

The Partnership for Assessment of Readiness for College and Careers (PARCC) is a group of states working together to develop a set of assessments that measure whether students are on track to be successful in college and their careers. These high-quality, computer-based K-12 assessments in mathematics and English language arts/literacy (ELA/L) give schools, teachers, students, and parents better information on whether students are on track in their learning and for success after high school, and tools to help teachers customize learning to meet student needs. The first full administration of the PARCC assessments occurred during the 2014-2015 school year. Developed by PARCC states, the sixth edition of the &quot;PARCC Accessibility Features and Accommodations Manual&quot; is a comprehensive policy document that provides guidance to districts and decision-making teams to ensure that the PARCC summative assessments provide valid results for all participating students. It has been created to ensure that: (1) Participation in the assessments is consistent across PARCC states for students with disabilities and English learners (EL); (2) Appropriate tools are used by students to address their individual learning needs, and that accommodations are provided to eligible students (including students with disabilities, ELs, and ELs with disabilities); and (3) Accessibility features and accommodations used on PARCC assessments are generally consistent with those used in daily instruction. [The contents of the &quot;PARCC Accessibility Features and Accommodations Manual (First Edition)&quot; were developed under a grant from the U.S. Department of Education. The manual was based on &quot;Accommodations Manual: How to Select, Administer, and Evaluate the Use of Accommodations for Instruction and Assessment of Students with Disabilities&quot; written by Carver Christiansen, J. VaDeZande, and S. Lazarus. This work was sponsored by the Assessing Special Education Students State Collaborative on Assessment and Student Standards through the Council of Chief State School Officers. &quot;For &quot;PARCC Accessibility Features and Accommodations Manual: Guidance for Districts and Decision-Making Teams to Ensure That PARCC Summative Assessments Produce Valid Results for All Students. Fifth Edition,&quot; see ED573573.]
Successful School-Based Partnerships: What Does It Take?
Author: Abt Associates, Inc.
Date: 2016-10-00
Type: Reports - Evaluative
Subjects: Partnerships in Education,Urban Areas,School Community Programs,School Districts,Program Effectiveness,Cooperation,Surveys,Interviews,Meetings,Neighborhoods,Immigrants,Refugees,Elementary Secondary Education,Needs Assessment,Educational Needs,Cooperative Planning,Parent Participation,Barriers,Coordinators,Role,Interpersonal Relationship,Case Studies

This report describes findings from an evaluation that documented approaches, successes, and challenges of partnership coordination efforts in Philadelphia facilitated by the Community Partnerships VISTA Project of the Philadelphia Higher Education Network for Neighborhood Development (PHENND) and by the United Communities' Southeast Philadelphia Collaborative (SEPC) Partnership Coordination project. Each of these organizations implemented its own partnership coordination strategies in 19 School District of Philadelphia (SDP) schools during the 2014/15 school year. This evaluation tried to understand the roles and functions of &quot;partnership coordinators&quot; and the extent to which partnership coordination efforts promoted &quot;integrated activities and partner collaboration&quot; that aligned with a school's needs and goals.
Teachers&apos; Views about the Education of Gifted Students in Regular Classrooms
Author: Abu, Nese Kutlu
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Academically Gifted,Elementary School Students,Phenomenology,Semi Structured Interviews,Statistical Analysis,Individualized Instruction,Qualitative Research,Student Needs,Resource Allocation,Instructional Materials,Teacher Education,Time Management,Labeling (of Persons),Teacher Student Relationship

The purpose of this study was to investigate classroom teachers' views about the education of gifted students in regular classrooms. The sample of the study is composed of ten primary school teachers working in the city of Amasya and had gifted students in their classes. In the present study, phenomenological research design was used. Data was collected through semi-structured interviews and analyzed descriptively in the QSR N-Vivo package program. The findings showed that teachers did not believe a need for differentiating curriculum for gifted students; rather they expressed that regular curriculum was enough for gifted students. Based on the findings, it is clear that teachers need training both on the need of differentiated education for gifted students and strategies and approaches about how to educate gifted students. Teachers' attitudes towards gifted students in regular classrooms should be investigated so that teachers' unsupportive beliefs about differentiation for gifted students also influence their attitudes towards gifted students.
Let&apos;s Get Moving: Using Children&apos;s Literature to Support Physical Activity and Readiness Skills
Author: Ostrosky, Michaelene M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Childrens Literature,Physical Activities,Readiness,Child Development,Play,Motor Development,Social Development,Language Skills,Cognitive Development,Disabilities,Reading Material Selection,Movement Education,Early Childhood Education,Educational Strategies,Family Involvement,Family School Relationship

The early years are the ideal time to support the physical activity level of children while also addressing readiness skills. With growing evidence of the link between physical activity and child development, it is imperative to find ways to routinely support physical activity. However, research has shown that children do not spend enough time in active motor play. This concern is even more critical for children with disabilities who often have challenges with development and physical activity. Strategies are provided to harness routine literacy opportunities so as to promote motor, social, language and cognitive development while increasing physical activity.