ethanporcaro/eric-fulltext-meta huggingface dataset:
A Guide to the Kentucky System of Interventions
Author: Kentucky Department of Education
Date: 2008-07-00
Type: Guides - General
Subjects: Behavior Problems,Intervention,Decision Making,Guidance,Integrated Services,Learning Readiness,Acceleration (Education),Response to Intervention,Student Needs,Student Behavior,Elementary Secondary Education,Educational Planning,Academic Achievement,Cooperation,Academic Standards,National Standards,State Standards,Instructional Effectiveness,Screening Tests,Diagnostic Tests,Community Involvement,Family Involvement,Achievement Gap,School Readiness,Alignment (Education),Educational Legislation,Federal Legislation,State Legislation

The Kentucky System of Intervention (KSI) is a framework for providing systematic, comprehensive services to address academic and behavioral needs for all students, preschool through grade 12. The Kentucky Department of Education (KDE) has developed this guidance document to provide resources in planning and decision making as districts and schools develop a system of intervention to meet the needs of all students. This guidance document addresses several key points: (1) Decision making rules ensure effective, equitable and fair treatment for all students; (2) Tiered services provide a system of interventions to maximize student achievement and to reduce behavior problems; (3) Intervention team roles enable successful collaboration in meeting the needs of students; (4) Curriculum must be aligned to national, state and local standards and accessible to all students; (5) Highly effective instruction is research based, aligned to curriculum and accessible to all students; (6) Universal screening determines the need for diagnostic assessments that inform decisions made by the intervention team; (7) Progress monitoring informs decisions about instruction and individual student learning; and (8) Family and community engagement is focused on improving student learning. KDE established KSI to assist schools and districts as they develop a comprehensive instructional system, integrating human, physical and financial resources and materials. This comprehensive system addresses Response to Intervention (RTI), accelerated learning requirements (see Appendix E), closing achievement gaps, high-quality instruction, readiness to learn and student transitions. Appendices include: (1) History; (2) Student Intervention System Readiness Tool; (3) Legislation That Created RTI; (4) KSI Crosswalk; (5) EPAS Interventions and Documentation; and (6) Kansas Multi-Tiered System of Support (MTSS). A glossary of commonly used RTI terms is included. Individual sections contain resources.
The Quest for Less: Activities and Resources for Teaching K-8. A Teacher's Guide to Reducing, Reusing, and Recycling. EPA530-R-05-005
Author: US Environmental Protection Agency
Date: 2005-06-00
Type: Guides - Classroom - Teacher
Subjects: Elementary School Teachers,Middle School Teachers,Sanitation,Environmental Education,Lesson Plans,Educational Resources,Learning Activities,Journal Writing,Writing Assignments,Recycling,Hazardous Materials,Natural Resources

The "Quest for Less" is designed for teachers in grades K-8 to use as one of the many tools in the development of lesson plans. Activities and concepts in this resource can be incorporated into existing curricula, or teachers can create special week-long units on the environment and solid waste or use the activities to commemorate Earth Day. This guide provides hands-on lessons and activities, enrichment ideas, journal writing assignments, and other educational tools related to preventing and reducing waste. Its multidisciplinary focus includes math, science, art, social studies, language arts, and health. Lessons encourage students to utilize skills ranging from reading and writing to problem-solving and analytical thinking. This resource introduces the idea of natural resources as a source for many products that become solid waste; explains the quantity and type of waste products create; and reviews the common methods of managing solid waste, including recycling, composting, landfilling, incinerating, and preventing waste in the first place. It also includes some information about hazardous waste. Each chapter in "The Quest for Less" includes one or more fact sheets that provide background information on a topic and an index showing the grade ranges, subject areas, and skills used for each activity. Each activity, in turn, provides a suggested duration, materials needed, and other helpful information for teachers. A glossary of terms and a glossary of skills can be found at the end of the resource. [This paper is an updated version of "The Quest for Less: Activities and Resources for Teaching K-6. A Teacher's Guide to Reducing, Reusing, and Recycling", a report published in November 2000. To access this report, see ED454082.]
The MetLife Survey of the American Teacher: Preparing Students for College and Careers
Author: Metropolitan Life Insurance Company
Date: 2011-05-00
Type: Reports - Research
Subjects: College Preparation,Job Training,Careers,Stakeholders,Surveys,Teacher Surveys,Student Surveys,Needs Assessment,Attitudes,Research Methodology,Parent Attitudes,Secondary School Teachers

"The MetLife Survey of the American Teacher: Preparing Students for College and Careers" was conducted by Harris Interactive and is the twenty-seventh in a series sponsored annually by MetLife since 1984 to give voice to those closest to the classroom. This MetLife Survey examines the priority that all students graduate from high school prepared for college and careers, what being college- and career-ready entails, and the implications of this goal for teaching. It includes the views of public middle and high school teachers, students and parents, and business executives from Fortune 1000 companies. In addition, education thought leaders and teacher leaders participated in a related online strategy session. The findings were originally released during March 2011 in two parts, both of which are incorporated into this document: (1) "Clearing the Path" examines the importance of being college- and career-ready, what this level of preparation includes, and what it may take to get there; and (2) "Teaching Diverse" Learners looks at differences in student needs, how teachers address them and how well students feel their needs are being met. This research combined both quantitative and qualitative methods to gain a clear picture of attitudes and perceptions among key stakeholder groups in the realm of college and career readiness. Appendices include: (1) Methodology; and (2) Questionnaires. Individual parts contain endnotes and sources. (Contains 25 figures.)
Learning Together: How Families Responded to Education Incentives in New York City's Conditional Cash Transfer Program
Author: Greenberg, David
Date: 2011-05-00
Type: Reports - Research
Subjects: Poverty Programs,Urban Areas,Demonstration Programs,Rewards,Parent Student Relationship,Low Income Groups,Academic Achievement,Program Effectiveness,Parent School Relationship,Family Relationship,Well Being,Academic Aspiration,Quality of Life,Incentives,Financial Support,Elementary School Students,Middle School Students,High School Students

In 2007, New York City's Center for Economic Opportunity launched Opportunity NYC-Family Rewards, an experimental, privately funded, conditional cash transfer (CCT) program to help families break the cycle of poverty. Family Rewards provided payments to low-income families in six of the city's poorest communities for achieving specific goals related to health, education, and employment. The demonstration program ended as planned in August 2010, although its evaluation is ongoing. This qualitative report focuses on Family Rewards' educational incentives and the variety of ways that parents and children interacted with each other in relation to these incentives. Unlike other educational incentives programs across the country, Family Rewards relied heavily on parents to explain the program to younger children and to find ways of supporting their children's learning in school. While parents received incentives for their younger children's activities in Family Rewards, high school students received incentives directly and so were more directly exposed to the program. Key findings include: (1) Most parents and children embraced the broad goals of Family Rewards, viewing the program as an &quot;opportunity&quot; for children and an investment in their academic future; (2) Not all parents knew how to help improve their children's educational performance beyond offering general encouragement; (3) Many parents were reluctant to discuss the incentives with younger children, who had only a limited knowledge of the program as a result. High school students were much better informed; and (4) Family Rewards payments helped strengthen some better-prepared high school students' belief that they were &quot;on track&quot; to graduation, college, and a better future, which reinforced their motivation. MDRC will continue to track participants and will present longer-term findings to help clarify the success of the initiative in encouraging educational, health, and employment outcomes. Family Rewards Activity List is appended. Individual chapters contain footnotes. (Contains 6 tables, 3 figures, and 7 boxes.) [For the executive summary, see ED519281.]
Learning Together: How Families Responded to Education Incentives in New York City's Conditional Cash Transfer Program. Executive Summary
Author: Greenberg, David
Date: 2011-05-00
Type: Reports - Research
Subjects: Poverty Programs,Urban Areas,Demonstration Programs,Rewards,Parent Student Relationship,Low Income Groups,Academic Achievement,Program Effectiveness,Parent School Relationship,Family Relationship,Well Being,Academic Aspiration,Incentives,Financial Support,Elementary School Students,Middle School Students,High School Students

In 2007, New York City's Center for Economic Opportunity launched Opportunity NYC-Family Rewards, an experimental, privately funded, conditional cash transfer (CCT) program to help families break the cycle of poverty. Family Rewards provided payments to low-income families in six of the city's poorest communities for achieving specific goals related to health, education, and employment. The demonstration program ended as planned in August 2010, although its evaluation is ongoing. This executive summary describes the qualitative report, &quot;Learning Together: How Families Responded to Education Incentives in New York City's Conditional Cash Transfer Program.&quot; The report focuses on Family Rewards' educational incentives and the variety of ways that parents and children interacted with each other in relation to these incentives. Unlike other educational incentives programs across the country, Family Rewards relied heavily on parents to explain the program to younger children and to find ways of supporting their children's learning in school. While parents received incentives for their younger children's activities in Family Rewards, high school students received incentives directly and so were more directly exposed to the program. Key findings include: (1) Most parents and children embraced the broad goals of Family Rewards, viewing the program as an &quot;opportunity&quot; for children and an investment in their academic future; (2) Not all parents knew how to help improve their children's educational performance beyond offering general encouragement; (3) Many parents were reluctant to discuss the incentives with younger children, who had only a limited knowledge of the program as a result. High school students were much better informed; and (4) Family Rewards payments helped strengthen some better-prepared high school students' belief that they were &quot;on track&quot; to graduation, college, and a better future, which reinforced their motivation. MDRC will continue to track participants and will present longer-term findings to help clarify the success of the initiative in encouraging educational, health, and employment outcomes. (Contains 1 table and 3 footnotes.) [For the full report, see ED519279.
No &quot;Drop&quot; in the Bucket: The High Costs of Dropping Out. Lessons in Learning
Author: Canadian Council on Learning
Date: 2009-02-04
Type: Reports - Descriptive
Subjects: Foreign Countries,High Schools,Dropout Rate,Dropouts,Educational Attainment,Quality of Life,Costs,Social Services,Dropout Prevention,Potential Dropouts,At Risk Students,School Holding Power,Academic Persistence,Educational Strategies,Education Work Relationship

Despite recent declines in high school dropout rates, thousands of young Canadians continue to leave high school every year without a diploma. Currently, approximately 20% of Canadians aged 20 years and over have never completed high school. Most Canadians recognize the link between educational attainment and quality of life, and know that dropping out of high school can have negative consequences for individuals and society. However, few people may be fully aware of the many costs--both intangible and tangible--associated with dropping out of high school. The intangible costs of not completing high school are numerous. Many high school dropouts experience negative outcomes as a result of their decision to leave school, including diminished social growth, a reduced sense of control over their lives and life circumstances, and less personal satisfaction. The tangible costs are no less numerous: directly or indirectly, dropping out of high school has enormous fiscal implications for government, society, and individual school leavers in terms of expenditures in health, social services and programs, education, employment, criminality, and lower economic productivity. This paper presents examples of strategies employed by jurisdictions across Canada, designed to keep students engaged in their studies until they complete their high school diplomas. (Contains 1 table.)
Lessons in Learning: Making the Environmental Grade--The Benefits of Going Green in the Classroom
Author: Canadian Council on Learning
Date: 2009-06-24
Type: Reports - Descriptive
Subjects: Foreign Countries,Environmental Education,Sustainable Development,Curriculum,Educational Policy,Conservation (Environment),Outcomes of Education,Program Effectiveness,Interdisciplinary Approach

Over the past two decades, public interest in environmental issues has risen dramatically and stories about the environment are regularly featured on the front page of newspapers and are the focus of successful documentary films. Today, environmental education has become an element of many provincial curricula, with the understanding that young people need to learn about and understand how their personal actions affect the natural world around them. Environmental education appears to carry a number of benefits that go beyond learning about environmental issues. These benefits are discussed in this paper. (Contains 2 tables and 3 figures.)
Contextualized Teaching &amp; Learning: A Faculty Primer. A Review of Literature and Faculty Practices with Implications for California Community College Practitioners
Author: Baker, Elaine DeLott
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Learning Theories,Community Colleges,College Faculty,Literature Reviews,Educational Practices,Basic Skills,Educational Strategies,Labor Force Development,Interviews,Teacher Attitudes,Teaching Methods,Writing (Composition),Mathematics Skills,Statistics,Algebra,Auto Mechanics,Utilities,Construction Programs,Biotechnology,Teacher Certification,Spanish,English (Second Language),Nursing Education,College Programs

This report offers California college faculty a closer look at contextualized teaching and learning (CTL) as a promising set of strategies and practices that can be expanded through the state's Basic Skills Initiative. The report is relevant to a range of instructional and counseling faculty, including academic and career and technical education (CTE), Mathematics, English and English as a Second Language (ESL) instructors, as well as to basic skills staff and administrators. The report is organized into three main sections: (1) a case statement for contextualized teaching and learning that draws on relevant research and learning theory and situates the practice within workforce development, (2) a review of a range of contextualized teaching and learning practices, told from the faculty/program director perspective, and (3) a set of considerations for community college faculty and leaders as well as funders and policy makers interested in the potential of contextualized teaching and learning to strengthen student success. Faculty Interview Protocol is appended. (Contains 1 footnote.)
Lessons in Learning: Why Boys Don't Like to Read--Gender Differences in Reading Achievement
Author: Canadian Council on Learning
Date: 2009-02-18
Type: Reports - Descriptive
Subjects: Females,Reading Attitudes,Reading Achievement,National Competency Tests,Gender Differences,Males,Foreign Countries,Early Adolescents,Achievement Gap,Reading Motivation,Student Attitudes,Reading Materials

The latest reading assessment results of the Pan-Canadian Assessment Program (PCAP-13) reveal that the majority (88%) of Canadian 13-year-olds perform at or above the expected level of proficiency. These results also reveal a persistent literacy gap between boys and girls: with the Canadian average set at 500, girls outscore boys by 23 points (see Figure 1). Many factors contribute to the gender gap in literacy. Boys and girls show differences in reading attitudes, behaviours and preferences, all of which can have an impact on performance in reading assessments. This paper presents strategies for encouraging boys to read more. (Contains 2 figures.)
Effective Practices for Promoting the Transition of High School Students to College: A Review of Literature with Implications for California Community College Practitioners
Author: Boroch, Deborah
Date: 2009-01-00
Type: Information Analyses
Subjects: Strategic Planning,High Schools,Transitional Programs,Community Colleges,Career Academies,Program Effectiveness,College Bound Students,Literature Reviews,Access to Education,Barriers,Intervention,College Preparation,Summer Programs,Student Attitudes,Expectation,School Orientation

In 2007, the Basic Skills Initiative (BSI) was launched in California's 109 (now 110) community colleges. This initiative responds to an increasing awareness that state policies favoring &quot;open access&quot; also result in the enrollment of large numbers of students who are underprepared to succeed in college-level work. Identified as a key focus of the California Community College System Strategic Plan, the effort to systematically improve students' basic skills has subsequently received substantial redirected funding as colleges seek to evaluate their programs and services in alignment with effective practices that are documented and supported by research and published literature (Center for Student Success, 2007). As a follow-up to the initial summary of literature contained in &quot;Basic Skills as a Foundation for Success in California Community Colleges&quot; (Center for Student Success), this report reviews effective practices for the successful transition of students from high school to college entry as documented in research-based literature. A significant body of literature has addressed various aspects of the high school to college transition. Much of the research has centered on defining the barriers or obstacles impeding successful transitions, with corresponding recommendations for strategies for overcoming these obstacles. The effective practices tend to be programmatic as opposed to isolated interventions; therefore, it is difficult to assess the impact of any single aspect within a program. Instead, the research implies that a combination of strategies working together tend to have the greatest impact. Practitioners should view the interventions as &quot;packages&quot; when considering implementation and weighing which strategies are most useful. Appendices include: (1) Examples of Selected Career Academies; (2) Examples of College Transition Programs for Students While Attending High School; and (3) Summer Bridge Programs in Colleges.
Much Ado about Nothing? Innovation in Charter Schools
Author: Preston, Courtney
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Charter Schools,Educational Innovation,Public Schools,Traditional Schools,School Districts,Comparative Analysis,School Role,Educational Practices,Principals,Surveys

The purpose of this paper is to develop a framework for measuring innovation in charter schools. The authors ask two questions: (1) What practices constitute innovation in various local and state contexts?; and (2) Do levels and types of innovation differ between charter schools and traditional public schools? The authors' sample frame includes traditional public schools from the Schools and Staffing Survey and charter schools from their Northwest Evaluation Association (NWEA) database in 103 school districts in 11 states. Based on their findings, the authors conclude that while charter schools on the whole may engage in innovative practices more often than traditional public schools, within their local context, they do not fulfill their promise of innovation. They do not have data that provides information on which school employed a practice first, therefore they cannot fully examine the impact charter schools may have had on the diffusion of innovative practice within their local context, but the results support a diffusion of innovation notion supported by institutional theory.
Ability Grouping, Classroom Instruction, and Students' Mathematics Gains in Charter and Traditional Public Schools
Author: Berends, Mark
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Public Schools,Achievement Gains,Mathematics Achievement,Ability Grouping,Charter Schools,Traditional Schools,Comparative Analysis,Teaching Methods,Student Placement,Teacher Surveys,Intervention

In this paper, the authors examine differences between school types in the uses of ability grouping, instructional differences, and relationship of ability grouping to student mathematics achievement. Specifically, they address the following questions with teacher reports of students' mathematics placement in middle school: (1) Does the use of ability grouping differ between charter and traditional public schools?; and (2) What is the relationship between ability group placement and students' mathematics achievement gains? The data come from surveys of teachers in charter and traditional public schools, located in urban, suburban, and rural contexts across 24 states. The schools all participate in the Northwest Evaluation Association (NWEA) assessment program and student achievement data in mathematics come from NWEA assessments. The data come from the What Makes Schools Work project to examine organization and instructional conditions in different types of schools. The findings reveal significant differences in the use of ability grouping in charter (CPS) and traditional public schools (TPS). For example, a greater percentage of CPS students are placed in both high ability groups (17% compared with 12% TPS students) and lower ability groups (20% compared with 13% TPS). Fewer CPS students are in mixed ability groups (20% compared with 51% TPS). Moreover, CPS student gains in each group were larger than those of TPS students in similar groups, and the gains of students in the high ability group were greater than those in the low ability group, contributing to increasing inequality over the school year. Few instructional differences among groups and between CPS and TPS teachers were significantly different, although further analyses are necessary.