ethanporcaro/eric-fulltext-meta huggingface dataset:
Education Leaders&apos; Guide to Transforming Student and Learning Supports. A Center Guide
Author: Center for Mental Health in Schools at UCLA
Date: 2014-04-00
Type: Guides - Non-Classroom
Subjects: Academic Support Services,Intervention,Barriers,Educational Policy,Administrative Organization,Strategic Planning,School Administration,Change,Elementary Secondary Education

New directions for student and learning supports are key to systemically addressing barriers to learning and teaching. The aim is to unify and then develop a comprehensive and equitable system of student/learning supports at every school. This guide incorporates years of research and prototype development and a variety of examples from trailblazing efforts at local, district, regional, and state levels. The prototypes and examples can be adopted/adapted to design and plan ways to transform the role schools play in addressing barriers to learning and teaching and re-engaging disconnected students. Three appendices include: (1) Prototype for Six Content Arenas; (2) Prototype for an Integrated Infrastructure at the District Level; and (3) Some Additional Related Resources.
Five Essential Elements of a Unified and Comprehensive System of Learning Supports. Practice Guide
Author: Center for Mental Health in Schools at UCLA
Date: 2014-00-00
Type: Guides - Non-Classroom
Subjects: Academic Support Services,Educational Policy,Intervention,Administrative Organization,Capacity Building,Professional Development,Progress Monitoring,Improvement,Accountability,Schools

It is clear that developing a &quot;Unified and Comprehensive System of Learning Supports&quot; is a complex, multi-year process. The Center for Mental Health in Schools at UCLA has delineated the specifics nature and scope of the system and of the processes for getting from a fragmented and marginalized set of student and learning supports to a unified and comprehensive system (see the Center&apos;s &quot;System Change Toolkit&quot;--http://smhp.psych.ucla.edu/summit2002/resourceaids.htm). In doing so, the Center has stressed that such a system needs to be &quot;adapted&quot; to localities. While reasonable adaptation is wise, care must be taken not to eliminate elements that are essential to a fundamental transformation of how schools address barriers to learning and teaching and re-engage disconnected students. A frequent problem that arises in implementing the type of approach the Center has delineated is the tendency for some places to adopt the terminology and not the substance of system transformation. To counter this tendency, the Center has provided five essential elements that should be the focus of any place that indicates it is developing a unified and comprehensive system of learning supports.
General Guide for Strategic Planning Related to Developing a Unified and Comprehensive System of Learning Supports. Guide for Practice...
Author: Center for Mental Health in Schools at UCLA
Date: 2013-12-00
Type: Guides - Non-Classroom
Subjects: Strategic Planning,Leadership,Decision Making,State Departments of Education,School Districts,Program Implementation,Formative Evaluation,Summative Evaluation,Academic Support Services

SEAs, LEAs, and schools need to develop a &quot;Unified and Comprehensive System of Learning Supports&quot; in order to enhance equity of opportunity for all students to succeed at school and beyond. Such a system directly addresses barriers to learning and teaching and re-engages disconnected students. Developing the system requires transforming existing student and learning supports--see Appendix A and other brief online overviews at http://smhp.psych.ucla.edu/toolkita1.htm . Every district and school involved in transforming student and learning supports into a unified and comprehensive system needs to strategically plan the transformation. The following document has been drafted as an aid for such planning. The draft reflects processes that others have found useful. It also highlights some major lessons learned that can help avoid problems previously encountered. The focus is on SEAs and LEAs, but the process can readily be adapted for schools. Appendices include: (1) Five Essential Elements of a Unified and Comprehensive System of Learning Supports; (2) Unifying and Developing a Comprehensive System of Learning Supports: &quot;Prototype for System Change Mechanisms&quot;; (3) Illustrative Examples of Major Steps During the First Phases of Establishing a Learning Supports Component; and (4) Some Major Tasks for Coaches/Mentors to Help Address as a Unified and Comprehensive System of Learning Supports is Established.
All Hands on Deck: Ten Lessons from Early Adopters of Competency-Based Education
Author: Book, Patricia A.
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Competency Based Education,Higher Education,Models,Courses,College Credits,Performance Based Assessment,Educational Change,Program Design,Program Development

The perceived value of postsecondary education to economic competitiveness and individual success is driving innovation in higher education. Competency-based education (CBE) is the latest disruption that seeks to respond to the growing sense of national urgency to boost education attainment. The target audience generally includes those adult learners with some college but no degree already participating in the workforce. Competency-based education also seeks to create greater transparency in learning outcomes to show how well individuals can apply identified competencies in the work-world. Yet, competency-based education is hard to understand and communicate. For those educators who are thinking about initiating competency-based education programs on their campuses, you need to know what others have learned in the process of designing CBE programs and the kinds of questions you should ask yourself at the outset. We provide a snapshot of seven competency-based postsecondary programs and draw from their pioneering work to better understand how CBE programs can be developed. Program eligibility for federal financial aid appears to be one of the key factors in defining these programs as either course-based with credit equivalency or direct assessment. We review attempts at overall definitions of competency-based education highlighting the higher order level of competency, or mastery, in CBE approaches. We then provide ten lessons practitioners have learned in the design of competency-based education based on interviews, websites, communications, presentations, and other resources. These include lessons related to administration, faculty and student support, data systems, choice of model, business model, and structure. This brief review led us to pose a number of questions to consider for further discussion. Competency-based education provides yet another alternative pathway to degree success, yet it is impossible to overestimate the challenges in designing and implementing a CBE program given that virtually everything has to be reconsidered in the design process.
Disadvantaged Learners and VET to Higher Education Transitions. Occasional Paper
Author: Griffin, Tabatha
Date: 2014-00-00
Type: Information Analyses
Subjects: Vocational Education,Higher Education,Disadvantaged,Access to Education,Disproportionate Representation,Transfer Students,Transitional Programs,Academic Support Services,Foreign Countries

The vocational education and training (VET) system can provide an entry point to the education sector for people who have experienced disadvantage in their lives. Participation in VET can provide personal benefits as well as lead to further study and/or employment. How disadvantaged learners participate in vocational education and training is an important consideration. Further study and employment outcomes are more likely to stem from completing a higher-level VET qualification, but disadvantaged learners tend to enrol in lower-level qualifications. Hence, whether or not disadvantaged learners are transitioning from lower-level VET qualifications to higher-level vocational education and training and into higher education is of interest. Based on a review of the literature, this paper synthesises what is currently known about these transitions for disadvantaged learners. Disadvantaged learners tend to be over-represented in lower-level VET qualifications and underrepresented in higher-level VET and higher education. There is little in the literature that provides student perspectives on transitions from lower-level to higher-level vocational education and training and from VET into higher education. The literature shows that transition from VET to higher education is a viable pathway for some disadvantaged learners, although it is not used as widely as it could be. There are a number of factors that act as barriers: (1) Transition from vocational education and training to higher education is more likely to occur from higher-level VET qualifications. However, disadvantaged learners re-engaging with the education sector are more likely to enrol in lower-level qualifications. (2) Transition from VET to higher education can be complicated, even for students who are not disadvantaged. This is despite the array of formal arrangements, such as credit transfer, and supports that are in place. (3) Support services can make a difference, but there is a tension between providing individually tailored support and system-wide support. Limited resources are an issue, and priority should be given to supports most likely to lead to positive outcomes. This paper shows that disadvantaged learners tend to be over-represented in lower-level VET qualifications and underrepresented in higher-level VET and higher education. Transition from VET to higher education is a viable pathway for some disadvantaged learners, but this pathway is not used as widely as it could be.
KIDS COUNT Data Book, 2014: State Trends in Child Well-Being. 25th Edition
Author: Annie E. Casey Foundation
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Children,Well Being,Child Development,Poverty,Employment,Parents,Housing,Adolescents,Preschool Education,Reading Achievement,Grade 4,Mathematics Achievement,Grade 8,High School Students,Graduation Rate,Body Weight,Health Insurance,Death,Alcohol Abuse,Drug Abuse,One Parent Family,High School Graduates,Educational Attainment,Poverty Areas,Early Parenthood,Costs,Dropouts,Trend Analysis,Social Indicators,Educational Indicators,Mortality Rate,Parent Background

Each year since 1990, the Annie E. Casey Foundation has published the KIDS COUNT Data Book to track the well-being of children nationally and in every state. When the first Data Book was launched 25 years ago, the hope was that it would raise public awareness and build public commitment to invest in solutions to ensure that each and every child has the opportunity to thrive and to reach his or her full potential. In partnership with a network of state and national advocates for children, the foundation wanted to help local communities, states, and national leaders make better informed policy and practice decisions to improve the economic, health, educational, family, and community well-being of America&apos;s children. The Casey Foundation has used the KIDS COUNT Data Book to raise awareness locally and nationally about how kids are doing and what policies and programs might lead to improvements. In the quest to improve outcomes for the nation&apos;s children, the Data Book was used to highlight critical building blocks of healthy child development. Special emphasis has been placed on:?? (1) the importance of child well-being to the nation&apos;s future prosperity, global competitiveness, and community strength; (2) ??the variability in child well-being by income, race, ethnicity, and geography; and (3) ??evidence-based policies, programs, and practices that work. The following sections take a look at the demographic, social and economic context for changes affecting children as well as major trends in child well-being since 1990 in each of the four domains covered by the KIDS COUNT index: (1) Economic Well-Being, (2) Education, (3) Health and (4) Family and Community. Key policies that have contributed to improvements in child well-being as well as daunting challenges that remain are identified. Appended are: (1) Child Well-Being Rankings; and (2) Data for 16 Indicators of Child Well-Being.
The Importance of Afterschool and Summer Learning Programs in African-American and Latino Communities. Afterschool Alert. Issue Brief No. 59
Author: Afterschool Alliance
Date: 2013-07-00
Type: Journal Articles
Subjects: After School Programs,Summer Programs,African American Students,Hispanic American Students,Poverty,At Risk Students,Homeless People,Hunger,Extracurricular Activities,Access to Education,Educational Opportunities,Achievement Gap,White Students,Racial Differences,Attendance Patterns,Homework,Learner Engagement,Graduation Rate,Academic Achievement,Food,Employed Parents,Child Safety,Economic Factors,Barriers,Parent Attitudes,Financial Support,Elementary School Students,Middle School Students,High School Students

In classrooms across the country, when students hear the bell ring at 3 p.m., it signals the end of the school day and, for many, the start of an afternoon without supervision, without productive activities and without direction. Afterschool and summer learning programs are filling the invaluable role of providing essential services--such as a safe and supervised environment, academically enriching activities, healthy snacks and meals, and caring and supportive mentors--to children and families most in need of support. The need for these afterschool and summer learning programs is especially vital in African-American and Latino communities, communities that are experiencing higher levels of poverty, homelessness and food insecurity, and are facing disparities in education and access to extracurricular activities. Funding for afterschool and summer learning programs is a sound investment that will help meet the demands of, and bring much needed services to, African-American and Latino communities by: (1) Ensuring children have access to academically enriching activities, helping close the opportunity gap between higher-income and lower-income families; (2) Tackling the achievement gap between white students and African-American and Latino students by increasing attendance, homework completion and engagement in school, and ultimately raising graduation rates and test scores; (3) Combating food insecurity among children by providing nutritious snacks and meals, which are especially important during the summer months when schools are out of session; and (4) Providing working parents with peace of mind knowing that their child is in a safe and supervised space during the out-of-school hours. At a time when afterschool programs serving communities that are in most need of help are struggling to keep pace with demand, greater investments at the federal, state and local levels are essential to make certain all children have access to the range of benefits afterschool and summer learning programs provide and are better equipped to succeed in school and life.
Strategies for Improving Access to Drinking Water in Schools
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Water,Child Health,Wellness,School Policy,Board of Education Policy,Coding,School Districts,Health Promotion

Water consumption is important for students&apos; cognition, dental health, and physical health. The availability and promotion of free water during the school day has been shown to increase water consumption and may prevent school children from being overweight. This brief highlights areas where local school wellness policies (i.e., wellness policies) address water accessibility and where policy opportunities exist. It summarizes policy actions taken by public school districts from 2011-2012 school year from the Bridging the Gap (BTG) study. All policies were collected and coded by BTG researchers using a standardized method based on evidence-based guidelines and recommendations from expert organizations and agencies. Complete details about how these data were collected and compiled are available in the companion methods documentation (see ED546842).
Strategies for Supporting Recess in Elementary Schools
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Recess Breaks,Elementary Schools,Elementary School Students,Well Being,Board of Education Policy,School Districts,Guidelines,State Departments of Education,Educational Policy

Recess provides students with a needed break from their structured school day. It can improve children&apos;s physical, social, and emotional well-being, and enhance learning. Recess helps children meet the goal of 60 minutes of physical activity (PA) each day, as recommended by the US Department of Health and Human Services. National organizations (e.g., Centers for Disease Control and Prevention, American Academy of Pediatrics) recommend that districts provide at least 20 minutes of daily recess for all students in elementary schools. This brief highlights areas where school recess policy opportunities exist, and where policies are well-established. It summarizes policy actions taken by public school districts, all 50 states and the District of Columbia from the 2011-2012 school year, from the Bridging the Gap (BTG) study. All policies were collected and coded by BTG researchers using a standardized method based on evidence-based guidelines and recommendations from expert organizations and agencies. Complete details about how these data were collected and compiled are available in the companion methods documentation (see ED546842).
Looking at the Data: Afterschool Programs Using Data to Better Serve Students. Metlife Foundation Afterschool Alert. Issue Brief No. 66
Author: Afterschool Alliance
Date: 2014-08-00
Type: Reports - Evaluative
Subjects: After School Programs,Middle School Students,Academic Standards,Student Needs,Program Effectiveness,Youth Programs,Data Collection,Data Analysis,Program Evaluation,Program Development,Partnerships in Education

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the final issue brief in their latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief explores afterschool and data utilization to improve programming. The afterschool field has made great gains in providing supports and an environment that helps their students succeed in school and beyond. Students are discovering an interest in science, gaining confidence in their speaking abilities, missing school less, connecting with caring adults and more when participating in quality afterschool programs. A distinctive benefit of afterschool programs is that their focus and scope of activities is wide-ranging--they are able to meet the unique needs of their community, which could be to offer a dance program in an area where arts have been scaled back during the regular school day or aligning programming with the Common Core State Standards to serve as an additional source of support for students, teachers and schools. The variety of focus areas also means that there are a number of measures--both inputs and outputs--that can be relevant to their programming. Therefore, it is critical that programs have a clear and focused set of goals, gather and synthesize data that are connected to those goals, and implement a continuous improvement cycle that uses the data in order to build on lessons learned and ensure that they are providing their students with the supports they need. Fortunately, more and more programs are recognizing the critical role of data and more resources and tools are becoming available to help programs put the data to use in order to best meet the needs of their students.
Strategies for Creating Supportive School Nutrition Environments
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Nutrition,Child Health,Eating Habits,Food,Health Promotion,Physical Health,Wellness,Board of Education Policy,Nutrition Instruction,School Districts,Food Standards,Marketing,Water,Gardening,Agriculture,Staff Development,Student Participation,Public Schools,Elementary Schools,Secondary Schools

Good nutrition is vital to optimal health. The school environment plays a fundamental role in shaping lifelong healthy behaviors and can have a powerful influence on students&apos; eating habits. A supportive school nutrition environment includes multiple elements: access to healthy and appealing foods and beverages available to students in school meals, vending machines, school stores, à la carte lines in the cafeteria, fundraisers, and classroom parties; consistent messages about food and healthy eating; and the opportunities students have to learn about healthy eating. Improving the school nutrition environment has the potential to improve students&apos; physical health and academic achievement. The &quot;Child Nutrition&quot; and &quot;WIC Reauthorization Act of 2004&quot;, and more recently the &quot;Healthy, Hunger-Free Kids Act of 2010&quot;, required that school districts have a wellness policy that includes nutrition guidelines for all foods and beverages available during the school day, as well as goals for nutrition promotion and nutrition education. School districts nationwide have taken a variety of steps to create supportive nutrition environments through policy change. This brief highlights areas where policy opportunities exist, as well as areas where policies are well-established relative to the following topics: 1) nutrition standards for competitive foods and beverages (i.e., items sold or served outside the school meal programs); 2) marketing and promotion of foods and beverages at school; 3) access to free drinking water; 4) nutrition education for students; 5) Farm to School programs and school gardens; 6) nutrition-related training for school personnel; and 7) strategies to increase participation in school meals. This brief also summarizes the range of policy actions taken by public school districts from a nationally representative sample of district wellness policies from the 2011-2012 school year, from the Bridging the Gap (BTG) study. All policies were collected and coded by BTG researchers using a standardized method based on evidence-based guidelines and recommendations from expert organizations and agencies. Complete details about how these data were collected and compiled are available in the companion methods documentation (see ED546842).