ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impacts of the Montgomery County Public Schools' Proposed 2016 Budget on Montgomery County and the State of Maryland Economies
Author: Fuller, Stephen S.
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Public Schools,Budgets,Educational Finance,Economic Impact,Expenditures,Educational Facilities,School Construction,Income,Employment,Counties

The Montgomery County Public Schools (MCPS) is a major source of economic activity within the County with these benefits extending across the State of Maryland. These economic benefits result from MCPS's annual expenditures for new facilities, its outlays for repairs and maintenance, and its spending in support of program and facility operations. These expenditures generate employment and personal earnings--wages and salaries--and they support a broad base of local businesses that supply goods and services in support of MCPS's mission. It is the objective of the research reported herein: (1) to identify the sources and magnitudes of MCPS's expenditures as proposed in its FY 2016 budget; (2) to calculate the value of the impacts of these expenditures on both the County's and State's economies in terms of their contribution to economic growth, the generation of personal earnings (labor income) and the direct and indirect jobs supported; and (3) to assess the significance of these impacts to these economies' performance.
MCPS Special Education at a Glance 2011-2012
Author: Montgomery County Public Schools (MCPS), Office of Shared Accountability
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Counties,Disabilities,Special Education,Elementary Schools,Middle Schools,High Schools,Special Schools,Enrollment,School Personnel,Gender Differences,Racial Differences,Ethnic Groups,Poverty,Neighborhood Schools,Student Placement,Inclusion,Mainstreaming,Symptoms (Individual Disorders),Testing Accommodations,Basic Skills,Suspension,Student Mobility,Special Education Teachers,Paraprofessional School Personnel,Special Programs,Guides,Individualized Education Programs,Planning,Algebra,Geometry,Graduation Rate,High School Graduates,College Entrance Examinations,Mathematics Achievement,Reading Achievement,Writing Achievement,Dropout Rate,Advanced Placement,Science Achievement

Montgomery County Public Schools (MCPS) &quot;Special Education at a Glance,&quot; which includes a copy of the &quot;Guide to Planning and Assessing School-Based Special Education Programs,&quot; provides in a single document, information about the special education population at each Montgomery County (Maryland) public school, including enrollment, staffing, special education services, and outcome measures. &quot;MCPS Special Education at a Glance&quot;--a companion document to &quot;MCPS Schools at a Glance&quot;--contains information that may be used to inform school improvement plans and to identify best practices to improve outcomes for students with disabilities. [This publication is the result of the efforts of the following offices within Montgomery County Public Schools: Office of the Chief Operating Officer, Office of the Deputy Superintendent of Schools, Office of the Chief Technology Officer, Office of Curriculum and Instructional Programs, Office of School Performance, Office of Shared Accountability, and Office of Special Education and Student Services.]
MCPS Special Education at a Glance 2012-2013
Author: Montgomery County Public Schools (MCPS), Office of Shared Accountability
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Counties,Disabilities,Special Education,Elementary Schools,Middle Schools,High Schools,Special Schools,Enrollment,School Personnel,Gender Differences,Racial Differences,Ethnic Groups,Poverty,Neighborhood Schools,Student Placement,Inclusion,Mainstreaming,Symptoms (Individual Disorders),Testing Accommodations,Basic Skills,Suspension,Student Mobility,Special Education Teachers,Paraprofessional School Personnel,Special Programs,Guides,Individualized Education Programs,Planning,Algebra,Geometry,Graduation Rate,High School Graduates,College Entrance Examinations,Mathematics Achievement,Reading Achievement,Writing Achievement,Dropout Rate,Advanced Placement,Science Achievement

Montgomery County Public Schools (MCPS) &quot;Special Education at a Glance,&quot; which includes a copy of the &quot;Guide to Planning and Assessing School-Based Special Education Programs,&quot; provides in a single document, information about the special education population at each Montgomery County (Maryland) public school, including enrollment, staffing, special education services, and outcome measures. &quot;MCPS Special Education at a Glance&quot;--a companion document to &quot;MCPS Schools at a Glance&quot;--contains information that may be used to inform school improvement plans and to identify best practices to improve outcomes for students with disabilities. [This publication is the result of the efforts of the following offices within Montgomery County Public Schools: Office of the Chief Operating Officer; Office of the Deputy Superintendent of Teaching, Learning, and Programs; Office of the Chief Technology Officer; Office of Curriculum and Instructional Programs; Office of the Deputy Superintendent of School Support and Improvement; Office of Shared Accountability; and Office of Special Education and Student Services.]
MCPS Special Education at a Glance 2005-2006
Author: Montgomery County Public Schools (MCPS), Department of Reporting and Regulatory Accountability
Date: 2006-00-00
Type: Guides - General
Subjects: Public Schools,Counties,Disabilities,Special Education,Elementary Schools,Middle Schools,High Schools,Special Schools,Enrollment,School Personnel,Gender Differences,Racial Differences,Ethnic Groups,Poverty,Neighborhood Schools,Student Placement,Inclusion,Mainstreaming,Symptoms (Individual Disorders),Testing Accommodations,Basic Skills,Suspension,Student Mobility,Special Education Teachers,Paraprofessional School Personnel,Special Programs,Guides,Individualized Education Programs,Planning,Algebra,Geometry,Graduation Rate,High School Graduates,College Entrance Examinations,Mathematics Achievement,Reading Achievement,Writing Achievement,Dropout Rate,Advanced Placement,Science Achievement

&quot;MCPS Special Education at a Glance&quot; is a direct result of the work of the Special Education Continuous Improvement Team (SECIT), an advisory group to the Montgomery County Public Schools Board of Education Special Education Ad Hoc Subcommittee. During the 2004-2005 school year, the SECIT developed, in collaboration with special education staff, a &quot;Guide to Planning and Assessing School-Based Special Education Programs and a prototype for an accompanying publication, &quot;MCPS Special Education at a Glance&quot;. This first edition of &quot;MCPS Special Education at a Glance&quot;, which includes a copy of the &quot;Guide to Planning and Assessing School-Based Special Education Programs&quot;, provides in a single document, information about the special education population at each Montgomery County (Maryland) public school, including enrollment, staffing, programs, and outcome measures. &quot;MCPS Special Education at a Glance&quot; is a companion document to &quot;MCPS Schools at a Glance&quot; and contains information that can be used to inform school improvement plans and to identify best practices to improve outcomes for students with disabilities. Definitions of Terms and Data Elements, and an index are provided. [This publication is the result of the efforts of several offices within the Montgomery County Public Schools: Department of Reporting and Regulatory Accountability, Department of Shared Accountability, Department of Special Education, Office of the Chief Operating Officer, Office of Curriculum and Instructional Programs, Office of School Performance, Office of Information and Organizational Systems.]
MCPS Special Education at a Glance 2013-2014
Author: Montgomery County Public Schools (MCPS), Office of Shared Accountability
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Counties,Disabilities,Special Education,Elementary Schools,Middle Schools,High Schools,Special Schools,Enrollment,School Personnel,Gender Differences,Racial Differences,Ethnic Groups,Poverty,Neighborhood Schools,Student Placement,Inclusion,Mainstreaming,Symptoms (Individual Disorders),Testing Accommodations,Basic Skills,Suspension,Student Mobility,Special Education Teachers,Paraprofessional School Personnel,Special Programs,Guides,Individualized Education Programs,Planning,Algebra,Geometry,Graduation Rate,High School Graduates,College Entrance Examinations,Mathematics Achievement,Reading Achievement,Writing Achievement,Dropout Rate,Advanced Placement,Science Achievement

Montgomery County Public Schools (MCPS) &quot;Special Education at a Glance,&quot; which includes a copy of the &quot;Guide to Planning and Assessing School-Based Special Education Programs,&quot; provides in a single document, information about the special education population at each Montgomery County public school, including enrollment, staffing, special education services, and outcome measures. &quot;MCPS Special Education at a Glance&quot;--a companion document to &quot;MCPS Schools at a Glance&quot;--contains information that may be used to inform school improvement plans and to identify best practices to improve outcomes for students with disabilities. [This publication is the result of the efforts of the following offices within Montgomery County Public Schools: Office of the Chief Operating Officer; Office of the Deputy Superintendent of School Support and Improvement; Office of the Deputy Superintendent of Teaching, Learning, and Programs; Office of the Chief Technology Officer; Office of Curriculum and Instructional Programs; Office of Shared Accountability; and Office of Special Education and Student Services.]
MCPS School Safety and Security at a Glance 2010-2011
Author: Montgomery County Public Schools (MCPS), Office of Shared Accountability
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Counties,School Safety,School Security,Elementary Schools,Middle Schools,High Schools,Special Schools,Reports,Educational Environment,Suspension,Student Behavior,Behavior Problems,Emergency Programs,Behavior Modification,Gender Differences,Violence,Weapons,Substance Abuse,Hazardous Materials,Aggression,Special Education,Racial Differences,Limited English Speaking,Accidents,Bullying,Sexual Abuse,Crime,Transportation,Suicide,Parent Attitudes,Student Attitudes,Teacher Attitudes,Poverty

&quot;MCPS School Safety and Security at a Glance&quot; provides, in a single document, information about the reporting of incidents related to school safety and security, school climate, local school safety program descriptions, and serious incidents in all Montgomery County (Maryland) Public Schools. The information is presented for each school. While much of this information is available in various documents produced throughout the year, &quot;MCPS School Safety and Security at a Glance&quot; provides this information in a single comprehensive report in a user-friendly format for stakeholders. &quot;MCPS School Safety and Security at a Glance&quot; is a valuable tool to help monitor accurate reporting of incidents related to school safety and security. This report provides a concise, easily understood, and easily accessible snapshot to foster a discussion among administrators, teachers, students, and parents on the best learning environment possible in every school. The following are included in this report: (1) a glossary of terms; (2) Regulation COB-RA: Reporting a Serious Incident; and (3) an index. [This publication is the result of the efforts of several offices within Montgomery County Public Schools: Office of the Chief Operating Officer; Office of the Deputy Superintendent of Schools; Office of School Performance; Office of the Chief Technology Officer; and Office of Shared Accountability.]
MCPS School Safety and Security at a Glance 2009-2010
Author: Montgomery County Public Schools (MCPS), Office of Shared Accountability
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Public Schools,Counties,School Safety,School Security,Elementary Schools,Middle Schools,High Schools,Special Schools,Reports,Educational Environment,Suspension,Student Behavior,Behavior Problems,Emergency Programs,Behavior Modification,Gender Differences,Violence,Weapons,Substance Abuse,Hazardous Materials,Aggression,Special Education,Racial Differences,Limited English Speaking,Accidents,Bullying,Sexual Abuse,Crime,Transportation,Suicide,Parent Attitudes,Student Attitudes,Teacher Attitudes,Poverty

&quot;MCPS School Safety and Security at a Glance&quot; provides, in a single document, information about the reporting of incidents related to school safety and security, school climate, local school safety program descriptions, and serious incidents in all Montgomery County (Maryland) public schools. The information is presented for each school. While much of this information is available in various documents produced throughout the year, &quot;MCPS School Safety and Security at a Glance&quot; provides this information for stakeholders in a single comprehensive report with a user-friendly format. &quot;MCPS School Safety and Security at a Glance&quot; is a valuable tool to help monitor accurate reporting of incidents related to school safety and security. This report provides a concise, easily understood, and easily accessible snapshot to foster a discussion among administrators, teachers, students, and parents on the best learning environment possible in every school. The following are included in this report: (1) a glossary of terms; (2) Regulation COB-RA: Reporting a Serious Incident; and (3) an index. [This publication is the result of the efforts of several offices within Montgomery County Public Schools: Office of the Chief Operating Officer; Office of the Deputy Superintendent of Schools; Office of School Performance; Office of the Chief Technology Officer; and Office of Shared Accountability.]
Assessing the Viability of External Searchable Resources on the American Board of Family Medicine's Certification Examination
Author: O'Neill, Thomas R.
Date: 2015-07-18
Type: Reports - Research
Subjects: Licensing Examinations (Professions),Family Practice (Medicine),Physicians,Online Searching,Internet,Surveys,Standard Setting (Scoring),Test Items,Difficulty Level,Rating Scales,Interrater Reliability,Correlation

(Purpose) The purpose of our study was to assess the need for an external searchable resource to be used in conjunction with the American Board of Family Medicine's (ABFM) Maintenance of Certification for Family Physicians (MC-FP) Examination, discuss the philosophical question of whether an ESR should be allowed on the examination, and outline some barriers to implementation of an ESR. (Methodology) In order to assess the need for an ESR, a survey was conducted during a recent modified-Angoff (1971) standard setting exercise. While reviewing 120 test questions, the raters were asked whether an external searchable resource would be required to correctly answer a question. (Results) Results show that rater perception ESR need was highly correlated with item difficulty. Furthermore, raters believed that few questions would need to be looked up by the average physician. (Conclusions) The results suggest that an ESR would likely not benefit most physicians as most test questions on this examination are assessing core knowledge. (Recommendations) The decision to implement an ESR should be based upon whether such access is beneficial or at least neutral with regard to the certifying boards' mission of assuring the public regarding certified Diplomates' abilities, and whether the obstacles to implementation can be overcome without harming the integrity of the examination.
Evaluation of the Facilitated Communication Pilot
Author: Cooper-Martin, Elizabeth
Date: 2014-11-00
Type: Numerical/Quantitative Data
Subjects: Counties,Public Schools,Augmentative and Alternative Communication,Grade 5,Paraprofessional School Personnel,Special Education,Communication Problems,Facilitators (Individuals),Pilot Projects,Elementary School Students,Inclusion,Regular and Special Education Relationship,Best Practices,Academic Ability,Communication Strategies,Emotional Development,Skill Development,Nonverbal Communication,Authors,Clubs,Intervention,Disabilities,Observation,Interviews,Statistical Analysis,School Personnel,Peer Relationship,Student Participation,Report Cards,Standardized Tests,Program Effectiveness

The Office of Special Education and Student Services asked the Office of Shared Accountability to evaluate the &quot;Facilitated Communication Pilot.&quot; In facilitated communication (FC), people with communication impairments express themselves by typing with the aid of a communication partner, called a facilitator, who provides physical (and other types of) support. Montgomery County (Maryland) Public Schools (MCPS) committed to the FC pilot in late spring 2013 with four Grade 5 students. Each one had a paraeducator facilitator and was included in general education classes for the first time by the end of school year 2013-2014. The pilot's goal was for students to demonstrate their learning of the general education curriculum, initially through FC and longer term, through independent communication without facilitation. The goals for this study were to help assess authorship of messages (i.e., whether students' typed messages about schoolwork can be attributed to the student rather than to the facilitator), to study an approach that MCPS had not previously used, and to determine the efficacy of the pilot. The report includes a summary of the findings and recommendations and also contains the appendix: Number and Type of Language Function in Messages from Students.
Evaluation of the Science, Technology, and Engineering Leadership Program, Year Three
Author: Wolanin, Natalie
Date: 2014-05-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Public Schools,Program Evaluation,Program Effectiveness,Faculty Development,Teacher Leadership,Online Courses,Documentation,Content Analysis,Online Surveys,Teacher Attitudes,Feedback (Response),Secondary School Teachers,Science Teachers,Learning Modules,Leadership Training,Elementary School Teachers,Middle School Teachers,Skill Development,Technological Literacy,Science Process Skills,Teamwork,Teacher Collaboration,Counties,High Schools

The Office of Shared Accountability conducted an evaluation of the implementation of the third and final year (2012-2013) of the &quot;Science, Technology, and Engineering Leadership Program&quot; (STELP) in Montgomery County (Maryland) Public Schools (MCPS). Funding for STELP, including the evaluation study, is provided by a grant from the Howard Hughes Medical Institute (HHMI) to MCPS. This evaluation report addresses the third year of STELP with a total of 35 school-based staff members participating during year three. The focus of this evaluation was on implementation of the program in terms of continued training of a group of teacher leaders to further develop and refine online professional development products for other MCPS science, technology, and engineering (STE) educators to view. This study used a nonexperimental design utilizing a variety of data collection methods that included: review of program documents and training records, surveys, and review of the online product training plans created by teacher leaders. Findings are organized by evaluation questions and recommendations are provided. The following are appended: (1) Training Sessions' Feedback Surveys; (2) Example of Online Module Survey Questions; (3) Secondary Science Resource Teacher Survey; (4) Module Training Plan Template; and (5) Summary of Content of STELP Online Professional Development Training Plans.
TEFL/TESOL for Students with Special Needs: For EFL Student Teachers
Author: Abdallah, Mahmoud M. S.
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Special Needs Students,Language Teachers,Teacher Education Programs,Foreign Countries,Special Education,Teaching Methods,Classroom Techniques,Student Teachers,Vocabulary Development,Grammar,Language Skills,Multiple Intelligences,Cognitive Style,Course Descriptions,Academic Discourse,Learning Disabilities,Role Playing

&quot;Special education&quot; has become a prominent field that needs some attention in pre-service teacher education programmes offered by educational and teacher training institutions (e.g. Egyptian colleges of education at university). Like normal students, students with special educational needs (e.g. physical and mental disabilities, learning difficulties, emotional disturbances, language and communication problems, etc.) have the right to learn and succeed like normal learners. Therefore, the main goal of this course is to acquaint EFL student teachers with the concept of special education, and hence the methods, strategies and/or techniques that can be used for teaching English as a foreign language to learners with specific learning disabilities/handicaps. According to the new college by-laws, this course is offered to both 3rd-year EFL student teachers (General English Programme) and senior (4th-year) EFL student teachers (Elementary-Education English Programme). Teaching of different language aspects/skills to students with special education needs are discussed. These include strategies and/or techniques used for teaching vocabulary, grammar, listening, speaking, reading and writing. Moreover, a focus is given to &quot;Multiple Intelligences-Based Instruction&quot; as a flexible learning-styles-based teaching framework that can be used in this context. All Course information in the initial pages of the book is based on new regulations (college bylaws, recently modified in 2013).