ethanporcaro/eric-fulltext-meta huggingface dataset:
Handbook on Effective Implementation of School Improvement Grants
Author: Perlman, Carole L., Ed.
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Grants,Guides,Program Implementation,Fidelity,Program Effectiveness,Educational Improvement,Intervention,Educational Legislation,Elementary Secondary Education,Federal Legislation,Low Achievement,Models,Change Strategies,Needs Assessment,Progress Monitoring,Selection Criteria,School Support,Improvement Programs,Leadership Styles,Decision Making,Human Capital,Professional Development,Curriculum Development,Curriculum Implementation,Instructional Innovation,Teaching Methods,Scheduling,Time Factors (Learning),Student Needs

The purpose of this &quot;Handbook&quot; is to bolster the effective implementation of the intervention models and strategies outlined in the &quot;2010 School Improvement Grant&quot; (SIG) program--section 1003(g) of the Elementary and Secondary Education Act (ESEA)--in order to achieve the program's clear goal--rapid improvement of persistently low-achieving schools. The &quot;Handbook&quot; offers succinct and practical explanations of the SIG's required and recommended models and strategies, references to the underlying research, and connections to useful resources. The intended audience for this &quot;Handbook&quot; includes: (1) state education agencies (SEAs); (2) local education agencies (LEAs); (3) charter management organizations (CMOs); (4) education management organizations (EMOs); (5) organizational partners engaged in school improvement; and (6) schools engaged in rapid improvement. The &quot;Handbook&quot; is organized into two parts. Part I frames the purposes of the School Improvement Grants, to classify schools within performance strata and identify the &quot;persistently low-achieving&quot; schools, and offers a framework for diagnosing a school's performance and practice in order to target interventions and supports for rapid improvement. Part II itemizes more than 50 strategies relevant to the School Improvement Grants, connects the strategies with research, cites available resources, and offers action principles for the SEA, the LEA, and the school. Appended to the &quot;Handbook&quot; are: (1) Federal Guidance A:15; (2) Indicators of Effective Practice (School) (CII); (3) Indicators of Effective Practice (District) (CII); (4) Indicators of Effective Practice (Rapid Improvement Leader) (CII); and (5) Eight Elements of High School Improvement (NHSC). (Individual chapters contain references and resources.)
Update: Transitional Bilingual Instruction Program (TBIP), 2012-2013
Author: Malagon, Helen
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Transitional Programs,Bilingual Education,English Language Learners,Second Language Instruction,State Programs,Bilingualism,Language Proficiency,Language Tests,Reading Skills,Writing Skills,Listening Skills,Speech Skills,Eligibility,Languages,Language Usage,Spanish,Russian,Vietnamese,Afro Asiatic Languages,Chinese,Ukrainian,Korean,Tagalog,Semitic Languages,State Aid,Educational Finance,Bilingual Education Programs,Annual Reports,Enrollment,Financial Support,Expenditures,Program Length,Academic Persistence,Academic Achievement,Statistical Data

This report provides an update on the Transitional Bilingual Instruction Program (TBIP). In 2012-13, 104,025 English language learners (ELLs) received state services through the TBIP. This was an increase of just over 9% from the previous year. Most students live in urban areas along Interstate 5 corridor and in rural areas like the Yakima Valley. TBIP is funded through the Transitional Bilingual Instruction Act of 1979 (RCW 28A.180) and provides English language instructional support until eligible students can meet the program's exit criteria. The Washington English Language Proficiency Assessment (WELPA) measures ELLs' proficiency in reading, writing, listening and speaking and is given to current TBIP students annually in February and March. Test results determine a student's continued eligibility or transition from TBIP. About 12.5% of ELLs who took the WELPA transitioned out of the TBIP in 2012-13. The median time needed for ELLs to transition out of the program has remained fairly stable for the past seven years at about 2.8 years. The percentage of ELLs who made progress toward attaining English proficiency decreased 2.6% from the previous year. A total of 199 languages were represented in Washington schools during the 2012-13 school year. Spanish was the most common non-English home language, spoken by 67% of ELLs. The next 17% of TBIP students spoke Russian, Vietnamese, Somali, Chinese, Ukrainian, Korean, Tagalog or Arabic. In the 2012-13 school year, the state provided $82.5 million in supplemental funding for services to English language learners. This was an 8.2% increase from 2011-12, but only 3.6% more than 2010-11. Ninety-seven percent of program funding is primarily used for salaries and benefits of instructional staff in districts and schools. There was a 2.4% increase in teacher Full-time Equivalents (FTE) and a 3.9% increase in instructional aide FTE in 2012-13. The 2013-15 Operating Budget (Third Engrossed Senate House Bill 5034-Section 514) provides additional funding for transitional academic support for the first two years after a student exits the program.
Washington English Language Proficiency Assessment (WELPA). Form C 2015. Interpretation Guide
Author: Washington Office of Superintendent of Public Instruction
Date: 2015-00-00
Type: Guides - General
Subjects: Language Proficiency,Language Tests,English,Data Interpretation,Guides,Educational Legislation,Federal Legislation,Standardized Tests,English Language Learners,Progress Monitoring,Minimum Competency Testing,Test Content,Cutting Scores,Achievement Rating,Test Items,Reading Tests,Writing Tests,Listening Comprehension Tests,Speech Tests,Student Records,Tables (Data),Definitions,Language Acquisition,State Standards

The &quot;Washington English Language Proficiency Assessment&quot; (WELPA) is a No Child Left Behind (NCLB)-compliant instrument that is used in Grades K-12 as a formal and standardized method of measuring language proficiency. The test results provide important information for classifying English Language Learners (ELLs) and subsequently for monitoring their progress in acquiring English. The assessment measures the federally required competencies necessary for successful academic and social language usage in mainstream classrooms: Speaking, Listening, Reading, Writing, Comprehension, and Overall. Additionally, composite scores are provided for Oral and Productive language as well as for Literacy. The WELPA was built from McGraw-Hill Education CTB's LAS Links® English Language Proficiency Assessment and aligned to the Washington State English Language Development (ELD) Standards. The new Proficiency Level Descriptors (PLD) and the new English Language Proficiency (ELP) Standards can be found at http://www.k12.wa.us/MigrantBilingual/ELD.aspx. This Interpretation Guide is designed to: (1) outline the content of the WELPA; (2) provide proficiency level cut points and Performance Level Descriptors; and (2) help interpret test data.
Guidance on Fiscal Year 2010 School Improvement Grants under Section 1003(g) of the Elementary and Secondary Education Act of 1965
Author: Office of Elementary and Secondary Education (ED)
Date: 2011-02-23
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Guidance,Grants,Educational Improvement,Definitions,School Turnaround,Models,School Closing,Educational Change,Performance Factors,Fidelity,Eligibility,Program Implementation,Accountability,Federal Aid,State Departments of Education,School Districts,Change Strategies,Federal Programs,Improvement Programs

The School Improvement Grants (SIG) program is authorized by section 1003(g) of the Elementary and Secondary Education Act of 1965 (ESEA). Under section 1003(g)(1) of the ESEA, the Secretary must award grants to States to enable the States to provide subgrants to local educational agencies for the purpose of providing assistance for school improvement consistent with section 1116. From a grant received pursuant to that provision, a State educational agency (SEA) must subgrant at least 95 percent of the funds it receives to its local educational agencies (LEAs) for school improvement activities. In awarding such subgrants, an SEA must give priority to the local educational agencies with the lowest-achieving schools that demonstrate: (1) the greatest need for such funds; and (2) the strongest commitment to ensuring that such funds are used to provide adequate resources to enable the lowest-achieving schools to meet the goals under school and local educational agency improvement, corrective action, and restructuring plans under section 1116. The regulatory requirements implement these provisions, defining LEAs with the-greatest need for SIG funds and the strongest commitment to ensure that such funds are used to raise substantially student achievement in the persistently lowest-achieving schools in the State. This guidance contains many of the same questions as the FY 2009 guidance but focuses on implementation of the SIG program using FY 2010 funds and FY 2009 carryover funds. New questions were added for this guidance.
Guidance on School Improvement Grants under Section 1003(g) of the Elementary and Secondary Education Act of 1965. Revised
Author: Office of Elementary and Secondary Education (ED)
Date: 2010-06-29
Type: Reports - Descriptive
Subjects: Guidance,Grants,Educational Improvement,Educational Legislation,Elementary Secondary Education,Federal Legislation,Definitions,Models,School Turnaround,Educational Change,School Closing,Fidelity,Eligibility,Federal Aid,Federal Programs,Accountability,State Departments of Education,School Councils,Improvement Programs

The School Improvement Grants (SIG) program is authorized by section 1003(g) of the Elementary and Secondary Education Act of 1965 (ESEA). Under section 1003(g)(1) of the ESEA, the Secretary must &quot;award grants to States to enable the States to provide subgrants to local educational agencies for the purpose of providing assistance for school improvement consistent with section 1116.&quot; From a grant received pursuant to that provision, a State educational agency (SEA) must subgrant at least 95 percent of the funds it receives to its local educational agencies (LEAs) for school improvement activities. In awarding such subgrants, an SEA must &quot;give priority to the local educational agencies with the lowest-achieving schools that demonstrate: (1) the greatest need for such funds; and (2) the strongest commitment to ensuring that such funds are used to provide adequate resources to enable the lowest-achieving schools to meet the goals under school and local educational improvement, corrective action, and restructuring plans under section 1116.&quot; The regulatory requirements expand upon these provisions, further defining LEAs with the &quot;greatest need&quot; for SIG funds and the &quot;strongest commitment&quot; to ensuring that such funds are used to raise substantially student achievement in the persistently lowest-achieving schools in the State. This guidance includes revisions and additional questions to previously published guidance reports.
Teacher to Teacher: Realizing the Potential of Peer Assistance and Review
Author: Johnson, Susan Moore
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Peer Evaluation,Teacher Competencies,Teacher Evaluation,Evaluation Methods,School Districts,Peer Teaching,Teacher Collaboration,Interviews,Mentors,Teacher Role,Beginning Teachers,Beginning Teacher Induction,Intervention,Teacher Qualifications,Principals,Administrator Role,Tenure,Financial Support,Unions

Peer Assistance and Review (PAR) is a promising program to improve the teacher evaluation system and teaching quality more broadly. Under PAR, an innovative approach that uses expert teachers to conduct regular evaluations for novice teachers and underperforming veterans, districts can focus attention on instructional quality, retain the most effective teachers, and dismiss teachers who are not contributing to student learning. Because PAR places some evaluation responsibility on peers and requires a team of teachers and administrators to manage the process, the program is challenging to implement. It holds great potential, however, for improving teacher quality. The authors of this report sought to expand what is known about PAR by examining the program in seven districts across the country, focusing on districts that provide both peer assistance and peer review, where teachers support and evaluate their colleagues in a process that can lead either to continued employment or to dismissal. Approximately 25 individuals were interviewed in each district, including the superintendent or associate superintendent, the teachers union president, other administrators and union representatives, principals, and the expert consulting teachers who work in the program on a daily basis. The authors present what they have learned about designing and implementing an effective PAR program. This report describes PAR and its promise for improving teacher quality, discusses key challenges and common problems districts face as they adopt PAR, suggests what districts can do to implement PAR effectively and ensure that this potential is realized, and offers recommendations for federal and state policymakers who seek to support the development and success of PAR. The following is appended: Summary details of Peer Assistance and Review programs studied. Contains endnotes. [Partial support for this work was provided by Katharine and Al Merck.]
State of the States 2013: Connect the Dots--Using Evaluations of Teacher Effectiveness to Inform Policy and Practice
Author: Doherty, Kathryn M.
Date: 2013-10-00
Type: Numerical/Quantitative Data
Subjects: Teacher Effectiveness,Teacher Competencies,Teacher Evaluation,Educational Policy,State Policy,State Standards,Academic Achievement,Evaluation Methods,Data Collection,Data Analysis,Tenure,Faculty Development,Teacher Salaries,Teacher Education,Teacher Dismissal,Accountability

The National Council on Teacher Quality (NCTQ) has long advocated that any meaningful understanding of &quot;effective&quot; teaching must be rooted in results for kids. Whatever else they accomplish in the classroom, effective teachers improve student achievement. It seems like common sense. Yet, until recently, it has been an exceptional way of thinking about teacher quality, totally out of step with teacher policy across the states. As part of the annual &quot;State Teacher Policy Yearbook&quot;, NCTQ has systematically collected and analyzed state policies on teacher preparation, training, retention, compensation and other personnel policies. This paper provides: (1) a detailed and up-to-date lay of the land on teacher evaluation policies across the 50 states and the District of Columbia Public Schools; (2) an in-depth look at policy in states promising ambitious teacher evaluation systems (states requiring student growth and achievement to be a significant or the most significant factor in teacher ratings), including states' efforts to &quot;connect the dots&quot; and use teacher evaluation results in meaningful ways to inform policy and practice; and (3) a compilation of some of the important lessons learned, pitfalls and successes states have experienced on the road to improving teacher evaluation systems. The following are appended: (1) State Summaries and Recommendations; (2) A closer look at state policy in states where student growth is a significant or preponderant criterion; (3) Connecting the Dots in States with Weak Teacher Evaluation Requirements; and (4) Implementation Timelines for States with Evaluation Systems That Require Significant or Preponderant Use of Student Achievement Data.
University of Chicago School Mathematics Project (UCSMP). What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2016-05-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,Mathematics Curriculum,Problem Solving,Relevance (Education),Technology Uses in Education,Secondary School Mathematics,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Mathematics Achievement,Program Effectiveness,Geometry,Algebra,Statistics,Trigonometry,Calculus,Secondary School Students,Literature Reviews

&quot;University of Chicago School Mathematics Project&quot; (&quot;UCSMP&quot;) is a core mathematics curriculum that emphasizes problem solving, real-world applications, and the use of technology. The curriculum is based on a student-centered approach with a focus on active learning that incorporates reading and uses a flexible lesson organization. The What Works Clearinghouse (WWC) identified two studies of &quot;UCSMP Algebra&quot; and one study of the cumulative effect of &quot;multiple UCSMP courses&quot; that both fall within the scope of the Secondary Mathematics topic area and meet WWC group design standards. No studies meet WWC group design standards without reservations, and two studies of &quot;UCSMP Algebra&quot; meet WWC group design standards with reservations. Together, these two studies included 225 students in grades 8-12 in three locations. The one study of &quot;multiple UCSMP courses&quot; also meets WWC group design standards with reservations. This study included 62 students in grades 7-10 in two locations. The findings in this report pertain to &quot;UCSMP Algebra&quot; and the cumulative effect of &quot;multiple UCSMP courses&quot;. &quot;UCSMP Algebra&quot; was found to have potentially positive effects on general mathematics achievement and algebra for secondary students. The cumulative effect of &quot;multiple UCSMP courses&quot; was found to have potentially positive effects on general mathematics achievement for secondary students. The following are appended: (1) Research details for Peters (1992); (2) Research details for Thompson et al. (2006); (3) Research details for Hirschhorn (1993) (EJ478386); (4) Outcome measures for each domain; (5) Findings included in the rating for studies of &quot;UCSMP&quot; Algebra for the general mathematics achievement domain; (6) Findings included in the rating for studies of &quot;UCSMP&quot; Algebra for the algebra domain; and (7) Findings included in the rating for multiple &quot;UCSMP&quot; courses for the general mathematics achievement domain. Contains WWC Rating Criteria and a glossary of terms.
Saxon Math. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2016-05-00
Type: Reports - Evaluative
Subjects: Core Curriculum,Mathematics Instruction,Intervention,Instructional Effectiveness,Elementary School Students,Mathematics Achievement,Educational Research,Mathematics Curriculum,Algebra,Elementary School Mathematics,Secondary School Mathematics

&quot;Saxon Math&quot; is a core curriculum for students in grades K-12 that uses an incremental approach to instruction and assessment. This approach limits the amount of new math content delivered to students each day and allows time for daily practice. New concepts are introduced gradually and integrated with previously introduced content so that concepts are developed, reviewed, and practiced over time rather than being taught during discrete periods of time, such as in chapters or units. This review focuses on studies of &quot;Saxon Math's&quot; secondary courses, including &quot;Saxon Algebra I&quot;, &quot;Saxon Geometry&quot;, &quot;Saxon Algebra II&quot;, and &quot;Saxon Advanced Math&quot;. The What Works Clearinghouse (WWC) identified two studies of &quot;Saxon Algebra I&quot; that both fall within the scope of the Secondary Mathematics topic area and meet WWC group design standards. One study meets WWC group design standards without reservations and the other study meets WWC group design standards with reservations. Together, these studies included 198 secondary students in grades 8-9 in two locations. The findings in this report pertain to &quot;Saxon Algebra I&quot; only. No studies of &quot;Saxon Geometry&quot;, &quot;Saxon Algebra II&quot;, or &quot;Saxon Advanced Math&quot; fall within the scope of the Secondary Mathematics review protocol and meet WWC group design standards. &quot;Saxon Algebra I&quot; was found to have no discernible effects on algebra for secondary students. Five appendices are included: (1) Research details for Pierce (1984); (2) Research details for Peters (1992); (3) Outcome measures for the algebra domain; (4) Findings included in the rating for studies of Saxon Algebra I for the algebra domain; and (5) Description of supplemental findings for studies of &quot;Saxon Algebra I&quot; for the algebra domain. Contains WWC Rating Criteria and a glossary of terms.
Aligning Evaluation Results and Professional Development: Driving Systemic Human Capital Management Reform
Author: Behrstock-Sherratt, Ellen
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: Alignment (Education),Human Capital,Teacher Evaluation,Evaluation Methods,Personnel Policy,Personnel Management,Relevance (Education),Experienced Teachers,Teacher Persistence,Beginning Teachers,Work Environment,Compensation (Remuneration),Resource Allocation,Case Studies,Change Strategies,Management Systems,Educational Administration

This brief provides district and other educational leaders with research-based information on aligning professional development policies with teacher evaluations to drive more comprehensive human capital management. First, this brief describes an aligned evaluation and professional development system. Next, it discusses existing models and research on alignment between professional development and evaluation systems within an HCMS. Finally, it presents several practical recommendations for district leaders to help align evaluation and professional development to drive systemic, comprehensive human capital policies and programs.
Healthy Academic Processes in the University Context
Author: Castillo-Cedeño, Ileana
Date: 2015-00-00
Type: Journal Articles
Subjects: Universities,College Administration,Health,Semi Structured Interviews,Administrators,Work Environment,Instruction,Departments,Foreign Countries

This scientific article aims to identify the perceptions of healthy academic administrative processes in the university context. This contribution was directed by socio-educational research processes generated at the National University of Costa Rica (UNA), in the Center for Research and Teaching in Education (CIDE). The issue of health is part of the institutional plan and the Center. Whereas health, like education, is a fundamental human right that deserves responsibilities from pedagogy as educational science research, which analyzes and transforms; it is urgent, in the face of new global challenges, to address planetary crises linked to health. This research is based on the naturalistic paradigm and methodology that assumes a type of joint research, where using a semi-structured interview achieves a deeper analysis that allows contrasting perceptions, theories and practices by comparing qualitative and quantitative data. From the impact results, it can be inferred that the concept of Healthy Pedagogy is unknown in the university context. The connection between education and health as a holistic theoretical, epistemological and axiological construction that considers the complexity theory allows the university to take challenges with an enormous potential; promote environments, styles and healthy organizations from academic administrations out of individual and collective aspects. It is possible to construct new sense of orders, which assume in a jointly responsible manner to re-dignify the university life in its various stances and dimensions. Research has the valuable potential to become a dynamic element of institutional policies in favor of life.