ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Early Warning Systems to Identify Potential High School Dropouts. Issue Brief
Author: Heppen, Jessica B.
Date: 2008-07-00
Type: Guides - Non-Classroom
Subjects: Urban Schools,High Schools,Dropout Prevention,Dropouts,Grade 9,At Risk Students,High School Students,Predictor Variables,Guides,Educational Research,School Districts,State Government,Government Role,Attendance Patterns,Academic Achievement,Data Collection,Intervention

The high school dropout problem has been called a national crisis. Educators, researchers, and policymakers continue to work to identify effective dropout prevention approaches. One important element of such prevention efforts is the identification of students at highest risk for dropping out and then the targeting of resources to keep them in school. An early warning system that uses &quot;indicators based on readily accessible data&quot; can predict, during students' first year in high school, whether the students are on the right path toward eventual graduation. Research is clear that ninth grade is a &quot;make or break&quot; year. More students fail ninth grade than any other grade in high school, and a disproportionate number of students who are held back in ninth grade subsequently drop out. Recent research in large urban school districts, including Chicago and Philadelphia, provides information about powerful indicators that can predict, by the end of the first year of high school, or even during the first semester, whether students will complete high school. This brief guide reviews this research and uses it as a basis for providing guidance to schools and districts about using data to address the dropout problem. This guide, intended for educators and policymakers at the school, district, and state levels, is designed to provide information about the following: (1) Factors that contribute to a student's dropping out; (2) Research on early warning indicators; (3) School-level early warning systems; (4) District-level early warning systems; and (5) States' roles in supporting the development and use of early warning systems. (Contains 3 tables and 3 endnotes.)
Eight Elements of High School Improvement: A Mapping Framework
Author: National High School Center
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: High Schools,Educational Improvement,Cognitive Structures,Curriculum Development,Instructional Effectiveness,Teacher Effectiveness,Faculty Development,Stakeholders,Administrative Organization,School Organization,Educational Assessment,Accountability,Student Participation,Family Involvement,Leadership Effectiveness,Sustainability,Strategic Planning,Educational Change

The National High School Center's goal is to encourage researchers, policymakers, and practitioners at all levels to engage in comprehensive, systemic efforts to maximize attainment for all high school students, with a focus on those students who have been historically underserved. To this end, it has developed a framework that consists of eight core elements and provides a lens for mapping school, district, and state high school improvement efforts. The exercise of mapping should inform strategic planning and implementation efforts by illuminating the connections among elements, revealing strengths and gaps in current state and district policies, and highlighting the stakeholders who should be aware of and involved in future improvement efforts. This document offers descriptions of the eight elements of high school improvement: (1) Rigorous Curriculum and Instruction; (2) Teacher Effectiveness and Professional Growth; (3) Stakeholder Engagement; (4) Organization and Structure; (5) Assessment and Accountability; (6) Student and Family Involvement; (7) Effective Leadership; and (8) Sustainability.
Eight Elements of High School Improvement: An Annotated Bibliography
Author: Jones, Wehmah
Date: 2009-09-00
Type: Reference Materials - Bibliographies
Subjects: High Schools,Educational Improvement,Educational Change,Annotated Bibliographies,Tables (Data),Educational Practices,School Restructuring,Classification,Curriculum Development,Educational Assessment,Accountability,Teacher Effectiveness,Faculty Development,Social Support Groups,Parent Student Relationship,Stakeholders,Instructional Leadership,Governance,Administrative Organization,Sustainability,Meta Analysis

This paper provides a table that contains a summary of resources available that support the National High School Center's &quot;Eight Elements of High School Improvement: A Mapping Framework&quot;. This framework is based on eight common elements of systemic school reform and provides a structure for understanding, aligning, and prioritizing reform initiatives to develop coherent and contextually appropriate approaches to high school improvement at the state and local levels. Resources are categorized by the framework element(s) they address and include research studies (quantitative and qualitative), meta-analyses and syntheses, and tools and products. The table is followed by a brief annotation of each resource.
Special Education in High School Redesign
Author: National High School Center
Date: 2011-05-00
Type: Reference Materials - Bibliographies
Subjects: Special Education,High Schools,Educational Facilities Improvement,Educational Facilities Planning,Disabilities,Educational Change,Annotated Bibliographies,Tables (Data),Educational Improvement,Educational Practices

This annotated bibliography, co-authored by the National High School Center and the National Secondary Transition Technical Assistance Center, identifies articles that address high school redesign as it relates to students with disabilities and special education's role in such initiatives. The articles are organized around the National High School Center's "Eight Elements of High School Improvement: A Mapping Framework" to ensure a more comprehensive set of resources that address the key systemic elements of high school improvement. The bibliography also includes a table that identifies the type of each publication source and the key elements it relates to. (Contains 1 table and 1 footnote.)
Tiered Interventions in High Schools: Using Preliminary "Lessons Learned"  to Guide Ongoing Discussion
Author: National High School Center
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: High Schools,Program Implementation,Response to Intervention,School Effectiveness,Context Effect,Profiles,Learning Disabilities

This document--representing the initial work of the High School Tiered Interventions Initiative (HSTII), a collaborative project of the National High School Center, the National Center on Response to Intervention, and the Center on Instruction--summarizes what HSTII has learned thus far about effective RTI implementation in high schools. It provides a brief description of the RTI framework and the essential components of RTI, illustrates how the essential components of RTI were implemented at eight visited schools, and highlights contextual factors unique to high schools and examines how these factors can affect school-level implementation of tiered interventions. Appended are: (1) Our Approach; (2) School Profiles; and (3) Supplemental Resources. (Contains 9 tables.)
Washington School Board Standards, Benchmarks of Success and Indicators for Evaluation, with References: A Framework for Effective Governance
Author: Boeck, Debora
Date: 2009-06-27
Type: Reports - Descriptive
Subjects: Boards of Education,Governance,Educational Indicators,Benchmarking,State Standards,Success,Administrative Principles,Administrative Policy,Administrator Guides,Administrator Responsibility,Leadership Effectiveness,Achievement Need,Goal Orientation,Educational Environment,Accountability,Partnerships in Education,Community Involvement

The Washington School Board Standards are intended for use by local school boards and individual directors as a common framework for school board governance. Two sets of standards were developed to encourage school boards and individual school directors to subscribe to the highest levels of professional and personal conduct and performance. The standards identify the elements of good governance and effective board leadership as drawn from best practices and current research. They provide shared understanding of what constitutes good governance. They also validate and affirm the importance of the school board's role in ensuring student success. The School Board Standards comprise five core principles: (1) Responsible school district governance; (2) Communication of and commitment to high expectations for student learning; (3) Creating conditions district-wide for student and staff success; (4) Holding the district accountable for student learning; and (5) Engagement of the community in education. [Standards have individual references.]
Serving on Your Local School Board: A Foundation for Success
Author: Washington State School Directors' Association
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Boards of Education,Governance,Public Education,Local Issues,Citizen Participation,Public Service,State Legislation,Educational History,Money Management,Educational Finance,Resource Allocation,Collective Bargaining,School Law,Board of Education Role,Board of Education Policy,Compliance (Legal),Legal Responsibility

Governing public schools is one of the most important responsibilities a citizen can undertake. School board members work on behalf of all the families in their community, with fellow board members and with other community partners, to ensure that each student has equal and ample opportunities to reach his or her greatest potential. This guide provides the basics for successful local school board governance and outlines the roles and responsibilities of school boards. Part 1 traces the history of education governance in the United States, presents key federal and state legislation impacting public education, and provides an overview of Washington state's education system. Part 2 describes the key roles and responsibilities of school boards within the framework of the Washington State School Board Standards. Part 3 provides more detail about areas that help individuals understand a few important legal requirements in these key areas: the superintendent's responsibilities, school board meetings, collective bargaining and school finance. Part 4 provides examples of challenging issues boards sometimes face, and exercises for reflection. Appended are: (1) School boards and the law; (2) Alphabet soup of education acronyms; (3) State and local education resources; and (4) WSSDA: The school directors' own organization. [Funding for this paper was provided by the Public Financial Management, Inc.]
Superintendent Search
Author: Boring, Michael R.
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Boards of Education,Superintendents,Worksheets,Personnel Selection,School Districts,Board Administrator Relationship,Guides,Recruitment,Job Applicants,Employment Interviews,Administrator Qualifications

The selection of a superintendent is among the most significant decisions any school district board of directors will make. The superintendent should be the person and office through which the direction set by the board is carried out. The working relationship that develops between the board and superintendent is thus absolutely critical and the selection of the superintendent provides the initial definition to that relationship. As befits a decision of this importance, it is one that should be arrived at with care. Throughout its decades of work on behalf of school board members, the Washington State School Directors Association (WSSDA) has amassed years of professional experience, and the collective experience of thousands of school board members, related to effective superintendent search. That extensive experience forms the basis of this handbook, and also provides a reservoir of advice that can be contacted directly at WSSDA. This guide has been constructed to bring together information found helpful to many school districts--it is offered for the use of school directors as one of the tools to help them achieve a sound result in the superintendent selection process. Appended are: (1) Sample Requests for Proposal for Consultant Services; (2) Sample Worksheets; (3) Interviewing Tips; (4) Board-Superintendent Relations; and (5) Model Superintendent Contract.
The Role of School Boards in Improving Student Achievement: Guiding Principles from WSSDA
Author: Washington State School Directors' Association
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Federal Legislation,State Standards,Academic Achievement,Academic Standards,Educational Change,Boards of Education,Student Improvement,Educational Legislation,Accountability,Educational Policy,Board of Education Role

School boards have always recognized the improvement of student achievement as central to their role in governing public schools. The Washington State Education Reform Act and the Federal No Child Left Behind Act (NCLB) have, however, significantly affected the way schools go about educating students and the way boards hold schools accountable for educating students. Both Acts raise expectations for districts and schools, with the goal of each student meeting or exceeding state standards. With increased accountability for districts, the role of school boards in improving student achievement requires strategic policymaking that places an even greater emphasis on student learning. This paper presents several guiding principles to highlight the important role school boards have in ensuring that all students achieve the nation's academic standards. (Contains 8 resources.)
A Summary of Nine Key Studies: Multi-Tier Intervention and Response to Interventions for Students Struggling in Mathematics
Author: Newman-Gonchar, Rebecca
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Response to Intervention,Intervention,Mathematics Instruction,Educational Research,Grade 1,Grade 2,Grade 3,Computation,Arithmetic

This summary of nine studies provides information about evidence-based practices for Tier 2 interventions and how to use Response to Intervention (RTI) in mathematics. It gives a critical technical analysis and review of research on RTI and multi-tiered instructional systems. In an earlier Center on Instruction publication, the authors described valid and reliable measures for early screening and identification of students with mathematics disabilities and systems for progress monitoring in mathematics (Gersten, Clarke, & Jordan, 2007). Research articles are often hard to read and filled with irrelevant information. With the reauthorization of IDEA (Individuals With Disabilities Education Act), state and local school officials have been given permission to use Response to Intervention as one way to help students in need of instructional intervention and to identify those students who need further services. Interest in Response to Intervention has increased tremendously as a result, especially in Title I schools. This summary will help inform those who are interested in this field about the most current research available. (Contains 2 footnotes.)
Summary of Funded Race to the Top Applications: Science, Technology, Engineering, and Mathematics Activities in Eleven States and the District of Columbia
Author: Mattson, Beverly
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Federal Programs,Competition,Federal Aid,Educational Improvement,STEM Education,Graduation Requirements,Academic Standards,High Schools,Curriculum,Dual Enrollment,Courses,Virtual Classrooms,Educational Testing,Teachers,Faculty Development,Preservice Teacher Education,Inservice Teacher Education,Teacher Certification,Internship Programs,Teacher Recruitment,Teacher Distribution,Compensation (Remuneration),Disproportionate Representation,Females

One of the competitive priorities of the U.S. Department of Education's Race to the Top applications addressed science, technology, engineering, and mathematics (STEM). States that applied were required to submit plans that addressed rigorous courses of study, cooperative partnerships to prepare and assist teachers in STEM content, and prepare more students, particularly underrepresented groups, for STEM study and careers. This analysis summarizes the proposed STEM activities in twelve awarded Race to the Top applications. The summary is organized into the following sub-sections of the competitive priority: (1) approaches to rigorous courses of study; (2) collaborative approaches to preparing and assisting teachers and applied learning opportunities; and (3) approaches to preparing more students and addressing the needs of under-represented groups. An additional section, not required in the application, is presented on statewide initiatives and/or networks. (Contains 4 tables.)
Language and Reading Interventions for English Language Learners and English Language Learners with Disabilities
Author: Rivera, Mabel O.
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: English (Second Language),Second Language Learning,Reading Instruction,Intervention,Language Proficiency,Learning Disabilities,Reading Difficulties,Identification,Response to Intervention,Early Intervention,Direct Instruction,Peer Teaching,At Risk Students,Vocabulary Development,Teaching Methods

This publication explores issues and makes recommendations related to meeting the needs of English learners with limited language proficiency or learning disabilities, or both. The authors begin by noting the current federal policy context in which this discussion of reading instruction and interventions for English language learners (ELLs) occurs. Then they discuss how English language learners are identified and classified and raise related assessment issues. They follow that with a discussion of issues in identifying English language learners with disabilities and concerns associated with assessing ELLs' academic achievements and their language proficiency accurately. Finally, they review recent research on instruction and interventions for ELLs and offer recommendations for interventions in the context of the Response to Intervention model. They close with some consideration of professional development issues. Appended are: (1) Studies on interventions for children identified with disabilities; and (2) Intervention for students identified as at risk. (Contains 2 tables and 9 footnotes.)
Conversations with Practitioners: Supporting State-Level Collaboration among General and Special Educators
Author: Mohammed, Sarojani S.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Educational Cooperation,Regular and Special Education Relationship,Response to Intervention

Many states have identified collaboration between general education and special education departments as crucial to the successful implementation of a Response to Intervention (RTI) framework. Equally, the joint ownership of the RTI framework by all involved contributes to successful implementation. Regional Comprehensive Centers (RCCs) are therefore asked frequently to work with general and special education departments at the state level to help support healthy collaboration. In 2010, the Center on Instruction (COI) convened representatives from Regional Comprehensive Centers, Regional Resource Centers, and state departments of education to investigate what is known about supporting collaboration and how RCCs and states can use that knowledge. Participants discussed seven supports for collaboration and developed seven recommendations for fostering collaboration. This document summarizes that meeting's conversation, including how to determine appropriate depths of partnership, and outlines the recommendations and examples generated. It aims to: (1) increase the depth of RCC and state representatives' knowledge about collaboration (and how it differs from cooperation and coordination); and (2) provide RCCs and states with practical guidance for fostering collaboration at the state level. Appended are: (1) Participants at January 2010 Virtual Meeting; and (2) Handouts. (Contains 1 figure, 1 table and 6 footnotes.)
Identifying Professional Development Needs in Mathematics: A Planning Tool for Grades 3-7. Second Edition
Author: Taylor, Mary Jo
Date: 2010-00-00
Type: Guides - Classroom - Teacher
Subjects: State Departments of Education,Learning Processes,Faculty Development,Technical Assistance,Planning,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Guides,Mathematics Instruction,Mathematical Concepts,Concept Formation,Teaching Methods,Teacher Education,Evaluation Methods,Benchmarking,Needs Assessment,Mathematics Skills

This document offers a planning tool for grades 3-7 that can be used by regional comprehensive centers, other technical assistance centers, and state departments of education to plan professional development for teachers. It is based on the "National Mathematics Advisory Panel Report" which was published in 2008. The panel synthesized its final report after reviewing 16,000 research publications and policy reports and receiving public testimony from more than 100 individuals. In addition, they reviewed written commentary from 160 organizations and individuals and analyzed survey results from 743 active teachers of algebra. The panel worked as a committee of the whole but largely worked in task groups and subcommittees. Each of the five task groups carried out a detailed analysis of the available evidence in these areas: Conceptual Knowledge and Skills, Learning Processes, Instructional Practices, Teachers and Teacher Education, and Assessment. This tool can be useful for educators as they engage in careful planning and consideration of the "benchmarks for the critical foundations" recommended by the panel.
Implementing Response to Intervention: Practices and Perspectives from Five Schools--Frequently Asked Questions
Author: Tackett, Kathryn Klingler
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Response to Intervention,Elementary Schools,Middle Schools,Public Schools,Program Implementation,Faculty Development,Formative Evaluation,Fidelity,Data,Decision Making,Information Management,Special Education,Eligibility,Educational Benefits,Financial Support,Educational Finance,School Districts,Screening Tests,Scheduling,Teachers,Teacher Aides,Program Administration

One question frequently arises in the work of the Regional Comprehensive Centers: &quot;What are states, districts, and schools doing about RTI?&quot; This document addresses that question, with particular focus on instruction and the implementation of effective practices. It uses a frequently asked questions (FAQs) format, with answers based on the collective experience, to date, of five (three elementary and two middle) public U.S. schools that are implementing elements of Response to Intervention (RTI), including evidence-based instruction, progress monitoring, structures for regulating the intensity of intervention, and professional development. Information was gathered by phone interviews and site visits during Spring 2007 with the five participating sites. Questions were submitted by Regional Comprehensive Centers and answers developed by the Center on Instruction (COI) in collaboration with key individuals from the visited sites. Before addressing the questions, this document provides a broad overview of Response to Intervention. The primary audiences for the material presented here are the Regional Comprehensive Centers and their client state departments of education. The information may also be of interest to persons working in schools and school districts that are considering RTI or working on its implementation. Appended are: (1) Response to Intervention; (2) Selecting RTI Implementation Sites; (3) RTI Glossary; (4) Site Demographics; and (5) Brief Site Descriptions. (Contains 2 tables and 7 footnotes.)