ethanporcaro/eric-fulltext-meta huggingface dataset:
Decision Points for COVID Comeback Models. Revised
Author: Education Resource Strategies
Date: 2020-06-18
Type: Guides - Non-Classroom
Subjects: Disease Control,Models,School Districts,Administrator Role,Planning,Student Needs,Distance Education,Public Health,Special Needs Students,Space Utilization,Class Size,Student Transportation,School Safety,Online Courses,Teacher Responsibility,School Schedules,Scheduling,Teacher Role,Teacher Collaboration,Teacher Student Ratio,Elementary Secondary Education,COVID-19,Pandemics

Everyone agrees that school in the fall cannot look the same as it did before the pandemic. Education leaders must organize people, time, and money to make up for learning losses, help students reconnect with schooling, support students' increased social and emotional needs, respond to physical distancing and sanitation requirements, and provide for teachers and students who don't feel safe attending school or who contract the virus. In this ERS Briefing, we outline a process for school district leaders to choose and adapt the &quot;COVID Comeback School Models&quot; that are right for their communities. We also have a calculator that helps district leaders understand the high-level configuration of models that is feasible given staffing and facilities constraints as well as key trade-offs and resource shifts. These steps are designed to build on assessments made by school systems to understand technology, transportation, physical plant and operational issues associated with physical distancing, as well as engagement with families, educators and partners about how students and adults could interact in a shared physical environment this fall. They help district leaders design a coherent approach, built on careful resource trade-offs, to develop in-person, remote and hybrid models of school for the fall.
Lessons Learned about Leading the Implementation of Formative Assessment: A Framework for School Leaders and Leadership Teams
Author: Gerzon, Nancy
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Formative Evaluation,Program Implementation,Leadership Effectiveness,Evidence Based Practice,Feedback (Response),Professional Development,Change Strategies,Teacher Role,Student Role,Urban Schools,Communication Strategies,Models,Leaders

When teachers and students share the responsibility for learning, students become active agents in their own learning who respond to feedback, set learning goals, track their progress, and adapt their own learning strategies when needed. Formative assessment provides a clear path forward to this kind of teaching and learning experience, and site leadership is critical for creating the conditions needed for formative assessment to take root. This brief provides a framework for how leaders can go about doing this, highlighting five leadership practices that appear to enhance the implementation: (1) Fostering understanding of formative assessment; (2) Communicating a vision for formative assessment that highlights expected changes in the student role; (3) Modeling a culture of learning in which adult learners, like student learners, use evidence from and get feedback on daily practice to guide their own learning; (4) Leading site-based professional learning in which teachers engage with new content and build shared capacity to implement formative assessment; and (5) Nurturing the conditions necessary for the changes associated with implementing and scaling formative assessment. [This brief is a work product for the How I Know Project, an initiative of the Michael and Susan Dell Foundation.]
Getting Better at Getting More Equitable: Opportunities and Barriers for Using Continuous Improvement to Advance Educational Equity
Author: Valdez, Amber
Date: 2020-03-00
Type: Reports - Research
Subjects: Equal Education,Educational Improvement,Elementary Secondary Education,Educational Strategies,Barriers,Audits (Verification),Empathy,Disproportionate Representation,Stakeholders,Racial Bias,Data,Faculty Development,Capacity Building,Access to Education

In California and across the United States, the K-12 education system continues to perpetuate disparities in learning experiences and outcomes for students, based on race/ethnicity, language, income, and ability, to name a few. This study examines how education leaders think about and use continuous improvement to address equity issues. Key finding: Our interviews suggest that although many leaders understand the great value and potential of continuous improvement, few educational organizations have embraced the concept as an important strategy for creating equity. Education leaders warned against the idea that current continuous improvement methodologies are enough on their own to reduce disparities in student outcomes. Rather, educators emphasized the need for equity to be a more intentional and integrated aspect of a continuous improvement approach.
Strategies for Trauma-Informed Distance Learning
Author: Pate, Christina
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Trauma,Distance Education,Teaching Methods,Student Needs,At Risk Students,Educational Environment,Emotional Response,Behavior Problems,Interpersonal Relationship,Caring,Mental Health,Social Support Groups,Self Management,Scheduling,Physical Activities,Student Characteristics,Interaction,Instructional Materials

The challenges of recognizing and responding to students' social, emotional, and mental health needs are compounded in a distance learning environment. To help educators use trauma-informed teaching practices in distance learning contexts, this brief offers strategies, with specific examples, for recognizing and responding to students' social and emotional needs while teaching remotely. The strategies are organized using neuroscientist Bruce Perry's &quot;3 Rs&quot; approach to intervention: Regulate, Relate, and Reason. Using the strategies in this brief to address students' social and emotional needs for regulation and relationships can help educators ensure that their students are ready to reason and continue to thrive, even from a distance. [This brief was prepared by the Center to Improve Social and Emotional Learning and School Safety at WestEd.]
Accomplishing Effective and Durable Change to Support Improved Student Outcomes
Author: Jackson, Kathleen Ryan
Date: 2018-06-00
Type: Reports - Research
Subjects: Educational Change,Outcomes of Education,School Effectiveness,Evidence Based Practice,Program Implementation,Educational Policy,State Officials,Statewide Planning,Measurement,State Departments of Education,Geographic Regions,Educational Improvement,Mathematics Education,Capacity Building,Fidelity,Teamwork

Kentucky's educators are creating systemic change to produce noticeable improvements in learning for all students. Systemic change has vexed education systems for decades (Tyack &amp; Cuban, 1999). In recent years, it has become clear that implementation science is the missing ingredient in efforts to purposefully improve student outcomes in state systems (Fixsen, Blase, Metz, &amp; Van Dyke, 2013; Fixsen, Blase, Ward, Jackson, &amp; Coffey, in preparation). The Kentucky Department of Education (KDE) has taken a thoughtful and persistent approach to systemic change in partnership with its educators and communities. Kentucky has documented the initial changes in the education system and the benefits to system alignment and cohesion for improved outcomes. This paper summarizes a few of the key actions of Kentucky's educators here, as well as some of the results of their efforts so far. In 2014, with the support of the State Implementation and Scaling up of Evidence Based Practices (SISEP) Center, Kentucky began to develop its implementation infrastructure and capacity, with goals for student learning in the area of math, as they developed the knowledge and skills to use the Active Implementation Frameworks.
Trellis&apos; Student Financial Wellness Survey: Key Findings from Analysis of Responses by School Sector. Spotlight Report Brief
Author: Klepfer, Kasey
Date: 2020-01-00
Type: Reports - Research
Subjects: Student Surveys,Online Surveys,Money Management,Well Being,Community Colleges,Two Year College Students,Parent Financial Contribution,Student Attitudes,Student Responsibility,Employment Patterns,Housing,Student Needs,Student School Relationship,Paying for College,Credit (Finance),Debt (Financial)

The Student Financial Wellness Survey (SFWS) is a self-reported, online survey that seeks to document the financial well-being and student success indicators of postsecondary students across the nation. This brief contains key findings and take-aways from the analysis of SFWS data by school sector. Key findings include: (1) Community college students are more likely to feel financial obligations to their families, and report less financial support from their families; (2) Community college students were far more likely -- by almost 30 percentage points -- to say they work twenty or more hours a week at their job; and (3) While food security varied little across school sectors. Housing security was somewhat higher among community college students than their counterparts at four-year institutions.
Considerations for Teachers Providing Distance Learning to Students with Disabilities. Crisis Response Resource
Author: Herburger, Debra
Date: 2020-05-00
Type: Guides - Non-Classroom
Subjects: Distance Education,Students with Disabilities,Crisis Management,Special Education,Regular and Special Education Relationship,Academic Accommodations (Disabilities),Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Electronic Learning,Learner Engagement,Teacher Student Relationship,Coaching (Performance),Feedback (Response),Student Centered Learning,Executive Function,Teaching Methods,COVID-19,Pandemics

This brief, produced by WestEd as part of a collection of Crisis Response Resources, provides guidance and resources to help educators support students with disabilities -- ranging from mild to low-incidence -- through distance learning prompted by the COVID-19 crisis. Many of the structures and supports for students with disabilities that were in place in the classroom will likely look different in the distance learning environment. Because students with disabilities, like all students, have a range of needs, teachers will need to consider how best to support each student's unique situation. This brief helps teachers consider key areas that are imperative to teaching and learning for students with disabilities.
A Review of Reading Motivation Scales
Author: Davis, Marcia H.
Date: 2018-00-00
Type: Information Analyses
Subjects: Reading Motivation,Psychometrics,Test Reliability,Age Differences,Measures (Individuals),Self Concept,Surveys,Children,Adolescents,Elementary Secondary Education,Questionnaires,Adults,Test Construction,Test Validity

Reading motivation is a critical contributor to reading achievement and has the potential to influence its development. Educators, researchers, and evaluators need to select the best reading motivation scales for their research and classroom. The goals of this review were to identify a set of reading motivation student self-report scales used in research, examine the development and psychometric properties of each reading motivation scale, and compare scales on availability, reliability, age range, and motivation constructs measured. This article summarizes 16 current reading motivation scales. Findings suggest the need for more research regarding the multidimensionality of reading motivation and measures that could span early childhood to adolescence. [This paper was published in &quot;Reading Psychology&quot; v39 2018 (EJ1168020).]
Serving Students with Disabilities: A Resource for Assessing the Basic Components of Your Special Education Infrastructure
Author: WestEd
Date: 2020-00-00
Type: Guides - General
Subjects: Students with Disabilities,Special Education,Educational Assessment,Educational Improvement,Regular and Special Education Relationship,Family School Relationship,School Districts,Student Educational Objectives,Teacher Selection,Resource Teachers,Special Education Teachers,Educational Policy,Compliance (Legal),Educational Legislation,Federal Legislation,Equal Education,Individualized Education Programs,Positive Behavior Supports,Management Information Systems,Budgeting,Access to Education

Developed for California's local education agencies, this resource identifies six components an infrastructure needs to have in place to operate a well-functioning special education program. The publication also provides a tool for examining the degree to which these components are in place in your system. The results of that examination can help you decide where best to start system improvement efforts. The Six Basic Components: (1) Collaboration and Communication. Norms and processes that allow for meaningful and productive interaction between special education programs and other programs, as well as between schools and families; (2) Staffing. Processes to monitor and address personnel needs, and strategic allocation of staff with defined roles and responsibilities; (3) Policy and Procedures. The existence of up-to-date, documented, and accessible procedures that are compliant with the Individuals with Disabilities Education Act (IDEA), along with a robust pre-referral system, such as a multi-tiered system of support; (4) Data Systems. Accurate and consistent data sources that are accessible and monitored at the student, classroom, and school levels; (5) Resource Management. Budget planning and monitoring processes that ensure that resources for special education are strategically allocated and managed to meet state and federal guidelines and to serve students with disabilities; and (6) Instructional Practices. Professional learning opportunities, systems, and processes for general and special education teachers and other personnel, to support high-quality Individualized Education Programs (IEPs) and all students' access to the general education curriculum.
Teachers&apos; Awareness and School&apos;s Responsiveness to the Child Protection Policy: Basis for a Development Plan
Author: Bayucca, Shallimar A.
Date: 2020-06-00
Type: Journal Articles
Subjects: Child Safety,Knowledge Level,Elementary School Teachers,Foreign Countries,Program Implementation,Public Schools,Children,Teacher Characteristics,Stress Management,Classroom Techniques,Sensitivity Training,Prevention,Child Abuse,School Policy

This study determines the level of awareness of the teachers in the Child Protection Policy and the level of its implementation in the Schools Division of Meycauayan City. The study used a descriptive research with survey as its primary data gathering tool. 165 elementary teachers chosen through random sampling took part in the survey. With the help of Microsoft Excel, the researcher used the following statistical tools: frequency and percentage to describe the demographic profile; mean and standard deviation to describe the indicators under level of awareness and level of implementation. The study found out that most of the teachers are aware of the Child Protection Policy, but its implementation in the schools is not that rigid. Therefore, it is recommended that implementing the Child Protection Policy be monitored and a more comprehensive information drive be given to teachers. Training modules which include positive and non-violent discipline in classroom management, anger and stress management and gender sensitivity should be included in seminars to be conducted.
Adapting Employment Coaching during the COVID-19 Pandemic: Practical Advice from Richard Guare and Colin Guare
Author: Utterback, Annie
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Disease Control,Crisis Management,Coaching (Performance),Career Counseling,Job Search Methods,Change,Computer Mediated Communication,Synchronous Communication,Goal Orientation,Access to Health Care,Occupational Safety and Health,Welfare Services,Grief,COVID-19,Pandemics,Executive Function,Stress Variables,Labor Force Development,Program Descriptions

The COVID-19 health pandemic created an extremely stressful context for staff in workforce development programs and the participants with whom they work. &quot;MyGoals for Employment Success&quot; is an employment coaching program based in Baltimore, Maryland, and Houston, Texas, that combines a highly structured coaching model that emphasizes &quot;executive functioning&quot; -- the mental skills like emotional control, stress tolerance, time management, organization, mental flexibility, persistence, and other skills needed to complete most tasks -- with a set of financial incentives to support participants in making step-by-step progress in the labor market. Through the MyGoals project, MDRC has been working with neuropsychologist Richard Guare and behavior analyst Colin Guare, who have answered questions that staff have asked about how to support participants and help them continue to achieve their objectives, particularly during the current pandemic. The guidance offered to MyGoals coaches, presented in this brief, is also relevant for coaches and case managers working in other social services programs.
Some College, No Degree: A Look at Those Who Left College Early
Author: Shankster, Lexi
Date: 2015-12-00
Type: Reports - Research
Subjects: Educational Attainment,Dropouts,College Attendance,Individual Characteristics,Adults,College Credits,Associate Degrees,Income,Correlation,Employment,Student Loan Programs,Debt (Financial),Age Differences,Racial Differences,Ethnicity

Washington State has two educational goals for 2023: all adults aged 25-44 in Washington State will have a high school diploma or equivalent, and at least 70 percent will have a postsecondary credential. This paper examines the demographic characteristics of those Washingtonians with &quot;some college, no degree&quot; who are not currently attending college. Future research should delve into the reasons this population left college without successful completion. This paper provides a snapshot of the age and racial/ethnic make-up of the population, as well as the employment and income distributions of those with &quot;some college, no degree.&quot; The data show that the earnings of these individuals are depressed and also that a large share of these individuals have student loan debt from their time in college. Furthermore, the unemployment rate for those with degrees is lower than for those with some college but no degree. Encouraging this population to complete their degrees could be one way to address the skills gap facing Washington's workforce, improve earnings and employment for this population, and to contribute toward reaching Washington's postsecondary attainment goal.
2018-19 Early Literacy Report
Author: Utah State Board of Education
Date: 2020-04-23
Type: Numerical/Quantitative Data
Subjects: Emergent Literacy,Reading Programs,Reading Instruction,Intervention,Benchmarking,Primary Education,Progress Monitoring,Reading Tests,At Risk Students,Students with Disabilities,English Language Learners,Low Income Students,Minority Group Students,Program Effectiveness

The Early Literacy Program focuses on the development of early literacy skills, with additional emphasis on intervention for students at risk of not meeting grade-based reading benchmarks. Districts and charter schools (LEAs) assess, and report to the state, students' reading composites and benchmarks three (3) times a year using the Acadience Reading (formerly DIBELS) assessment. The results of those assessments are reported here. The Utah State Board of Education (USBE) uses a Statewide Student Identifier (SSID) to accurately track each student. This allows for analysis of the short- and long-term effects of instruction. Key findings from the report include: (1) Early Literacy Program resources make a difference. A student who did not meet reading benchmarks on his/her beginning of year test and received a reading intervention is seven times as likely to meet reading benchmarks on his/her end of year test than if the student had not received a reading intervention; (2) Interventions reached their intended target audience. Students in &quot;at-risk&quot; student groups, including students with a disability (SWD), English learners, students from a low-income household, and students who identify as a race other than White or identify as Hispanic/Latino ethnicity (collectively referred to as &quot;minority&quot; students), were more likely to receive an intervention; and (3) Reading benchmark rates improved throughout the school year. At the beginning of the 2018-2019 school year (SY 2019), the percentages of students who met grade-level based reading benchmarks were 60% of first graders, 72% of second graders, and 71% of third graders. By the end of SY 2019, the overall percentages of students who met grade-level based reading benchmarks were 67% of first graders, 71% of second graders, and 74% of third graders. [For &quot;2017-18 Early Literacy Report,&quot; see ED595881.]
Massachusetts Preschool Expansion Grant (PEG) Impact Evaluation Report
Author: Hofer, Kerry
Date: 2018-07-26
Type: Reports - Research
Subjects: Preschool Education,Educational Quality,At Risk Students,Grants,Governance,School Districts,State Departments of Education,Access to Education,Low Income Students,Child Care,Academic Achievement,Program Effectiveness,English (Second Language),Family Environment,Federal Programs,Early Intervention,School Readiness,Literacy,Mathematics Skills,Vocabulary Development,Receptive Language,Executive Function,Preschool Children

The Massachusetts Preschool Expansion Grant (PEG) model supported and expanded high-quality preschool in high-needs communities. PEG required shared governance between local school districts and Massachusetts Department of Early Education and Care-licensed community-based programs. The 48 PEG classrooms provided free prekindergarten for four-year-olds from low-income families who were eligible for kindergarten the following year and who, with some exceptions, had not yet attended a formal child care program. As part of the PEG evaluation, this impact study found: (1) On all three measures of early academic performance, PEG had a positive and statistically significant impact on children's achievement, with the strongest impacts on the most vulnerable children; and (2) Exploratory analyses indicated that the impact of PEG was stronger for children in homes where English was not the primary language and for children who had not had prior child care exposure.
The New Utah System of Higher Education. Issue Brief
Author: Landward, Geoffrey T.
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Higher Education,State Legislation,Governance,State Universities,Technical Education,Vocational Schools,Alignment (Education),State Boards of Education

During its 2020 session, the Utah Legislature passed S.B. 111, &quot;Higher Education Amendments&quot;--a sweeping change to higher education structure and governance that merges the Utah System of Higher Education and the Utah System of Technical Colleges. While passing the legislation only took a matter of weeks, the process leading up to the new structure took several years. This brief describes the old system and the challenges it presented for students and the institutions, the creation of the Higher Education Strategic Planning Commission and its actions, the merger of the two systems, and the duties and authorities of the new Utah Board of Higher Education.