ethanporcaro/eric-fulltext-meta huggingface dataset:
Rhode Island Model Evaluation &amp; Support System: Building Administrator. Edition III
Author: Rhode Island Department of Education (RIDE)
Date: 2015-00-00
Type: Guides - Non-Classroom
Subjects: Public Schools,Educational Objectives,Models,Cooperation,Academic Achievement,Evaluators,Conferences (Gatherings),Performance,Professional Development,Feedback (Response),Alignment (Education),Students with Disabilities,Administrator Evaluation,Principals,Instructional Leadership,Administrator Responsibility,Administrator Qualifications,School Based Management,English Language Learners,Administrator Effectiveness

Rhode Island educators believe that implementing a fair, accurate, and meaningful educator evaluation and support system will help improve teaching, learning, and school leadership. The primary purpose of the Rhode Island Model Building Administrator Evaluation and Support System (Rhode Island Model) is to help all building administrators improve. The goal of the Rhode Island Model is to create a culture where all building administrators have a clear understanding of what defines excellence in their work; are provided with prioritized, specific, and actionable feedback about their performance; and receive support to continuously improve their effectiveness, regardless of the number of years they have been working as a building administrator. The purpose of this Guidebook is to describe the process and basic requirements for evaluating and supporting building administrators with the Rhode Island Model. For aspects of the Rhode Island Model that have room for flexibility and school/district-level discretion, the different options have been clearly separated and labeled with a &quot;Flexibility Factor.&quot; For the purposes of the Rhode Island Model, &quot;building administrator&quot; means any public school employee working under a Building Level Administrator certification. To help educators better understand &quot;how&quot; to best implement various aspects of the Rhode Island Model, additional resources are available on the Rhode Island Department of Education (RIDE) website, including online training modules, sample Student Learning Objectives, and a suite of calibration protocols designed to help school and district leaders facilitate ongoing calibration exercises. Four appendices are included: (1) Student Learning Objective Scoring Lookup Tables; (2) Online Resources; (3) Building Administrator Professional Practice Rubric; and (4) Building Administrator Professional Responsibilities Rubric.
Prior Learning Assessment Workgroup: 2014 Progress Report
Author: West, Jim
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Prior Learning,College Credits,College Students,Student Evaluation,State Legislation,Educational Legislation,Access to Education,Community Colleges,Technical Institutes,Public Colleges,Private Colleges,Guides,Veterans Education,Transfer Programs,Apprenticeships,School Business Relationship

Legislation passed in 2011 required the Washington Student Achievement Council (WSAC) to convene a Prior Learning Assessment Workgroup. The workgroup was tasked with coordinating and implementing seven goals, described in statute, to promote the award of college credit for prior learning. Awarding college credit for prior learning increases access and opportunity for Washingtonians, which strengthens the competitiveness of the workforce. This report summarizes progress made in 2014 and also outlines a work plan of activities to be conducted in 2015. The workgroup's focus this year was on awarding academic credit to returning veterans for military training. Some of the workgroup's significant accomplishments this year include the following: (1) Gathering and reporting PLA participation data from community and technical colleges as well as public and private baccalaureate institutions; (2) Providing examples of college and university websites that provide better information about PLA practices, and encouraging institutions to incorporate best practices; (3) Initiating a PLA list serve; and (4) Hosting the fourth annual PLA conference in November 2014 with a focus on implementing an act related to awarding academic credit for military training. The workgroup has identified a number of priority actions that will be the focus of its work in 2015, key among them being continued efforts to develop a process for serving returning veterans through PLA. The report concludes that progress made by the Prior Learning Assessment Workgroup over the past three years has brought a new awareness of the value students with prior learning bring to campuses. Completing next steps in 2015 will help colleges and universities, working with labor, industry and the military, increase educational attainment for all Washingtonians, especially returning veterans and other adult learners. The report contains the appendices: (1) Prior Learning Assessment Workgroup; (2) State Board for Community and Technical Colleges Policy: Credit for Non-Traditional Learning; and (3) Examples of College Progress in 2014. [For the 2013 report, see ED561960.]
Rhode Island Model Evaluation &amp; Support System: Support Professional. Edition II
Author: Rhode Island Department of Education (RIDE)
Date: 2015-00-00
Type: Guides - Non-Classroom
Subjects: Public Schools,Educational Objectives,School Personnel,School Nurses,Media Specialists,Reading Teachers,Consultants,Specialists,Mathematics Teachers,Language Teachers,English (Second Language),Leaders,School Counselors,School Psychologists,Speech Language Pathology,Social Work,Caseworkers,Evaluation Methods,Personnel Evaluation,Models,Responsibility,Competence,Employment Qualifications,Delivery Systems,Cooperation,Academic Achievement,Evaluators,Conferences (Gatherings),Performance,Professional Development,Feedback (Response),Alignment (Education)

Rhode Island educators believe that implementing a fair, accurate, and meaningful evaluation and support system for support professionals will help improve student outcomes. The primary purpose of the Rhode Island Model Support Professional Evaluation and Support System (Rhode Island Model) is to help all support professionals do their best work in order to help all students grow and learn. The goal of the Rhode Island Model is to help create a culture where all support professionals have a clear understanding of what defines excellence in their work; are provided with prioritized, specific, and actionable feedback about their performance; and receive support to continuously improve their effectiveness, regardless of the number of years they have been working. The purpose of this Guidebook is to describe the process and basic requirements for evaluating and supporting support professionals with the Rhode Island Model. For aspects of the Rhode Island Model that have room for flexibility and school/district-level discretion, the different options have been clearly separated and labeled with a &quot;Flexibility Factor.&quot; The Rhode Island Model Support Professional Evaluation and Support System was designed using the sets of national standards for the following roles: library media specialists, school nurse teachers, reading specialists, school counselors, school psychologists, speech language pathologists, and school social workers. To help educators better understand &quot;how&quot; to best implement various aspects of the Rhode Island Model, additional resources are available on the Rhode Island Department of Education (RIDE) website, including online training modules, sample Student Learning Objectives, and a suite of calibration protocols designed to help school and district leaders facilitate ongoing calibration exercises. Four appendices are included: (1) Student Learning Objective Scoring Lookup Tables; (2) Online Resources; (3) Support Professional--Professional Practice Rubric; and (4) Support Professional--Professional Responsibilities Rubric.
Rhode Island Model Evaluation &amp; Support System: Teacher. Edition III
Author: Rhode Island Department of Education (RIDE)
Date: 2015-00-00
Type: Guides - Non-Classroom
Subjects: Guides,Student Evaluation,Evaluation Methods,Public Schools,Educational Objectives,Alignment (Education),English Language Learners,Disabilities,Scoring,Measurement Techniques,Data Collection,Knowledge Level,Skill Development,Tests,Test Content,Quality Control,Decision Making,Teacher Evaluation,Teacher Responsibility

Rhode Island educators believe that implementing a fair, accurate, and meaningful educator evaluation and support system will help improve teaching and learning. The primary purpose of the Rhode Island Model Teacher Evaluation and Support System (Rhode Island Model) is to help all teachers improve. Through the Model, the goal is to help create a culture where all teachers have a clear understanding of what defines excellence in their work; are provided with prioritized, specific, and actionable feedback about their performance; and receive support to continuously improve their effectiveness, regardless of the number of years they have been teaching. The purpose of this Guidebook is to describe the process and basic requirements for evaluating and supporting teachers with the Rhode Island Model. For aspects of the Rhode Island Model that have room for flexibility and school/district-level discretion, the different options have been clearly separated and labeled with a &quot;Flexibility Factor.&quot; For the purposes of this Model, &quot;teacher&quot; means any public school employee working under a teacher certification whose primary responsibilities include instructional planning, managing a classroom environment, and student instruction. To help educators better understand &quot;how&quot; to best implement various aspects of the Rhode Island Model, additional resources are available on the Rhode Island Department of Education (RIDE) website, including online training modules, sample Student Learning/Outcome Objectives, and a suite of calibration protocols designed to help school and district leaders facilitate ongoing calibration exercises. Four appendices are included: (1) Student Learning Objective Scoring Lookup Tables; (2) Online Resources; (3) Teacher Professional Practice Rubric; and (4) Teacher Professional Responsibilities Rubric.
Holding Tight or at Arm's Length: How Higher Education Regional Accrediting Bodies Address PLA. Research Brief
Author: Council for Adult and Experiential Learning
Date: 2014-10-00
Type: Reports - Evaluative
Subjects: Prior Learning,Higher Education,Evaluation Methods,School Policy,Accreditation (Institutions),Geographic Location,Experiential Learning,Colleges,Guidelines

Prior learning assessment (PLA) is the term used for the various ways in which higher education institutions and other organizations assess an individual's learning for the purposes of granting college credit, certification, or advanced standing in a postsecondary education program. In recent years, there has been growing interest in PLA from postsecondary institutions, government officials, and the philanthropic community as a way to support higher rates of adult degree completion. In this research brief, the Council for Adult and Experiential Learning (CAEL) explores the role of regional accrediting organizations in shaping institutional PLA policies and practices. Regional accrediting organizations are private, nongovernmental organizations created for the specific purpose of reviewing higher education institutions and programs for quality. CAEL examined the policies of the six regional accrediting organizations: (1) Middle States Association of Colleges and Schools (MSACS); (2) New England Association of Schools and Colleges (NEASC); (3) North Central Association of College and Schools (NCA) under which the Higher Learning Commission (HLC) accredits degree-granting colleges and universities; (4) Northwest Commission on Colleges and Universities (NWCCU); (5) Southern Association of Colleges and Schools Commission on Colleges (SACSCOC); and (6) Western Association of Schools and Colleges (WASC). CAEL found that all six regional accrediting bodies reference experiential or prior learning assessment in their policies or guidelines. All of the accrediting bodies require that prior experiential learning be comparable to the results of institutionally provided learning experiences, but there are noticeable differences. Some of the policies leave most of the decisions on PLA up to the institution, while others are more prescriptive.
Texas Affordable Baccalaureate Program: A Collaboration between the Texas Higher Education Coordinating Board, South Texas College, and Texas A&amp;M University-Commerce. CBE Case Study
Author: Klein-Collins, Rebecca
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Undergraduate Study,Bachelors Degrees,Case Studies,Competency Based Education,Organizations (Groups),Leadership,Low Income Students,Socioeconomic Background,Competence,Time to Degree,Student Costs,Teacher Participation,Accreditation (Institutions),Student Financial Aid,Barriers,Outreach Programs,Enrollment,Outcomes of Education,Course Evaluation,College Credits,Curriculum Design

This case study is part of a series on newer competency-based degree programs that have been emerging in recent years. In January 2014, the Texas Higher Education Coordinating Board (THECB), South Texas College (STC), and Texas A&amp;M University-Commerce (A&amp;M Commerce) launched the Texas Affordable Baccalaureate Program, the state's first competency-based bachelor-level degree. The applied baccalaureate degree in organizational leadership is offered as a low-cost alternative to a traditional postsecondary degree, with a goal to serve students from lower socio-economic backgrounds. The degree is also designed to provide students with the competencies that employers have identified as necessary for the 21st century, and it gives students the opportunity to accelerate time to completion--and reduce their costs--as they earn a postsecondary degree. This report provides details on the design of the program, which features a blended model that combines competency-based courses and courses with a more traditional format. Other program details described in this case study include: embedded course assessments; faculty involvement in the program; start-up costs, costs to the student, and cost savings for the student; accreditation and financial aid; issues and challenges of the program; student outreach, enrollment, and outcomes; and plans for future growth of the program.
Statewide Work-Based Learning Intermediary Network: Fiscal Year 2014 Report
Author: Iowa Department of Education
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Secondary Schools,Secondary School Students,Secondary School Teachers,Expenditures,Workplace Learning,Regional Programs,Personnel Selection,Grants,STEM Education,Science Careers,Occupational Clusters

The Statewide Work-based Learning Intermediary Network Fiscal Year 2014 Report summarizes fiscal year 2014 (FY14) work-based learning activities of the 15 regional intermediary networks. This report includes activities which occurred between October 1, 2013, to June 30, 2014. It is notable that some intermediary regional networks have been in operation for a number of years--prior to the creation of the Skilled Iowa fund--whereas others began operation with the advent of state funding. Much of the variance in reported expenses and participants between networks is attributable to this factor. New intermediary networks found it necessary to hire staff, establish program processes, and develop relationships with regional stakeholders prior to extending services to secondary schools in their region. Table 1 summarizes FY14 final expenditures. Of the initial $1.45 million in funding, regional intermediary networks spent a combined total of $837,020. Breaking down this total, networks spent $530,245 on personnel, $37,426 on travel expenses, $91,234 on supplies, and $178,115 on other expenses including, but not limited to, database, certifications, equipment and transportation. Unspent FY14 grant funds shall be spent by November 2014. Over the past year, work site core services were provided to 15,447 students. Table 2 shows this breakout by the regional intermediary networks. Work site core services included internships, job shadowing, student tours and other miscellaneous experiences. As indicated by Table 3, the core services provided are representative of all 16 career cluster areas. Some regional intermediary networks focused on a narrow list of clusters while established regional intermediary networks were able to provide opportunities in a broader range of career clusters. The career cluster of Science, Technology, Engineering &amp; Mathematics (STEM) had the most participants (5,598) followed by the cluster areas of Health Sciences (3,187) and Architecture &amp; Construction (2,260). Table 4 illustrates the other work-based learning opportunities that were provided to students as defined by Other Core Services. A total of 19,112 students participated in these activities in FY14. Opportunities for educators were also provided through this grant. These included tours, externships and other teacher experiences. A total of 292 educators participated in work-based learning opportunities as shown in Table 5.
The Hidden Classroom of the Workplace: How Employees Learn at Work in Both Formal and Informal Ways
Author: Olson, Richard
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Work Environment,Workplace Learning,Employers,Informal Education,Job Skills,Skill Development,Portfolios (Background Materials),Manufacturing,Information Technology,Human Resources,Law Enforcement,Business,Communications,Teaching (Occupation),College Credits,Program Descriptions,On the Job Training,Work Experience,Experiential Learning,Educational Attainment

Many are accustomed to the idea that we learn at school and that a college education is acquired in college classrooms. In reality, however, learning takes place in all aspects of a person's life--through military experience, raising a family, volunteering, and, perhaps most significantly, in the workplace. Learning that occurs in the workplace can be very job-specific, but it can also be broader, something that helps employees develop skills and competencies, take on new responsibilities, and even contribute to the organization's bottom line. The workplace learning examples described in this report are taken from real portfolios by working adults participating in LearningCounts. The examples show how the workplace can, and does, serve as a learning laboratory for workers, suggesting that employers might benefit from understanding more about how this learning laboratory can contribute to the organization.
National Comparison of Jointly Enrolled Students. Factsheet
Author: Iowa Department of Education
Date: 2015-02-03
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,Postsecondary Education,Enrollment,Dual Enrollment,High School Students,Age Differences

This document contains data from the Community College Management Information System and other sources with summative data on topics of interest. Data gathered through the Division of Community College's Management Information System (MIS) indicates that in the 2013-14 academic year 42,996 students enrolled in almost 337,000 credit hours through contracted courses (predominately concurrent enrollment), Postsecondary Enrollment Options (PSEO), and as a tuition-paying student at Iowa's community colleges. Compared to overall community college enrollment, jointly enrolled students accounted for 30.4 percent of all credit student enrollment. Approximately one in four community college students is also a high school student. Approximately 74 percent of jointly enrolled students were 17 or 18 years of age--not surprising given the majority of jointly enrolled students were in either 11th or 12th grade. High school students do have the option of enrolling through PSEO at a four-year public or private institution; however, the vast majority of students enroll in postsecondary coursework through concurrent enrollment at an Iowa community college. Comparing the population of jointly enrolled students at Iowa's community colleges to national data on two-and four-year public institutions clearly shows that Iowa community colleges lead the nation in the percent of students under 18 years of age enrolled in community colleges or in all public institutions, combined.
The Growing Importance of Prior Learning Assessment in the Degree-Completion Toolkit
Author: Klein-Collins, Rebecca
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Achievement Rating,Adult Education,Adult Students,Higher Education,Prior Learning,College Students

Starting in 1974, the &quot;Council for Adult and Experiential Learning&quot; (CAEL) has helped colleges and universities develop and expand their prior learning assessment (PLA) programs for adult and other non-traditional learners. In the past several years, with new and ambitious degree completion goals for adults, the U.S. is witnessing what can only be called a surge of interest in PLA. This article explains the new, expanded future for PLA that may now be possible. [This paper was also published in &quot;New Directions in Adult &amp; Continuing Education,&quot; n140 p51-60 Win 2013, available in ERIC at EJ1028461.]
Iowa Core Annual Report
Author: Iowa Department of Education
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: State Standards,Academic Standards,Mathematics,Sciences,Language Arts,Social Studies,Consumer Education,Money Management,Technological Literacy,Core Curriculum,State Legislation,Educational Legislation,Program Implementation,Educational Change,Professional Development,Language Proficiency,English Language Learners,Educational Assessment,Alignment (Education),Annual Reports

One central component of a great school system is a clear set of expectations, or standards, that educators help all students reach. In Iowa, that effort is known as the Iowa Core. The Iowa Core represents the statewide academic standards, which describe what students should know and be able to do in math, science, English language arts, and social studies. The Iowa Core also addresses 21st Century Skills such as financial and technology literacy. These state standards provide Iowa students, parents, teachers, and other stakeholders with a clear, common understanding of what students are expected to learn at every grade level, regardless of where they live. The standards establish what Iowa students need to learn, but not how to teach. Local schools and teachers continue to create lesson plans and tailor instruction to fit the needs of their students. In this annual report, the following topics on the state standards are presented: (1) Current Status; (2) Multi-Tiered System of Supports; (3) Other Professional Development; (4) Statewide Assessment; (5) Content Leadership Teams; and (6) Online Tools.