ethanporcaro/eric-fulltext-meta huggingface dataset:
Summary of Recommendation 3 from the WWC Practice Guide &quot;Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade&quot;
Author: Nebraska Department of Education
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: Reading Comprehension,Beginning Reading,Reading Instruction,Teaching Methods,Primary Education,Kindergarten,Grade 1,Grade 2,Grade 3,Reading Strategies,Reading Skills,Decoding (Reading),Reading Fluency,Morphology (Languages),Phoneme Grapheme Correspondence,Learning Activities,Spelling,Word Recognition

The goal of the What Works Clearinghouse (WWC) Practice Guide, &quot;Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade,&quot; is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. The guide suggests instructional practices that can be implemented after students have mastered early reading skills. The guide provides teachers, reading coaches, principals, and other educators with instructional recommendations that can be implemented in conjunction with existing standards or curricula and does not recommend a particular curriculum. This brief summary report focuses on the third of the four recommendations: Teach students to decode words, analyze word parts, and write and recognize words. For students to be able to read with greater fluency and comprehension, they must first develop their understanding of morphology, the knowledge of meaningful word parts in the language. To develop this understanding, students must learn the following: letter patterns and word parts, the relation of sounds to letters, and high-frequency word recognition. This recommendation focuses on actions teachers can take to support students in developing their understanding of morphology to increase fluency and comprehension. This summary provides steps to carry out the recommendation, identifies potential roadblocks, and suggests ways to address them. [For &quot;Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. Educator's Practice Guide. NCEE 2016-4008,&quot; see ED566956.]
Summary of Recommendation 4 from the WWC Practice Guide &quot;Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade&quot;
Author: Nebraska Department of Education
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: Reading Comprehension,Beginning Reading,Reading Instruction,Teaching Methods,Primary Education,Kindergarten,Grade 1,Grade 2,Grade 3,Reading Strategies,Reading Skills,Vocabulary Development,Individualized Instruction,Reading Fluency,Accuracy,Sentences,Word Recognition

The goal of the What Works Clearinghouse (WWC) Practice Guide, &quot;Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade,&quot; is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. The guide suggests instructional practices that can be implemented after students have mastered early reading skills. The guide provides teachers, reading coaches, principals, and other educators with instructional recommendations that can be implemented in conjunction with existing standards or curricula and does not recommend a particular curriculum. This brief summary report focuses on the fourth of the four recommendations: Ensure that each student reads connected text every day to support reading accuracy, fluency, and comprehension. Reading connected text--that is, multiple sentences related to each other--requires greater skill than reading isolated words. To read and understand connected text, students must quickly recognize words, integrate what they are reading with their background knowledge, and monitor their comprehension. Daily practice with reading connected text helps students increase their accuracy, fluency, and comprehension. This summary provides steps to carry out the recommendation, identifies potential roadblocks, and suggests ways to address them. [For &quot;Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. Educator's Practice Guide. NCEE 2016-4008,&quot; see ED566956.]
Evidence-Based Practices to Support Equity: A Snapshot on Mentoring and Induction. A GTL Center Snapshot
Author: Center on Great Teachers and Leaders at American Institutes for Research
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Beginning Teacher Induction,Mentors,Evidence Based Practice,Equal Education,Achievement Gap,Educational Legislation,Elementary Secondary Education,Federal Legislation,Beginning Teachers,State Policy,Teacher Persistence,Disadvantaged Schools,Minority Group Students,Reading Achievement,Mathematics Achievement,Teacher Effectiveness,Access to Education

State and district leaders can use the GTL Center's Snapshot on Mentoring and Induction to make informed policy decisions that take into account the evidence base for mentoring and induction strategies to improve supports for and equitable access to great teachers and leaders. The snapshot describes mentoring and induction strategies, how states and districts have implemented these strategies, and the empirical studies and evidence demonstrating the strategy's effect on educator and student outcomes.
Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS)
Author: Odom, Samuel L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Autism,Psychometrics,Pervasive Developmental Disorders,Faculty Development,Educational Quality,Public Schools,Program Effectiveness,Services,Elementary Secondary Education,Rating Scales,Program Evaluation,Scores

The purpose of this study was to examine the psychometric properties of the &quot;Autism Program Environment Rating Scale&quot; (&quot;APERS&quot;), an instrument designed to assess quality of program environments for students with autism spectrum disorder. Data sets from two samples of public school programs that provided services to children and youth with autism spectrum disorder were utilized. Cronbach alpha analyses indicated high coefficients of internal consistency for the total &quot;APERS&quot; and moderate levels for item domains for the first data set, which was replicated with the second data set. A factor analysis of the first data set indicated that all domain scores loaded on one main factor, in alignment with the conceptual model, with this finding being replicated in the second data set. Also, the &quot;APERS&quot; was sensitive to changes resulting from a professional development program designed to promote program quality. [This article was published in &quot;Journal of Autism and Developmental Disorders&quot; (EJ1170782).]
Improving Instruction for All Students through Meaningful Support in Educator Evaluation: State Reflections from the Collaborative for the Continuous Improvement of Educator Effectiveness Systems (the Collaborative)
Author: Center on Great Teachers and Leaders at American Institutes for Research
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Instructional Improvement,Teacher Evaluation,Teacher Effectiveness,Faculty Development,Partnerships in Education,Systems Approach,Elementary Secondary Education,Educational Legislation,Federal Legislation,School Districts,State Departments of Education,Data Use,Shared Resources and Services,Feedback (Response),Evaluators,Statewide Planning

How can states help ensure that their systems are providing schools and educators with the essential data for improvement efforts? One powerful strategy is to collaborate with partners using a continuous improvement approach. Six states have been doing just that--working together to investigate and address specific, high-priority, high-impact ways to improve their educator evaluation and professional learning systems. The Collaborative for the Continuous Improvement of Educator Effectiveness Systems (the Collaborative), a partnership of the Center on Great Teachers and Leaders (GTL Center), the West Comprehensive Center, and six states (Delaware, Tennessee, Massachusetts, Colorado, Arizona, and Rhode Island), with support from the Northeast Comprehensive Center, have worked together since 2016 to address state-specific design and implementation challenges. Culminating from the work on each state's individual, context-specific problem of practice, the Collaborative developed a set of guiding principles that the six states consider essential for the continuous improvement of educator effectiveness systems. This brief provides an overview of the six guiding principles and presents short vignettes on each of the six Collaborative states that summarize their problems of practice, highlight their continuous improvement efforts within their existing educator effectiveness system, and draw attention to how the six guiding principles were infused into their work.
Decision Points: Defining, Calculating, and Addressing Gaps in Access to Effective Educators. Considerations for States. Special Issues Brief
Author: Mizrav, Etai
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Access to Education,Teacher Effectiveness,Equal Education,Achievement Gap,Educational Policy,Educational Planning,Decision Making,Program Implementation,School Districts,Definitions,Elementary Secondary Education,Educational Legislation,Federal Legislation,Statewide Planning

Effective teachers can have a significant impact on student success; unfortunately, low-income students, students of color, English learners, and students with disabilities are more likely to be assigned to unqualified, less experienced, and less effective teachers. Inequitable access to effective educators is one contributing factor that reinforces achievement gaps for disadvantaged students. Defining, calculating, and addressing equity gaps includes the following four policy decisions: (1) Define &quot;ineffective,&quot; &quot;inexperienced,&quot; and &quot;out-of-field&quot; teachers; (2) Design comparison groups and decide on levels of analysis; (3) Define what constitutes an &quot;equity gap&quot; and set targets; and (4) Decide what to require from identified districts with identified equity gaps and how to support them. This Special Issues Brief from the Center on Great Teachers and Leaders (GTL Center) provides a resource to states based on the GTL Center's extensive experience supporting states in their design and implementation of equitable access plans, and is focused on the four sequential decision points. This brief can guide states as they work to revise and strengthen existing plans by leveraging lessons learned. State education agencies can use this brief to: (1) Guide and inform equitable access planning and implementation; (2) Explore examples of state-level initial equity planning and results reporting; and (3) Consider ways to support districts.
Additional Educators&apos; Perspectives on Classroom Implementation of Accessibility Features and Accommodations
Author: Albus, Deb A.
Date: 2019-04-00
Type: Reports - Research
Subjects: Teacher Attitudes,Accessibility (for Disabled),Regular and Special Education Relationship,Testing Accommodations,Access to Education,Classroom Techniques,Public School Teachers,Students with Disabilities,English Language Learners,Assistive Technology,Reading Aloud to Others,Faculty Development,Instruction,Special Education Teachers,Elementary Secondary Education

The Data-Informed Accessibility--Making Optimal Needs-based Decisions (DIAMOND) project received funding in 2015 from an Enhanced Assessment Initiative grant to collect information that would inform the creation of professional development modules for educators making decisions within new accessibility frameworks. The DIAMOND project conducted telephone interviews with two cohorts of educators using identical study methods. The analysis and results for the first cohort of educators interviewed have been published (Albus, Thurlow, Liu, Lazarus, &amp; Larson, 2018), and this report on the second cohort of interviewees presents separate findings as well as an overall summary for the two cohorts. This study sought to answer how educators defined accessibility features and accommodations, how different educator types used them in classrooms by population served (general education, special education, expeditionary learning (EL) education), including any challenges in using them, and to what extent the supports identified by educators were consistent with their state's assessment policies. [For the first cohort report, see ED597285.]
Math Course Sequences in Grades 6-11 and Math Achievement in Mississippi. Study Snapshot. REL 2019-007
Author: Regional Educational Laboratory Southeast (ED)
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Mathematics Instruction,Mathematics Achievement,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Middle School Students,Middle School Mathematics,High School Students,Secondary School Mathematics,College Readiness,At Risk Students,Public Schools,Algebra,Geometry,Student Characteristics,College Entrance Examinations,College Mathematics,Gender Differences,Racial Differences

In spring 2015 Mississippi began testing the college readiness of all grade 11 public high school students and found that approximately 18 percent were ready for college math, a percentage that had changed little by 2017/18. This study examined: (1) the sequences of math courses that Mississippi students took in grades 6-11; (2) the math achievement and demographic characteristics of students who took similar math sequences; and (3) how math sequences, prior math achievement, and student demographic characteristics relate to college readiness in math. The study used longitudinal student-level transcript data, student achievement data, and student demographic data for 2011/12-2016/17 from the Mississippi Department of Education. Methods used include sequence and cluster analysis, descriptive statistics, and classification and regression tree analysis. This study snapshot presents the key findings from the study. [For the full study &quot;Math Course Sequences in Grades 6-11 and Math Achievement in Mississippi. REL 2019-007,&quot; see ED597299. For the appendix &quot;Math Course Sequences in Grades 6-11 and Math Achievement in Mississippi. Appendix. Rel 2019-007,&quot; see ED597301.]
Math Course Sequences in Grades 6-11 and Math Achievement in Mississippi. Appendix. REL 2019-007
Author: Regional Educational Laboratory Southeast (ED)
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Mathematics Instruction,Mathematics Achievement,Student Characteristics,Predictor Variables,Middle School Students,Middle School Mathematics,High School Students,Secondary School Mathematics,At Risk Students,Public Schools,College Readiness,College Entrance Examinations,Algebra,Geometry

In spring 2015 Mississippi began testing the college readiness of all grade 11 public high school students and found that approximately 18 percent were ready for college math, a percentage that had changed little by 2017/18. This study examined: (1) the sequences of math courses that Mississippi students took in grades 6-11; (2) the math achievement and demographic characteristics of students who took similar math sequences; and (3) how math sequences, prior math achievement, and student demographic characteristics relate to college readiness in math. The study team used the statistical package &quot;TraMineR&quot; (Gabadinho, Ritschard, Müller, &amp; Studer, 2011) to describe the student math sequences in Mississippi. &quot;TraMineR&quot; is designed specifically for sequence analysis and is able to both identify and group similar sequences for use in examining how sequences are related to explanatory factors, such as race/ethnicity, in correlational analyses. Associations between math sequences and college-ready performance in math on the American College Testing (ACT) were modeled using classification and regression tree (CART) analyses. CART is a statistical technique used to classify individuals into mutually exclusive subgroups, with the results presented in a decision tree (Breiman, Friedman, Olshen, &amp; Stone, 1984). The methods used for study are presented in this appendix. [For the full study &quot;Math Course Sequences in Grades 6-11 and Math Achievement in Mississippi. REL 2019-007,&quot; see ED597299. For the study snapshot &quot;Math Course Sequences in Grades 6-11 and Math Achievement in Mississippi. Study Snapshot. REL 2019-007,&quot; see ED597300.]
Implementation Science, Behavior Analysis, and Supporting Evidence-Based Practices for Individuals with Autism
Author: Odom, Samuel L.
Date: 2019-07-17
Type: Reports - Research
Subjects: Program Implementation,Evidence Based Practice,Behavioral Science Research,Behavior Modification,Autism,Pervasive Developmental Disorders,Theory Practice Relationship,Industrial Psychology,Organizational Culture,Children,Youth

Although applied behavior analysis researchers have created efficacious treatment and intervention practices for children and youth with autism spectrum disorder (ASD), there is a gap between research and practice. Implementation Science (IS) and Organizational Behavior Management (OBM), based with Applied Behavior Analysis, are two parallel fields that could close this gap. This paper provides descriptions of both IS and OBM, highlighting their commonalities and unique features. The paper concludes with examples of how researchers have used IS and OBM to promote practitioners' use of evidence-based practices and services for children and youth with ASD. [This is the online version of an article published in &quot;European Journal of Behavior Analysis.&quot;]
Disseminating Information on Evidence-Based Practices for Children and Youth with Autism Spectrum Disorder: AFIRM
Author: Sam, Ann M.
Date: 2019-02-28
Type: Reports - Descriptive
Subjects: Autism,Pervasive Developmental Disorders,Intervention,Evidence Based Practice,Children,Youth,Program Effectiveness,Learning Modules,Information Dissemination,Shared Resources and Services,Web Sites

Comprehensive reviews of the research literature have identified that focused intervention practices for children and youth with autism spectrum disorder have evidence of producing positive developmental and learning outcomes. The Autism Focused Intervention Resources and Modules (AFIRM) project has translated evidence-based practices identified by Wong et al. (Journal of Autism and Developmental Disorders 45(7):1951-1966, 2015) into online learning modules. The purpose of this paper is to describe (1) the process for translating the research literature into practical information that practitioners can use, (2) its dissemination through a freely accessible website, (3) the use of the modules by over 64,500 users located in the United States and abroad, (4) knowledge gained as a result of completing the modules, and (5) consumers' evaluations of modules usefulness and relevance. [This is the online version of an article published in &quot;Journal of Autism and Developmental Disorders.&quot;]
Physical Education Curriculum Analysis Tool (PECAT), 2019
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2019-00-00
Type: Guides - General
Subjects: Physical Education,Curriculum,Elementary Secondary Education,Alignment (Education),National Standards,Physical Activities,Psychomotor Skills,Knowledge Level,Worksheets,Academic Standards,Curriculum Development

The Physical Education Curriculum Analysis Tool (PECAT) is designed to help school districts and schools conduct a clear, complete, and consistent analysis of physical education curricula for K-12 students. This analysis focuses on how well a curriculum aligns with national standards for physical education. PECAT results can help school districts and schools improve, develop, or select appropriate and effective curricula for delivering physical education. This, in turn, will improve the ability of schools to positively influence knowledge, motor skills, and physical activity behaviors among school-aged youth.
Collaborating for Successful Reentry: A Practical Guide to Support Justice-Involved Young People Returning to the Community
Author: De Nike, Moira
Date: 2019-02-00
Type: Guides - Non-Classroom
Subjects: Juvenile Justice,Institutionalized Persons,Correctional Institutions,Reentry Students,Needs Assessment,Housing,Welfare Services,High School Students,Repetition,Required Courses,Job Training,Career Readiness,Social Development,Emotional Development,Mental Health Programs,Therapy,Legal Aid

Every year, thousands of young people are released from juvenile correctional institutions nationwide. When released, they face immediate challenges as they attempt to reintegrate into the community where they confront significant barriers to success. Understanding how to support youth when they are returning from a period of confinement requires understanding the harm it inflicts upon a young person during this crucial period of development. While confinement in a juvenile correctional facility can have detrimental impacts, alongside all instances in which a young person is separated from their family and community, it is important to see hope in a justice-involved young person's present situation and future potential. Young people reentering the community have strengths, assets, and aspirations, just like their non-justice-involved peers. Reentry supports that tap those reserves have tremendous potential to make a difference in the long-term outcomes of reentering youth. This practical guide lays out information for practitioners to meet the needs of young people reentering the community, to help remove barriers to success, and to increase young people's chances for more positive outcomes. This guide discusses the philosophical orientation associated with more effective reentry services and provides detailed information on promising supports and programs.
How Well Do State Legislatures Focus on Improving School Efforts to Address Barriers to Learning and Teaching &amp; Re-Engage Disconnected Students? Policy Report
Author: Center for MH in Schools and Student/Learning Supports at UCLA
Date: 2019-07-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Educational Improvement,Barriers,Learner Engagement,Achievement Gap,Educational Opportunities,Access to Education,Student Needs,Statewide Planning,State Legislation,Budgets,Hearings,Educational Finance,Transformative Learning

The federal &quot;Every Student Succeeds Act&quot; (ESSA) has stimulated states to revisit school improvement. Previously, the Center analyzed ESSA and the related consolidated state plans using the lens of how the federal legislation and state plans address barriers to learning and teaching and re-engage disconnected students. Such analyses provide a critical look at school improvements meant to reduce the opportunity and achievement gaps. The current analysis of ESSA indicates the focus on student/learning supports continues to be ad hoc, piecemeal, and scattered. The analysis of state plans indicates poorly conceived approaches that continue the long-standing fragmentation and marginalization of efforts to improve how schools address barriers to learning and teaching. In general, the plans emphasize pursuing discrete problems with discrete interventions. In doing so, student and learning supports for addressing complex learning, behavior, and emotional concerns often are implemented redundantly, with counterproductive competition for sparse resources and poor outcomes. This tends to maintain the marginalization of student and learning supports with respect to the school improvement agenda. This policy report focused on state legislative education committees. These committees tend to play three roles: (1) providing input to guide the legislature's passage of the state budget; (2) shaping specific legislation; and (3) holding public hearings and roundtables. The picture that emerges from the 20 states sampled is that every education committee focuses on a variety of valid and pressing matters. Two appendices are included.