ethanporcaro/eric-fulltext-meta huggingface dataset:
Eligibility Manual for School Meals: Federal Policy for Determining and Verifying Eligibility
Author: Food and Nutrition Service (USDA)
Date: 2008-01-00
Type: Reports - Descriptive
Subjects: Breakfast Programs,Lunch Programs,Federal Regulation,Eligibility,State Agencies,Federal Legislation,Revision (Written Composition),Guides,Children,Nutrition,Food Service,Position Papers,Elementary Secondary Education

This manual contains information on Federal requirements regarding the determination and verification of eligibility for free and reduced price meals in the National School Lunch Program and the School Breakfast Program. These provisions also apply to the determination of eligibility for free milk under the Special Milk Program and are generally applicable to the Child and Adult Care Food Program and the Summer Food Service Program when individual children's eligibility must be established. Local school food service operators should also confer with their State agency to determine which procedures and options are followed in their State. This manual replaces the Eligibility Guidance for School Meals Manual issued in August 2001. This updated version reflects changes made as a result of the Child Nutrition and WIC Reauthorization Act of 2004, final and interim regulations, and policy clarifications issued since August 2001. Appended are: (1) Policy Statement; (2) Link to Application Materials; (3) Prototype agreement for Medicaid/SCHIP; (4) Disclosure: What May be Released Chart Update on Electronic Transactions; in the Child Nutrition Programs (May 1, 2007 memorandum); and (5) Verification Tools.
Crossing Boundaries: Challenges of Academics Working in Professional Experiences
Author: Le Cornu, Rosie
Date: 2009-07-00
Type: Reports - Evaluative
Subjects: Practicums,Mentors,Foreign Countries,Professional Development,Organizational Development,Teacher Education Programs,Change Strategies,Educational Change,Communities of Practice,Performance Factors,Barriers,Questionnaires,Teacher Attitudes,Practicum Supervision,Teacher Supervision,Supervisory Methods

One of the perennial challenges for academics working in the area of professional experiences (practicum) is how to negotiate the constantly moving and contradictory boundaries around their work. A number of questions arise. Firstly, how do they cope with the &quot;shifting, changing landscape&quot; (Clandinin, 2008) of the university and at the same time cope with the shifting, changing landscape of schools? Secondly, how do they juggle the competing demands of schools and universities? For example, how do they increase their research outputs and at the same time develop productive relationships and &quot;partnerships&quot; with schools? It will be argued in this paper that academics working in professional experiences would benefit by taking up Clandinin's (2008) challenge &quot;to learn to be in a middle space.&quot; The paper draws primarily on a year long self-study which was conducted by two professional experience academics at the University of South Australia focusing on the graduate Bachelor of Education (Primary) program. It also draws on findings from a post-practicum evaluation of 52 pre-service teachers and early findings from an investigation into the role of the school based professional experience coordinator involving 6 school leaders. The studies are based around two professional experiences which are framed around the notion of learning communities. These professional experiences have been restructured to aim for an intimate linking of on-campus, on-line and in-school learning with an explicit commitment to strengthening partnerships with school-based colleagues. There is a strong appreciation of the critical nature of professional conversations for ongoing professional learning and pre-service teachers have time and space structured into their professional experiences to engage in learning relationships with a range of colleagues, including their peers, mentor teachers, other school based colleagues and university mentors. Findings from the studies have illuminated many benefits for reframing professional experiences around the notion of learning communities. One finding in particular will be explored in this paper and that is that the university mentor role involves complex cognitive, emotional and interpersonal work in schools (Le Cornu, 2008). The challenges and dilemmas associated with this work are presented, as are a number of implications. The discussion centres on the notion of the professional experience academic as a &quot;crosser of multiple boundaries&quot;.
2009 Autism Spectrum Disorder Research: Portfolio Analysis Report
Author: US Department of Health and Human Services, Interagency Autism Coordinating Committee
Date: 2011-06-00
Type: Reports - Evaluative
Subjects: Portfolios (Background Materials),Strategic Planning,Autism,Public Agencies,Private Financial Support,Pervasive Developmental Disorders,Research,Financial Support,Guides,Research Needs,Federal Aid,Clinical Diagnosis,Etiology,Biology,At Risk Persons,Intervention,Access to Health Care,Adults,Access to Information,Private Agencies,Federal Legislation

In 2010, the Office of Autism Research Coordination (OARC) and Acclaro Research Solutions, Inc., on behalf of the Interagency Autism Coordinating Committee (IACC), conducted a comprehensive analysis of the 2009 autism spectrum disorder (ASD) research portfolio of major Federal agencies and private organizations. This is the second annual analysis of this nature, following the &quot;2008 IACC Portfolio Analysis Report&quot; released in 2009. The intent of these analyses is to better inform the IACC and interested stakeholders about the funding landscape and current directions for ASD research. Additionally, this analysis examines the extent to which current funding and research topics align with the &quot;2010 IACC Strategic Plan for ASD Research&quot;. The &quot;2009 Portfolio Analysis&quot; can also be used by Federal agencies and private research organizations to help guide future funding priorities by outlining current gaps and opportunities in ASD research, as well as serving to highlight current activities and research progress. Findings reveal that total funding for ASD research from all participating agencies and organizations increased by 41% between 2008 ($222,215,342) and 2009 ($314,385,374). This is the result of a 65% increase in Federal spending ($93,701,880) and a 2% decrease ($1,531,848) in private funding between 2008 and 2009. NIH-ARRA funds provided a substantial boost to ASD research funding in 2009, but even without ARRA funding, total Federal investment increased 21% from 2008 ($143,724,845) to 2009 ($173,457,733). Of the 995 ASD research projects funded in 2009, $123,574,025 (39%) and 348 (35%) of those projects were newly established. Appended are: (1) ASD Research Progress on &quot;IACC Strategic Plan Objectives&quot;; (2) Interagency Autism Coordinating Committee Member Roster; and (3) Office of Autism Research Coordination Staff Roster. (Contains 3 tables, 8 figures and 2 footnotes.) [This report was prepared by the Office of Autism Research Coordination and Acclaro Research Solutions, Inc.]
Managing Asthma in the School Environment: Indoor Air Quality Tools for Schools. EPA 402-K-10-004
Author: US Environmental Protection Agency
Date: 2010-08-00
Type: Reports - Descriptive
Subjects: Diseases,School Districts,School Buildings,Pollution,Educational Environment,Child Health,Health Promotion,Change Strategies,Guides,Case Studies,Public Health

Asthma has reached epidemic proportions in the United States, affecting millions of people of all ages and races. An average of one out of every 10 school-age children now has asthma, and the percentage of children with asthma is rising more rapidly in preschool-age children than in any other age group. Asthma is a leading cause of school absenteeism due to a chronic condition, accounting for nearly 13 million missed school days per year. Asthma also accounts for many nights of interrupted sleep, limits activity and disrupts family and caregiver routines. Each day, one in five Americans occupies a school building. The majority of these occupants are children. This paper discusses how school districts can successfully adopt "Indoor Air Quality (IAQ) Tools for Schools" Program. The "IAQ Tools for Schools" Program is a comprehensive set of resources that is helping school officials safeguard and improve school occupant health, comfort, attendance and performance. Several case studies of school districts that have successfully implemented the "IAQ Tools for Schools" Program are presented. (Lists resources.)
2010 Strategic Plan for Autism Spectrum Disorder Research. NIH Publication No. 10-7573
Author: US Department of Health and Human Services, Interagency Autism Coordinating Committee
Date: 2010-01-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Autism,Public Agencies,Private Financial Support,Pervasive Developmental Disorders,Research,Financial Support,Guides,Research Needs,Federal Aid,Clinical Diagnosis,Etiology,Biology,Screening Tests,At Risk Persons,Intervention,Access to Health Care,Adults,Access to Information,Private Agencies,Prevention,Needs Assessment,Federal Programs,Federal Legislation

In developing the 2010 Strategic Plan for ASD (Autism Spectrum Disorder) Research, the Interagency Autism Coordinating Committee (IACC) updated the previous Plan to highlight the most pressing research needs and opportunities for the field today. The Plan, which must be annually updated in accordance with the Combating Autism Act (CAA) of 2006, provides a blueprint for autism research that is advisory to the Department of Health and Human Services and serves as a basis for partnerships with other agencies and private organizations involved in autism research and services. The Plan and its revisions were developed through extensive and iterative input from members of the public, academic, and advocacy communities. This 2010 Strategic Plan incorporates this array of input in two main sections. First, the foundation of the Plan--vision, mission, core values, and crosscutting themes--is described. The remainder of the Plan is organized around seven critical questions asked by people and families living with ASD. These questions are: (1) When should I be concerned?; (2) How can I understand what is happening?; (3) What caused this to happen and can this be prevented?; (4) Which treatments and interventions will help?; (5) Where can I turn for services?; (6) What does the future hold, particularly for adults?; and (7) What other infrastructure and surveillance needs must be met? Each question is followed by a brief discussion of what individuals currently know and need from research, an aspirational goal, research opportunities and objectives. This framework was chosen by the IACC to emphasize the need for consumer-focused research that addresses the most pressing questions of people and families living with ASD, and to link these questions to specific research efforts. [For &quot;2009 Strategic Plan for Autism Spectrum Disorder Research,&quot; see ED509368.]
2010 Summary of Advances in Autism Spectrum Disorder Research
Author: US Department of Health and Human Services, Interagency Autism Coordinating Committee
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Autism,Disability Identification,Pervasive Developmental Disorders,Federal Legislation,Research,Biology,Etiology,At Risk Persons,Screening Tests,Referral,Genetics,Developmental Disabilities,Genetic Disorders,Language Impairments,Verbal Communication,Child Development,Behavior Problems,Symptoms (Individual Disorders),Clinical Diagnosis,Evaluation Methods,Human Body,Brain,Neurological Impairments,Diagnostic Tests,Cytology,Mental Retardation,Brain Hemisphere Functions,Intervention,Young Children,Outcomes of Treatment,Children,Youth,Early Intervention,Incidence

As part of the Combating Autism Act of 2006, the members of the Interagency Autism Coordinating Committee (IACC) are required to develop an annual "Summary of Advances" to describe each year's top advances in autism spectrum disorder (ASD) research. These advances represent significant progress in the early diagnosis of ASD, understanding the complex biology of the disorder, and identifying potential risk factors. They may also relate to work identifying effective treatments and services and studies of the national prevalence of ASD and necessary research infrastructure. This 2010 edition of the Summary of Advances provides short, plain language synopses of the top twenty research breakthroughs selected by the committee from a pool of 64 peer-reviewed articles nominated by the members. Articles are grouped according to the questions of the IACC Strategic Plan for ASD Research. Citations for the articles selected for the Summary of Advances, as well as a complete listing of those nominated, are included at the end of the document. [For "Summary of Advances in Autism Spectrum Disorder Research, 2009," see ED509370]
Clean School Bus USA: Tomorrow's Buses for Today's Children
Author: US Environmental Protection Agency
Date: 2010-08-00
Type: Reports - Descriptive
Subjects: School Buses,Safety,Bus Transportation,Conservation (Environment),Pollution,Health Promotion

The U.S. Environmental Protection Agency (EPA) is ensuring that all new buses meet tighter standards developed to reduce diesel emissions and improve safety. Today's new buses are cleaner--60 times cleaner than buses built before 1990--and feature additional emergency exits, improved mirror systems, and pedestrian safety devices. But replacing America's school bus fleet will take time because diesel school buses can operate for 20 to 30 years. This paper describes Clean School Bus USA, a national, innovative program designed to help communities reduce emissions from diesel school buses. This program provides resources and assistance to fleet owners and operators as well as educators, transportation officials, and community partners committed to improving school bus fleets and protecting children's health. A case study of Pinellas County's adoption of the Clean School Bus USA program is presented.
Promoting Financial Success in the United States: National Strategy for Financial Literacy, 2011
Author: Financial Literacy and Education Commission (FLEC)
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Money Management,Knowledge Level,Consumer Education,Goal Orientation,Partnerships in Education,Nonprofit Organizations,Government Role,Private Sector,Decision Making,Strategic Planning,Educational Strategies,Educational Planning,Educational Policy,Educational Practices,Educational Research,Educational Cooperation,National Programs

This paper describes a framework developed by the Financial Literacy and Education Commission (FLEC) to provide the foundation for an overarching financial literacy strategy. This framework establishes concrete goals that the non-profit, government, and private sectors can and should work together to increase financial literacy and improve financial decision making by individual Americans and their families as they pursue personal financial objectives. In recognition of the many changes needed to move the nation forward in this regard, the focus in this strategic framework is on (1) the need for increased financial literacy and effective financial decision making and (2) the educational efforts required to  achieve those worthy objectives. The framework identifies five action areas--policy, education, practice, research, and coordination. Not every stakeholder will engage in all five, but carrying out the national strategy will require that each find its own balanced blend to ensure effective participation. (Contains 8 footnotes.)
Energy Efficiency Programs in K-12 Schools: A Guide to Developing and Implementing Greenhouse Gas Reduction Programs. Local Government Climate and Energy Strategy Series
Author: US Environmental Protection Agency
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Energy Conservation,Energy Management,Efficiency,Energy,Facility Improvement,Economic Impact,Context Effect,Local Government,Elementary Secondary Education,Public Agencies,School Districts,Cost Effectiveness,Educational Finance

Saving energy through energy efficiency improvements can cost less than generating, transmitting, and distributing energy from power plants, and provides multiple economic and environmental benefits. Local governments can promote energy efficiency in their jurisdictions by developing and implementing strategies that improve the efficiency of municipal-facilities and operations and/or encourage energy efficiency improvements in residential, commercial, and industrial sectors. This guide describes how local governments can work with school districts to improve energy efficiency in existing, renovated, and new K-12 schools; reduce energy costs; and create a range of environmental, economic, and educational benefits. It is designed to be used by school district energy program managers, school districts and school boards, local government agencies, and mayors and city councils. Readers of the guide should come away with an understanding of options to improve energy efficiency in schools, a clear idea of the steps and considerations involved in developing and implementing them, and an awareness of expected investment and funding opportunities. (Contains 3 tables, 3 figures and 14 footnotes.)
Encouraging Minority Students to Pursue Science, Technology, Engineering and Math Careers. A Briefing before the United States Commission on Civil Rights Held in Washington, D.C. Briefing Report
Author: US Commission on Civil Rights
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Career Development,Majors (Students),Credentials,Student Attitudes,Student Interests,White Students,Minority Groups,STEM Education,Student Motivation,Course Selection (Students),African American Students,Hispanic American Students,Asian American Students,Racial Differences,Racial Bias,High School Seniors,College Students,Equal Education

The Commission held a briefing entitled, "Encouraging Minority Students to Pursue Science, Technology, Engineering and Math Careers." In particular, the Commission examined why minority college students who begin their college studies intending to major in science, technology, engineering or math (STEM) leave these disciplines in disproportionate numbers before graduation. Of particular interest to the Commission on this occasion was the "mismatch hypothesis." The mismatch hypothesis holds that students whose academic credentials are significantly different from the average student in the class may learn less than they would have learned in a class in which their academic credentials "matched" those of the average student. Mismatch may be positive or negative. Students who are positively mismatched--that is, their academic credentials significantly exceed those of their peers--may not be sufficiently challenged by the material. As a result, they may become bored or disengaged. There was substantial agreement among the witnesses. None disputed the evidence that blacks and Hispanics are at least as likely to express interest in science, technology, engineering or math (STEM) majors as whites prior to attending college. None disputed the evidence that blacks and Hispanics abandon their STEM ambitions in greater proportions than do whites and Asians. This paper presents a summary of the proceedings. A list of the Commission's recommendations on addressing the lack of interest among blacks and Hispanics in STEM majors are presented. (Contains 3 figures, 7 tables, 6 notes and 122 footnotes.)
2011 Strategic Plan for Autism Spectrum Disorder Research
Author: US Department of Health and Human Services, Interagency Autism Coordinating Committee
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Autism,Public Agencies,Private Financial Support,Pervasive Developmental Disorders,Research,Financial Support,Guides,Research Needs,Federal Aid,Clinical Diagnosis,Etiology,Biology,At Risk Persons,Intervention,Access to Health Care,Adults,Access to Information,Private Agencies,Prevention,Needs Assessment,Federal Programs,Portfolios (Background Materials),Federal Legislation

Autism spectrum disorder (ASD) affects an estimated 1% of children in the United States and yet many fundamental questions about the biology of ASD, potential risk factors, effective treatments and interventions, and impacts throughout life remain unanswered. Important advances have been made in understanding the complexity of ASD, but additional work is needed to fully understand how biological and external environmental factors contribute to ASD, identify the most effective interventions and services, and improve the quality of life for people with ASD and their families. The Interagency Autism Coordinating Committee (IACC)  Strategic Plan for ASD Research was created with the intent to accelerate and inspire research that will profoundly improve the health and well-being of every person on the autism spectrum across the lifespan. The Plan provides a blueprint for autism research that is advisory to the Department of Health and Human Services and serves as a basis for partnerships with other agencies and private organizations involved in autism research and services. Under the Combating Autism Act of 2006, it must be updated on an annual basis. To this end, the 2011 Plan has been updated by the IACC to reflect important new scientific advances in the field over the past year, emerging areas of opportunity, and areas where more research is necessary. Input from the ASD community, advocacy groups, research funding organizations, and the scientific community has continued to be a critical aspect of the updating process. The 2011 Plan includes an additional 16 objectives and newly developed addendum sections for each chapter describing what has recently been learned, what gap areas have emerged, and what progress is being made in fulfilling the objectives. [For &quot;2010 Strategic Plan for Autism Spectrum Disorder Research,&quot; see ED524616.]
Attention Deficit Hyperactivity Disorder among Children Aged 5-17 Years in the United States, 1998-2009. NCHS Data Brief. Number 70
Author: Akinbami, Lara J.
Date: 2011-08-00
Type: Reports - Research
Subjects: Attention Deficit Hyperactivity Disorder,Incidence,National Surveys,Risk,Children,Symptoms (Individual Disorders),Identification,Genetics,Role,Trend Analysis,Adolescents,Check Lists,Medical Evaluation

Attention deficit hyperactivity disorder (ADHD) is one of the most common mental health disorders of childhood. The symptoms of ADHD (inattention, impulsive behavior, and hyperactivity) begin in childhood and often persist into adulthood. These symptoms frequently lead to functional impairment in academic, family, and social settings. The causes and risk factors for ADHD are unknown, but genetic factors likely play a role. Diagnosis of ADHD involves several steps, including a medical exam; a checklist for rating ADHD symptoms based on reports from parents, teachers, and sometimes the child; and an evaluation for coexisting conditions. Recent national surveys have documented an increase in the prevalence of ADHD during the past decade. This report presents recent trends in prevalence and differences between population subgroups of children aged 5-17 years. (Contains 4 figures.)