ethanporcaro/eric-fulltext-meta huggingface dataset:
State-Tribal Collaboration Act Annual Report, 2019
Author: New Mexico Public Education Department (NMPED), Indian Education Division
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: American Indian Education,Public Education,Tribes,State Legislation,Educational Legislation,Elementary Secondary Education,Federal Legislation,Educational Finance,Educational Cooperation,Bilingual Education,Multicultural Education,Agency Cooperation,Meetings,Teacher Recruitment

The New Mexico Public Education Department (PED)--through its various divisions and bureaus--has been actively engaged with pueblos, tribes, nations, and the school districts serving American Indian students. The purpose of this report is to provide information required by the Indian Education Act and State-Tribal Collaboration Act to stakeholders involved with Indian education in New Mexico. The PED remains committed to ongoing collaboration and communication with the pueblos, tribes, nations, and urban Native American communities in New Mexico. The State-Tribal Collaboration Act is a regulatory requirement located at Subsection C of Section 18.11.1 NMSA 1978 and requires that the PED issue this report. This section describes the laws and rules that apply to the State-Tribal Collaboration Act in relevant part as follows: No later than July 31 of every year, a state agency shall submit a report to the Indian Affairs Department on the activities of the state agency pursuant to the State-Tribal Collaboration Act, and the Indian Affairs Department shall compile all such reports for submittal to the governor and to the legislature. The report shall include: (1) the policy the state agency adopted pursuant to the State-Tribal Collaboration Act; (2) the names of, and contact information for, the individuals in the state agency who are responsible for developing and implementing programs of the state agency that directly affect American Indians or Alaska Natives; (3) the current and planned efforts of the state agency to implement the policy set forth in Subsection A of Section 3 of the State-Tribal Collaboration Act; (4) a certification by the state personnel office of the number of managers and employees of each state agency who have completed the training required by Subsection B of this section; (5) a description of current and planned programs and services provided to, or directly affecting, American Indians or Alaska Natives and the amount of funding for each program; and (6) the method the state agency established for notifying employees of the state agency of the provisions of the State-Tribal Collaboration Act. [For &quot;State-Tribal Collaboration Act Annual Report, 2018,&quot; see ED609353.]
Professional Learning Community: Emergent Literacy. Participant Guide. Module 2: Phonological Awareness (Sessions 4-6). REL 2021-045
Author: Kosanovich, Marcia
Date: 2020-00-00
Type: Guides - Classroom - Learner
Subjects: Emergent Literacy,Literacy Education,Communities of Practice,Preschool Teachers,Cooperative Learning,Faculty Development,Teaching Methods,Evidence Based Practice,School Readiness,Instructional Materials,Preschool Children,Language Skills,Pedagogical Content Knowledge,Partnerships in Education,Oral Language,Vocabulary Development,Phonological Awareness,Independent Study,Reading Assignments,Computer Software,Video Technology,Guides,English Language Learners,Students with Disabilities,Pronunciation,Spanish,Educational Resources

&quot;Professional Learning Community: Emergent Literacy&quot; was developed to support preschool teachers through collaborative learning experiences in a literacy professional learning community (PLC). PLCs are a form of professional development in which small groups of educators with shared interests work together with the goals of expanding their knowledge and refining their craft. PLC members often share the goal of improving student achievement by enhancing their own teaching practice. PLCs typically meet regularly to learn new topics, share ideas, and solve problems. A facilitator or team leader might guide the PLC members in learning a new topic, perhaps with professional development materials designed to walk them through the content. This guide was developed for preschool teachers to participate in the &quot;Professional Learning Community: Emergent Literacy,&quot; which support preschool teachers in collaborative learning experiences apply evidence-based strategies in their instruction. In turn, preschool teachers can provide 3- to 5-year-old children with evidence-based language and literacy instruction. Through this collaborative learning experience, preschool teachers expand their knowledge base as they read, discuss, share, and apply evidence-based key ideas and strategies. The &quot;Professional Learning Community: Emergent Literacy&quot; suite of materials was prepared in collaboration with the REL Southeast School Readiness Partnership and includes four modules: Print Knowledge, Phonological Awareness, Vocabulary, and Oral Language. Each module comprises four resources: Facilitator Guide, PowerPoint presentation, Classroom videos, and Participant Guide. For each module the Participant Guide includes a self-study reading assignment to be completed before each session and a set of activities to be completed during and after each session. It also includes a copy of the presentation slides used during each session (with room for notes), a set of reproducible materials that can be used in the classroom, a glossary of terms used throughout the module, and a list of resources that participants can explore for additional information. [For the &quot;Professional Learning Community: Emergent Literacy. Facilitator Guide. Module 2: Phonological Awareness (Sessions 4-6). REL 2021-045,&quot; see ED609352.]
Professional Learning Community: Emergent Literacy. Facilitator Guide. Module 2: Phonological Awareness (Sessions 4-6). REL 2021-045
Author: Kosanovich, Marcia
Date: 2020-00-00
Type: Guides - Classroom - Teacher
Subjects: Emergent Literacy,Literacy Education,Communities of Practice,School Readiness,Faculty Development,Vocabulary Development,Oral Language,Phonological Awareness,Teaching Methods,Cooperative Learning,Evidence Based Practice,Video Technology,Computer Software,Instructional Materials,Pedagogical Content Knowledge,Partnerships in Education,Guides,Facilitators (Individuals),Preschool Teachers,Students with Disabilities,English Language Learners,Communication Skills,Kindergarten,Grade 1,Educational Resources,Independent Study,Reading Assignments

Children entering kindergarten and grade 1 vary greatly in their emergent literacy skills. Because preschool teachers can help set the foundation of literacy skills related to school readiness, one way to address those gaps is to build teachers' capacity to apply evidence-based strategies in their language and literacy instruction. &quot;Professional Learning Community: Emergent Literacy&quot; was developed to support preschool teachers through collaborative learning experiences in a professional learning community (PLC). Preschool teachers who participate in this PLC will learn evidence-based instructional practices that can enhance their emergent literacy instruction and benefit children in their classrooms. This Facilitator Guide for &quot;Professional Learning Community: Emergent Literacy&quot; and its accompanying suite of materials were prepared to enable facilitators to lead a team of preschool teachers through emergent literacy PLC sessions. Given the rich content of emergent literacy instruction addressed in these materials, the ideal facilitator will be an educator with a strong background in emergent literacy, good communication skills, and the ability to relate well to adult learners. This Guide includes a structured plan to deliver professional learning, slides, and speaker notes. The &quot;Professional Learning Community: Emergent Literacy&quot; suite of materials was prepared in collaboration with the REL Southeast School Readiness Partnership and includes four modules: Print Knowledge, Phonological Awareness, Vocabulary, and Oral Language. Each module comprises four resources: Facilitator Guide, PowerPoint presentation, Classroom videos, and Participant Guide. [For the &quot;Professional Learning Community: Emergent Literacy. Participant Guide. Module 2: Phonological Awareness (Sessions 4-6). REL 2021-045,&quot; see ED609351.]
State-Tribal Collaboration Act Annual Report, 2018
Author: New Mexico Public Education Department (NMPED), Indian Education Division
Date: 2018-07-31
Type: Reports - Descriptive
Subjects: American Indian Education,Public Education,Tribes,State Legislation,Educational Legislation,Elementary Secondary Education,Federal Legislation,Educational Finance,Educational Cooperation,Internet,Bilingual Education,Multicultural Education,Agency Cooperation,Meetings,Principals,Professional Development,Educational Improvement,Teacher Recruitment,After School Programs,Summer Programs,Breakfast Programs

The New Mexico Public Education Department (PED)--through its various divisions and bureaus--has been actively engaged with pueblos, tribes, nations, and the school districts serving American Indian students. The purpose of this report is to provide information required by the Indian Education Act and State-Tribal Collaboration Act to stakeholders involved with Indian education in New Mexico. The PED remains committed to ongoing collaboration and communication with the pueblos, tribes, nations, and urban Native American communities in New Mexico. The State-Tribal Collaboration Act is a regulatory requirement located at Subsection C of Section 18.11.1 NMSA 1978 and requires that the PED issue this report. This section describes the laws and rules that apply to the State-Tribal Collaboration Act in relevant part as follows: No later than July 31 of every year, a state agency shall submit a report to the Indian Affairs Department on the activities of the state agency pursuant to the State-Tribal Collaboration Act, and the Indian Affairs Department shall compile all such reports for submittal to the governor and to the legislature. The report shall include: (1) the policy the state agency adopted pursuant to the State-Tribal Collaboration Act; (2) the names of, and contact information for, the individuals in the state agency who are responsible for developing and implementing programs of the state agency that directly affect American Indians or Alaska Natives; (3) the current and planned efforts of the state agency to implement the policy set forth in Subsection A of Section 3 of the State-Tribal Collaboration Act; (4) a certification by the state personnel office of the number of managers and employees of each state agency who have completed the training required by Subsection B of this section; (5) a description of current and planned programs and services provided to, or directly affecting, American Indians or Alaska Natives and the amount of funding for each program; and (6) the method the state agency established for notifying employees of the state agency of the provisions of the State-Tribal Collaboration Act. [For &quot;State-Tribal Collaboration Act Annual Report, 2017,&quot; see ED609354.]
State-Tribal Collaboration Act Annual Report, 2017
Author: New Mexico Public Education Department (NMPED), Indian Education Division
Date: 2017-07-31
Type: Reports - Descriptive
Subjects: American Indian Education,Public Education,Tribes,State Legislation,Educational Legislation,Elementary Secondary Education,Federal Legislation,Educational Finance,Educational Cooperation,Internet,Bilingual Education,Multicultural Education,Federal Programs,Nutrition,Agency Cooperation,Meetings,Principals,Professional Development,Educational Improvement,Reports

The New Mexico Public Education Department (PED)--through its various divisions and bureaus--has been actively engaged with pueblos, tribes, nations, and the school districts serving American Indian students. The purpose of this report is to provide information required by the Indian Education Act and State-Tribal Collaboration Act to stakeholders involved with Indian education in New Mexico. The PED remains committed to ongoing collaboration and communication with the pueblos, tribes, nations, and urban Native American communities in New Mexico. The State-Tribal Collaboration Act is a regulatory requirement located at Subsection C of Section 18.11.1 NMSA 1978 and requires that the PED issue this report. This section describes the laws and rules that apply to the State-Tribal Collaboration Act in relevant part as follows: No later than July 31 of every year, a state agency shall submit a report to the Indian Affairs Department on the activities of the state agency pursuant to the State-Tribal Collaboration Act, and the Indian Affairs Department shall compile all such reports for submittal to the governor and to the legislature. The report shall include: (1) the policy the state agency adopted pursuant to the State-Tribal Collaboration Act; (2) the names of and contact information for the individuals in the state agency who are responsible for developing and implementing programs of the state agency that directly affect American Indians or Alaska Natives; (3) the current and planned efforts of the state agency to implement the policy set forth in Subsection A of Section 3 of the State-Tribal Collaboration Act; (4) a certification by the state personnel office of the number of managers and employees of each state agency who have completed the training required by Subsection B of this section; (5) a description of current and planned programs and services provided to, or directly affecting, American Indians or Alaska Natives and the amount of funding for each program; and (6) the method the state agency established for notifying employees of the state agency of the provisions of the State-Tribal Collaboration Act.
Pathways to the Post-Pandemic Workforce: Career and Technical Education Connects the Dots. Ideas and Evidence 2021
Author: Rosen, Rachel
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Vocational Education,Pandemics,COVID-19,Labor Force Development,High School Students,Career Pathways,Outcomes of Education

The field of career and technical education (CTE) has been evolving in recent years. Formerly known as vocational education, high-quality CTE programs are being championed by educators, policymakers, and employers alike, who recognize that these robust models can help high school students acquire the skills, training, and postsecondary credentials they need to thrive in the twenty-first century workforce. The economic recession triggered by the COVID-19 pandemic has magnified the need for these programs. This brief provides examples of programs that studies show improved academic outcomes and increased earnings.
Sector Strategies for Success: Meeting the Needs of Workers and Employers. Ideas and Evidence 2021
Author: Schaberg, Kelsey
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Job Training,Retraining,Job Skills,Program Implementation,Program Effectiveness,Employment Programs,21st Century Skills

While the COVID-19 pandemic has led to high unemployment rates overall, low-wage workers have been hit particularly hard. It is likely that many of the jobs lost as a result of the current recession will never return, even as new jobs are created. Some job seekers may have to learn new skills so they can find employment in a new field. Sector programs could be an effective means of helping people obtain those skills and find jobs in sectors that are in demand during and after the pandemic. Sector programs train people for high-quality jobs in industries and occupational clusters that have strong local demand and offer the opportunity for career advancement. This brief discusses the effectiveness of sector programs and provides recommendations for policymakers and practitioners who want to implement a sector program.
Persistent Overqualification among Immigrants and Non-Immigrants. Insights on Canadian Society
Author: Cornelissen, Louis
Date: 2020-09-02
Type: Reports - Research
Subjects: Foreign Countries,Qualifications,Immigrants,Employment Qualifications,Educational Attainment,Employees,Study Abroad,College Graduates

Using integrated data from the 2006 and 2016 censuses, this study examines persistent overqualification over time among immigrants and non-immigrants. More specifically, the study examines the link between various characteristics associated with immigration and the probability of overqualification in both 2006 and 2016. In the study, overqualification is defined as a situation in which university degree holders (bachelor's degree or higher) hold jobs that require no more than a high school education. (1) Among workers aged 25 to 49 with a university degree in 2006, 20% experienced overqualification at least once in 2006 or in 2016. However, 5% were persistently overqualified (i.e., they were overqualified in both 2006 and 2016); (2) The proportion of workers who were overqualified in both 2006 and 2016 was nearly 10% among immigrants and 4% among non-immigrants; (3) Among immigrants, the location of study was an important factor in the risk of overqualification; 14% of immigrants who studied outside Canada experienced overqualification in both 2006 and 2016, compared with 4% of those who studied in Canada; (4) Immigrants who graduated in North America, Oceania, and Western and Northern Europe differed little from Canadian graduates in terms of overqualification, while graduates from Southern and Southeast Asia were more likely to be overqualified in both 2006 and 2016; and (5) Recent and older immigrants were particularly at risk of persistent overqualification. Among immigrants aged 40 and over who arrived in Canada in the five years prior to the 2006 Census and who had a university degree, nearly 1 in 5 was overqualified in both 2006 and 2016.
Comprehensive Early Literacy: Model Policy. ExcelinEd Policy Toolkit - 2020
Author: Foundation for Excellence in Education
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Emergent Literacy,Educational Policy,Models,Reading Instruction,Elementary School Students,Grade 4,Reading Skills,Intervention,Board of Education Policy,Student Evaluation,Reading Tests,Progress Monitoring,Reading Difficulties,Disability Identification,Individualized Education Programs,Reading Improvement,Parent Participation,Grade Repetition,Diagnostic Tests,Primary Education

This model policy creates a comprehensive early literacy reading policy to ensure all students receive the support and interventions necessary to enter fourth grade as proficient readers.
Comprehensive Early Literacy: Policy Summary. ExcelinEd Policy Toolkit - 2020
Author: Foundation for Excellence in Education
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Emergent Literacy,Educational Policy,Reading Instruction,Primary Education,Reading Difficulties,Disability Identification,Intervention,Reading Skills,Grade 4,Grade Repetition,Achievement Gains,Educational Benefits,Parent Participation,Reading Tests,Screening Tests,Individualized Education Programs,Progress Monitoring

The goal of a Comprehensive K-3 Reading Policy is to ensure all students read on grade level by the end of third grade. A comprehensive policy ensures early identification of struggling readers and establishes intensive reading intervention for K-3 students who need more support to become successful readers. The policy focuses on demonstrated readiness for promotion, requiring third grade students to demonstrate sufficient reading skills for promotion to fourth grade. Retention can provide struggling readers the additional time and intensive interventions they need to catch up with their peers and be successful in fourth grade and beyond. This policy summary addresses why a K-3 reading policy is necessary, highlights evidence and key findings from research, and describes the fundamental principles of a successful comprehensive early literacy policy.
The CARES Act: Summary and Recommendations for Private School Leaders
Author: Foundation for Excellence in Education
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Federal Aid,Federal Legislation,Pandemics,COVID-19,Private Schools,Principals,Educational Finance,State Departments of Education,Federal Programs,Elementary Secondary Education

The Coronavirus Aid Relief and Economic Security Act (CARES) is the third piece of legislation Congress has enacted to provide economic relief in the wake of the Coronavirus pandemic. The first two pieces of legislation provided relief for small businesses, money for COVID-19 testing, funding for unemployment benefits, and nutritional assistance. The CARES Act is the first piece of legislation that directly addresses education. This document is a summary of the CARES Act and provides recommendation of how private schools can access it.
Competitive Effects of the Indiana Choice Scholarship Program on Traditional Public School Achievement and Graduation Rates. Working Paper 2020-3
Author: Egalite, Anna J.
Date: 2020-08-03
Type: Reports - Research
Subjects: School Choice,Public Schools,Academic Achievement,Graduation Rate,Competition,Private Schools,Educational Vouchers,Elementary Secondary Education,School Location,Proximity

As school choice options grow, it is helpful to test for indirect effects on non-choosers who are left behind in district-run schools. Can a competitive system built on the principle of choice serve as a rising tide that lifts all boats or will such systems further existing inequities? The largest competitive effects analysis of a voucher program in the United States, this study helps address existing gaps in knowledge by examining how the Indiana Choice Scholarship Program affects students in traditional public schools, looking at the change in academic outcomes and graduation rates of students in Indiana traditional public schools based on their proximity to private schools participating in this statewide K-12 private school voucher program. We use network proximity data to generate a &quot;drive-time&quot; measure that accounts for road lengths, intersection turn times, speed limits, and traffic data and allows us to calculate precise travel time between two points--down to the minute. We use this precise measure in a difference-in-differences framework to examine impacts on student math and English Language Arts test scores and graduation rates. We find little evidence that the average student in traditional public schools has been affected--either positively or negatively--by the enactment and growth of the Indiana Choice Scholarship Program. We do find, however, consistent evidence of small positive effects for low-income children.