ethanporcaro/eric-fulltext-meta huggingface dataset:
Six Years of Scaling Up: Districtwide Implementations of the Next Generation Science Standards. Evaluation Report #12
Author: Tyler, Burr
Date: 2020-08-00
Type: Reports - Research
Subjects: State Standards,Science Education,Science Instruction,School Districts,Charter Schools,Program Implementation,Teaching Methods,Kindergarten,Faculty Development,Educational Change,Science Teachers,Elementary School Teachers,Middle School Teachers,Comparative Analysis,Program Evaluation,Learning Strategies,Program Effectiveness,Superintendents,Administrator Attitudes

The NGSS Early Implementers Initiative was created to help eight California school districts and two charter management organizations, supported by WestEd's K-12 Alliance, implement the Next Generation Science Standards (NGSS). Many educational initiatives are funded for only a couple of years. This unique initiative spanned an extraordinary six years, during which eight school districts worked toward districtwide implementation of the Next Generation Science Standards (NGSS), which call for teachers to transform their instructional practice. This 12th report in WestEd's evaluation series for policymakers, school and district administrators, and professional learning specialists describes the Initiative's scale-up in its later years to reach all K-8 science teachers. Specifically, the report addresses the following questions: (1) In contrast to focusing in Years 1-4 on developing Teacher Leaders, what strategies did districts use in Years 5-6 to reach all other K-8 teachers of science (called &quot;expansion teachers&quot; in this report)?; (2) What impacts has the Initiative had on expansion teachers?; (3) Which professional learning strategies have been most and least effective for influencing the practice of expansion teachers?; and (4) What special attention was paid to providing administrators with professional learning to prompt their support of NGSS implementation?
NGSS in the Classroom: What Early Implementer Science Instruction Looks Like. Evaluation Report #13
Author: Nilsen, Katy
Date: 2020-09-00
Type: Reports - Research
Subjects: Science Instruction,Science Education,Science Teachers,Teaching Methods,State Standards,Program Implementation,Kindergarten,Elementary School Teachers,Middle School Teachers,Equal Education,Vignettes,Educational Policy,Teacher Attitudes,Faculty Development,Lesson Plans,Units of Study,Teacher Administrator Relationship,School Districts,Charter Schools,Program Evaluation

This 13th report in WestEd's evaluation of the K-8 Early Implementers Initiative for the Next Generation Science Standards (NGSS) provides an extensive response to the following question: What does NGSS science teaching look like in the classroom? The report first discusses Initiative teachers' experiences with four instructional practices that promote equitable instruction, an explicit feature of the NGSS. The report then illustrates how Early Implementer teachers enacted three additional features of NGSS instruction: (1) integrating the three dimensions of the NGSS; (2) using real-world scientific phenomena and/or engineering problems to launch and drive instructional lessons and units; and (3) having students do investigations in ways that give them the responsibility and opportunity for learning. Each vignette is followed by commentary explaining how key features of the NGSS were incorporated into the lesson, with the intention of describing the NGSS teaching in enough detail to help administrators and policymakers recognize when they are seeing NGSS-based instruction and when they aren't. The report also briefly relates specific ways that Initiative teachers have advanced in their NGSS science teaching over the years of the Initiative, and how the Initiative prepared teachers for such teaching. The report concludes with recommendations for how administrators can support teachers in implementing NGSS teaching.
Graduation Pathway Options Report. Summer 2020
Author: Washington State Board of Education
Date: 2020-00-00
Type: Reports - Research
Subjects: Stakeholders,Feedback (Response),Graduation,Postsecondary Education,State Standards,Standardized Tests,Dual Enrollment,Advanced Placement Programs,Transitional Programs,Language Arts,Mathematics,College Credits,College Entrance Examinations,COVID-19,Pandemics,School Closing,Barriers,Planning,Parents,Parent Attitudes,Graduation Requirements,Student Attitudes,High School Students,Teacher Attitudes,Equal Education,Access to Education,At Risk Students,English Language Learners,Students with Disabilities,Minority Group Students,Socioeconomic Status,Gender Differences,Racial Differences,Ethnicity,Family Income,Vocational Education,Vocational Aptitude

The Washington Legislature directed the State Board of Education (SBE) to provide an analysis of the equity and adequacy of new graduation pathway options through stakeholder outreach and engagement. This report contains the &quot;Second Interim Graduation Pathway Options Report--July 2020&quot; and the &quot;Washington Graduation Pathway Options: Stakeholder Feedback Project, Year I.&quot; These reports are responsive to the legislative directive to SBE to report to the education committees of the legislature. The State Board of Education (SBE) contracted with Strobel Consulting to collect feedback from stakeholders on graduation pathway options. Graduation pathway options are a high school graduation requirement that were implemented for the Class of 2020 (RCW 28A.655.250) and are now one of three broad requirements students must complete to earn a Washington state diploma. This report is the second report on graduation pathway options to be submitted to the education committees of the Legislature. The first graduation pathway option interim report (ED610127) was submitted in January 2020, and summarized initial information about graduation pathway options based on a survey of districts as part of the Basic Education compliance process, as well as feedback from partner organizations and the public from various sources. [The &quot;Washington Graduation Pathway Options: Stakeholder Feedback Project, Year I&quot; report was prepared by Strobel Consulting, LLC.]
Graduation Pathway Options: Interim Report
Author: Washington State Board of Education
Date: 2020-01-00
Type: Reports - Research
Subjects: Stakeholders,Feedback (Response),Graduation,Postsecondary Education,State Standards,Standardized Tests,Dual Enrollment,Advanced Placement Programs,Transitional Programs,Language Arts,Mathematics,College Credits,College Entrance Examinations,Planning,Parents,Graduation Requirements,High School Students,Equal Education,Access to Education,At Risk Students,English Language Learners,Students with Disabilities,Minority Group Students,Socioeconomic Status,Gender Differences,Racial Differences,Ethnicity,Family Income,Vocational Education,Vocational Aptitude

Through Engrossed Second Substitute House Bill 1599 (E2SHB 1599) the Legislature tasked the State Board of Education (SBE) with providing an analysis of the equity and adequacy of the new graduation pathway options through stakeholder outreach and engagement. SBE has solicited and received feedback on the graduation pathway options. In the interest of providing timely and actionable information to the Legislature, SBE submits this initial report to summarize: (1) What is known so far regarding graduation pathway option availability; and (2) Feedback and input from various interested parties concerning pathways and pathway implementation issues. SBE has contracted with Strobel Consulting for conducting and analyzing survey and focus group information on graduation pathways. Highlights of Strobel Consulting's work plan are included as Appendix A in this report.
Empirical Support for Changes to Mosaic by ACT: Social Emotional Learning Assessment Individual Student Reports. ACT Research &amp; Policy. Technical Brief
Author: Walton, Kate E.
Date: 2020-12-00
Type: Reports - Research
Subjects: Feedback (Response),Teacher Attitudes,Administrator Attitudes,Social Emotional Learning,Reports,Student Evaluation,Social Development,Emotional Development,Teamwork,Student Characteristics,Scores,Skills,Resilience (Psychology),Persistence,Leadership,Personality Traits,Student Attitudes,Student Motivation,Secondary School Students

Listening to and implementing user feedback is an essential component of product development; however, such feedback cannot be followed blindly but instead must be considered in conjunction with empirical data. We received feedback from teachers and administrators on the prior version of the individual student report from the assessment component of Mosaic™ by ACT®: Social Emotional Learning (previously called ACT® Tessera®). In light of this feedback, we sought additional data from students to ascertain the extent to which the teachers' and administrators' concerns were warranted and to guide our decision making for future report edits. Overall, we found support for the use of reports with ratings rather than reports with skills rank ordered, and we found support for a rating scheme coupled with descriptive labels. These findings informed product changes to assessment student reports.
Vocational Rehabilitation Program Federal FY 2013 Monitoring and Technical Assistance Guide
Author: Rehabilitation Services Administration (RSA) (ED/OSERS), State Monitoring and Program Improvement Division (SMPID)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Vocational Rehabilitation,Technical Assistance,Disabilities,Federal Legislation,Program Evaluation,Compliance (Legal),State Agencies,State Programs,Program Implementation,Transitional Programs,Supported Employment,Administrative Organization,Youth Employment,Youth Programs,Program Budgeting

Section 107 of the Rehabilitation Act of 1973, as amended (Rehabilitation Act), requires the Commissioner of the Rehabilitation Services Administration (RSA) to conduct annual reviews and periodic on-site monitoring of programs authorized under Title I of the Rehabilitation Act to determine whether a vocational rehabilitation (VR) agency is complying substantially with the provisions of its State Plan under Section 101 of the Rehabilitation Act and with the Evaluation Standards and Performance Indicators established under Section 106. To fulfill this requirement, RSA has developed this Monitoring and Technical Assistance Guide (MTAG) through which it will assess the performance of the VR agencies in the operation of the program and their compliance with pertinent federal programmatic and fiscal requirements. Beginning in federal fiscal year (FY) 2012 and ending in federal FY 2016, the State Monitoring and Program Improvement Division (SMPID), within RSA, implemented the MTAG described herein to review the administration and operation of the 70 VR programs not reviewed during the pilot of the process conducted during federal FY 2011. Consequently, SMPID again will review 14 VR agencies during federal FY 2013, and roughly an equal number in each of the subsequent fiscal years during this cycle. The specific programs covered by this MTAG include: (1) the VR program, established under Title I of the Rehabilitation Act; and (2) the supported employment (SE) program, authorized pursuant to Title VI, Part B, of the Rehabilitation Act. SMPID will include in its monitoring of the VR and SE programs three focus areas to be used when reviewing the performance and compliance of each agency. These focus areas cover: (1) organizational structure requirements of the designated state agency (DSA) and designated state unit (DSU); (2) transition services and employment outcomes for youth with disabilities; and (3) the fiscal integrity of the VR and SE programs. The nature and scope of, along with the activities to be conducted under, each focus area is contained in Sections III, IV and V, respectively, of this MTAG.
Statewide Longitudinal Data System, Update Fall 2017. Memorandum
Author: Holcombe, Rebecca
Date: 2017-11-07
Type: Reports - Descriptive
Subjects: State Policy,Longitudinal Studies,Data Collection,Program Implementation,Data Use,Educational Research,Training,Federal Aid,Grants

The Vermont Agency of Education (AOE), through funding from a 4.9 million dollar grant from the U.S. Department of Education, is in the final stages of developing and implementing a Statewide Longitudinal Data System (SLDS) to support the work of the AOE and Vermont school districts. A significant portion of the federal award supports the creation of a system to automate education data submissions to the state from Supervisory Unions/Supervisory Districts (SU/SD), known as Vertical Reporting. The SLDS is intended to enhance the ability of Vermont to efficiently and accurately manage, analyze, and use education data. The SLDS should help all Vermont education stakeholders to make data-informed decisions to improve student learning and outcomes; as well as to facilitate research to increase student achievement and close achievement gaps. The SLDS also supports state and federal reporting requirements. Since the project started in the fall of 2014, AOE has been working closely with Houghton Mifflin Harcourt (HMH) on developing various components of the system. The purpose of this memo is to alert stakeholders that AOE, in collaboration with HMH and Student Information System (SIS) vendors, will be deploying the SLDS at the SU/SD level through a tiered approach over the next eight to 12 months. Information is included on which data collection methods will be impacted; SU/SD training that will occur; and funds available to assist with local SIS costs.
Statewide Longitudinal Data System, Update June 2018. Memorandum
Author: Bouchey, Heather
Date: 2018-06-14
Type: Reports - Descriptive
Subjects: State Programs,Longitudinal Studies,State Policy,Program Design,Program Implementation,Automation,Student Records,Databases,State Agencies,Information Systems,Data Collection,Training

As communicated via a November 2017 memo (see ED610130), the Vermont Agency of Education (AOE), in collaboration with their implementation vendor Houghton Mifflin Harcourt (HMH), has been working to finalize the design, development, and testing of a Statewide Longitudinal Data System (SLDS). Through its Vertical Reporting processes, the SLDS will help to automate reporting of education data from Supervisory Union / Supervisory District (SU/SD) information systems to the state. Once fully implemented across Vermont, this streamlined reporting process will greatly reduce the data reporting efforts currently required of Vermont's schools and districts. The streamlined nature of SLDS data reporting will enable Vermont education stakeholders to make data-informed decisions, based on actionable information, to improve educational outcomes for all Vermont learners. SLDS data may be used to facilitate research of education programs and services in evaluating their efficacy of improving student achievement and enhancing educational equity. The SLDS also supports state and federal reporting requirements. This memo provides an update on the SLDS; addresses frequently asked questions; provides reminders and next steps; identifies data collections that will be impacted; explains how 2017-2018 year-end reporting will be impacted; discusses how preK reporting will be impacted; and describes training that will occur.
ACT Aspire Scores Associated with AP Exam Success. ACT Research &amp; Policy. Data Byte
Author: Radunzel, Justine
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Scores,Advanced Placement,Advanced Placement Programs,Secondary School Students,Readiness,Success

Many schools and districts administer ACT® Aspire® to measure progress towards college and career readiness. A recent study suggests that ACT Aspire scores can also be used to help identify students who are academically prepared and may benefit from some of the more rigorous courses offered in high schools across the nation, including Advanced Placement (AP) courses. The purpose of this brief is to highlight the ACT Aspire AP-ready scores found in the study. ACT Aspire tests administered in grades 8-10 can be used to measure readiness for AP courses taken the subsequent academic year (grades 9-11).
Fiscal Year 2013 Monitoring Report on the District of Columbia Rehabilitation Services Administration Vocational Rehabilitation Program
Author: Rehabilitation Services Administration (ED)
Date: 2013-05-03
Type: Reports - Evaluative
Subjects: Disabilities,Federal Legislation,Vocational Rehabilitation,Compliance (Legal),Program Evaluation,State Programs,State Agencies,Technical Assistance,Resource Allocation,Administrative Organization,Transitional Programs,Educational Finance,Program Implementation,Grants,Costs,Employment Level

Section 107 of the Rehabilitation Act of 1973, as amended (Rehabilitation Act), requires the Commissioner of the Rehabilitation Services Administration (RSA) to conduct annual reviews and periodic on-site monitoring of programs authorized under Title I of the Rehabilitation Act to determine whether a state vocational rehabilitation (VR) agency is complying substantially with the provisions of its State Plan under section 101 of the Rehabilitation Act and with the evaluation standards and performance indicators established under Section 106. In addition, the commissioner must assess the degree to which VR agencies are complying with the assurances made in the State Plan Supplement for Supported Employment (SE) Services under Title VI, part B, of the Rehabilitation Act. Through its monitoring of the VR and SE programs administered by the District of Columbia Rehabilitation Services Administration (DCRSA) in federal fiscal year (FY) 2013, RSA: (1) reviewed the VR agency's progress toward implementing recommendations and resolving findings identified during the prior monitoring cycle (FY 2007 through FY 2010); (2) reviewed the VR agency's performance in assisting eligible individuals with disabilities to achieve high-quality employment outcomes; (3) recommended strategies to improve performance and required corrective actions in response to compliance findings related to three focus areas, including: (a) organizational structure requirements of the designated state agency (DSA) and the designated state unit (DSU); (b) transition services and employment outcomes for youth with disabilities; and (c) the fiscal integrity of the VR program; (4) discussed emerging practices related to the three focus areas and other aspects of the VR agency's operations; and (5) provided technical assistance to the VR agency to enable it to enhance its performance and to resolve findings of noncompliance. The nature and scope of this review and the process by which RSA carried out its monitoring activities, including the conduct of an on-site visit from January 29 through February 1, 2013, is described in detail in the FY 2013 Monitoring and Technical Assistance Guide for the Vocational Rehabilitation Program (ED610129).
Fiscal Year 2013 Monitoring Report on the Vermont Division of Vocational Rehabilitation Vocational Rehabilitation Program
Author: Rehabilitation Services Administration (ED)
Date: 2013-05-23
Type: Reports - Evaluative
Subjects: Vocational Rehabilitation,Federal Legislation,Disabilities,State Agencies,Compliance (Legal),Program Evaluation,Program Implementation,Transitional Programs,Technical Assistance,Quality Assurance,Federal Regulation,Costs,Administrative Organization,Youth Employment,Program Budgeting

Section 107 of the Rehabilitation Act of 1973, as amended (Rehabilitation Act), requires the Commissioner of the Rehabilitation Services Administration (RSA) to conduct annual reviews and periodic on-site monitoring of programs authorized under Title I of the Rehabilitation Act to determine whether a state vocational rehabilitation (VR) agency is complying substantially with the provisions of its State Plan under section 101 of the Rehabilitation Act and with the evaluation standards and performance indicators established under Section 106. In addition, the commissioner must assess the degree to which VR agencies are complying with the assurances made in the State Plan Supplement for Supported Employment (SE) Services under Title VI, part B, of the Rehabilitation Act. Through its monitoring of the VR and SE programs administered by the Vermont Division of Vocational Rehabilitation (DVR) in federal fiscal year (FY) 2013, RSA: (1) reviewed the VR agency's progress toward implementing recommendations and resolving findings identified during the prior monitoring cycle (FY 2007 through FY 2010); (2) reviewed the VR agency's performance in assisting eligible individuals with disabilities to achieve high-quality employment outcomes; (3) recommended strategies to improve performance and required corrective actions in response to compliance findings related to three focus areas, including: (a) organizational structure requirements of the designated state agency (DSA) and the designated state unit (DSU); (b) transition services and employment outcomes for youth with disabilities; and (c) the fiscal integrity of the VR program; (4) discussed emerging practices related to the three focus areas and other aspects of the VR agency's operations; and (5) provided technical assistance to the VR agency to enable it to enhance its performance and to resolve findings of noncompliance. The nature and scope of this review and the process by which RSA carried out its monitoring activities, including the conduct of an on-site visit from November 5, 2012, through November 7, 2012, is described in detail in the FY 2013 Monitoring and Technical Assistance Guide for the Vocational Rehabilitation Program (ED610129).