ethanporcaro/eric-fulltext-meta huggingface dataset:
Capital Construction Budget Recommendations and Prioritization, 2007-2009 Biennium for the Nebraska State College System, University of Nebraska, and Nebraska College of Technical Agriculture. Revision
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2006-12-21
Type: Reports - Evaluative
Subjects: Expenditures,Higher Education,Maintenance,State Colleges,Educational Facilities,Facility Improvement,Statewide Planning,Budgets,Construction Needs,Resource Allocation,School Construction,School Safety,Civil Rights Legislation,Disabilities,Federal Legislation,Needs Assessment

The Coordinating Commission for Postsecondary Education recognizes the importance of safe, functional, well-utilized, and well-maintained facilities in supporting institutional efforts to provide exemplary programs. This principle forms the basis for the Commission's capital construction budget recommendations and prioritization for the 2007-2009 biennium. A high proportion of the physical assets supported by state government are found on the campuses of public higher education institutions throughout Nebraska. To protect this considerable investment (about $2.1 billion for state-supported facilities), it is critical that institutions properly plan for the construction, efficient use, and maintenance of these facilities. The Commission has identified ongoing routine maintenance and deferred maintenance as two essential areas in which state and institutional funding are needed during the next biennium. Adequate funding in these areas would provide long-term cost savings that can be used to enhance Nebraska's higher education system. [For the 2005-2007 report, see ED604921.]
Capital Construction Budget Recommendations and Prioritization, 2009-2011 Biennium for the Nebraska State College System, University of Nebraska and Nebraska College of Technical Agriculture. Revised
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2008-10-20
Type: Reports - Evaluative
Subjects: Expenditures,Higher Education,Maintenance,State Colleges,Educational Facilities,Facility Improvement,Statewide Planning,Budgets,Construction Needs,Resource Allocation,School Construction,School Safety,Civil Rights Legislation,Disabilities,Federal Legislation,Needs Assessment

The Coordinating Commission for Postsecondary Education recognizes the importance of safe, functional, well-utilized and well-maintained facilities in supporting institutional efforts to provide exemplary programs. This principle forms the basis for the Commission's capital construction budget recommendations and prioritization for the 2009-2011 biennium. A high proportion of the physical assets supported by state government are found on the campuses of public higher education institutions throughout Nebraska. To protect this considerable investment ($2.3 billion in state-supported facilities), it is critical that institutions properly plan for the construction, efficient use and maintenance of these facilities. The Commission has identified ongoing routine maintenance and deferred maintenance as two essential areas in which state and institutional funding are needed during the next biennium. Adequate funding in these areas would provide long-term cost savings and further enhance Nebraska's higher education system. [For the 2007-2009 report, see ED604922.]
Capital Construction Budget Recommendations and Prioritization, 2013-2015 Biennium for the Nebraska State College System, University of Nebraska and Nebraska College of Technical Agriculture. Revised
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2012-12-06
Type: Reports - Evaluative
Subjects: Expenditures,Higher Education,Maintenance,State Colleges,Educational Facilities,Facility Improvement,Statewide Planning,Budgets,Construction Needs,Resource Allocation,School Construction,School Safety,Civil Rights Legislation,Disabilities,Federal Legislation,Needs Assessment

The Coordinating Commission for Postsecondary Education provides funding and priority recommendations for the Nebraska State College's, the University of Nebraska's and the Nebraska College of Technical Agriculture at Curtis' capital construction requests, as outlined in Nebraska's Constitution and statutes. The overarching principle used in this process is to provide safe, functional, well-utilized and well-maintained facilities that support institutional efforts to provide exemplary programs. The Commission prioritized 13 approved capital construction requests for the 2013-2015 biennium. The Commission's prioritized list is intended to identify from a statewide perspective the most urgent capital construction needs for the coming biennium. The intent of this prioritization is to assist the Governor and Legislature in developing a strategy to address the most critical institutional facility needs from a statewide perspective. [For the 2011-2013 report, see ED525045.]
Capital Construction Budget Recommendations and Prioritization, 2015-2017 Biennium for the Nebraska State College System, University of Nebraska and Nebraska College of Technical Agriculture
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2014-10-14
Type: Reports - Evaluative
Subjects: Expenditures,Higher Education,Maintenance,State Colleges,Educational Facilities,Facility Improvement,Statewide Planning,Budgets,Construction Needs,Resource Allocation,School Construction,School Safety,Civil Rights Legislation,Disabilities,Federal Legislation,Needs Assessment

The Coordinating Commission for Postsecondary Education provides funding and priority recommendations for the Nebraska State College's, the University of Nebraska's and the Nebraska College of Technical Agriculture at Curtis' capital construction requests, as outlined in Nebraska's Constitution and Statutes. The overarching principle used in this process is to provide safe, functional, well-utilized and well-maintained facilities that support institutional efforts to provide exemplary programs. The Commission prioritized 13 approved capital construction requests for the 2015-2017 biennium. The Commission's prioritized list is aimed at identifying from a statewide perspective the most urgent capital construction needs for the coming biennium. The prioritization is designed to assist the Governor and Legislature in developing a strategy to address the most critical institutional facility needs from a statewide perspective. [For the 2013-2015 report, see ED604924.]
Capital Construction Budget Recommendations and Prioritization, 2017-2019 Biennium for the Nebraska State College System, University of Nebraska, and Nebraska College of Technical Agriculture
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2016-10-13
Type: Reports - Evaluative
Subjects: Expenditures,Higher Education,Maintenance,State Colleges,Educational Facilities,Facility Improvement,Statewide Planning,Budgets,Construction Needs,Resource Allocation,School Construction,School Safety,Civil Rights Legislation,Disabilities,Federal Legislation,Needs Assessment,Utilities

The Coordinating Commission for Postsecondary Education provides funding and priority recommendations for Nebraska State College, University of Nebraska, and Nebraska College of Technical Agriculture at Curtis (NCTA) capital construction budget requests, as outlined in Nebraska's Constitution and Statutes. The overarching principle used in this process is to provide safe, functional, well-utilized, and well-maintained facilities that support institutional efforts to provide exemplary programs. Section I of the report provides additional detail regarding ongoing routine maintenance, addressing deferred repair, and renovation/remodeling needs at the State Colleges and University. The Commission recommends continued reaffirmation funding of all partially funded capital construction projects as outlined in Section II. Section III outlines the State College, University, and NCTA capital construction budget requests as submitted by their respective governing board. These requests include Task Force for Building Renewal requests from all institutions and individual capital construction budget requests from the State Colleges. Funding recommendations are provided in Section IV of the report, including recommended funding modifications to several capital construction budget requests. [For the 2015-2017 report, see ED604925.]
Hungarian: The Hungarian Language in Education in Ukraine. Regional Dossiers Series
Author: Csernicskó, István, Comp.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Hungarian,Foreign Countries,Preschool Education,Elementary Education,Secondary Education,Vocational Education,Higher Education,Adult Education,Educational Research,Language Minorities,Geographic Regions,Minority Groups,Language Usage,Public Policy,Language of Instruction,Native Language Instruction,Educational Policy,Public Schools,Private Schools,Bilingual Education,State Standards,Educational Legislation,Instructional Materials

This regional dossier aims to provide a concise description of European minority languages in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. Because of this fixed structure the dossiers in the series are easy to compare. This dossier is relevant for policymakers, researchers, teachers, students and journalists who wish to explore developments in minority language schooling in Europe. They can also serve as a first orientation towards further research, or function as a source of ideas for improving educational provisions in their own region. This dossier begins with an introduction about the region concerned, followed by six sections that each deals with a specific level of the education system (e.g. primary education). Sections eight and nine cover the main lines of research into education of the concerned minority language, the prospects for the minority language in general and for education in particular. The tenth section gives a summary of statistics. Lists of regulations, publications and useful addresses concerning the minority language, are given at the end of the dossier.
Coaching for Ongoing Professional Learning within Tiered Support Models
Author: Marx, T.
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Coaching (Performance),Professional Development,Models,Intervention,Program Implementation,Agency Cooperation,State Agencies,Educational Methods,Selection Criteria,Job Training

Broadly defined, coaching is &quot;a form of professional learning within the classroom or school that helps [educators] develop and apply new knowledge, make strong plans for instruction and assessment, obtain feedback, refine their practices, and examine results&quot; (The University of Florida Lastinger Center for Learning, Learning Forward, &amp; Public Impact, 2016, p. 5). In simpler terms, coaching provides educators with the support they need to apply a newly learned skill within their own context (Horner, 2018). Coaching differs from training or traditional professional development (PD) workshops that serve the purpose of developing new knowledge, because coaching focuses on the application of new knowledge over time. Coaching plays a vital role in the implementation of tiered support models to ensure fidelity of learned practices by educators and within systems (i.e., structures or supports provided by those individuals in leadership roles). The purpose of this document is to provide content-specific examples of how to structure educator-level and/or systems-level coaching as a mechanism to ensure ongoing professional learning to support tiered intervention. This document provides examples of coaching supports, models, and functions within the context of tiered intervention (e.g., RtI, PBIS, MTSS) and data-based decision making (e.g., data-based individualization [DBI]) for educators who already have foundational knowledge and/or experience with coaching.
Italian: The Italian Language in Education in Switzerland. Regional Dossiers Series
Author: Todisco, Vincenzo
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Italian,Foreign Countries,Preschool Education,Elementary Education,Secondary Education,Vocational Education,Higher Education,Adult Education,Language Minorities,Educational Research,Futures (of Society),Educational Trends,Language of Instruction,Native Language Instruction,Bilingual Education,Second Language Instruction,Regional Characteristics

This regional dossier aims to provide a concise description of the European minority language, Italian in Switzerland, in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. Because of this fixed structure the dossiers in the series are easy to compare. This information serves several purposes and are relevant for policymakers, researchers, teachers, students and journalists who wish to explore developments in minority language schooling in Europe. They can also serve as a first orientation towards further research, or function as a source of ideas for improving educational provisions in their own region. Every Regional dossier begins with an introduction about the region concerned, followed by six sections that each deals with a specific level of the education system (e.g. primary education). Sections eight and nine cover the main lines of research into education of the concerned minority language, the prospects for the minority language in general and for education in particular. The tenth section gives a summary of statistics. Lists of regulations, publications and useful addresses concerning the minority language, are given at the end of the dossier.
Strategies for Scheduling: How to Find Time to Intensify and Individualize Intervention
Author: Weingarten, Zachary
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Intervention,Scheduling,Individualized Instruction,Data Use,Decision Making,Efficiency,Educational Strategies,Learning Problems,Behavior Problems

If you are like most educators, you agree with the idea of providing intensive intervention for students with the most intractable academic and behavior problems. The question you may be asking is, how do I find the time? Intensive intervention requires time for planning and delivering individualized instruction, as well as time for collecting and analyzing progress monitoring and diagnostic data, developing intervention plans, and making changes to plans when needed. One approach to intensifying an intervention as part of the data-based individualization (DBI) process is to increase the length or frequency of intervention sessions. Although it is important to consider whether a student needs additional time in an intervention (e.g., the intervention sessions are too brief or too infrequent), adding time to an existing intervention session may not be possible. Educators may need to think flexibly about how they plan and schedule instruction, both within existing intervention time and across the school day, to maximize efficiency and create more opportunities for students to respond to instruction and receive feedback. This guide includes strategies that educators can consider when trying to determine how to find the time for this intensification within the constraints of busy school schedules. Supplemental resources, planning questions, and example schedules are also provided.
Virtual Conference on Artificial Intelligence in Education and Training: Virtual Conference Report. UNESCO-UNEVOC TVeT Forum, 11 to 15 November 2019
Author: Shiohira, Kelly
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Artificial Intelligence,Educational Technology,Technology Uses in Education,Technology Integration,Educational Practices,Educational Innovation,Developing Nations,Barriers,School Role,Occupations,Labor Market,Educational Policy,Job Skills,Vocational Education,Job Training,Stakeholders,Labor Needs,Employment Qualifications,Foreign Countries

The virtual conference on the Artificial Intelligence in education and training was held from 11 to 15 November 2019. It was open to all members of the UNESCO-UNEVOC TVeT Forum, an online community with more than 6500 members. The conference sought to gather knowledge, insights, experiences and practices from the international TVET community on the opportunities and challenges of integrating Artificial Intelligence in education and training. Key reflections from the virtual conference include: (1) While the TVET sector shows interest in AI, this has not yet translated into institutional practices on a large scale; (2) The needs of multiple stakeholders must be considered in order to build truly responsive learning opportunities; (3) Changes in practice are needed to prepare students not only for the current labour markets, but also for future disruptions; (4) TVET providers should seek to engage as drivers of AI innovation as well as suppliers of talent; and (5) Developing countries -- particularly in Africa -- face additional macro-level challenges in adopting AI. [The conference was moderated by Kelly Shiohira and James Keevy.]
Supplemental Fact Sheet: Addressing the Risk of COVID-19 in Preschool, Elementary and Secondary Schools While Serving Children with Disabilities
Author: Department of Education (ED), Office for Civil Rights (OCR)
Date: 2020-03-21
Type: Reports - Descriptive
Subjects: Disease Control,Health Promotion,School Role,Risk Management,School Safety,Civil Rights,Administrator Role,Public Health,Compliance (Legal),Disability Discrimination,Students with Disabilities,Federal Legislation,Elementary Secondary Education,Equal Education,Educational Legislation,Distance Education,Preschool Education,Student Rights,Crisis Management,COVID-19,Pandemics,School Closing

In this supplemental fact sheet, the Department of Education (the Department) reminds educators in the time of the COVID-19 pandemic that they should not opt to close or decline to provide distance instruction, at the expense of students, to address matters pertaining to services for students with disabilities. Rather, school systems must make local decisions that take into consideration the health, safety, and well-being of all their students and staff. Ensuring compliance with the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act (Section 504), and Title II of the Americans with Disabilities Act should not prevent any school from offering educational programs through distance instruction. School districts must provide a free and appropriate public education (FAPE) consistent with the need to protect the health and safety of students with disabilities and those individuals providing education, specialized instruction, and related services to these students. It is important to emphasize that federal disability law allows for flexibility in determining how to meet the individual needs of students with disabilities. The determination of how FAPE is to be provided may need to be different in this time of unprecedented national emergency. The Department encourages parents, educators, and administrators to collaborate creatively to continue to meet the needs of students with disabilities. It stands ready to offer guidance, technical assistance, and information on any available flexibility, within the confines of the law, to ensure that all students, including students with disabilities, continue receiving excellent education during this difficult time. [For the Fact Sheet, see ED604938.]
Fact Sheet: Addressing the Risk of COVID-19 in Schools While Protecting the Civil Rights of Students
Author: Department of Education (ED), Office for Civil Rights (OCR)
Date: 2020-03-16
Type: Reports - Descriptive
Subjects: Disease Control,Health Promotion,Information Dissemination,School Role,Risk Management,School Safety,Civil Rights,Administrator Role,Public Health,Compliance (Legal),Disability Discrimination,Students with Disabilities,Racial Discrimination,Federal Aid,Educational Finance,Federal Legislation,Civil Rights Legislation,Crisis Management,Bullying,Elementary Secondary Education,Postsecondary Education,Equal Education,COVID-19,Pandemics,School Closing

The U.S. Department of Education (Department) has established a working group to provide information and resources to parents, students, teachers, schools, and school personnel related to the possible outbreak of COVID-19 (&quot;coronavirus&quot;) in school districts and postsecondary schools. Schools play an important role in disseminating information about and limiting the spread of the coronavirus. In addressing the possible risk of an outbreak of coronavirus in school districts and postsecondary schools, school officials must keep students safe and secure. In doing so, school officials should keep in mind federal civil rights requirements and respond appropriately to allegations of discrimination on the basis of race, color, national origin, sex, or disability. Schools and school administrators should use guidance from the Centers for Disease Control and Prevention (CDC) to determine, in close consultation with public health authorities, what actions to take to further reduce the potential risk of coronavirus transmission in schools. Compliance with CDC's recommendations should not create civil rights concerns. Section 504 of the Rehabilitation Act of 1973 (Section 504) prohibits disability discrimination by schools receiving federal financial assistance. Title II of the Americans with Disabilities Act of 1990 (Title II) prohibits disability discrimination by public entities, including schools. Title VI of the Civil Rights Act of 1964 (Title VI) prohibits race, color, and national origin discrimination by schools receiving federal funds. This document provides information representing the interpretation of the Department of the applicable statutory or regulatory requirements in the context of the specific facts presented here and is not legally binding. As school leaders respond to evolving conditions related to coronavirus, they should be mindful of the requirements of Section 504, Title II, and Title VI, to ensure that all students are able to study and learn in an environment that is safe and free from discrimination. [For the Supplemental Fact Sheet, see ED604936.]
FERPA &amp; Coronavirus Disease 2019 (COVID-19): Frequently Asked Questions (FAQs)
Author: Student Privacy Policy Office (SPPO) (ED)
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Parent Rights,Privacy,Student Records,Public Health,Disclosure,COVID-19,Disease Control

The Department of Education's Student Privacy Policy Office (SPPO) prepared this document to assist school officials working with public health officials in managing public health issues related to coronavirus disease 2019 (COVID-19), while protecting the privacy of students' education records. Understanding the Family Educational Rights and Privacy Act (FERPA) helps enable school officials to act quickly and with certainty when confronting challenges that affect the health or safety of students or other individuals. Through information sharing and coordination with public health departments, educational agencies and institutions can help protect their schools and communities. The purpose of this document is to assist school officials in protecting student privacy in the context of COVID-19 as they consider the disclosure of personally identifiable information (PII) from student education records to individuals and entities who may not already have access to that information. School officials should work with their State and local public health officials to determine the information needed to address this public health concern. Understanding how, what, and when information can be shared is a critical part of preparedness.