ethanporcaro/eric-fulltext-meta huggingface dataset:
Illinois State Plan: Adult Education and Family Literacy. Under Title II of the Workforce Investment Act of 1998, Adult Education and Family Literacy Act
Author: Illinois Community College Board
Date: 2014-04-01
Type: Reports - Descriptive
Subjects: Adult Education,Family Literacy,Adult Literacy,Federal Legislation,Labor Force Development,Labor Legislation,Certification,Access to Education,Needs Assessment,Financial Support,Educational Assessment,Correctional Education,Institutionalized Persons,Citizen Participation,Leadership,Community Colleges,Educational Strategies,Accountability,Performance

This document contains Illinois' State Plan for Adult Education and Family Literacy under Title II of the Workforce Investment Act of 1998 for July 1, 1999, through June 30, 2015. The plan is comprised of the following sections: (1) Eligible agency certifications and assurances; (2) Description of the steps to ensure direct and equitable access; (3) Integration with other adult education and training activities; (4) Strategies for providing services to target populations; (5) Needs assessment; (6) Description of adult education and literacy activities; (7) Performance measures; (8) Procedures and process of funding eligible providers; (9) Annual evaluation of adult education and literacy activities; (10) Public participation and comment; (11) Descriptions of programs for corrections education and institutionalized individuals; and (12) State leadership activities.
Early Learning Foundations. Indiana's Early Learning Development Framework Aligned to the Indiana Academic Standards, 2014
Author: Indiana Department of Education
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Academic Standards,State Standards,Early Childhood Education,Alignment (Education),Preschool Children,Models,Language Arts,Mathematics,Interpersonal Competence,Emotional Development,Play,Sciences,Social Studies,Art,Physical Health,Child Development,Bilingual Education,Special Needs Students,Emergent Literacy,Early Reading,Beginning Writing,Numeracy,Computation,Data Analysis,Geometry,Measurement,Self Concept,Self Control,Conflict Resolution,Interpersonal Relationship,Thinking Skills,Attention,Persistence,Physical Sciences,Earth Science,Biological Sciences,Science Process Skills,History,Geography,Economics,Citizenship,Music,Dance,Visual Arts,Dramatic Play,Well Being,Psychomotor Skills,Daily Living Skills

The &quot;Foundations&quot; (English/language arts, mathematics, social emotional skills, approaches to play and learning, science, social studies, creative arts, and physical health and growth) are Indiana's early learning development framework and are aligned to the 2014 Indiana Academic Standards. This framework provides core elements that children should achieve from birth to age five in order to be ready for future success. By outlining specific topics and indicators in each of these content areas, the &quot;Foundations&quot; support teachers, parents, caregivers, and other professional personnel as they develop appropriate experiences for young children. This core document was developed for use in all types of early childhood programs. Additional, the 2015 revision of the &quot;Foundations&quot; address two special populations, Dual Language Learners and Exceptional Learners. Understanding the developmental progression gives early educators the ability to individualize instruction and experiences to advance each child's development and learning. Appended to the report are: (1) ISTAR-KR/2015 Early Learning Foundations Alignment Study; and (2) Classroom Planning Matrix. A glossary of terms is also included.
Maryland Teacher Staffing Report 2016-2018
Author: Maryland State Department of Education
Date: 2016-09-00
Type: Reports - Evaluative
Subjects: Teacher Education Programs,Preservice Teachers,Alternative Teacher Certification,Teacher Shortage,Teacher Supply and Demand,Incentives,Educational Strategies,Student Recruitment,Academic Persistence,School Holding Power,Federal Aid,Student Loan Programs,Tax Credits,Teacher Certification,Grants,Academic Standards,Retirement,Beginning Teacher Induction,Staff Utilization,Teaching Experience,Gender Differences,Geographic Distribution,Noninstructional Responsibility,Paraprofessional Personnel,Paraprofessional School Personnel,Change Strategies

The Maryland State Department of Education (MSDE), in conjunction with local school systems (LSS) and institutions of higher education (IHE), has conducted an annual educator supply and demand study since 1986, the original purpose of which was to determine critical teacher shortage areas. Although data are collected annually, since 2008 the report has been published biennially. This latest &quot;Maryland Teacher Staffing Report, 2016-2018,&quot; provides data on teacher candidates completing programs at IHEs that have Maryland Approved Programs (MAP) and in Maryland Approved Alternative Preparation Programs (MAAPP). The report also includes the hiring data and projected needs of the LSSs. In addition, each data set includes demographic data of the candidates. In 2015, at the direction of the Maryland State Board of Education (hereafter, the State Board), the MSDE Division of Educator Effectiveness (DEE) which produces this report, in collaboration with the Maryland Assessment Research Center (MARC), adopted a revised formula for determining critical shortage areas. This formula provides an updated and simplified methodology for analyzing the data referenced above and for applying that formula using the posted criteria. Analysis is based on actual data rather than survey data, with the exception of LSSs' projections of need.
Maryland's Model Policy to Address Bullying, Harassment, or Intimidation
Author: Maryland State Department of Education
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: State Boards of Education,Bullying,Aggression,State Policy,Prevention,Definitions,Intervention,Disclosure,Models,Student Personnel Services,Victims,Discipline

In accordance with the provisions of Section 7-424.1 of the Education Article of the Annotated Code of Maryland, the Maryland State Board of Education has developed and adopted a Model Policy to address bullying, harassment, or intimidation. This report presents the Model Policy, which is organized into the following eight points: (1) Prohibition of Bullying; (2) Definition of Bullying, Harassment, or Intimidation; (3) Prevention, Intervention, Remediation, and Consequences; (4) Standard Consequences and Remedial Actions for persons committing acts of bullying, harassment, or intimidation and for persons engaged in reprisal or retaliation and for persons found to have made false accusations; (5) Model Procedures for Reporting Acts of Bullying, Harassment, or Intimidation; (6) Model Procedures for the Prompt Investigation of Acts of Bullying, Harassment, or Intimidation; (7) Types of support services available to the student bully, victim, witnesses, and any bystanders; and (8) Information regarding the availability and use of the bullying, harassment, or intimidation reporting form. A glossary is included.
Readiness Matters! 2014-2015 Kindergarten Readiness Assessment
Author: Maryland State Department of Education
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Kindergarten,School Readiness,State Standards,Student Evaluation,Alignment (Education),College Readiness,Career Readiness,Reports,Data Collection,Data Analysis,Accountability,School Districts,Special Schools,Special Education,Educational Technology,English Language Learners,Evaluation Methods,Program Implementation

Maryland's demanding new Kindergarten Readiness Assessment was administered statewide for the first time. Its results are revealing and sobering. Many states do not even check in any systematic way on their children's readiness for kindergarten, and in previous years, Maryland used metrics based on modest expectations, outdated standards, and feel-good politics. With the leadership of State Superintendent Lillian Lowery and Assistant Superintendent Rolf Grafwallner, Maryland has brought a new sense of reality to the skills that five-year-olds should possess if they are truly prepared to succeed in kindergarten and the early grades. These span four domains, two of them cognitive (language, math), plus physical well-being (motor development, hygiene, etc.) and what they term &quot;social foundations&quot; (self-control, for example). The assessment is individually administered by kindergarten teachers and was given this year to all of the Old Line State's sixty-seven thousand kindergartners. The results are sorted into three bands, politely labeled &quot;demonstrating readiness,&quot; &quot;developing readiness,&quot; and &quot;emerging readiness.&quot; But only the first of these means actually ready to succeed in kindergarten--and slightly fewer than half of Maryland's entering kindergartners met that standard. Which is to say that more than half are not ready. This report candidly displays the results not just for the state as a whole, but also for each of Maryland's twenty-four local districts--and further disaggregated in all the ways we have come to expect and demand in the NCLB era. There are gaps seen and often the gaps are alarmingly wide--by district, by race, by income, and more. Children who enter school without what they need to succeed in kindergarten are destined to have great difficulty catching up, even in schools that do their utmost. It is not impossible, but it is very hard. The following are appended: (1) Ready for Kindergarten: Maryland's Kindergarten Readiness Assessment Common Language Standards Assessed; (2) Definitions and Presentation of School Readiness Information; (3) Individual Stakeholders, Group Participants and Testing Sites; and (4) Frequently Asked Questions.
Education Evolving: Maine's Plan for Putting Learners First
Author: Maine Department of Education
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Statewide Planning,Educational Needs,Educational Change,Public Officials,Strategic Planning,Educational Planning,Needs Assessment,Learner Controlled Instruction,Academic Standards,Alignment (Education),Teacher Effectiveness,Teacher Leadership,Leadership Effectiveness,Community Involvement,Comprehensive Programs,Partnerships in Education,State Action,Integrated Services,Educational Administration

Almost immediately after he was named Commissioner of Education in March 2011, Stephen Bowen traveled to school districts across Maine and spoke to students, teachers, school administrators and community members about what they saw as the challenges confronting Maine's schools and what role they saw for the Maine Department of Education in confronting those challenges. This document begins with a description of Commissioner Bowen's response to what he heard with regard to the direction Maine needs to take in order to realize the vision of its people being among the best educated in the world, and all its students graduating prepared to succeed in college, careers and civic life. The Commissioner and Department staff reviewed feedback from the tour of Maine schools, and organized that feedback into five core priority areas. These priority areas, their subcategories, specific goals, objectives and action steps are described herein.
Moving Maryland Forward: Sharpen the Focus for 2020. The Division of Special Education/Early Intervention Services (DSE/EIS) Strategic Plan
Author: Maryland State Department of Education
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Early Intervention,Special Education,Educational Planning,Statewide Planning,Change Strategies,Program Implementation,Individualized Instruction,Early Childhood Education,Accessibility (for Disabled),Equal Education,Transitional Programs,Data,Decision Making,Evidence Based Practice,Administrative Organization,Related Services (Special Education),Educational Strategies

With this Strategic Plan, the Division of Special Education/ Early Intervention Services recommits to &quot;Moving Maryland Forward&quot;--introduced in 2013. With the shifting in the national, State, and local education landscape, Maryland has revisited the initial Plan to sharpen the steadfast focus to narrow the gaps for children with disabilities from birth through age 21 for year 2020. To support the ultimate vision of closing opportunity and achievement gaps for all students, this sharpened Plan aligns and guides the work of the Division and the Department, compels stronger interagency and intra-agency collaboration in support of children and families, and serves as a necessary resource to educational leaders, parents, and stakeholders. The Plan refines key measures of success and key strategies for implementation, and expands innovative tools, resources, and evidence-based practices.
Cumulative Student Loan Debt in Minnesota, 2015
Author: Williams-Wyche, Shaun
Date: 2016-08-00
Type: Reports - Research
Subjects: Debt (Financial),College Students,Student Loan Programs,Surveys,Educational Finance,State Colleges,Private Colleges,Paying for College,Specialization,Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Loan Repayment,Loan Default

To better understand student debt in Minnesota, the Minnesota Office of Higher Education (the Office) gathers information on cumulative student loan debt from Minnesota degree-granting institutions. These data detail the number of students with loans by institution, the cumulative student loan debt incurred at that institution, and the percentage of students with loans for the 2011-2012, 2012-2013, 2013-2014, and 2014-15 academic years. This is the second report of institution-level cumulative student loan debt data for all types of degrees and all types of institutions in Minnesota. The Office conducted a survey of Minnesota institutions to obtain median cumulative student loan debt by type of certificate/degree from degree-granting institutions. Cumulative student loan debt refers to the total debt incurred while a student attends a specific institution. Debt incurred from previous institutions is not included. Cumulative debt is only reported for students that completed a certificate or degree at the given institution. The debt figures include debt from federal, state and private sources that is known to the institutions. In addition, students with no debt are not included in the median. Individual private institutions provided the cumulative student loan debt for their graduates with loans. The University of Minnesota and Minnesota State Colleges and Universities provided the data for their graduates from their central offices. Some of the key findings include: (1) Students continue to rely on loans to finance their postsecondary education; (2) Student debt increases as the level of degree and specialization increases; and (3) At the associate and bachelor's degree levels, students graduating from for-profit institutions borrow more, on average, than students at public and private non-profit institutions.
Missouri School Improvement Program: Support and Intervention
Author: Missouri Department of Elementary and Secondary Education
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Improvement Programs,Elementary Secondary Education,Public Schools,School Districts,Accreditation (Institutions),State Boards of Education,State Departments of Education,Leadership,Educational Environment,School Culture,Teacher Effectiveness,Measurement,Educational Assessment,Data,Decision Making,Parent Participation,Community Involvement

The Missouri State Board of Education and the Department of Elementary and Secondary Education are dedicated to ensuring that all children have access to good schools that prepare them for college and career success. The Missouri School Improvement Program: Support and Intervention Plan takes a differentiated approach to state support based on student needs and district performance. The following principles are central to the development of this plan: (1) A focus on children and families; (2) High expectations for all students; (3) Access to high-quality schools for every child; (4) Solutions to meet the needs of each district and community; and (4) Early intervention and prevention. Identifying trends in student performance allows for a data-driven, early-detection support system. A tiered system provides optional access to high-quality educational supports for all districts and targeted supports and interventions to districts most in need. This approach maximizes the use of resources and is flexible enough to meet the many unique needs of the diverse districts in the state. This report provides details about the Missouri School Improvement Program and how it works. The following are appended: (1) The Missouri School Improvement Program; (2) Targeted Systems Reviews; (3) Resource and Process Standards for Missouri Public School Districts; (4) Role and Responsibilities of the Regional School Improvement Team (RSIT); and (4) State Board Options for Unaccredited Districts.
Minnesota Academic Standards: Kindergarten
Author: Minnesota Department of Education
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Academic Standards,State Standards,Kindergarten,Art Education,Language Arts,Mathematics,Sciences,Social Studies,Coding,Visual Aids,Reading Skills,Writing Skills,Speech Skills,Language Skills,Number Concepts,Algebra,Geometry,Measurement,Scientific Principles,Engineering,Physical Sciences,Earth Science,Biological Sciences,Citizenship,Economics,Geography,History,Benchmarking

This document contains all of the Minnesota kindergarten academic standards in the content areas of Arts, English Language Arts, Mathematics, Science and Social Studies. For each content area there is a short overview followed by a coding diagram of how the standards are organized and displayed. This document is adapted from the official versions of the Minnesota K-12 Academic Standards (http://education.state.mn.us/MDE/EdExc/StanCurri/K-12AcademicStandards/index.htm).
Migrant Education Program. Comprehensive Needs Assessment
Author: Minnesota Department of Education
Date: 2013-08-15
Type: Tests/Questionnaires
Subjects: Needs Assessment,Educational Needs,Migrant Education,Migrant Children,Data Collection,Data Analysis,Decision Making,Planning,Reading Achievement,Mathematics Achievement,School Readiness,Graduation,Elementary Secondary Education

The primary purpose of the Minnesota Migrant Education Program (MEP) is to help migrant children and youth overcome challenges of mobility, frequent absences, late enrollment into school, social isolation, and other difficulties associated with a migratory life, in order that they might succeed in school. Furthermore, the Minnesota MEP must give priority for services to migrant children and youth who are failing, or most at risk of failing, to meet the state's content and performance standards, and whose education has been interrupted during the regular school year. The purpose of this report is to identify the needs of migrant students so that ultimately services can be targeted for the greatest impact. While there is considerable flexibility in using MEP funds, they must be used to address the unmet needs of migrant children that result from migrant children's lifestyle to permit them to participate effectively in school. The children of migrant, mobile agricultural workers and fishers often have needs in addition to those of the English learner (EL) population due to high poverty, high mobility, and interrupted schooling. This fact makes it necessary to understand the needs of the migrant population as distinct from the EL population and design services (through the service delivery planning process) that meet those unique needs. In order to better understand and articulate the specific services that the Minnesota MEP should target to migrant children and youth and their families, a Comprehensive Needs Assessment (CNA) was conducted as required to review and improve the overall design of the Minnesota MEP. Specifically, the CNA aims to: (1) Identify and assess &quot;the unique educational needs of migratory children that result from the children's migratory lifestyle&quot; and other needs that must be met in order for migratory children to participate effectively in school (Elementary and Secondary Education Act [ESEA], Section 1304, 34 CFR 200.83 (a)(2)(i, ii)); (2) Guide the overall design of the MEP on a statewide basis; (3) Help local operating agencies and State Education Agencies prioritize needs of migrant children; and (4) Provide the basis for the SEA to subgrant MEP funds. The Minnesota CNA will guide future programming and policy decisions to ensure that the Program's resources are directed at the most needed and most effective services for migrant children and youth and their families. The following are appended: (1) CNA Meeting Agendas and Notes; (2) Needs Assessment Survey Instruments; (3) Needs Assessment Expert Survey Responses; and (4) Complete Concerns, Solutions, and Priority Rankings. Contains a list of Minnesota Needs Assessment Committee Membership, along with a list of abbreviations and acronyms.
Special Education Electronic Individualized Education Program (IEP) System. Fiscal Year 2016 Report to the Legislature. As Required by Minnesota Statutes, Section 125A.085
Author: Minnesota Department of Education
Date: 2016-02-00
Type: Reports - Evaluative
Subjects: Special Education,Individualized Education Programs,State Legislation,Educational Legislation,Compliance (Legal),Laws,State Departments of Education,Web Based Instruction,Educational Change,Sustainability,Disabilities,Costs,Program Proposals

In 2013, the Minnesota Legislature appropriated $1.763M for Fiscal Year 2014 to create a statewide system for special education paperwork. In 2014, the Legislature greatly expanded the requirements of the system but did not appropriate additional resources to maintain ongoing operation of the system. The 2014 legislation codified the system in statute and made the system mandatory for all public schools starting in the 2018-2019 school year. The 2015 Legislature further amended the statute to remove the mandatory requirement and make the system purely voluntary for public school use. The purpose of this report is to comply with the requirements under Minnesota Statutes §125A.085. This law requires the Minnesota Department of Education (MDE) commissioner to annually, by February 1, submit to the Legislature a report on the status, recent changes, and sustainability of the online system for Individualized Education Programs (IEP) for students with disabilities needing special education services.