Tag » collection

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  Addressing Bullying and Harassment Matters

  1/1/11 - Gonzales, JoEtta & Hamilton, Kori, The Equity Alliance at ASU

  Bullying and harassment in schools often includes violations of federally protected civil rights. Many organizations have put forth information regarding bullying and harassment as it relates to the LGBTQ community of youth in our schools, yet the harassment of all other marginalized groups deserves attention as well. This is a pervasive issue that requires collective and immediate action by educators, and a culturally responsive approach is necessary to tackle the problem head-on. This...

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  Collection and Use of Evidence, Academy 1, Facilitator's Manual

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

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  Collection and Use of Evidence, Academy 1, Participant Handouts

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

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  Collection and Use of Evidence, Academy 1, PowerPoints

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

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  Collection and Use of Evidence, Academy 2, Facilitator's Manual

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

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  Collection and Use of Evidence, Academy 2, Participant Handouts

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

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  Collection and Use of Evidence, Academy 2, PowerPoints

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

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  Collection and Use of Evidence, Academy 3, Facilitator's Manual

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

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  Collection and Use of Evidence, Academy 3, Participant Handouts

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

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  Collection and Use of Evidence, Academy 3, PowerPoints

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

• How California Local Education Agencies evaluate teachers and principals

  1/1/12 - White, M.E., Makkonen, R., Vince, S., Bailey, J.

  In the context of an emerging national focus on evaluating school personnel, the 2009 federal State Fiscal Stabilization Fund (SFSF) program requires that states collect data from all local education agencies about their practices for evaluating teachers and principals. In response, the California Department of Education designed and administered the California Teacher and Principal Evaluation Survey, the state’s irst comprehensive data collection efort focused on teacher and...

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  The children born in 2001 at kindergarten entry: First findings from the Kindergarten Data Collections of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B): First Look

  1/30/09 - Kristin Denton Flanagan, Cameron McPhee, Gail Mulligan

  "Using data from the final two rounds of the ECLS-B, a longitudinal study begun in 2001, this First Look provides a snapshot of the demographic characteristics, reading and mathematics knowledge, fine motor skills, school characteristics, and before- and after-school care arrangements of the cohort at the time they first began kindergarten. Information has been collected from and about these children when they were 9 months old, 2 years old, 4 years old, and at kindergarten entry. This...

• The Inclusion of Students with Disabilities in School Accountability Systems.

  1/1/12 - Harr-Robins, J., Song, M., Hurlburt, S., Pruce, C., Danielson, L., Garet, M., and Taylor, J. , U.S. Department of Education

  Executive Summary Study Background and Research Questions Formerly excluded from measures of educational performance, students with disabilities (SWDs) are now explicitly recognized in federal and state accountability systems. At the national level, the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) laid the foundation for accountability of SWDs by requiring states to include these students in state and district assessments and to report their participation...

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  Using data to address equity issues in special education

  1/5/09 - Ashley C. Gibb, Russell Skiba

  The increased use of data, from collection, to organization, to analysis, can seem daunting. Yet this does not have to be the case. Conventions for approaching disproportionality data have been established making the analysis and interpretation of disproportionality data more straightforward. This brief will outline those conventions and provide some tools to determine the most effective ways of collecting, organizing, and presenting disproportionality data. These tools, and the experience...

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  AfterZones: Creating a Citywide System to Support and Sustain High-Quality After-School Programs

  1/23/10 - Laura J. Kotloff

  "Building on a long history of investments in OST learning, The Wallace Foundation launched an out-of-school learning initiative in 2003. The initiative was created to support citywide system-building efforts that could advance three interrelated goals for the OST field: improving program quality, making programs accessible to youth who need them most, and improving youth participation so more children can realize benefits. The Foundation granted funds to five cities to support their...

• Best practices for the learner centered classroom: A collection of articles by Robin Fogarty.

  1/1/95 - Fogarty, R.