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Includes bibliographical references (p. 299-301) and index

121 p. ; 22 cm

121 p. ; 22 cm

121 p. ; 22 cm

Tailoring education policy to deliver the skills needed by modern labour markets is complicated by the rapid pace of technological change. These complications are amplified when the associated risks of technological redundancy and the lengthening working lifetimes are taken into account. At the heart of the challenge for policy-makers is allocating public funding in a way that improves the responsiveness of the sector to changing skill and labour market needs. This study adds to the existing evidence base on this issue by reporting on the effects of an Australian reform that introduced an entitlement for VET, whereby the availability of public funded VET courses was expanded and where its allocation was linked to student choice. This policy reform was part of the Australian Government's National Partnership Agreement on Skills Reform, established in 2008 to enhance the VET sector's responsiveness to labour market needs. The key premises underlying the reforms were that expanding entitlements to public subsidies would increase participation in education and that, given greater freedom of choice, people would pursue skills in demand by employers. This study tests both of those premises by estimating the effects on enrollments of reforms introduced in the state of Victoria, known at the time this research was undertaken as the Victorian Training Guarantee (VTG). The findings from this study further underline the capacity of people, irrespective of their backgrounds, to make good course choices, given greater freedom to do so, at least as measured in this study. Appended are: (1) VET participation using the ABS Survey of Education and Work; (2) Course participation supplementary statistics; (3) Sensitivity tests; (4) Course choice supplementary statistics.

Tailoring education policy to deliver the skills needed by modern labour markets is complicated by the rapid pace of technological change. These complications are amplified when the associated risks of technological redundancy and the lengthening working lifetimes are taken into account. At the heart of the challenge for policy-makers is allocating public funding in a way that improves the responsiveness of the sector to changing skill and labour market needs. This study adds to the existing evidence base on this issue by reporting on the effects of an Australian reform that introduced an entitlement for VET, whereby the availability of public funded VET courses was expanded and where its allocation was linked to student choice. This policy reform was part of the Australian Government's National Partnership Agreement on Skills Reform, established in 2008 to enhance the VET sector's responsiveness to labour market needs. The key premises underlying the reforms were that expanding entitlements to public subsidies would increase participation in education and that, given greater freedom of choice, people would pursue skills in demand by employers. This study tests both of those premises by estimating the effects on enrollments of reforms introduced in the state of Victoria, known at the time this research was undertaken as the Victorian Training Guarantee (VTG). The findings from this study further underline the capacity of people, irrespective of their backgrounds, to make good course choices, given greater freedom to do so, at least as measured in this study. Appended are: (1) VET participation using the ABS Survey of Education and Work; (2) Course participation supplementary statistics; (3) Sensitivity tests; (4) Course choice supplementary statistics.

Tailoring education policy to deliver the skills needed by modern labour markets is complicated by the rapid pace of technological change. These complications are amplified when the associated risks of technological redundancy and the lengthening working lifetimes are taken into account. At the heart of the challenge for policy-makers is allocating public funding in a way that improves the responsiveness of the sector to changing skill and labour market needs. This study adds to the existing evidence base on this issue by reporting on the effects of an Australian reform that introduced an entitlement for VET, whereby the availability of public funded VET courses was expanded and where its allocation was linked to student choice. This policy reform was part of the Australian Government's National Partnership Agreement on Skills Reform, established in 2008 to enhance the VET sector's responsiveness to labour market needs. The key premises underlying the reforms were that expanding entitlements to public subsidies would increase participation in education and that, given greater freedom of choice, people would pursue skills in demand by employers. This study tests both of those premises by estimating the effects on enrollments of reforms introduced in the state of Victoria, known at the time this research was undertaken as the Victorian Training Guarantee (VTG). The findings from this study further underline the capacity of people, irrespective of their backgrounds, to make good course choices, given greater freedom to do so, at least as measured in this study. Appended are: (1) VET participation using the ABS Survey of Education and Work; (2) Course participation supplementary statistics; (3) Sensitivity tests; (4) Course choice supplementary statistics.

First Aired October 2023 Bucket Game - Part 1 www.youtube.com/watch?v=Csld9rK-kxc Bucket Game - Part 2 https://www.youtube.com/watch?v=WJYS0GA9fLQ Bucket Game - Part 3a https://www.youtube.com/watch?v=LAA2J_QfNBU Bucket Game - Part 3b https://www.youtube.com/watch?v=tob7WP2SqGg

Public schools across the country are aiming to improve student performance by engaging in comprehensive school reform (CSR). This guide was created to help school districts make CSR an integral part of their strategies for improving student achievement. Five components for CSR are described: (1) Strategizing, whereby the district supports CSR by setting overall standards and goals, allocating resources, and evaluating progress over time; (2) Building Support, whereby the district informs stakeholders and gains the buy-in of the community in the school-reform process; (3) Facilitating Informed Choice, whereby the district helps each school develop a comprehensive school-reform strategy that meets its needs; (4) Forging a New Compact with Schools, whereby the district gives schools increased authority to pursue reform while holding them accountable for results; and (5) Building Capacity, whereby the district creates a capacity-building system that enables each school to strengthen teaching, learning, and leadership. Each of these components begins with a set of practical Action Steps, Action Questions, and Action Tools for exploring, reflecting upon, and organizing actions. A number of assessment tools are included to help in identifying how the district stands relative to the five components and in pinpointing areas in which the district needs immediate attention. (RT)

Public schools across the country are aiming to improve student performance by engaging in comprehensive school reform (CSR). This guide was created to help school districts make CSR an integral part of their strategies for improving student achievement. Five components for CSR are described: (1) Strategizing, whereby the district supports CSR by setting overall standards and goals, allocating resources, and evaluating progress over time; (2) Building Support, whereby the district informs stakeholders and gains the buy-in of the community in the school-reform process; (3) Facilitating Informed Choice, whereby the district helps each school develop a comprehensive school-reform strategy that meets its needs; (4) Forging a New Compact with Schools, whereby the district gives schools increased authority to pursue reform while holding them accountable for results; and (5) Building Capacity, whereby the district creates a capacity-building system that enables each school to strengthen teaching, learning, and leadership. Each of these components begins with a set of practical Action Steps, Action Questions, and Action Tools for exploring, reflecting upon, and organizing actions. A number of assessment tools are included to help in identifying how the district stands relative to the five components and in pinpointing areas in which the district needs immediate attention. (RT)

Public schools across the country are aiming to improve student performance by engaging in comprehensive school reform (CSR). This guide was created to help school districts make CSR an integral part of their strategies for improving student achievement. Five components for CSR are described: (1) Strategizing, whereby the district supports CSR by setting overall standards and goals, allocating resources, and evaluating progress over time; (2) Building Support, whereby the district informs stakeholders and gains the buy-in of the community in the school-reform process; (3) Facilitating Informed Choice, whereby the district helps each school develop a comprehensive school-reform strategy that meets its needs; (4) Forging a New Compact with Schools, whereby the district gives schools increased authority to pursue reform while holding them accountable for results; and (5) Building Capacity, whereby the district creates a capacity-building system that enables each school to strengthen teaching, learning, and leadership. Each of these components begins with a set of practical Action Steps, Action Questions, and Action Tools for exploring, reflecting upon, and organizing actions. A number of assessment tools are included to help in identifying how the district stands relative to the five components and in pinpointing areas in which the district needs immediate attention. (RT)

Public schools across the country are aiming to improve student performance by engaging in comprehensive school reform (CSR). This guide was created to help school districts make CSR an integral part of their strategies for improving student achievement. Five components for CSR are described: (1) Strategizing, whereby the district supports CSR by setting overall standards and goals, allocating resources, and evaluating progress over time; (2) Building Support, whereby the district informs stakeholders and gains the buy-in of the community in the school-reform process; (3) Facilitating Informed Choice, whereby the district helps each school develop a comprehensive school-reform strategy that meets its needs; (4) Forging a New Compact with Schools, whereby the district gives schools increased authority to pursue reform while holding them accountable for results; and (5) Building Capacity, whereby the district creates a capacity-building system that enables each school to strengthen teaching, learning, and leadership. Each of these components begins with a set of practical Action Steps, Action Questions, and Action Tools for exploring, reflecting upon, and organizing actions. A number of assessment tools are included to help in identifying how the district stands relative to the five components and in pinpointing areas in which the district needs immediate attention. (RT)

Public schools across the country are aiming to improve student performance by engaging in comprehensive school reform (CSR). This guide was created to help school districts make CSR an integral part of their strategies for improving student achievement. Five components for CSR are described: (1) Strategizing, whereby the district supports CSR by setting overall standards and goals, allocating resources, and evaluating progress over time; (2) Building Support, whereby the district informs stakeholders and gains the buy-in of the community in the school-reform process; (3) Facilitating Informed Choice, whereby the district helps each school develop a comprehensive school-reform strategy that meets its needs; (4) Forging a New Compact with Schools, whereby the district gives schools increased authority to pursue reform while holding them accountable for results; and (5) Building Capacity, whereby the district creates a capacity-building system that enables each school to strengthen teaching, learning, and leadership. Each of these components begins with a set of practical Action Steps, Action Questions, and Action Tools for exploring, reflecting upon, and organizing actions. A number of assessment tools are included to help in identifying how the district stands relative to the five components and in pinpointing areas in which the district needs immediate attention. (RT)

111127 Making Good Choices In Bad Places

111127 Making Good Choices In Bad Places

Will cowboy Larry take the long, hard road, or will he cheat and take the easy path during his cattle-drive test? Ride along to see how he realizes the importance of doing what's right

This publication is intended to help superintendents and principals, as well as district leaders, cope with roadblocks in their efforts to sustain promising efforts. These may include lack of staff buy-in into the reform strategy, enthusiastic staff without the needed skills to implement; lack of time or the necessary resources. These and other obstacles are the common challenges to sustaining school improvement are discussed and assessment and evaluation tools provided.

This publication is intended to help superintendents and principals, as well as district leaders, cope with roadblocks in their efforts to sustain promising efforts. These may include lack of staff buy-in into the reform strategy, enthusiastic staff without the needed skills to implement; lack of time or the necessary resources. These and other obstacles are the common challenges to sustaining school improvement are discussed and assessment and evaluation tools provided.

This publication is intended to help superintendents and principals, as well as district leaders, cope with roadblocks in their efforts to sustain promising efforts. These may include lack of staff buy-in into the reform strategy, enthusiastic staff without the needed skills to implement; lack of time or the necessary resources. These and other obstacles are the common challenges to sustaining school improvement are discussed and assessment and evaluation tools provided.

This brief provides information to parents of students with disabilities on preparing students for reaching the age of majority and assuming responsibility for their education and life choices. It begins by reviewing regulations under the Individuals with Disabilities Education Act that give states the authority to elect to transfer educational decision-making rights to students at the age of majority. The rights that transfer in most states are listed and differences between states are noted. Guidelines for teaching children how to make decisions are then provided and include: include your child in purchasing decisions, discuss important decision such as vacation plans and major purchases as a family, practice with your child what he or she should do if lost, encourage your child to participate in planning his Individualized Education Program (IEP), role-play IEP meetings, help your child develop good working relationships with school personnel, do not allow educators to pressure your child into making decisions he is not capable of handling, avoid being overprotective, and stay involved even after you are no longer the primary participant in the development of your childs IEP. The brief also includes information on the transfer of rights, guardianship, and graduation. (CR)

This guide was designed to help schools develop effective programs in comprehensive school reform (CSR). It emphasizes that a school's CSR approach should be based on its needs, keeping in mind that one model may not provide every aspect of a school's comprehensive reform effort. Even so, a CSR model that meets the U.S. Department of Education's 11 criteria--especially a model with a proved track record--can serve as a focal point to help organize all the steps and processes required for CSR. This document provides an array of comprehensive designs from which to choose, all of which meet the 11 criteria. The models range from nationally recognized designs to smaller models that were developed by a local entity or university. The guide outlines four basic steps in the decision-making process about CSR: decide on who will be involved and a timeline; evaluate the current situation; create a profile of an ideal CSR approach; and conduct research on a variety of CSR models to make a good decision on a program. The guide also discusses CSR funding grants. A set of appendices provides a self-evaluation tool, a summary of self-evaluations, a profiling tool, a research grid, a list of resources, and a list of research questions. Included with this booklet is an interactive CD-ROM that presents all the tools in the appendices. The CD-ROM--usable in both Windows and Macintosh platforms--provides assistance to schools and districts in conducting self-evaluation, profiling a comprehensive reform approach, and making a final decision. (RJM)

This guide was designed to help schools develop effective programs in comprehensive school reform (CSR). It emphasizes that a school's CSR approach should be based on its needs, keeping in mind that one model may not provide every aspect of a school's comprehensive reform effort. Even so, a CSR model that meets the U.S. Department of Education's 11 criteria--especially a model with a proved track record--can serve as a focal point to help organize all the steps and processes required for CSR. This document provides an array of comprehensive designs from which to choose, all of which meet the 11 criteria. The models range from nationally recognized designs to smaller models that were developed by a local entity or university. The guide outlines four basic steps in the decision-making process about CSR: decide on who will be involved and a timeline; evaluate the current situation; create a profile of an ideal CSR approach; and conduct research on a variety of CSR models to make a good decision on a program. The guide also discusses CSR funding grants. A set of appendices provides a self-evaluation tool, a summary of self-evaluations, a profiling tool, a research grid, a list of resources, and a list of research questions. Included with this booklet is an interactive CD-ROM that presents all the tools in the appendices. The CD-ROM--usable in both Windows and Macintosh platforms--provides assistance to schools and districts in conducting self-evaluation, profiling a comprehensive reform approach, and making a final decision. (RJM)

This guide was designed to help schools develop effective programs in comprehensive school reform (CSR). It emphasizes that a school's CSR approach should be based on its needs, keeping in mind that one model may not provide every aspect of a school's comprehensive reform effort. Even so, a CSR model that meets the U.S. Department of Education's 11 criteria--especially a model with a proved track record--can serve as a focal point to help organize all the steps and processes required for CSR. This document provides an array of comprehensive designs from which to choose, all of which meet the 11 criteria. The models range from nationally recognized designs to smaller models that were developed by a local entity or university. The guide outlines four basic steps in the decision-making process about CSR: decide on who will be involved and a timeline; evaluate the current situation; create a profile of an ideal CSR approach; and conduct research on a variety of CSR models to make a good decision on a program. The guide also discusses CSR funding grants. A set of appendices provides a self-evaluation tool, a summary of self-evaluations, a profiling tool, a research grid, a list of resources, and a list of research questions. Included with this booklet is an interactive CD-ROM that presents all the tools in the appendices. The CD-ROM--usable in both Windows and Macintosh platforms--provides assistance to schools and districts in conducting self-evaluation, profiling a comprehensive reform approach, and making a final decision. (RJM)

This guide was designed to help schools develop effective programs in comprehensive school reform (CSR). It emphasizes that a school's CSR approach should be based on its needs, keeping in mind that one model may not provide every aspect of a school's comprehensive reform effort. Even so, a CSR model that meets the U.S. Department of Education's 11 criteria--especially a model with a proved track record--can serve as a focal point to help organize all the steps and processes required for CSR. This document provides an array of comprehensive designs from which to choose, all of which meet the 11 criteria. The models range from nationally recognized designs to smaller models that were developed by a local entity or university. The guide outlines four basic steps in the decision-making process about CSR: decide on who will be involved and a timeline; evaluate the current situation; create a profile of an ideal CSR approach; and conduct research on a variety of CSR models to make a good decision on a program. The guide also discusses CSR funding grants. A set of appendices provides a self-evaluation tool, a summary of self-evaluations, a profiling tool, a research grid, a list of resources, and a list of research questions. Included with this booklet is an interactive CD-ROM that presents all the tools in the appendices. The CD-ROM--usable in both Windows and Macintosh platforms--provides assistance to schools and districts in conducting self-evaluation, profiling a comprehensive reform approach, and making a final decision. (RJM)

This guide was designed to help schools develop effective programs in comprehensive school reform (CSR). It emphasizes that a school's CSR approach should be based on its needs, keeping in mind that one model may not provide every aspect of a school's comprehensive reform effort. Even so, a CSR model that meets the U.S. Department of Education's 11 criteria--especially a model with a proved track record--can serve as a focal point to help organize all the steps and processes required for CSR. This document provides an array of comprehensive designs from which to choose, all of which meet the 11 criteria. The models range from nationally recognized designs to smaller models that were developed by a local entity or university. The guide outlines four basic steps in the decision-making process about CSR: decide on who will be involved and a timeline; evaluate the current situation; create a profile of an ideal CSR approach; and conduct research on a variety of CSR models to make a good decision on a program. The guide also discusses CSR funding grants. A set of appendices provides a self-evaluation tool, a summary of self-evaluations, a profiling tool, a research grid, a list of resources, and a list of research questions. Included with this booklet is an interactive CD-ROM that presents all the tools in the appendices. The CD-ROM--usable in both Windows and Macintosh platforms--provides assistance to schools and districts in conducting self-evaluation, profiling a comprehensive reform approach, and making a final decision. (RJM)

This guide was designed to help schools develop effective programs in comprehensive school reform (CSR). It emphasizes that a school's CSR approach should be based on its needs, keeping in mind that one model may not provide every aspect of a school's comprehensive reform effort. Even so, a CSR model that meets the U.S. Department of Education's 11 criteria--especially a model with a proved track record--can serve as a focal point to help organize all the steps and processes required for CSR. This document provides an array of comprehensive designs from which to choose, all of which meet the 11 criteria. The models range from nationally recognized designs to smaller models that were developed by a local entity or university. The guide outlines four basic steps in the decision-making process about CSR: decide on who will be involved and a timeline; evaluate the current situation; create a profile of an ideal CSR approach; and conduct research on a variety of CSR models to make a good decision on a program. The guide also discusses CSR funding grants. A set of appendices provides a self-evaluation tool, a summary of self-evaluations, a profiling tool, a research grid, a list of resources, and a list of research questions. Included with this booklet is an interactive CD-ROM that presents all the tools in the appendices. The CD-ROM--usable in both Windows and Macintosh platforms--provides assistance to schools and districts in conducting self-evaluation, profiling a comprehensive reform approach, and making a final decision. (RJM)

This guide was designed to help schools develop effective programs in comprehensive school reform (CSR). It emphasizes that a school's CSR approach should be based on its needs, keeping in mind that one model may not provide every aspect of a school's comprehensive reform effort. Even so, a CSR model that meets the U.S. Department of Education's 11 criteria--especially a model with a proved track record--can serve as a focal point to help organize all the steps and processes required for CSR. This document provides an array of comprehensive designs from which to choose, all of which meet the 11 criteria. The models range from nationally recognized designs to smaller models that were developed by a local entity or university. The guide outlines four basic steps in the decision-making process about CSR: decide on who will be involved and a timeline; evaluate the current situation; create a profile of an ideal CSR approach; and conduct research on a variety of CSR models to make a good decision on a program. The guide also discusses CSR funding grants. A set of appendices provides a self-evaluation tool, a summary of self-evaluations, a profiling tool, a research grid, a list of resources, and a list of research questions. Included with this booklet is an interactive CD-ROM that presents all the tools in the appendices. The CD-ROM--usable in both Windows and Macintosh platforms--provides assistance to schools and districts in conducting self-evaluation, profiling a comprehensive reform approach, and making a final decision. (RJM)

This guide is designed to help educators make good decisions about comprehensive school reform (CSR). Since CSR takes different forms in different schools, the booklet should help schools craft a unique plan that builds on unique strengths. It emphasizes the importance of choosing carefully one or more research-based CSR models to serve as the centerpiece for reform and then developing a common vision of change. Some 17 models are offered, and, although they might not meet every need of a school's CSR approach, they can provide essential guidance. Since choosing a model is essential to the process, the text lists nine criteria to consider when selecting a plan, which is followed by four basic steps for decision-making: (1) laying the groundwork; (2) evaluating the current situation; (3) profiling an ideal approach; and (4) deciding on a model. These protocols should help educators assess student learning and accomplishments, create a profile of an ideal CSR approach, and conduct research on a variety of CSR models. The bulk of the guide is contained in eight appendices that feature a self-evaluation tool, a summary of a self-evaluation, a profiling tool, a student-population chart, a sample research grid, and a list of resources. (RJM)