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1ERIC ED630675: Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers. Third Edition Language Is Not Static. It Flows Like A River In Response To The Riverbank And The Rocks That Border And Run Beneath It. In The Same Way, Glossaries Are Dynamic Expressions Of Current Language Usage. Developmental Education And Learning Assistance Have Changed Dramatically In Recent Years, And So Must Also The Language Used To Describe And Define Them. This Glossary Is Useful For The Wide Field Of Educators Involved With Promoting Student Success. It Provides Precise Language And Definitions To Use When Communicating With Peers And More Effectively Influencing Administrators, Legislators, And The Media. Some Of These Glossary Terms Are Emerging With Frequent Use While Others Are Declining. This Is Why This Glossary Is Not Static And Future Editions Will Continue To Reflect The Changes In Language. Based On Advice From Some Of The Reviewers To Make This Glossary More Accessible To Readers, I Reorganized It Into Different Topical Categories Rather Than A Traditional Alphabetical Order. I Hope This Format Will Not Only Make It Easier To Locate A Particular Glossary Term, But Also Discover Related Terms In The Same Category. The Nine Glossary Categories Are: (1) Teaching And Learning Process; (2) Antiracism And Racism; (3) Assessment; (4) Copyright And Academic Integrity; (5) Pedagogies For Teaching And Learning; (6) Program Management; (7) Student-to-student Learning; (8) Transitional Courses And Programs; And (9) Less Acceptable Glossary Terms. This Third Edition Of The Glossary Of Developmental Education And Learning Assistance Terms Has Dramatically Changed Since The Last Edition 14 Years Ago. For That Reason, The Name Of This Glossary Has Changed And Reflects Its Use In The Wider Education Community. These Terms Could Be Useful For Educators Working In Learning Assistance, Learning Centers, Developmental-level Courses, First-year Experience Courses And Programs, Orientation Courses And Programs, Federally-funded TRIO And Other Equity Programs, And Instructors Teaching First-year And Subsequent Courses In The General Course Curriculum. In Recognition Of The Expanded Scope Of This Glossary And Broader Utility For Other Members Involved With Postsecondary Education, The Glossary Title Has Become More Inclusive, "Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers." [This Paper Was Prepared For The College Reading And Learning Association.]

By

Language is not static. It flows like a river in response to the riverbank and the rocks that border and run beneath it. In the same way, glossaries are dynamic expressions of current language usage. Developmental education and learning assistance have changed dramatically in recent years, and so must also the language used to describe and define them. This glossary is useful for the wide field of educators involved with promoting student success. It provides precise language and definitions to use when communicating with peers and more effectively influencing administrators, legislators, and the media. Some of these glossary terms are emerging with frequent use while others are declining. This is why this glossary is not static and future editions will continue to reflect the changes in language. Based on advice from some of the reviewers to make this glossary more accessible to readers, I reorganized it into different topical categories rather than a traditional alphabetical order. I hope this format will not only make it easier to locate a particular glossary term, but also discover related terms in the same category. The nine glossary categories are: (1) teaching and learning process; (2) antiracism and racism; (3) assessment; (4) copyright and academic integrity; (5) pedagogies for teaching and learning; (6) program management; (7) student-to-student learning; (8) transitional courses and programs; and (9) less acceptable glossary terms. This third edition of the glossary of developmental education and learning assistance terms has dramatically changed since the last edition 14 years ago. For that reason, the name of this glossary has changed and reflects its use in the wider education community. These terms could be useful for educators working in learning assistance, learning centers, developmental-level courses, first-year experience courses and programs, orientation courses and programs, federally-funded TRIO and other equity programs, and instructors teaching first-year and subsequent courses in the general course curriculum. In recognition of the expanded scope of this glossary and broader utility for other members involved with postsecondary education, the glossary title has become more inclusive, "Essential Glossary for Increasing Postsecondary Student Success: Administrators, Faculty, Staff, and Policymakers." [This paper was prepared for the College Reading and Learning Association.]

“ERIC ED630675: Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers. Third Edition Language Is Not Static. It Flows Like A River In Response To The Riverbank And The Rocks That Border And Run Beneath It. In The Same Way, Glossaries Are Dynamic Expressions Of Current Language Usage. Developmental Education And Learning Assistance Have Changed Dramatically In Recent Years, And So Must Also The Language Used To Describe And Define Them. This Glossary Is Useful For The Wide Field Of Educators Involved With Promoting Student Success. It Provides Precise Language And Definitions To Use When Communicating With Peers And More Effectively Influencing Administrators, Legislators, And The Media. Some Of These Glossary Terms Are Emerging With Frequent Use While Others Are Declining. This Is Why This Glossary Is Not Static And Future Editions Will Continue To Reflect The Changes In Language. Based On Advice From Some Of The Reviewers To Make This Glossary More Accessible To Readers, I Reorganized It Into Different Topical Categories Rather Than A Traditional Alphabetical Order. I Hope This Format Will Not Only Make It Easier To Locate A Particular Glossary Term, But Also Discover Related Terms In The Same Category. The Nine Glossary Categories Are: (1) Teaching And Learning Process; (2) Antiracism And Racism; (3) Assessment; (4) Copyright And Academic Integrity; (5) Pedagogies For Teaching And Learning; (6) Program Management; (7) Student-to-student Learning; (8) Transitional Courses And Programs; And (9) Less Acceptable Glossary Terms. This Third Edition Of The Glossary Of Developmental Education And Learning Assistance Terms Has Dramatically Changed Since The Last Edition 14 Years Ago. For That Reason, The Name Of This Glossary Has Changed And Reflects Its Use In The Wider Education Community. These Terms Could Be Useful For Educators Working In Learning Assistance, Learning Centers, Developmental-level Courses, First-year Experience Courses And Programs, Orientation Courses And Programs, Federally-funded TRIO And Other Equity Programs, And Instructors Teaching First-year And Subsequent Courses In The General Course Curriculum. In Recognition Of The Expanded Scope Of This Glossary And Broader Utility For Other Members Involved With Postsecondary Education, The Glossary Title Has Become More Inclusive, "Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers." [This Paper Was Prepared For The College Reading And Learning Association.]” Metadata:

  • Title: ➤  ERIC ED630675: Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers. Third Edition Language Is Not Static. It Flows Like A River In Response To The Riverbank And The Rocks That Border And Run Beneath It. In The Same Way, Glossaries Are Dynamic Expressions Of Current Language Usage. Developmental Education And Learning Assistance Have Changed Dramatically In Recent Years, And So Must Also The Language Used To Describe And Define Them. This Glossary Is Useful For The Wide Field Of Educators Involved With Promoting Student Success. It Provides Precise Language And Definitions To Use When Communicating With Peers And More Effectively Influencing Administrators, Legislators, And The Media. Some Of These Glossary Terms Are Emerging With Frequent Use While Others Are Declining. This Is Why This Glossary Is Not Static And Future Editions Will Continue To Reflect The Changes In Language. Based On Advice From Some Of The Reviewers To Make This Glossary More Accessible To Readers, I Reorganized It Into Different Topical Categories Rather Than A Traditional Alphabetical Order. I Hope This Format Will Not Only Make It Easier To Locate A Particular Glossary Term, But Also Discover Related Terms In The Same Category. The Nine Glossary Categories Are: (1) Teaching And Learning Process; (2) Antiracism And Racism; (3) Assessment; (4) Copyright And Academic Integrity; (5) Pedagogies For Teaching And Learning; (6) Program Management; (7) Student-to-student Learning; (8) Transitional Courses And Programs; And (9) Less Acceptable Glossary Terms. This Third Edition Of The Glossary Of Developmental Education And Learning Assistance Terms Has Dramatically Changed Since The Last Edition 14 Years Ago. For That Reason, The Name Of This Glossary Has Changed And Reflects Its Use In The Wider Education Community. These Terms Could Be Useful For Educators Working In Learning Assistance, Learning Centers, Developmental-level Courses, First-year Experience Courses And Programs, Orientation Courses And Programs, Federally-funded TRIO And Other Equity Programs, And Instructors Teaching First-year And Subsequent Courses In The General Course Curriculum. In Recognition Of The Expanded Scope Of This Glossary And Broader Utility For Other Members Involved With Postsecondary Education, The Glossary Title Has Become More Inclusive, "Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers." [This Paper Was Prepared For The College Reading And Learning Association.]
  • Author:
  • Language: English

“ERIC ED630675: Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers. Third Edition Language Is Not Static. It Flows Like A River In Response To The Riverbank And The Rocks That Border And Run Beneath It. In The Same Way, Glossaries Are Dynamic Expressions Of Current Language Usage. Developmental Education And Learning Assistance Have Changed Dramatically In Recent Years, And So Must Also The Language Used To Describe And Define Them. This Glossary Is Useful For The Wide Field Of Educators Involved With Promoting Student Success. It Provides Precise Language And Definitions To Use When Communicating With Peers And More Effectively Influencing Administrators, Legislators, And The Media. Some Of These Glossary Terms Are Emerging With Frequent Use While Others Are Declining. This Is Why This Glossary Is Not Static And Future Editions Will Continue To Reflect The Changes In Language. Based On Advice From Some Of The Reviewers To Make This Glossary More Accessible To Readers, I Reorganized It Into Different Topical Categories Rather Than A Traditional Alphabetical Order. I Hope This Format Will Not Only Make It Easier To Locate A Particular Glossary Term, But Also Discover Related Terms In The Same Category. The Nine Glossary Categories Are: (1) Teaching And Learning Process; (2) Antiracism And Racism; (3) Assessment; (4) Copyright And Academic Integrity; (5) Pedagogies For Teaching And Learning; (6) Program Management; (7) Student-to-student Learning; (8) Transitional Courses And Programs; And (9) Less Acceptable Glossary Terms. This Third Edition Of The Glossary Of Developmental Education And Learning Assistance Terms Has Dramatically Changed Since The Last Edition 14 Years Ago. For That Reason, The Name Of This Glossary Has Changed And Reflects Its Use In The Wider Education Community. These Terms Could Be Useful For Educators Working In Learning Assistance, Learning Centers, Developmental-level Courses, First-year Experience Courses And Programs, Orientation Courses And Programs, Federally-funded TRIO And Other Equity Programs, And Instructors Teaching First-year And Subsequent Courses In The General Course Curriculum. In Recognition Of The Expanded Scope Of This Glossary And Broader Utility For Other Members Involved With Postsecondary Education, The Glossary Title Has Become More Inclusive, "Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers." [This Paper Was Prepared For The College Reading And Learning Association.]” Subjects and Themes:

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Find ERIC ED630675: Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers. Third Edition Language Is Not Static. It Flows Like A River In Response To The Riverbank And The Rocks That Border And Run Beneath It. In The Same Way, Glossaries Are Dynamic Expressions Of Current Language Usage. Developmental Education And Learning Assistance Have Changed Dramatically In Recent Years, And So Must Also The Language Used To Describe And Define Them. This Glossary Is Useful For The Wide Field Of Educators Involved With Promoting Student Success. It Provides Precise Language And Definitions To Use When Communicating With Peers And More Effectively Influencing Administrators, Legislators, And The Media. Some Of These Glossary Terms Are Emerging With Frequent Use While Others Are Declining. This Is Why This Glossary Is Not Static And Future Editions Will Continue To Reflect The Changes In Language. Based On Advice From Some Of The Reviewers To Make This Glossary More Accessible To Readers, I Reorganized It Into Different Topical Categories Rather Than A Traditional Alphabetical Order. I Hope This Format Will Not Only Make It Easier To Locate A Particular Glossary Term, But Also Discover Related Terms In The Same Category. The Nine Glossary Categories Are: (1) Teaching And Learning Process; (2) Antiracism And Racism; (3) Assessment; (4) Copyright And Academic Integrity; (5) Pedagogies For Teaching And Learning; (6) Program Management; (7) Student-to-student Learning; (8) Transitional Courses And Programs; And (9) Less Acceptable Glossary Terms. This Third Edition Of The Glossary Of Developmental Education And Learning Assistance Terms Has Dramatically Changed Since The Last Edition 14 Years Ago. For That Reason, The Name Of This Glossary Has Changed And Reflects Its Use In The Wider Education Community. These Terms Could Be Useful For Educators Working In Learning Assistance, Learning Centers, Developmental-level Courses, First-year Experience Courses And Programs, Orientation Courses And Programs, Federally-funded TRIO And Other Equity Programs, And Instructors Teaching First-year And Subsequent Courses In The General Course Curriculum. In Recognition Of The Expanded Scope Of This Glossary And Broader Utility For Other Members Involved With Postsecondary Education, The Glossary Title Has Become More Inclusive, "Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers." [This Paper Was Prepared For The College Reading And Learning Association.] at online marketplaces:


2When Chemicals Come To School : The Student Assistance Program Model

By

Language is not static. It flows like a river in response to the riverbank and the rocks that border and run beneath it. In the same way, glossaries are dynamic expressions of current language usage. Developmental education and learning assistance have changed dramatically in recent years, and so must also the language used to describe and define them. This glossary is useful for the wide field of educators involved with promoting student success. It provides precise language and definitions to use when communicating with peers and more effectively influencing administrators, legislators, and the media. Some of these glossary terms are emerging with frequent use while others are declining. This is why this glossary is not static and future editions will continue to reflect the changes in language. Based on advice from some of the reviewers to make this glossary more accessible to readers, I reorganized it into different topical categories rather than a traditional alphabetical order. I hope this format will not only make it easier to locate a particular glossary term, but also discover related terms in the same category. The nine glossary categories are: (1) teaching and learning process; (2) antiracism and racism; (3) assessment; (4) copyright and academic integrity; (5) pedagogies for teaching and learning; (6) program management; (7) student-to-student learning; (8) transitional courses and programs; and (9) less acceptable glossary terms. This third edition of the glossary of developmental education and learning assistance terms has dramatically changed since the last edition 14 years ago. For that reason, the name of this glossary has changed and reflects its use in the wider education community. These terms could be useful for educators working in learning assistance, learning centers, developmental-level courses, first-year experience courses and programs, orientation courses and programs, federally-funded TRIO and other equity programs, and instructors teaching first-year and subsequent courses in the general course curriculum. In recognition of the expanded scope of this glossary and broader utility for other members involved with postsecondary education, the glossary title has become more inclusive, "Essential Glossary for Increasing Postsecondary Student Success: Administrators, Faculty, Staff, and Policymakers." [This paper was prepared for the College Reading and Learning Association.]

“When Chemicals Come To School : The Student Assistance Program Model” Metadata:

  • Title: ➤  When Chemicals Come To School : The Student Assistance Program Model
  • Author:
  • Language: English

“When Chemicals Come To School : The Student Assistance Program Model” Subjects and Themes:

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3ERIC ED593324: Every Student Succeeds Act: Arkansas State Plan This Document Reflects Work That Began Prior To The Passage Of The Every Student Succeeds Act. In 2015 The Arkansas Department Of Education Began Engaging With Stakeholders To Determine How The Department Could Better Support Students, Educators, School And District Leaders, And Communities In Their Efforts To Improve Student Outcomes. The Intention Was To Maximize The Flexibility Offered Under No Child Left Behind To Rethink The Approach To Accountability, Moving From A Compliance-focused System To One Of Support. The Goal Is To Unleash The Professionalism And Creativity Of Educators To Provide Student-focused Learning Opportunities For All Students. The Passage Of The Every Student Succeeds Act Provided An Accelerated Path For This Goal To Be Realized. Programs Included In The Consolidated State Plan Are: (1) Title I, Part A: Improving Basic Programs Operated By Local Educational Agencies (LEAs); (2) Title I, Part C: Education Of Migratory Children; (3) Title I, Part D: Prevention And Intervention Programs For Children And Youth Who Are Neglected, Delinquent, Or At-Risk; (4) Title II, Part A: Supporting Effective Instruction; (5) Title III, Part A, Subpart 1: English Language Acquisition And Language Enhancement; (6) Title IV, Part A, Student Support And Academic Enrichment Grants; (7) Title IV, Part B: 21st Century Community Learning Centers; (8) Title V, Part B, Subpart 2: Rural And Low-Income School Program; And (9) Education For Homeless Children And Youth Program, McKinney-Vento Homeless Assistance Act, Title VII, Subtitle B.

By

This document reflects work that began prior to the passage of the Every Student Succeeds Act. In 2015 the Arkansas Department of Education began engaging with stakeholders to determine how the Department could better support students, educators, school and district leaders, and communities in their efforts to improve student outcomes. The intention was to maximize the flexibility offered under No Child Left Behind to rethink the approach to accountability, moving from a compliance-focused system to one of support. The goal is to unleash the professionalism and creativity of educators to provide student-focused learning opportunities for all students. The passage of the Every Student Succeeds Act provided an accelerated path for this goal to be realized. Programs included in the Consolidated State Plan are: (1) Title I, Part A: Improving Basic Programs Operated by Local Educational Agencies (LEAs); (2) Title I, Part C: Education of Migratory Children; (3) Title I, Part D: Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk; (4) Title II, Part A: Supporting Effective Instruction; (5) Title III, Part A, Subpart 1: English Language Acquisition and Language Enhancement; (6) Title IV, Part A, Student Support and Academic Enrichment Grants; (7) Title IV, Part B: 21st Century Community Learning Centers; (8) Title V, Part B, Subpart 2: Rural and Low-Income School Program; and (9) Education for Homeless Children and Youth program, McKinney-Vento Homeless Assistance Act, Title VII, Subtitle B.

“ERIC ED593324: Every Student Succeeds Act: Arkansas State Plan This Document Reflects Work That Began Prior To The Passage Of The Every Student Succeeds Act. In 2015 The Arkansas Department Of Education Began Engaging With Stakeholders To Determine How The Department Could Better Support Students, Educators, School And District Leaders, And Communities In Their Efforts To Improve Student Outcomes. The Intention Was To Maximize The Flexibility Offered Under No Child Left Behind To Rethink The Approach To Accountability, Moving From A Compliance-focused System To One Of Support. The Goal Is To Unleash The Professionalism And Creativity Of Educators To Provide Student-focused Learning Opportunities For All Students. The Passage Of The Every Student Succeeds Act Provided An Accelerated Path For This Goal To Be Realized. Programs Included In The Consolidated State Plan Are: (1) Title I, Part A: Improving Basic Programs Operated By Local Educational Agencies (LEAs); (2) Title I, Part C: Education Of Migratory Children; (3) Title I, Part D: Prevention And Intervention Programs For Children And Youth Who Are Neglected, Delinquent, Or At-Risk; (4) Title II, Part A: Supporting Effective Instruction; (5) Title III, Part A, Subpart 1: English Language Acquisition And Language Enhancement; (6) Title IV, Part A, Student Support And Academic Enrichment Grants; (7) Title IV, Part B: 21st Century Community Learning Centers; (8) Title V, Part B, Subpart 2: Rural And Low-Income School Program; And (9) Education For Homeless Children And Youth Program, McKinney-Vento Homeless Assistance Act, Title VII, Subtitle B.” Metadata:

  • Title: ➤  ERIC ED593324: Every Student Succeeds Act: Arkansas State Plan This Document Reflects Work That Began Prior To The Passage Of The Every Student Succeeds Act. In 2015 The Arkansas Department Of Education Began Engaging With Stakeholders To Determine How The Department Could Better Support Students, Educators, School And District Leaders, And Communities In Their Efforts To Improve Student Outcomes. The Intention Was To Maximize The Flexibility Offered Under No Child Left Behind To Rethink The Approach To Accountability, Moving From A Compliance-focused System To One Of Support. The Goal Is To Unleash The Professionalism And Creativity Of Educators To Provide Student-focused Learning Opportunities For All Students. The Passage Of The Every Student Succeeds Act Provided An Accelerated Path For This Goal To Be Realized. Programs Included In The Consolidated State Plan Are: (1) Title I, Part A: Improving Basic Programs Operated By Local Educational Agencies (LEAs); (2) Title I, Part C: Education Of Migratory Children; (3) Title I, Part D: Prevention And Intervention Programs For Children And Youth Who Are Neglected, Delinquent, Or At-Risk; (4) Title II, Part A: Supporting Effective Instruction; (5) Title III, Part A, Subpart 1: English Language Acquisition And Language Enhancement; (6) Title IV, Part A, Student Support And Academic Enrichment Grants; (7) Title IV, Part B: 21st Century Community Learning Centers; (8) Title V, Part B, Subpart 2: Rural And Low-Income School Program; And (9) Education For Homeless Children And Youth Program, McKinney-Vento Homeless Assistance Act, Title VII, Subtitle B.
  • Author:
  • Language: English

“ERIC ED593324: Every Student Succeeds Act: Arkansas State Plan This Document Reflects Work That Began Prior To The Passage Of The Every Student Succeeds Act. In 2015 The Arkansas Department Of Education Began Engaging With Stakeholders To Determine How The Department Could Better Support Students, Educators, School And District Leaders, And Communities In Their Efforts To Improve Student Outcomes. The Intention Was To Maximize The Flexibility Offered Under No Child Left Behind To Rethink The Approach To Accountability, Moving From A Compliance-focused System To One Of Support. The Goal Is To Unleash The Professionalism And Creativity Of Educators To Provide Student-focused Learning Opportunities For All Students. The Passage Of The Every Student Succeeds Act Provided An Accelerated Path For This Goal To Be Realized. Programs Included In The Consolidated State Plan Are: (1) Title I, Part A: Improving Basic Programs Operated By Local Educational Agencies (LEAs); (2) Title I, Part C: Education Of Migratory Children; (3) Title I, Part D: Prevention And Intervention Programs For Children And Youth Who Are Neglected, Delinquent, Or At-Risk; (4) Title II, Part A: Supporting Effective Instruction; (5) Title III, Part A, Subpart 1: English Language Acquisition And Language Enhancement; (6) Title IV, Part A, Student Support And Academic Enrichment Grants; (7) Title IV, Part B: 21st Century Community Learning Centers; (8) Title V, Part B, Subpart 2: Rural And Low-Income School Program; And (9) Education For Homeless Children And Youth Program, McKinney-Vento Homeless Assistance Act, Title VII, Subtitle B.” Subjects and Themes:

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Find ERIC ED593324: Every Student Succeeds Act: Arkansas State Plan This Document Reflects Work That Began Prior To The Passage Of The Every Student Succeeds Act. In 2015 The Arkansas Department Of Education Began Engaging With Stakeholders To Determine How The Department Could Better Support Students, Educators, School And District Leaders, And Communities In Their Efforts To Improve Student Outcomes. The Intention Was To Maximize The Flexibility Offered Under No Child Left Behind To Rethink The Approach To Accountability, Moving From A Compliance-focused System To One Of Support. The Goal Is To Unleash The Professionalism And Creativity Of Educators To Provide Student-focused Learning Opportunities For All Students. The Passage Of The Every Student Succeeds Act Provided An Accelerated Path For This Goal To Be Realized. Programs Included In The Consolidated State Plan Are: (1) Title I, Part A: Improving Basic Programs Operated By Local Educational Agencies (LEAs); (2) Title I, Part C: Education Of Migratory Children; (3) Title I, Part D: Prevention And Intervention Programs For Children And Youth Who Are Neglected, Delinquent, Or At-Risk; (4) Title II, Part A: Supporting Effective Instruction; (5) Title III, Part A, Subpart 1: English Language Acquisition And Language Enhancement; (6) Title IV, Part A, Student Support And Academic Enrichment Grants; (7) Title IV, Part B: 21st Century Community Learning Centers; (8) Title V, Part B, Subpart 2: Rural And Low-Income School Program; And (9) Education For Homeless Children And Youth Program, McKinney-Vento Homeless Assistance Act, Title VII, Subtitle B. at online marketplaces:


4ERIC ED329883: You Can Start A Student Assistance Program. The Fact Is...

By

This report, prepared by the Office for Substance Abuse Prevention (OSAP) provides information for starting a student assistance program as one approach for intervening and preventing alcohol and other drug problems among school-age youth. The purpose and function of student assistance programs are described, including the benefits they offer both students and schools for a wide range of problems. A section describing a program model outlines the components found in virtually every school with this type of program. Three examples are presented of school districts that have successfully adopted a student assistance program. The models differ in the services offered and the way the services are delivered, but each provides students with previously unavailable resources and help. An annotated resource list on student assistance programs citing books and booklets, periodicals, and articles is provided, and organizations that assist with planning these programs are also listed. (LLL)

“ERIC ED329883: You Can Start A Student Assistance Program. The Fact Is...” Metadata:

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  • Language: English

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5ERIC ED502241: The Teacher Education Assistance For College And Higher Education (TEACH) Grant Program And Other Federal Student Aid Programs. Final Regulations. Correction. Federal Register, Department Of Education, 34 CFR Parts 674, 682, 685, And 686

By

On June 23, 2008, final regulations were published in the "Federal Register" to establish regulations for the Teacher Education Assistance for College and Higher Education (TEACH) Grant program. That document inadvertently included several minor technical errors. This document corrects the final regulations. These corrections are effective July 1, 2008. [Docket Id: ED-2008-OPE-0001. For associated document, see ED502240.]

“ERIC ED502241: The Teacher Education Assistance For College And Higher Education (TEACH) Grant Program And Other Federal Student Aid Programs. Final Regulations. Correction. Federal Register, Department Of Education, 34 CFR Parts 674, 682, 685, And 686” Metadata:

  • Title: ➤  ERIC ED502241: The Teacher Education Assistance For College And Higher Education (TEACH) Grant Program And Other Federal Student Aid Programs. Final Regulations. Correction. Federal Register, Department Of Education, 34 CFR Parts 674, 682, 685, And 686
  • Author:
  • Language: English

“ERIC ED502241: The Teacher Education Assistance For College And Higher Education (TEACH) Grant Program And Other Federal Student Aid Programs. Final Regulations. Correction. Federal Register, Department Of Education, 34 CFR Parts 674, 682, 685, And 686” Subjects and Themes:

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6ERIC ED075370: The Impact Of A Short Term Training Program For Financial Aid Administrators And Other Student Assistance Personnel.

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A short-term training institute at Idaho State University for student financial aid administrators and other student assistance personnel was reviewed. The objectives of the lectures, seminars, and field trips were to measure and specify which attitudes and behaviors were appropriate to the role of financial aid officer and to measure attitudinal and behavioral changes resulting from the program. The participants were 33 financial aid administrators with varied work experience and educational background. Pre- and posttest attitudinal questionnaires were administered. A mid-term evaluation questionnaire was also administered to assess the program and produce feedback. From the data, it was concluded that the institute achieved its objectives and the participants were satisfied. (Recommendations and modifications for the program are discussed. The appendixes present the program agenda, evaluation questionnaires, and a review of federal student financial aid programs.) (BRB)

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7REVIEW OF THE ONTARIO STUDENT ASSISTANCE PROGRAM - REPORT

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AN

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8The Student Assistance Program : How It Works

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xi, 60 p. : 21 cm

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9ERIC ED311132: Evaluation Of The Junior High School Student Assistance Program. Publication No. 495.

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This document comprises an evaluation of the first-year implementation of the Junior High School Student Assistance Program (JHSSAP), a dropout prevention program of the Los Angeles Unified School District (LAUSD). JHSSAP is comprised of the following components: (1) Extended Counseling (EC), providing 8 hours per week of auxiliary counseling at 73 junior high schools for 20 selected at-risk students at each school; (2) Regional Assistance Center Class (RACC), providing small group and individualized academic instruction, personal guidance, and weekly counseling for 15 selected at-risk students in each region; and (3) Opportunity Room (OR), providing remedial instruction and personal guidance with a 20:1 student-to-teacher ratio at selected schools in each region. Information was gathered from a survey of program participants, counselors and teachers, principals, and coordinators. Each of the three components is evaluated on the degree to which it has improved the following student outcomes: (1) grades; (2) attendance; (3) self-esteem; and (4) self-control. Detailed descriptions of each of the three components include the following information: (1) student characteristics; (2) class and caseload sizes; (3) counseling and teaching techniques; (4) staff training and materials; and (5) various aspects of the coordinator's role. Specific recommendations for improvement are suggested. Statistical data are included on 53 tables. (FMW)

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10ERIC ED346141: State (SEA's) Assistance In Identifying Outstanding And Lower Performing Chapter 1 Student Achievement At The Program And Individual Level.

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Assistance offered by the State Department of Education to school districts in Oregon to help them identify aspects of student achievement under Chapter 1 of the Education Consolidation and Improvement Act (Hawkins Stafford Amendments of 1988) is discussed. Two hundred ninety-five of the 297 Oregon public school districts have Chapter 1 programs, serving a total of approximately 45,000 students. High and low performing districts are identified through standardized test scores and annual evaluation data, a process enhanced by help from the Technical Assistance Center of the Northwest Regional Laboratory. A system that considers a number of factors identifies programs needing staff attention. Summer sessions provide training for Chapter 1 coordinators. The state defines achievement goals for the districts and receives achievement reports at group and individual levels. A new focus on student achievement will be provided with the Accelerated Learning Programs for Successful Students, a program that Oregon will implement to increase the rate of learning for Chapter 1 students. Three exhibits provide information about program functions and staff. (SLD)

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11ERIC ED264495: Preventing Alcohol Problems Through A Student Assistance Program: A Manual For Implementation Based On The Westchester County, New York Model.

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This manual was designed to provide school administrators, counselors, teachers, parent groups, and community members with a comprehensive school-based program for preventing alcohol problems. Detection and intervention before the onset of alcohol and drug problems is stressed. Modeled after employees' assistance programs used to identify and aid employees with negative work performance, the Student Assistance Program described in this manual uses professional counselors who are accountable to the community health agency and school in which they work. The manual describes the counseling program in five chapters, using a question and answer format. The chapters include: 1) The Program in Action: Six Kinds of Groups; 2) Getting Started: Involving Schools, Students, and Parents; 3) Student Assistance Counselors: Qualifications and Duties; 4) Referral to the Program: Getting the Student in the Door; and 5) Community Support: Involving Parent Groups, Faculty, and the Community. A checklist for implementation and a bibliography are provided. The appendices consist of the student assistance program policy for handling student alcohol and drug use, the Code of Federal Regulations regarding the confidentiality of alcohol and drug abuse patient records, a list of state and territorial alcoholism program directors, a counselor evaluation form, an evaluation summary, a sample student questionnaire and a summary reporting form. (ABB)

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12Student Assistance Program: How It Works, The

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This manual was designed to provide school administrators, counselors, teachers, parent groups, and community members with a comprehensive school-based program for preventing alcohol problems. Detection and intervention before the onset of alcohol and drug problems is stressed. Modeled after employees' assistance programs used to identify and aid employees with negative work performance, the Student Assistance Program described in this manual uses professional counselors who are accountable to the community health agency and school in which they work. The manual describes the counseling program in five chapters, using a question and answer format. The chapters include: 1) The Program in Action: Six Kinds of Groups; 2) Getting Started: Involving Schools, Students, and Parents; 3) Student Assistance Counselors: Qualifications and Duties; 4) Referral to the Program: Getting the Student in the Door; and 5) Community Support: Involving Parent Groups, Faculty, and the Community. A checklist for implementation and a bibliography are provided. The appendices consist of the student assistance program policy for handling student alcohol and drug use, the Code of Federal Regulations regarding the confidentiality of alcohol and drug abuse patient records, a list of state and territorial alcoholism program directors, a counselor evaluation form, an evaluation summary, a sample student questionnaire and a summary reporting form. (ABB)

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13The Student Assistance Program

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xiii, 54 pages : 22 cm

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14ERIC ED502240: The Teacher Education Assistance For College And Higher Education (TEACH) Grant Program And Other Federal Student Aid Programs. Final Rule. Federal Register, Part III, Department Of Education, 34 CFR Parts 668, 673, 674, 675, 676, 682, 685, 686, And 690

By

The Secretary amends title 34 of the Code of Federal Regulations to establish regulations for the Teacher Education Assistance for College and Higher Education (TEACH) Grant program. The TEACH Grant program is a non-need-based grant program that provides up to $4,000 per year to students who are enrolled in an eligible program and who agree to teach in a high-need field, at a low-income elementary or secondary school for at least four years within eight years of completing the program for which the TEACH Grant was awarded. If the grant recipient fails to complete the required teaching service, the TEACH Grant is treated as a Federal Direct Unsubsidized Stafford Loan (Federal Direct Unsubsidized Loan). The Secretary also amends the regulations related to the Student Assistance General Provisions; the General Provisions for the Federal Perkins Loan Program, Federal Work-Study Program, and Federal Supplemental Educational Opportunity Grant Program; the Federal Perkins Loan Program; the Federal Work-Study Program; the Federal Supplemental Educational Opportunity Grant Program; the Federal Family Education Loan (FFEL) Program; the William D. Ford Federal Direct Loan Program; and the Federal Pell Grant Program to implement the TEACH Grant program. These regulations are needed to implement provisions of the Higher Education Act of 1965 (HEA), as amended by the College Cost Reduction and Access Act of 2007 (CCRAA). These regulations are effective July 1, 2008. [Docket Id: ED-2008-OPE-0001. For correction to this document, see ED502241.]

“ERIC ED502240: The Teacher Education Assistance For College And Higher Education (TEACH) Grant Program And Other Federal Student Aid Programs. Final Rule. Federal Register, Part III, Department Of Education, 34 CFR Parts 668, 673, 674, 675, 676, 682, 685, 686, And 690” Metadata:

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“ERIC ED502240: The Teacher Education Assistance For College And Higher Education (TEACH) Grant Program And Other Federal Student Aid Programs. Final Rule. Federal Register, Part III, Department Of Education, 34 CFR Parts 668, 673, 674, 675, 676, 682, 685, 686, And 690” Subjects and Themes:

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15ERIC ED591498: 2017-2018 Florida Adult Education Assessment Technical Assistance Paper This Technical Assistance Paper Provides Policy And Guidance To Individuals With Test Administration Responsibilities In Adult Education Programs. Rule 6A-6.014, Florida Administrative Code (F.A.C.), Titled, General Requirements For Adult General Education Programs, Requires All Adult Education Programs To Report All Student Measurable Educational Gains And Demographic Information To Florida's Reporting System. State Policies Outlined In This Rule Apply To The State-approved Assessments That Programs May Use To Report Educational Gains And Are In Compliance With Both The State And National Reporting System (NRS) Requirements. The NRS Is The Accountability System For The Federally Funded Adult Education Program, Mandated By The Workforce Innovation And Opportunity Act (WIOA). There Are Three Important Reasons For Creating A Data-driven Accountability System For Adult Education Programs: (1) The U.S. Department Of Education (USDOE) Requires Each State To Establish And Utilize Performance Measures For Making Continued Funding Decisions For Federal Grant Programs. Furthermore, Each State Is Expected To Institute A System For Program Monitoring And Continued Technical Assistance That Is Centered On Program Enrollment And Performance. (2) The Florida Department Of Education (FDOE) Has Enhanced Its Monitoring Processes By Instituting A Data-driven System For Determining Program Performance. (3) The FDOE Program Administrators Can Focus Attention On Establishing Program Performance Targets And Program Improvement. To Assist Programs With Student And Program Performance Reporting And Accountability, Florida's Data Reporting System And The NRS Are Uniform And Compatible For Measuring Student's Educational Gains. Progress Is Measured In Literacy Completion Points (LCPs). The Term, Literacy Completion Point, Used By The State Is Synonymous With The Federal Term Measurable Skill Gain (MSG). LCPs Are Required To Be Reported To Show Gains And Progression In Educational Functioning Levels (EFLs) For NRS. The Florida Assessment Policies And Guidelines Presented In This Technical Assessment Paper Are Appropriate For State And Federal Reporting. Therefore, Guidance And Procedures Regarding The Selection And Use Of Appropriate Student Assessment Are Included In This Technical Assistance Paper. Additionally, The Following Important Information For Adult Education Programs Is Reviewed: (1) The Definition Of Key Terms And Acronyms; (2) Selection Of Appropriate Assessments By Student And Program Type; (3) Appropriate Student Placement Into Program And Instructional Level; (3) Verification Of Student Learning Gains, Educational Functioning Level, And/or Program Completion; (4) Accommodations For Students With Disabilities And Other Special Needs; (5) Assessment Procedures For Distance Education; And (6) Training For All Staff Who Administer The Standardized Assessments. [For The 2016-2017 Version Of This Paper, See ED579162.]

By

This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. Rule 6A-6.014, Florida Administrative Code (F.A.C.), titled, General Requirements for Adult General Education Programs, requires all adult education programs to report all student measurable educational gains and demographic information to Florida's reporting system. State policies outlined in this rule apply to the state-approved assessments that programs may use to report educational gains and are in compliance with both the state and National Reporting System (NRS) requirements. The NRS is the accountability system for the federally funded adult education program, mandated by the Workforce Innovation and Opportunity Act (WIOA). There are three important reasons for creating a data-driven accountability system for adult education programs: (1) The U.S. Department of Education (USDOE) requires each state to establish and utilize performance measures for making continued funding decisions for federal grant programs. Furthermore, each state is expected to institute a system for program monitoring and continued technical assistance that is centered on program enrollment and performance. (2) The Florida Department of Education (FDOE) has enhanced its monitoring processes by instituting a data-driven system for determining program performance. (3) The FDOE program administrators can focus attention on establishing program performance targets and program improvement. To assist programs with student and program performance reporting and accountability, Florida's data reporting system and the NRS are uniform and compatible for measuring student's educational gains. Progress is measured in Literacy Completion Points (LCPs). The term, Literacy Completion Point, used by the state is synonymous with the federal term Measurable Skill Gain (MSG). LCPs are required to be reported to show gains and progression in Educational Functioning Levels (EFLs) for NRS. The Florida assessment policies and guidelines presented in this technical assessment paper are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate student assessment are included in this technical assistance paper. Additionally, the following important information for adult education programs is reviewed: (1) The definition of key terms and acronyms; (2) Selection of appropriate assessments by student and program type; (3) Appropriate student placement into program and instructional level; (3) Verification of student learning gains, Educational Functioning Level, and/or program completion; (4) Accommodations for students with disabilities and other special needs; (5) Assessment procedures for Distance Education; and (6) Training for all staff who administer the standardized assessments. [For the 2016-2017 version of this paper, see ED579162.]

“ERIC ED591498: 2017-2018 Florida Adult Education Assessment Technical Assistance Paper This Technical Assistance Paper Provides Policy And Guidance To Individuals With Test Administration Responsibilities In Adult Education Programs. Rule 6A-6.014, Florida Administrative Code (F.A.C.), Titled, General Requirements For Adult General Education Programs, Requires All Adult Education Programs To Report All Student Measurable Educational Gains And Demographic Information To Florida's Reporting System. State Policies Outlined In This Rule Apply To The State-approved Assessments That Programs May Use To Report Educational Gains And Are In Compliance With Both The State And National Reporting System (NRS) Requirements. The NRS Is The Accountability System For The Federally Funded Adult Education Program, Mandated By The Workforce Innovation And Opportunity Act (WIOA). There Are Three Important Reasons For Creating A Data-driven Accountability System For Adult Education Programs: (1) The U.S. Department Of Education (USDOE) Requires Each State To Establish And Utilize Performance Measures For Making Continued Funding Decisions For Federal Grant Programs. Furthermore, Each State Is Expected To Institute A System For Program Monitoring And Continued Technical Assistance That Is Centered On Program Enrollment And Performance. (2) The Florida Department Of Education (FDOE) Has Enhanced Its Monitoring Processes By Instituting A Data-driven System For Determining Program Performance. (3) The FDOE Program Administrators Can Focus Attention On Establishing Program Performance Targets And Program Improvement. To Assist Programs With Student And Program Performance Reporting And Accountability, Florida's Data Reporting System And The NRS Are Uniform And Compatible For Measuring Student's Educational Gains. Progress Is Measured In Literacy Completion Points (LCPs). The Term, Literacy Completion Point, Used By The State Is Synonymous With The Federal Term Measurable Skill Gain (MSG). LCPs Are Required To Be Reported To Show Gains And Progression In Educational Functioning Levels (EFLs) For NRS. The Florida Assessment Policies And Guidelines Presented In This Technical Assessment Paper Are Appropriate For State And Federal Reporting. Therefore, Guidance And Procedures Regarding The Selection And Use Of Appropriate Student Assessment Are Included In This Technical Assistance Paper. Additionally, The Following Important Information For Adult Education Programs Is Reviewed: (1) The Definition Of Key Terms And Acronyms; (2) Selection Of Appropriate Assessments By Student And Program Type; (3) Appropriate Student Placement Into Program And Instructional Level; (3) Verification Of Student Learning Gains, Educational Functioning Level, And/or Program Completion; (4) Accommodations For Students With Disabilities And Other Special Needs; (5) Assessment Procedures For Distance Education; And (6) Training For All Staff Who Administer The Standardized Assessments. [For The 2016-2017 Version Of This Paper, See ED579162.]” Metadata:

  • Title: ➤  ERIC ED591498: 2017-2018 Florida Adult Education Assessment Technical Assistance Paper This Technical Assistance Paper Provides Policy And Guidance To Individuals With Test Administration Responsibilities In Adult Education Programs. Rule 6A-6.014, Florida Administrative Code (F.A.C.), Titled, General Requirements For Adult General Education Programs, Requires All Adult Education Programs To Report All Student Measurable Educational Gains And Demographic Information To Florida's Reporting System. State Policies Outlined In This Rule Apply To The State-approved Assessments That Programs May Use To Report Educational Gains And Are In Compliance With Both The State And National Reporting System (NRS) Requirements. The NRS Is The Accountability System For The Federally Funded Adult Education Program, Mandated By The Workforce Innovation And Opportunity Act (WIOA). There Are Three Important Reasons For Creating A Data-driven Accountability System For Adult Education Programs: (1) The U.S. Department Of Education (USDOE) Requires Each State To Establish And Utilize Performance Measures For Making Continued Funding Decisions For Federal Grant Programs. Furthermore, Each State Is Expected To Institute A System For Program Monitoring And Continued Technical Assistance That Is Centered On Program Enrollment And Performance. (2) The Florida Department Of Education (FDOE) Has Enhanced Its Monitoring Processes By Instituting A Data-driven System For Determining Program Performance. (3) The FDOE Program Administrators Can Focus Attention On Establishing Program Performance Targets And Program Improvement. To Assist Programs With Student And Program Performance Reporting And Accountability, Florida's Data Reporting System And The NRS Are Uniform And Compatible For Measuring Student's Educational Gains. Progress Is Measured In Literacy Completion Points (LCPs). The Term, Literacy Completion Point, Used By The State Is Synonymous With The Federal Term Measurable Skill Gain (MSG). LCPs Are Required To Be Reported To Show Gains And Progression In Educational Functioning Levels (EFLs) For NRS. The Florida Assessment Policies And Guidelines Presented In This Technical Assessment Paper Are Appropriate For State And Federal Reporting. Therefore, Guidance And Procedures Regarding The Selection And Use Of Appropriate Student Assessment Are Included In This Technical Assistance Paper. Additionally, The Following Important Information For Adult Education Programs Is Reviewed: (1) The Definition Of Key Terms And Acronyms; (2) Selection Of Appropriate Assessments By Student And Program Type; (3) Appropriate Student Placement Into Program And Instructional Level; (3) Verification Of Student Learning Gains, Educational Functioning Level, And/or Program Completion; (4) Accommodations For Students With Disabilities And Other Special Needs; (5) Assessment Procedures For Distance Education; And (6) Training For All Staff Who Administer The Standardized Assessments. [For The 2016-2017 Version Of This Paper, See ED579162.]
  • Author:
  • Language: English

“ERIC ED591498: 2017-2018 Florida Adult Education Assessment Technical Assistance Paper This Technical Assistance Paper Provides Policy And Guidance To Individuals With Test Administration Responsibilities In Adult Education Programs. Rule 6A-6.014, Florida Administrative Code (F.A.C.), Titled, General Requirements For Adult General Education Programs, Requires All Adult Education Programs To Report All Student Measurable Educational Gains And Demographic Information To Florida's Reporting System. State Policies Outlined In This Rule Apply To The State-approved Assessments That Programs May Use To Report Educational Gains And Are In Compliance With Both The State And National Reporting System (NRS) Requirements. The NRS Is The Accountability System For The Federally Funded Adult Education Program, Mandated By The Workforce Innovation And Opportunity Act (WIOA). There Are Three Important Reasons For Creating A Data-driven Accountability System For Adult Education Programs: (1) The U.S. Department Of Education (USDOE) Requires Each State To Establish And Utilize Performance Measures For Making Continued Funding Decisions For Federal Grant Programs. Furthermore, Each State Is Expected To Institute A System For Program Monitoring And Continued Technical Assistance That Is Centered On Program Enrollment And Performance. (2) The Florida Department Of Education (FDOE) Has Enhanced Its Monitoring Processes By Instituting A Data-driven System For Determining Program Performance. (3) The FDOE Program Administrators Can Focus Attention On Establishing Program Performance Targets And Program Improvement. To Assist Programs With Student And Program Performance Reporting And Accountability, Florida's Data Reporting System And The NRS Are Uniform And Compatible For Measuring Student's Educational Gains. Progress Is Measured In Literacy Completion Points (LCPs). The Term, Literacy Completion Point, Used By The State Is Synonymous With The Federal Term Measurable Skill Gain (MSG). LCPs Are Required To Be Reported To Show Gains And Progression In Educational Functioning Levels (EFLs) For NRS. The Florida Assessment Policies And Guidelines Presented In This Technical Assessment Paper Are Appropriate For State And Federal Reporting. Therefore, Guidance And Procedures Regarding The Selection And Use Of Appropriate Student Assessment Are Included In This Technical Assistance Paper. Additionally, The Following Important Information For Adult Education Programs Is Reviewed: (1) The Definition Of Key Terms And Acronyms; (2) Selection Of Appropriate Assessments By Student And Program Type; (3) Appropriate Student Placement Into Program And Instructional Level; (3) Verification Of Student Learning Gains, Educational Functioning Level, And/or Program Completion; (4) Accommodations For Students With Disabilities And Other Special Needs; (5) Assessment Procedures For Distance Education; And (6) Training For All Staff Who Administer The Standardized Assessments. [For The 2016-2017 Version Of This Paper, See ED579162.]” Subjects and Themes:

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Find ERIC ED591498: 2017-2018 Florida Adult Education Assessment Technical Assistance Paper This Technical Assistance Paper Provides Policy And Guidance To Individuals With Test Administration Responsibilities In Adult Education Programs. Rule 6A-6.014, Florida Administrative Code (F.A.C.), Titled, General Requirements For Adult General Education Programs, Requires All Adult Education Programs To Report All Student Measurable Educational Gains And Demographic Information To Florida's Reporting System. State Policies Outlined In This Rule Apply To The State-approved Assessments That Programs May Use To Report Educational Gains And Are In Compliance With Both The State And National Reporting System (NRS) Requirements. The NRS Is The Accountability System For The Federally Funded Adult Education Program, Mandated By The Workforce Innovation And Opportunity Act (WIOA). There Are Three Important Reasons For Creating A Data-driven Accountability System For Adult Education Programs: (1) The U.S. Department Of Education (USDOE) Requires Each State To Establish And Utilize Performance Measures For Making Continued Funding Decisions For Federal Grant Programs. Furthermore, Each State Is Expected To Institute A System For Program Monitoring And Continued Technical Assistance That Is Centered On Program Enrollment And Performance. (2) The Florida Department Of Education (FDOE) Has Enhanced Its Monitoring Processes By Instituting A Data-driven System For Determining Program Performance. (3) The FDOE Program Administrators Can Focus Attention On Establishing Program Performance Targets And Program Improvement. To Assist Programs With Student And Program Performance Reporting And Accountability, Florida's Data Reporting System And The NRS Are Uniform And Compatible For Measuring Student's Educational Gains. Progress Is Measured In Literacy Completion Points (LCPs). The Term, Literacy Completion Point, Used By The State Is Synonymous With The Federal Term Measurable Skill Gain (MSG). LCPs Are Required To Be Reported To Show Gains And Progression In Educational Functioning Levels (EFLs) For NRS. The Florida Assessment Policies And Guidelines Presented In This Technical Assessment Paper Are Appropriate For State And Federal Reporting. Therefore, Guidance And Procedures Regarding The Selection And Use Of Appropriate Student Assessment Are Included In This Technical Assistance Paper. Additionally, The Following Important Information For Adult Education Programs Is Reviewed: (1) The Definition Of Key Terms And Acronyms; (2) Selection Of Appropriate Assessments By Student And Program Type; (3) Appropriate Student Placement Into Program And Instructional Level; (3) Verification Of Student Learning Gains, Educational Functioning Level, And/or Program Completion; (4) Accommodations For Students With Disabilities And Other Special Needs; (5) Assessment Procedures For Distance Education; And (6) Training For All Staff Who Administer The Standardized Assessments. [For The 2016-2017 Version Of This Paper, See ED579162.] at online marketplaces:


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