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Descriptors:
Supplementary Education; Tutoring; Peer Teaching; Guides; Study Guides; Program Guides; Instructional Materials; Training Methods; Training Objectives; Tutors; Bibliographies; Pretests Posttests; Educational Principles; Teacher Responsibility; Program Improvement; Records (Forms); Statistical Data; Problem Sets; Learning Activities; Reference Materials; Program Descriptions; Educational Strategies; Educational Practices

Abstract:
This manual consists of an introduction to our Academic Peer Instruction (API) program at LaGuardia Community College, a compilation of the materials we have developed and use for training of our tutors (with answers), and a bibliography. API is based on an internationally recognized peer tutoring program, Supplemental Instruction. (Contains 6 tables and 23 figures.)

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 ERIC Full Text (11619K)

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Consortia; Elementary Secondary Education; Needs Assessment; Online Vendors; Shared Resources and Services; Information Technology; Computer Networks; Program Administration; Program Guides; Technology Planning

Abstract:
This article features a major statewide initiative in North Carolina that is showing how a consortium model can minimize risks for districts and help them exploit the advantages of cloud computing. Edgecombe County Public Schools in Tarboro, North Carolina, intends to exploit a major cloud initiative being refined in the state and involving every one of its districts. The North Carolina Education Cloud, or NCEdCloud, a multiyear project that started in late 2010, is designed to provide structure, processes, and assistance that districts require to identify IT needs, potential service providers, and even motivation for making the leap from on-premises to cloud-based operations. The author discusses five lessons for the aspiring consortium: (1) understand districts' needs; (2) focus goals on pain points; (3) clearly define the scope of service; (4) make the service opt-in and motivate first adopters; and (5) be prepared to educate cloud vendors on K-12. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Nonprofit Organizations; Program Administration; Student Exchange Programs; Administrative Policy; Eligibility; Evaluation Criteria; Professional Development; Program Descriptions; Program Design; Student Records; Information Policy; Informed Consent; Veterinary Medical Education; Tuition; Financial Support; Student Financial Aid; Regional Programs; Access to Education; Improvement Programs; Program Guides; Administrator Guides; Consortia

Abstract:
WICHE (the Western Interstate Commission for Higher Education) is a regional, nonprofit organization. WICHE and its 15 member states work to improve access to higher education and ensure student success. Its student exchange programs, regional initiatives, and its research and policy work allow it to assist constituents throughout the West and beyond. This revised administrative manual details the operation of WICHE's Professional Student Exchange Program (PSEP). It outlines the responsibilities and procedures for WICHE, State Certifying Officers, participating programs, and PSEP students. Appended are: (1) The Western Regional Education Compact; (2) How WICHE Determines Which Professional Student Exchange Program (PSEP) Applicants Will Receive Support; (3) Memorandum; (4) Professional Student Exchange Program: Structure by State; (5) Consent To Transfer Student Records through the Student Exchange Program; (6) WICHE Veterinary Medicine Applicants Statement of Intent; (7) WICHE Veterinary Medicine Applicants Statement of Understanding; (8) WICHE Policy on Multiple Sources of Tuition Support for Students Enrolled in the Professional Student Exchange Program (PSEP); (9) Change of Status; (10) Notification to Cooperating PSEP Programs: AY 2013 Changes in the Way WICHE Support Fees Can Be Applied for Public Institutions; (11) Memorandum; (12) WICHE PSEP Service Payback Policies; and (13) Professional Student Exchange Program Agreement Between Western Interstate Commission for Higher Education and INSTITUTION's NAME OF PROGRAM. (Contains 4 tables and 8 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (1134K)

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Retirement; School Districts; Consortia; Efficiency; Cost Effectiveness; Retirement Benefits; Personnel Policy; Program Development; Program Guides

Abstract:
As school districts continue to seek administrative efficiencies and cost reductions in the wake of severe budget pressures, the resources they devote to creating or expanding retirement plan consortia is increasing. Understanding how to structure a retirement plan consortium is paramount to successfully achieving the many objectives of administrative efficiency, reduced costs, and improved participant options and services. The creation or expansion of such a consortium can raise at least two questions: (1) Are there any legal prohibitions or restrictions?; and (2) Are the activities likely to result in the desired efficiencies, cost reductions, and other improvements? This summary provides an overview of the information necessary to successfully structure a consortium that will aid member school districts in achieving the multiple objectives of administrative efficiency, cost reductions, and improved participant options and services. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Library Services; Program Evaluation; School Libraries; Librarians; Library Research; Self Evaluation (Individuals); Scoring Rubrics; Program Improvement; Action Research; Program Guides; Benchmarking

Abstract:
The word "evaluation" often strikes fear in people, but the author is different. She has always been a person who thought of evaluation, in any form, as a way to make her better and help her strive for excellence. So naturally when her library supervisor announced at a meeting that they were going to do the American Association of School Librarians (AASL) program self-evaluation, she was excited. With the AASL self-evaluation rubric, she was going to have a way to judge how she was doing and plan how to make the library better. She wants her library to be the best, and the only way to make that happen is to figure out where improvement is necessary. The AASL Planning Guide is designed to assist librarians as they work through the rubric. They can then use the results along with the "Building the Learning Environment" chapter of "Empowering Learners: Guidelines for School Library Media Programs" to create a plan to improve the library program. (Contains 4 resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Evidence; Total Quality Management; Leadership; Decision Making; Evaluation Methods; Administrator Guides; Program Guides; Leaders Guides; Organizational Effectiveness; Change Strategies; Thinking Skills; Leadership Training; Measurement; Outcome Measures; Teamwork; Organizational Development; Administrative Policy; Program Administration; Program Evaluation; Sustainability; Innovation; Resistance to Change; Worksheets; Self Evaluation (Groups); Developmental Disabilities; Mental Retardation; Systems Approach; Organizational Change; Organizations (Groups)

Abstract:
Effective, efficient, and sustainable ID/DD organizations: are they possible in today's world of dwindling resources and mounting demands for more and better services? Yes--with the practical tools and strategies in this lifeline for ID/DD leaders. Developed by two of the most trusted authorities in the disability field, this innovative business leadership guide explains the nuts and bolts of successful change in clear and accessible terms, so "any" ID/DD organization can adapt and thrive in a high-pressure landscape. Managers and administrators will start with a quick self-assessment to determine how well they're meeting the most urgent challenges organizations face today. Then, with 8 highly effective approaches to change, they'll discover how to: (1) develop "21st century thinking styles," so they can communicate better, solve problems faster, and align their services and supports; (2) measure organizational outcomes and outputs, and use the information for reporting, monitoring, evaluation, and continuous quality improvement; (3) create high-performance teams that are organized, informed, empowered, and accountable; (4) employ a system of supports to address individual needs and improve outcomes for people with disabilities; (5) use evidence-based practices to assist in making good clinical, managerial, and policy decisions; (6) implement a performance-based evaluation and management system to strengthen effectiveness and efficiency; (7) create value and enhance sustainability through real innovation, whether it's developing new approaches or reconfiguring current approaches; and (8) overcome resistance to change so they can successfully rewrite the future of their organization. For each approach to change, readers will get specific, down-to-earth guidance: action steps to take right now, short summaries of key takeaway points, strategies and examples from successful organizations around the world, and photocopiable Organization Self-Assessment worksheets to help them quickly prioritize their next steps. An indispensable guide to surviving the shifting landscape of service delivery, this how-to book will help propel ID/DD organizations into the 21st century--so they can deliver high-quality, individualized services to people with disabilities. The following chapters are contained in this book: (1) Understanding and Meeting the Challenges Faced by Intellectual Disability/Developmental Disability Organizations; (2) Expanding Thinking to Include Systems, Synthesis, and Alignment; (3) Measuring and Using Personal Outcomes and Organization Outputs; (4) Developing High-Performance Teams; (5) Employing a System of Supports; (6) Using Evidence-Based Practices to Enhance Decision Making; (7) Implementing a Performance-Based Evaluation and Management System; (8) Creating Value and Enhanced Sustainability Through Innovation; (9) Overcoming Resistance to Change; and (10) Redefining Organizations. [Foreword by Robert M. Gettings.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Student Financial Aid; Paying for College; Federal Aid; Financial Aid Applicants; Grantsmanship; Loan Repayment; Student Loan Programs; Eligibility; College Choice; Educational Indicators; Information Sources; Program Guides; Guidelines

Abstract:
Every student, who meets some basic eligibility requirements, can get some type of financial aid regardless of age or family income. Federal student aid is a financial aid from the federal government to help a student pay for education expenses at an eligible college, technical school, vocational school, or graduate school. There are three categories of federal student aid: grants, work-study, and loans. A student should complete the Free Application for Federal Student Aid (FAFSA[SM]) to receive this aid. This publication serves as a guide to federal student aid. It is divided into three parts: (1) Prepare to Pay for College; (2) Apply for Aid; and (3) Repay Your Loan. A glossary and a list of other federal student aid publications are included. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (1492K)

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Educational Needs; Young Adults; Foreign Countries; Transitional Programs; Strategic Planning; Individualized Family Service Plans; Case Studies; Program Descriptions; Change Strategies; Behavior Disorders; Learning Disabilities; Special Schools; Program Guides; Alignment (Education)

Abstract:
Young people with learning and behaviour disabilities often leave school without transition planning. When planning does occur, there is generally a discrepancy between the goals of students, parents, and professionals. Students requiring higher levels of support may not even be included in the planning process and transition plans are often incoherent and uncreative. Transition is more likely to succeed if young people and their parents are able to contribute meaningfully and have a degree of control over the process. This article follows transition planning with Andrew, a student in Mount Richmond Special School in Auckland, New Zealand. While he has special educational needs, the planning format can apply to any youth. The Circle of Courage philosophy and graphic facilitation were combined to develop a student-centred transition plan. The Circle of Courage is itself a visual presentation that highlights four principles of positive youth development: Belonging, Mastery, Independence, and Generosity. These universal growth needs provide a format for setting goals as young people share their dreams and visualize their futures. The approach is designed to ensure that the young person, the family, and "whana" (the Maori term for extended family) were at the centre of the planning process and were heard, so the resulting plan would represent their aspirations and goals. Student-centred planning accentuates young people's control by fully involving them in decision making. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Evidence; Mental Health; Best Practices; Program Descriptions; Program Design; Program Development; Mental Health Programs; Stakeholders; Models; Program Implementation; Sustainability; Institutional Role; Role Perception; Administrator Guides; Program Guides; Leaders Guides; Guidance Programs; Developmental Studies Programs; Transitional Programs; Community Based Instruction (Disabilities); Design Preferences

Abstract:
"Building Your Program" is intended to help mental health authorities, agency administrators, and program leaders think through and develop Supported Education. The first part of this booklet gives you background information about the Supported Education model. Specific information about your role in implementing and sustaining Supported Education follows. Although you will work closely together to build your program, for ease, the author separated tips into two sections: (1) Tips for Mental Health Authorities; and (2) Tips for Agency Administrators and Program Leaders. In preparing this information, the author could think of no one better to advise you than people who have worked successfully with Supported Education. Therefore, the author based the information in this booklet on the experience of veteran program leaders, administrators, and consumers and end the booklet with words of advice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (1047K)

Descriptors:
Higher Education; Paying for College; Institutional Characteristics; College Programs; Reentry Students; Program Guides; Information Sources; School Choice; Basic Vocabulary; User Needs (Information); Admission Criteria; Catalogs

Abstract:
Higher education or going back to school is a big decision that has the potential to change a person's life. A bachelor's degree will cost somewhere between $15,000 and $40,000 and take a working adult from 3 to 12 years to complete. One should do some research and ask questions. This is a tool to help individuals make good decisions as they consider attending a college or other educational program. It's organized by: (1) Questions to ask themselves; (2) How to pay for this?; (3) What school?; (4) What program?; and (5) A "returning to school" dictionary. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (265K)