Policy Analysis of Minnesota\u27s Department of Children, Families, and Learning Violence Prevention Plan

School violence has received major publicity in recent years due to several violent and premeditated school shootings that received national attention. Gallup polls have indicated over the past three years that school violence is the top concern of parents, resulting in increased public pressure upon school administrators and legislators to develop effective school violence prevention policy. This study examined the Minnesota Department of Children Families and Learning (CFL) official violence prevention plan entitled Unlearning Violence. The analysis compared Minnesota\u27s plan with elements identified in the literature as critical and necessary to prevent violence. The results of the analysis found that the Unlearning Violence plan contained major elements of effective policies as indicated by current literature, which suggests the policy has potential for being and effective violence prevention tool. This analysis also examined goals, objectives, assumptions, and values of the policy as well as alternative strategies, recommendations, and implications for further research

Work-based Learning Programs for Students with Intellectual and Developmental Disabilities

The purpose of this literature review is to examine how work-based learning programs for students with intellectual and developmental disabilities impact positive work outcomes. Research is arranged topically. Three foci guide the review: best practices associated with work-based learning, benefits for participants in work-based learning, and obstacles to implementing work-based learning

An investigation of teacher safety training within current teaching assignments

Includes bibliographical references

Impact of Minnesota's "Profile of Learning"

In 1990, the Minnesota State Board of Education declared its intention to develop a "results-oriented graduation requirement" based on student achievement as opposed to the usual credit/course completion requirement. In addition to a traditional test of basic skills, the state began developing the Profile of Learning, a set of performance-based standards grounded in a constructivist educational philosophy, an approach that differs from the content-based standards found in many states. The Profile was controversial from its inception. Conservatives characterized the Profile as too process- oriented and as lacking subject-matter content; teachers reported that the Profile required a significant amount of additional teacher preparation time; and parents, who were not adequately informed about the Profile, questioned the purpose of the Profile. Teachers were frustrated with the confusing and sometimes contradictory directions they received from the Minnesota Department of Children, Families, and Learning charged with implementing the Profile. In 2000-2001, we surveyed and interviewed selected secondary English and social studies teachers in the state about their perceptions of the Profile’s impact on teaching and learning. Among the positive perceptions was an increase in students’ higher order thinking, students’ understanding of criteria for quality work, and teachers conversations with one another about instructional issues. Increased teacher preparation time and decreased enjoyment of teaching were among the negative perceptions. Teachers also experienced difficulty adopting performance assessment techniques. When teachers believed they received effective preparation and adequate resources for working with the Profile, they were much more likely to report beneficial effects in terms of teaching and learning. The majority of teachers, however, rated their preparation and resources as "fair" or "poor." Results are discussed in terms of school and instructional change

Issues in Special Education Assessments with Limited English Proficiency Students / Strategies to Improve Reading Fluency and Reading Comprehension

Two starred papers: Issues in Special Education Assessments with Limited English Proficiency Students Over the next two decades, American society will become increasingly multiethnic and multilingual (Utley & Obiakor, 1997). Utley and Obiakor indicated the number of children living in poverty will substantially increase, as will the number of homes where children speak a primary language other than English. Students who are poor or of a minority race or language are at a greater risk of needing special education services (Renchler, 1993). There is a booming population growth of limited English proficient students (LEP) in the Minneapolis/St. Paul area. In 1996, Minneapolis Public Schools served 6,613 (LEP) students in grades K-12. That number is up 3,970 from 3 years ago. St. Paul\u27s enrollment rate is at an all time high also. During the 1996 school year, St. Paul Schools had 7, 178 LEP students which increased to 11,348 during the 1996 school year (Ouellette-Howitz, 1997). The implementation of Public Law 94-142 in 1975 (The Education Act for All Handicapped), the Rehabilitation act of 1973, Section 504, and the Civil Rights movement of the 1960s provided the legal support for special education as well as bilingual education (Estrin, 1993). In the past decade, nine states were mandated to provide services to students with disabilities and limited English proficiency. These nine states have initiated bilingual and special education programs to meet the needs of their growing minority populations. When there is an increase in student population, there should also be an increase in the number of students with learning disabilities. In 1992, a study was completed on the disproportionate percentages of students with Specific Learning Disabilities (SLD) in African-American, American Indian, and all groups (Minnesota Department of Children, Families and Learning, 1998). The African-American group had 12.3 %, American Indian had 9.8 %, and other groups had 6.9 % of their respective populations labeled as SLD. Strategies to Improve Reading Fluency and Reading Comprehension Reading fluency and comprehension are the single most important skills a student will learn in the beginning of their school years. CEC Today (Council for Exceptional Children, 1997) and Foorman, Fletcher, and Francis {1999) reported the causes of reading difficulties include: brain dysfunctions, genetics, poor instruction, lack of prior knowledge/experiences, lack of reading readiness, poor study skills, problems maintaining attention, and cultural differences. These areas can be overcome with early intervention and intensive reading instruction (Council for Exceptional Children, 1997, Fitzsimmons. 1996, Foorman et al., 1999; LOA Newsbriefs, 1998; Sturomski, 1997). Since all academic subjects require some type of reading, a student - would have a difficult time learning in other academic areas reading fluency and comprehension are not mastered early on in their school career. The National Institute of Child Health and Human Development [NICHDJ (1995) studied the topic Why Children Succeed or Fail at Reading. They found that students first lose their self-esteem and soon grow ashamed as they compare themselves to classmates who are learning the lessons easily (NICHD, 1995). Grossen (1997) suggested that the best predictor of a future r~ading disability in kindergarten or first grade is the students performance on a combination of achievement on: phonemic awareness, rapid naming of letters, numbers and objects, and print awareness. Once children fall behind in the growth of letter/word identification, it may require very intensive interventions to bring them back to a level equal to their peers (Torgessen, 1998). NICHD (1995) suggested the best way to alleviate this problem is to identify the students with learning disabilities before they reach third grade. This does not mean that older students cannot be helped, only that teaching students to read at an appropriate level becomes progressively more difficult as they get older (NICHD, 1995). The best resolution to the problem of reading failure would be to provide resources for early identification and prevention (Torgessen, 1998). The purpose of this pape. r is to review the specific terms and identify \u27 \u27 the best teaching strategies to improve reading fluency and comprehension that are supported by research. Most of the researched strategies referred to in this paper involved students that are in special education and are, therefore, well suited to help teach students with learning disabilities. This topic was of interest because the researcher wants to use the strategies that are research-based and proven effective with learning disabled and mild to moderately mentally impaired students. References used in this research were dated in or before 1985. The University of Kansas, LD Online and Learning Disabilities Association were web sites that generated a list of references that were used. The reading and comprehension strategies needed to be backed by research to be included. Since all students learn differently, the proven strategies researched here will provide a good base of strategies to use with learning disabled and mild to moderately impaired students

Student Risk Factors Identified by School Counselors and Student Achievement

The increasing emphasis in the United States on high-stakes testing for students and schools generates a great deal of quantitative data, but these data are less frequently linked to other data that are more difficult to obtain such as data on risk factors that may affect how students do on these tests. To make such comparisons, a group of counselors and counselor educators targeted a small urban school district to conduct a quantitative study of the relationship between grades, standard achievement test scores, and risk factors for K-12 students. Students in grades 4, 6, 8, and 9 were randomly selected and data were gathered from school counselors on relevant descriptive information and student risk factors. More than 50% of the students in this sample were affected by at least one risk factor. Students experiencing higher numbers of risk factors tended to have lower achievement test scores and lower grade point averages (GPAs) and were also likely to be male, Hispanic, or Black; to be receiving special education services; to have high rates of absent or tardy days; to have many suspensions or discipline reports; to have single, deceased, or stepparents; and/or to have free or reduced-price lunch status. This article discusses the research process, findings, and implications for educators, particularly in the light of other findings that the effects of some risk factors may be mitigated by the actions of school counselors.Aux États-Unis, l’importance croissante que l’on accorde aux évaluations à enjeu élevé pour les élèves et les écoles produit beaucoup de données quantitatives. Cependant, ces données ne sont pas souvent mises en rapport avec d’autres données plus difficiles à obtenir telles que celles sur les facteurs de risque pouvant affecter la performance des élèves à ces examens. Dans le but effectuer de telles comparaisons, un groupe de conseillers et d’enseignants-conseillers ont entrepris une étude quantitative dans un district scolaire urbain. Ils se sont penchés sur le rapport entre les notes, les résultats aux tests de rendement et les facteurs de risque pour les élèves de la maternelle à la 12e année. On a sélectionné au hasard des élèves des 4e, 6e, 8e et 9e années et recueilli, auprès des conseillers, des données descriptives et de l’information sur les facteurs de risque pour les élèves. Plus de 50% des élèves de l’échantillon étaient affectés par au moins un des facteurs de risque. De façon générale, les élèves qui étaient touchés par le plus grand nombre de facteurs de risque avaient des résultats aux tests de rendement et une moyenne pondérée cumulative inférieurs; étaient mâles, hispaniques ou noirs; recevaient des services d’éducation spécialisée; affichaient un taux d’absentéisme ou de retard élevé; avaient souvent été renvoyés temporairement de l’école ou fait l’objet de rapports disciplinaires; provenaient d’une famille monoparentale ou reconstituée; et recevaient le repas du dîner gratuitement ou à un prix réduit. Cet article présente le processus de recherche ainsi que les résultats et leurs conséquences vis-à-vis des enseignants, surtout par rapport à d’autres recherches indiquant que les conseillers scolaires peuvent atténuer les effets de certains facteurs de risque

Paraeducators in Education

This paper discusses the role of paraeducators within the American educational system. Although it is unknown whether paraeducators enhance the learning of children or the classroom environment, their numbers are rapidly increasing as they are perceived to be vital to the educational system. As revealed in this paper, despite exceptional growth, the practice of using paraeducators generally remains unregulated, underdeveloped, and unmethodical. It is argued that this current state of affairs leaves teachers, paraeducators, and students in a precarious situation. Important issues discussed in this paper include the (a) changing role of the classroom teacher, (b) teacher-paraeducator matching process, (c) paraeducator-teacher/educational community relationship, and (d) training, supervision, and evaluation of paraeducators

Predictive Effects of District Characteristics on Arkansas Transportation Expense

The purpose of this dissertation was to examine the predictive effects of district and community characteristics on transportation expenses of school districts in Arkansas using the Kaldor-Hicks Pareto efficiency theory. The 2004 ruling in Lakeview School District No. 25 v. Mike Huckabee mandated adequate and equitable public school funding standards in Arkansas. As a result, school districts are funded using a foundation model where the prior year’s average daily membership is multiplied by the foundation amount set by the Arkansas General Assembly. Data were collected from state databases and each school district’s website. Of the 235 districts in the state, the 222 districts not receiving isolated transportation funding were analyzed using multiple regression. The results indicated that the district\u27s poverty percentage and square miles significantly predicted the percentage of transportation funded. Average daily membership and percentage of transportation funded significantly predicted the school district’s actual transportation expense. The district’s average daily membership and square miles did not significantly affect the average age of the bus fleet. Average daily membership and square miles of the district did significantly predict beginning bus driver salary. The results indicated that average daily membership was not the only predictor variable influencing transportation expenditures, suggesting that an improved transportation funding model could benefit school districts in Arkansas

TOWARD A MINNESOTA MODEL OF THE FISCAL IMPACTS OF RESIDENTIAL DEVELOPMENT

Land use has become a critical issue for Minnesota communities, and for many of those on the suburban fringe, the central land-use policy question is whether or not to approve new residential development. New residences may bring increased property tax revenues, but the new residents will demand additional services from the county, city, utilities, and school district. On net, the impact on finances at all levels of government, especially into the future, is not always clear. In this paper, we describe some of the possible roles for the Extension Service in helping Minnesota communities to predict the fiscal impacts of residential development. We list some principles of fiscal impact modeling, describe an existing fiscal impact tool, and explain a number of issues that arose when that tool was used to estimate the impact of residential development in two Minnesota counties. Finally, we describe a possible framework for the next generation of personal computer-based, fiscal impact models.Community/Rural/Urban Development, Land Economics/Use,

Youth Development/Youth Service Status Report

During the 1994-1995 school year, over 80% of Minnesota\u27s school districts chose to participate in Youth Development/Youth Service that has been an integral part of Community Education since 1987. Out of the 365 operating school districts in Minnesota, 290 districts applied for and received the $1.00 per capita authorized by the Minnesota State Legislature to implement a Youth Development Plan approved by the (local) school board and to provide a youth service program