The Victorian Readers: Books 1 to 8

U.S. Department of Education

Ministry of Education

The 2014 Secondary National Curriculum in England: Key Stage 3&4 Framework

Education & Teaching

Shurville Publishing

Schools & Teaching

This booklet includes a range of activities for families with children from preschool age through grade 5. These activities use materials found inside the home and also make learning experiences out of everyday routines, such as grocery shopping and doing laundry. The activities are designed for parents to have fun with their child(ren) while developing and reinforcing mathematical skills.

Helping Your Child Learn Mathematics

Parenting & Relationships

Adoption

CreateSpace Independent Publishing Platform

<p>This guide is designed for people who are incarcerated and for those on community supervision (probation and parole). It will help you get started-or continue-on the path to further education and training. Earning a high school credential, getting a certificate or license in a career technical field, or earning an associate or bachelor's degree will help you advance in your career, and, ultimately, life.</p>

Take Charge of Your Future: Get the Education and Training You Need

Higher & Continuing Education

Each school day, our nation’s schools are entrusted to provide a safe and healthy learning environment for approximately 55 million elementary and secondary school students in public and nonpublic schools. Families and communities expect schools to keep their children and youths safe from threats (human-caused emergencies such as crime and violence) and hazards (natural disasters, disease outbreaks, and accidents). In collaboration with their local government and community partners, schools can take steps to plan for these potential emergencies through the creation of a school Emergency Operations Plan (school EOP). Lessons learned from school emergencies highlight the importance of preparing school officials and first responders to implement emergency operations plans. By having plans in place to keep students and staff safe, schools play a key role in taking preventative and protective measures to stop an emergency from occurring or reduce the impact of an incident. Although schools are not traditional response organizations, when a school-based emergency occurs, school personnel respond immediately. They provide first aid, notify response partners, and provide instructions before first responders arrive. They also work with their community partners, i.e., governmental organizations that have a responsibility in the school emergency operations plan to provide a cohesive, coordinated response. Community partners include first responders (law enforcement officers, fire officials, and emergency medical services personnel) as well as public and mental health entities. We recommend that planning teams responsible for developing and revising school EOPs use this document to guide their efforts. It is recommended that districts and individual schools compare existing plans and processes against the content and processes outlined in this guide. To gain the most from it, users should read through the entire document prior to initiating their planning efforts and then refer back to it throughout the planning process.

Guide for Developing High-Quality School Emergency Operations Plans (Education)

U.S. Department of Justice

U.S. Department of Homeland Security

The public elementary and secondary universe data used in this report are from the nonfiscal components of the Common Core of Data (CCD). The CCD is the primary NCES database on public elementary and secondary education in the United States. There are three nonfiscal components of CCD: the Public Elementary/Secondary School Universe Survey; the Local Education Agency (LEA) Universe Survey; and the State Nonfiscal Survey of Public Elementary/Secondary Education.    State education agencies (SEAs) report these data through the U.S. Department of Education’s EDFacts Submission System. The universe of public elementary and secondary education is composed of a complete directory listing of all public schools and LEAs for each state or jurisdiction that includes the name, address, geographical location information, and descriptive characteristics for each school and LEA (e.g., operational status, type, charter status). The universe also includes aggregate counts of students in membership for each state, LEA, and school by grade and student demographic characteristics (e.g., race/ethnicity, sex) and aggregate counts of teachers and other staff in key occupational categories that are commonly found in schools. In this First Look, provisional data from the SY 2012–13 public elementary and secondary education universe have been fully reviewed and edited.4 The purpose of a First Look report is to introduce new data through the presentation of tables containing descriptive information; therefore, the tables and selected findings chosen for this report are meant to illustrate some of the typical types of information available from the public elementary secondary universe files. The tables chosen include tabulations from only some of the available data items. The findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. The calculated totals in this report, identified as “United States” totals in tabulations and “national” estimates in text, include data for only the 50 states and the District of Columbia and exclude data for other jurisdictions.

Selected Statistics From the Public Elementary and Secondary Education Universe: School Year 2012–13

Disability Rights: Enforcement Highlights

Politics & Social Sciences

Reporting, a compendium of U.S. Department of Education (ED) guidance on complying with the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (Clery Act). Since that time, the Higher Education Opportunity Act (HEOA) was signed into law, amending the Clery Act and adding a number of safety- and security-related requirements to the Higher Education Act of 1965, as amended (HEA).This new legislation necessitated writing The Handbook for Campus Safety and Security Reporting—an updated and expanded version of the previous handbook.  This new version of the handbook will familiarize you with the amended Clery Act and the new regulations that were added by HEOA. Similar to the 2005 version, this handbook takes you step by step along the path to compliance and explains what the regulations mean and what they require of your institution. It also includes new examples and enhanced explanations of many topics based on questions asked of our Campus Safety and Security Help Desk (see inside back cover for e-mail address) over the past several years.  What hasn’t changed is the handbook’s emphasis on compliance as a whole system of developing policy statements, gathering information from a variety of sources and translating it into the appropriate categories, issuing alerts, disseminating information, and, finally, keeping records. Although we address “you” throughout, we want to stress that this is not a one-person job. As you will see when you read further, a key ingredient in ensuring compliance is coordination—knowing who does what and when. This means that most of you will find it necessary to coordinate compliance activities with many people and offices in the campus community.  We hope that you will use this handbook not only to comply fully with the law and its regulations, but to make sure that your disclosures to students, employees, families and the public are easily understandable and useful. So, please read the handbook carefully, think about how the requirements apply to your situation and then review the handbook again. Remember: the goal of the safety- and security-related HEA regulations is to provide students and their families, as higher education consumers, with accurate, complete and timely information about safety on campus so that they can make informed decisions.

The Handbook for Campus Safety and Security Reporting

The National Education Technology Plan (NETP) sets a national vision and plan for learning enabled by technology through building on the work of leading education researchers; district, school, and higher education leaders; classroom teachers; developers; entrepreneurs; and nonprofit organizations. The principles and examples provided in this document align to the Activities to Support the Effective Use of Technology (Title IV A) of Every Student Succeeds Act as authorized by Congress in December 2015.

Future Ready Learning: Reimagining the Role of Technology in Education

<p>This resource guide reminds all educational institutions receiving Federal financial assistance from the Department that they must vigilantly work to ensure compliance with Section 504 and other Federal laws that protect students with disabilities. We intend this resource guide to also help parents of students with disabilities understand the obligations imposed under Section 504. In particular, the resource guide summarizes key requirements of Section 504, and aims to increase understanding of these requirements for both parents and members of the school community alike.</p>

Parent and Educator Resource Guide to Section 504 in Public Elementary and Secon

Office for Civil Rights

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Books by U.S. Department of Education