| Displaying Results : 1 to 20 [233 total] | » Results Page : 1 · 2 · 3 · 4 · 5 · 6 · 7 · 8 · 9 · 10 · 11 · 12 | ||
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| This document from the National Reading Technical Assistance Center highlights a case study that compares two approaches for teaching ELLs to read: (1) in their primary language (Spanish) and then transitioning to English, and (2) in English only. This descriptive study examines what works, what doesn't work, and what is challenging in addressing the ELL issue in grades two and three. It is intended for individual readers, study groups, or school-site teams interested in reading instruction for ELLs. The appendix includes guiding discussion questions that can help to define their school's language reading program. | |||||
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| This brief from the National Comprehensive Center for Teacher Quality examines relationships between teacher preparation, teacher practice, and outcomes for students with special needs to better equip general and special education teachers with the knowledge and skills leading to improvements in student achievement. The brief can be accessed here. | |||
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This brief developed by the National Center on Response to Intervention (NCRTI) provides a definition of RTI, reviews essential RTI components, and responds to frequently asked questions. It is intended to provide educators with guidance for RTI implementation that reflects research and evidence-based practices that support the implementation of a comprehensive RTI framework. |
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| Current emphasis on teacher effectiveness in educational policy poses a challenge for the evaluation of special education teachers and ELL specialists. This brief from the TQ Center offers policy and practice recommendations for regions, states, and districts to help them create evaluation systems that reflect the measurement of academic achievement growth for their students and how to connect that growth to teacher effects. To access this document, click here. | |||
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This free online library provides local educators with easy access to over 700 professional development resources that can be customized to meet their needs. Such groups as AFT, NEA, federally funded TA centers, the IRIS Center, COI, and various states, have contributed resources to bring together research, policy and practice. The site can be searched by keyword or by an alphabetical list of resources, topics, or organizations providing the resource. It also has "featured resources", an opportunity to add a resource, and a signup to receive email updates. The database can be accessed here. |
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| This report from the Carnegie Corporation of New York presents results of a meta-analysis that examines the influence of writing on reading skills. Authors Steve Graham and Michael Hebert provide three broad recommendations and discuss specific writing practices to improve student reading skills. The full report can be accessed here. | |||
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| This 2010 study by REL West on middle school math assessment accommodations found that simplifying the language--or linguistic modification--on standardized math test items made it easier for English Language learners to focus on and grasp math concepts, and thus was a more accurate assessment of their math skills. The 204-page final report is available for download here. | |||
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| The U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS) has issued a revised Q&A document to provide States, State educational agencies (SEAs), local educational agencies (LEAs), parents, and other stakeholders with information regarding the IDEA requirements relating to individualized education programs (IEPs), evaluations, and reevaluations. This document (revised June 2010) is available online at http://www.ed.gov/policy/speced/guid/idea/iep-qa-2010.pdf. | |||
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This document, developed by the Center on Instruction, provides research-based guidance on academic literacy instruction in the content areas, specifically focusing on the effective use of text in content areas. It reviews the research evidence about content-area literacy instruction for adolescents and suggests ways teachers can use content-area texts to enable students to understand the vocabulary and concepts they contain. This document also provides a brief synopsis of working with adult learners and the most promising professional development practices identified in research. Intended for use by literacy specialists and other technical assistance providers in their work with states to improve educational policy and practice in adolescent literacy, it describes ways to assist states, districts, and schools in helping teachers develop the kinds of pedagogical skills needed to implement instructional practices that have been shown to improve student literacy outcomes. The Center on Instruction held a webinar July 22,2010, to provide an introduction to this document. The archived WebEx file and PowerPoint presentation can be accessed here. |
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This brief from the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE), outlines the tiered structure of RTI and how it can be implemented as an effective technique for teaching English learners who are having difficulty making academic progress. |
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| This annotated bibliography developed by the National Center on RTI provides citations for key articles to help in understanding disproportionate representation. For ease of use, it is categorized into sections: (1) Practitioner-oriented (mainly simple and practical articles), (2) Practitioners Who Want to Learn More (articles with more detailed information) and (3) Research-oriented (articles focused on the technical and conceptual aspects of disproportionality). Each citation expands to provide a short abstract of the article. The bibliography can be accessed here. | |||
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| This "Rapid Response" report released by the Southeast Comprehensive Center provides an overview of state policies on RTI. The goal of the report is to provide decisionmakers and other stakeholders with information on formal RTI policy so they can compare their regulations with those in other states. It is available for download here. | |||
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This collaborative report from the Center on Instruction, the National High School Center, and the National Center on Response to Intervention, summarizes what the High School Tiered Interventions Initiative (HSTII) has learned about effective implementation of RTI in high schools. It provides a brief description of the RTI framework and the essential components of RTI, illustrates how the essential components of RTI are implemented at eight schools, and highlights contextual factors unique to high schools as well as how these factors can affect school-level implementation of tiered interventions. The document is available for download below. A webinar, The High School Tiered Intervention Initiative: The Implementation of Tiered Interventions and RTI in High Schools, was held February 11, 2010, to share information incorporated into this document. This webinar was second in a series of webinars which included one which introduced the project: The High School Tiered Interventions Initiative, held September 23, 2009, and the latest one, High School Response to Intervention: Progress Monitoring, held May 11, 2010. Archived webinar files and PowerPoint presentations from the webinars are available for download. |
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| The New Mexico Public Education Department has updated its Response to Intervention: A Systematic Process to Increase Learning Outcomes for All Students with a new manual that provides guidance and tools for its school districts and charter schools to use to build technically sound systems to implement RTI effectively. Called The Student Assistance Team and the Three-Tier Model of Student Intervention, it offers an overview of the RTI Framework in New Mexico, information on regulatory support and research, explanation of the Student Assistance Team (SAT), a discussion of intervention techniques, and instructions for integrating good student behavior into the tiered framework. It also has a number of ready-made forms to assist educators in developing their own tools. It is available for download here. | |||
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This document developed by the Center on Instruction addresses questions about how best to assist students who face the significant dual challenge of acquiring the content knowledge necessary for academic success and simultaneously developing their English language competency. Looking at key practices in schools with high populations of non-native speakers of English that have achieved exemplary academic success in their second, acquired language, this document details findings from 49 school principals on nine factors, including school and student characteristics, instructional supports and strategies for ELLs, and barriers to effective instruction for ELLs. |
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| This resource includes an archived copy of an October 2009 webinar produced by the National Center for Response to Intervention and led by Dr. Daryl Mellard which provides background knowledge about fidelity and how it plays an integral role within the entire RTI framework at the school and classroom levels. It includes examples of how to assess fidelity and offers resources and tools that can be used for this purpose such as Action Plans for Administrators and Teachers, Observation Checklists, and Student Satisfaction Surveys. These can be accessed at the National Center for Response to Intervention's website here. | |||
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This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in mathematics at grades 4 and 8. Highlights of the results show that gains in overall average scores seen in earlier years did not continue at grade 4 but did continue at grade 8. There were no significant changes from 2007 to 2009 in the score gaps between White and Black students or between White and Hispanic students at either grade 4 or grade 8. For more information and to access the full report, click here. |
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| This document developed by the Tigard-Tualatin School District in Tigard, OR includes information on EBIS (Effective Behavior and Instructional Support) as a structured, systematic process (1) to review school-wide behavior and academic data in order to evaluate the effectiveness of core programs, (2) to screen and identify students needing additional academic and/or behavior support, and (3) to plan, implement, and modify interventions for these students. The document can be downloaded below, or you can click here for more information. | |||||
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| This report, developed by REL and the Institute of Education Sciences, describes an analysis of documents related to RTI that are publicly available on state education agency websites in the nine Northeast and Islands Region jurisdictions: Connecticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico, Rhode Island, Vermont, and the Virgin Islands. This document concludes that RTI is supported in seven jurisdictions as an overall school instructional improvement approach or an approach to determining special education eligibility. It also finds that RTI documents in the seven jurisdictions address the core features of RTI as defined by the National Research Center on Learning Disabilities. To access this document, click here. | |||
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This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in reading at grades 4 and 8. Results show that the overall average score for fourth-graders in 2009 was unchanged from the score in 2007 but was higher than the scores in other earlier assessment years from 1992 to 2005. The average score for eighth-graders in 2009 was one point higher than in 2009 and four points higher than 1992 but was not consistently higher than in all the assessment years in between. There were no significant changes from 2007 to 2009 in the score gaps between White and Black students or between White and Hispanic students at eighter grade 4 or grade 8. To access this report, click here.
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