Categories

Category: Response to Intervention

  • Guiding Principles: A Resource Guide for Improving School Climate and Discipline

    1/1/14

    Developing positive school climates and improving school discipline policies and practices are critical steps to raising academic achievement and supporting student success. However, there is no single formula for doing so. Rather, the growing body of research and best practices in the field should inform locally developed approaches to improving school climate and discipline policies and practices.

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    Has progress been made in raising achievement for English Language Learners?

    1/9/10 - Center on Education Policy,

    "This report by the Center on Education Policy (CEP), an independent nonprofit organization, examines progress in raising achievement for English language learners. It also describes the factors thatmake it difficult to accurately assesswhat ELLs knowand can do.The data for this analysis were collected by CEP with technical support from the Human Resources Research Organization (HumRRO) and come from the state reading and mathematics tests used for NCLB accountability in all 50 states.The...

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    How progress monitoring assists decision making in a response to instruction framework

    1/14/09 - Speece, D.

    This 2007 brief studies an RTI model as a method of identifying children for special education services. Two children are discussed, whose profiles illustrate different aspects of the progress monitoring--RTI interface. It was presented by Deborah Speece and released by the National Center on Student Progress Monitoring.

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    Inquiry-Based Science: A Dynamic Approach to Developing 21st Century Skills

    11/11/13 - Hammerman, Elizabeth

    In the 2013 Next Generation Science Standards (NGSS), the term "inquiry" is included in the dimension called Practices. This broader term better specifies the range of cognitive, social, and physical practices that characterize what scientists use to investigate and build models and theories about the world. It emphasizes the expectation that students will engage in the practices of science rather than learning about them secondhand.

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    Investing in Young Children: A Fact Sheet on Early Care and Education Participation, Access, and Quality

    11/1/13 - Schmidt, Stephanie; Matthews, Hannah

    High quality early care and education can play a critical role in promoting young children’s early learning and success in life, while also supporting families’ economic security.1 Young children at highest risk of educational failure – those experiencing poverty and related circumstances that may limit early learning experiences – benefit the most from high quality early care and education programs.2 This fact sheet provides information about the percentages of young children in...

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    Language and Reading Interventions for English Language Learners and English Language Learners with Disabilities

    1/29/10 - Rivera, M. O., Moughamian, A. C., Lesaux, N. K., & Francis,, D. J.

    This report from the Center on Instruction presents information about assessment, instructional interventions, and professional development with a particular focus on ELL students who have been identified with a language and/or learning disability or who are at risk for reading difficulties. The focus of the intervention section is on those that have demonstrated success at remediating reading for ELLs who have either identified language impairment, reading and/or learning disabilities, or...

  • Low Reading Scores Show Majority of US Children Not Prepared for Future Success

    1/28/14 - Chong, Sue Lin

    In a new KIDS COUNT® data snapshot, the Annie E. Casey Foundation finds that 80 percent of lower-income fourth graders and 66 percent of all kids are not reading proficiently - a key predictor of a student’s future educational and economic success. If this trend continues, the country will not have enough skilled workers for an increasingly competitive global economy by the end of this decade.

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    Performance-Based Compensation: Linking Performance to Teacher Salaries

    12/1/13 - Behrstock-Sherratt, E.; Potemski, A.

    To achieve the goal of attracting and retaining talented professionals in education, performance-based compensation systems (PBCS) must offer salaries that are both fair and sufficiently competitive at each point across an educator’s career continuum. Although many states, especially with the support of the Teacher Incentive Fund (TIF) grants, have worked with districts on developing PBCS, salary scales largely remain a decision left to local school districts.

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    Preparing Students for the Common Core State Standards in Writing

    7/22/13 - Education Northwest

    With all but a handful of states having adopted the Common Core State Standards (CCSS), schools and districts nationwide are now working to ensure effective implementation. The standards demand that all students have access to the high-quality instruction needed to meet college- and career-ready expectations. In writing, students must be able to demonstrate proficiency at their grade level in both the K–12 English Language Arts Standards and the Grade 6–12 Standards for Literacy in...

  • Reconnecting Child Development and Child Welfare: Evolving Perspectives on Residential Placement

    3/1/13 - The Annie C. Casey Foundation
  • Supportive School Discipline Initiative

    7/1/13

    The School Discipline Consensus Project brings together practitioners from the fields of education, juvenile justice, behavioral health, and law enforcement, as well as state and local policymakers, researchers, advocates, students, and parents to collaboratively develop a comprehensive set of recommendations for change agents working to address this issue.

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    Teacher Perspectives of School-Level Implementation of Alternate Assessments for Students With Significant Cognitive Disabilities

    1/28/10 - Renée Cameto, Frances Bergland, Anne-Marie Knokey, Katherine M. Nagle, Christopher Sanford, Sara C. Kalb, Jose Blackorby , Beth Sinclair, Derek L. Riley, Moreiça Ortega

    "Read about teachers' perspectives on school-level implementation of alternate assessments in a national study released by the National Center for Special Education Research. This study included more than 400 teachers of students with significant cognitive disabilities from three states. The report provides information on the background and experiences of teachers of students with significant cognitive disabilities, the skills and characteristics of the students they teach, and their...

  • Teaching Exceptional Children

    1/1/05
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    The First Eight Years: giving kids a foundation for lifetime success

    1/1/13 - The Annie E. Casey Foundation

    As a nation, we do not invest enough in our children’s early years. In fact, federal spending on children is lowest when they are young, even though most brain development occurs during this period.

  • The Mind Shift in Teacher Evaluation: Where We Stand - and Where We Need to Go

    Minnici, Angela

    The teaching profession today is full of contradictions: Teach the whole child, but focus on specific needs. Integrate 21st-century technology, yet go back to the basics. While often cited as one of the most rewarding professions, teaching is demanding, technically challenging, and more closely scrutinized by the public than ever. Although we better understand how children learn and how to support and develop educators, teachers today report more dissatisfaction with their jobs and are less...

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    The relationship between changes in the percentage of students passing and in the percentage testing advanced on state assessment tests in Kentucky and Virginia

    1/31/10 - Louis Jacobson, Laura Holian

    "Under the accountability provisions of the No Child Left Behind Act of 2001, states are required to assess students in reading and math and to identify them as below proficient or as proficient or advanced (both considered passing). Because schools are held accountable only for ensuring that students test proficient or better, there have been concerns that a focus on increasing the percentage of students testing proficient might unintentionally lead to fewer students testing at the advanced...

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