Tag » based

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  2007 National School Climate Survey: The experiences of lesbian,gay, bisexual and transgender youth in our nation’s schools.

  1/1/08 - Joseph G. Kosciw, Elizabeth M. Diaz, Emily A. Greytak

  "GLSEN's biennial National School Climate Survey is the only national survey to document the experiences of students who identify as LGBT in America's secondary schools. The 2007 survey includes responses from 6,209 LGBT students between the ages of 13 and 21 from all 50 states and the District of Columbia. Data collection was conducted through community-based groups, online outreach, and targeted advertising on the social networking site MySpace."

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  Acknowledging Children’s Positive Behaviors

  1/1/07 - Matt Timm, Sharon Doubet

  This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.Acknowledging positive behaviors is a strategy...

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  Analysis of the developmental functioning of early intervention and early childhood special education populations in Oregon

  1/1/09 - Gary Nave, Vicki Nishioka, Arthur Burke

  This report informs Oregon education policy-makers about the developmental functioning levels of children from birth through age 2 in early intervention services and children ages 3-5 in early childhood special education services at the time of entry into services, using data from the Oregon Early Childhood Assessment System. The assessment system contains data on the assessed developmental functioning levels of children based on the 16 Oregon early childhood foundation areas and the three...

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  Barriers to the preparation of highly qualified teachers in reading

  1/1/07 - Susan Smartt, Daniel Reschly

  This brief discusses scientifically based reading instruction in relation to federal policy mandates. It focuses on strategies and standards for ensuring that teachers are qualified to teach reading and provides recommendations for improving the teaching of reading.

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  Before and after-school care arrangements and activities of school-age minority children

  Thurlow, M., Durán, R., Kato, K., Albus, D.

  This report is a first look at the before- and after-school care, programs, and activities of language minority children based on the National Household Education Survey: 2001. It describes the characteristics of the children and their before- and after-school care, programs, and activities, and also examines the relationship of some of these to school grades and school problems, two important outcome variables. The report also looks for the first time at the group of language minority...

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  Being an evidence-based practitioner: What does it take to be an evidence-based practitioner?

  Strain, P. , Dunlap, G.

  This fact sheet describes what evidence-based practitioners do, notes some of the challenges that affect the implementation of evidence-based practices, and offers advice for addressing those challenges.

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  Building Positive Teacher-Child Relationships

  1/1/04 - M.M. Ostrosky, E.Y. Jung

  This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments. In early childhood settings, each moment that...

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  Cognitive behavioral interventions: An effective approach to help students with disabilities stay in school

  Riccomini, P., Bost, L.W. , Katsiyannis, A., Zhang, D.

  This Practice Brief based on the Office of Special Education Programs (OSEP) supported work by The What Works In Transition Synthesis Center, The Effects of Cognitive-Behavioral Interventions on Dropout for Youth with Disabilities (Cobb, Sample, Alwell, & Johns, 2005), provides educators with a conceptual understanding and technical information to assist in implementing cognitive-behavioral interventions that reduce aggressive behaviors in students.

• Colorín Colorado

  Colorín Colorado,

  A free web-based, bilingual service that provides information, activities, and advice for educators and Spanish-speaking families of English language learners.Also includes information about accommodations and evaluation, informal assessment, standards-based writing, bilingual parent tips about testing, recommended guides and research, and a webcast.

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  Creating a Relationship between Professional Development and English Language Learners

  1/1/09 - Sally Nathenson-Mejia

  We are a team of professors and instructors from the university working on a large scale PD initiative with teachers in the Denver metropolitan area who have English language learners as their students. From the university, Ruth Brancard, Mark Clarke, Alan Davis, Jennifer QuinnWilliams, Barbara Vaille and I head a group of experienced, qualified district instructors and coaches. The professional development we provide includes courses on effective teaching and assessment practices for...

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  Data-driven decision making based on curriculum-embedded assessment: Findings from recent California studies

  1/1/06 - California Comprehensive Center,

  A large amount of national research supports the concept of using data driven decision making to improve student achievement. This brief produced by the American Institutes for Research (AIR), as a partner in the California Comprehensive Center (CA CC) at WestEd, summarizes key findings about the use of data driven decision making, including the effective use of assessment data, the role of administrators, the role of teachers, and the role of parents and students, as detailed in three...

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  Desegregation and the achievement gap: Do diverse peers help?

  1/1/06 - Jane Cooley

  "Understanding peer effects is critical to evaluating the impact of de facto public school segregation on the achievement of white and nonwhite students. Using a unique panel data set of North Carolina public elementary school students, I estimate a model of achievement production that incorporates heterogeneous responses by students at different points of the achievement distribution, while also allowing for peer spillovers to vary across races and for the formation of different race-based...

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  Determining adequate yearly progress from kindergarten through grade 6 with Curriculum Based Measurement

  National Center on Student Progress Monitoring,

  Progress monitoring is a scientifically based practice that teachers can use to evaluate the effectiveness of their instruction for individual students or their entire class. Teachers identify goals for what their students will learn over time, measure their students' progress toward meeting these goals by comparing expected and actual rates of learning, and adjust their teaching as needed. The benefits of progress monitoring include accelerated learning for students who receive more...

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  Developing the capacity for scaling up the effective use of evidence-based programs in State Departments of Education

  1/1/09 - Fixsen, D. L., Blase, K.A., Horner, R., Sugai, G.

  The significant investment in developing evidence-based practices and other innovations will be “worth it” if it helps further the education of students and benefit their families and communities. The State Implementation and Scaling up of Evidence-based Practices (SISEP) Center helps States establish adequate capacity to carry out effective implementation, organization change, and system transformation strategies to maximize the academic achievement and behavioral health outcomes for...

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  Districts on the Move: Unified Student Service in Boston Public Schools: Building a Continuum of Services through Standards-based Reform.

  1/1/01 - Thomas Payzant, Pia Durkin

  This paper tells the unfinished journey of standards-based reform in the Boston Public Schools. It explores the importance of creating a sensible and interdependent relationship between general and special education and illustrates how the strength of working together can impact the power of a large school district to truly serve all students.

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  Effective literacy and english language instruction for English learners in the elementary grades: A practice guide (NCEE 2007-4011).

  1/1/07 - Gersten, R., , Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P. , Scarcella, R.

  This practice guide, from the Institute of Education Sciences (IES) National Center for Education Evaluation and Regional Assistance, formulates evidence-based recommendations for teaching literacy to English Language Leaners (ELLs) in the elementary grades based on the current body of studies for each area. The authors evaluated the effect sizes of interventions to measure their impact on programs and practices. The recommendations involve areas such as curriculum selection, sensible...