Tag » implementation

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  Effects of the implementation of Proposition 227 on the education of english learners, K-12

  1/1/06 - T. B. Parrish, A. Merickel, M. Perez , R. Linquanti, M. Socias, A. Spain, , C. Speroni, P. Esra , L. Brock, D. Delancey

  “In June of 1998, Proposition 227 was passed by 61 percent of the California electorate. The initiative was intended to significantly alter the ways in which the state’s English learners are taught. Proposition 227 requires that English learners be taught ‘overwhelmingly in English’ through sheltered/structured English immersion programs during ‘a temporary transition period not normally intended to exceed one year,’ and then transferred to mainstream English-language...

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  English learners in Boston public schools: Enrollment, engagement, and academic outcomes of native speakers of Cape Verdean Creole, Chinese dialects, Haitian Creole, Spanish, and Vietnamese

  1/1/09 - Uriarte, M., Lavan, N., Agusti, N., Kala, M., Karp, F., Kiang, P., Lo, L., Tung, R., Villari, C.

  "In 2002, Massachusetts voters approved a referendum (Question 2) against the continuance of Transitional Bilingual Education as a method of instruction for English language learners. . . . Question 2 (implemented across the State in fall 2003), replaced a wide-ranging set of bilingual programs with Sheltered English Immersion (SEI) programs. . . . Unlike Transitional Bilingual Education, which relies on English learners’ own language to facilitate the learning of academic content as they...

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  English learners in Boston public schools: Enrollment, engagement, and academic outcomes, AY2003-AY2006

  1/1/09 - Tung, R., Uriarte, M., Diez, V., Lavan, N., Agusti, N., Karp, F., Meschede, T.

  "In 2002, Massachusetts voters approved a referendum (Question 2) against the continuance of Transitional Bilingual Education as a method of instruction for English language learners. . . . Question 2 (implemented across the State in fall 2003), replaced a wide-ranging set of bilingual programs with Sheltered English Immersion (SEI) programs. . . . Unlike Transitional Bilingual Education, which relies on English learners’ own language to facilitate the learning of academic content as they...

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  Implementation: The missing link between research and practice.

  1/1/09 - Fixsen, D. L., , Blase, K. A.

  Stages of Implementation and stage-related work together with effective use of the Core Implementation Components are two key frameworks for creating an effective implementation infrastructure. We need to build, utilize, and evaluate implementation infrastructures and strategies if we are to achieve significant outcomes for consumers and communities. We must learn how to implement well-researched programs and practices effectively on a national scale

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  Managing an identity crisis: Forum guide to implementing new federal race and ethnicity categories

  1/1/08 - National Forum on Education Statistics,

  This Guide provides information about the 1997 standards and suggestions about how to implement them at the state and school district level. It covers developing policies and procedures, communicating with staff and the public, re-identification, and coding, storing, reporting, and bridging data.

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  Using Student Achievement Data to Support Instructional Decision Making

  1/1/09 - Laura Hamilton , Richard Halverson, Sharnell S. Jackson, Ellen Mandinach, Jonathan A. Supovitz, Jeffrey C. Wayman

  As educators face increasing pressure from federal, state, and local accountability policies to improve student achievement, the use of data has become more central to how many educators evaluate their practices and monitor students’ academic progress.Despite this trend, questions about how educators should use data to make instructional decisions remain mostly unanswered. In response, this guide provides a framework for using student achievement data to support instructional decision...

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  A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners

  1/1/08 - Julie Esparza Brown, Jennifer Doolittle

  Looking through the lens of culturally responsive practice, we consider how best to implement Response to Intervention (RTI) in a way that will provide equitable educational opportunity for students who are English Language Learners (ELLs).

• A framework for developing high-quality english language proficiency standards and assessments

  1/1/08 - Southeast Comprehensive Center,

  Edynn Sato, PhD, director, WestEd Assessment and Accountability Comprehensive Center, discusses the framework for creating high-quality English language proficiency (ELP) standards and assessments. The purpose of the framework is to assist states with interpretation and implementation of Title III requirements for ELP standards and assessments.

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  A parent's guide for response to intervention (RTI)

  1/1/06 - Cortiella, C.

  This 2006 brief provides an overview of the RTI process and describes how it is implemented in schools. This resource would be useful to parents who are looking for more information about the RTI process and provides specific questions that parents can ask at their children's schools.

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  A User's Guide to Advocacy Evaluation Planning

  1/1/09 - Julia Coffman

  A User's Guide to Advocacy Evaluation Planning was developed for advocates, evaluators, and funders who want guidance on how to evaluate advocacy and policy change efforts. This tool takes users through four basic steps that generate the core elements of an advocacy evaluation plan, including what will be measured and how. The tool helps users: Identify how the evaluation will be used and who will use it to ensure the evaluation delivers the right kind of information when it is needed; Map...

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  Approaches to dropout prevention: Heeding early warning signs with appropriate interventions

  1/1/07 - Kennelly, Louise, Monrad, M.

  This report outlines steps that schools can take to identify at-risk students and provide the necessary support systems and relevant interventions to assist students in obtaining a high school diploma. Further, the report discusses the use of early warning data systems to target interventions for groups and individual students, offers a variety of best practice approaches undertaken by higher-performing high schools, and presents effective programs that are currently being implemented to...

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  Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060)

  1/1/09 - Gersten, R. , Beckmann, S. , Clarke, B. , Foegen, A. , Marsh, L. , Star, J. R. , Witzel, B.

  This Practice Guide, released by IES in April 2009, aims to help educators develop and implement Response to Intervention to assist students struggling in math. The focus is building an instructional program in order to improve outcomes for students who have difficulty with math. The guide presents recommendations about screening, instruction, and progress monitoring and indicates the quality of the research base that supports them. It includes common questions and potential concerns that...

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  Assisting students struggling with reading: Response to Intervention and multi-tier intervention for reading in the primary grades. A practice guide. (NCEE 2009-4045)

  1/1/08 - Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S., Tilly, W.D.

  This Practice Guide, released by IES in February 2009, aims to help educators develop and implement Response to Intervention to assist students struggling with reading. The focus is building an instructional program in order to improve outcomes for students who have difficulty with reading as well as set in place a screening process for all students. The guide presents recommendations and indicates the quality of the research base that supports them. It includes common questions and...

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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.

• Beyond "getting the answer": Calculators help learning disabled students get the concepts

  1/1/07 - Center for Implementing Technology in Education,

  This Info Brief summarizes Thompson and Sproule's (2000) "Calculator Decision-Making Flow Chart" and uses the principles of Universal Design for Learning (UDL) to clarify how calculator usage helps students with learning disabilities understand math concepts.

• Blogs, wikis and text messaging: What are the implications for students with learning disabilities

  1/1/08 - Center for Implementing Technology in Education,

  The usefulness of assistive technologies for students with learning disabilities is fairly obvious. It is easy to understand the educational benefits of software designed specifically for students with dyslexia. But what about Web 2.0 tools? What are they and how do they affect learning and interaction for students with learning disabilities?