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Tag: implementation

  • pdf

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

    1/3/09 - 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...

  • Direct instruction: Its contributions to high school achievement

    1/1/00 - Kozioff, Martin A., LaNunziata, Louis, Cowardin, James, Bessellieu, Frances B.

    Describes the design principles, instructional practices, and specific curricula of Direct Instruction. At a time when public schools are increasingly held accountable for students' achievement and for closing and preventing the achievement gap between minority/disadvantaged and white/advantaged students, Direct Instruction provides highly effective programs whose implementation fosters beneficial change in students' engagement and achievement, in teachers' skill at instruction and...

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    Early Warning System Implementation Guide

    1/12/10 - Therriault, S.B., Heppen, J., O’Cummings,M., Fryer, L., and Johnson, A.

    This Implementation Guide is designed to build the capacity of school- and district-level practitioners to analyze data from the EWS Tool v2.0. The aim of the guide and the tool is to support school and district efforts to systematically identify students who are showing signs that they are at risk of dropping out of high school, match these students to interventions to get them back on track for graduation, and monitor students’ progress in those interventions. The guide describes an...

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    ED Facts: Special education in the new National Education Data System

    1/5/09 - Ahearn, E.

    "This document begins with a background on ED’s development and implementation of a single repository for K-12 education data. It also includes a summary of interviews held with seven state special education directors and/or their IDEA data managers along with each state’s EDFacts coordinator to obtain information on the states’ submission of special education data via EDFacts. It closes with a section on observations and conclusions. This document was prepared by Project Forum at the...

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    Education Transformation: Doing what works in education reform

    1/9/10 - Glenda L. Partee

    "This report analyzes federal education programs that are candidates for elimination, consolidation, or restructuring, and discusses lessons derived from program funding and implementation. It reviews discretionary project grant programs and pre-college education programs administered by the U.S. Department of Education."

  • Eighteenth annual report to Congress on the implementation of the Individuals with Disabilities Education Act.

    1/1/96
  • Evaluating program implementation (school based) (Final project report).

    1/1/82 - Werner, W.
  • Expanding Opportunities for High Academic Achievement: An International Baccalaureate Diploma Program in an Urban High School

    1/1/08 - Mayer, Anysia P.

    The article discusses the implementation of Jefferson High School's International Baccalaureate (IB) Diploma Program in California. The program was established in 1993 as a magnet Program for Portville Unified School District and has instituted various academic and social support mechanisms that motivate students to pursue challenging curriculum. It also offers an overview of the literature documenting the academic achievement gap between high-achieving Latino and African American students.

  • Generating Teaching Effectiveness: The Role of Job-Embedded Professional Learning in Teacher Evalution

    1/1/12 - Coggshall, J.G., Rasmussen, C., Colton, A., Milton, J. & Jacques, C., U.S. Department of Education

    State and district leaders across the country are working intensely to respond to legislation calling for revised teacher evaluation systems that incorporate multiple measures of student learning and teacher practice. Whether through strengthened accountability or more formative support, the primary goal of this work is the continuous improvement of teaching and learning. To meet this goal, teacher evaluation systems need to be designed and implemented with teacher learning and development...

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    Guide for Coaching Dialogues

    1/6/09 - Elaine Mulligan

    NIUSI-LeadScape coaching supports school leaders in their work to lead change, as well as serving as a model for school leaders to coach teachers and staff in implementing inclusive practices

  • High-Stakes Testing: Does the California High School Exit Exam Measure Up?

    1/1/05 - Callet, Valerie J.

    In 2002, President George W. Bush signed the No Child Left Behind Act. In addition to providing additional funding for schools and encouraging local autonomy, the new law focuses on accountability in an attempt to close the achievement gap for all students, leaving no child behind. Perhaps the most striking manifestation of Bush's new law is the amplified attention on high-stakes testing as a means to demonstrate accountability. The California High School Exit Exam (CAHSEE) is California's...

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    Impacts of a Violence Prevention Program for Middle Schools: Findings From the First Year of Implementation

    1/16/10 - Suyapa Silvia , Jonathan Blitstein , Jason Williams , Chris Ringwalt , Linda Dusenbury , William Hansen

    "A new evaluation of a violence prevention program for middle schools finds that after one school year, there were no statistically significant impacts on how often students reported that they were victimized by their peers, or committed violence against their peers. In addition, there were no statistically significant impacts of the program on a number of other outcomes such as how often students' reported positive behavior toward their peers or on their perceptions of school safety. The...

  • Improving Mathematical Problem Solving in Grades 4 through 8: A practice Guide

    1/1/12 - Woodward, J., Beckmann, S., Driscoll, M., Franke, M., Herzig, P., Jitendra, A., Koedinger, K.R., & Ogbuehi, P., U.S. Department of Education

    This section provides information about the role of evidence in Institute of Education Sciences’ (IES) What Works Clearinghouse (WWC) practice guides. It describes how practice guide panels determine the level of evidence for each recommendation and explains the criteria for each of the three levels of evidence (strong evidence, moderate evidence, and minimal evidence).The level of evidence assigned to each recommendation in this practice guide represents the panel’s judgment of the...

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    Including Preservice Special Education Teachers in Professional Development: Schools Challenges and Possibilities

    1/29/10 - Rosenberg, M. S., Brownell, M., McCray, E. D., deBettencourt, L. U., Leko, M., & Long, S.

    Understanding what is involved in implementing special education teacher preparation in Professional Development Schools is important to crafting effective partnerships between school faculty and teacher educators. Learn more about developing partnerships that are responsive to these preservice teachers’ needs.

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    Investigating the Links to Improved Student Learning: Final report of Research Findings

    1/21/10 - Louis, Karen Seashore, Leithwood, Kenneth, Wahlstrom, Kyla L., Anderson, Stephen E.

    Education is widely held to be crucial for the survival and success of individualsand countries in the emerging global environment. U.S. politicians of all stripes have placed education at the center of their political platforms, and education has been at the center of many European and Asian policy agendas. Comparable agreement is also evident about the contributions of leadership to the implementation of virtually all initiatives aimed at improving student learning and the quality of...

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    Learning from the Youth Opportunity Experience: Building delivery capacity in distressed communities

    1/3/09 - Harris, L.

    In 2000, the U.S. Department of Labor awarded significant Youth Opportunity (YO) Grants to 36 high-poverty urban, rural, and Native American communities. The grants were designed to serve all young people in these areas, regardless of income or connection to school or work. The YO grants provided the resources to establish comprehensive approaches at considerable scale. They were catalytic in launching important collaborations in these communities to connect systems, to leverage resources...

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