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Tag » instruction- 1/1/04 - Tandria Callins
This paper is one of the practitioner-oriented briefs produced by the National Center for Culturally Responsive Educational Systems (NCCRESt). It applies to all teachers of culturally and linguistically diverse students who are interested in improving literacy instructions. In order for culturally and linguistically diverse students to become productive members of society, they need to be fully functional participants in literate communities. Literacy is pervasive not only in school but in... - 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... - 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... - 1/1/08 - Thurlow, M., Shyyan, V., Barrera, M., Liu, K.
“This study is part of national research over the past seven years at the National Center on Educational Outcomes focused on identifying and validating instructional strategies for ELLs with disabilities. . . . In recent work (Barrera, Shyyan, Liu, & Thurlow, 2008), educators from five States with large ELL populations and five States with small ELL populations generated sets of reading, mathematics, and science instructional strategies and weighted their importance in focus group-like... - 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... - 1/1/08 - National Center for Technology Innovation,, Center for Implementing Technology in Education,
Many parents and teachers are in need of solutions to help their children with reading difficulties. Using technology-aided instruction is one way to address this serious issue. This Info Brief is devoted to Frequently Asked Questions about text formats, with an emphasis on the National Instructional Materials Accessibility Standards (NIMAS). - 1/1/07 - National Center on Student Progress Monitoring,
Dr. Lynn Fuchs has over 20 years' experience working with students with special needs. She is a nationally recognized expert conducting research on classroom based assessment and instructional methods to enhance outcomes for students with disabilities. View and listen to her presentation on student progress monitoring, including a Q & A session with practitioners from the field. - 1/1/06 - Deb Albus, Shyyan, V., Thurlow, M.
The current study, an online survey about instructional strategies for ELLs with disabilities, was designed to build on the findings of the previous study about educator perceptions of instructional strategies. Although the current study did not use consensus building methods, it was similarly designed to obtain educators’ perspectives about instructional strategies for reading, mathematics, and science. This survey, in contrast to the previous study, included a broader range than only... - 1/1/06 - Francis, D., Rivera, M. , Lesaux, N., Kieffer, M., Rivera, H.
Book 1 of 3: This book, released in October 2006, is the first in a series of three Practical Guidelines for the Education of English Language Learners. It provides evidence-based recommendations for policymakers, administrators, and teachers in K-12 settings who seek to make informed decisions about instruction and academic interventions for ELLs. The domains of focus include reading and mathematics, and the recommendations apply to both a class-wide instructional format and individualized... - 1/1/08 - Rod Ellis
"Second language acquisition (SLA) researchers do not agree how instruction can best facilitate language learning. Given this lack of consensus, it might be thought unwise to attempt to formulate a set of general principles for instructed language acquisition. However,if SLA is to offer teachers guidance, there is a need to proffer advice, providing that it is offered in the spirit of what Stenhouse (1975) called “provisional specifications.” The principles described in this digest... - 1/1/07 - National Research Center on Learning Disabilities,
RTI is considered as yielding more ecologically or socially accurate information. Another benefit is that the information about a child’s response should be helpful in designating the features of instruction, curriculum, goals, and placement considerations that are beneficial regardless of the student’s disability determination. When RTI is incorporated into the SLD determination process, instructional staff should have a clearer framework for evaluating the child’s performance and... - The Access Center,
This brief is an introduction to the linkage between classroom practice and student performance on State assessments. It provides practitioners and administrators with an overview of instructional practice and content, based on rigorous academic standards, to heighten awareness regarding the connection between access to the general education curriculum and student performance on large scale assessments. - 1/1/09 - Sherman Dorn
Principals are more likely to keep their faculty focused on student learning if they can shift the everyday conversation in their schools away from assessment as testing students and towards talking about assessment as testing instructional decisions. It is very hard to change our historical uses of “student testing,” but principals have the power to do so in their own schools. Most principals are aware of the general history of testing in the U.S. In the first three decades of the... - 1/1/07 - Mellard, D.F., McKnight, M.A. , Deshler, D.
This brief from 2007 provides information for parents on what children may experience in schools that use RTI to identify and instruct children with specific learning disabilities. It presents a three-tier model and includes question section that parents could use to fill in information about screening, progress monitoring, tiered instruction, staff collaboration, and fidelity of implementation. - 1/1/07 - McPeak, L. , Trygg, L.
This 2007 brief provides an orientation to the Content Literacy Continuum (CLC) model a replicable district-level model of instruction to meet the differentiated needs of struggling adolescents. CLC is a five-level model that is aligned with a 3-tiered RTI instructional model that takes a systems approach to providing adolescents with literacy instruction and intervention. The goal of the model is to decrease the achievement gap, improve adolescent retention, and provide teachers with... - 1/1/07 - The Access Center,
Mnemonic instruction is an instructional strategy commonly used with students who have disabilities as well as with their non-disabled peers. It is designed to improve memory of key information.
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