Project Forum recently released a policy brief on the relationship of teacher quality and student achievement and the legislative background for highly qualified special educators. Six states were surveyed and the results of the strategies used to meet the requirements of highly qualified teachers as well as additional information such as data collection methods states use and barriers to meeting the requirements are reported. In addition, policy recommendations from National Association of State Directors of Special Education's (NASDSE) Personal Center and Council of Chief State School Officers' (CCSSO) Center for Improving Teacher Quality that address implementation barriers are presented.
Northwest Regional Comprehensive Center
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April/May 2007 E-newsletter
Below is a listing of our archived monthly e-newsletters. You can view the resources we mentioned in each issue by clicking on the link or Search Resources to find any resource from an e-newsletter or event.
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The Policy Forum recently held a Response to Intervention/Early Intervening Services Policy Forum. This publication documents the process participants followed to describe barriers to implementation of Response to Intervention (RTI) as an Early Intervening Service (EIS), policy recommendations to address these barriers and implementation considerations.
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A National Association of State Boards of Education (NASBE) guide on strategies to turn state literacy policies into effective classroom reading instruction. "This document serves as guide for how to craft state polices and programs that lead to actual instructional changes in the classroom, providing a roadmap of the actions that must be taken at all levels—state, district, school, and classroom—in order to impact instructional practices and help students improve their reading skills."
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The National Governors Association (NGA), the Council of Chief State School Officers (CCSSO) and the National Association of State Boards of Education (NASBE) recently sent joint recommendations for reauthorization of the No Child Left Behind Act (NCLB) to Congress. Recommendations in eleven areas, including giving states and schools the flexibility to use "growth models" to gain credit for increasing student achievement; creating rewards and differentiating consequences; supporting meaningful, long-term school reform; and ensuring fair testing of special populations were presented.. Additionally, recommendations ask that the reauthorization include a renewed state-federal partnership that will provide states the flexibility to ensure the law works effectively in each and every state.
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The Education and the Public Interest Center (EPIC) released a policy brief analyzing the evidence relating to the implementation and effects of the supplemental education services (SES) provision of the No Child Left Behind Act (NCLB). The four areas EPIC analyzed in this brief are: * Student eligibility and participation in SES; * Services provided by SES firms; * State and district implementation; and * Impact on student achievement.
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The National Center for Research on Evaluation, Standards, and Student Testing (CRESST) has released a policy brief addressing education accountability models and systems. The brief describes both status and growth accountability models and provides several policy recommendations.
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The Assessment and Accountability Comprehensive Center created the Data Use for Continuous Quality Improvement website. The site is divided into four major areas which contain resources useful for states in helping them reach No Child Left Behind goals. The four areas are:
- Process Guide: A guide to the process of data use, showing the steps necessary for the effective use of data for educational decision-making
- Capacity Map: A map that shows key capacities needed at each level of the system to provide a sound foundation for the process of effective data use
- Tools: Other resources to support data use
- Library: A library of research and guidance about data use
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The ECS, with funding from the MetLife Foundation, created an online resource for state policymakers, school district officials, principals and classroom teachers. The purpose of the toolkit is to expand awareness and understanding of the policies, practices and processes that serve to strengthen leadership for reform and improvement in schools and districts. Eight critical areas ranging from decision making processes to resource allocation to instruction, professional development and accountability - in three school systems: Boston Public Schools, Memphis City School District and National City (California) School District are described.
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The Brookings Institutions' Hamilton Project recently released a paper that discusses a framework for education policy, from early childhood through post-secondary education, along with major reform ideas consistent with that framework. The paper also outlines "an evidence- based strategy that calls for new investments in some areas (such as early education) and structural reforms in others (such as the teacher tenure system). A recently proposed early education program for disadvantaged children and a proposal to dramatically simplify the federal student financial aid system are discussed in detail."
