The Center on Instruction has recently posted a presentation in PDF format that describes an example of a multi-tiered intervention model for math in grades K–2. The presentation includes a PowerPoint, transcript, and other resources on math interventions within a Response to Intervention (RTI) framework.
Northwest Regional Comprehensive Center
Printed from: http://nwrcc.educationnorthwest.org/enews/archive/14
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June/July 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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Mathematica Policy Research, Inc., recently released a report that evaluated 15 computer-based reading and math products to determine the effectiveness of technology in bolstering student achievement. The study was mandated under Section 2421(a), Part D, of Title II of the No Child Left Behind Act.
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The U.S. Department of Education's National Center for Education Evaluation and Regional Assistance developed a guide addressing the challenge of providing effective literacy instruction for English learners in the elementary grades. The guide offers five specific recommendations for district administrators and indicates the quality of the evidence that supports these recommendations.
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The U.S. Department of Education recently released a study examining the impact of participation in Title I school choice and supplemental educational services on student achievement, as well as the characteristics of participating students. The quasi-experimental analysis used data from nine large urban districts for 2000–2001 through 2004–2005.
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The Rand Corporation conducted a study that examines how accountability policies have influenced attitudes and have been translated into actions at the district, school, and classroom levels in three states. The study concludes that standards-based accountability is leading to an increased emphasis on student achievement, but a single-minded emphasis on student proficiency on tests has some potentially negative consequences such as narrowing curriculum and declining staff morale.
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The National Council on Teacher Quality (NCTQ) has recently released a study of state policies influencing how teachers are prepared, certified, hired, paid, evaluated, encouraged, and dismissed. The study examines policies in all 50 states and the District of Columbia and offers recommendations for improvement. The yearbook identified six broad areas in which states need to improve:
- Meeting NCLB Teacher Quality Objectives
- Teacher Licensure
- Teacher Evaluation and Compensation
- State Approval of Teacher Preparation Programs
- Alternate Routes to Certification
- Preparation of Special Education Teachers -
A Center on Education Policy study using testing data from all 50 states addresses two key questions in the debate surrounding the No Child Left Behind Act: has student achievement increased and have achievement gaps narrowed since NCLB was enacted in 2002?
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The Center on Education Policy (CEP) published a report that examines the capacity of state education agencies to carry out the requirements of NCLB. An analysis of survey data from all 50 states and interview data of 15 high-ranking state education officials from 11 states revealed four major capacity challenges: (1) limitations in staffing and infrastructure; (2) inadequate federal and state funding; (3) lack of sufficient guidance and technical support from the U.S. Department of Education; and (4) barriers in NCLB and within state education agencies.
