Center on Instruction report that focuses on interventions designed to improve students' use of reading comprehension strategies. The report also considers the impact of interventions that target improved reading vocabulary; accurate decoding of unfamiliar words in text; and increased reading fluency.
Northwest Regional Comprehensive Center
Printed from: http://nwrcc.educationnorthwest.org/enews/archive/15
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August/September 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 Center on Instruction recently published a synopsis that highlights key findings and outlines recommendations for practice from the 2002 synthesis A Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students (Scott Baker, Russell Gersten, Dae-Sik Lee, Elementary School Journal, Vol. 103, No. 1 (September, 2002), pp. 51-73), which synthesized findings from 28 years of research on interventions for students struggling to learn math.
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The U.S. Department of Education's 2007 report on the Evaluation of Flexibility Under No Child Left Behind is now available. The report examines the Transferability, REAP-Flex, and Local-Flex provisions of No Child Left Behind and is divided into four volumes. The report examines the extent to which districts choose to utilize these flexibility provisions, why districts choose to participate, what barriers prevent districts from participating, and potential strategies for increasing participation.
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The National Research Center on Learning Disabilities (NRCLD) has developed a kit that describes the changes related to specific learning disability determination and responsiveness to intervention.
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The National High School Center recently released this report that provides an indepth look at the implementation and structural issues, as well as the needed support required to successfully institute Response to Intervention (RTI) at the secondary school level. It defines the RTI models, explores benefits and challenges faced at the high school level, shares a snapshot of implementation at the high school level, and outlines the necessary resources needed to support this work.
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A brief outlining the immediate need for more accurate dropout and graduation data, while providing a snapshot of work currently underway is available through the National High School Center. The brief draws on two prominent methods for calculating graduation rates: the National Governors Association's endorsed longitudinal approach and the Averaged Freshman Graduation Rate (AFGR), and outlines how data are needed to track dropout trends and patterns, as well as how to direct resources and more effective strategies to ensure more students receive a high school diploma.
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The Assessment and Accountability Comprehensive Center (AACC) developed a resource guide on enhancing state, district, and school assessment systems to support the goals of No Child Left Behind. The guide provides summaries of resources analyzed by the AACC Resource Review Committee using a set of rigorous criteria.
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The Council of Chief State School Officers (CCSSO) recently released a report designed for state policymakers, teachers, teacher mentors, professors and deans at teacher preparation programs, and other stakeholders. The report focuses on four challenges faced by teachers in high-need settings: recognizing and enhancing teacher effectiveness; strengthening mathematics and science teacher quality; innovations to provide specialized knowledge and skills needed to teach diverse learners; and the role of leadership on teacher attrition in high-need schools.
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The Education Commission of the States (ECS) recently released a brief that summarizes the findings of five studies that address:
- Early predictors for dropping out of school
- Ninth-grade predictors of risk in an urban environment
- School characteristics linked to higher graduation rates
- Economic benefits of several programs that positively influence high school completion rates
- Research on dropping out and the importance of state data systems to support dropout prevention efforts
