Transforming School Improvement to Develop a Comprehensive System of Learning Supports: What District Superintendents Say They Need to Move Forward
Northwest Regional Comprehensive Center
Printed from: http://nwrcc.educationnorthwest.org/enews/archive/22
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September 2008 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 UCLA Center for Mental Health in Schools has released a report based on their work with districts across the country in transforming how schools (working with families and communities) address barriers to learning and teaching. The report highlights the importance of adopting a unifying concept for the work and the necessity of reframing how current interventions can be woven together to develop a comprehensive system of learning supports. Results from interviews with district superintendents describe what would help them in developing a comprehensive system for addressing barriers to learning and teaching at every school. In addition, resources are identified that have been developed specifically to enhance school improvement policy and practice to ensure that all students have an equal opportunity to succeed at school.
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The Center on Education Policy recently released a report describing Georgia's school restructuring efforts under the No Child Left Behind Act. Including are findings from interviews with state officials and regional administrators and case studies of five schools in three school districts: Atlanta Public Schools, Muscogee County School District, and Stewart County School District.
Duffrin, E., & Scott, C. (2008). Uncharted territory: An examination of restructuring under NCLB in Georgia. Washington, DC: Center on Education Policy.
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Another new report from the Center on Education Policy discusses funding for states and school districts under the federal Title I, Part A program for school year 2008-09. The report highlights the impact of annual poverty count updates on the distribution of funds and reviews funding for school improvement activities. The report also examines the targeting of Title I funds to the highest poverty districts.
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The U. S. Department of Education's Institute of Education Sciences (IES) recently published a report prepared by the Regional Educational Laboratory Central (McREL) examining American Indian parents' perceptions of parent involvement in their children's education and factors that may encourage or discourage involvement.
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The Alliance for Excellent Education released this report that outlines a Framework for Action to Improve Secondary Schools, which reflects the consensus among educators, researchers, policymakers, and other authorities on the specific problems of secondary schools, as well as on the best-practice and research-supported solutions to those problems. Taken together, the seven policy areas contained within the framework offer a comprehensive and systemic approach to secondary school reform.
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The What Works Clearinghouse published a new guide designed for elementary school educators and school- and district-level administrators. The guide offers prevention, implementation, and schoolwide strategies that can be used to reduce problematic behavior that interferes with the ability of students to attend to and engage fully in instructional activities.
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The National Center for Research on Evaluation, Standards, and Student Testing (CRESST) has released a report providing evidence that teachers are better at drawing reasonable inferences about student levels of understanding from assessment information than they are in deciding the next instructional steps. The report is based on the results of a generalizability study (G study) of measures of teacher knowledge for teaching mathematics. Also discussed are the implications of the results for effective formative assessment as well as considerations of how teachers can be supported to know what to teach next.
