The Center on Innovation and Improvement has recently released a practice guide providing state SES directors and other stakeholders with useful information to help improve their practices in the areas of approving, monitoring, and evaluating providers. The guide also documents the collective accomplishments, successes, and challenges of states in these three areas.
Northwest Regional Comprehensive Center
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February 2009 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 Education Policy (CEP) recently published a report based on the center’s previous work examining the impact of national and state accountability systems on curriculum, instruction, and student achievement in Rhode Island and Illinois. Using classroom observations and interviews with school administrators, instructional specialists, teachers, parents, and students, CEP developed case studies of 12 schools in the two states. This report summarizes the common findings across the two states and discusses findings that were unique to each state.
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Current Models for Evaluating Effectiveness of Teacher Professional Development: Recommendations to State Leaders From Leading Experts
(Link is no longer available)
The Council of Chief State School Officers (CCSSO) had made available a summary report providing an overview of the proceedings and links to the presentations from the Workshop for State Leaders and Evaluators of Teacher Professional Development that was held in Washington, D.C., April 24–25, 2008.
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The Center on Instruction is disseminating a brief that distills the research on science learning to inform a common vision of science instruction and to describe the extent to which K–12 science education currently reflects this vision. A final section of this publication examines the implications of the findings for policymakers and science education practitioners and identifies possible actions.
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The Assessment and Accountability Comprehensive Center has recently released a guide for states to use in their efforts to ensure that their English learner students achieve English language proficiency (ELP) and also achieve at high levels academically. Building on the best knowledge from relevant research and practice, the framework provides criteria for high-quality ELP standards and aligned assessments.
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The National Center for Education Evaluation and Regional Assistance has made available a guide offering five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote reading achievement. Teachers and reading specialists can utilize these strategies to implement RTI and multi-tier intervention methods and frameworks at the classroom or school level. Recommendations cover how to screen students for reading problems, design a multi-tier intervention program, adjust instruction to help struggling readers, and monitor student progress.
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The Center on Instruction released the second edition of its annotated bibliography on adolescent literacy. Updated from a 2007 edition, the bibliography is intended as a resource for technical assistance providers as they work with states on adolescent literacy. This revision includes current research and documents of practical use in guiding improvements in grades 4–12 reading instruction in the content areas and in interventions for struggling readers. It is organized into four categories aligned with information provided in adolescent literacy guidance documents previously developed by the Center on Instruction: Policy and Leadership, Assessment for Instruction, Academic Literacy in the Content Areas, and Interventions for Struggling Readers.
