The U.S. Department of Education's What Works Clearinghouse recently released a guide providing eight specific recommendations intended to help teachers, principals, and school administrators use Response to Intervention (RTI) to identify students who need assistance in mathematics and to address the needs of these students through focused interventions. The practice guide provides suggestions on how to carry out each recommendation and explains how educators can overcome potential roadblocks to implementing the recommendations.
Northwest Regional Comprehensive Center
Printed from: http://nwrcc.educationnorthwest.org/enews/archive/28
Upcoming Events
Online Community Login
May 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.
-
-
The National High School Center has recently released a practitioners brief outlining successful strategies and recommendations for state-level policymakers, administrators, schools, and districts that are based on a five-year evaluation study conducted by AIR and WestEd on the learning environment for ELLs in the state of California.
-
The No Child Left Behind (NCLB) Act of 2001 holds states, districts, and schools responsible for the success of students learning the English language, but lack of accurate or uniform data from local educational agencies (LEAs) hampers the ability of states to monitor and report the progress of ELLs. Improvement in data collection, assessment, instruction, and accurate reporting of academic achievement results for high school ELLs is crucial, not only for accountability but also for shaping policy around improved instruction and access to appropriate levels of support. In response, the National High School Center published a policy brief providing state-level examples of efforts to improve the assessment and reporting of data for English language learners.
-
The National Center on Response to Intervention developed a series of modules providing information about how student progress monitoring, specifically Curriculum Based Measurement (CBM), can be used to determine a student's response to an intervention. The modules are:
- Introduction to CBM for Progress Monitoring
- Using CBM for Progress Monitoring in Reading
- Using CBM for Progress Monitoring in Math
- Using CBM for Progress Monitoring in Written Expression and Spelling
- Other ways to use CBM Data
-
The Center on Education Policy recently released a report outlining how the Title I school improvement funds under the American Recovery and Reinvestment Act (AARA) are to be distributed to school districts and what types of activities those funds may support.
-
The Education Commission of the States produced an issue paper examining how the effective use of data, competency-based teacher education standards, and current relationships between districts and teacher education programs can lead to powerful partnerships that drive both the continuous improvement of schools and teacher education programs. The paper, developed with the support of the National Center for Teacher Transformation, is a result of a meeting of education leaders from throughout the nation who explored how to build effective state partnerships for quality teacher preparation.
-
REL Northeast & Islands recently released a report examining the initiatives of state education agencies in the Northeast and Islands Region to support data-driven decision making in districts and schools. The report describes the service providers hired to support this work and identifies four components of data-driven decision-making initiatives. The study found that not all initiatives include all four components.
