The Center on Innovation and Improvement has released a publication describing Pennsylvania's statewide system of support. The information contained in this publication is derived from an on-site visit by the author to the Pennsylvania Department of Education (PDE); telephone interviews with PDE staff members, Intermediate Unit staff members, and district superintendents; the transcript of a conversation the author facilitated between PDE and New York State Education staff members; artifacts provided by PDE; and artifacts obtained independently by the author.
Northwest Regional Comprehensive Center
Printed from: http://nwrcc.educationnorthwest.org/enews/archive/32
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September 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 Instruction released a report presenting information about assessment, instructional interventions, and professional development with a particular focus on ELL students who have been identified with a language and/or learning disability or who are at risk for reading difficulties. The report also offers recommendations followed by discussion and empirical evidence for the types of instructional interventions that best serve ELLs who are at risk for reading difficulties who may or may not have an identified language and/or learning disability.
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The Center on Instruction released a planning tool identifying professional development needs specific to mathematics. It includes a series of guiding questions that help state education agencies (SEAs) evaluate their existing programs and identify professional development activities that meet their needs. It is designed to be used by regional Comprehensive Centers in their work with State Departments of Education, but may also be used by SEAs and districts independently.
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Draft Common Core Standards
The National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) released the first official draft of the college- and career-readiness standards. Feedback on the draft is being accepted until October 21, 2009.
The Common Core State Standards Initiative is a joint effort by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) in partnership with Achieve, ACT, and the College Board.
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REL Northwest has released a report providing information on the response to intervention (RTI) models supported by state education agencies in the Northwest Region. It identifies states' RTI-related resources, policies, and activities. The information will help the Northwest Regional Comprehensive Center focus its technical assistance for RTI and identify areas for cross-state collaboration, while enabling states to learn from each other’s experience.
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The U.S. Department of Education released a report comparing outcomes of teachers offered intensive induction activities with full-time mentors to those of teachers with less intensive, less structured induction activities, using an experimental study design. This second report includes information from 10 districts in which teachers were offered one year of comprehensive induction services ("one-year" districts) and seven districts in which teachers were offered two years of comprehensive induction services ("two-year" districts). In both one-year and two-year districts, there was no impact on teacher retention rates or overall student achievement.
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The Center on Education Policy released a report examining how four states—Georgia, Maryland, New York, and Ohio—have taken advantage of the flexibility under the Differentiated Accountability Pilot program to help low-performing schools under the No Child Left Behind Act. Launched by the U.S. Department of Education in 2008, the program allows nine states to vary the intensity and type of intervention they use with struggling schools and focus their resources on those with the greatest needs.
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On August 12, 2009, the National Center for Analysis of Longitudinal Data in Education Research (CALDER) and the National Center for Performance Incentives (NCPI) hosted a research conference entitled NCLB: Emerging Findings. The conference brought together more than 20 policy analysts and prominent scholars from the education policy research field to present and debate emerging findings on the merits and the weaknesses of the No Child Left Behind Act. Links to the presenters’ PowerPoint slides and, where available, the corresponding research papers can be downloaded from the CALDER website.
