The National Center on Response to Intervention released an annotated bibliography outlining citations for key articles for understanding disproportionate representation. The bibliography is categorized into three sections: Practitioner-oriented, Practitioners Who Want to Learn More, and Research-oriented. While the majority of the articles are research-based, the Research-oriented category has more articles that focus on the technical and conceptual aspects of disproportionality.
Northwest Regional Comprehensive Center
Printed from: http://nwrcc.educationnorthwest.org/enews/archive/35
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December 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) released a report synthesizing five years of their research on state and local efforts to improve persistently low-performing schools in accordance with the No Child Left Behind Act. CEP conducted this research in six states—California, Georgia, Maryland, Michigan, New York, and Ohio—and in 23 districts and 48 schools within those states. The report also makes recommendations for improving federal assistance in this area.
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The Center on Education Policy has a new report that examines the early efforts of states to implement the elementary and secondary education provisions of the American Recovery and Reinvestment Act of 2009. The findings are drawn from a survey of officials in state education agencies and governors’ offices in 44 states and the District of Columbia.
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REL Northeast published a report detailing the features of state response to intervention initiatives as evidenced by publicly available information from state education agency websites in nine Northeast and Islands Region jurisdictions. It found that seven jurisdictions have developed state documents on RTI that address core features of RTI identified by the National Research Center on Learning Disabilities: high quality classroom instruction, research-based instruction, classroom performance, universal screening, continuous progress monitoring, research-based interventions, progress monitoring during interventions, and fidelity measures.
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The National Comprehensive Center for Teacher Quality released a brief discussing the importance of implementing effective teacher hiring and placement practices, particularly for at-risk districts and schools. It provides strategies for teacher hiring, assignment, and placement that will help districts’ approaches to hiring and placing teachers who are likely to be effective and stay in the schools where they start.
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Alliance for Excellent Education released a brief describing five areas in which teachers must be competent in order to instruct students and prepare them for life, work, and citizenship. The five areas include (1) the ability to work with diverse learners, including special education students and English language learners; (2) the capacity to teach adolescent literacy skills regardless of content area; (3) the ability to effectively use assessments and data to affect teaching and learning; (4) the ability to teach in specialized teaching environments, including urban and rural settings; and (5) the ability to convey content knowledge in a clear manner, tailored to the academic discipline.
The brief also recommends that federal policy focus on the preparation of highly effective teachers by (1) concentrating on teacher performance instead of teacher education course work; (2) encouraging the creation of performance-based assessments; (3) increasing the supply of high-quality teachers by supporting effective programs and closing ineffective programs; (4) building and enhancing robust data systems; and (5) investing in research.
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American Youth Policy Forum (AYPF) released a publication describing 23 programs that have been proven to help young people successfully complete high school and be prepared for success in postsecondary education and careers. These programs represent a wide range of interventions, including schoolwide reform initiatives, community-based after-school services, work-based learning opportunities, and college access programs. From an analysis of the included programs, the report identifies common programmatic and structural elements that may contribute to their effectiveness and summarizes key outcomes.
