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This publication from the Center on Instruction offers educators and policy-makers guidance on research-based strategies that have been effective in instructing English Language learners (ELLs). Regardless of the model that school districts select, teachers--especially those who have not been trained to work with ELLs--need help to determine the most effective strategies to accelerate student learning and maximize instructional time. This document outlines key contextual factors that decision-makers should take into account when making instructional choices for ELLs, provides a brief overview of bilingual and English-only instructional models, and considers the influence of the language of instruction on academic outcomes for ELLs. The Center on Instruction held a webinar July 28, 2010, as an orientation to this document. The archived WebEx file and the PowerPoint presentation can be accessed here. |
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| As you apply for ARRA funds and implement your plan, COI's resources can help you identify reforms that work and how to implement them. As you advance reforms in the area of "data systems to support instruction", consider that COI's resources cover the use of data to inform instructional practices and decision making; inform professional development for teachers and administrators; and improve teacher and principal effectiveness. | ||||||
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| As you apply for ARRA funds and implement your plan for "turning around lowest-performing schools", COI's resources can help you understand research-based practices to provide high-quality instruction and effective intervention to reach struggling students. Our resources can also help principals understand how to plan initiatives to improve the instructional programs for students and how to serve as an instructional leader at their school. | ||||||
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| As you apply for ARRA funds and implement your plan, COI's resources can help you identify reforms that work and how to implement them. As you advance reforms in "effective leaders and teachers", consider that COI's resources cover the research on high-quality instruction and interventions; using data to inform instruction; high-quality coaching and professional development for your teachers; and how to improve teacher and principal effectiveness. | ||||||
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| As you apply for ARRA funds and implement your plan, COI's resources can guide you in your decision-making about what reforms work and how to implement them most effectively in the area of "standards and assessments". COI's resources can help you implement high-quality assessments and use information from assessments to guide classroom instruction. | ||||||
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This report from the Center on Instruction presents 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 focus of the intervention section is on those that have demonstrated success at remediating reading for ELLs who have either identified language impairment, reading and/or learning disabilities, or those who are performing significantly below their peers in reading achievement. 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 Principal's Reading Walk-Through (PRWT) K-3, developed by the Center on Instruction, is a suite of professional development materials designed as a user-friendly tool for classroom walk-through implementation that can identify research-based reading instruction in the classroom quickly and accurately. It includes a Participant's Guide, a Facilitator's Guide, a PowerPoint Presentation Module for Facilitators (with embedded video clips of classroom scenarios), and a Principal's Orientation PowerPoint Presentation with speaker notes, to be delivered by principals to introduce the PRWT to their staff. The recommended delivery is a one-day session followed by a half-day session scheduled within a four-week time span, a weekly study group, or self-guided instruction. The Center on Instruction held a webinar on February 28, 2009, to introduce this PD module, along with three other recently released elementary school level products, to identify how it might be helpful to RCCs in their work with states. The archived WebEx can be accessed here. |
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This guide, developed by the Center on Instruction, is designed for technical assistance providers working with state education leaders to improve reading achievement. It describes a suite of Student Center Activities offering teachers a wide range of activities to engage students in differentiated reading activities during small-group work in the classroom. The activities target specific skills, scaffold student learning, and provide engaging practice to extend student learning and increase the time focused on critical reading skills at all levels of reading proficiency. Originally prepared for use in Florida schools, these activities are appropriate in any elementary school context and are consistent with scientific research on reading instruction. The Center on Instruction held a webinar on February 27, 2009, to introduce this guide, along with three other recently released elementary school level products, to identify how it might be helpful to RCCs in their work with states. The archived WebEx can be accessed here. |
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| This annotated bibliography from the Center on Instruction, updated from a 2007 edition, 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. | ||||||||
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This suite of resource materials developed by the Center on Instruction is designed to prepare school-based reading coaches who work with teachers to improve reading instruction in kindergarten through grade three. The materials support a four- or five-day professional development event, although they can be used in alternate formats. The materials include three components: a Participant’s Guide for use in the workshop sessions and as a long-term resource for attendees, a Facilitator’s Guide to provide information for session leaders (e.g., speaker notes, activity instructions), and a slide presentation with embedded video clips that illustrate practical application of the content. To download each component, click below. The Center on Instruction held a webinar on February 28, 2009, to introduce this PD module, along with three other recently released elementary school level products, to identify how it might be helpful to RCCs in their work with states. The archived WebEx can be accessed here. |
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The Center on Instruction has developed a two-day professional development module based on the Florida Center for Reading Research's "Guidelines for Reviewing a Reading Program." The training module is designed to guide reviewers of reading programs through the review process to determine if a program is consistent with the scientific research on reading. The Participant's Guide contains resources (charts, summaries, and the Guidelines themselves) that are discussed during the professional development session but it can also serve as a stand-alone tool for reviewing any reading program. The Center on Instruction held a webinar on February 28, 2009, to introduce this PD module, along with three other recently released elementary school level products, to identify how it might be helpful to RCCs in their work with states. The archived WebEx can be accessed here. |
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To investigate the ways in which academic and behavior problems develop, McIntosh, Homer, Card, Boland, and Good (2006) conducted a retrospective longitudinal analysis of the interaction between reading skills and problem behavior among students from kindergarten through Grade 5 in a school district that was implementing universal support systems for both reading and behavior. The authors also sought to determine the usefulness of screening assessments in reading to predict responses to school-wide positive behavior support. This Center on Instruction synopsis outlines the authors' hypotheses, describes the results of their data analysis from reading and behavior measures, and discusses implications of these results for prevention of and intervention in both reading and behavior problems. The study appeared in School Psychology Review, 35, 275-291. The Center on Instruction hostd a webinar on October 10, 2008, to allow author Kent McIntosh to discuss this study. The archived WebEx file and PowerPoint presentation can be accessed here. |
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| This "quick start" guide for elementary school-level instructional leaders, developed by the Center on Instruction, is based on scientific research on reading and reading instruction as well as on studies of successful schools and interviews with successful principals. It includes critical elements of an effective reading program in elementary school, critical tasks for principals as literacy leaders, and special considerations for reading instruction after third grade. It is available for download below. | ||||||||
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This report from the Center on Instruction summarizes relevant high-quality research studies and synthesizes their findings on the effects of extension reading interventions (comprising at least 100 instructional sessions) and related implications for practice for students with reading problems or learning disabilities in an RTI setting. The Center on Instruction hosted a webinar in October 2007 to provide an opportunity for authors Sharon Vaughn and Jeanne Wanzek to discuss the implications identified in their report. The archived WebEx and PowerPoint presentation can be accessed here. |
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| Presented at the K-3 and Adolescent Literacy Workshop February 14-15, 2006, by Dr. Marcia Kosanovich, Florida Center for Reading Research at FSU. | ||||
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| This brief from the Center on Instruction provides guidelines for building a high-quality professional development program to support reading instruction in elementary schools. | ||||||||
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This guide from the Center on Instruction provides information critical to developing and implementing an effective school-level intervention program. It is designed to suggest some guiding principles along with examples of how these principles can be operationalized to develop an effective school-level system for meeting the instruction needs of all students. In a May 2006 webcast, author Joe Torgesen provided an overview of this guide, which is available here. |
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| Because scientific studies have repeatedly demonstrated the value of regularly assessing reading progress, a comprehensive assessment plan is a critical element of an effective school-level plan for preventing reading difficulties. This guide from the Center on Instruction provides valuable information for school leaders. | ||||||||
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| Presented at the K-3 and Adolescent Literacy Workshop February 14-15, 2006, by Dr. Marcia Kosanovich, Florida Center for Reading Research at FSU. | ||||
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| This document from the National Reading Technical Assistance Center highlights a case study that compares two approaches for teaching ELLs to read: (1) in their primary language (Spanish) and then transitioning to English, and (2) in English only. This descriptive study examines what works, what doesn't work, and what is challenging in addressing the ELL issue in grades two and three. It is intended for individual readers, study groups, or school-site teams interested in reading instruction for ELLs. The appendix includes guiding discussion questions that can help to define their school's language reading program. | ||||||
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This free online library provides local educators with easy access to over 700 professional development resources that can be customized to meet their needs. Such groups as AFT, NEA, federally funded TA centers, the IRIS Center, COI, and various states, have contributed resources to bring together research, policy and practice. The site can be searched by keyword or by an alphabetical list of resources, topics, or organizations providing the resource. It also has "featured resources", an opportunity to add a resource, and a signup to receive email updates. The database can be accessed here. |
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| This report from the Carnegie Corporation of New York presents results of a meta-analysis that examines the influence of writing on reading skills. Authors Steve Graham and Michael Hebert provide three broad recommendations and discuss specific writing practices to improve student reading skills. The full report can be accessed here. | ||||
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Doing What Works (DWW) is a website dedicated to assisting teachers in the implementation of effective educational practices. It contains practice guides developed by IES that evaluate research on the effectiveness of teaching practices described in the guides and examples of possible ways this research may be used. To access this website, visit http://dww.ed.gov/. DWW also provides tables describing the DWW tabs that address literacy and provides a quick reminder about the content to enhance presentations, professional development and general usage of the materials. The "Roadmaps" to Early Childhood Language and Literacy and Adolescent Literacy provide a quick overview and are available for download below, along with the more detailed inventories of the DWW website by topic. |
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This handbook, edited by the Center on Innovation and Improvement, was developed by the five national content centers (Assessment and Accountability Comprehensive Center, Center on Innovation & Improvement, Center on Instruction, National Comprehensive Center for Teacher Quality, and National High School Center). The purpose of the Handbook is to bolster the effective implementation of the intervention models and strategies outlined in the 2009 School Improvement Grant (SIG) program in order to achieve the program’s clear goal—rapid improvement of persistently low-achieving schools. In particular, this Handbook offers practical explanations of the SIG’s required and recommended models and strategies, references to the underlying research, and connections to useful resources. The intended audience includes state education agencies (SEAs), local education agencies (LEAs), charter management organizations (CMOs), education management organizations (EMOs), organizational partners engaged in school improvement, and schools engaged in rapid improvement. To download the entire 210-page document, each chapter individually, or chapters by topic, click here. |
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| This series of modules from the National Center on Response to Intervention provides information about how student progress monitoring, specifically Curriculum Based Measurement (CBM), can be used to determine a student's response to an intervention. The six modules include an introduction to CBM, using CBM in reading, math, written expression and spelling, other ways to use CBM data, and using CBM to determine RTI. These modules are designed for conducting professional development, course offerings, or individual study. Each module includes a PowerPoint presentation with notes, a manual, and handouts. While they are intended to be used as a series, each module can stand on its own. To access the CBM Modules, visit http://www.rti4success.org/index.php?option=com_content&task=view&id=1172&Itemid=150. | ||||
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This article from the RTI Action Network discusses the RTI component of scientifically based instructions for all students--Tier 1. It also provides information on selecting a Tier 1 core program in reading, and addresses the issue of selecting core programs in other subjects of writing, mathematics, science, and social studies. It is available for download here. |
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| The National Center on Response to Intervention has established a standard process to evaluate the scientific rigor of commercially available tools and interventions that can be used in an RTI context. A Screening Reading Tools Chart which reviews DIBELS, Scholastic, STAR, and STEEP programs is available online (submission to the review process was voluntary). The Center provides this information to assist educators and practitioners in making informed decisions about scientifically based tools that best meet their individual needs. The Screening Reading Tools Chart is available here. | ||||
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| The What Works Clearinghouse (WWC) has released a practice guide to help educators identify struggling readers and implement evidence-based strategies to increase academic achievement. It details screening students for reading problems, designing a multi-tier intervention program, adjusting instruction to help struggling readers, and monitoring student progress. The guide can be downloaded at http://ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_reading_pg_021809.pdf | ||||
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| Presented at the 2006 Summer Institute on Student Progress Monitoring, this "Progress Monitoring in the Context of Responsiveness-to-Intervention" by Lynn Fuchs, Douglas Fuchs, John Hintze, and Erica Lemke provides clear distinctions between services offered in the different tiers of RTI and addresses both reading and math. This resource includes the PowerPoint presentation, a manual, and handout materials that include an appendix for additional RTI resources. | ||||||||||
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| The Council for Exceptional Children's May/June 2007 issue, edited by guest editors Douglas and Lynn Fuchs, provides a cogent framework for understanding RTI as a means of preventing academic failure and identifying students as having learning disabilities. The articles in this special issue present a coherent set of developmental practices that can provide administrators and practitioners with an understanding of the benefits of using RTI and demonstrate how instruction and a tiered approach to service delivery, along with progress monitoring, can be implemented within schools and classrooms. The document is available for download below. | ||||||
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| This document from the Utah State Office of Education uses Utah's Core Curricula to guide educators K-12 in implementing a 3-tier model of reading instruction. While specific to Utah, it has potential utility for a broader audience of those just beginning implementation of RTI-multi-tiered models for reading instruction. It is available for download below or at their website, http://www.usoe.k12.ut.us/SARS/servicesinfo/pdfs/3-tierread.pdf. | ||||||
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In this transcript of an April 2007 question-and-answer session sponsored by the National Center on Learning Disabilities, Drs. Sharon Vaughn and Jeanne Wanzek answer questions about features of evidence-based reading instruction, the delivery of effective supplemental services, the importance of collecting, and using data to inform instruction. They also offer information about the implementation of RTI. The transcript is available at http://www.ncldtalks.org/content/interview/detail/1204/ . |
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The National Association of State Boards of Education developed this guidance document about state policies and programs that lead to actual instructional changes in the classroom, including actions that must be taken at all levels--state, district, school, and classroom--to impact instructional practices and improve student reading skills. It is available for downloading here. |
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This practice guide from the National Center for Education Research, Institute of Education Sciences, offers teachers ways to improve their instruction and their students' study habits to enhance learning and remembering information. It offers seven of the more concrete and applicable recommendations available for improving instruction and student learning. The guide is available for downloading at http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20072004.pdf |
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| This PowerPoint presentation is intended for teachers who are currently implementing CBM in reading and/or math and administrators who are supporting CBM implementation. Advanced issues covered include interpreting CBM reading and math data, using the database to inform instructional decision making, and selecting research-validated interventions. | ||||||
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| This online module, the fourth of a series providing information on Response to Intervention, covers such topics as preparing teachers to implement RTI, effectively implementing RTI components in each tier, and challenges for school professionals to consider when implementing RTI. The fourth module can be accessed at http://iris.peabody.vanderbilt.edu/rti04_alltogether/chalcycle.htm | ||||
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| This online module, the third of a series providing information on Response to Intervention, covers such topics as components of high-quality reading instruction, how to integrate high-quality instruction into the RTI approach, and how teachers can increase student reading success in early grades. This third module can be accessed at http://iris.peabody.vanderbilt.edu/rti03_reading/chalcycle.htm. | ||||
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| This 8-page brochure is a condensed version of Using Research and Reason in Education. It outlines the basic guidelines in evaluating educational research and using the scientific method in the classroom. This publication is produced by the Partnership for Reading, a collaborative effort of National Institute for Literacy (NIFL), the National Institute of Child Health and Human Development (NICHD), the U.S. Department of Education, and the U. S. Department of Health and Human Services. | ||||||||
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| This 5-page brochure discusses the basics on how to help your child become a reader -- what to look for at school and do at home in 25 easy-to-follow tips. This publication is produced by the Partnership for Reading, a collaborative effort of National Institute for Literacy (NIFL), the National Institute of Child Health and Human Development (NICHD), the U.S. Department of Education, and the U. S. Department of Health and Human Services. | ||||||||
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| This is a 64-page booklet summarizing the findings of the National Reading Panel Report for teachers of kindergarten through third grade students. Organized by the 5 components of reading, it suggests ways to translate the Panel's findings into teaching practices and answers frequently asked questions. This publication is produced by the Partnership for Reading, a collaborative effort of National Institute for Literacy (NIFL), the National Institute of Child Health and Human Development (NICHD), the U.S. Department of Education, and the U. S. Department of Health and Human Services. | ||||||||
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| This is a 5 page translation of "Put Reading First: Helping Your Child Learn to Read - A Parent Guide." This publication is produced by the Partnership for Reading, a collaborative effort of National Institute for Literacy (NIFL), the National Institute of Child Health and Human Development (NICHD), the U.S. Department of Education, and the U. S. Department of Health and Human Services. | ||||||||
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