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1.  Identifying Professional Development Needs in Mathematics: A Planning Tool for Grades 3-7 [3-7]

This resource from the Center on Instruction identifies professional development needs specific to mathematics. It includes a series of guiding questions that help 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. A Word version of the tool itself is provided for easy use.

Identifying Professional Development Needs in Mathematics (1.57 MB) Word Version: Planning Tool for Identifying PD Needs in Mathematics (178 KB) CBI: Identifying PD Needs in Math (23.63 KB) Relevancy: 55.01% Published: 9/18/2009 9:09 AM

2.  CCSSO Professional Development Materials: A Navigation Guide [K-12]

This brief guide developed by the Center on Instruction provides assistance in exploring the large collection of professional development materials and resources available from the Council of Chief State School Officers (CCSSO) website, particularly its Study of Math and Science Professional Development Programs: Improving Evaluation of Professional Development, available at http://www.ccsso.org/projects/improving_evaluation_of_professional_development/Cross_State_Study/. This guide includes a statement of the purpose of the CCSSO materials, a description of the types of materials available, an explanation of how to use the materials, summaries of their major strengths and limitations, and points to consider before using the materials.

CCSSO Navigation Guide (230.87 KB) CBI: CCSSO PD Materials (18.12 KB) Relevancy: 43.79% Published: 12/26/2008 2:08 PM

3.  Current Models for Evaluating Effectiveness of Teacher Professional Development: Recommendations to State Leaders from Leading Experts [K-12]

This document summarizes the proceedings of a CCSSO conference in which leaders in the fields of research and evaluation of teacher professional development discussed how to use findings from research to develop quality, effective professional development programs for teachers. It is available for download at here.

Relevancy: 43.49% Published: 2/19/2009 9:33 AM

4.  An Introduction to Progress Monitoring in Mathematics [K-12]

This professional development module from the Center on Instruction, consisting of a PowerPoint presentation and a presenter's manual, describes progress monitoring, explains common techniques often mistaken for progress monitoring, and discusses application of progress monitoring in mathematics at both the elementary and secondary grade levels. It also provides resources for additional information.

Progress Monitoring Guide Presenter's Guide (1.28 MB) Progress Monitoring Guide PowerPoint (1.61 MB) CBI: An Introduction to Progress Monitoring in Mathematics (23.54 KB) Relevancy: 43.13% Published: 6/3/2009 8:54 AM

5.  Selected COI Resources Addressing the ARRA Reform Area: Effective Leaders and Teachers [K-12]

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.

Effective Leaders and Teachers (140.49 KB) Relevancy: 43.08% Published: 1/21/2010 3:01 PM

6.  Learning Port [K-12]

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.

Relevancy: 42.29% Published: 7/26/2010 1:17 PM

7.  Selected COI Resources Addressing the ARRA Reform Area: Data Systems to Support Instruction [K-12]

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.

Data Systems to Support Instruction (107 KB) Relevancy: 42.29% Published: 1/21/2010 3:17 PM

8.  Selected COI Resources Addressing the ARRA Reform Area: Turning Around Struggling Schools [K-12]

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.

Turning Around Struggling Schools (115.11 KB) Relevancy: 42.29% Published: 1/21/2010 3:11 PM

9.  Language Development for English Language Learners Professional Development Module [K-12]

Intended for state and district leaders, this professional development module developed by the Center on Instruction provides background knowledge on language development, language assessment of English Language Learners, academic language instruction and vocabulary K-12. It is designed to be used as a four-hour train-the-trainer session. Other options include using the materials in the Facilitator's Guide as a study group tool with other ELL professionals or using the information and completing the activities as a self-study guide.

Language Development for ELLs PPT (4.4 MB) Language Development for ELLs FG (455.27 KB) CBI: Language Development for ELLs PD Module (24.34 KB) Relevancy: 37.78% Published: 6/30/2009 1:23 PM

10.  Principal's Reading Walk-Through: Kindergarten-Grade 3 -- Professional Development Module [K-3]

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.

» PowerPoint Presentation Module for Facilitators Participant's Guide (433.77 KB) Facilitator's Guide (1.21 MB) PowerPoint Principal Orientation with speaker notes (243 KB) CBI: Principal's Reading Walk-through K-3 (19.03 KB) Relevancy: 37.55% Published: 2/6/2009 10:05 AM

11.  Designing High Quality Professional Development: Building a Community of Reading Experts in Elementary Schools [K-5]

This brief from the Center on Instruction provides guidelines for building a high-quality professional development program to support reading instruction in elementary schools.

Designing High Quality Professional Development: Building a Community of Reading Experts in Elementary Schools (154.37 KB) CBI: Designing High Quality PD (23.27 KB) Relevancy: 37.13% Published: 11/29/2006 1:23 PM

12.  Reviewing a Reading Program: Professional Development Module [K-12]

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.

Reviewing a Reading Program PowerPoint Presentation (4.67 MB) Reviewing a Reading Program Facilitator's Guide (292.53 KB) Reviewing a Reading Program Participant's Guide (402.04 KB) CBI: Reviewing a Reading Program PD Module (24.9 KB) Relevancy: 35.66% Published: 10/3/2008 2:54 PM

13.  Bringing Literacy Strategies into Content Instruction [4-12]

This document, developed by the Center on Instruction, provides research-based guidance on academic literacy instruction in the content areas, specifically focusing on the effective use of text in content areas. It reviews the research evidence about content-area literacy instruction for adolescents and suggests ways teachers can use content-area texts to enable students to understand the vocabulary and concepts they contain. This document also provides a brief synopsis of working with adult learners and the most promising professional development practices identified in research. Intended for use by literacy specialists and other technical assistance providers in their work with states to improve educational policy and practice in adolescent literacy, it describes ways to assist states, districts, and schools in helping teachers develop the kinds of pedagogical skills needed to implement instructional practices that have been shown to improve student literacy outcomes. The Center on Instruction held a webinar July 22,2010, to provide an introduction to this document. The archived WebEx file and PowerPoint presentation can be accessed here.

Bringing Literacy Strategies into Content Instruction (896.63 KB) Relevancy: 35.08% Published: 6/7/2010 3:44 PM

14.  Language and Reading Interventions for English Language Learners and English Language Learners with Disabilities [K-12]

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.

Language and Reading Interventions for English Language Learners and English Language Learners with Disabilities (3.42 MB) CBI: Language & Reading Interventions for ELLs (23.93 KB) Relevancy: 35.08% Published: 9/21/2009 10:53 AM

15.  Adolescent Literacy Walk-through for Principals: A Guide for Instructional Leaders - Grades 4-12 [4-12]

This guide from the Center on Instruction, designed to help principals monitor and support adolescent literacy instruction in their schools more effectively, can be used at the late elementary school level, in content-area classes in middle and high school, and with intervention groups or classes. It provides a scaffold to build principals' understanding of scientifically based reading instruction, as a means for a principal to gather information about the quality of literacy and reading intervention instruction in a school, and as a data collection guide for planning targeted professional development and resource allocation. It includes examples of what a principal might expect to see in a classroom as well as templates that states, districts, and schools may use or adapt. The Center on Instruction held a webinar August 10, 2009, as an orientation to this guide and to explain how an adolescent literacy principal walk-through process can be used to support state and district literacy plans. The archived WebEx file and PowerPoint presentation can be accessed here.

Adolescent Literacy Walk-through for Principals: A Guide for Instructional Leaders (307.38 KB) CBI: Adolescent Literacy Walk-through for Principals (27.55 KB) Relevancy: 35.08% Published: 5/26/2009 3:41 PM

16.  Vaughn Gross Center for Reading and Language Arts [K-12]

Dedicated to scientifically based reading research, the Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin provides leadership to state and national educators in the implementation of effective reading instructional practices through research, technical assistance, and professional development. Center projects focus on enhancing the knowledge, skills, and practices of Texas educators in implementing the state curriculum standards - the Texas Essential Knowledge and Skills - in reading and language arts. To visit its website, go to http://www.texasreading.org.

Relevancy: 35.08% Published: 8/16/2006 3:35 PM

17.  Performance Patterns for Students with Disabilities in Grade 4 Mathematics Education in New York State [K-4]

"Performance Patterns for Students with Disabilities in Grade 4 Mathematics Education in New York State", a report from REL Northeast, describes the mathematics performance of fourth-grade students with disabilities across schools categorized by need-to-resource capacity and compares their performance by school with that of general education students across New York State from 2003 to 2005. It finds that the percentage of students with disabilities scoring proficient increased over time and that the proficiency gap between this subgroup and general education students narrowed by one percentage point. The document is available for download at http://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2008050.pdf

Relevancy: 27.50% Published: 8/28/2008 8:38 AM

18.  Screening for Mathematics Difficulties in K-3 Students [K-3]

This report from the Center on Instruction looks at the effectiveness of existing early screening measures and discusses the key features needed to screen kindergarten through third grade students for difficulties in mathematics. The full report can be downloaded below. The Center on Instruction hosted a webinar in November 2007 in which authors Erica Lemke and Pam Stecker discussed this report, along with another newly released resource. The WebEx archive and PowerPoint presentation are available here.

Screening for Mathematics Difficulties in K-3 Students (258.13 KB) CBI: Screening for Math Difficulties in K-3 (22.41 KB) Relevancy: 27.50% Published: 6/15/2007 5:17 PM

19.  The Mathematics Teachers Need to Know [K-12]

This PowerPoint, presented at the November 13-14, 2006, Math Summit: Providing Evidence-Based Practices and Implications of NCTM Focal Points, describes the critical content that teachers need to know and convey to their students to ensure successful math outcomes.

The Mathematics Teachers Need to Know/Milgram (1.51 MB) Relevancy: 27.03% Published: 4/12/2007 11:13 AM

20.  Reaching for Common Ground in K-12 Mathematics Education [K-12]

During the past decade, debates have continued between mathematicians and math educators. This document represents an attempt to identify at least three fundamental positions upon which mathematicians and math educators may be able to agree. They are that: 1) basic computational skills with numbers provide a crucial foundation for higher level mathematics; 2) math requires careful reasoning about precisely defined objects and concepts; and, 3) students must be able to formulate and solve problems. The authors concur that discourse is necessary in order to continue to seek common ground in their mutual efforts to improve K-12 mathematics teaching and learning. The whole document is available for viewing or downloading at http://www.maa.org/common-ground/cg-report2005.html

Relevancy: 26.91% Published: 6/14/2006 12:03 PM

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