ethanporcaro/eric-fulltext-meta huggingface dataset:
Extensive Reading Interventions in Grades K-3: From Research to Practice
Author: Scammacca, Nancy
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Reading Difficulties,Comprehension,Early Intervention,Independent Reading,Phonological Awareness,Identification,Writing Exercises,Program Effectiveness,Elementary School Students,Decoding (Reading),Student Evaluation,Program Evaluation,Learner Engagement,At Risk Students

The report summarizes relevant high-quality research studies and synthesizes their findings to determine the relative effectiveness of interventions for struggling early readers. Additionally, the authors outline the implications of these findings for practice. Specific suggestions for implementing the findings are discussed in detail beginning on page 29. They are briefly listed as follows: (1) Extensive interventions can be effective even when provided by relatively low-cost implementers when appropriate training is provided and the interventions are fairly structured and delivered one-on-one or in groups of two or three students; (2) In studies that included a follow-up assessment, gains from early extensive interventions appear to be maintained over time, at least into second grade; (3) All of the effective early interventions examined in these studies shared four essential elements: training in phonological awareness, decoding, and word study; guided and independent reading of progressively more difficult texts; writing exercises; and engaging students in practicing comprehension strategies while reading text; (4) Other elements of these interventions that may be related to their success include group size (one-on-one, small group), the daily or near-daily frequency of the intervention sessions, and the early identification (in K or Grade 1) of students in need of intervention. These elements were evident though not directly tested in most relevant research studies; (5) The authors know considerably more about the effectiveness of early interventions than they do about interventions provided at later stages of development; and (6) Considerably more research is needed on students whose response to treatment is relatively low. Most of these implications apply best to students who are judged to be among the 20% to 25% most at risk for reading problems at the beginning of kindergarten, first, or second grade. As the research intervention literature extends to more severely disabled students, these conclusions may need to be modified. (Contains 3 tables.) [This paper was written with the assistance of Lynn Fuchs and Patricia Mathes.]
Curriculum-Based Measurement in Mathematics: An Evidence-Based Formative Assessment Procedure
Author: Lembke, Erica S.
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Curriculum Based Assessment,Formative Evaluation,Mathematics Education,Educational Research,Screening Tests,Test Reliability,Test Validity,Special Needs Students,Peer Teaching,Tutoring,Skill Analysis

One of the best methods of formative assessment in academic areas and a method that exemplifies the characteristics of good measures is Curriculum-Based Measurement (CBM; Deno, 1985). Developed at the University of Minnesota in the early 1970's, CBM has been researched in academic areas including mathematics computation, concepts, and applications; early numeracy; reading; early literacy; writing; spelling; science; and social studies. This paper describes Mathematics-CBM (M-CBM), including a brief history, basic procedures, implications for practice, and further resources. In addition, this paper reviews the research that supports the use of M-CBM. The intended audience is practitioners or researchers who are seeking more information on M-CBM procedures and the research that supports the use of these procedures. Resources for CBM Information are appended. (Contains 4 tables.)
Screening for Mathematics Difficulties in K-3 Students
Author: Gersten, Russell
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Predictive Validity,Cognitive Psychology,Mathematics Instruction,Student Evaluation,Screening Tests,At Risk Students,Learning Problems,Mathematics Skills,Elementary School Students,Test Construction,Developmental Psychology,Mathematics Teachers,Disability Identification,Numbers,Word Problems (Mathematics),Arithmetic,Computation,Numeracy

A major advance in the field of reading over the past 15 years has been the development and validation of screening measures that can detect with reasonable accuracy those kindergartners and first graders likely to experience difficulty in learning to read. Increasingly, these students now receive additional instructional support during the critical early years of schooling. The authors believe the field of mathematics is ready for a similar leap forward in identifying and providing intensive support for young students who are experiencing difficulties in learning the fundamentals of mathematics. The field now possesses adequate information on valid early screening measures that could be used by teachers and school personnel to identify these students. Screening tools to identify students at risk for later mathematics difficulties must address a number of critical variables, including predictive validity and content selection. The design of screening instruments also needs to be guided by information from the fields of developmental and cognitive psychology on how children develop an emerging understanding of mathematics. Further, when developing assessment tools, mathematics educators' expertise should be tapped; this would result in screening tools that integrate knowledge bases in both fields. In this report the author describe the aspects of numerical proficiency that seem to emerge consistently as most important to assess in young students and specify areas that seem most fruitful to assess in early screening batteries. (Contains 2 tables.)
Effective Science Instruction: What Does Research Tell Us? Second Edition
Author: Banilower, Eric
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Science Instruction,Instructional Effectiveness,Educational Policy,Research and Development,Theory Practice Relationship,Student Motivation,Prior Learning,Learner Engagement,Evidence

This brief distills the research on science learning to inform a common vision of science instruction and to describe the extent to which K-12 science education currently reflects this vision. A final section on implications for policy makers and science education practitioners describes actions that could integrate the findings from research into science education. The methodologies of the large scale national studies referenced in this brief are appended. (Contains 5 footnotes.)
High-Needs Schools: Preparing Teachers for Today's World. Occasional Paper Series 25
Author: Bank Street College of Education
Date: 2010-10-00
Type: Collected Works - General
Subjects: Urban Schools,Leadership Effectiveness,Educational Change,Early Childhood Education,Disadvantaged Schools,Teacher Education Programs,Interviews,Special Needs Students,Teaching Methods,Individualized Education Programs,Student Projects,Documentaries,School Support,Beginning Teacher Induction,Educational Resources

In the second decade of the 21st century, some schools are in trouble and some schools are not. The subject of this Occasional Paper is the preparation of teachers for schools that--lacking sufficient resources, effective leadership, or vocal advocates--are failing to educate their students by any reasonable measures. The teachers and teacher educator contributors to this volume offer a more variegated set of responses grounded in a diversity of local experiences. Their approaches to researching and understanding the immediacy of becoming a teacher are based on decades of working in hard-pressed urban schools and the institutions that supply them with new educators. The multiple authorship of all but one of the essays published here attests the complexity of the task at hand and the need for collaboration at every level of the educational endeavor. This volume contains the following papers: (1) The Right to Learn: Preparing Early Childhood Teachers to Work in High-Needs Schools (Julie Diamond, Fretta Reitzes, and Betsy Grob); (2) No Teaching More Fulfilling: An Interview with Pam Jones (Linda Levine); (3) Preparing Teachers for High-Needs Schools: A Focus on Thoughtfully Adaptive Teaching (Arlene Mascarenhas, Seth A. Parsons, and Sarah Cohen Burrowbridge); (4) Toward 21st-Century Literacy and Civic Engagement: Facilitating Student Documentary Projects (Steven Goodman); (5) No Shortcuts on the Journey to Learning for Students or Teachers (Alison Coviello and Susan Stires); and (6) Beyond the Lone Hero: Providing Supports for New Teachers in High-Needs Schools (Sarah Elizabeth Barrett, Donna Ford, and Carl James). An introduction by Jonathan G. Silin is included. Individual papers contain references.
Open Public Meetings: A Guide for School Board Members and Superintendents
Author: Washington State School Directors' Association
Date: 2009-10-00
Type: Guides - Non-Classroom
Subjects: Trust (Psychology),Boards of Education,Superintendents,Board Candidates,Meetings,School Districts,Democratic Values,Conferences (Gatherings),Group Dynamics,Public Relations,School Community Relationship,Institutional Advancement,Design Requirements,Agenda Setting

Representative democracy relies on the informed trust of the citizens. School board members serve their communities at a crucial place, governing large sums of money and the future of the community's children. Without the informed trust of the citizens, this enterprise will fail. Trust may be lost directly, or through inattention to detail. One of the critical places for school boards to work to retain the informed trust of their communities is in the conduct of meetings that are effectively run, meet the requirements of the law and address the reasonable expectations of the citizenry. This paper focuses on the provisions of Washington's Open Public Meeting Act (OPMA), but also addresses other legal requirements, and nonlegal issues surrounding effective and responsive public meetings. This is written exclusively from the perspective of school districts and school boards. It should be kept as a resource to help dispel inaccurate common knowledge and practice, and to increase sophisticated compliance with the law and public trust.
Increasing Secondary Reading Comprehension and Reading Proficiency across Content Areas
Author: Zimmerman, Marty
Date: 2011-07-01
Type: Reports - Research
Subjects: Action Research,Secondary Education,High School Students,Reading Difficulties,Reading Ability,Reading Attitudes,Reading Habits,Economic Climate,Context Effect,Reading Comprehension,Reading Improvement,Standardized Tests,Nonfiction,Evidence,Student Surveys,Researchers,Intervention,Pretests Posttests

This action research developed as a response to the researcher's experience with struggling and alliterate readers across all content areas in secondary schools. The researcher witnessed the negative impact of a depressed economy and depressed reading proficiency pervasive among  students based on classroom experience and standardized testing. The research question became &quot;How can students experience an increase in both reading comprehension in the classroom and reading performance on standardized tests, especially emphasizing non-fiction, informational reading across content areas?&quot; Baseline analysis of data was collected using pre- and post-ACT reading scores, pre- and post-surveys of students, observations/anecdotal data and a post-teacher interview. The researcher, an educational coach and consultant who worked through a high school teacher and two of her classes of sophomores, then correlated and analyzed the data. A series of six bi-weekly guided highlighted readings that included writing summaries and taking a multiple-choice quiz under time constraints, revealed conclusive evidence indicating a pattern of increased student comprehension and engagement in reading, writing, and thinking. This growth appeared across social studies, prose fiction, science and humanities readings. Anecdotal evidence additionally indicated transferability of this advanced habit for skimming and scanning for key information outside of the classroom, indicating a real-life skill and applicability. The following are appended: (1) Student Survey Pre-Close and Critical Guided Highlighted Reading; (2) High-Tech Ways to Extend Your Life (Dr. Oz); (3) Number of Correct Answers; (4) Student Survey Post-Close and Critical Guided Highlighted Reading; and (5) Teacher Interview Post-Close and Critical Guided Highlighted Reading. (Contains 12 tables.)
Rochester City School District Peer Assistance Review Program
Author: Zuroski, Kathryn
Date: 2010-07-07
Type: Reports - Evaluative
Subjects: Urban Schools,School Districts,Beginning Teacher Induction,Program Evaluation,Mentors,Supervisor Supervisee Relationship,Models,Recognition (Achievement)

In this paper the author evaluates the Peer Assistance and Review (PAR) program in the Rochester City School District, Rochester, NY. The author evaluates the system's strengths and weaknesses and discusses the program's alignment with New York State requirements. The paper addresses the benefits to teachers and the school district that participate in the PAR program. The RCSD PAR program is nationally recognized and serves as a model for all school districts.
Avoiding Conflicts of Interest: A Guide for School Board Members and Superintendents
Author: Washington State School Directors' Association
Date: 2007-10-00
Type: Guides - Non-Classroom
Subjects: State Legislation,Conflict of Interest,Boards of Education,Superintendents,Board Candidates,Administrator Guides,Board of Education Policy,Educational Practices,Administrative Principles,Role Conflict,Ethics,Legal Problems

Nearly every legislative session in the last decade has changed state law in a way that requires school board members and superintendents to be more highly sensitized to conflict of interest issues, regardless of the size of their district. Prior state law simply forbade most opportunities for financial conflicts of interest, especially those related to employment, in all but the smallest school districts. Now, in all districts, the spouse of a current district employee may be appointed superintendent or elected to the school board without the employee having to forfeit his or her position, the spouse of a director or superintendent may be a substitute teacher, and a director may have a business contract with the district. Case law has further clarified that the purpose of law is to regulate an officer's interests in contracts not non-pecuniary interests. This publication reviews basic conflict of interest issues, with particular emphasis on how to structure district policies and board practices to comply with state law and public expectations when one or more board members (or the superintendent, beyond his or her contract) have an ongoing personal financial interest in the district's operations. A secondary goal is to raise the awareness of district officers so if there is any indication that a conflict exists, officials will ask themselves the appropriate questions.
Adolescent Literacy Walk-Through for Principals: A Guide for Instructional Leaders
Author: Rissman, Lila M.
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Intervention,Knowledge Level,Literacy,Professional Development,Reading Instruction,Principals,Resource Allocation,Adolescents,Observation,Instructional Improvement,Reading Fluency,Student Motivation,Learner Engagement

The purpose of this &quot;Adolescent Literacy Walk-Through for Principals&quot; (&quot;ALWP&quot;) is to help principals monitor and support adolescent literacy instruction in their schools more effectively. To meet the goals of improving adolescent literacy in grades four through twelve, principals must be familiar with what literacy instruction should include and how to assess the quality of classroom literacy instruction quickly and effectively. The &quot;ALWP&quot; can be used to build a secondary school leader's literacy knowledge and to provide guidelines for structuring schoolwide professional development. As they work with teachers to improve instruction, school leaders could use this guide to help monitor literacy instruction in (1) late elementary school, (2) content-area classes in middle and high school, and (3) intervention groups or classes. The information gathered may be useful in planning and implementing ongoing professional development to support effective literacy instruction in individual classrooms and across grade levels and subject areas. This document assumes more than a beginning level of knowledge of reading and reading instruction. It summarizes research in adolescent literacy instruction and provides a resource to help convey the messages of state policy and research-based reading instruction through templates that principals may use. This &quot;ALWP&quot; is offered as a scaffold to build principals' understanding of scientifically based reading instruction, both as a means for gathering 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. Policies and materials to support policies can influence classroom implementation when (1) teachers have opportunity to learn what the policy means for their practice, (2) there is coherent interpretation within the state framework of policies, but also from the classroom to the state level, and (3) support is available for innovation, even when it requires considerable effort (Cohen &amp; Hill, 2001). (Contains 2 tables.) [For related report, &quot;Eight Scenarios Illustrating the Adolescent Literacy Walk-Through for Principals,&quot; see ED521605.]
Eight Scenarios Illustrating the Adolescent Literacy Walk-Through for Principals
Author: Kosanovich, Marcia L.
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Faculty Development,Adolescents,Intervention,Adolescent Literature,Literacy,Educational Policy,Educational Practices,Elementary Secondary Education,Classrooms,Principals

This document provides professional development material that supplements the Center on Instruction publication "Adolescent Literacy Walk-Through for Principals: A Guide for Instructional Leaders," or ALWP. Emerging from a request from the field for illustrations of the concepts in the ALWP, the scenarios herein illustrate adolescent literacy instruction for fourth and fifth grade classrooms, content-area classrooms in grades 6-12, and reading intervention classrooms in grades 6-12. The scenarios can be used in different settings. Ideally, they will be used in professional development sessions with principals and other instructional leaders to acquaint them with the ALWP templates and prepare them for observing academic literacy instruction. In addition to the scenarios, this document contains a brief summary of the walk-through itself, an orientation to the scenarios, and suggestions for how to use them. [For related report, "Adolescent Literacy Walk-Through for Principals: A Guide for Instructional Leaders," see ED521604.]
Teaching All Students to Read in Elementary School: A Guide for Principals
Author: Torgesen, Joseph
Date: 2007-00-00
Type: Guides - Non-Classroom
Subjects: Reading Research,Reading Instruction,Principals,Elementary School Students,Elementary Education,Reading Fluency,Leadership,Decision Making,Data,Reading Tests,Student Evaluation,Intervention,Management Information Systems

If a principal's goal is to improve the overall quality of reading instruction in his school, this guide can help him identify the most critical changes that must be made. It describes the types of instruction and leadership activities necessary to help all children become proficient readers in elementary school. It does not contain all the information needed, but refers a principal to additional readings in specific areas to enrich his knowledge. He should think of it as a "quick start" guide for a school-level instructional leader. It can point him in the right direction, but it can only provide a taste of the knowledge needed to be a successful literacy leader in his school. The authors encourage principals to become familiar with the ideas in the guide, and then embark on a program of systematic study to fully prepare for this challenging and rewarding task. This guide is based on scientific research on reading and reading instruction, as well as on studies of successful schools and interviews with successful principals.
Using &quot;Student Center Activities&quot; to Differentiate Reading Instruction: A Guide for Teachers
Author: Kosanovich, Marcia
Date: 2009-00-00
Type: Guides - Classroom - Teacher
Subjects: Elementary School Students,Elementary School Teachers,Directed Reading Activity,Reading Instruction,Individualized Instruction,Reading,Reading Programs,Phonemic Awareness

This guide was produced by the Center on Instruction for technical assistance providers and others who work with state education leaders to improve reading achievement among elementary school students. It describes a suite of &quot;Student Center Activities&quot; (SCAs) designed to offer K-5 classroom teachers a wide range of activities that can engage students in differentiated reading activities during small-group work in the classroom. Although these activities were prepared for use in Florida schools, they may be used in any elementary school context. They are consistent with scientific research on reading instruction and can be integrated easily into any core reading program that is based on the five essential components of reading (phonological/phonemic awareness, phonics, fluency, vocabulary, and comprehension). Elementary school teachers in Florida and other states have adopted the &quot;Student Center Activities&quot; variously in general education classrooms, as interventions, and in special education classes; middle school teachers have used the materials in intervention and special education classes. &quot;Student Center Activities&quot; Crosswalks are appended. (Contains 1 table.)
The Basics of School Law: A Guide for School Directors
Author: Washington State School Directors' Association
Date: 2010-11-00
Type: Guides - Non-Classroom
Subjects: Legal Problems,School Law,Boards of Education,Administrator Guides,Legal Responsibility,Board Candidates,Legal Aid,Administrative Principles,Board of Education Policy,Conflict of Interest,Student Rights,Collective Bargaining,Personnel Policy,Student Responsibility,Meetings,Policy Formation

This guide is intended to give individual school board directors an introduction to some of the legal issues they may encounter in their board service. This material is not intended to answer every question, even in the subject matter areas they cover. This guide is merely intended to alert directors to the legal issues that they will encounter and where they need to obtain competent legal advice from the school district's attorney.