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Tag: implementation

Tag » implementation

  • California's Transitional Kindergarten Program: Report on the First Year of Implementation

    4/23/14

    In 2010, Governor Arnold Schwarzenegger signed the Kindergarten Readiness Act into law. The law changed the date by which children must turn 5 to enter kindergarten from December 2 to September 1, phasing in the new age requirement by moving the cutoff date back one month per year for three years, beginning in fall of 2012. S.B. 1381 also established a new grade level - transitional kindergarten (TK) - which is the first year of a two-year kindergarten experience for students born between...

  • Closing the Mathematics Achievement Gap in High-Poverty Middle Schools: Enablers and Constraints

    1/1/06 - Balfanz, Robert, Byrnes, Vaughan

    The mathematics achievement levels of U.S. students fall far behind those of other developed nations; within the United States itself, the students who are falling behind come predominantly from high-poverty and high-minority areas. This article reports on a series of analyses that followed 4 cohorts of students from 3 such schools through the 5th to 8th grades, where studies have found the mathematics achievement gap to develop most rapidly. The cohorts followed in these analyses attended...

  • Closing the Mathematics Achievement Gap in High-Poverty Middle Schools: Enablers and Constraints

    1/1/06 - Balfanz, Robert, Byrnes, Vaughan

    The mathematics achievement levels of U.S. students fall far behind those of other developed nations; within the United States itself, the students who are falling behind come predominantly from high-poverty and high-minority areas. This article reports on a series of analyses that followed 4 cohorts of students from 3 such schools through the 5th to 8th grades, where studies have found the mathematics achievement gap to develop most rapidly. The cohorts followed in these analyses attended...

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    Dropout Prevention: A Practice Guide

    1/13/10 - Mark Dynarski, Linda Clarke, Brian Cobb, Jeremy Finn, Russell Rumberger, Jay Smink

    "This guide is intended to be useful to educators in high schools and middle schools, to superintendents and school boards, and to state policymakers in planning and executing dropout prevention strategies. The target audience includes school administrators as well as district-level administrators. This guide seeks to help them develop practice and policy alternatives for implementation. The guide includes specific recommendations and indicates the quality of the evidence that supports these...

  • Effective District Planning and the Required Local Educational Agency Plan (LEAP): Insights from Successful Districts

    1/1/12 - Crotti, P. Almanzan, H.M., Flynn, K., Haas, E. and Tucker, S.

    Improving student academic achievement is central to the work of school districts (Fullan, 2001; Marzano & Waters, 2009; Rorrer, Skrla, & Scheurich, 2008; Supovitz, 2006); yet many districts do not succeed at significantly improving the low performance of their students, and, in some instances, student achievement actually decreases (Fullan, 2001; Payne, 2008). What districts can and should do to improve student achievement appears to be neither obvious nor easy. District work on...

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    Effects of the implementation of Proposition 227 on the education of english learners, K-12

    1/10/09 - T. B. Parrish, A. Merickel, M. Perez , R. Linquanti, M. Socias, A. Spain, , C. Speroni, P. Esra , L. Brock, D. Delancey

    “In June of 1998, Proposition 227 was passed by 61 percent of the California electorate. The initiative was intended to significantly alter the ways in which the state’s English learners are taught. Proposition 227 requires that English learners be taught ‘overwhelmingly in English’ through sheltered/structured English immersion programs during ‘a temporary transition period not normally intended to exceed one year,’ and then transferred to mainstream English-language...

  • Evaluation of Quality Teaching for English Learners (QTEL) Professional Development

    1/1/12 - Bos, J.M., Sanchez, R.C., Tseng, F., Rayyes, N., Ortiz, L., and Sinicrope, C.

    English language proficiency is critical to academic achievement in the United States. For several decades, educators and policymakers have explored strategies to ensure that English language learner students have access to rigorous academic content as much as non–English language learner students. Educating English language learner students is a challenge that has become a civil rights issue and a topic of federal legislation. In 1968, Congress passed the Bilingual Education Act...

  • Family Engagement Framework: A tool for California School Districts

    1/1/11 - Sigman, D. and Dickson, C.

    In support of establishing strong, healthy, and systematic school, family, and community partnerships statewide, the California Department of Education (CDE) engaged the assistance of the California Comprehensive Center at WestEd (CA CC) to develop a tool describing expectations and implementation strategies for integrated family engagement within state educational programs. This Family Engagement Framework is intended to provide guidance to educators, districts, schools, families, and...

  • Implementing IDEA: A Guide for Principals

    1/1/01 - Council for Exceptional Children

    Implementing IDEA: A Guide for Principals is offered as a tool for ensuring that all children with disabilities learn, and that principals have the supports they need to implement IDEA.

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    Implementing School-wide Positive Behavior Support

    1/13/09 - Rob Horner, George Sugai, Anne Todd

    This presentation specifically focuses on implementation planning, evaluation and overcoming barriers to school-wide PBS.

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    Tiered Interventions in High Schools: Using Preliminary ‘Lessons Learned’ to Guide Ongoing Discussion

    1/24/10 - National High School Center, National Center on Response to Intervention, and Center on Instruction

    Response to Intervention (RTI) is a potentially powerful framework for organizing, allocating, and evaluating educational resources to meet the instructional needs of all students and to prevent long-term school failure. Much of our knowledge of the components of RTI and their successful implementation is based on experiences in elementary schools. However, given the structural and organizational differences between elementary schools and high schools, this evidence has its limitations when...

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    Using Student Achievement Data to Support Instructional Decision Making

    1/30/09 - Laura Hamilton , Richard Halverson, Sharnell S. Jackson, Ellen Mandinach, Jonathan A. Supovitz, Jeffrey C. Wayman

    As educators face increasing pressure from federal, state, and local accountability policies to improve student achievement, the use of data has become more central to how many educators evaluate their practices and monitor students’ academic progress.Despite this trend, questions about how educators should use data to make instructional decisions remain mostly unanswered. In response, this guide provides a framework for using student achievement data to support instructional decision...

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    A blueprint for reform: The reauthorization of the Elementary and Secondary Education Act

    1/2/10 - U.S. Department of Education,

    "This blueprint builds on the significant reforms already made in response to the American Recovery and Reinvestment Act of 2009 around four areas: (1) Improving teacher and principal effectiveness to ensure that every classroom has a great teacher and every school has a great leader; (2) Providing information to families to help them evaluate and improve their children’s schools, and to educators to help them improve their students’ learning; (3) Implementing college- and career-ready...

  • A Practical Guide to Designing Comprehensive Principal Evaluation Systems: A tool to assist in the development of principal evaluation systems

    1/1/12 - Clifford, M., Hansen, U.J., and Wraight, S. , National Comprehensive Center for Teacher Quality , U.S. Department of Education

    Across the country, states and districts are designing principal evaluation systems as a means of improving leadership, learning, and school performance. Principal evaluation systems hold potential for supporting learning and sense of accountability for instructional excellence and student performance. Principal evaluation is also an important component of state and district systems of leadership support efforts, especially when newly designed evaluation systems work in conjunction with...

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    A User's Guide to Advocacy Evaluation Planning

    1/30/09 - Julia Coffman

    A User's Guide to Advocacy Evaluation Planning was developed for advocates, evaluators, and funders who want guidance on how to evaluate advocacy and policy change efforts. This tool takes users through four basic steps that generate the core elements of an advocacy evaluation plan, including what will be measured and how. The tool helps users: Identify how the evaluation will be used and who will use it to ensure the evaluation delivers the right kind of information when it is needed; Map...

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