Improving K-5 Evidence-Based Practices in Math

Submitted by bmp20 on Mon, 09/26/2022 - 01:41 PM

Key activities to build state capacity to support local education agencies (LEAs) in the use of data-informed evidence-based K-5 mathematics instruction include:

 

Collaborating with ALSDE, AMSTI, and AMSTI K-5 Regional Math Specialists to research, identify, and design a framework to guide data-driven instructional decision-making.

Co-developing and coordinating data-driven implementation plan to promote the use of evidence-based practices in early grades math instruction.

Alabama Early Literacy

Submitted by bmp20 on Mon, 09/26/2022 - 01:40 PM

Region 7 Comprehensive Center (R7CC) supports the ARI to improve student reading proficiency, providing professional development in the Implementation Science of the Alabama Coaching Framework. Project support includes guidance and assistance in reviewing and analyzing current ARI practices and procedures, ensuring alignment to the current evidence base on Grades K–3 literacy development.

Mississippi Comprehensive Literacy

Submitted by bmp20 on Mon, 09/26/2022 - 01:37 PM

Mississippi Comprehensive Literacy is a capacity-building project to improve state, district, and school leadership and instructional supports that drive effective implementation as well as the sustainability of evidence-based literacy practices containing timely and equitable classroom intervention.

Equitable Access to Effective Teachers

Submitted by bmp20 on Mon, 09/26/2022 - 01:24 PM

Region 7 Comprehensive Center (R7CC) will provide intensive technical assistance to the MDE’s Office of Teaching and Leading that builds capacity to implement their key initiative for ensuring all schools have effective teachers. Activities undertaken as part of the project include conducting an evidence-based assessment of capacity and readiness to strengthen the PGS implementation with a focus on professional growth.

Implementing Professional Learning Communities for the WWC Practice Guide, Teaching Academic Content and Literacy to English Learners in Elementary and Middle Schools

Submitted by nge21a on Mon, 09/26/2022 - 01:24 PM
The project’s short-term goals include:
• Regional English learner coaches and demonstration site district representatives will increase their understanding of how to facilitate the use of the Teaching Academic Content and Literacy to English Learners in Elementary and Middle School practice guide with teachers.

In-depth consultation, training, and follow-up coaching for implementation of evidence-based interventions practices for grades 4-8 literacy intervention teachers

Submitted by nge21a on Mon, 09/26/2022 - 01:22 PM
The goal of this training and coaching project is to support the installation and initial implementation of evidence-based intervention practices for literacy intervention teachers in grades 4-8 in four state-selected districts in Mississippi: Canton Public School District, Columbus Municipal School District, Laurel Public School District, and George Cou

Training and coaching on adolescent literacy strategies for grades 4-12 content area teachers

Submitted by nge21a on Mon, 09/26/2022 - 01:14 PM

The goal of this training and coaching project is to support grades 4-12 content area teachers, literacy coaches, and district and state education agency administrators in the installation and initial implementation of evidence-based literacy instruction strategies in three state-selected districts in Mississippi: Canton Public School District, Columbus Municipal School District, and Laurel Public School District. In addition, the Mississippi Department of Education has expressed an interest in scaling up the project statewide.

Evaluating the effect of an emergent literacy professional learning community on teacher knowledge, practice, and student achievement in phonological awareness, print knowledge, oral language, and vocabulary

Submitted by narcher on Mon, 09/26/2022 - 09:45 AM

Research questions for the proposed TCTS

1. What is the effect of the PLC-EL on pre-kindergarten teacher knowledge in the areas of print knowledge, phonological awareness, oral language, and vocabulary?

2. What is the effect of the PLC-EL on pre-kindergarten teachers' print knowledge, phonological awareness, oral language, and vocabulary instructional practice?

3. What is the effect of the PLC-EL on student achievement at the end of pre-kindergarten in print knowledge, phonological awareness, oral language, and vocabulary?

Building the Capacity of the North Carolina Department of Public Instruction to Support CSI School Principals and Coaches Implementing Innovative Partnership Grants (IPGs)

Submitted by aeh06f on Fri, 09/09/2022 - 11:14 AM

This project supports the effective implementation of Innovative Partnership Grants (IPGs) awarded to CSI schools in North Carolina by assisting the SEA in providing strategic professional development and guidance to school coaches, principals, and district liaisons working with schools receiving IPGs. The problem addressed by this project is the high number of CSI and TSI schools in the state and the reduction in support from the SEA for these identified low-performing schools.

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