External Resources Page Banner

Search the External Resources

You may search by keyword and/or filter by category below.

Browse All External Resources

191 Total Resources

Recently Posted

Effects of FITKIds Randomized Controlled Trial on Executive Control and Brain Function (Report Review)

Organization: What Works Clearinghouse IES

Study measured the impact of the Fitness Improves Thinking in Kids (FITKids) afterschool program on the executive control (i.e., maintaining focus, performing multiple cognitive processes) and physical fitness of preadolescent students. The FITKids program was held at a recreational facility on the University of Illinois’ campus and included 2 hours of activities after each school day. Each 2-hour session of the program included three components: a fitness component, a rest period with an educational component, and game play.

http://ies.ed.gov/ncee/wwc/SingleStudyReview.aspx?sid=234

Topic(s): Behavior
Intended Audience(s): Administrators, Parents, Researchers/Faculty, Teachers
Grades K-3
Media Type(s): Document/Report

Date posted on this site: Tuesday, August 23, 2016


Recently Posted

IDEA Parent Guide

Organization: National Center for Learning Disabilities

NCLD has created this Parent Guide to the Individuals with Disabilities Education Act (IDEA) parents can become an informed and effective partner with school personnel in supporting their child’s special learning and behavioral needs. There are tools in the parent guide to help parents and educators when working with schools.

http://www.ncld.org/archives/reports-and-studies/idea-parent-guide-2

Topic(s): Behavior, RTI, LD Identification
Intended Audience(s): Administrators, Parents, Teachers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document/Report

Date posted on this site: Tuesday, August 23, 2016


Recently Posted

Middle School Matters

Organization: George W. Bush Institute, The Meadows Center for Preventing Educational Risk at The University of Texas at Austin.

The Middle School Matters Institute is an initiative of the George W. Bush Institute in partnership with The Meadows Center for Preventing Educational Risk at The University of Texas. They partner with the nation’s leading education researchers and practitioners and draw upon decades of high-quality research to provide excellent support and resources to middle grades schools across the nation. The second edition of the Middle School Matters Field Guide is a collection of research-based principles, practices, and strategies deemed essential for middle school success. It contains examples and illustrations to help educators understand and implement each of these practices in classrooms and schools.

https://greatmiddleschools.org/welcome-to-the-new-middle-school-matters-website/

Topic(s): Mathematics Instruction, Reading Instruction, RTI, District RTI, School RTI
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Teachers, Technical Assistance Providers
Grades 6-8
Media Type(s): Website

Date posted on this site: Tuesday, August 23, 2016


The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement: A Review

Organization: Review of Educational Research

This article systematically reviews what is known empirically about the association between executive function and student achievement in both reading and math and critically assesses the evidence for a causal association between the two. Using meta-analytic techniques, the review finds that there is a moderate unconditional association between executive function and achievement that does not differ by executive function construct, age, or measurement type but finds no compelling evidence that a causal association between the two exists.

http://rer.sagepub.com/cgi/reprint/0034654314561338v1

Topic(s):
Intended Audience(s):

Media Type(s): Journal Article

Date posted on this site: Thursday, November 05, 2015


Response to Intervention for Reading Difficulties in the Primary Grades: Some Answers and Lingering Questions

Organization: Journal Learning Disabilities May/June 2012

The purpose of this article is to describe the current research base and identify research needs related to response to intervention (RTI) frameworks in primary-grade reading. Research is reviewed on early reading instruction and intervention, the implementation of multitiered reading interventions, and the determination of intervention responsiveness. Areas identified as in need of research include (a) the conditions under which early reading interventions are most effective in RTI contexts, (b) multitiered interventions for students with limited English proficiency, (c) reading instruction for students who make limited progress in Tier 3 intensive interventions, (d) criteria for determining intervention responsiveness, and (e) the effects of fully implemented RTI frameworks.

http://ldx.sagepub.com/content/45/3/232.full.pdf+html

Topic(s): Reading Instruction, Intervention, RTI, District RTI, LD Identification
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Researchers/Faculty, State Leaders
Grades K-3, Grades 4-5
Media Type(s): Document/Report

Date posted on this site: Thursday, November 05, 2015


IRIS Center Module,  PALS: A Reading Strategy for High School

Organization: IRIS

Peer-Assisted Learning Strategies for reading (PALS) is a reading intervention that uses reciprocal peer tutoring, highly structured activities, scripted prompts, frequent verbal interaction and feedback, and a competitive game format. This module guides teachers through the research base behind PALS and how to implement it with their high school students. The module also provides the materials required for implemenation

http://iris.peabody.vanderbilt.edu/module/palshs/

Topic(s): Behavior, Reading Instruction, Intervention, RTI, Middle/High School RTI, School RTI
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Teachers, Technical Assistance Providers
Grades 9-12
Media Type(s): Website

Date posted on this site: Tuesday, September 15, 2015


SWIFT Website: Schoolwide Integrated Framework for Transformation

Organization: SWIFT, Wakarusa Research Facility, University of Kansas

SWIFT Purpose: SWIFT is a national K-8 center that provides academic and behavioral support to promote the learning and academic achievement of all students, including students with disabilities and those with the most extensive needs. Inequality in education hurts. This organization works to transform education so that it benefits each and every student, their families, and ultimately the communities across the U.S. in which they reside. They are currently working with many schools across many states. Check out their resources online.

http://www.swiftschools.org/

Topic(s): Behavior, Culturally Diverse, Reading Instruction, Intervention, RTI, LD Identification, School RTI
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Parents, Researchers/Faculty, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8
Media Type(s): Website

Date posted on this site: Thursday, August 27, 2015


Dropout Prevention: Check & Connect Intervention Report

Organization: What Works Clearinghouse -IES

Check & Connect is an intervention to reduce dropping out of school.The What Works Clearinghouse (WWC) identified two studies of Check & Connect that both fall within the scope of the Dropout Prevention topic area and meet WWC group design standards. Two studies meet WWC group design standards without reservations. Together, these studies included 238 students who attended Min- neapolis high schools and entered the program in the beginning of ninth grade. These two studies include students that receive special education services for a learning, emotional, or behavioral disability. (May 2015)

http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=78

Topic(s): Behavior, Reading Instruction, Intervention, RTI, Middle/High School RTI
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grades 9-12
Media Type(s): Document/Report

Date posted on this site: Monday, August 24, 2015


A Blueprint for Effectively Using RTI Intervention Block Time

Organization: Education Development Center, MA

Many schools have adopted schoolwide intervention blocks as a component of response-to-intervention (RTI) implementation to ensure that students who need intervention are receiving it. This resource presents a blueprint of how to organize intervention block time within an RTI framework. The authors provide a rationale for creating a schoolwide intervention block, and describe how to effectively implement an intervention block while avoiding potential pitfalls.. Specific planning considerations are outlined and suggestions for monitoring fidelity of implementation are presented.

http://isc.sagepub.com/content/50/1/29.abstract

Topic(s): Progress Monitoring, Reading Instruction, RTI, District RTI, School RTI, State RTI, What is RTI?
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Parents, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5
Media Type(s): Document/Report

Date posted on this site: Tuesday, June 02, 2015


A Literature Map of Dropout Prevention Interventions for Students with Disabilities

Organization: National Dropout Prevention Center for Students with Disabilities

This resource presents a synthesis of 19 studies examining the effects of interventions intended to reduce dropout rate in secondary students. In order to be included in the synthesis, a study had to include students with disabilities in its sample groups and report outcomes for these students. The authors describe the interventions, outcomes, sample characteristics, and methodological characteristics for each study included in the synthesis. Recommendations for practice, future research, and policy are discussed.

http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=576

Topic(s): English Language Learners, RTI, District RTI, Middle/High School RTI, School RTI, State RTI
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Researchers/Faculty, State Leaders, Teachers, Technical Assistance Providers
Grades 6-8, Grades 9-12
Media Type(s): Document/Report

Date posted on this site: Monday, May 18, 2015


Repeated Reading

Organization: WWC Report-Policy Research under contract ED-IES-13-C-0010.

Repeated reading was found to have potentially positive effects on reading comprehension and no discernible effects on alphabetics, reading fluency, and general reading achievement for students with learning disabilities. The What Works Clearinghouse (WWC) identified two group design studies of repeated reading within the scope of the Students with Learning Disabilities topic area that meet WWC group design standards. Both studies meet WWC group design standards without reservations. Together, these studies included 78 students with learning disabilities from grades 5–12 in two different locations.

http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=576

Topic(s): English Language Learners, Progress Monitoring, Reading Instruction, Intervention, RTI
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Researchers/Faculty, State Leaders, Teachers
Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document/Report

Date posted on this site: Monday, May 18, 2015


Teaching Academic Content and Literacy to English Learners in Elementary and Middle School (Practice Guide)

Organization: IES-What Works Clearinghouse

This practice guide provides four recommendations that address what works for English learners during reading and content area instruction. Each recommendation includes extensive examples of activities that can be used to support students as they build the language and literacy skills needed to be successful in school, including examples of how the recommendations align with Common Core and other contemporary state standards. The recommendations also summarize and rate supporting evidence. This guide is geared toward teachers, administrators, and other educators who want to improve instruction in academic content and literacy for English learners in elementary and middle school.

http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=19

Topic(s): English Language Learners, Reading Instruction
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Researchers/Faculty, State Leaders, Teachers
Grades K-3, Grades 4-5, Grades 6-8
Media Type(s): Document/Report

Date posted on this site: Monday, May 18, 2015


Using Evidence-Based Decision Trees Instead of Formulas to Identify At-Risk Readers

Organization: Institute of Education Sciences (IES)

This report examines a simpler method for identifying struggling readers to determine its accuracy in comparison to a more complicated approach.

http://eric.ed.gov/?id=ED545225

Topic(s): Reading Instruction, Intervention
Intended Audience(s): Administrators, Campus Leaders, Teachers, Technical Assistance Providers
Grades K-3
Media Type(s): Website

Date posted on this site: Tuesday, November 25, 2014


Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten (VOCAB): First Grade Follow-Up Impact Report and Exploratory Analyses

Organization: Institute of Education Sciences (IES)

This study spotlights a kindergarten program focused on vocabulary building and investigates whether participating students retain their new vocabulary knowledge into the first grade.

http://eric.ed.gov/?id=ED527097

Topic(s): Reading Instruction, Intervention
Intended Audience(s): Administrators, Campus Leaders, Teachers, Technical Assistance Providers
Grades K-3
Media Type(s): Website

Date posted on this site: Tuesday, November 25, 2014


Secondary Reading Instruction (Part 2): Deepening Middle School Content-Area Learning with Vocabulary and Comprehension Strategies

Organization: The IRIS Center

This Module examines some of the reasons that adolescents struggle with content-area text and overviews effective strategies teachers can use to improve the vocabulary and comprehension skills of students with a wide range of abilities and across a variety of subjects.

http://iris.peabody.vanderbilt.edu/module/sec-rdng2/

Topic(s): Reading Instruction, Intervention
Intended Audience(s): Administrators, Teachers, Technical Assistance Providers
Grades 6-8
Media Type(s): Online Module

Date posted on this site: Tuesday, November 25, 2014


Effective Instruction for Adolescent Struggling Readers-Second Edition

Organization: National Center on Intensive Intervention (NCII)

This suite of resources developed by the Center on Instruction has two purposes. First, it is designed to guide the delivery of instruction for adolescent struggling readers, particularly secondary interventions in the general education context. Second, it seeks to deepen technical assistance providers’ knowledge of reading-related issues for adolescents with reading difficulties and learning disabilities and enrich providers’ work with SEAs and LEAs.

http://www.intensiveintervention.org/resource/effective-instruction-adolescent-struggling-readers-second-edition

Topic(s): Reading Instruction, Intervention
Intended Audience(s): Campus Leaders, Teachers, Technical Assistance Providers
Grades 6-8
Media Type(s): Online Module

Date posted on this site: Tuesday, November 25, 2014


Designing and Delivering Intensive Intervention in Behavior (DBI Training Series Module 8)

Organization: National Center on Intensive Intervention (NCII)

This module focuses primarily on selecting evidence-based interventions that align with the functions of behavior for students with severe and persistent learning and behavior needs. The emphasis of this training will include four main content areas: (a) relating assessment to function, (b) selecting evidence-based interventions that align with functions of behavior, (c) linking assessment and monitoring, and (d) connecting data with the evidence-based interventions selected. The overarching goal is to connect concepts and theories in behavior and begin planning how intensive intervention can be put into practice to support students with intensive behavioral needs.

http://www.intensiveintervention.org/resource/designing-and-delivering-intensive-intervention-behavior-dbi-training-series-module-8

Topic(s): Behavior
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Online Module

Date posted on this site: Tuesday, November 25, 2014


Adolescent Literacy Toolkit

Organization: Council of Chief State School Officers (CCSSO

CCSSO’s Adolescent Literacy Toolkit was developed by the Council and multiple partners in response to a state-identified need to develop the skills, knowledge, and resources of content-area high school teachers to implement adolescent literacy best practices and strategies in their classrooms. The toolkit includes resources for both states and teachers and has the following purposes: 1. To help teachers understand the value of integrating literacy best practices and instructional strategies into content-area instruction. 2. To provide teachers with useful resources to help them integrate literacy best practices and instructional strategies into content-area instruction. 3. To provide resources to states for literacy professional development conducted at the state level.

http://www.ccsso.org/resources/digital_resources/adolescent_literacy_toolkit.html

Topic(s): Mathematics Instruction, Reading Instruction
Intended Audience(s): Teachers, Technical Assistance Providers
Grades 9-12
Media Type(s): Website

Date posted on this site: Tuesday, November 25, 2014


Improving Mathematical Problem Solving in Grades 4 through 8

Organization: Institute of Education Sciences (IES), What Works Clearinghouse (WCC)

The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenge of improving mathematical problem solving in grades 4 through 8. The guide provides practical, clear information on critical topics related to improving mathematical problem solving and is based on the best available evidence as judged by the authors. This practice guide provides five recommendations for improving students' mathematical problem solving in grades 4 through 8: 1. Prepare problems and use them in whole-class instruction. 2. Assist students in monitoring and reflecting on the problem-solving process. 3. Teach students how to use visual representations. 4. Expose students to multiple problem-solving strategies. 5. Help students recognize and articulate mathematical concepts and notation.

http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=WWCPGMIM12

Topic(s): Mathematics Instruction
Intended Audience(s): Campus Leaders, Teachers
Grades 4-5
Media Type(s): Document/Report

Date posted on this site: Tuesday, October 28, 2014


Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools

Organization: Institute of Education Sciences

Taking early action may be key to helping students struggling with mathematics. The eight recommendations in this guide are designed to help teachers, principals, and administrators use Response to Intervention for the early detection, prevention, and support of students struggling with mathematics.

http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=2

Topic(s): Mathematics Instruction, RTI, School RTI
Intended Audience(s): Administrators, Teachers
Grades K-3, Grades 4-5, Grades 6-8
Media Type(s): Document/Report

Date posted on this site: Tuesday, October 28, 2014