This webinar, hosted by the National Center for Systemic Improvement, presents research related to language development patterns in young Dual Language Learners, an early childhood program success story, and perspectives from a family-led organization.
The brief by Regional Education Laboratory (REL) Midwest shares the results of a randomized controlled trial – the most rigorous study design – to examine the impact of EWIMS on students and schools.
An early warning system allows educators to assign and provide appropriate interventions to at-risk students early on, during the 9th grade year, to prevent dropout before it happens.This video from the Regional Educational Laboratory Midwest (REL Midwest) summarizes research on early warning systems and dropout prevention.
Early warning systems data can be used to identify trends among students, enabling educators to intervene with those who are likely to leave the education system. This video series, a collaborative effort by the Great Lakes Comprehensive Center and the Michigan Department of Education, covers the seven-step process of installing the Early Warning Intervention and Monitoring System (EWIMS).
This guide describes the setup and use of the EWIMS process based on data-driven decision-making research.
With the Early Warning Intervention and Monitoring System (EWIMS) process, developed by American Institutes for Research (AIR), a school can use the data it already has to help students achieve key educational milestones. This brief outlines how the 7 steps of the EWIMS process can help educators reduce chronic absenteeism.
The ACCELL approach includes methods, resources, and tools to help teachers across the subject areas scaffold core content for ELLs. ACCELL was strategically developed from the ground up to align with college and career ready standards.
Cultivating Oral Language Literacy Talent in Students (COLLTS) is an early childhood program comprised of English and Spanish units that promote the development of pre-reading skills, oral language proficiency, and background and conceptual knowledge through interactive reading of high-quality children’s literature.
This resource is designed to support classroom teachers, other educators, and support personnel to reduce instances of bullying behavior and to build a supportive classroom climate in which bullying is less likely to occur.
Students learn best when they are in environments in which they feel safe, supported, challenged, and accepted. Research shows that when schools and districts focus on improving school climate, students are more likely to engage in the curriculum, develop positive relationships, and demonstrate positive behaviors.
To help schools and districts improve school climate, the National Center on Safe Supportive Learning Environments has developed the School Climate Improvement Resource Package. The resource package includes a variety of resources to meet a range of needs among stakeholders interested in improving school climate.
Since the federal government has developed a variety of resources and different stakeholders have different needs, NCSSLE developed a set of directories that include useful federal resources on school discipline and climate for different groups of education stakeholders.
The intent of this compendium is to gather student, faculty and staff, family, administrator, and community surveys in Pre-K/Elementary School, middle and high school, and higher education environments. The surveys can be used in whole or in part; that is, whole surveys or individual scales can be administered to target respondents.
This first webinar in a new series sponsored by the Center on Great Teachers and Leaders (GTL Center), the National Board for Professional Teaching Standards, and the National Education Association explores how educators can better prepare themselves to face challenges by using trauma-informed self-care and resilience-building strategies.
This second webinar in a new series sponsored by the Center on Great Teachers and Leaders, the National Board for Professional Teaching Standards, and the National Education Association offers educators concrete strategies for supporting their students’ well-being during distance learning during COVID-19 by using trauma-informed self-care and resilience-building strategies.