READ 180® is a reading program designed for struggling readers in elementary, middle and high school who are reading 2 or more years below grade level. It combines online and direct instruction, student assessment, and teacher professional development.
Based on the What Works Clearinghouse 2016 intervention report, READ 180® met criteria for "strong evidence" for improving student outcomes for general reading or literacy achievement for grades 6-10. For students in grades 4-8, reading comprehension was also studied; results met criteria for "moderate evidence" for improving student outcomes. Reading fluency was studied for students in grades 4-6 and found to meet criteria for "promising evidence" for improving student outcomes.
See other resources in the SRCL/CLSD database for related evidence:
- the 2008 study of "What works in afterschool programs: The impact of a reading intervention (READ 180) on student achievement in the Brockton Public Schools (phase II);"
- the 2010 study of "A randomized experiment of a mixed-methods literacy intervention for struggling readers in grades 4–6: Effects on word reading efficiency, reading comprehension and vocabulary, and oral reading fluency;"
- the 2012 study of "Striving Readers: Impact study and project evaluation report: Wisconsin Department of Public Instruction (with Milwaukee Public Schools);"
- the 2012 study of "Springfield-Chicopee School Districts Striving Readers (SR) program final report Years 1–5: Evaluation of implementation and impact;" and
- (5) the 2015 study of "Summary of Research Generated by Striving Readers on the Effectiveness of Interventions for Struggling Adolescent Readers."
These can be found by searching for "Read 180" on the main SRCL/CLSD database search page.
Repeated reading is an academic practice that aims to increase oral reading fluency. Repeated reading can be used with students who have developed initial word reading skills but demonstrate inadequate reading fluency for their grade level.
Based on the What Works Clearinghouse 2014 intervention report, repeated reading met criteria for "demonstrates a rationale" that program is likely to improve student outcomes for reading comprehension for high school students with learning disabilities.
See other resources in the SRCL/CLSD database for related evidence:
- the 2008 study of "What works in afterschool programs: The impact of a reading intervention (READ 180) on student achievement in the Brockton Public Schools (phase II);"
- the 2010 study of "A randomized experiment of a mixed-methods literacy intervention for struggling readers in grades 4–6: Effects on word reading efficiency, reading comprehension and vocabulary, and oral reading fluency;"
- the 2012 study of "Striving Readers: Impact study and project evaluation report: Wisconsin Department of Public Instruction (with Milwaukee Public Schools);"
- the 2012 study of "Springfield-Chicopee School Districts Striving Readers (SR) program final report Years 1–5: Evaluation of implementation and impact;" and
- (5) the 2015 study of "Summary of Research Generated by Striving Readers on the Effectiveness of Interventions for Struggling Adolescent Readers."
These can be found by searching for "Read 180" on the main SRCL/CLSD database search page.
Talent Development Middle Grades Program (TDMG) is a whole school reform approach for large middle schools that face serious problems with student attendance, discipline, and academic achievement. The program includes both structural and curriculum reforms including curriculum coaches and professional development for teachers. For students who are behind in reading, the program provides an additional period devoted to this subject that includes group activities and computer-based lessons.
Based on the What Works Clearinghouse 2013 intervention report, TDMG met criteria for "promising evidence" for improving student outcomes for reading comprehension for students in grades 7-8.
Reading Plus® is a web-based reading intervention that uses technology to provide individualized scaffolded silent reading practice for students in grades 3 and higher. Reading Plus® aims to develop and improve students’ silent reading fluency, comprehension, and vocabulary.
Based on the What Works Clearinghouse 2010 intervention report, Reading Plus® met criteria for "promising evidence" for improving student outcomes for reading comprehension for students in grades 5-9.
See other resources in the SRCL/CLSD database for related evidence:
- the 2008 study of "Reading improvement report: Miami-Dade regions II and III." This can be found by searching for "Reading Plus" on the main database search page.
Fast ForWord® is a computer-based reading program intended to help students develop and strengthen the cognitive skills necessary for successful reading and learning.
Based on the What Works Clearinghouse 2010 intervention report that focused on Fast ForWord® for adolescent readers, Fast ForWord® met criteria for "promising evidence" for improving student outcomes for reading comprehension for students in grades 4-5. Reading fluency was also studied for students, ages 11-16, and found to meet evidence criteria of "demonstrates a rationale" that program is likely to improve student outcomes.
See other resources in the SRCL/CLSD database for related evidence:
- the What Works Clearinghouse 2013 intervention report on "Fast ForWord®." This can be found by searching for "Fast ForWord" on the main database search page.
Reading Apprenticeship® is an instructional approach that intends to help middle school, high school, and community college students develop skills and knowledge to improve their engagement, fluency, and comprehension of content-area materials and texts.
Based on the What Works Clearinghouse 2010 intervention report, Reading Apprenticeship® met criteria for "promising evidence" for improving student outcomes for reading comprehension for students in grade 9.
Project CRISS® is a professional development program for teachers that aims to improve reading, writing, and learning for students in grades 3–12. The implementation of Project CRISS® requires a change in teaching style to focus on students (1) monitoring their learning to assess when they have understood content, (2) integrating new information with prior knowledge, and (3) being actively involved in the learning process through discussing, writing, organizing information, and analyzing the structure of text to help improve comprehension.
Based on the What Works Clearinghouse 2010 intervention report, Project CRISS® met criteria for "promising evidence" for improving student outcomes for reading comprehension for students in grades 4, 6, 8 and 9.
Self-Regulated Strategy Development (SRSD) is an intervention designed to improve students’ academic skills through a six-step process that teaches students specific academic strategies and self-regulation skills. The practice is especially appropriate for students with learning disabilities.
Based on the What Works Clearinghouse 2017 intervention report, SRSD met criteria for "demonstrates a rationale" that program is likely to improve student outcomes for writing for students age 7-16 with a specific learning disability.
In this study, students were given READ 180® instruction for 90 minutes each day for the 2010–11 school year. Classes began with 20 minutes of whole-group instruction. Next, students broke out into three groups that provided 20 minutes each of small-group instruction, instructional software, and modeled and independent reading. The class concluded with a 10-minute whole-group wrap-up. Students were to remain in the READ 180® intervention between 1 and 2 years. If students reached district-approved proficiency levels, they exited the program early. Eligible students in grades 6–10 were randomly assigned to the intervention or comparison group.
Based on the What Works Clearinghouse review of this 2012 study, READ 180® met criteria for "strong evidence" for improving student outcomes for general reading or literacy achievement for students in grades 6-10.
See other resources in the SRCL/CLSD database for related evidence:
- the What Works Clearinghouse 2016 intervention report on "READ 180®;"
- the 2008 study of "What works in afterschool programs: The impact of a reading intervention (READ 180) on student achievement in the Brockton Public Schools (phase II);"
- the 2010 study of "A randomized experiment of a mixed-methods literacy intervention for struggling readers in grades 4–6: Effects on word reading efficiency, reading comprehension and vocabulary, and oral reading fluency;"
- the 2012 study of "Springfield-Chicopee School Districts Striving Readers (SR) program final report Years 1–5: Evaluation of implementation and impact;" and
- the 2015 study of "Summary of Research Generated by Striving Readers on the Effectiveness of Interventions for Struggling Adolescent Readers."
These can be found by searching for "Read 180" on the main database search page.
The study involved College-Ready Writers Program, a professional development program aimed at improving student writing achievement through increases in teacher competence. Teachers of English language arts in grades 7 through 10 were asked to participate in 45 hours of professional development per year over two years. The professional development was designed by 12 university-based National Writing Project affiliates and emphasized instructional methods for argument writing. Included in the professional development were instructional coaching and lesson design sessions.
Based on the What Works Clearinghouse review of this 2015 study, the College-Ready Writers Program met criteria for "moderate evidence" for improving student outcomes for general reading or literacy achievement for students in grades 7-10.
This study looked at effects of Read 180, a multi-part intervention for struggling readers that includes extensive use of instructional software, small-group instruction, and modeled and independent reading. The model is based on a 90-minute block that blends whole-class instruction and small-group student work, beginning with 20 minutes of whole-class instruction and concluding with 10 minute whole-class wrap up. For the intervening 60 minutes, students rotate among various stations.
Based on the What Works Clearinghouse review of this 2012 study, READ 180® met criteria for "moderate evidence" for improving student outcomes for general reading or literacy achievement for students in grade 9.
See other resources in the SRCL/CLSD database for related evidence:
- the What Works Clearinghouse 2016 intervention report on "READ 180®;"
- the 2008 study of "What works in afterschool programs: The impact of a reading intervention (READ 180) on student achievement in the Brockton Public Schools (phase II);"
- the 2010 study of "A randomized experiment of a mixed-methods literacy intervention for struggling readers in grades 4–6: Effects on word reading efficiency, reading comprehension and vocabulary, and oral reading fluency;"
- the 2012 study of "Striving Readers: Impact study and project evaluation report: Wisconsin Department of Public Instruction (with Milwaukee Public Schools);" and
- the 2015 study of "Summary of Research Generated by Striving Readers on the Effectiveness of Interventions for Struggling Adolescent Readers."
These can be found by searching for "Read 180" on the main database search page.
This study evaluated Reading Plus®. Reading Plus® is a computer-based program that is implemented online. It encompasses the following activities: instant word recognition practice with less familiar words, reading practice with text difficulty matched to each student’s reading ability, exposure to high-utility words within assigned texts, attention building activities, sustained reading time matched with each student’s attention span, vocabulary building, word acquisition activities, and practice with 25 comprehension skills. Although Reading Plus® was used by students in various grades and student populations, this review focuses on students who scored at achievement level 1 or 2 (non-proficient) on the reading portion of the FCAT.
Based on the What Works Clearinghouse review of this 2008 study, Reading Plus® met criteria for "moderate evidence" for improving student outcomes for reading comprehension for students in grades 5-9.
See other resources in the SRCL/CLSD database for related evidence
- the What Works Clearinghouse 2010 intervention report on "Reading Plus®." This can be found by searching for "Reading Plus" on the main database search page.
This study was published in 2014 and was reviewed by the federal What Works Clearinghouse. The study was a quasi-experimental design study comparing the Literacy Design Collaborative (LDC) to business as usual. Study participants included eighth grade middle school teachers in Kentucky. The study found statistically significant and positive effects on general reading or literacy achievement for students.
Based on the What Works Clearinghouse 2014 intervention report, LDC met criteria for "moderate evidence" for general reading or literacy achievement for students in grade 8.
This study was published in 2015 and was reviewed by the federal What Works Clearinghouse. This study examines whether the teacher evaluation process in Chicago improved school performance, including literacy outcomes. The study intervention consisted of principal training and a teacher observation/conferencing process. Teachers were to be observed twice a year and consisted of a pre-observation meeting, an observation, and a follow-up meeting. Classroom observations were guided by the Danielson Framework for Teaching.
Based on the What Works Clearinghouse 2015 intervention report, the impact of teacher observation process in Chicago's Excellence in Teaching Project met criteria for "promising evidence" for general reading or literacy achievement for students in grades 3-8.
This study was published in 2017 and was reviewed by the federal What Works Clearinghouse. This study examines the New Teacher Center's model for teacher mentoring and induction and looked at outcomes on student reading performance. This program provided professional development, research-based resources, and online formative assessment tools for new teachers, mentors, and school leaders.
Based on the What Works Clearinghouse 2017 intervention report, the New Teacher Center's model for teacher mentoring and induction met criteria for "moderate evidence" for general reading or literacy achievement for students in grades 4-8.
This study was published in 2018 and was reviewed by the federal What Works Clearinghouse. Achieve3000® is a supplemental online literacy program that provides nonfiction reading content to students in grades PreK–12 and focuses on building phonemic awareness, phonics, fluency, reading comprehension, vocabulary, and writing skills.
Based on the What Works Clearinghouse 2018 intervention report, Achieve3000® met criteria for "moderate evidence" for general reading or literacy achievement for students in grades 2-8. Reading comprehension was also studied for students in grade 5 and found to meet evidence criteria of "demonstrates a rationale."
Green Dot Public Schools is a nonprofit organization that operates more than 20 public charter middle and high schools in California, Tennessee, and Washington. The Green Dot Public Schools are regulated and monitored by the local school district, but operate outside of the district’s direct control. The Green Dot Public Schools model emphasizes high quality teaching, strong school leadership, a curriculum that prepares students for college, and partnerships with the community.
Based on the What Works Clearinghouse 2018 intervention report that focused on Green Dot Public Schools, Green Dot Public Schools met criteria for "moderate evidence" for general reading or literacy achievement for students in grade 9.
The Knowledge Is Power Program (KIPP) is a nonprofit network of more than 200 public charter schools educating early childhood, elementary, middle, and high school students. Students, parents, and teachers must sign a commitment to abide by a set of responsibilities, including high behavioral and disciplinary expectations. KIPP also has an active alumni network and set of partnerships with scholarship organizations to help guide former students through college. KIPP schools have an extended school day and an extended school year compared with traditional public schools.
Based on the What Works Clearinghouse 2018 intervention report, KIPP met criteria for "strong evidence" for general reading or literacy achievement for students in grades 5, 6, 8, and 9.
The Strategic Adolescent Reading Intervention (STARI) is a reading intervention designed to increase reading engagement and skills among adolescents with reading difficulties. STARI focuses on essential reading skills such as decoding and fluency, while also teaching meaning-making strategies that are necessary for comprehension. STARI is primarily a reading curriculum, organized into a series of theme-based units that are chosen because they are of interest to adolescents and because they are relevant to adolescents' lives. The curriculum is composed of novels and shorter reading passages with a lexile level that is appropriate for students who have demonstrated low performance on reading achievement tests. STARI is also designed to promote social interactions that are necessary for student engagement. The intervention lasted an entire school year and was administered during an elective or remediation period between three and five class periods a week.
Based on the results of this 2017 study, STARI met criteria for "strong evidence" for improving student outcomes for foundational skills for students in grades 6-8.
Intelligent Tutoring System for the Text Structure Strategy (ITSS) ITSS is a web-based intelligent tutoring intervention that focuses on cognitive and metacognitive skills needed for understanding the meaning of texts. This metacognitive approach can be used prior to, during and after reading. It uses a text structure-based method of instruction to improve reading comprehension. The text structure strategy helps readers focus on the text organization and structure their reading and understanding accordingly. During the study period, teachers in the intervention group used the ITSS software for 30–45 minutes each week over a 6-7 month period as a partial substitute for the language arts period.
Based on the results of this 2017 study, ITSS met criteria for "moderate evidence" for improving student outcomes for reading comprehension for students in grade 7.
Promoting Adolescents' Comprehension of Text (PACT), as implemented in this study, is a modified version of the PACT reading comprehension and content acquisition intervention. The intervention was modified to be implemented within social studies classes with EL students. PACT is a curricula featuring three units with five components: 1) comprehension canopy (a 10-15 minute introduction) to engage students in the purpose for reading ; 2) five essential words per unit are introduced after the introduction to teach the meaning of concepts connected with the content; 3) knowledge acquisition through text reading included a critical reading routine lasting 15 minutes, three times a week that covers information text on the topic; 4) team-based learning comprehension check, which includes heterogeneous teams of students and opportunities for both individual and group work twice per each unit, and 5) team-based learning knowledge application where teams engage in problem-solving activities around the topic.
Based on the results of this 2017 study, PACT met criteria for "moderate evidence" for improving student outcomes for Reading Comprehension for students in grade 8.
This review identifies rigorous studies of the effectiveness of formative assessment on student achievement. Formative assessment is a process that engages teachers and students in gathering, interpreting, and using evidence about what and how students are learning. For reading, other-directed formative assessment was more effective than student-directed formative assessment.
Based on the IES Regional Educational Laboratory Central 2017 report, formative assessments met criteria for "demonstrates a rationale" that other-directed formative assessment is likely to improve student outcomes for general reading or literacy achievement for students in grades 2-9.
Web-Based Intelligent Tutoring for the Structure Strategy (ITSS) is a supplemental web-based program for students in grades K-8. It is intended to develop literacy skills needed to understand factual texts encountered in classrooms and everyday life. The program teaches students how to follow the logical structure of factual text and to use text structure to improve understanding and recall.
Based on the What Works Clearinghouse 2020 intervention report, ITSS met criteria for "strong evidence" for improving student outcomes for students in grades 4-5 and "moderate evidence" for students in grade 7 for reading comprehension.
Visual-syntactic text formatting (VSTF) organizes text using natural language processing techniques to segment phrases and words and highlight specific sentence and phrase structures. This results in a streamlined column of text which enables efficient eye movement and syntactic processing. As such, although the content, vocabulary, and syntax of passages are not modified, the presentation of the text looks different to the eye, with the goal of facilitating syntactic processing of complex information and improving reading comprehension.
Based on the What Works Clearinghouse review of a 2019 study, VSTF met criteria for "moderate evidence" for improving student outcomes for (a) general reading or literacy achievement and (b) writing for students in grades 7-8.
The Pathway to Academic Success Project trains teachers to improve the reading and writing abilities of English learners who have an intermediate level of English proficiency by incorporating cognitive strategies into reading and writing instruction. The cognitive strategies include goal setting, tapping prior knowledge, asking questions, making predictions, articulating and revising understanding of text, and evaluating writing.
Based on the results of this 2021 study, Pathways to Academic Success Project met criteria for "strong evidence" for improving student outcomes for general literacy achievement and writing for students in grades 6-12.
This IES What Works Clearinghouse (2016) Practice Guide on "Teaching Secondary Students to Write Effectively" presents three recommendations for helping students in grades 6–12 develop effective writing skills. Each recommendation includes specific, actionable guidance for educators on implementing practices in their classrooms. The guide also summarizes and rates the evidence supporting each recommendation, describes examples to use in class, and offers the review panel’s advice on how to overcome potential implementation obstacles.
The recommendations include the following:
- "Explicitly teach appropriate writing strategies using a Model-Practice-Reflect instructional cycle." A panel reviewed 11 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as strong for students in grades 6-12, including students with learning disabilities and English language learners.
- "Integrate writing and reading to emphasize key writing features." A panel reviewed 8 supporting studies for this recommendation using the What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as moderate for students in grades 6-12, including English language learners.
- "Use assessments of student writing to inform instruction and feedback." A panel reviewed 4 supporting studies for this recommendation using the What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as minimal for students in grades 6-12, including English language learners.
This IES What Works Clearinghouse (2016) Practice Guide on "Teaching Secondary Students to Write Effectively" presents three recommendations for helping students in grades 6–12 develop effective writing skills. Each recommendation includes specific, actionable guidance for educators on implementing practices in their classrooms. The guide also summarizes and rates the evidence supporting each recommendation, describes examples to use in class, and offers the review panel’s advice on how to overcome potential implementation obstacles.
The recommendations include the following:
- "Explicitly teach appropriate writing strategies using a Model-Practice-Reflect instructional cycle." A panel reviewed 11 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as strong for students in grades 6-12, including students with learning disabilities and English language learners.
- "Integrate writing and reading to emphasize key writing features." A panel reviewed 8 supporting studies for this recommendation using the What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as moderate for students in grades 6-12, including English language learners.
- "Use assessments of student writing to inform instruction and feedback." A panel reviewed 4 supporting studies for this recommendation using the What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as minimal for students in grades 6-12, including English language learners.
This IES What Works Clearinghouse (2014) Practice Guide on "Teaching Academic Content and Literacy to English Learners in Elementary and Middle School" 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.
The recommendations include the following:
- "Teach a Set of Academic Vocabulary Words Intensively Across Several Days Using a Variety of Instructional Activities." A panel reviewed 6 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as strong for students in grades K-2 and grades 5-7.
- "Integrate Oral and Written English Language Instruction into Content-Area Teaching." A panel reviewed 5 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as strong for students in grades K-2 and grades 5-7.
- "Provide Regular, Structured Opportunities to Develop Written Language Skills." A panel reviewed 2 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as minimal for students in grades 6-12.
- "Provide Small- Group Instructional Intervention to Students Struggling in Areas of Literacy and English Language Development." A panel reviewed 6 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as moderate for students in grades K-2 and grades 6-8.
This IES What Works Clearinghouse (2008) Practice Guide on "Improving Adolescent Literacy: Effective Classroom and Intervention Practices" presents strategies that classroom teachers and specialists can use to increase the reading ability of adolescent students. The recommendations aim to help students gain more from their reading tasks, improve their motivation for and engagement in the learning process, and assist struggling readers who may need intensive and individualized attention.
The recommendations include the following:
- "Provide explicit vocabulary instruction." A panel reviewed 16 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as strong for students in upper elementary, middle, and high school.
- "Provide direct and explicit comprehension strategy instruction." A panel reviewed 6 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as strong for students in upper elementary, middle, and high school.
- "Provide opportunities for extended discussion of text meaning and interpretation." A panel reviewed 7 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as moderate for students in upper elementary, middle, and high school.
- "Increase student motivation and engagement in literacy learning." A panel reviewed 14 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as moderate for students in elementary, and secondary school.
- "Make intensive and individualized interventions available for struggling readers that can be provided by trained specialists." A panel reviewed 13 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as strong for students in upper elementary, middle and high school.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Make available intensive and individualized interventions for struggling readers that can be provided by trained specialists."
The resource is a video that explains how one high school uses a schoolwide, data-driven process to identify reading needs and plan tiered classroom and supplemental interventions, and the role of reading specialists in this process.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Make available intensive and individualized interventions for struggling readers that can be provided by trained specialists."
The resource is a video in which a principal and reading specialist describe a comprehensive approach for identifying student needs and providing interventions, such as reading skills classes focused on decoding.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Make available intensive and individualized interventions for struggling readers that can be provided by trained specialists."
The resource is a video in which a curriculum planner and testing coordinator describes how school staff collaborates to design interventions based on assessment results, team reviews of student work, and data-driven success plans.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Make available intensive and individualized interventions for struggling readers that can be provided by trained specialists."
The resource is a video in which a curriculum planner and testing coordinator describes how school staff collaborates to design interventions based on assessment results, team reviews of student work, and data-driven success plans.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Make available intensive and individualized interventions for struggling readers that can be provided by trained specialists."
The resource is a video in which an educator describes her reading intervention class, including modeling comprehension, vocabulary strategies, and student goal-setting.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide opportunities for extended discussion of text meaning and interpretation."
The resource is a video of a high school English teacher, who describes the importance of providing opportunities for adolescents to discuss text. He explains how he establishes a supportive environment for discussions and describes note-taking organizers he uses to help students prepare for text discussions.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide opportunities for extended discussion of text meaning and interpretation."
The resource is a video of a high school Humanities teacher, who describes how she facilitates literature circle discussions. She shares how students discuss a novel in groups where each plays a role: summarizer, discussion director, connector, literary luminary, and literary terms expert and how she sets goals with her class for effective group discussions.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide opportunities for extended discussion of text meaning and interpretation."
The resource is a video of a teacher who scaffolds text discussion by modeling strategies for thinking about text, helps students make connections, and provides guidelines for organizing reading for meaning.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide opportunities for extended discussion of text meaning and interpretation."
The resource is a video of a teacher who discusses how she scaffolds text discussion using pair-share, small group discussion, and large group share-out activities. She describes the gradual release of responsibility from teacher to student, with the end-goal of student-driven discussions.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide opportunities for extended discussion of text meaning and interpretation."
The resource is a video of an astronomy lesson where a teacher uses a two-column metacognitive reading log to help students organize their questions and observations. She evaluates student learning through log entries, pair-share worksheets, and self-reflections.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide direct and explicit comprehension strategy instruction."
The resource is a video of coordinators of literacy activities who describe how they implemented a literacy framework and professional learning community. They combine research-based instruction and infrastructure improvements to advance literacy in middle and high school.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide direct and explicit comprehension strategy instruction."
The resource is a video where a Humanities teacher describes how she teaches her students about the strategies and structures of Reciprocal Teaching. Students discuss literature in small groups while playing the role of discussion leader, summarizer, questioner, or predictor.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide direct and explicit comprehension strategy instruction."
The resource is a video of a sixth-grade teacher who scaffolds reading comprehension for her students using a spoke diagram graphic organizer of the social studies text.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide explicit vocabulary instruction."
The resource is a video of a principal who describes a schoolwide vocabulary program used across content areas and the importance of teaming to its success.
This a video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide explicit vocabulary instruction."
The resource is a video of a teacher who describes the explicit vocabulary strategies she uses in an intensive, supplemental reading class for English learners. She uses modeling, visual aids, and multiple exposures to new words.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide explicit vocabulary instruction."
The resource is a video of a seventh-grade teacher who uses daily unit lessons, informal methods, and multiple exposures to teach word meaning.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide explicit vocabulary instruction."
The resource is a video of a math teacher who discusses how she uses vocabulary games and journals to help students develop an understanding of new words.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Make available intensive and individualized interventions for struggling readers that can be provided by trained specialists."
The resource is a tool for principals and reading specialists to assess the status of their school’s adolescent literacy intervention opportunities for the purpose of strengthening the school’s approach.
This is a tool aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Make available intensive and individualized interventions for struggling readers that can be provided by trained specialists."
The resource is a planner used to organize an in-service session for teachers to learn about the role of assessment, importance of using explicit comprehension strategies, and planning interventions matched to the level of intensity needed by struggling students.
This is a tool aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Make available intensive and individualized interventions for struggling readers that can be provided by trained specialists."
The resource is a protocol for reading specialists and language arts coordinators to use with teachers to review student progress and use data to plan instructional interventions for struggling readers.
This is a tool aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide opportunities for extended discussion of text meaning and interpretation."
The resources is tool for trainers, coaches, and expert teachers to use to provide in-service training on facilitating text discussion. During the training, teachers will view or listen to teachers describing how they facilitate text discussion; they will discuss their observations, and then complete a planning tool to prepare for a text discussion in their own classroom.
This is a tool aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide direct and explicit comprehension strategy instruction."
The resources is tool for trainers, coaches, and expert teachers to use to provide in-service training on teaching comprehension strategies. During the training, teachers will work in the larger group and in small groups to deepen their understanding of strategies for teaching reading comprehension across content areas.
This is a tool is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide direct and explicit comprehension strategy instruction."
The resource is a tool for trainers, coaches, and lead teachers to use to provide in-service training on teaching comprehension strategies. During the training, teacher will consider dimensions of expository and narrative text when introducing comprehension strategies.
This is a tool aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide opportunities for extended discussion of text meaning and interpretation."
The resource is a tool for teachers or teacher trainers to use to observe a colleague or video of a classroom discussion and reflect on key elements for preparing students for text discussion.
This is a tool aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide opportunities for extended discussion of text meaning and interpretation."
The resource is a tool for trainers, coaches, and expert teachers to use to provide in-service training about extended text discussion. During the training, teachers will work in the large group and in small groups to deepen their understanding of instructional strategies and practices.
This is a tool aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide explicit vocabulary instruction."
The resource is a tool for trainers, coaches, and expert teachers to use to focus classroom observations and help content area teachers embed vocabulary strategies into regular classroom instruction. The observation tool offers guidelines for observing vocabulary lessons, discussing feedback, and planning actions for improvement. In addition, it provides written documentation of the observation and feedback session.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide explicit vocabulary instruction."
The resource is a instructional self-assessment tool focused on vocabulary strategies. Reading specialists and language arts curriculum coordinators can use this tool to help teachers reflect on ways they are embedding vocabulary strategies into their content area lessons. In addition, teachers can use this tool for self-assessment of current practice and as a way to generate ideas for improving instruction.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide direct and explicit comprehension strategy instruction."
The resource is a teacher self-assessment tool focused on comprehension. Staff developers can use this assessment form to help teachers reflect on ways they are providing comprehension strategy instruction in content area lessons.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide explicit vocabulary instruction."
The tool is a quick reference guide for preparing vocabulary activities. It provides content area teachers with a framework for thinking about and planning lessons that embed vocabulary strategies into classroom instruction.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide explicit vocabulary instruction."
The tool helps plan activities for an in-service for school staff to learn about implementing a schoolwide approach to vocabulary instruction. Using it, content area teachers can learn about explicit vocabulary instruction and embedding vocabulary strategies into their regular classroom lessons.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Make available intensive and individualized interventions for struggling readers that can be provided by trained specialists."
In this video, literacy expert Dr. Don Deshler from the University of Kansas explains why some adolescents struggle with reading and the need for reliable student assessments and qualified specialists to provide intensive and individualized interventions. The video discusses why schoolwide teacher collaboration across content areas is essential for improving outcomes for struggling readers.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide opportunities for extended discussion of text meaning and interpretation."
In this video, literacy expert Dr. Michael Kamil from Stanford University describes the results of a meta-analysis that reviewed 42 studies examining the effects of text discussion on reading comprehension.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide opportunities for extended discussion of text meaning and interpretation."
In this video, literacy expert Dr. Janice Dole from the University of Utah provides an overview of the recommendation to provide opportunities for extended discussion of text meaning and interpretation.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide direct and explicit comprehension strategy instruction."
In this video, literacy expert Dr. Don Deshler from the University of Kansas describes the characteristics of research-based, explicit, comprehension strategy instruction, including modeling, scaffolding, and opportunities for practice in a variety of contexts.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide explicit vocabulary instruction."
In this video, Dr. Mary Beth Curtis from Lesley and Harvard Universities describes explicit vocabulary instruction and provides classroom examples. She talks about key strategies students can learn to make them independent vocabulary learners, and explains why it is important to provide explicit vocabulary instruction in content area classes as well as reading and language arts classes.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide explicit vocabulary instruction."
In this video, Dr. Mary Beth Curtis from Lesley and Harvard Universities describes explicit vocabulary instruction and provides classroom examples. She talks about key strategies students can learn to make them independent vocabulary learners, and explains why it is important to provide explicit vocabulary instruction in content area classes as well as reading and language arts classes.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide explicit vocabulary instruction."
In this video, Dr. Mary Beth Curtis from Lesley and Harvard Universities describes what good vocabulary instruction looks like in a classroom. She addresses the need for explicit instruction and multiple practice opportunities in a variety of contexts.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide direct and explicit comprehension strategy instruction."
In this video, Dr. Janice Dole from the University of Utah provides an overview of the recommendation to provide direct and explicit comprehension strategy instruction.
This video is aligned with the recommendations in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
In this video Dr. Michael Kamil, chair of the IES panel that developed the Practice Guide on Improving Adolescent Literacy, provides an overview of adolescent instructional practices and intervention recommendations.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Make available intensive and individualized interventions for struggling readers that can be provided by trained specialists."
This video shows how to use assessments to select interventions, the role of reading specialists and content teachers, and the types of instruction required to meet student needs.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide opportunities for extended discussion of text meaning and interpretation."
This video shows how providing adolescents with opportunities to discuss text can improve comprehension and engagement, both key features to improve reading achievement.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide direct and explicit comprehension strategy instruction."
This video highlights key research findings and specific practice implications for strategy instruction on comprehension for adolescents.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide explicit vocabulary instruction."
This video discusses the importance of providing explicit vocabulary instruction for adolescents and emphasizes focusing on words key to understanding content in both reading and subject area classrooms. It shows how teachers can help students develop strategies for becoming independent vocabulary learners.
This video is aligned with the recommendations in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
This video describes the overall practice guide and the five research-based, instructional practice recommendations for improving literacy levels for adolescents.
This tool is aligned with the recommendations in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
This planning template is designed to help state education agencies to facilitate conversations about setting an overall climate for improving adolescent literacy practices at the district and state level.
This tool is aligned with the recommendations in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
This planning template is designed to help districts translate research-based recommendations into practical policies and activities that district leaders can implement to facilitate improvements in adolescent literacy.
This tool is aligned with the recommendations in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
This planning template is designed to help schools choose strategies from a set of options that can be implemented at the school level for improving adolescent literacy practice, including scheduling, professional development, and policies.
This tool is aligned with the recommendations in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
The resource is a diagram that serves as a visual overview of four recommended practices based on the Improving Adolescent Literacy Practice Guide. The diagram can be used by presenters or professional developers to orient their audience to the central practices and recommendations in the Adolescent Literacy topic.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Develop and maintain a districtwide data system."
This tool facilitates planning and tracking recommendations for data system improvements based on data collected from users. District administrators are encouraged to use this planner to document empirical questions to guide improvement actions, the results of data collection and analysis, and recommendations for improvement actions based on the reported findings.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Develop and maintain a districtwide data system."
This tool can help district personnel and other stakeholders plan for the implementation of a districtwide data system. The tool contains questions categorized by key areas: general planning, personnel, training and support, system use, communication, diverse stakeholders, and information technology capacity.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Develop and maintain a districtwide data system."
This "learning together" workshop for district and school personnel outlines key considerations for designing a districtwide data system and consolidating legacy systems. Participants will also have the opportunity to discuss issues and challenges relevant to their districts, brainstorm possible solutions, and propose next steps.
This tool of sample materials is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Develop and maintain a districtwide data system."
The sample materials are composed of four meeting protocols to guide staff as they work collaboratively to regularly and systematically use data. The meeting protocols address revising action plans, writing assessments, analyzing data, and planning lessons.
This sample materials tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Develop and maintain a districtwide data system."
This sample material provides an overview of how staff members at a middle school routinely access data through their districtwide data system.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide supports that foster a data-driven culture within the school."
District and school leaders can use this tool to conduct an assessment of the professional development provided to staff for data use. Based on the results of this assessment and through additional data analysis, schools can plan a coherent approach for professional development.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide supports that foster a data-driven culture within the school."
Data facilitators/coaches or other professionals that provide support for teachers in using data can use this tool to log their daily activities. By tracking daily and/or weekly activities, the facilitator/coach can analyze how she allocates time to the different activities.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide supports that foster a data-driven culture within the school."
This tool provides implementation steps for the facilitator of a workshop about the types of supports that are needed to foster a data-driven culture in schools. The workshop also focuses on ways to enhance existing supports that are provided by a school and/or district.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide supports that foster a data-driven culture within the school."
Teachers use this template tool to document instructional changes and to describe their instructional plan for the next benchmark period. Specifically, teachers and administrators from a high school use the tool to analyze student benchmark assessment data every six to eight weeks and brainstorm strategies for improving instruction.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide supports that foster a data-driven culture within the school."
This sample tool/material was developed to provide an overall picture of PD opportunities in a district and which opportunities are appropriate for different staff roles. In this example, the administrative team at one middle school has a well-articulated approach to differentiating professional development for staff to support the use of data for instructional decision making.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Establish a clear vision for schoolwide data use."
Administrators and teachers can use this planning tool to review the collaboration times established in the school. The tool can help identify any gaps or overlaps to ensure adequate collaboration times are established to examine student achievement data to guide instructional decisions.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Establish a clear vision for schoolwide data use."
This tool can be used as a guide to begin writing a plan for data use that aligns with the school’s and district’s goals for improving student achievement. The plan should articulate how the school will use data to support the school’s goals.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Establish a clear vision for schoolwide data use."
Creating a data team can help to establish a clear vision for schoolwide data use. School leaders can use this tool as a guide to help them determine who among their staff would be best suited to become a part of the data team.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Establish a clear vision for schoolwide data use."
This sample workshop tool can be used to educate school staff about a data-driven vision and to foster discussion about the factors that contribute to a clear vision for data use at the school.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Establish a clear vision for schoolwide data use."
As part of a vision for data use, one middle school implements specific strategies for collaboration to use data to support instructional decision making. This sample material delineates the expectations for staff for collaboration.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Teach students to examine their own data and set learning goals."
District and school administrators, teachers, and professional development providers can use this tool to self-assess their instructional practices related to helping students use their own data.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Teach students to examine their own data and set learning goals."
Teachers can use this tool to plan strategies for student self-assessment. The tool provides various strategies, explains the benefits of each, and gives an example of how the strategy could be implemented.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Teach students to examine their own data and set learning goals."
District and school administrators, coaches, and professional development providers can use this tool to deliver a workshop on the benefits and challenges of teaching students to use data to monitor their own progress and set learning goals.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Teach students to examine their own data and set learning goals."
Students at one high school use data from their assessments to conduct an item analysis. This sample template is used to analyze results of an assessment on a particular story.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Teach students to examine their own data and set learning goals."
Students in ninth, tenth, and eleventh grades from one high school complete this tool by analyzing their own PSAT data and identifying areas of improvement.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Teach students to examine their own data and set learning goals."
This tool describes the purpose and contents of the student portfolios. Students create the portfolios to examine their own performance and to set additional learning goals.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Teach students to examine their own data and set learning goals."
When students at one middle school exit an intervention, they complete this exit survey and reflection. This sample tool illustrates one way that students use their own data and gain a greater sense of ownership over their learning.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Teach students to examine their own data and set learning goals."
Students from one high school use this sample template to analyze data, reflect on their progress toward goals, identify areas for improvement, develop strategies for achieving their goals, and write reflections. This template has two sections: an Academic Goal Reflection Organizer and an Academic Goal Reflection Sheet.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Make data part of an ongoing cycle of instructional improvement."
This tool is designed to help district leaders begin the ongoing cycle of data-driven instructional improvement. Through using this tool, leader evaluate existing procedures and see where improvements are needed.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Make data part of an ongoing cycle of instructional improvement."
This self-assessment tool is designed to help state, district, and school leaders assess their processes for using data to improve instruction.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Make data part of an ongoing cycle of instructional improvement."
School staff may not always be familiar with all the steps involved in the cycle of instructional improvement. Professional development and technical assistance providers and district and state education leaders can use this tool to provide training to develop an understanding of key concepts on using data to support the cycle of instructional improvement.
This protocol tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Make data part of an ongoing cycle of instructional improvement."
Teachers routinely use this five-step protocol to structure collaboration time to review student work. After working through the steps, teachers conclude by discussing possible next steps to provide additional support and instruction for the student. Schools can use this as a model in designing their own protocol for teacher collaborative review of student work samples.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Make data part of an ongoing cycle of instructional improvement."
This tool provide an outline for teacher collaboration teams for using data to inform decision making. Teachers can use this protocol to guide conversations about student assessment data and to help them know the questions to ask when using data to make classroom and student decisions.
This protocol tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Make data part of an ongoing cycle of instructional improvement."
This protocol guides teacher teams in evaluating student work to make instructional decisions. Teacher teams collaborate in grading an assignment based on a rubric, analyzing student progress, and sharing ideas to improve student performance. This process allows teachers to use student data to make decisions about the effectiveness of certain instructional techniques and advise each other about strategies that have led to higher achievement.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Make data part of an ongoing cycle of instructional improvement."
This tool supports the practice guide using consultancy sessions, where one teacher presents data on student progress to receive feedback from peer teachers. This strategy can be employed to determine whole-class instruction or to tailor for small-group or individual instructional needs.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Make data part of an ongoing cycle of instructional improvement."
The tool is a data reflection guide. In order to make instructional decisions, high school English teachers use this data reflection sheet after each six-week unit assessment cycle. This sheet is a completed example of an analysis template.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Develop and maintain a districtwide data system."
In this video, a district executive director of curriculum and instruction discusses the supports provided at the district level for using data. Program directors and skills specialists offer professional development and instructional support for teachers.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Develop and maintain a districtwide data system."
In this video, a district leader explains the components of the districtwide data system. The data system integrates data from state and district assessments and includes components for lesson planning and classroom observation data.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide supports that foster a data-driven culture within the school."
In this video, the principal and department chair at one high school discuss how the staff uses data to develop curriculum. At this high school, staff members consider curriculum development to be an ongoing process that continues throughout the school year rather than something that is static.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide supports that foster a data-driven culture within the school."
In this video, two teachers describe a data spreadsheet used by all teachers at their school to help track student progress. The "Subgroup Master' sheet helps teachers examine data by breaking down progress by class period and demographic groups. This allows teachers to modify their instructional strategies to meet subgroup needs.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide supports that foster a data-driven culture within the school."
In this video a former principal talks about how their school monitors and visualizes classroom data using a tool called the Progress Pad. In a room set aside for this purpose, teachers enter student data onto red, yellow, or green cards by classroom. During team meetings staff can easily see which students are struggling, which need to be closely monitored, and which might need to be challenged.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide supports that foster a data-driven culture within the school."
In this video Dr. Jeffrey Wayman -- a member of the Practice Guide panel -- explains the importance of providing supports for data use. Schools can build capacity for data use through supports such as a school-based facilitator, well-defined training, and dedicated time for teachers to collaborate and have conversations around data use. Wayman notes that the facilitators need to have structured roles and extensive training.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide supports that foster a data-driven culture within the school."
In this video, educational researcher Ellen Mandinach discusses the importance of providing professional development to help teachers learn how to use data. She emphasizes the need for the professional development to be aligned with the school's goals and needs. The professional development should be timely and ongoing.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Provide supports that foster a data-driven culture within the school." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
This video discusses how schools and districts need to provide supports, such as school-based facilitators, professional development, and structured collaboration time, to help all stakeholders develop the knowledge and skills to use data. Strong instructional leadership also helps encourage teachers to interpret data and make changes to instruction.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Establish a clear vision for schoolwide data use." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
In this video the principal of a middle school talks about carrying out the vision and purpose for data use at her school. Staff members examine data together to align the school curriculum with district objectives and to improve instruction to help students meet state standards.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Establish a clear vision for schoolwide data use." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
In this video a principal discusses the culture of trust established at the school. The principal emphasizes the importance of earning trust, building strong communications, and working collaboratively. Because of the culture of trust, teachers do not feel intimidated using data.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Establish a clear vision for schoolwide data use." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
In this video a principal describes the schoolwide vision for data use and accountability. This high school has a well-established schoolwide vision for data use and staff holds each other accountable for improving instruction. The staff has adopted the concept—you can't hide from data.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Establish a clear vision for schoolwide data use." This recommendation met criteria for "demonstrates a rationale." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
In this video an academic director from a high school illustrates how her school defines key concepts encompassing the school’s vision for data use including data, mastery, proficiency, and achievement. The school establishes a common understanding of the key terms on data use through professional development activities.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Establish a clear vision for schoolwide data use." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
In this video Dr. Richard Halverson discusses the importance of integrating a data use plan with the school’s overall approach to charting progress and setting goals. A data team can facilitate and plan implementation, provide leadership to change the school’s culture, and provide a coordinated approach to systematic data use to support instructional decision making.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Establish a clear vision for schoolwide data use." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
This video discusses how establishing a whole-school culture of data use helps all stakeholders make thoughtful, consistent, and appropriate data-based decisions. Schools can develop a data plan and team to guide the use of data and to support a culture of data use. The data team can develop a shared vocabulary for critical concepts of data use and learning.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Teach students to examine their own data and set learning goals." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
In this video a language arts teacher at a middle school describes the Data Analysis Booklets that students are required to complete. Students are asked to go back and reflect on their test answer choices and examine why they chose the answers they did.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Teach students to examine their own data and set learning goals." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
Teachers at this high school use student portfolios to teach students how to analyze data, set learning goals, and track their own academic progress.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Teach students to examine their own data and set learning goals." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
In this video a sixth-grade teacher models a goal-setting conference with a student. Together they review his scores and set a new goal.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Teach students to examine their own data and set learning goals." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
In this video a sixth-grade teacher explains how their school uses data boards.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Teach students to examine their own data and set learning goals." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
In this video Dr. Supovitz discusses how teachers can help students gain ownership over their learning by teaching them to examine their achievement data and set goals. To do this, teachers can provide clear feedback, ideally within one week of completing an assignment. School and district leaders can work with teachers to support students in using data to improve their performance.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Teach students to examine their own data and set learning goals." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
Students can learn to examine their own data, monitor their progress, and set learning goals when teachers set clear expectations, provide explicit feedback, and give students tools to understand the data. Rubrics, graphs, and charts help students understand the assessment criteria and allow teachers to provide constructive feedback.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Make data part of an ongoing cycle of instructional improvement." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
In this video a principal describes how staff work to remove barriers to student learning through its Student Assistance Team (SAT) process. Teachers are able to intervene quickly and support struggling students.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Make data part of an ongoing cycle of instructional improvement." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
In this video three teachers model a teacher collaboration session where they use data to make instructional decisions.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Make data part of an ongoing cycle of instructional improvement." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
In this video a teacher describes the ways that teachers use data to guide their discussions and make school decisions.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Make data part of an ongoing cycle of instructional improvement." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
In this video a science skills specialist at a middle school describes how she supports teachers in their use of data. The teachers start with the data to determine their students’ areas of strength and weakness. Then they can properly target interventions to address the needs of their students.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Make data part of an ongoing cycle of instructional improvement." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
In this video a curriculum skills specialists describe various assessment tools used by the staff to gather student data and identify their strengths and deficits.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Make data part of an ongoing cycle of instructional improvement." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
In this video a testing coordinator and teacher talk about their perspectives on the three-week assessment cycle. Administration uses the testing cycle to assess teachers and students on a building and classroom level.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Make data part of an ongoing cycle of instructional improvement." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
In this video Dr. City suggests that teachers work collaboratively as they learn to use data efficiently in a cycle of instructional improvement. Dr. City offers examples of examining the data, developing questions, noting answers, and asking new questions until teachers reach an actionable step.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Make data part of an ongoing cycle of instructional improvement." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
In this video Dr. Elizabeth City discusses how teachers can enact a three-step “Prepare, Inquire, Act” cycle of instructional improvement. Dr. City encourages teachers to work through this cycle testing hypotheses, making changes to instruction, and revisiting the cycle to assess the impact of the changes.
This video is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Make data part of an ongoing cycle of instructional improvement." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
As part of a coherent approach to using data for instructional improvement, teachers can use a cycle of instructional improvement. This cycle begins with collecting and preparing data using results from multiple assessments. Next, teachers can question the data and develop hypotheses. Teachers can then modify instruction to test the hypotheses and subsequently examine new data to decide if the changes have increased student learning.
This tool is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Develop and maintain a districtwide data system." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
This manual is a comprehensive guide to understanding and using the Ohio Decision Framework. The decision framework allows building and district leadership teams to more precisely analyze and prioritize their areas of concern to create an effective needs assessment.
This sample material is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Develop and maintain a districtwide data system." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
When districts use the Ohio Decision Framework, they complete a comprehensive needs assessment. This sample material is a compilation of screen shots that comprise the needs assessment.
This sample material is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Develop and maintain a districtwide data system." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
The Ohio Department of Education’s (ODE) unified state system of support is directly focused on improving students’ academic achievement. As part of the system, the four-stage Ohio Improvement Process (OIP) helps districts build capacity for sustained improvement, beginning with a comprehensive needs assessment using the Ohio Decision Framework (DF) tool. This sample material explains the components of the DF tool.
This audio interview is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Develop and maintain a districtwide data system." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
This audio interview discusses how a statewide data system supports instructional decision making. The data system includes three major components that dig into the statewide testing system and provide various data and resources: 1) the Success Website, 2) Data-Driven Decisions for Academic Achievement (D2A2), and 3) the Value-Added System.
This audio interview is aligned with a recommendation in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. The recommendation is "Develop and maintain a districtwide data system." A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
This audio interview presents information on a statewide data tool that districts use as a decision-making tool for school improvement. As districts use the decision framework, they focus on the what and the why of the data to identify areas of concern and to create a coherent plan for improvement.
This template is aligned with the recommendations in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
This planning template for state-level personnel suggests ways to help districts and schools develop a comprehensive and coherent plan for using achievement data to support instructional decision making. It covers such topics as state leadership, standards and expectations, support systems for districts and schools, and fiscal policies.
This template is aligned with the recommendations in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
This planning template for district-level personnel offers key actions to help districts develop a comprehensive and coherent plan for using achievement data to support instructional decision making. It covers such topics as district leadership, standards and expectations, research-based instructional strategies, teacher quality, and data use.
This template is aligned with the recommendations in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
This planning template, aimed at school-level personnel, offers key actions in the development of a comprehensive and coherent plan for using achievement data to support instructional decision making. It covers such topics as leadership, standards and expectations, research-based instructional practices, classroom instruction, teacher quality, families and the community, and data use.
This video is aligned with the recommendations in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
In this video the chair of the IES panel that developed the Practice Guide, Using Student Achievement Data to Support Instructional Decision Making explains the five recommended practices and offers considerations for implementation of the practices.
This diagram is aligned with the recommendations in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
This diagram serves as a visual reminder of the five interrelated practices that are recommended for using student achievement data effectively to support instructional decision making. Together, these practices are part of a comprehensive and cohesive framework for using data to support instructional decision making.
This video presentation is aligned with the recommendations in the IES What Works Clearinghouse (2009) Practice Guide on Using Student Achievement Data to Support Instructional Decision Making. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database.
This presentation shows how practices for Using Student Achievement Data to Support Instructional Decision Making can be implemented to improve instruction and learning. Through implementing a cycle of instructional improvement, teaching students to examine their own data, establishing a vision for data use, supporting a data-driven culture, and maintaining a districtwide data system, educators can refine teaching and learning to better meet students' needs.
The Professional Learning Communities Facilitator's Guide is designed to assist teams of educators in applying the evidence-based strategies presented in the IES What Works Clearinghouse (2014) Practice Guide on Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. The facilitator's guide is designed to create a collaborative learning experience for educators to discuss, share, and apply key ideas and strategies from the Practice Guide in order to help K–8 English learners acquire the language and literacy skills needed to succeed academically. These strategies support the four recommendations found in the Practice Guide.
The recommendations include the following:
- "Teach a Set of Academic Vocabulary Words Intensively Across Several Days Using a Variety of Instructional Activities." A panel reviewed 6 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as strong for students in grades K-2 and grades 5-7.
- "Integrate Oral and Written English Language Instruction into Content-Area Teaching." A panel reviewed 5 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as strong for students in grades K-2 and grades 5-7.
- "Provide Regular, Structured Opportunities to Develop Written Language Skills." A panel reviewed 2 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as minimal for students in grades 6-12.
- "Provide Small- Group Instructional Intervention to Students Struggling in Areas of Literacy and English Language Development." A panel reviewed 6 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as moderate for students in grades K-2 and grades 6-8.
See other resources in the SRCL/CLSD database for related evidence:
- the 2014 WWC Practice Guide on "Teaching Academic Content and Literacy to English Learners in Elementary and Middle School."
The self-study guide, produced by IES Regional Educational Laboratory Southeast, was developed to help district- and school-based practitioners conduct self-studies for planning and implementing literacy interventions for students in grades 3-8. It is intended to promote reflection about current strengths and challenges in planning for implementation of literacy interventions, spark conversations among staff, and identify areas for improvement. This guide provides a template for data collection and guiding questions for discussion that may improve the implementation of literacy interventions. This self-study guide is supported by research studies. However, the guide itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
The purpose of this practice brief, produced by the Center on Instruction in 2008, is to provide schools, districts, and states with background knowledge about best practices for older students who struggle to read. It focuses on the reading skills that adolescents need to more fully access content-area curricula and defines adolescent reading as occurring between grades 4-12. These best practices are organized into five general areas: foundational skills (i.e., word study), reading fluency, vocabulary, reading comprehension, and motivation. The recommendations in this practice brief are supported by research studies. However, these recommendations have not been empirically tested for effectiveness and therefore are not categorized by a level of evidence.
This tool, published in 2020 and produced by IES Regional Educational Laboratory Southeast, was developed to assist school leaders in observing specific research-based practices during literacy instruction in grade 4–12 classrooms and students’ independent use or application of those practices. The tool aims to help school leaders conduct brief and frequent walkthroughs throughout the school year. The tool consists of three parts to be used with students in three grade bands: grades 4 and 5, grades 6–8, and grades 9–12. The first is the Pre-Walkthrough Meeting Guide, for use in all grade bands, to facilitate conversation between school leaders and teachers before the walkthrough. The second is a set of eight walkthrough checklists, differentiated by grade band and classroom type (that is, whole class, English language arts class, content area class, and literacy intervention class), which are based on best practices in literacy instruction. The third is the Post-Walkthrough Meeting Guide, for use in all grade bands, to facilitate debriefing between school leaders and teachers. This tool is supported by research studies. However, the tool itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This roadmap, published in 2017 and produced by IES Regional Educational Laboratory Southest, was developed to help state education agencies and local education agencies implement evidence-based literacy practices in their classrooms by following the suggestions of the resources listed in the eight steps. This roadmap is supported by research studies. However, the roadmap itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This self-study guide, published in 2016 and produced by IES Regional Educational Laboratory Southeast, was developed to help district- and school-based practitioners plan and implement academic interventions in grades 9-12. It is intended to promote reflection about current district and school strengths and challenges in planning for implementation of high school academic interventions, spark conversations among staff, and identify areas for improvement. The guide provides a template for data collection and guiding questions for discussion that may improve the implementation of high school academic interventions and decrease the number of students failing to graduate from high school on time. This guide is supported by research studies. However, the guide itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
The 11th installment of MCPER's "10 Key" series distills the latest research findings into 10 easy-to-follow recommendations that states, school districts, and schools can use to improve reading intervention. While the recommendations reflect findings of research on the effectiveness of literacy practices, the recommendations themselves have not been empirically tested for effectiveness and therefore are not categorized by a level of evidence.
The 10th installment of MCPER's "10 Key" series, this document distills the latest research findings into 10 easy-to-follow recommendations that states, school districts, and schools can use to improve instruction in vocabulary. While the recommendations reflect findings of research on the effectiveness of vocabulary practices, the recommendations themselves have not been empirically tested for effectiveness and therefore are not categorized by a level of evidence.
Many words that students read in middle school have two or more syllables. These are called multisyllabic words. As children progress through school, the number of multisyllabic words they encounter in texts increases. When struggling readers are confronted with long words in their school texts, they often give up or read the words incorrectly, not understanding that some simple steps and strategies make reading long words easier. This resource describes a simple strategy you and your child can use to help decode long words. While the strategies reflect findings of research on the effectiveness of reading practices, this resources itself has not been empirically tested for effectiveness and therefore are not categorized by a level of evidence.
Turn and talk is an instructional routine in which students use content knowledge during a brief conversation with a peer. Students are provided with a short prompt to discuss content or a skill. Students turn to their predetermined partner and answer the prompt while their partner listens. Then, the partners switch roles to allow the second student to address the prompt. The turn-and-talk routine can be used across all content areas and at any grade level. This teacher guide explains the routine, and provides evidence of its effectiveness, sample lessons using the routine, and solutions to common challenges. While the strategies reflect findings of research on the effectiveness of reading practices, this resources itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
Strong reading comprehension is critical to student success in all subjects. As students move into higher grades, the texts they read become increasingly complex. Upper-grade texts are often dense, packed with important concepts and technical vocabulary. Students need to be aware of when their comprehension breaks down and have strategies for learning new information from text. Parents can use the evidence-based comprehension strategies in this document to help students when reading at home. While the strategies reflect findings of research on the effectiveness of literacy practices, this resources itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
Strong reading comprehension is critical to student success in all subjects. As students move into higher grades, the texts they read become increasingly complex. Upper-grade texts are often dense, packed with important concepts and technical vocabulary. Students need to be aware of when their comprehension breaks down and have strategies for learning new information from text. Spanish-speaking parents can use the evidence-based comprehension strategies in this document to help students when reading at home. While the strategies reflect findings of research on the effectiveness of literacy practices, this resources itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
Reading in content area subjects, such as social studies, is challenging for many students. To achieve at high levels, students must navigate complex facts and technical words to grasp key ideas. This document presents five ways that parents can help students develop important text-reading skills. While the strategies reflect findings of research on the effectiveness of literacy practices, this resources itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
Reading in content area subjects, such as social studies, is challenging for many students. To achieve at high levels, students must navigate complex facts and technical words to grasp key ideas. This document presents five ways that Spanish-speaking parents can help students develop important text-reading skills. While the strategies reflect findings of research on the effectiveness of literacy practices, this resources itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
Partner reading is an instructional routine that incorporates peer modeling into reading text. In the routine, one partner reads a text that is slightly challenging while the other partner corrects errors and checks for understanding. It is most effective to pair students so that one partner is a slightly more skilled reader than the other. This guide provide teachers a feasible partner reading procedure that can be used in middle school classrooms. While the strategies reflect findings of research on the effectiveness of reading practices, this resources itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
Middle school students are expected to read and comprehend upper-level text. You might be wondering whether there are things you can do at home to improve your child’s reading skills. This document presents partner reading as an easy way for parents to provide students with more reading practice and to improve reading fluency and reading comprehension. While the strategies reflect findings of research on the effectiveness of literacy practices, this resources itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
Middle school students are expected to read and comprehend upper-level text. You might be wondering whether there are things you can do at home to improve your child’s reading skills. This document presents partner reading as an easy way for Spanish-speaking parents to provide students with more reading practice and to improve reading fluency and reading comprehension. While the strategies reflect findings of research on the effectiveness of literacy practices, this resources itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
