In response to questions and concerns about COVID-19 from state leadership within Region 7, a series of annotated bibliographies was created to inform stakeholders about the potential impact of increased out-of-school time and possible strategies to mitigate harm to students’ academic development. The purpose of the series of bibliographies is to address three main questions. Question 1: What will the […]
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Intensive Reading Interventions for Struggling Readers in Early Elementary Grades
Supplemental Instruction for Struggling Readers, Grades 3–5: A Guide for Tutors
This guide created by Vaughn Gross Center for Reading and Language Arts at The University of Texas – Austin is an older document with lessons for students who struggle with reading in Grades 3-5. As districts begin to look at using tutors for learning loss, this guide will assist with deficits in phonics. Additionally, there are resources in the appendices […]
Why Teach Spelling?
California Statewide Early Math Initiative in Local Communities: Building Educator Math Capacity
This report summarizes the findings across two case studies conducted as part of WestEd’s evaluation of the California Statewide Early Math Initiative (CAEMI). The case studies aimed to understand the planning and implementation of professional learning and coaching in local communities. They also examined changes in educators’ math knowledge, confidence, and teaching practices.