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    • Alabama Framework for English Learner Success

    The number of English learners (ELs) in Alabama has increased significantly in recent years. English learners include U.S.-born children whose first language is not English, newcomers to the U.S., and other students developing English proficiency. These children are in...
    IES infographic with three illustrated human graphics and icons for each bullet point

    Improving Teacher Performance Through Instructional Coaching

    This IES infographic provides a brief overview of the definition of instructional coaching as well as the contributions of effective coaching to improving teacher capacity and student outcomes. It also includes a visual summary of the coaching cycle and...
    Resource cover picture - reading to a child

    Reading Rockets Summer Reading

    Reading Rockets summer reading materials give parents, teachers, and district leaders many ideas to keep students reading over the summer....
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    Raising Community Program Perception/Awareness

    This resource provides an overview of how districts can gather data on parent communication preferences and improve community engagement. The document pulls from multiple sources and includes exemplary district links and profiles....
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    Webinar: Solving the Teacher Shortage Challenge

    What are effective strategies for attracting and recruiting teachers? This panel discussion features leaders from TNTP, the Center for Analysis of Longitudinal Data in Education, the Learning Policy Institute, the National Council on Teacher Quality, and the American Federation...
    Resource cover page

    Mississippi Public Broadcasting Classroom TV

    Mississippi Public Broadcasting (MPB), in partnership with the Mississippi Department of Education, provides videos of high-quality classroom lessons taught by certified teachers in multiple content areas. The site also includes links to education-focused panel discussions as well as guidance...

    A Practitioner’s Guide to Responding to COVID-19 Series: Guides and Tools for State and Local School Administrators

    Content Start

    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 impact of COVID-19 be on out-of-school learning loss?
    Question 2: What impact do extended learning programs (summer school, afterschool programs, extended school day, or year-round school) have on student academic achievement?
    Question 3: What initiatives have demonstrated success in offsetting out-of-school learning loss?
    This bibliography addresses guides and tools that may be useful for state and local administrators when planning for offsetting out-of-school learning loss.

    Authors

    Josh Melton, Rachel Goins, Sheila Brookes, Katherine Harmon, and Robin Jarvis

    Organization

    Region 7 Comprehensive Center

    Source

    U.S. Department of Education

    View File 1

    Department of education Logo RMC Logo This material is in the public domain. While permission to reprint is not necessary, publication should be cited. This website was funded through the Office of Elementary and Secondary Education (OESE) and developed by the Region 7 Comprehensive Center at RMC Research Corporation. (Award # S283B190023). This website contains resources that are provided for the reader's convenience. These materials may contain the views and recommendations of various subject matter experts as well as hypertext links, contact addresses, and websites to information created and maintained by other public and private organizations. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of any outside information included in these materials. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this document is intended or should be inferred.