All Resources

Strategies to Build Leadership Team Capacity on Continuous Improvement and Intensive Interventions

This resource from the Region 7 Comprehensive Center describes strategies to build school leadership team capacity to implement a continuous improvement planning model and effectively use data to make informed instructional decisions. The first section details the research behind...

SEA Opportunities to Support Principals and School Leadership Teams

This resource from the Region 7 Comprehensive Center describes steps to create distributed school leadership teams and provides a range of strategies state education agencies (SEAs) can use to support principals and leadership teams. This paper cites research that...

State Guidance on Distance Learning During COVID-19: A Review of Four States’ Approaches

Considering how COVID-19 may impact the upcoming school year, members of the Region 7 Comprehensive Center (R7CC) Advisory Board requested information about best practices on distance and blended learning. In response to this inquiry, this Fast Response provides a...

A Practitioner’s Guide to Responding to COVID-19 Series: Predicting the Impact of COVID-19 on Out-of-School Learning Loss

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...

Best Practices on Distance and Blended Learning for Grades K–12 During COVID-19

Considering how COVID-19 may impact the upcoming school year, the Region 7 Comprehensive Center (R7CC) Advisory Board has requested information about best practices on distance and blended learning. In response to this inquiry, R7CC developed two Fast Response reports...

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

A Practitioner’s Guide to Responding to COVID-19 Series: Successful Initiatives that Offset Out-of-School Learning Loss

A Practitioner’s Guide to Responding to COVID-19 Series: The Impacts of Extended Learning Programs on Academic Achievement

Structured Literacy and Typical Literacy Practices: Understanding Differences to Create Instructional Opportunities

In this article, Louise Spear-Swerling discusses the key features of structured literacy (SL) beginning with explicit and systematic instruction. The article explains why SL is an effective way to teach children with dyslexia and students who struggle with learning...

Effective Strategies for Teaching the Alphabetic Principle

This infographic from the National Center on Improving Literacy provides a visual with explanations to illustrate how teachers can teach the alphabetic principle by connecting sounds, using background knowledge of letter sounds, and providing decodable texts for students to...

Teaching Newcomer English Learners: Four Powerful Vocabulary Practices

This video clip provides four evidence-based practices on how to teach English learners in grades K-8 academic vocabulary. Drawing from the IES Practice Guide published in 2014 Teaching Academic Content and Literacy in Elementary and Middle School, the REL Northwest has developed a short video clip demonstrating how these practices can be carried out in the classroom.

The four practices recommended include:

Choose a brief, engaging piece of informational text that includes academic vocabulary as a platform for intensive academic vocabulary instruction.
Choose a small set of academic vocabulary for in-depth instruction.
Teach academic vocabulary in-depth using multiple modalities (writing, speaking, listening).
Teach word-learning strategies to help students independently figure out the meanings of words.

Source

U.S. Department of Education

View File 1

All Resources

Content Start

Source