Video Companion to “Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades”
Identifying and supporting English learner students with learning disabilities: Key issues in the literature and state practice
Educating English Learner Students During the Pandemic: Remote and In-Person Instruction and Assessment: Recommendations and Resources for States and Districts
Welcoming, Registering, and Supporting Newcomer Students: A Toolkit for Educators of Immigrant and Refugee Students in Secondary Schools
In this brief, Chiefs for Change and the John Hopkins School of Education, Institute for Education Policy offer recommendations in four key areas including time, talent, social and emotional wellness, skills, and academic plans. Recommendations include rethinking the current school calendar to increase instructional time and reconsidering current school staffing plans to provide greater flexibility to meet student needs. Recommendations focusing on student social-emotional wellbeing and using high-quality instructional materials and curriculum-based assessments to meet the needs of diverse student populations are also highlighted.
Chiefs for Change Johns Hopkins School of Education, Institute for Education Policy