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Self-Study Guide for Implementing Literacy Interventions in Grades 3-8. REL 2016-224

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Title: Self-Study Guide for Implementing Literacy Interventions in Grades 3-8. REL 2016-224
Language: English
Authors: Smith, Kevin G., Dombeck, Jennifer L., Foorman, Barbara R., Hook, Karl S., Lee, Laurie, Cote, Anna-Marie, Sanabria, Israel, Stafford, Tammy, Regional Educational Laboratory Southeast (ED), National Center for Education Evaluation and Regional Assistance (ED), Florida State University
Source: Regional Educational Laboratory Southeast. 2016.
Availability: Regional Educational Laboratory Southeast. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
Peer Reviewed: Y
Page Count: 49
Publication Date: 2016
Contract Number: EDIES12C0011
Intended Audience: Practitioners
Document Type: Guides - Non-Classroom
Tests/Questionnaires
Education Level: Elementary Education
Middle Schools
Secondary Education
Junior High Schools
Descriptors: Intervention, Guides, Literacy, Program Implementation, Data Collection, Questioning Techniques, Program Improvement, Career Readiness, College Readiness, Elementary School Students, Middle School Students, Self Evaluation (Groups), Institutional Research, Research Tools, Needs Assessment, Progress Monitoring, Scoring Formulas, Rating Scales, Strategic Planning, Program Development, School Districts, Selection Criteria, Instructional Development, Time Factors (Learning), Teacher Selection, Faculty Development, Organizational Communication, Classroom Environment
Abstract: While literacy interventions can be implemented in any grade, focusing on interventions in grades 3-8 is critical because it is often the best chance for students identified with earlier reading deficiencies to become ready for the literacy demands of postsecondary education and careers. States in both the Regional Educational Laboratory (REL) Southeast region and across the country are implementing large-scale initiatives focused on delivering literacy interventions in grades 3-8. This self-study guide provides a template for data collection and guiding questions for discussion that may improve the implementation of literacy interventions in grades 3-8 and increase the number of students meeting college and career readiness standards. This guide is intended to help district- and school-based practitioners conduct self-studies for planning and implementing literacy interventions in grades 3-8. Self-study is a process of using a guide with predetermined focus areas and questions to collect, share, and discuss data with stakeholders. The process can include teachers, instructional coaches, guidance counselors, school-based administrators, district administrators, and chief academic officers knowledgeable in literacy interventions in grades 3-8. It may help educators ensure strong implementation of interventions and document current practices in implementing a specific academic practice, multi-tiered system of support, or response to intervention policy. An ideal time for conducting a self-study of implementation of literacy interventions is the beginning or end of the school year so that prior-year implementation can be considered and planning can occur for implementation for the next school year. States, districts, and schools that are implementing or planning to implement literacy interventions in grades 3-8 may find this guide helpful as they consider which types of evidence to collect and which components of intermediate grades and middle school literacy interventions are important for evaluating implementation. This Self-study guide for implementing literacy interventions in grades 3-8 consists of the "Scoring Guide," "Implementation Consensus Rating Form," and "Planning Next Steps Form." Support for "Scoring Guide" areas is appended.
Abstractor: ERIC
IES Funded: Yes
Entry Date: 2016
Accession Number: ED569121
Database: ERIC
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  Data: Regional Educational Laboratory Southeast. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
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  Data: While literacy interventions can be implemented in any grade, focusing on interventions in grades 3-8 is critical because it is often the best chance for students identified with earlier reading deficiencies to become ready for the literacy demands of postsecondary education and careers. States in both the Regional Educational Laboratory (REL) Southeast region and across the country are implementing large-scale initiatives focused on delivering literacy interventions in grades 3-8. This self-study guide provides a template for data collection and guiding questions for discussion that may improve the implementation of literacy interventions in grades 3-8 and increase the number of students meeting college and career readiness standards. This guide is intended to help district- and school-based practitioners conduct self-studies for planning and implementing literacy interventions in grades 3-8. Self-study is a process of using a guide with predetermined focus areas and questions to collect, share, and discuss data with stakeholders. The process can include teachers, instructional coaches, guidance counselors, school-based administrators, district administrators, and chief academic officers knowledgeable in literacy interventions in grades 3-8. It may help educators ensure strong implementation of interventions and document current practices in implementing a specific academic practice, multi-tiered system of support, or response to intervention policy. An ideal time for conducting a self-study of implementation of literacy interventions is the beginning or end of the school year so that prior-year implementation can be considered and planning can occur for implementation for the next school year. States, districts, and schools that are implementing or planning to implement literacy interventions in grades 3-8 may find this guide helpful as they consider which types of evidence to collect and which components of intermediate grades and middle school literacy interventions are important for evaluating implementation. This Self-study guide for implementing literacy interventions in grades 3-8 consists of the "Scoring Guide," "Implementation Consensus Rating Form," and "Planning Next Steps Form." Support for "Scoring Guide" areas is appended.
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      – Text: English
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        PageCount: 49
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      – SubjectFull: Questioning Techniques
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      – SubjectFull: Elementary School Students
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