Research
• How to Start Academic Conversations (2009) Zwiers, Jeff and Crawford, Marie Educational Leadership. English language learners need accelerated language development. That acceleration is fostered by experiences that allow students to share ideas. support them with evidence, and construct new knowledge with other students. This action research suggests that paired academic conversations canprovide such experiences, equipping students with communication and thinking skills needed in school and beyond.
Teacher Collaboration and the Multi-tiered System of Support (MTSS) (2013) CRLP, Shefelbine, John, CRLP Results: Word Recognition and Fluency Assessment, Instruction, and Intervention.
This section provides information on how to develop, support, and sustain collaborative teams within grade levels ("horizontal"),or across grade levels ("vertical"), while implementing a structure for MTSS. It focuses on the role of using assessments to guide instruction and n inquiry cycle of lesson study to improve teaching and learning.
10 Steps for Migrating Your Curriculum to the Common Core, Fulfilling the Promise of the CCSS, Dodelson, Saki, Achieve 3000.
It's important to step back and assess what the changes as a result of the new common core standards really mean, so that we can make the kind of changes that really mean something--how we change our curriculum and methodologies to meet the new standards. Some district have delved right into it but for others it will take a lot of reflection.
Teaching Academic Vocabulary, (2005) Kinsella, Kate, Ed.D. , Aiming High, Aspirando a lo Mejor Resource, A SCOE Publication.
It is an article taking a look at the big picture of comprehensive strategies for helping long term English Learners build academic vocabulary, including several key points about what we know these students need.
Supporting Implementation of the Common Core State Standards: Foundational Skills CRLP Results (2014) (K-5), Shefelbine, John, Ph.D., Bruce, Gail, California Reading and Literature Project.
This focuses on the Common Core Foundational Skills that students need to learn, when it needs to be covered within an overall scope and sequence, and how instruction might be approached within the three tiers of the Multi-Tiered System of Supports (MTSS).
What works in schools: Translating research into action. Marzano, R. (2003). Alexandria, VA: ASCD. The five levels of school effectiveness outlined below are based on research, and practical experiences working with teachers, schools, and districts in every state in the nation over a thirty-year period of time.
Restructuring schools: Some questions for teachers and principals. Barth, R. (1991) Phi Delta Kappan, 73(2), 128-128. Discusses questions that may be of concern among teachers and principals on the concept of school restructuring in the U.S.
Schools as Learning Communities, Educational Leadership, DuFour, R. (2004). Vol. 61, Number 8, 6-11. Three big ideas guide this school reform effort: commitment to student learning, a culture of collaboration, and a focus on results.
Assessments
Formative and Diagnostic: California Reading & Literature Project, 300 high frequency words; Houghton Mifflin
Phonics/Decoding Screening Test; California Reading & Literature Project, Basic Phonics Skills Test;
California Reading & Literature Project, Primary Spelling Inventory (Word Pattern);
DIBELS NEXT Fluency test Technology Assisted:
Accelerated Reader, Moby Max, VMath, Ticket to Read, Go Math
Team survey: Team Trust Level, 1991, 2010, 2011 Oestreich Associates