[Simtrainer-l] FW: REL Southeast Self-Study Guides Aim to Help Districts and Schools Implement Literacy and Academic Interventions

[Graner, Patricia Sampson]

Hello all,
Just in case you don't subscribe to the Newsflash from IES, I am sharing this information about Self-Study Guides with you. I shared it last week on our SIM FaceBook page.
Be well,
Patty
--
Patricia Sampson Graner, PhD
University of Kansas Center for Research on Learning
Director of Professional Development
SIM® Professional Developer
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pgraner at ku.edu
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From: IES Newsflash Subscription Service <IESWebmaster at ed.gov<mailto:IESWebmaster at ed.gov>>
Date: Thursday, September 22, 2016 at 10:00 AM
To: Patricia Sampson Graner <pgraner at ku.edu<mailto:pgraner at ku.edu>>
Subject: REL Southeast Self-Study Guides Aim to Help Districts and Schools Implement Literacy and Academic Interventions

[Institute of Education Sciences - Newsflash]
REL Southeast Self-Study Guides Aim to Help Districts and Schools Implement Literacy and Academic Interventions

Effective interventions are critical to helping students who are struggling in school. To help ensure students get the support they need, Regional Educational Laboratory (REL) Southeast, in the Institute of Education Sciences, has developed three guides to assist educators and administrators in planning, implementing, and improving intervention:

* Self-study Guide for Implementing Early Literacy Interventions<http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4520> (grades K-2)

* Self-Study Guide for Implementing Literacy Interventions in Grades 3-8<http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4543>

* Self-study Guide for Implementing High School Academic Interventions<https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4505> (literacy and math, grades 9-12)

All three guides are organized according to eight areas that research indicates are important for implementation of interventions-student selection; assessment selection and data use; content and instruction; instructional time; interventionist or teacher selection; professional development and ongoing support; communication; and intervention or classroom environment.

The guides are designed to help districts and schools gather baseline information and prioritize needs in developing an implementation plan; gather progress-monitoring information for continuous improvement of interventions; and evaluate the implementation of interventions. Each guide includes questions for discussion and templates for data collection and planning.

*****
The Regional Educational Laboratories (RELs) build the capacity of educators to use data and research to improve student outcomes. Each REL responds to needs identified in its region and makes learning opportunities and other resources available to educators throughout the United States. The REL program is a part of the Institute of Education Sciences<http://ies.ed.gov/> (IES) in the U.S. Department of Education. To receive regular updates on REL work, including events and reports, follow IES on Facebook<https://www.facebook.com/iesresearch> and Twitter<http://twitter.com/iesresearch>. To provide feedback on this or other REL work, email Contact.IES at ed.gov<mailto:Contact.IES at ed.gov>.

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