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Literacy; Educational Principles; Classroom Environment; Classroom Techniques; Teaching Methods; Technology Integration; Reading Instruction; Reading Improvement; Instructional Effectiveness; Teacher Effectiveness; Teaching Guides

Abstract:
In this article, the authors propose four principles to guide teachers' thinking as they use technology to support teaching and literacy learning in 21st century classrooms. Specifically, teachers must be aware of emerging technologies, recognize the complexities of new literacies, realize tech-savvy students may not be skilled readers and writers of web-based texts, and develop assessments to evaluate 21st century skills. Keeping these principles in mind will help teachers prepare students to become effective readers and writers of digital texts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Content Area Reading; Teacher Collaboration; Cooperation; Literacy; Faculty Development; Interviews; Literacy Education; Partnerships in Education; High Schools; Higher Education; College School Cooperation; Academic Achievement; Teaching Methods; Professional Development Schools; Professional Development; Secondary School Teachers; Reading Improvement; Reading Instruction

Abstract:
This article describes how a literacy learning community model was developed between two high school partnership sites and a large southern public university, and how teacher collaboration and shared learning across content areas in the first year impacted teachers' learning about literacy instruction and their school's vision for literacy. Specifically, teachers' learning was analyzed using multiple data: in-depth teacher interviews, surveys and inventories, teachers' coursework and portfolios, and classroom artifacts. Findings indicate that embedded staff development characterized by collaborative approaches to teachers' learning located in professional learning communities is effective especially with respect to teaching content area reading; teacher collaboration that honors continuous professional learning, either in a school-university partnership or within a wider group at the school or district level, offers rich possibilities for generating viable literacy learning communities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Intervention; Classroom Environment; Preschool Children; Disadvantaged Youth; Coaching (Performance); Literacy; Vocabulary; Alphabets; Professional Development; Preschool Teachers; Literacy Education; Inservice Education; Inservice Teacher Education; Scores; Scoring; Comparative Analysis; Federal Programs; Early Childhood Education; Low Income; Early Intervention

Abstract:
This exploratory study investigated how 2 years of a coaching-based language and literacy intervention were linked to Head Start teachers' classroom environments and instructional interactions, as well as to the vocabulary, alphabet, and sound awareness learning of their preschool students. In total, 16 Head Start teachers participated in the intervention, and 10 teachers participated in a business-as-usual control. In addition, 626 preschoolers participated in the intervention, while 357 children participated in the control condition. The first year of coaching was linked to gains in the quality of teachers' classroom literacy environments and the quality of instructional interactions, and a second year of coaching resulted in additional gains in the quality of instructional interactions. Effects were consistent regardless of the initial quality of the classroom environment and instructional interactions. The intervention was significantly related to all child outcomes, with greater vocabulary gains in the second year of coaching. (Contains 7 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Preservice Teachers; Tutors; Data Analysis; Literacy; Reading Instruction; Teacher Educators; Tutoring; Middle Schools; High Schools; Elementary School Students; Teacher Education; Tutorial Programs; Literacy Education; Emergent Literacy; Reading Tests; Reading Skills; Academic Achievement

Abstract:
As teacher educators, we continue to focus on tutoring experiences as ways to help tutors connect coursework to practice. This study presents a preservice tutoring program designed to provide a field-based experience where the tutors would be able to (a) learn about literacy instruction, (b) use a multitude of assessment data rather than representing students by single scores, (c) design literacy curriculum based on students' needs, and (d) focus on motivating students to read and write in addition to helping them succeed academically. Unlike previous studies, the tutors were middle and high school preservice teachers tutoring elementary struggling readers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Comprehension; Informal Reading Inventories; Reading Strategies; Classification; Reading Processes; Inferences; Reading Instruction; Bilingualism; Second Language Learning; Grade 4; Elementary School Students; Hispanic American Students; Standardized Tests; Reading Tests; Scores; English (Second Language); Language Proficiency; Cultural Awareness; Literacy Education; Measures (Individuals)

Abstract:
To examine the second-language reading development of 45 fourth-grade Latino bilinguals, a sequential mixed methods study was conducted in two phases (Creswell, 2009). The quantitative data collected in the first phase generated an index of the group's reading performance based on two grade-level assessments, a state-mandated standardized reading assessment and an informal reading inventory (IRI) of a grade-level passage written in English. The qualitative data collected in the second phase informed in depth about each bilingual's reading process and use of comprehension strategies. The findings indicated that while both reading performance scores paralleled the varying school-designated English-proficiency classification represented among the participants, the bilingual readers also shared similar reading strategies without distinction when they read difficult text. Guided reading that integrated explicit cross-linguistic and cross-cultural knowledge was found to mediate comprehension of the grade-level passage for all the participants regardless of their reading performance scores and designated English-proficiency classification. Implications for providing responsive literacy instruction for bilingual readers are outlined. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Academic Standards; Accountability; Achievement Gap; Administrator Effectiveness; Alignment (Education); Budgets; Career Readiness; Charter Schools; College Readiness; Core Curriculum; Data; Educational Assessment; Educational Change; Educational Improvement; Elementary Secondary Education; Federal Legislation; Formative Evaluation; Grants; Higher Education; Language Arts; Leadership Effectiveness; Literacy; Low Achievement; Mathematics Achievement; Measurement Objectives; Models; Outcomes of Education; Partnerships in Education; Poverty; Principals; Professional Development; Program Effectiveness; Program Implementation; School Districts; School Effectiveness; School Turnaround; State Government; State Standards; STEM Education; Teacher Effectiveness; Teacher Evaluation

Abstract:
This State-specific summary report serves as an assessment of Tennessee's second year of Race to the Top implementation. The report highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2011 through September 2012. During Year 2, the Tennessee Department of Education (TDOE) revamped its approach to project management to ensure meaningful project oversight and revised project work plans and goals that focus on measuring project performance and impact at the State educational agency (SEA) level. The State also participated in partnership meetings with local educational agencies (LEAs) to build relationships focused on data and collaborative problem solving. These meetings reinforced the State's goal of transitioning from compliance monitoring to a more collaborative role as LEAs implemented their Race to the Top plans. Although Tennessee made excellent progress in Year 2, it still faced challenges as it rolled out the Tennessee Educator Acceleration Model (TEAM) and the Common Core State Standards (CCSS), built data systems to support instruction, and expanded its science, technology, engineering, and mathematics (STEM) network. Moving into Year 3 of its grant, Tennessee plans to build on its accomplishments and address its challenges from Year 2. The State is reassessing its implementation plans in several reform areas to ensure continuous improvement and effective implementation. For example, the State is making changes to its educator evaluation system to address feedback from teachers and principals. In addition, TDOE is enhancing its existing Field Service Centers (FSCs) to provide content-specific supports to LEAs and schools. The FSCs will now be called Centers of Regional Excellence (COREs) and will leverage the existing strengths of FSCs and add additional capacities to provide support to LEAs as they implement the CCSS and the new evaluation system. The State's plans for Years 3 and 4 rely heavily on effective CORE implementation, highlighting the need for the State to establish high-quality centers and mechanisms to assess their effectiveness. A glossary is included. (Contains 20 footnotes.) [For "Race to the Top. Tennessee Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529330.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Academic Standards; Accountability; Achievement Gap; Administrator Effectiveness; Alignment (Education); Budgets; Career Readiness; Charter Schools; College Readiness; Core Curriculum; Data; Educational Assessment; Educational Change; Educational Improvement; Elementary Secondary Education; Federal Legislation; Formative Evaluation; Grants; Higher Education; Language Arts; Leadership Effectiveness; Literacy; Low Achievement; Mathematics Achievement; Measurement Objectives; Models; Outcomes of Education; Partnerships in Education; Poverty; Principals; Professional Development; Program Effectiveness; Program Implementation; School Districts; School Effectiveness; School Turnaround; State Government; State Standards; STEM Education; Teacher Effectiveness; Teacher Evaluation

Abstract:
This State-specific summary report serves as an assessment of Rhode Island's Year 2 Race to the Top implementation, highlighting successes and accomplishments, identifying challenges, and providing lessons learned from implementation from approximately September 2011 through September 2012. In Year 2, Rhode Island Department of Education (RIDE) and local educational agencies (LEAs) created curricular resources to assist educators in transitioning to the Common Core State Standards (CCSS), including 10 model curricula in core subjects. RIDE exceeded its goal of training 4,100 educators on CCSS; 5,800 educators attended Study of the Standards sessions during the first two years of Race to the Top implementation. Additionally, the State developed four modules to train educators in formative assessment practices and piloted these modules in six schools in SY 2011-2012. Although RIDE exceeded its CCSS training goals, it is unclear whether all LEAs will be ready to fully implement the CCSS by SY 2013-2014, particularly those LEAs that did not participate in the State's curricular development work. RIDE made revisions to the educator evaluation system to increase the weight of the Student Learning Objectives (SLOs) component, a change that will require RIDE to provide additional support to ensure that educators and LEAs implement SLOs rigorously and consistently. According to the State's Race to the Top plan, in Year 3 Rhode Island will continue to support LEAs and improve its Race to the Top program oversight and monitoring through EdStat and the CLO process. LEAs will take critical steps toward implementing the CCSS by developing CCSS-aligned units of study for use in classrooms. In addition, LEAs will fully implement new educator evaluation systems that use student growth data, differentiate educators into performance levels, and suggest professional growth supports for educators. The State will also take steps toward rewarding effective educators by developing and piloting new compensation structures. Additionally, it will place more educators certified through alternative routes in schools and will continue its efforts to transform persistently lowest-achieving (PLA) schools through interventions and support. A glossary is included. (Contains 5 footnotes.) [For "Race to the Top. Rhode Island Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529328.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Academic Standards; Accountability; Achievement Gap; Administrator Effectiveness; Alignment (Education); Budgets; Career Readiness; Charter Schools; College Readiness; Core Curriculum; Data; Educational Assessment; Educational Change; Educational Improvement; Elementary Secondary Education; Federal Legislation; Formative Evaluation; Grants; Higher Education; Language Arts; Leadership Effectiveness; Literacy; Low Achievement; Mathematics Achievement; Measurement Objectives; Models; Outcomes of Education; Partnerships in Education; Poverty; Principals; Professional Development; Program Effectiveness; Program Implementation; School Districts; School Effectiveness; School Turnaround; State Government; State Standards; STEM Education; Teacher Effectiveness; Teacher Evaluation

Abstract:
This State-specific summary report serves as an assessment of North Carolina's second year of Race to the Top implementation. The report highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2011 through September 2012. In Year 2, North Carolina continued the progress it made in Year 1 in all areas of its comprehensive reform plan and reached several implementation milestones. North Carolina made progress in implementing a qualifying evaluation system for teachers and principals by modifying its existing statewide evaluation system, the North Carolina Educator Evaluation System (NCEES). The State also continued to prepare its educators to fully implement the updated North Carolina Standard Course of Study in SY 2012-2013 by providing professional development and disseminating curricular materials. Delays impacted several of the State's Race to the Top initiatives. The Instructional Improvement System (IIS) and Virtual Blended STEM (science, technology, engineering, and mathematics) Courses projects were delayed in order to refine project plans and requirements and as a result of lengthy procurement processes; these projects now have condensed implementation timeframes. The State's extensive Year 2 preparations laid the groundwork for full implementation of the Common Core State Standards (CCSS) and NCEES in Year 3. The State's comprehensive professional development offerings, including more than 90 regional face-to-face sessions and online resources, will support educators as they implement these and other key initiatives. North Carolina will also continue to support teacher and leader pipelines through its Regional Leadership Academies, Distinguished Leadership in Practice program, Teach For America partnership, and the North Carolina Teacher Corps. North Carolina will continue to build readiness in the field for and begin implementing components of its two major technology initiatives, the Cloud and Home Base. A glossary is included. (Contains 9 footnotes.) [For "Race to the Top. North Carolina. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529322.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Academic Standards; Accountability; Achievement Gap; Administrator Effectiveness; Alignment (Education); Budgets; Career Readiness; Charter Schools; College Readiness; Core Curriculum; Data; Educational Assessment; Educational Change; Educational Improvement; Elementary Secondary Education; Federal Legislation; Formative Evaluation; Grants; Higher Education; Language Arts; Leadership Effectiveness; Literacy; Low Achievement; Mathematics Achievement; Measurement Objectives; Models; Outcomes of Education; Partnerships in Education; Poverty; Principals; Professional Development; Program Effectiveness; Program Implementation; School Districts; School Effectiveness; School Turnaround; State Government; State Standards; STEM Education; Teacher Effectiveness; Teacher Evaluation

Abstract:
This State-specific summary report serves as an assessment of New York's second year of Race to the Top implementation. The report highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2011 through September 2012. New York completed its first year of transition to the Common Core State Standards (CCSS), encouraging educators to implement at least one CCSS-aligned unit each semester. It field tested items that it will use on CCSS-aligned Year 3 assessments and provided curricular documents through the EngageNY.org website, including thirteen LEA-developed exemplar curriculum modules. New York struggled to stay on track with timeframes in its approved Race to the Top plan in Year 2. The State made numerous adjustments to timelines and approach to account for delays and other issues, which are described in further detail in this report and in the approved amendment letters posted on the Department's website. By the end of its Year 2 budget period, June 30, 2012, the State reported expenditures totaling 7.59 percent of its Race to the Top grant. The slow pace of spending is reflective of delays in the work, and indicative of the accelerated pace that will be required for New York to complete key grant activities prior to the end of the grant period. In Year 3, all New York local educational agencies (LEAs) will implement new teacher and principal evaluation systems. The State's grades three through eight (3-8) English language arts (ELA) and mathematics assessments will reflect the CCSS. In school year (SY) 2012-2013, the State has asked high school teachers to implement two CCSS units each semester. In SY 2013-2014, the State's Algebra I, Geometry, and English high school Regents exams will reflect the CCSS. In SY 2014-2015, the State's Algebra II high school Regents exam will reflect the CCSS. New York State Education Department (NYSED) and LEAs will continue to develop curricular materials to support effective implementation. NYSED plans to launch the EDP and release EngageNY.org 2.0, an upgraded version of the current EngageNY.org website. Nine new clinically-rich graduate teacher preparation programs will join the two programs that launched in Year 2. A glossary is included. (Contains 8 footnotes.) [For "Race to the Top. New York Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529326.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Academic Standards; Accountability; Achievement Gap; Administrator Effectiveness; Alignment (Education); Budgets; Career Readiness; Charter Schools; College Readiness; Core Curriculum; Data; Educational Assessment; Educational Change; Educational Improvement; Elementary Secondary Education; Federal Legislation; Formative Evaluation; Grants; Higher Education; Language Arts; Leadership Effectiveness; Literacy; Low Achievement; Mathematics Achievement; Measurement Objectives; Models; Outcomes of Education; Partnerships in Education; Poverty; Principals; Professional Development; Program Effectiveness; Program Implementation; School Districts; School Effectiveness; School Turnaround; State Government; State Standards; STEM Education; Teacher Effectiveness; Teacher Evaluation

Abstract:
This State-specific summary report serves as an assessment of Maryland's Year 2 Race to the Top implementation, highlighting successes and accomplishments, identifying challenges, and providing lessons learned from implementation from approximately September 2011 through September 2012. Maryland's Year 2 accomplishments included implementing support and monitoring processes for local educational agencies (LEAs) for the purposes of Race to the Top implementation, developing CCSS-aligned model units and lessons, holding summer professional development academies across the State, and providing instructional and leadership support services through the Breakthrough Center to lowest-achieving schools in Baltimore City Public Schools (BCPS) and Prince George's County Public Schools (PGCPS). While Maryland made some progress implementing its Race to the Top initiatives in Year 2, the State struggled to find adequate qualified staff to conduct project activities related to the State's technology and instructional improvement system (IIS) projects. This challenge, along with the State procurement process, led to delays in many projects that had already experienced delays in Year 1. During Year 3 Maryland will continue preparing educators to fully implement the Common Core State Standards (CCSS) in SY 2013-2014 and Partnership for Assessment of Readiness for College and Careers (PARCC) assessments in SY 2014-2015. Building on the model units and lessons that Maryland educators developed for each grade in ELA and mathematics in Year 2, the State will develop additional English language arts (ELA) and mathematics and create social studies and science curriculum resources. Additionally, all LEAs will participate in another pilot of the new teacher and principal evaluation system in Year 3 in preparation for full implementation in SY 2013-2014. The State's Curriculum Management System and Learning Management System, both key aspects of its IIS, will also be available for use in Year 3. A glossary is included. (Contains 13 footnotes.) [For "Race to the Top. Maryland Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529320.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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