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ERIC Number: ED569121
Record Type: Non-Journal
Publication Date: 2016-Sep
Pages: 49
Abstractor: ERIC
Reference Count: 33
ISBN: N/A
ISSN: N/A
Self-Study Guide for Implementing Literacy Interventions in Grades 3-8. REL 2016-224
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
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.
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/
Publication Type: Guides - Non-Classroom; Tests/Questionnaires
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Regional Educational Laboratory Southeast (ED); National Center for Education Evaluation and Regional Assistance (ED); Florida State University
IES Funded: Yes
IES Grant or Contract Numbers: EDIES12C0011