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Basu, Satabdi; Rutstein, Daisy W.; Tate, Carol – National Comprehensive Center, 2021
Formative assessment can be a powerful tool to support effective K-12 computer science (CS) instruction. Having teachers and students engage with the formative assessment process can increase student engagement and improve learning outcomes. In this guide, the authors show readers how to apply the five-step process outlined in the corresponding…
Descriptors: Computer Science Education, Elementary Secondary Education, Formative Evaluation, Evidence
National Comprehensive Center, 2020
The National Comprehensive Center's (NCC's) Native Education Collaborative developed resources to build the capacity of state education agencies (SEAs) in collaboration with tribes and local education agencies (LEAs) to enhance the learning lives of Native children and youth. The Native Education Collaborative developed the Circles of Reflection…
Descriptors: American Indian Students, American Indians, State Departments of Education, Tribes
Manian, Nanmathi; McColskey, Wendy; Benton, Kim; Lipshie, Noah – National Comprehensive Center at Westat, 2021
School communities in both urban and rural settings need trauma-informed (TI) supports; however, the adversities experienced and access to student supports may be unique to rural school communities. In addition, the contextual challenges experienced by rural schools and communities, as well as the strengths that can be drawn from them, will…
Descriptors: Trauma, Rural Schools, Child Development, School Districts
Croft, Andrew; Coggshall, Jane G.; Dolan, Megan; Powers, Elizabeth – National Comprehensive Center for Teacher Quality, 2010
Featured prominently in recent federal education regulations, the term "job-embedded professional development" has come into increasingly common usage for more than a decade, yet rarely is it explicitly defined. But what exactly is job-embedded professional development? What types of teacher learning opportunities count as being job…
Descriptors: Teacher Effectiveness, Faculty Development, Professional Development, Teaching Methods
Reschly, Daniel J.; Wood-Garnett, Stephanie – National Comprehensive Center for Teacher Quality, 2009
Response to intervention (RTI) is a decision-making process for (1) identifying gaps between current and desired results; (2) designing, implementing, and revising interventions; (3) matching the degree of educational needs to the intensity of interventions; and (4) implementing interventions at multiple tiers. The process can be applied to…
Descriptors: High School Students, Middle School Students, Educational Needs, Intervention
National Comprehensive Center for Teacher Quality, 2007
This publication offers a sampling of strategies, resources, and tips for educators and policymakers engaged in the recruitment of mathematics, science, and special education teachers--specific to urban and rural schools and districts. These strategies and resources, when implemented effectively, can have a positive and lasting impact on the…
Descriptors: Teacher Effectiveness, Special Education, Teacher Recruitment, Teacher Competencies