Although the COVID-19 pandemic required schools and districts to quickly pivot to a remote and hybrid learning system of education, some stakeholders benefited in this new model of learning. Through this project, R1CC supported two district teams in self-identifying remote and hybrid learning strategies and integrating those strategies more…

New Hampshire has several initiatives underway that support work-based learning (WBL) opportunities for students. However, a recent review of those initiatives indicated that the state uses eight different definitions explaining the characteristics and expectations of a WBL experience. As a result of the lack of a common definition, local…

According to Maine's Education Commissioner, the pandemic has stretched both the Maine Department of Education (DOE) staff and local educational leaders. To ensure efficiency and effectiveness of limited time, the Maine DOE sought to increase communication opportunities with the field. Specifically, the Maine DOE prioritized communications on…

Before the COVID-19 pandemic, there were large gaps in Maine's high school graduation rates, high school dropout rates, college persistence, and college completion across socio economic status, racial and ethnic groups, English learner status, and disability status. The pandemic has highlighted and exacerbated existing inequities and challenges,…

Launching new, pioneering programs to improve student outcomes requires consistent support to help maximize impact. The Region 1 Comprehensive Center (R1CC) and the Maine Department of Education (Maine DOE) wanted to provide evidence-based strategies to support pilot programs launched under the state's Rethinking Responsive Education Ventures…

A formal induction and mentoring (I&M) program is critical for supporting and developing novice teachers as they enter the K-12 classroom and has been found to improve teacher retention, teaching practice, and student outcomes. Districts across the Commonwealth of Massachusetts are required to offer induction and mentoring programming to their…

After the pandemic, many students returned to the classroom behind on reading, as shown by data in the National Assessment for Educational Progress (NAEP). Those students are now adolescents and approaching a critical turning point in their education: They are expected to read with greater independence. For students who are still struggling to…

This rubric was developed for use by Adolescent Literacy Intervention Selection Tool (A-LIST) review panels to evaluate the extent to which reviewed reading interventions support the enactment of culturally and linguistically sustaining practices. It has been developed to assess three main indicators: (1) Teacher Guidance; (2) Cultural Competence…

This rubric was developed for the analysis of intervention programs against the criteria of implementing the four recommendations and accompanying action steps presented in the IES Practice Guide "Providing Reading Interventions for Students in Grades 4-9" for the Adolescent Literacy Intervention Selection Tool (A-LIST). Each item in…

Year 4 continued the Adolescent Literacy Intervention Selection Tool (A-LIST) development work from Year 3 and focused on reviewing the degree to which selected adolescent interventions support evidence-based recommendations. To inform that review, Region 1 Comprehensive Center (R1CC) and the Massachusetts Department of Elementary and Secondary…

Massachusetts Department of Elementary and Secondary Education (DESE) recognizes that there is a need to provide better and more targeted supports from students with limited or interrupted formal education (SLIFE) students across the Commonwealth. To inform these supports, districts are looking for a numeracy and literacy screener that can both…

In 2020, the Massachusetts Department of Elementary and Secondary Education (DESE) created emergency licensure to help address teacher vacancies and shortages in Massachusetts districts and schools. Alternatively licensed novice teachers like those who are issued emergency licensure or provisional licensure are entering the classroom with limited…

The Vermont Agency of Education (AOE) has invested in a multifaceted effort to improve and sustain literacy outcomes for all students to address the declining literacy rates in Vermont. This project summary describes how the Region 1 Comprehensive Center partnered with the AOE to develop an early literacy playbook to operationalize the Blueprint…

The Maine Department of Education (MDOE) wanted to better understand if their current educator workforce data collection could help them quantify supply and demand for educators in the state. They also wanted to understand if local school administrative units collected data that could inform future efforts to understand educator vacancies to…

Maine Department of Education (MDOE) developed a Whole Student Approach (WSA) framework in summer 2022 to help MDOE offices, district leaders, and educators operationalize the main tenets of the WSA framework. This framework sought to support education leaders in aligning priority initiatives, policies, and resources in service of the WSA. Region…