Research shows that children who are chronically absent from school — missing 10 percent of the school year or more (about 18 days) for any reason — in kindergarten and first grade are far less likely to read well by the end of third grade. To make progress on attendance, the guide recommends that communities focus on helping parents strengthen these competencies: recognize and address health needs and environmental hazards in the home; monitor absences and seek support at the earliest signs of attendance issues; and establish an expectation and a plan for daily school attendance, even when families move.
Created with the help of practitioners who have worked successfully with families to improve attendance, this toolkit is filled with ideas, activities and materials that you can use to spark conversations with parents about how good attendance can help them fulfill their dreams and aspirations for their children’s futures.
First Book in collaboration Dr. Susan Neuman, an early childhood literacy expert and researcher, surveyed more than 1,000 educators, most of whom work in Title I classrooms. Survey results were used in developing metrics to define literacy rich environment in order to answer the question: What does a literacy rich environment look like? The resulting tool, the Literacy Rich Classroom Library Checklist, is designed to guide the development and evaluation of classroom libraries, identifying strengths and areas for improvement.
This tool was developed to assist school leaders in observing specific research-based practices during literacy instruction in grade 4–12 classrooms and students’ independent use or application of those practices. The tool aims to help school leaders conduct brief and frequent walkthroughs throughout the school year.
Review the “Install This Research-Based Practice Instead” column below to see how you might disrupt practices to demonstrably boost your students’ achievement and allow more of your students to become strong and eager readers. Each characteristic described in the left-hand column presents an opportunity to redesign, adjust, or even radically alter instruction, and replace it with a new practice in the righthand column that is research-proven.
This guide describes the skills that principals leading schools serving children from age 3 to age 8 — typically Pre-K to grade 3 — must have to ensure the academic, social, emotional and physical well-being and success of all young children. It represents a new vision for school leadership from a child-centered focus by applying the latest research and knowledge on child development and early childhood education to set expectations for effective principal practice.
Both public and school libraries are community centers at heart, with the same goal: to provide a safe, welcoming environment for all patrons and access to information in a variety of formats. When public and school librarians and library workers engage in collaboration, community members reap the benefits. This toolkit includes context and suggestions for creating partnerships of all sizes.
This eBook from The Reading League provides a firm definition of what the science of reading is, what it is not, and how all stakeholders can understand its potential to transform reading instruction.
With this step-by-step guide, learn how to successfully implement blended learning and expanded learning time at your school. The first part of the guide profiles six expanded learning time schools across the country that have implemented blended learning for various purposes, in various ways, and with varying degrees of success. The second part of the guide offers a seven-step roadmap for planning and implementation, based on the experiences of the six schools profiled in part 1, along with insights from blended learning and expanded learning time experts.
This teacher toolkit is designed to help teachers build a culture of attendance in the school and community, and maintain it throughout the school year.
The story of how Mississippi, Tennessee, and other states in the vanguard of today’s reading revolution have redesigned reading instruction and raised student achievement in thousands of public schools through state level leadership. The states profiled have addressed every aspect of early literacy, from how teachers and prospective teachers are trained to the curriculum they use, how students are assessed, and third grade retention.The report includes recommendations for other states as well as an appendix of each state’s literacy strategies and key legislation.
School psychologists play a critical role in the lives of children who are struggling to learn to read. Together, Reading Rockets and the National Association of School Psychologists (NASP) have created the Reading Rockets Toolkit for School Psychologists. The goal is to help professionals get more involved in the development of comprehensive research-based reading programs in their school districts, as well as apply evidence-based strategies to your assessments of students with reading difficulties.
