CITEd supports leadership at state and local education agencies to integrate instructional technology for all students to achieve high educational standards. CITEd provides this support through identification of best practices, innovative online technical assistance tools, professional development, and communities of practice.
This research center, funded by the Institute of Education Sciences (IES) of the U.S. Department of Education, has a five-year contract, beginning in 2005, to conduct a program of research designed to address specific challenges in the education of English language learners in grades 4-8.
On behalf of books and reading, the Center for the Book serves as an advocate, a catalyst, and a source of ideas — both nationally and internationally. Its major themes and projects are reading and literacy promotion, the role of books and reading in today’s society, the international role of books, the recognition and celebration of America’s literary heritage, and the history of books and print culture.
The model that underlies CIERA’s research efforts acknowledges many influences on children’s reading acquisition: readers and texts, home and school, and policy and profession. CIERA’s task goes beyond finding answers to persistent problems in reading through research to disseminating those solutions to people who impact children’s early reading achievement: teachers, teacher educators, parents, policymakers, and others.
The Center is a cutting-edge collection of scientifically based resources on instruction. Funded by the U.S. Department of Education, COI develops and identifies free resources that Regional Comprehensive Centers and state, district, and local educators can use in their pursuit of high quality instruction.
The Center on Multi-Tiered System of Supports (formerly the National Center on Response to Intervention) is national leader in supporting states, districts, and schools across the country in implementing an MTSS framework that integrates data and instruction within a multi-level prevention system to maximize student achievement and support students’ social, emotional, and behavior needs from a strengths-based perspective.
Have you ever heard of “assumicide”? For generations, too many people assumed that children with disabilities couldn’t learn to read — so they never gave them a chance. Hosted by Molly Ringwald, A Chance to Read looks at the reading challenges facing kids with disabilities, and what schools across the country are doing to help them find success.
