Professional Development Resources Menu

Reading and Writing Focus

Science of Reading Professional Learning Rubric: This rubric, developed by ExcelinEd, is designed to assist state, district, and school leaders to use in their evaluation and selection of a professional learning grounded in the science of reading. This rubric is intended for use by team or committee members who have completed in-depth professional learning in the science of reading and have experience applying this knowledge in the classroom. As a result, team and committee members can make an informed decision about which professional learning provider is a best fit.

AERO Supporting Secondary Students’ Reading: Screening, Monitoring, and Intervention: This website from Australian Education Research Organisation (AERO) combines their practice guides, practice resources and explainer on how to deliver effective reading interventions in an MTSS context at the secondary level, with details of the methodology used to create these resources.

Reading Universe—All About Reading and Writing: Teaching students to read is one of the most important things we do as educators. Reading Universe can help. You’ll find ready-to-use teaching strategies, in-classroom videos, interviews with teachers and reading experts, and quick, concrete answers to common questions about teaching reading and writing.

Teaching Reading IS Rocket Science, 2020: What Expert Teachers of Reading Should Know and Be Able to Do: Authored by Dr. Louisa Moats and published by the American Federation of Teachers, this report reviews the reading research and describes the knowledge base that is essential for teacher candidates and practicing teachers to master if they are to be successful in teaching all children to read well.

What Works Clearinghouse – Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade: The goal of this practice guide is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. This guide is a companion to an earlier 2010 practice guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade, and as a set, these guides offer recommendations for preparing students to be successful readers. Both guides recommend some practices that can and should be implemented beginning in kindergarten, and both guides also suggest some instructional practices that can be implemented after students have mastered early reading skills. This guide synthesizes the best available research on foundational reading skills and shares practices that are supported by evidence. It is intended to be practical and easy for teachers to use. The guide includes many examples in each recommendation to demonstrate the concepts discussed.

National Center on Improving Literacy: A national resource that includes briefs, guides, videos and webinars, and implementation resources for MTSS as well as a guide to intensify instruction for students needing intervention.

The Long View of Literacy in Mississippi: Major Components That Contributed to Reading Achievement in Mississippi… and Beyond!

10 Things Teachers Should Know About the Science of Reading: A blog post by CORE Learning – Reading is a fundamental skill and getting it right in the early years can make all the difference to a child’s future success. Because early reading is so important to get right, many educators are turning to the Science of Reading to inform the structure and content of their reading instructional practices.

Colorado Department of Education Science of Reading Literacy Series: The Elementary Literacy and School Readiness office at CDE is developing a series of turnkey professional development options for districts to use to support implementation of evidence-based practices in the Science of Reading.

Colorado Department of Education Read Act Website: Colorado school districts are required to ensure all K – 3 teachers complete evidence-based training in teaching reading as a result of changes to the Colorado READ Act in SB 19-199 (PDF). Beginning in the 2024-2025 budget year and thereafter, districts are also required to submit evidence that each principal and administrator, as defined in rules for the Administration of the Colorado READ Act, has successfully completed evidence-based training in the science of reading (SB 22-004 (PDF)). Learn about the hour, content, assessment requirements and pathways for these trainings by visiting this website.

Texas Reading Academies: A House Bill 3 (HB3) Initiative from the 86th Legislative Session: To increase teacher knowledge and implementation of evidence-based practices to positively impact student literacy achievement.

Florida Center for Reading Research: Research center with Florida State University with a wealth of resources for educators needing support for learning about and implementing evidence-based literacy practices including The Academy that provides free lessons and PD modules for educators to use.

PaTTAN Literacy Resource Hub: The PaTTAN Literacy Initiative is dedicated to the science of reading and to supporting the literacy efforts of school systems, personnel, and families in Pennsylvania. PaTTAN Literacy Snippet: Reading Big Words. (3-minute video).

The Reading League offers an annual conference, summit, and professional development for schools and districts, The Reading League offers a Journal subscription and other resources to support educators, including a robust Podcast library. The Reading League Compass provides reliable and understandable guidance for a variety of targeted stakeholders. The vast resources that The Reading League Compass includes are resources for Policymakers and state education agencies, English learners and emergent bilinguals, Educators and Specialists, Administrators, Educator preparation programs, Adolescent literacy, and Curriculum Decision Makers.

The 95 Percent Group builds on science to empower teachers – supplying the knowledge, resources, and support they need to develop strong readers. The Insights section provides a wealth of information on a variety of topics related to evidence-based literacy instruction.

Foundational Reading Skills to Support Reading for Understanding in Kindergarten through Third Grade: This IES practice guide, which was revised in 2019, describes evidence-based practices for teaching foundational reading skills in the primary grades.

Clarke, P. J., Snowling, M. J., Truelove, E., & Hulme, C. (2010). Ameliorating Children’s Reading-Comprehension Difficulties: A Randomized Controlled Trial. Psychological Science, 21, 1106-1116. https://doi.org/10.1177/0956797610375449. This article describes the findings of an intervention study implemented by the authors, which focused on improving reading comprehension in 8-to-10-year-old children who had difficulties with reading comprehension despite being adequate decoders. The abstract is available at the URL with additional options for obtaining the full article. A fuller description of the study and the three interventions used, which all were effective in improving children’s reading comprehension, are available in the book Developing Reading Comprehension, published by Wiley.

What the science says about how kids learn to read. EdWeek. 4-minute video.

What is phonological awareness? (Understood). Margie Gillis explains phonological awareness. (4-minute video)

How Spelling Supports Reading. Article: Louisa Moats, American Educator, Winter 2006/06.

A New Model for Teaching High-Frequency Words. Website article: Reading Rockets (Farrell, Hunter, Osenga)

Vocabulary Instruction 2nd Grade. Anita Archer.

Schools Cubed List of Decodable Readers (2023). A list developed by Schools Cubed with links to sources for quality decodable readers for use in grades K-8.

Website of the Meadows Center for Preventing Educational Risk at the University of Texas at Austin: This website has a wealth of information about research and evidence-based practices for reading, writing, math, content area instruction, instruction for English learners, and many other areas. Information includes published, peer-reviewed research studies as well as many practical resources for teachers.

Providing Reading Interventions for Students in Grades 4 – 9: This 2022 practice guide from the Institute for Education Sciences describes effective reading interventions for students in Grades 4 through 9. It contains detailed examples of evidence-based activities for multisyllabic word reading, fluency, and reading comprehension, as well as suggestions for addressing potential obstacles to implementing the various recommendations of the practice guide.

Website of the National Center on Intensive Intervention: The NCII website has a wide array of evidence-based information about providing intervention to students who struggle in literacy, math, and/or behavior, as well as about data-based individualization, the technical adequacy of commercial screening and progress-monitoring tools, and implementation of intensive interventions in the context of MTSS. It includes online learning modules for practitioners, course content modules for teacher educators and professional development providers, sample lessons, and other useful resources.

Language Focus

Valuing Language Varieties with Dr. Brandy Gatlin-Nash. In this webinar, Dr. Gatlin-Nash explains the direct tie between recognizing and valuing linguistic and cultural identity and effective literacy instruction.

Meadows Center: 10 Key Policies and Practices for Teaching English Language Learners. This guide distills research findings into easy-to-follow recommendations for states, school districts and schools to use to improve instruction for multilingual learners and emergent bilinguals.

Professional Development Essentials for Educators of Multilingual Learners: This document developed by the Understanding Language work at Stanford University was created to assist state or county offices of education, school districts, and professional development providers in crafting professional development plans for educators of multilingual learners.

Center for the Success of English Learners: This website and center provides a wealth of resources including a free webinar series for practitioners, policymakers and researchers committed to improving learning for multilingual learners.

Teaching Reading to African American Children—When Home and School Language Differs: This seminal article by Drs. Julie Washington and Mark Seidenberg focuses on AAE (African American English) and the impact on literacy development, learning, assessment, and teaching.

Risk of Reading Difficulty among Students with a History of Speech or Language Impairment: This article discusses three types of speech/language disorders that put children at higher risk of reading failure, even when the clinical signs of a speech/language disorder have diminished. It explains what schools can do to identify these students early and provide appropriate supports. This link has the article abstract as well as paid options for accessing the full article.

DLD and ME: This website offers resources and powerful videos that explain developmental language disorder and its impact on learning.

The DSLLD Project: This website provides not only resources for educators but also videos, podcasts and specific training to be able to support students with developmental language disorder. Of particular use will be a podcast interview with Dr. Tiffany Hogan speaking about screening and early identification.

Writing Focus

Australian Education Research Organisation Writing Instruction Model: This resource from Australia provides expert evidence-based writing instruction guidance and free self-paced Professional Learning courses to learn how to use and teach the writing resources effectively. Of particular interest is Understanding Sentence Structure and Grammar which will provide guidance to support teaching in elementary and secondary school writing. In addition the course Embedding Effective Writing Assessment Practices will support elementary and secondary educators and leaders in applying evidence-based practices.

The Writing Rope-Joan Sedita: Learn about what is necessary to become an effective writer. Modeled on Hollis Scarborough’s Reading Rope, this model identifies the multiple components necessary for skilled writing.

Evidence-Based Practices for Writing Instruction: This resource from the CEEDAR Center can guide professional development providers in the essentials to teach writing effectively.

Working with External Organisations to Use Evidence—Case Study: While these case studies are from Australia, they are informative about how engaging with an evidence-aligned professional learning organization can support schools to improve literacy.

Cox Campus: Learn best practices for both teachers and administrators. Free training and professional learning communities.

Australian Education Research Organisation Writing Instruction Model: This resource from Australia provides expert evidence-based writing instruction guidance and free self-paced Professional Learning courses to learn how to use and teach the writing resources effectively. Of particular interest is Understanding Sentence Structure and Grammar which will provide guidance to support teaching in elementary and secondary school writing. In addition the course Embedding Effective Writing Assessment Practices will support elementary and secondary educators and leaders in applying evidence-based practices.

CORE Learning: CORE offers professional learning in literacy and math. Course offerings include the Online Language & Literacy Academy – structured literacy for the language diverse classroom and Adolescent Literacy Solutions for secondary teachers needing support teaching reading to striving adolescent readers. Additional resources on the website include webinars and blogs and information on how to purchase CORE’s nationally acclaimed Teaching Reading Sourcebook and Assessing Reading: Multiple Measures.

ThinkSRSD:  Self-Regulated Strategy Development offers an asynchronous course to teach an evidence-based approach to help students become confident, organized, and effective writers.

Glean Education: Glean Education helps schools boost student literacy progress by building teacher awareness of the science of reading, Structured Literacy instruction, data-based decision-making, and MTSS/RTI implementation for struggling learners through high-quality, web-based training and coaching services. Satisfy compliance, grow staff, and support students with our customizable, self-guided, or hybrid online professional development.

Keys to Literacy Professional Development: Online courses and live literacy professional learning courses are available for PreK to 12 educators, including Keys to Beginning Reading, Keys to Early Writing, Keys to Content Writing, Advanced Word Study: Grade 4 and Beyond, Key Comprehension Routine, Key Vocabulary Routine, Understanding Dyslexia, Keys to Adolescent Literacy, Adolescent Reading Intervention. A large collection of free resources is also available at the Keys to Literacy website including videos and webinars. The Literacy Lines Blog has nine years of monthly posts related to teaching literacy. The Literacy Padlet: English Learner Resources is a collection of resources to support teaching reading and writing to English learners, curated by Keys to Literacy.

LETRS Professional Learning: The Lexia LETRS® (Language Essentials for Teachers of Reading and Spelling) Suite is comprehensive professional learning designed to provide early childhood and elementary educators and administrators with deep knowledge to be literacy and language experts in the science of reading. Developed by Dr. Louisa Moats and leaders in the field of literacy, Lexia LETRS teaches the skills to master the foundational and fundamentals of reading and writing instruction—phonological awareness, phonics, fluency, vocabulary, comprehension, and written language.

Neuhaus Education Center: Neuhaus provides science of reading/ literacy professional development to teachers, administrators, school districts and state education agencies as well as directly to adult struggling readers and to families. All services are solidly grounded in evidence.

Ohio Literacy Academy On Demand, Grades 6-12: Progress Monitoring with Joan Sedita. This website offered by the Ohio Department of Education has videos and supporting materials related to this topic.

Ohio Literacy Academy On Demand, Grades 6-12: Motivation. This website offered by the Ohio Department of Education has videos and supporting materials related to this topic.

University of Kansas Center for Research on Learning Strategic Instruction Model (SIM): This website provides comprehensive information about the research-based SIM instructional model which involves explicit teaching of specific strategies in word reading, reading comprehension, writing, content learning, and math. Information is also provided about how to obtain professional development, coaching and infrastructure support in SIM.

Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades: This 2021 practice guide from the Institute for Education Sciences provides specific recommendations for effective intervention with elementary-age students who are struggling in math; it addresses multiple areas of math including fluency, concepts, procedures, and problem-solving.

Early Numeracy Practice Guide: This resource from AERO describes effective practices to support early numeracy development in young children in early learning settings.

Website of the National Center on Intensive Intervention: The NCII website has a wide array of evidence-based information about providing intervention to students who struggle in literacy, math, and/or behavior, as well as about data-based individualization, the technical adequacy of commercial screening and progress-monitoring tools, and implementation of intensive interventions in the context of MTSS. It includes online learning modules for practitioners, course content modules for teacher educators and professional development providers, sample lessons, and other useful resources.

M.I.N.D. Measures & Interventions for Numeracy Development. This site has a wealth of resources for educators at all levels.

Improving Mathematical Problem Solving in Grades 4 through 8: This 2012 practice guide from the Institute for Education Sciences, updated in 2018, focuses on evidence-based recommendations for teaching problem solving to students in the middle grades.

Powell, S., Bouck, E., Sutherland, M., Clarke, B., Arsenault, T., & Freeman-Green, S. (2023). Essential components of math instruction. Teaching Exceptional Children, 56, 14 – 24. (https://journals.sagepub.com/doi/full/10.1177/00400599221125892): This article explains five evidence-based practices that are essential for teaching math, especially to children who have learning difficulties, such as systematic and explicit instruction, teaching the language of math, and building math fluency. The full article is available at the URL.

National Center on Intensive Intervention. (2016). Principles for designing intervention in mathematics. Washington, DC: Office of Special Education, U.S. Department of Education: This resource from NCII explains evidence-based principles for designing math interventions for students who struggle in math, with many practical ideas and useful examples.

Science of Math website: The Science of Math website emphasizes the use of evidence-based practices and research on student learning to inform mathematics instruction and intervention. It debunks common misconceptions about math learning and provides a wide array of resources on effective teaching practices in math, including webinars, podcasts, and printable infographics, as well as a lengthy list of published, peer-reviewed studies on math instruction and intervention.

Gersten, R., Chard, D., Jayanthi, M., Baker, S., Morphy, P., & Flojo, J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79, 1202 – 1242. DOI:  10.3102/0034654309334431. (Full article available at https://www.researchgate.net/publication/258182785_Mathematics_Instruction_for_Students_With_Learning_Disabilities_A_Meta-Analysis_of_Instructional_Components): This meta-analysis analyzes findings from 42 math intervention studies involving students with learning disabilities and considers which instructional components enhanced math proficiency in these students. Its conclusions hold up well in relation to current math research.

Intensive Interventions for Students Struggling in Reading and Mathematics: A Practice Guide: This practice guide from the Center on Instruction describes evidence-based practices for intensifying interventions, in both reading and math, for students with significant learning difficulties. It includes practice guidelines, several sample lessons, and multiple resources in both reading and math.

Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research: This 2008 synthesis of research on math interventions for students with learning difficulties is by the same group of authors as the 2009 meta-analysis in Review of Educational Research but is more oriented toward an audience of practitioners.

Doabler, C. T., Gearin, B., Baker, S. K., Stoolmiller, M., Kennedy, P. C., Clarke, B., Smolkowski, K. (2019). Student practice opportunities in core mathematics instruction: Exploring for a Goldilocks effect for kindergartners with mathematics difficulties. Journal of Learning Disabilities, 52(3), 271–283 (https://files.eric.ed.gov/fulltext/EJ1211061.pdf): This article highlights the importance of multiple practice opportunities in the context of explicit teacher instruction to the math learning of at-risk students and those with math-related learning disabilities.

10 Key Mathematics Practices for All Elementary Schools: This 2017 resource from the Meadows Center summarizes 10 evidence-based practices for improving the math achievement of all students.

Powell, S., Mason, E., Bos, S., Hirt, S., Ketterlin-Geller, L., & Lembke, E. (2021). A systematic review of mathematics interventions for middle-school students experiencing mathematics difficulty. Learning Disabilities Research & Practice, 36, 295 – 329: This systematic review explored intervention studies involving students in Grades 6 – 8 and identified six instructional components employed routinely within the most effective studies, including explicit instruction, use of multiple representations, problem-solving instruction, and teaching of mathematical language. The abstract to the article is available at the URL with additional options for obtaining the full article.

University of Kansas Center for Research on Learning Strategic Instruction Model (SIM): This website provides comprehensive information about the research-based SIM instructional model which involves explicit teaching of specific strategies in word reading, reading comprehension, writing, content learning, and math. Information is also provided about how to obtain professional development, coaching and infrastructure support in SIM.

The Education Endowment Foundation: This organization is dedicated to breaking the link between family income and educational achievement by supporting schools, colleges, and early years settings to improve teaching and learning through better use of evidence. They include resources and toolkit summarizing the best available research evidence and impact of specific practices.

AERO Explicit Instruction Practice Guide: This guide describes a set of teaching practices that have been found to improve student achievement across a range of academic domains, by making instruction explicit.

AERO Mastery Learning Practice Guide: This guide outlines key practices for using mastery learning in the classroom.

Center for Applied Research and Educational Improvement at the University of Minnesota (CAREI): Led by Dr. Kim Gibbons, CAREI connects research to practice and provides professional development resources for families, educators and organizations.

Assessment: Outcomes, Screeners, Progress Monitors (and Intervention)/ Data: This menu of curated resources provides a clear and usable explanation of the various types, purposes and target audiences of assessment.

AERO Formative Assessment Practice Guide: This guide outlines effective practices for using formative assessment in the classroom, assessment that helps the teacher plan and improve instruction.

Website of the National Center on Intensive Intervention: The NCII website has a wide array of evidence-based information about providing intervention to students who struggle in literacy, math, and/or behavior, as well as about data-based individualization, the technical adequacy of commercial screening and progress-monitoring tools, and implementation of intensive interventions in the context of MTSS. It includes online learning modules for practitioners, course content modules for teacher educators and professional development providers, sample lessons, and other useful resources.

Collaborative Classroom Caring School Community: Caring School Community® fosters a culture of kindness and respect school-wide through the intentional building of relationships, direct teaching of social skills, and a proactive approach to discipline. The program addresses the unique needs of students and staff in grades K–8 with guidance to create a sense of belonging for ALL members of the community.

PBIS: The Center on Positive Behavioral Interventions and Supports (PBIS) was initially funded in 1998. In October of 2023 a new five-year funding cycle was launched. By securing this round of funding, the Center builds on the momentum of the last five years to support more than 25,000 schools across all 50 states to continue to sustain and scale up their PBIS implementation efforts. To do that, partners will promote real-world examples of PBIS implementation, host its annual forum, and continue to release free resources for educators to co-create affirming, culturally supportive, and productive learning environments.

Safe and Civil Schools: Safe and Civil Schools’ work is grounded in the key principle that behavior is learned and can therefore be shaped. A way to shape this behavior is through the school’s most important asset—its educators. Educators have the power to create positive, proactive, and caring settings that influence student behavior and provide an environment in which they can thrive.

CEEDAR Center Course Enhancement Modules for Classroom and Behavior Management: This resource can be used to support in-service educators and is designed to build knowledge and capacity in behavior management. It is targeted to be used in professional development.

Think Forward: This website from Australia is a community of educators committed to improving education through the science of learning

AERO Spacing and Retrieval Practice Guide: This resource provides guidelines for using spacing and retrieval practices in the classroom to improve students’ long-term retention of learning.

AERO Teaching for How Students Learn: This resource describes AERO’s model for how students learn. It explains how aligning teaching practices with how students learn, across a variety of academic domains, is more effective.

Deans for Impact: Science of Learning: This organization and website provide resources to improved educator preparation but also for educators at all levels. Leaders who understand the science of learning will be better positioned to support effective instruction in the classroom.

Retrieval Practice: This website contains a wealth of resources to improve the effectiveness of instruction for ensuring students retain learning. Especially valuable are the free Practice Guides describing the ways to ensure more practice so that students learn and retain knowledge.

Inner Drive: This website, based in the UK, has been illuminating cognitive science and its contributions to effective teaching and learning. They include a summary of 4 of Dr. Paul Kirschner’s important influential studies especially contrasting explicit instruction and types of minimally guided instruction.

Can a Program of Professional Development Raise Reading Achievement? Tim Shanahan blog on professional development

Iowa Reading research Center blog on Professional Development for literacy: This blog post is part of our Research Article of the Month series. For this month, we highlight “Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects,” an article published in Journal of Research on Educational Effectiveness in 2019

The Coaching of Teaching: The seminal 1982 study on PD and coaching by Joyce and Showers

The effect of efficient professional development on the teaching of code-focused skills in beginner readers: exploring the impact of professional development intensity and coaching on student outcomes

Effective Teacher Professional Development: New Theory and a Meta-Analytic Test

Explicit Instruction Observation Sheet (School Cubed). A tool for observing teachers and classrooms, focusing on evidence of explicit reading instruction. Available at the Schools Cubed free resources website.

Reading Assessment Goal Setting Worksheet (Schools Cubed). A tool for tracking gains in grades k-6 student proficiency based on assessment data. Available at the Schools Cubed free resources website.

Instructional Coaching: This article from Reading Rockets offers guidance to implement effective instructional coaching.

IES Self-Study Guide for Evidence-Based Coaching for Literacy- PreK–Grade 12: The purpose of this self-study guide is to increase the knowledge, skills, and ability of teachers to implement evidence-based instructional practices by improving the effectiveness of literacy coaching.

National Center for Intensive Intervention – Trainers and Coaches: This page is intended to help trainers and coaches find materials, resources, and tools to support intensive intervention implementation at the building, district and/or state levels.

10 Key Policies and Practices for Instructional Coaching (2023): this document distills the latest research findings into 10 easy-to-follow recommendations that states, school districts, and schools can use to implement instructional coaching.

National Center for Improving Literacy: Designing Coaching and Mentoring Programs: This self-review can be used by technical assistance or professional development providers to help preschool programs think about the key components necessary to establish effective coaching and mentoring programs.

Creating Individual Professional Development Plans: A worksheet for coaches that can help tailor professional development activities to the individual needs of teachers.

Coaching Moves While Observing: In this podcast Dr. Gene Tavernetti shares information about coaching for explicit instruction.

Literacy

A Framework for Literacy Leadership Development from Education Northwest. This infographic is designed to address the implementation of literacy initiatives in diverse settings.

Texas Reading Academies: A House Bill 3 (HB3) Initiative from the 86th Legislative Session: To increase teacher knowledge and implementation of evidence-based practices to positively impact student literacy achievement

Colorado Department of Education Science of Reading Literacy Series: The Elementary Literacy and School Readiness office at CDE is developing a series of turnkey professional development options for districts to use to support implementation of evidence-based practices in the Science of Reading. The Science of Reading Literacy Series will begin with a focus on six instructional routines that address each of the components of literacy and oral language.

Colorado Department of Education Read Act Website: Colorado school districts are required to ensure all K – 3 teachers complete evidence-based training in teaching reading as a result of changes to the Colorado READ Act in SB 19-199 (PDF). Beginning in the 2024-2025 budget year and thereafter, districts are also required to submit evidence that each principal and administrator, as defined in rules for the Administration of the Colorado READ Act, has successfully completed evidence-based training in the science of reading (SB 22-004 (PDF)). Learn about the hour, content, assessment requirements and pathways for these trainings by visiting this website.

Ohio Literacy Academy 2020: Literacy Planning for Grades 4-12. In this conference session sponsored by the Ohio Department of Education, Joan Sedita shares a model with school administrators for literacy planning in upper grades.

Literacy Leadership Teams: Supporting Implementation of Evidence-Based Reading and Literacy Practices in Schools: What are the challenges and opportunities school leaders face when supporting the implementation of reading and literacy EBPs in classrooms?

Teaching All Students to Read in Elementary School: A Guide for Principals: This “quick start” guide for elementary school-level instructional leaders is based on scientific research on reading and reading instruction as well as on studies of successful schools and interviews with successful principals. It includes critical elements of an effective reading program in elementary school, critical tasks for principals as literacy leaders, and special considerations for reading instruction after third grade.

MTSS Framework for Implementing Effective Literacy Instruction: A Guide for Principals: This course from Stephanie Stollar Consulting guides leaders through implementing MTSS especially at the service of evidence-based literacy instruction.

Math

M.I.N.D. Measures & Interventions for Numeracy Development. This site has a wealth of resources for educators at all levels.

Science of Learning

Think Forward: This website from Australia is a community of educators committed to improving education through the science of learning

Deans for Impact: Science of Learning. This organization and website provide resources to improved educator preparation but also for educators at all levels. Leaders who understand the science of learning will be better positioned to support effective instruction in the classroom.

Retrieval Practice: This website contains a wealth of resources to improve the effectiveness of instruction for ensuring students retain learning. Especially valuable are the free Practice Guides describing the ways to ensure more practice so that students learn and retain knowledge.

Behavioral Supports

10 Key Policies and Practices for Schoolwide and Classroom-Based Behavioral Supports: This resource from The Meadows Center distills the latest research findings into 10 easy-to follow recommendations that states, school districts and schools can use to improve schoolwide and classroom behavioral support.

AERO Classroom Management Resources Guide: This link introduces a suite of resources that are extremely useful for classroom management, including practice guides and resources. This guide introduces a suite of resources that are extremely useful for classroom management, including practice guides and resources.

Assessment

Assessment: Outcomes, Screeners, Progress Monitors (and Intervention)/ Data: This menu of curated resources provides a clear and usable explanation of the various types, purposes and target audiences of assessment.

Effective Professional Development

Effective Professional Development Guidance: This resource from the Education Endowment Foundation in the UK provides guidance for supporting schools in selecting external PD and designing and delivering their own PD. It will also support external providers in designing, delivering, and explaining their offering to schools.

Support for Early Career Educators: This resource from the Ambition Institute in the UK includes actual course modules to assist novice educators in all areas of teaching—behavior, instruction, goal setting, support and intervention and much more, complete with video models. In addition, other modules have been developed in the UK by the National Institute of Teaching (NIOT) and other UK educator preparation and early career educator organizations.

Another important element of professional development is implementation and technical assistance. The resources below address both implementation and improvement science.

Evidence Advocacy Center Implementation Guides: EAC has developed Implementation Guides to support the use of research- based practices (RBRs) throughout the education system. Specifically, the guides provide step-by-step guidance on the key actions needed and how to identify the conditions and supports that are in place for the effective use of the RBRs.

• District & School Implementation Guide
• State Implementation Guide

National Implementation Research Network (NIRN): NIRN provides resources, guides and practical tools derived from rigorous research to assist state departments of education, schools and districts and other education agencies to plan for successfully implement innovations and evidence-based practices. Important resources can be found at the Active Implementation Hub.

AERO Professional Learning at a System Level: This resource provides examples of professional learning at a system-level to support the use of evidence-based practices across a range of domains.

AERO Leadership, Administration, and Governance—Implementing Evidence-Based Teaching Practices in Schools: : AERO has published a series of resources to help school leaders take a deliberate and structured approach to implementing evidence-based teaching practices. At this link you will find these resources, which include an overview, plans for implementation, and resources to help address barriers to implementation.

SAMHSA Project Aware: Much of SAMHSA’s work has focused on trauma.  Project Aware focuses on implementation work in the education sector. This Brief provides actionable structures and examples to change practice.

Carnegie Foundation for the Advancement of Teaching: This organization provides professional development and resources focused on improvement science designed to accelerate learning-by-doing.

Multi-Tiered System of Supports: The Center on Multi-Tiered System of Supports is a 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.