Educators who want to bring technology-infused Common Core lessons to struggling students and those with disabilities can turn to the new website PowerUp WHATWORKS. EDC staff are a part of the team that developed this innovative resource.
Housed at Clemson University in South Carolina, the National Dropout Prevention Center for Students with Disabilities (NDPC-SD) supports the national implementation of the Individuals with Disabilities Education Act (IDEA) and its provisions to provide successful school outcomes for students with disabilities. The center serves state and local education agencies, policymakers, researchers, school administrators, teachers, other practitioners, and parents.
The Urban Special Education Leadership Collaborative (Collaborative) is a network of special and general education leaders working together to improve outcomes for students with disabilities in the nation’s urban schools.
The Mali USAID/ PHARE program (Programme Harmonisé d’Appui au Renforcement de l’Education) supports the Malian Ministry of Education’s efforts to improve the quality of elementary education, with an emphasis on literacy. This five-year program works nationally, reaching over 40,000 classrooms and 500,000 students. Known as “Road to Reading” in English, the program will produce and broadcast Interactive Radio Instruction (IRI) programs for grades 1–6 with dual instructional objectives for teachers and students.
Supported Literacy for Adolescents is a research-based literacy program. Its goal is to improve reading, writing, and comprehension among both high-risk and typically achieving populations. The program is deeply rooted in standards-based curriculum design, and all components of the program align with national reading and writing standards, as well as selected content standards.
The Regional Educational Laboratory Northeast and Islands (REL-NEI) is one of ten regional laboratories and has a mission to help pre-K–16 educators use the best available evidence to make decisions leading to improved student achievement and reduced performance gaps.
The New York Comprehensive Center (NYCC) is one of 16 regional comprehensive centers that are federally funded to implement the mandates of the No Child Left Behind Act (NCLB). In doing so, NYCC engages the New York State Education Department in using research-based findings and rigorous evidence. The Center provides technical assistance services to meet the Department’s priority needs and further the key initiatives of the US Department of Education. Additionally, the NYCC works with the State on emerging needs based on new statutes and policy mandates.
The New England Comprehensive Center (NECC) is one of 16 regional comprehensive centers that are federally funded to implement the mandates of the No Child Left Behind Act (NCLB). The NECC engages state education leaders in using research and best practice to meet the goals of NCLB. Our purpose is to design and deliver technical assistance services that meet education leaders’ priority needs, further the key initiatives of the U.S. Department of Education, and have the greatest potential for building states’ capacities to help districts and schools improve.
EDC’s Center for Children and Technology (CCT) is conducting a five-year study, funded by the National Science Foundation, to investigate the impact of an online professional development course on (1) teacher content and pedagogical knowledge and (2) student knowledge.
CCT is working in partnership with PBS TeacherLine New York and the Buffalo PBS affiliate WNED on the study.
E-Learning for Educators, funded by the U.S. Department of Education’s Ready to Teach program, seeks to establish successful, sustainable, statewide online professional development programs that address teacher quality and student achievement goals. Through its EdTech Leaders® Online program, EDC supports this initiative by establishing a cadre of online professional development instructors and course developers within each state.
This project is creating two professional development courses, with both on-site and online versions to build the capacity of middle school teachers of mathematics and special educators and their administrators to enable students with disabilities to be successful mathematics learners. During the project, one eight-session course for classroom teachers and their special education colleagues and a six-session course for school administrators will be developed, tested, and disseminated.
In a blog post, EDC’s David Riley of the Urban Special Education Leadership Collaborative discusses working with the Tacoma, Washington school district to improve outcomes for all students, including those with disabilities.
EDC’s Ron Felton of the Urban Special Education Leadership Collaborative discusses how the Tacoma Public Schools can overhaul their special education system so that students with special needs can be better integrated into the mainstream.
The Autism Program enhances pre-service and in-service teachers’ preparation to serve children with severe and multiple disabilities from diverse cultural, ethnic, racial, and linguistic backgrounds in urban special education programs.
EDC, who is serving as the external evaluator for the program, will do the following:
Contribute to the refinement of the research design and instruments
Provide input on the analyses of data
Review the data collected
Prepare annual evaluation reports summarizing evaluation activities and findings
The Enhanced Assessment project is a federally funded 18-month project that supports New England states in their development of large-scale assessments that address the needs of students with disabilities and English-language learners.
Although standards-based reform has increased the rigor and quality of mathematics education, those reforms have not been fully available to students with physical, developmental, sensory, and learning disabilities. One of the reasons for this deficiency is that teachers are not well prepared to implement the reforms with groups of students who have different needs, capabilities, and learning styles.
ScienceQuest was a unique after-school program that supported community-based organizations who wanted to increase staff and organizational capacity; assisted youth (ages 10–14) in learning science, technology, and literacy; and increased the youths’ positive experiences with learning. Through training in I-Search methods and ongoing in-person and electronic support, coaches lead small groups in personally relevant explorations documented through youth-designed Web sites.
EDC is collaborating with three universities to study how classroom teachers in grades four through eight can provide access to a rigorous, standards-based curriculum to students with disabilities. Over five years, REACH is developing and studying instructional approaches that support all students as they engage in challenging content learning in language arts (EDC), mathematics (University of Puget Sound), science (University of Michigan), and social studies (University of Delaware). The project has a special focus on the discourse practices that students use in learning rigorous content.
Building on the work of EDC’s Addressing Accessibility in Middle School Mathematics, this project designs and implements a professional development model and materials that enable mathematics and special education teachers to successfully support students with disabilities in regular mathematics classrooms. The model includes workshops, example lesson adaptations, and school-based study groups. Project staff work with schools that use standards-based middle school mathematics curricula.
dot-EDU was an information and communication technology (ICT) intervention mechanism for USAID Missions seeking to improve education systems in their respective countries. dot-EDU sought to assist developing countries in strengthening learning systems that improve quality, expand access, and enhance equity through carefully planned applications of digital and broadcast technologies. The dot-EDU mission had two foci. First, dot-EDU provided training and technical assistance to support USAID Missions in developing and implementing technology-assisted applications.
Through the Education Quality for All (EQUALL) project, EDC and our partner organizations implement activities designed to strengthen the quality and expand the coverage of complementary education in Ghana, and to create stronger linkages between nonformal and formal basic education programs. This effort will result in increased access to basic education for children—especially girls—who have not had the opportunity for schooling due to social, occupational, cultural, or other reasons; and in increased learning outcomes among participating children.
The Center for Improving Technology in Education (CITEd) supports general and special education teachers, specialists, and administrators in developing systems that effectively integrate instructional technology so that all students achieve high educational standards. CITEd provides this support through innovative professional development, technical assistance, and Web-based resources.
This project addressed gaps in the current state assessment system and explored the following questions: Where are the gaps in the assessment system? Who are the students affected by these gaps? What are the appropriate assessment systems for students in the gaps? After answering these questions, the project developed and piloted an assessment prototype to address the problem and meet student needs. Completed research studies are available on the project Web site.