Search Results: (1-15 of 47 records)
| Pub Number | Title |  Date |
|---|---|---|
| WWC 20094060 | Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools
Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools Taking early action may be key to helping students struggling with mathematics. The eight recommendations in this guide are designed to help teachers, principals, and administrators use Response to Intervention for the early detection, prevention, and support of students struggling with mathematics. |
4/21/2009 |
| WWC IREMBM09 | Bridges in Mathematics
Bridges in Mathematics, published by the Math Learning Center (MLC), is an elementary school math curriculum covering kindergarten through fifth grade that focuses on problem solving and skill building, and applies a combination of whole-group, small-group, and independent activities. Lessons incorporate visual models, including manipulatives, to reinforce learning. The program was designed to implement the principles and standards for school mathematics from the National Council of Teachers of Mathematics (2000) and was written and field-tested by teachers. It was developed with initial support from the National Science Foundation. |
4/13/2009 |
| WWC IRMSOM09 | Odyssey Math
Odyssey Math, published by CompassLearning®, is an interactive, software-based K–8 mathematics curriculum. It includes individualized instructional and assessment tools, as well as an administrative function that allows teachers to track student performance and progress and to generate reports. Lessons employ real-world contexts in which students can apply ideas, tools, and manipulatives, and they allow for individualized assessment and instruction. A range of courses for grades 9-12, such as Algebra I and Geometry, is also available. |
3/24/2009 |
| WWC IRMSDM09 | Destination Math
Destination Math is a series of computer-based curricula designed to be used for at least 90 minutes a week. Featuring sequenced, prescriptive, step-by-step instruction, Destination Math is designed for the development of fluency in critical skills, math reasoning, conceptual understanding, and problem-solving skills. Intermediate Math (grades 4-6), Advanced Math (6-8), Pre-Algebra (6-8), and Algebra (9-12) are available for middle school students. |
3/23/2009 |
| WWC IREMKM09 | Kumon Math
Kumon Math, published by Kumon North America, Inc., is a supplemental mathematics curriculum for students in preschool through secondary school. The curriculum is not structured by age or grade level, but by a student’s own pace, and is composed of hundreds of short assignments that progress through increasingly difficult mathematics skills. Students complete one assignment every weekday and attend a Kumon center for two sessions per week. Every assignment is timed and graded. Students master skills through repetition and cannot progress to a new skill before completing an assignment within a set amount of time and with close to 100% accuracy. New skills and exercises build on previously mastered concepts. |
3/10/2009 |
| NCEE 20094052 | Achievement Effects of Four Early Elementary School Math Curricula: Findings from First Graders in 39 Schools
Achievement Effects of Four Early Elementary School Math Curricula: Findings from First Graders in 39 Schools reports on the relative impacts of four math curricula on first-grade mathematics achievement. The curricula were selected to represent diverse approaches to teaching elementary school math in the United States. The four curricula are Investigations in Number, Data, and Space; Math Expressions; Saxon Math; and Scott Foresman-Addison Wesley Mathematics. First-grade math achievement was significantly higher in schools randomly assigned to Math Expressions or Saxon Math than in those schools assigned to Investigations in Number, Data, and Space or to Scott Foresman-Addison Wesley Mathematics. This study is being conducted as part of the National Assessment of Title I. The report cleared IES peer review on February 2, 2009. |
2/24/2009 |
| WWC IREMINDS09 | Investigations in Number, Data, and Space®
Investigations in Number, Data, and Space®, published by Pearson Scott Foresman, is an activity-based K–5 mathematics curriculum. It is designed to help all students understand the fundamental ideas of number and operations, geometry, data, measurement, and early algebra. The curriculum encourages students to use prior knowledge to develop an understanding of fundamental mathematical ideas. Investigations in Number, Data, and Space® is problem-centered and de-emphasizes algorithms. Rather, the curriculum focuses on activities that encourage students to develop their own strategies for solving problems and engage in discussion about their reasoning and ideas. The curriculum at each grade level is organized into units that offer from two to eight weeks of work focused on a particular content strand, and students work in a variety of groupings, including whole class, individually, in pairs, and in small groups. |
2/24/2009 |
| WWC 20094045 | Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades
This guide offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. Teachers and reading specialists can utilize these strategies to implement RtI and multi-tier intervention methods and frameworks at the classroom or school level. Recommendations cover how to screen students for reading problems, design a multi-tier intervention program, adjust instruction to help struggling readers, and monitor student progress. |
2/18/2009 |
| REL 2008065 | Preparing Teachers in the Southeast Region to Work with Students with Disabilities
The study examines the extent to which elementary education teacher preparation programs in 36 randomly selected colleges and universities in the six Southeast Region states integrate content related to students with disabilities. Most programs require one disability-focused course, two-thirds incorporate fieldwork related to students with disabilities, and more than half incorporate disability content into their mission statements. |
12/2/2008 |
| WWC IRBRHMR08 | Houghton Mifflin Reading©
The Houghton Mifflin Reading© system is a reading program for instruction in grades K–6. It uses Big Books (authentic literature), anthologies, Read Alouds, and audio compact discs to provide step-by-step instruction in reading. According to the developer’s website, Houghton Mifflin Reading© was developed based on the findings of the National Reading Panel. The product is designed to be used as a full-year curriculum program with instruction on developing oral language and comprehension, phonemic awareness, decoding skills (phonics, analogy, context, and word recognition), fluency, reading comprehension, writing, spelling, and grammar. Instruction is organized by a set of themes (10 for grades K–1 and 6 for grades 2–6) with selected Big Books (fiction and non-fiction literature) and other classroom activities to highlight the theme. |
9/9/2008 |
| WWC IRECEBL08 | Breakthrough to Literacy
Breakthrough to Literacy is a literacy curriculum for preschool through third grade that introduces students to a book-a-week throughout the year. Students gain exposure to the book-of-the week through multiple formats. They receive a Big Book, a Take-Me-Home Book, an audio book, and a computerized version. The book-of-the-week serves as the basis of classroom and independent learning activities for that week. Classroom activities that focus on the book include: (1) teacher-led whole group instruction, (2) teacher-led small group instruction, and (3) independent learning activities including individualized computer instruction that allows students to progress at their own pace. Activities for preschoolers are designed to teach oral language, phonemic awareness, phonics, vocabulary, and concepts of print. Breakthrough to Literacy also includes professional development activities for teachers that are designed to help incorporate the Breakthrough to Literacy curriculum into their day-to-day activities and improve their classroom management skills. |
8/26/2008 |
| WWC IRBRRM08 | Reading Mastery
Reading Mastery, one of several curriculum components that constitute the Scientific Research Associate’s Direct Instruction curriculum, is designed to provide systematic instruction in English language reading. Reading Mastery is a full-year curriculum and is available in two versions, Reading Mastery Classic levels I and II (for use in grades K–3) and Reading Mastery Plus, an integrated reading language program for grades K–6. The program begins by teaching phonemic awareness and sound-letter correspondence and progresses to word and passage reading, vocabulary development, comprehension, and building oral reading fluency. Later lessons emphasize accurate and fluent decoding while teaching students the skills necessary to comprehend and learn from expository text. Lessons are designed to be fast-paced and interactive. Students are grouped by similar reading level, based on program placement tests. The program includes placement assessments and a continuous monitoring component. |
8/12/2008 |
| WWC IRBROCR08 | Open Court Reading
Open Court Reading© is an elementary basal reading program for grades K-6 developed by SRA/McGraw-Hill. The program is designed to systematically teach decoding, comprehension, inquiry and investigation, and writing in a logical progression. Part 1 of each unit, Preparing to Read, focuses on phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Part 2, Reading and Responding, emphasizes reading for understanding with literature, comprehension, inquiry, and practical reading applications. Part 3, Language Arts, focuses on communication skills such as spelling and vocabulary; writing process strategies; English language conventions such as grammar, speaking, and penmanship; and basic computer skills. |
8/12/2008 |
| NCEE 20084016 | Reading First Impact Study: Interim Report
Created under the No Child Left Behind Act (NCLB) of 2001, the Reading First program provides assistance to states and districts in using research-based reading programs and instructional materials for students in kindergarten through third grade and in introducing related professional development and assessments. The program's purpose is to ensure that increased proportions of students read at or above grade level, have mastery of the essential components of early reading, and that all students can read at or above grade level by the end of grade 3. The law requires that an independent, rigorous evaluation of the program be conducted to determine if the program influences teaching practices, mastery of early reading components, and student reading comprehension. This interim report presents the impacts of Reading First on classroom reading instruction and student reading comprehension during the 2004-05 and 2005-06 school years. The evaluation found that Reading First did have positive, statistically significant impacts on the total class time spent on the five essential components of reading instruction promoted by the program. The study also found that, on average across the 18 study sites, Reading First did not have statistically significant impacts on student reading comprehension test scores in grades 1–3. A final report on the impacts from 2004–2007 (three school years with Reading First funding) and on the relationships between changes in instructional practice and student reading comprehension is expected in late 2008. |
5/1/2008 |
| WWC IRDPFT08 | First Things First
First Things First is a reform model intended to transform elementary, middle, and high schools serving significant proportions of economically disadvantaged students. Its three main components are: (1) “small learning communities” of students and teachers, (2) a family and student advocate system that pairs staff members and students to monitor and support progress and that serves as a bridge between the school and family, and (3) instructional improvements to make classroom teaching more rigorous and engaging and more closely aligned with state standards and assessments. |
1/24/2008 |
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