As suggested by its title, this resource covers a broad number of methods and tools for supporting Native American student learning, including research-based support systems, effective teaching strategies, links to national and state Native American programs/initiatives, and links to miscellaneous resources.
This tool kit is designed to support educators and school staff in implementing and improving programs for immigrant students, including asylees, refugees, and their families. The stated goals of this resource are to help teachers, school leaders, and school site personnel expand opportunities for newcomers, realize our legal obligations to newcomers, provide welcoming classrooms and schools, provide rigorous academic and language supports, and support the development of newcomers’ social emotional skills. The tool kit includes knowledge-building summaries, clearly articulated recommendations and school-based strategies, as well as resources to use for professional development and home-school connections. The tool kit has five chapters: (1) Who Are Our Newcomers? (2) Welcoming Newcomers to a Safe and Thriving School Environment, (3) Providing High-Quality Instruction for Newcomer Students, (4) Supporting Newcomers’ Social Emotional Needs, and (5) Establishing Partnerships with Families.
In 2016, the National Task Force on Assessment Education for Teachers met and created this publication to promote “deeper understanding of sound assessment practice throughout the fabric of American education.” Their intended audiences include teachers, students, parents, policymakers, communities, college of education faculty, and school leaders. This publication hopes to help each audience “understand the importance of …
— Beginning assessment with a clear purpose;
— Starting with clear and specific learning target(s) to be assessed;
— Building high-quality assessments to fit this intended context;
— Communicating results in ways that assure understanding by recipients, and;
— Linking assessment and student motivation in ways that keep all students striving for academic success.”
The purpose of this PTA toolkit is to help answer parents’ questions about new state assessments aligned to new college and career readiness standards. The toolkit includes a broad variety of resources, including information about PARCC and Smarter Balanced assessments, assessment PowerPoint presentation templates for Common Core-participating states, event-planning tools to inform parents about changes in assessments, assessment fact sheets, and tips to help students prepare for the new standards and assessments.
This report details the overall school experience for American Indian, Alaska Native, and Native Hawaiian students. Included are discussions of the Native student and information about where Native students live and attend school. Data showing the number of students in specific states is provided, as well as information about which states have the largest populations of American Indian, Alaska Native, and Native Hawaiian students. Policy recommendations are further discussed in this report, including: providing Native students with access to a rigorous curriculum, expert teachers, and adequate distribution of resources. Additional recommendations are to increase the voices of Native peoples and their participation in the work of schools, and make schools more culturally relevant places for Native children.
The purpose of this implementation guide is to inform state education leaders on key elements and questions that will help them build effective strategies to ensure educational success for Latino and English language learner (ELL) children and families. The National Council of La Raza (NCLR) believes that the Common Core State Standards (CCSS) represents an opportunity to improve education for Latino students. This guide poses questions related to implementation of the CCSS and ELLs for state policymakers to consider for the following areas: state and district implementation plans, implications for students and teachers, assessments, and active parent and community participation.