This study uses document analysis to examine proposed strategies related to infrastructure; strategies and supports for instruction; and supports for teachers, students, and parents.
A Survey and Assessment of Culturally Based Education Programs for Native American Students in the United States
A review of the programs in the survey indicated that there were five types of culturally based education programs and four types of programs that were not culturally based.
The North Dakota Department of Public Instruction (NDDPI) and the R11CC have partnered with the Central Regional Education Association (CREA), the North Dakota University System, and more than 20 Targeted Support and Improvement (TSI) schools and districts to support significant, durable, evidence-based changes. Project activities are aimed at testing and refining evidence-based practices to reduce
School Districts Participate in Needs-Sensing with the University of Wyoming Literacy Research Center Clinic
The Wyoming Department of Education (WDE) and the Region 11 Comprehensive Center (R11CC) have partnered to improve K–3 reading for struggling readers by increasing the effectiveness of Tier 1 instruction so that all students gain foundational reading skills. Two districts (Fremont County School District (FCSD) #6 and FCSD #25) and schools (Wind River Elementary School
In 2019, the Wyoming Legislature commissioned the Wyoming Government Savings and Efficiency Project Final Report. The report recommended examining the Boards of Cooperative Educational Services (BOCES) and Boards of Cooperative Higher Education Services (BOCHES) programs and considering possible changes to them. In response to this need, the Wyoming Department of Education (WDE) and the Region
Developing Systems to Improve Outcomes for Students in Schools Receiving Targeted Support and Improvement (TSI) and Additional Targeted Support and Improvement (ATSI)
In Year 2, the R11CC and the Nebraska Department of Education (NDE) delivered a virtual learning community series titled An Equity-Focused Approach to TSI/ATSI School Improvement. Throughout the 2020–21 school year, interactive, content-focused sessions delved into topics such as understanding, collecting, and organizing data; interpreting student learning data; foundations of data equity; using the Every
R11CC recently welcomed a new South Dakota Lead for the Bright Spots Project. Dr. Dorothy Aguilera-Black Bear brings a wealth of research and practitioner knowledge in culturally responsive education for preK–12 schools, and nonprofit sector experience in youth and community participatory action research, leadership, behavioral health, and wellness and workforce education programming. The high-leverage problem
This Roadmap offers approaches to states, districts, schools, and teachers as they reopen schools safely to meet the needs of students, educators, and staff.
This brief defines the variables a state or district leadership team might consider as they determine if they are “ready” to invest in the scaling‐up of an innovation in education.