North Dakota Department of Public Instruction (NDDPI) staff and TSI school and district teams are working on engineering conditions to support effective and durable change in practice to reduce achievement gaps. Past reform efforts to support TSI schools in North Dakota reveal that change efforts spread rapidly across TSI school landscapes, with minimal knowledge about how to effect the improvements envisioned by state, regional, and local education agencies. From the push to embrace family and community engagement to adopting schoolwide multi-tiered systems of support (MTSS), new reform efforts are often implemented in schools prior to resolving crucial technical and logistical issues. As a result, progress toward goals is typically modest, with a high degree of variance from school to school. In some classrooms, a change idea might work; in many other classrooms, it does not. This work will focus primarily on understanding how to make evidence-based strategies work reliably in practice within North Dakota TSI schools and/or districts.
R11CC staff will collaborate with NDDPI staff to help them increase their knowledge of student sub- group learning needs through the application of evidence-based programs and practices to effectively support TSI schools and districts within North Dakota’s Multi-Tier System of Supports (NDMTSS) Framework. R11CC, NDDPI, and North Dakota Regional Educational Association (NDREA) staff will engage in improvement research to determine how a proposed set of changes will improve outcomes for student subgroups in TSI schools through rapid tests of change to guide the development, revision, and continued fine-tuning of new tools, processes, work roles, and relationships. The support is designed to accelerate learning alongside TSI school improvement teams. This partnership is expected to increase the percentages of economically disadvantaged students and students with disabilities who perform at or above proficiency in English language arts and math standardized assessments. R11CC’s support will focus on facilitation, professional learning, relationship brokering, tool and material development, and project management.
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,
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.
AARs can assist schools and districts in identifying the lessons learned from previous summer and extended learning programs, as well as from current attempts at hybrid and remote learning.
This research brief highlights the need for, and the importance of, implementing TI approaches in rural school communities, and shares recommendations for planning and implementation by schools and districts.
The North Carolina Department of Public Instruction and the Friday Institute for Educational Innovation have developed resources to support educational organizations in their adoption and implementation of digital learning resources.