Resources

The Resources section is where you can search the resources provided by all 20 Centers in the CC Network. These resources are developed and maintained by the Centers, and they are available to everyone. Search by a keyword or phrase, or browse by a topic to find resources you may be interested in.

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Academies for Learning Advancement: Research and Practitioner Perspectives

2021 Tools/Toolkit

Advancement academies (sometimes known as “vacation” academies) are a promising approach for learning recovery, a way to focus intensely on the learning needs of small groups of students.  This collection of short videos and other materials explains the features of successful academies, reports on research about the impact of academies on student achievement, and describes ways to adapt the academies to address interrupted learning caused by the pandemic.

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Addressing Educator Workforce Shortages: A State Comparison Brief

2021 Publication

The Region 12 Comprehensive Center conducted a scan to explore the innovative programs, policies, and practices that state education agencies and other education entities are using to mitigate educator staffing challenges. The report highlights common and promising practices used to address educator shortages, examines how key states are tackling shortages specifically in the context of COVID-19, and provides a state-by-state crosswalk of efforts to recognize, address, and mitigate educator shortages by region. Used collectively with workforce data and local context considerations, the strategies and resources can help Colorado and other state education stakeholders develop comprehensive approaches to addressing educator shortages.

After Action Reviews for Summer Learning Programs

After Action Reviews for Summer Learning Programs

2021 Policy/Policy brief

This guide gives users the steps and content to conduct an After Action Review (AAR) about summer learning programs. An AAR can assist schools and districts to identify the lessons learned from previous summer and extended learning programs, as well as from current attempts at providing hybrid and remote learning. These lessons can then inform strategies for learning recovery to implement during the school year and subsequent summers.

 

Layland, A. & Corbett, J.(2021). After Action Reviews for Summer Learning Programs: Identifying Lessons Learned to Accelerate Learning. Rockville, MD: National Comprehensive Center at Westat.
 

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COVID-19 Recovery and the Strategic Use of Funds from the American Rescue Plan Act of 2021

2021 Tools/Toolkit

This virtual workshop was co-sponsored by Region 2, 13, and 15 Regional Comprehensive Centers in collaboration with the National Comprehensive Network. Attended by state agency agencies from across the country, the workshop was designed to discuss the implications of the American Rescue Plan Act (ARPA) of 2021, assist state education agencies (SEA) in strategic planning with featured examples of states' approaches, and provide opportunities for state specific and cross-state planning and discussion. A discussion/planning tool is provided for SEA use.

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Education Stories from the Field

2021 Tools/Toolkit

The National Comprehensive Center has launched Education Stories from the Field, providing inside, frontline, real-time insights and lessons on how state and local education leaders have responded to the pandemic. 

A building timeline illustrates how  leaders in four states—Missouri, New Mexico, Pennsylvania, and Wyoming—are setting priorities, making decisions, working with partners, and providing support for district and school leaders during this time of educational upheaval and innovation. As the pandemic, and our recovery from it, is ongoing, so are these stories. Check back for updates as the National Center documents how the approaches these states, and the districts within them, continue to unfold.

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Evidence-based Literacy Instruction within Remote and Blended/Hybrid Learning Environments

2021 Video

This professional development package shares information from an expert roundtable event held at the beginning of the 2020-2021 school year. The event showcased evidence-based guidance to state policymakers and educators about remote and hybrid learning in literacy. The package includes short videos, researchers’ answers to question posed by participants, and links to training resources.

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Evidence-Based Practices for Improving Adolescent Literacy

2020 Tools/Toolkit

In partnership with the Idaho State Department of Education (ISDE), the Region 17 Comprehensive Center developed this toolkit to help instructional leaders deliver consistent, effective training to teachers across Idaho on evidence-based strategies for improving literacy in grades 4-8. The toolkit is based on four recommendations in the practice guide from the Institute of Education Sciences. For each recommendation, there is a facilitator’s guide, PowerPoint presentation, and handouts.

Implementing Trauma-Informed Practices in Rural Schools A Research Brief

Implementing Trauma-Informed Practices in Rural Schools A Research Brief

2021 Policy/Policy brief

A substantial proportion of U.S. K-12 students live in rural areas. Given the unique challenges (e.g., lack of access to behavioral health services), assets (e.g., community involvement) and the variation in geography, economy, and culture of rural school communities, TI approaches need to be tailored to such contexts. This brief incorporates research and practice to provide guidance to school, district, and state leaders to facilitate TI implementation by considering various strategies, or to strengthen existing TI practices in rural school communities.

 

Manian, N., McColskey, W., Benton, K., & Lipshie, N. (2021). Implementing Trauma-Informed Practices in Rural Schools. Rockville, MD: National Comprehensive Center at Westat.

Implementing Trauma-Informed Practices in Rural Schools A Research Brief

Implementing Trauma-Informed Practices in Rural Schools A Research Brief

2021 Policy/Policy brief

A substantial proportion of U.S. K-12 students live in rural areas. Given the unique challenges (e.g., lack of access to behavioral health services), assets (e.g., community involvement) and the variation in geography, economy, and culture of rural school communities, TI approaches need to be tailored to such contexts. This brief incorporates research and practice to provide guidance to school, district, and state leaders to facilitate TI implementation by considering various strategies, or to strengthen existing TI practices in rural school communities.

 

Manian, N., McColskey, W., Benton, K., & Lipshie, N. (2021). Implementing Trauma-Informed Practices in Rural Schools. Rockville, MD: National Comprehensive Center at Westat.

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Literacy Leads, Setting Follows – Advice for Grades 1-3 Literacy Leaders in Disrupted Environments

2021 Tools/Toolkit

This guide is the first in a series of online multimedia resources that provide advice for literacy leadership teams. In addition to information about instructional priorities, the guide includes suggestions for planning efficient use of instructional time, relieving the burden on teachers, centralizing support for parents and engaging community resources. Links to evidence-based resources are provided throughout the text.

Overview of Best Practices for Supporting Students

Overview of Best Practices for Supporting Students

2021 Policy/Policy brief

The Pennsylvania Department of Education (PDE) requested a scan of best practices guiding implementation of mentoring and induction (M&I) programs. This brief identifies the New Teacher Center’s (NTC) 2018 Teacher Induction Program Standards as a primary point of reference. It then provides several state and local applications of M&I program standards and/or guidance.

Scan of State Policies and Guidance Resources Addressing Grow-Your-Own Programs

Scan of State Policies and Guidance Resources Addressing Grow-Your-Own Programs

2021 Policy/Policy brief

The Region 4 Comprehensive Center conducted a scan on state policies and guidance on Grow-Your-Own Programs for secondary students to respond to a request from the Pennsylvania Department of Education. The scan includes information on the main types of secondary programs, key policy findings from a state policy scan, a framework, examples of guidance and resources from other states, glossary of terms, and references. 

TI Brief # 2: Taking the First Step to Becoming a Trauma-Informed (TI) School

Taking the First Step to Becoming a Trauma-Informed (TI) School

2021 Policy/Policy brief

This resource brief provides guidance for the implementation of trauma-informed (TI) approaches at the school-, district-, and state-level. Adopting a TI approach requires careful consideration of the systems needed to be put into place to support TI practices, policies, and procedures. The brief offers the multi-tiered system of support (MTSS) as a promising framework for integrating TI with social and emotional learning (SEL) practices that are centered on equity, in an effort to improve social, emotional, and academic outcomes for students.

 

Manian, N. (2021). Becoming Trauma Informed – Taking the First Step to Becoming a Trauma-Informed School. Rockville, MD: National Comprehensive Center at Westat.
 

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Tracking the Utility and Usefulness of ESSA School-by-School Expenditure Data

2021 Tools/Toolkit

Covering all 50 states and DC, this interactive tracker measures whether states are meeting four ESSA requirements as well as other benchmarks to ensure school spending data are complete, useful, and usable. It also notes where  accuracy or accessibility can be improved. The tracker will be updated regularly as states resolve data concerns and add useful features.

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Trauma-Informed Practices Resource List Dashboard

2021 Tools/Toolkit

This dashboard contains curated collections of resources in four Trauma-Informed Practices topics: Distance Learning, Addressing Grief, Historical Trauma and Self-Care for Educators. The collections will be updated regularly.

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