It is well documented that classroom observation reports are used by school leaders as just one piece of the clinical supervision process of teachers (Cohen and Goldhaber, 2016). While the frequency of classroom observations might vary between school districts, recent regulations on Annual Professional Performance Review (APPR) have added more…

This article provides teachers in rural settings with suggestions on how to engage classroom resource personnel (i.e., volunteers, instructional assistants) in monitoring students' achievement. The target, act, and graph (TAG) strategy offers rural special educators ways to empower classroom resource persons through training and use of the TAG…

The Every Student Succeeds Act (ESSA) emphasizes evidence-based interventions while providing new flexibilities to states and districts with regard to the use of federal funds, including funds that could be used to support social and emotional learning (SEL). This report is a companion to "Social and Emotional Learning Interventions Under the…

While literacy interventions can be implemented in any grade, focusing on interventions in grades 3-8 is critical because it is often the best chance for students identified with earlier reading deficiencies to become ready for the literacy demands of postsecondary education and careers. States in both the Regional Educational Laboratory (REL)…