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Developers of R&D-Based Models and Practices:
Instruction of Students with Disabilities and of
Culturally/Linguistically Diverse Students
The following may or may not meet all of the federal criteria for scientifically
based practice, but they are credible models or practices generated or being
generated by R&D, validation studies, rigorous evaluations beyond field testing,
and other methods.
ACCESS CENTER: IMPROVING OUTCOMES FOR ALL STUDENTS K-8, American Institutes for Research - A national TA center for improving educational outcomes for elementary and middle school students with disabilities. Assists States, districts, schools, and teachers in building capacities to help students with disabilities engage in and learn from the general education curriculum. Resources in academic content areas, instructional practices, and related information are available and expanding.
http://www.k8ACCESScenter.org
ALTERNATIVE EDUCATION, San Jose State University - A major source of instructional strategies, interventions, and field-tested educational materials appropriate for teachers of youth in alternative educational settings. College instructors are able to download modules on: (a) adolescent literacy reading development; (b) instructional strategies; (c) positive behavioral interventions; (d) assessment; (e) transition; (f) family involvement; (g) counseling and social skill development;(h) field experiences in alternative settings; (i) teaching writing; and other topics.
http://alternativeed.sjsu.edu/
BLUEPRINTS FOR VIOLENCE PREVENTION, Center for the Study and Prevention of
Violence, University of Colorado at Boulder - The Blueprints are the result of a
national initiative that identified 11 programs that have been effective in reducing
adolescent violent crime, aggression, delinquency, and substance abuse. Each has met
strict scientific standard of program effectiveness, with reviews by an expert advisory
board. Another 21 programs have been identified as promising programs. To date,
more than 600 programs have been reviewed, and the Center continues to search for
programs which meet the selection criteria. The web site shows summaries of
model programs and promising programs.
http://www.colorado.edu/cspv/blueprints/
BUENO CENTER FOR MULTICULTURAL EDUCATION, University of Colorado at Boulder - Strongly promotes quality education, with an emphasis on multiculturalism, through a range of research, training, and service projects. Is committed to facilitating equal educational opportunities for culturally and linguistically diverse students. Among many other things, the web site offers a series of resources for teacher preparation and professional development on eight CD-ROMs. The web site also includes occupational opportunities for bilingual speakers.
http://www.Colorado.EDU/education/BUENO/
CENTER FOR APPLIED LINGUISTICS, Washington, DC - A private, nonprofit organization of scholars and educators who use the findings of linguistics and related sciences to identify and address language-related problems. Activities include research, teacher education, analysis and dissemination of information, development of instructional materials, technical assistance, program evaluation, policy analysis. A range of information is available on: (a) adult ESL literacy education; (b) bilingual education; (c)dialects (Ebonics); (d) foreign language education; (e) immigrant education; (f) integrated language and content instruction; and (g) K-12 ESL education.
http://www.cal.org
CENTER FOR EARLY INTERVENTION IN READING AND BEHAVIOR TO IMPROVE THE PERFORMANCE OF YOUNG CHILDREN, Juniper Gardens Children's Project, University of Kansas - Is establishing a model program targeting children at risk for and with emotional/behavioral disorders and learning disabilities in grades K-3 in eight urban and suburban culturally diverse schools. Includes (a) a multi-gating, schoolwide assessment protocol; (b) evidence-based reading instruction over multiple years; (c) an evidence-based behavioral intervention (including schoolwide discipline) over multiple years; and (d) development of effective professional development procedures.
http://www.lsi.ku.edu/jgprojects/r&b/
CENTER FOR EDUCATION AND EQUITY IN MATHEMATICS, SCIENCE, AND TECHNOLOGY, California State Polytechnic University in Pomona - Activities include improving teaching and learning at all levels of science and math; promoting professional development of math, science, and technology educators; enhancing the study of science and math by all students, especially females and minority group members. Teachers As Agents of Systemic Change (TAASC) is a five-year project to encourage and implement systemic change in the secondary math programs of four major multicultural districts in eastern Los Angeles County.
http://www.ceemast.csupomona.edu/
CENTER FOR EFFECTIVE COLLABORATION AND PRACTICE, American Institutes for Research - Supports and promotes a reoriented national preparedness to foster the development and adjustment of children with or at risk of developing serious emotional disturbance. Activities cover (a) child welfare, (b) families, (c) cultural competence,
(d) juvenile justice, (e) mental health school violence prevention, (f) schools and special education. Mini-webs are available on functional behavioral assessment, early intervention, and prevention strategies.
http://www.air.org/cecp
CENTER FOR RESEARCH ON EDUCATION, DIVERSITY, AND EXCELLENCE, University of California, Santa Cruz - Assists the nation's population of diverse students, including those at risk of educational failure, to achieve academic excellence. Research focuses on identifying and developing effective educational practices for linguistic and cultural minority students, such as those placed at risk by factors of race, poverty, and geographic location. During 2001-2003, seven Synthesis Teams are extracting key findings and practices from CREDE's research over the prior five years to produce an array of
state-of-the art materials on diversity education, covering: (a) language learning and academic achievement; (b) professional development for diversity; (c) preservice teacher education for diversity; (d) schools, family, and community; (e) mathematics and diversity; (f) science and diversity; and (g) teacher-school-systemic integration for effective reform.
http://www.crede.ucsc.edu/
CENTER FOR RESEARCH ON THE EDUCATION OF STUDENTS PLACED AT RISK, Center for Social Organization of Schools at Johns Hopkins University and Howard University - Conducts research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who are placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background. CRESPAR's work is guided by three themes: (a) talent development; (b) success at key developmental hurdles; (c) scaling up effective programs.
http://www.csos.jhu.edu/crespar/
CRADLEBOARD TEACHING PROJECT - Founded by Buffy Sainte Marie, Cradleboard encourages public education about Native American culture. Backed by lesson plans and curriculum, the project is also live and interactive, linking children and teachers in various locations. Electronic Powwow participants pay a small fee for year-long privileges of private chat rooms and discussion boards, and also have access to the core curriculum, supplements, and teacher training workshops. The Cradleboard Cross-Cultural Partnering Program is offered to veteran Cradleboard classes who have participated in Electronic Powwow for at least a year. A private Cradleboarders web site is created for these classes to share with their partner classes. Teachers receive an immediate email of test results as each students takes online quizzes. Resources are available at the web site.
http://www.cradleboard.org
INSTITUTE FOR ACADEMIC ACCESS: A RESEARCH INSTITUTE TO IMPROVE RESULTS FOR ADOLESCENTS WITH DISABILITIES IN THE GENERAL EDUCATION ACADEMIC CURRICULUM, University of Kansas -- Conducts research to improve educational outcomes for adolescents with disabilities who can be educated within the general education curriculum. This includes (a) syntheses of current evidence-based instructional practices that can be used in challenging core classes; current instructional technology, media, and materials; and contextual factors that influence learning in high schools; (b) research to supply validated interventions; make available high-quality teacher training programs to promote implementation of research-based practices; and provide educators with methods for creating effective contexts for learning, and delivering combinations of interventions.
http://www.academicaccess.org/
IRIS CENTER FOR FACULTY ENHANCEMENT, Vanderbilt University - A national effort to ensure that K-12 general education teachers, school administrators, school nurses, and school counselors are well prepared to work with students with disabilities who are educated in inclusive settings, and their families. Web-based learning modules based on validated practices, as well as case studies, and other materials are becoming available for preservice preparation, including practices in reading and other basic skills.
http://iris.peabody.vanderbilt.edu
LINGUISTIC MINORITY RESEARCH INSTITUTE, University of California - A multi-campus research unit on development of educational practice and policy for academic achievement of language minority students. Provides information to researchers, students, practitioners, and policymakers in California, which generalize to other areas of the country. Policy reports, technical reports, and working papers may be downloaded.
http://lmri.ucsb.edu/
NATIONAL CENTER FOR CULTURALLY RESPONSIVE EDUCATIONAL SYSTEMS, Education Development Center, University of Colorado, Denver - Provides technical assistance and professional development to close the achievement gap between students from culturally and linguistically diverse backgrounds and their peers and reduce inappropriate referrals to special education. NCCRESt targets improvements in culturally responsive practices, early intervention, literacy, and positive behavioral supports.
http://www.nccrest.org/
NATIONAL CENTER FOR EARLY DEVELOPMENT AND LEARNING, FPG Child
Development Center, University of North Carolina-Chapel Hill - A national early
childhood research project that focuses on enhancing the cognitive, social, and
emotional development of children from birth through age 8. Fact sheets, case
studies, policy briefs, technical papers, and reports may be downloaded.
http://www.fpg.unc.edu/~ncedl/
NATIONAL CENTER FOR IMPROVING STUDENT LEARNING AND ACHIEVEMENT IN
MATHEMATICS AND SCIENCE, University of Wisconsin-Madison - Focuses on research
on student reasoning, assessment strategies, teacher practices, professional development
models, school features that support learning and achievement. NCISLA research briefs,
newsletters, reports, articles, and teacher resources may be downloaded.
http://www.wcer.wisc.edu/NCISLA/
NATIONAL CENTER FOR RESEARCH ON EVALUATION, STANDARDS, AND STUDENT TESTING, University of California, Los Angeles - CRESST's core programs focus on: (a) the validity of inferences drawn from information that is part of accountability systems; (b) research on assessment tools, including classroom assessments that support student learning and accountability; (c) assessment methodology; (d) validity of inferences drawn from assessment and accountability systems focused on historically lower-performing students, particularly those who are English language learners or who are in big city systems, and other special needs students; (e) dissemination through web-based resources and other means.
http://cresst96.cse.ucla.edu
NATIONAL CENTER ON ACCELERATING STUDENT LEARNING, Vanderbilt University - Designed to accelerate learning for students with disabilities in the early grades and provide a solid foundation for strong achievement in the intermediate grades and beyond. Project research is providing educators and parents with information on effective practices for improving reading, writing, and math learning for students with disabilities in the early grades.
http://www.vanderbilt.edu/casl/
NATIONAL INSTITUTE FOR URBAN SCHOOL IMPROVEMENT, University of Colorado, Denver - Supports inclusive urban schools, families, and communities to build capacity for successful, sustainable urban education, through dialogue, networking, technology, action research, information systems, and consensus building. An online library of information sources on many topics is available at the web site.
http://www.edc.org/urban/
OREGON RESEARCH INSTITUTE, APPLIED COMPUTER SIMULATION LABS - Research and development on virtual training to improve performance for individuals with disabilities. The Sun, Earth, and Moon (SEM) science education software helps students with orthopedic impairments learn how the phases of the earth's moon change. Sonic Trainer is orientation and mobility software for individuals who are blind, designed to help students learn to identify, localize, and track 3-D sound sources around them. Both are accessible to children and youth via the web sites.
http://www.ori.org/%7Evr/projects/vrscience.html (Sun, Earth, and Moon)
http://www.ori.org/%7Evr/projects/vrblind.html#about (Sonic Trainer)
PEER-ASSISTED LEARNING STRATEGIES (PALS), John F. Kennedy Center and Vanderbilt University -PALS Reading and PALS Math enable teachers to accommodate diverse learners and help a large proportion of these students achieve success. These models were approved by the U.S. Department of Education's Program Effectiveness Panel for inclusion in the National Diffusion Network on effective educational practices.
http://kc.vanderbilt.edu/kennedy/pals/
TECHNICAL ASSISTANCE CENTER ON POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS, University of Oregon - Positive behavior support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the fit or link between research-validated practices and the environments in which teaching and learning occurs. This Center Gives schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective schoolwide disciplinary practices. The web site offers materials in English and Spanish languages.
http://www.PBIS.org
TEXAS CENTER FOR READING AND LANGUAGE ARTS, University of Texas-Austin -
Studies of models and practices in reading and language arts, including (a) Effective Reading Instruction and Students with Emotional and Behavioral Disorders: Access to the General Curriculum, and (b) Preventing Reading Difficulties: A Three-Tiered Model.
Varieties of professional development materials are available at the web site.
http://texasreading.org/utcrla/
UNIVERSAL DESIGN FOR LEARNING, Center for Applied Special Technology (CAST), Wakefield, MA; NC State University, and SUNY-Buffalo - A new approach for teaching, learning, and assessment that draws on brain research and new media technologies to respond to individual learner differences. The web site contains information on curricula and teaching practices that implement modifications and accommodations to meet individual differences in the general education environment. For example, the CAST eReader is literacy support software that combines electronic text from any source with reading supports (such as spoken text and visual highlighting) to make information accessible to users of all abilities. Let's Go Read programs combine whole-language reading instruction with phonics. Online Math Resources offer a large number of papers on K-12 math curricula. Online course modules are available.
http://www.cast.org/
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