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MACC is one of 21 Comprehensive Centers funded by the U.S. Department of Education. The network of Centers supports state education agencies (SEAs) to enable them to address the differentiated needs of low-performing schools and districts as mandated by the No Child Left Behind Act of 2001 (NCLB). The Mid-Atlantic Comprehensive Center serves SEAs in the District of Columbia, Delaware, Maryland, New Jersey, and Pennsylvania. |
Highlights
First National Literacy Coaching Summit April 3-4th
Mary Catherine Moran, author of Differentiated Literacy Coaching: Scaffolding for Student and Teacher Success and former MACC Senior Project Associate, and Elizabeth Powers, MACC Senior Project Associate presented at the first National Literacy Coaching Summit April 3-4, 2009 at Texas A&M University – Corpus Christi.
Conversations with Practitioners: Current Practice in Statewide RTI Implementation
This Center on Instruction resource which resulted from a Pennsylvania Department of Education and MACC collaboration over the past year describes state-level efforts to implement RTI in eight states. In addition, a series of frequently asked questions about state-level RTI im plementation is interspersed throughout the document.
RTI Tier I Differentiated Literacy Instruction for ELLs
MACC initiated a project that aims to build knowledge on techniques, methods, and tools for Response to Intervention (RTI) Tier I differentiated literacy instruction for middle and high school English language learners (ELLs), and formative assessments and diagnostic tools which can measure ELLs literacy development.
New Report -Strengthening the Transition from Middle Grades to High School
To address student achievement, retention, graduation and readiness for college and careers, states should examine the middle grades and determine what is in place that supports a successful transition from middle grades to high school. States must know what is expected of students in the middle grades, whether standards are translated into the right curriculum and whether students are taught in a way that engages them in challenging assignments. Above all states should determine whether or not their middle grades schools have a primary mission of preparing students for success in high school. To find out more about strengthening the transition from middle grades to high school View or Download Report.
State Assessment Policy Guide for Accommodating ELLs
Accommodations are the principle means states use to include English language learners (ELLs) in large-scale assessments, and identifying accommodations for ELLs that meet requirements of both effectiveness and validity is a challenging task. GW-CEEE developed a Guide to support states in refining assessment policies so they are more responsive to the linguistic needs of ELLs. It is designed to help state education agencies build policies that coherently address ELLs, and that clearly distinguish the accommodation of ELLs from the accommodation of students with disabilities.
Guide and Additional Resources