States have different reasoning, timelines, and governing agencies that determine why and when academic standards are revised. A state review of academic standards involves many steps—a process that can take months or years. This guide provides a checklist for state education leaders to consider when developing the various components of an academic standards review process.
Improving Intermediate Academic Content and Literacy for English Learners: Evidence-Based Facilitator Guides
This series of facilitator guides walks through four evidence-based recommendations for improving academic content and literacy for English learning students in grades 4-8. These guides are helping instructional leaders deliver consistent, research-backed professional development to teachers across the state.
This brief seeks to provide a practical, accessible update on the latest literacy research to help translate the evidence to classroom practice. The brief summarizes recent developments in literacy research on supporting and motivating multilingual learners and students with dyslexia and discusses their implications for practitioners.
This self-assessment can help districts identify areas of growth and success while undertaking or expanding whole child supports across their systems. It is intended to be used by district teams to guide reflection and engage in collaborative planning.
This research-based tool, designed for the Montana Office of Public Instruction, can help adults assess how deeply they implement youth voice in their current practice and strategize how to increase youth voice to facilitate shared decision-making.
Region 17 collaborated with the Idaho State Department of Education on a series of seven webinars designed to increase school and district staff members' understanding and use of evidence-based practices on such topics as learning acceleration for multilingual learners, trauma-informed practice and activities, monitoring ESSER fund plans, and more.
This document is designed to help school district teams engage in meaningful and productive conversations about how to use federal American Rescue Plan (ARP) Act funds to address students’ academic and social-emotional needs in the wake of the COVID-19 pandemic. It offers considerations, examples of evidence-based strategies, and supporting resources in three critical areas:
- Addressing the academic impact of lost instructional time
- Conducting meaningful family and community engagement
- Providing social-emotional and mental health supports
In partnership with the Idaho State Department of Education (ISDE), Region 17 developed this toolkit to provide consistent training across Idaho on four evidence-based strategies for improving adolescent literacy. For each strategy, there is a facilitator’s guide, presentation slides, and handouts.