This technical support project will help Ritenour School District develop approaches to examining the perceived working conditions of various groups of and analyze their relationships to teacher retention.

This technical support project is intended to help University City improve teacher retention by building a stronger understanding of strengths and potential gaps in their supports for new teachers.

This study will will leverage data from MO DESE’s spring 2023 first-year teacher surveys to understand the features of mentoring experienced by Missouri first-year teachers and which mentoring features are related to the retention of early-career teachers.

This technical support project consists of a series of trainings to increase state and local educators’ understanding of how to plan for successful differentiated instruction. REL Central will provide educators with an overview of the evidence base and will facilitate discussions that support them to incorporate these learnings in revising or refining their plans for implementing differentiated instruction. Building on the initial training series, REL Central and the North Dakota Department of Instruction are partnering to facilitate a Community of Practice. This CoP supports grantee districts in practicing and refining their implementation plans for differentiated instruction and blended learning interventions through a series of individual and collaborative coaching sessions. These sessions will focus on enabling the district's ability to support their schools through use of data, evidence, and continuous improvement strategies.

REL Central will support the capacity of DPS partners (core district leaders and staff from a cohort of district schools) to better understand the perceptions of grade 9 students’ math experiences within their schools. This includes students’ perceptions of what they feel helps them to be successful in math, as well as any challenges or unmet needs that they perceive as impediments to their success in grade 9 math.

This technical support project will build the capacity of CDE and CDHE staff, and, later, school and district staff, to identify and better understand factors that influence teachers of colors’ decisions to enter, stay, leave, or move from a teaching position. Partners will use the information gathered through the project to inform development of, or revisions to, the guidance and support they provide to districts to implement teacher recruitment and retention strategies that address identified challenges and factors affecting teachers of colors’ decisions to enter, stay, leave, or move from a teaching position.

REL Central will work closely with the Wyoming Teacher Apprenticeship Work Group on a technical support project to understand and address key implementation challenges that arise during the roll-out of the teacher apprenticeship program. REL Central will collaborate with the Work Group to: (1) identify progress measures and develop a formative evaluation plan, (2) establish a data infrastructure for ongoing program monitoring, and (3) collaboratively generate, collect, analyze, and use data to inform timely improvements to the program as it unfolds.

This project seeks to increase the capacity of local educators and design team members to collaboratively design and develop culture-based math modules, as well as increase their understanding of the features of evidence-based professional learning systems.

This project will include coaching and technical support to help the workgroup engage with research insights on the components of effective mentoring programs apply this research as they design the mentoring component of the pilot apprenticeship program.

This project will build the capacity of Colorado Department of Education and Colorado Department of Higher Education staff, and, later, school and district staff, to identify and better understand factors that influence teachers of colors’ decisions to enter, stay, leave, or move from a teaching position. Partners will use the information gathered through the project to inform development of, or revisions to, the guidance and support they provide to districts to implement teacher recruitment and retention strategies that address identified challenges and factors affecting teachers of colors’ decisions to enter, stay, leave, or move from a teaching position.

The study will use survey, demographic, and achievement data to provide a better understanding of how IPS are implemented in Kansas schools, how students participate in IPS, and which IPS implementation and participation components have the highest correlations with student secondary and postsecondary outcomes. Findings from the study are intended to inform potential revisions to the partnership’s IPS-related policies, guidance, supports, and training provided to educators to support the implementation of evidence-based IPS activities.

This project supports district partners to develop new data collection tools and processes to increase partners’ capacity to monitor the implementation of, participation in, and outcomes of IPSs. The project is also developing resources to support teachers’ implementation of, and students’ participation in, research informed IPS practices.

REL Central will support the capacity of DPS partners (core district leaders and staff from a cohort of district schools) to better understand the characteristics of mathematical discourse within their schools’ classrooms and to develop and pilot an instrument to collect data on it. Project activities will include a review of materials developed from a previous Ask-an-Expert (AAE) project leading to co-development and piloting of an instrument with school-level partners with a goal of producing a reliable instrument and data collection plan that can be implemented across the district.

This study will help us better understand the characteristics of students who are more (or less) successful in grade 9 math and the experiences that inform that success (or lack thereof). In the short term, this project will increase DPS partners’ understanding of which student characteristics (such as race/ethnicity and socioeconomic status) and experiences (such as previous course taking or supports received through enrollment in specific programs and interventions, like tutoring) may have contributed to success in grade 9 math. This will contribute to future co-interpretation and action planning that will help DPS identify ways in which more students might be supported earlier to alter grade 9 math outcomes.

REL Central will support the capacity of DPS partners (core district leaders and staff from a cohort of district schools) to better understand the characteristics of mathematical discourse within their schools’ classrooms and to develop and pilot an instrument to collect data on it. Project activities will include a review of materials developed from a previous Ask-an-Expert (AAE) project leading to co-development and piloting of an instrument with school-level partners with a goal of producing a reliable instrument and data collection plan that can be implemented across the district.

This study will help us better understand the characteristics of students who are more (or less) successful in grade 9 math and the experiences that inform that success (or lack thereof). In the short term, this project will increase DPS partners’ understanding of which student characteristics (such as race/ethnicity and socioeconomic status) and experiences (such as previous course taking or supports received through enrollment in specific programs and interventions, like tutoring) may have contributed to success in grade 9 math. This will contribute to future co-interpretation and action planning that will help DPS identify ways in which more students might be supported earlier to alter grade 9 math outcomes.

This technical support project will provide professional learning supports to help Standing Rock educators build their capacity to develop lesson materials that harness community and cultural knowledge and support student learning.