High-quality support and resources for the middle grades
MSM is not a curriculum – -it isn’t telling you what book to read or lesson plan to follow. Instead, the MSM resources give teachers research-based instructional practices, performance management strategies, and support tools that will lead to better student outcomes, no matter what curriculum or program a teacher is using in a given subject…
Abbott, D. V. (2008). A functionality framework for educational organizations: Achieving accountability at scale. In E. Mandinach & M. Honey (Eds.), Data driven school improvement: Linking data and learning (pp. 257-276). New York, NY: Teachers College Press.
Bigger, S. L. (2006). Data-driven decision-making within a professional learning community: Assessing the predictive qualities of curriculum-based measurements to a high-stakes, state test of reading achievement at the elementary level. Unpublished doctoral dissertation, Philadelphia, PA: University of Pennsylvania.
Brunner, C., Fasca, C., Heinze, J., Honey, M., Light, D., Mandinach, E., & Wexler, D. (2005). Linking data and learning: The Grow Network study. Journal of Education for Students Placed at Risk, 10(3), 241-267.
Fiarman, S. E. (2007). Planning to assess progress: Mason Elementary School refines an instructional strategy. In K. P. Boudett & J. L. Steele (Eds.), Data wise in action: Stories of schools using data to improve teaching and learning (pp. 124-148). Cambridge, MA: Harvard Education Press.
Halverson, R., Pritchett, R. B., & Watson, J. G. (2007). Formative feedback systems and the new instructional leadership. Madison, WI: University of Wisconsin-Madison, Wisconsin Center for Educational Research.
Hamilton, L., Havlerson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U. S. Department of Education. Retrieved 8/1/2010, from http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=12
Copeland, M. A. (2003). Leadership of inquiry: Building and sustaining capacity for school improvement. Educational Evaluation and Policy Analysis, 25(4), 375-395.
Farley-Ripple, E. N., & Buttram, J. (2015). The development of capacity for data use: The role of teacher networks in an elementary school. Teachers College Record, 117(4).
Wayman, J. C. (2005). Involving teachers in data-driven decision making: Using computer systems to support teachers’ inquiry and reflection. Journal of Education for Students Placed at Risk, 10(3), 295-308.
Wayman, J. C., Midgley, S., & Stringfield, S. (2006). Leadership for data-based decision-making: Collaborative educator teams. In A. B. Danzig, K. M. Borman, B. A. Jones, & W. F. Wright (Eds.), Learner-centered leadership: Research, policy, and practice (pp.189-206). Mahwah, NJ: Lawrence Erlbaum Associates.
Newsflash! MSMI releases a NEW Toolkit:Through consistent modeling, teaching, and encouraging of appropriate behaviors, educators can significantly reduce students’ antisocial and maladaptive behaviors that reduce and inhibit effective classroom instruction and student learning.
Flynn, L. J., Zheng, X., & Lee, S. H. (2012). Instructing struggling older readers: A selective meta-analysis of intervention research. Learning Disabilities Research & Practice, 27, 21-32. doi:10.1111/j.1540-5826.2011.00347.x32
Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A practice guide (NCEE 2008-4027). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/practice_guides/adlit_pg_082608.pdf1
Wanzek, J., Vaughn, S., Scammacca, N. K., Metz, K., Murray, C. S., Roberts, G., & Danielson, L. (2013). Extensive reading interventions for students with reading difficulties after grade 3. Review of Educational Research , 83 (2), 163- doi:10.3102/003465431347721235
Flynn, L. J., Zheng, X., & Lee, S. H. (2012). Instructing struggling older readers: A selective meta-analysis of intervention research. Learning Disabilities Research & Practice , 27 (1), 21-32. doi:10.1111/j.1540-5826.2011.00347.x
Vaughn, S., Cirino, P. T., Wanzek, J., Wexler, J., Fletcher, J. M., Denton, C. A., . . . Francis, D. J. (2010). Response to intervention for middle school students with reading difficulties: Effects of a primary and secondary intervention. School Psychology Review , 39 (1), 3-21.
Vaughn, S., Wexler, J., Leroux, A .J., Roberts, G., Denton, C. A., Barth, A. E., & Fletcher, J. M. (2012). Effects of intensive reading intervention for eighth-grade students with persistently inadequate response to intervention. Journal of Learning Disabilities , 45 (6), 515-525. doi:10.1177/0022219411402692 Middle School Matters Field Guide, Second Edition, March 2016 PAGE A-30
Wanzek, J., Vaughn, S., Scammacca, N. K., Metz, K., Murray, C. S., Roberts, G., & Danielson, L. (2013). Extensive reading interventions for students with reading difficulties after grade 3. Review of Educational Research , 83 (2), 163-195. doi:10.3102/0034654313477212
Wanzek, J., Vaughn, S., Roberts, G., & Fletcher, J. M. (2011). Efficacy of a reading intervention for middle school students identified with learning disabilities. Exceptional Children, 78(1), 73-87.