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New Hampshire Newsletter Stories

The EdEvidence newsletter features a regular letter from REL-NEI’s director and highlights of research findings, events, and key stakeholders and personnel. Sign up today!

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	Teacher Effectiveness a Top Topic in New England (June 2010) Teacher and leader effectiveness is central to the national conversation about turning around low-performing schools and foremost on President Obama’s education reform agenda. But what exactly makes great teachers and leaders? How can teacher and leader effectiveness be defined, measured, rewarded, and, most importantly, replicated?
	Connecting to Practice: Response to Intervention at the State and Classroom Levels (April 2010) REL-NEI hosted a two-part Policy Challenges Webinar targeted to educators in Maine, New Hampshire, and Vermont and focused on the use of response to intervention (RTI) for teaching math in elementary schools.
	Connecting to Practice: REL-NEI Liaisons Take to the Road in 2009! (Jan/Feb 2010) In 2009, REL-NEI state liaisons and researchers participated at more than 40 education-related conferences and meetings across the Northeast and Islands Region, often staffing booths and providing overviews of REL-NEI.
	Kathy Dunne: Facilitating Conversations in New Hampshire (Jan/Feb 2010) For New Hampshire Liaison Kathy Dunne, one of REL-NEI’s most important roles is to bring like-minded education stakeholders together in conversation around research and evidence.
	How Are States Approaching Response to Intervention? (Jan/Feb 2010) A new REL-NEI Issues & Answers Report finds that the six New England states and New York support response to intervention, or RTI, for overall school instructional improvement and for determining special-education eligibility at the local level.
	Bridging Research and Practice in New Hampshire: Q&A with Governing Board Member Marie Ross (Sep/Oct 2009) Superintendent Marie Ross was a stay-at-home Mom for 12 years, raising four children, before launching her teaching career twenty years ago. Her passion and creativity earned her a Presidential Award for Excellence in Science Teaching and the New Hampshire Elementary Science Teacher of the Year award. A self-described “big-picture person,” Ross became superintendent of New Hampshire’s Newfound Area School District in 2005.
	How Can States Use Data to Drive Decision-Making? (Jul/Aug 2009) A May 20th webinar drew more than 60 participants from across the country to discuss how states can help schools and districts collect and use data to improve student achievement.
	Dropout Prevention Expert Jay Smink Talks Evidence with New Hampshire Stakeholders (May/Jun 2009) “Dropping out of school is the result of a long process of disengagement; it is not just a high school issue,” said Dr. Jay Smink, head of the National Dropout Prevention Center/Network at Clemson University, speaking to a broad range of 50 New Hampshire state education officials, school superintendents, high school principals, teachers, and other educators at a May 8th REL-NEI Policy Challenges webinar.
	Connecting to Practice: State Supports for Low-Performing Schools and Districts (May/Jun 2009) A dozen state education officials from across the Northeast and Islands and as far away as Alaska were among the 50 participants to attend a March 25th webinar presenting findings from a REL-NEI Issues & Answers Report on state policies to improve low-performing schools.
	Nearly 300 Explore New Hampshire Vision for High School Redesign (Nov/Dec 2008) How can New Hampshire high schools reinvent themselves for the 21st century? How can schools be rethought and redesigned? On September 16, nearly 300 educators from around New Hampshire met in Bedford to explore how the state's secondary schools could transform themselves now that New Hampshire's dropout age has increased from 16 to 18.
	“Struggling Reader” Report Looks at Literacy Interventions in Four Urban Districts (Jul/Aug 2008) The report, titled “A Description of Foundation Skills Interventions for Struggling Middle-Grade Readers in Four Urban Northeast and Islands Region School Districts,” concluded that all four districts were in the beginning stages of both testing and providing foundation skills programs. The type of diagnostic assessment that was used in each district varied, as did the number of students that were included in each district’s intervention program. If programs existed, progress monitoring was built in.