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NIRN's new "Active Implementation Hub" is a free, online learning environment for use by any stakeholder - practitioners, educators, coaches, trainers, purveyors - involved in active implementation and scaling up of programs and innovations. The site goal is to increase the knowledge and improve the performance of persons engaged in actively implementing any program or practice

"Many states in the Northeast & Islands Region have increasingly begun to view proficiency- or competency-based learning (P/CBL) as a way to boost graduation rates and prepare students for success after high school. In P/CBL approaches, students demonstrate mastery of a defined set of proficiencies or competencies in their courses in lieu of completing credit requirements based on time spent in class. Although many states in the region are adopting P/CBL policies, full implementation of this reform is still in progress, and more information is needed to help states define P/CBL, inform their policymaking, and effectively confront barriers to and leverage facilitators of implementation."

"oin the growing national and regional conversation about proficiency- and competency-based learning, the school and district reform that departs from traditional Carnegie unit and seat-time requirements for students. REL Northeast & Islands researchers will present a new study on definitions and policies related to competency-based learning and implementation across the region, and a representative from the New Hampshire Department of Education will discuss the implementation of a competency-based program in several pilot districts."

"This paper presents an overview of New Hampshire's efforts to implement a pilot accountability system designed to support deeper learning for students and powerful organization change for schools and districts. The accountability pilot, referred to as Performance Assessment of Competency Education or PACE, is grounded in a competency- based educational approach designed to ensure that students have meaningful opportunities to achieve critical knowledge and skills. These opportunities are judged by the outcomes students achieve and not by inputs such as seat time. Therefore, students must achieve these competencies before moving on to the next major learning targets and/or graduating from high school. High quality performance assessments play a crucial role in the PACE system because of the need to have assessments that measure the depths of student understanding of these complex learning targets. Performance assessments are used as both summative and interim measures in the PACE system as a way to document student learning of the competencies and to support remediation or extension interventions. The paper describes the system of assessments being implemented as part of the PACE pilot as well as providing a discussion of the technical quality issues the state is working to address as part of this accountability pilot. For example, being able to produce valid and comparable annual determinations for all students each year is a considerable technical challenge as well as documenting the degree to which all students are held to the same threshold expectations (equity). The paper concludes by relating the PACE initiative to the push for deeper and more meaningful learning for students. "

"A career pathways system is a coordinated system of programs and services supporting students in the transition from school to the workforce, and it can be one part of a comprehensive system to support students' college and career readiness. The College and Career Readiness and Success (CCRS) Center's resource Designing a Career Pathways System: A Framework for State Education Agencies is a four-chapter module intended to help state education agency staff design, implement, and evaluate a career pathways system. Each chapter includes a facilitator's guide, slide presentation, and activity handouts. The four chapters include:"

"Sponsored by NTACT, Michael Wehmeyer will identify how the Self-Determined Learning Model of Instruction can be implemented in classrooms, schools and throughout a district. Also learn about a new self-determination assessment, the Self-Determination Inventory."

"Welcome to the National Center on Accessible Educational Materials. We provide resources and technical assistance for educators, parents, students, publishers, conversion houses, accessible media producers, and others interested in learning more about AEM and implementing AEM and the National Instructional Materials Accessibility Standard (NIMAS)."

"The Annenberg Institute for School Reform (AISR) at Brown University and the John W. Gardner Center (JGC) at Stanford University have each received three-year grants from the Bill & Melinda Gates Foundation to work together to select a network of sites and develop models for College Readiness Indicator Systems (CRIS). As part of this collaborative effort, AISR and JGC develop, test, and disseminate effective tools and resources that provide early diagnostic indications of what students need to become college ready. The two organizations serve complementary, but distinct roles. JGC develops and studies the implementation of a tri-level (individual, setting, and system) early warning system using a flexible, "design-build" approach with the partner districts. AISR focuses on cross-site learning; brokering expertise and supports for partner districts; understanding issues related to district, municipal, state, and federal contexts; and process documentation. The CRIS sites are Dallas, New Visions for Public Schools (New York City), Philadelphia, Pittsburgh, and San Jose, California."

"The National Center on RTI in partnership with the Idaho's State Department of Education and Boise State University presents a webinar discussing Idaho's specific learning disability (SLD) criteria. The webinar illustrates the deliberate and continued collaboration among various programs in the SEA in the design, development, and implementation of Idaho's SLD eligibility process."

"The NASET national standards and quality indicators are research-based benchmarks that articulate quality secondary education and transition services for all youth. These standards and indicators can guide state and local administrators and practitioners responsible for planning and implementing comprehensive transition systems for youth, ultimately becoming a catalyst for constructive change in transition practices and policies nationwide."

"Please be aware when you adapt these materials (i.e., expand, reorder, translate into a different language, rephrase individual items, apply to different populations, or implement different data collection methods), you will need to conduct a pilot test of your adaptations and re-evaluate the reliability and validity of the new versions of the materials."

"A lessoncast is a spreadable example of the what, why, and how of effective teaching. Lessoncasts feature one lesson idea or management strategy in 2 minutes 30 seconds or less. Lessoncasts include teacher-created downloadable resources to help implement the ideas. A lessoncast is NOT a lesson plan, but rather a quick how-to overview meant to inspire and support teachers looking for effective resources."

"hen California's state legislature voted to provide one-time revenue in support of the implementation of the Common Core State Standards and the Smarter Balanced Assessment System during the 2013-14 school year, many school districts immediately used those fiscal resources to provide students with access to one-to-one technology as a part of their daily curriculum."

"Recognizing that evidence-based practices (EBPs) account for at least part of the effects of teachers on achievement and the critical role of teacher preparation, the CEEDAR Center professionals, along with their partner Great Teachers and Leaders, offer innovation configurations (ICs) to promote the implementation of evidence-based instructional practices in teacher preparation activities. ICs are designed to evaluate current teacher preparation and professional development (PD) by determining the extent to which EBPs are taught, observed, and applied within teacher preparation and PD programs. For more detailed information about ICs, read this guide. Please see this short guide describing our standards for selecting EBPs."

"A new Department of Public Instruction webpage and video explore best ways of implementing the practice of co-teaching, in order to help all children, including those with disabilities, succeed. The DPI invites comments about co-teaching from Wisconsin educators through a simple form at dpi.wi.gov/sped/educators/consultation/co-teaching, a page which is still evolving."

"View the CCRS Center's Professional Learning Modules (PLMs), a collection of customizable, content-rich, "train-the-trainer" resources, designed to walk participants through a process for implementing college and career ready initiatives.  The PLM materials include: A facilitator's guide that provides facilitation tips and script for trainers. A meeting agenda with recommended time allotments A PowerPoint slide presentation Professional learning activity handouts"

"NHCTA is a professional association for the administrators and directors of the career and technical education centers that serve New Hampshire's high school students. NHCTA works closely with the Bureau of Career Development of the NH Department of Education to help guide and implement policies and procedures dealing with CTE programs."

"In our professional development, we work with interdisciplinary teams to increase their capacity to implement three elements necessary to support college and career competencies (CCC) for all students: Collaboration between all stakeholders (e.g., administrators, general and special educators, counselors, service providers, families, etc.) Multi-tiered instruction and intervention Effective use of data to inform decisions at multiple levels"