How Are We Doing? Indicators of Success - with High-Leverage Strategies Our chosen Indicators of Success articulated below are progressive growth indicators by design, instead of the goal oriented indicators we used in our last Strategic Plan. Moreover, based on our growth mindset philosophy, these indicators are purposefully written such that all targeted groups are expected to grow annually relative to their unique baseline, including groups who are already performing above the average on any one indicator. Under each indicator you will find high-leverage strategies that school and office personnel will select from to lift students and close - eventually eliminate — all gaps between student groups.
Children with SLD have average or above-average intelligence. This is especially true in middle and high school, where the focus of special education often shifts away from intensive intervention toward supports that help students complete assignments and prepare for tests in their regular classes.
To close the achievement gap, schools need to provide intervention—early and with sufficient intensity—in addition to providing accommodations that help students with disabilities access grade-level content.
Inclusion refers to educating special education students in general education classrooms alongside their peers who are not receiving special education services.
When inclusion begins early and embeds supports into the curriculum, students have better outcomes, including higher test scores and graduation rates.
But without enough supports in place, inclusion alone may lead to negative outcomes for students with disabilities. Graduates of these programs often arrive in schools that do not have a culture or mechanism for educator collaboration.
Only Arkansas, Montana and West Virginia experienced decreases since —and those decreases were small. And, as noted earlier in this reportmany of the other kids in general education classes may have undetected or unidentified disabilities. These two facts underscore the need for general education teachers to: Build expertise in evidence-based practices that make rigorous content accessible to diverse learners Recognize signs of learning and attention issues and look for ways to support and accelerate learning Monitor student progress and work closely with parents and specialized service providers However, improving training and resources for general educators is only part of the solution.
More support is needed for special educators and school administrators, and schools also must help increase collaboration among all educators. Students with disabilities are much more likely to repeat a grade, which studies show increases the risk of not graduating. Students who repeat a grade are at least five times more likely to drop out of school.
The probability is even higher for students who are retained more than once. In adolescence, retained students are more likely to experience problems such as poor relationships with peers, aversion to school, behavior issues and low self-esteem.
Repeating a grade is also one of the most powerful predictors of dropping out in high school. For these reasons, parents and schools should weigh the long-term risks associated with having students repeat a grade against the challenges they are likely to face if they are promoted to the next grade before they have mastered certain skills.
It is also essential that schools use evidence-based interventions that are proven to be effective for students with learning and attention issues.
In JanuaryUSED released exiting data by disability type for the — school year, but withheld information about some states due to questions about the data. For example, some states may: We know that students with disabilities are highly capable of meeting high bars when we set them.
And with the right supports, accommodations and services, it can be done. We should be giving every student the same opportunity for success. Lower standards to receive diplomas may help explain why one major study found that, within eight years of leaving high school, one-third These are sometimes called certificates of attendance or special education diplomas.
Outcomes for students with disabilities differ significantly by race and ethnicity. Native American students with disabilities drop out at nearly twice the rate of white students with disabilities.Thomas Tolbert Elementary School’s Action Plan Thomas Tolbert Elementary School is focused on ensuring that all students are reaching math and reading proficiency.
In this research brief the authors detail effective teaching strategies for teaching students with difficulties in math.
The brief summarizes the work of over fifty research studies and details the practices that were seen as consistently effective across many of them.
It's imperative for administrators to develop plans for school-wide instructional strategies. Systematic Implementation of School-Wide Instructional Strategies. These five school-wide strategies were the tools teachers used to ensure the academic success of our diverse.
PRINCETON, N.J. — Heads of several indigenous-serving institutions discussed data assessment and cultural strategies to improve student enrollment, retention, and overall success at the convening of Tribal College and University Presidents’ in Princeton, New Jersey.
Precision Reading is a new, inexpensive, short, daily, research-based reading activity that quickly improves students' abilities in the following key areas. English Learners Success Forum About Us The English Learners Success Forum (ELSF) connects high-quality content developers with English learner experts to enhance instructional materials to address the linguistic and cultural needs of English learners.