Categories

Category: Early Intervening

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    Addressing Promises and Challenges of Response to Intervention Models for ELLs

    1/13/09 - Artiles, Alfredo J.

    This presentation outlines trends in ELL placement in special education, gives an overview of RTI issues with ELLs, and provides ideas for future directions.

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    Addressing Students Mental Health Needs through Equity-Grounded Early Intervening Services

    1/13/09 - Federico Waitoller, Kathleen A. King, Elizabeth B. Kozleski

    Presentation designed to give an overview of Early Intervening and Its Connection to Disproportionality, Tensions in the Field of EBD, Emerging Early Intervening Practices, Limitations of Early Intervening Practices and Equity-Grounded Early Intervening Services

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    Final report: How district-wide systems change impacted LRE for students with severe disabilities

    1/23/10 - Kozeski, Elizabeth B., Sullivan, Amanda L., Equity Alliance at ASU

    "This final report chronicles the outcomes of the second generation National Institute for Urban School Improvement (NIUSI), Award Number # H326B020002. Built on the previous five years of innovative work from 1997-2002 (a $5 million award), NIUSI’s second round of funding ($3.5 million) produced important results that offer a district-wide blueprint for the design and delivery of least restrictive environments and access to the general education curriculum for students with disabilities...

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    How can early intervening services and responsiveness to intervention work together?

    1/3/09 - National Research Center on Learning Disabilities,

    This 2007 brief explains the connection between Early Intervening Services (EIS) as stipulated in the 2004 reauthorization of IDEA and Responsiveness to Intervention. It was created by the National Research Center on Learning Disabilities and could be of use for families who are looking for foundational information regarding EIS and RTI.

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    Instructional Models and Strategies for Teaching English Language Learners

    1/24/10 - Ani C. Moughamian, Mabel O. Rivera, David J. Francis

    While some states (Arizona, California, Florida, and Massachusetts) have passed laws detailing the types of educational programs available to English language learners, others have not. Teachers who have not been trained to work with ELLs must make decisions about the types of instructional programs and strategies they will offer these students. This publication seeks to offer educators and policy-makers guidance on strategies that have been effective in instructing English language learners.

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    Investing in Young Children: A Fact Sheet on Early Care and Education Participation, Access, and Quality

    11/1/13 - Schmidt, Stephanie; Matthews, Hannah

    High quality early care and education can play a critical role in promoting young children’s early learning and success in life, while also supporting families’ economic security.1 Young children at highest risk of educational failure – those experiencing poverty and related circumstances that may limit early learning experiences – benefit the most from high quality early care and education programs.2 This fact sheet provides information about the percentages of young children in...

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    Miles to go Mississippi

    1/2/10 - Southern Education Foundation,

    "Mississippi is the only Southern state that has no statesupported pre-kindergarten (Pre-K) program. This brief reviews how Mississippi is falling behind other states in the Deep South in early childhood education; why Mississippi needs a Pre-K program now; options for how the state can finance such a program; and current opportunities (even in economic hard times) for Mississippi to begin to build on existing assets to establish a Pre-K program for the benefit of all Mississippians in the...

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    NIUSI Accreditation Standards: A Blueprint for Inclusive Schools

    1/18/07 - Elizabeth Kozleski, Carolyn Jefferson-Jenkins , Deidre Magee, Anne Smith , Jim Lundstrom

    This tool provides a framework for assessing schools on their inclusive practices. A set of 15 standards frames governance, continuous improvement, teacher practice, student performance and family involvement. This tool is designed for use by accreditation bodies as well as by districts committed to ensuring effective early intervening as well as high quality special education services and supports.

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    Putting it all together: Guiding principles for quality after-school programs serving preteens

    1/31/10 - Rachel A. Metz, Julie Goldsmith, Amy J.A. Arbeton

    "What are the most important characteristics of quality after-school programs for preteens, based on the latest research? The Lucile Packard Foundation for Children’s Health (the Foundation) set out to answer that question by commissioning Public/Private Ventures (P/PV) to examine the literature and develop a set of guiding principles for after-school programs serving preteens. This report builds on a set of benchmarks that P/PV created for the Foundation in 2003."

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    Steps to Success: Communicating with Your Child's School

    1/1/13 - CADRE

    If you have a child who is receiving special education services, you're more than likely to be very involved with your child's school and teachers - including planning, reviewing, and assessing your child's educational program. Over time, you will learn a lot about the special education process and how to communicate and negotiate on your child's behalf.

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    Strengthening families and communitites

    1/30/10 - U.S. Department of Health and Human Services,

    "The Resource Guide was created primarily to support community-based child abuse prevention professionals who work to strengthen communities and support parents, caregivers, and their children. However, others such as policymakers, parent educators, family support workers, health care providers, program administrators, teachers, child care providers, mentors, and clergy, also will find the resources useful."

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    Ten Tips for State Education Agencies and Lead Agencies to Improve Their Mediation Agreement

    1/31/10 - Center for Appropriate Dispute Resolution in Special Education,

    "This ‘tip sheet’ was developed to provide coordinators of mediation programs with ideas and strategies on how to improve their mediation agreement rate (Part B Indicator #19, Part C Indicator #13). These tips address the full range of program issues from policy and training to participant involvement and mediator techniques, recognizing that there are vastdifferences in state policy, design, coordination and improvement activities."

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    The National Policy Landscape

    1/13/09 - Kozleski, Elizabeth B.

    Gives an overview of state and national policies on EIS, PBS, disproportionality, etc.

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    Tips, Tools & Resources for Local Education Agencies and Early Intervention Providers to Improve Agreement Rates in Resolution Sessions

    1/31/10 - Center for Appropriate Dispute Resolution in Special Education,

    "This resource was developed to provide local education agency personnel and early intervention providers with ideas and strategies on how to improve their resolution meeting agreement rate (Part B Indicator #18, Part C Indicator #12 where applicable). These ideas address the full range of program issues from policy and agreement writing tips to participant involvement and the use of facilitators."

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