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Category » Education- 1/1/08 - Partnership for 21st Century Skills,
This guide summarizes the challenges and opportunities that, if left unaddressed, will curtail our competitiveness and diminish our standing in the world. - 1/1/07 - National Secondary Transition Technical Asssistance Center,
The Checklist provides a set of questions that states can use to evaluate the quality of their APR response to Indicator 13. - 1/1/08 - Lippman, L., Atienza, A., Rivers, A., Keith, J.
This report provides a developmental perspective on what competencies young people need to be ready for college, the workplace, and the transition to adulthood. National hand-wringing about the lack of preparedness of high school graduates for college and the workplace has catalyzed researchers, educators, and policymakers to define the skills and competencies students need in order to be successful. These prescriptions tend to focus either on college readiness or on workplace readiness. At... - 1/1/07 - Romero, M., Lee, Y.
It has long been recognized that chronic absenteeism and school truancy in middle and high school are significant problems with highly visible negative consequences for youth, and ultimately, for their employability as adults. Little is known, however, about chronic school absenteeism among early elementary school students, as well as among children in preschool programs. This brief reveals a significant level of absenteeism in the early school years, especially among low-income children... - 1/1/08 - L. Scott Miller, Eugene Garcia
This report addresses the need for a much expanded early childhood education research and strategy development agenda concerned with making substantial, ongoing improvements in the reading readiness and reading achievement of Latinos and African Americans. The focus is on the early childhood years because the achievement patterns of racial/ethnic groups are largely established in the period from birth through the end of the third grade (ages eight or nine for most children). The emphasis is... - 1/1/08 - Southeast Comprehensive Center,
Robin Scarcella, PhD, director of the ESL program, University of California Linguistic Minority Research Institute, discusses the challenges associated with academic language as well as ways to ensure that all students learn academic language. - 1/1/06 - The Access Center,
This brief explores the linkages between alternate state standards, alternate assessment, the IEP, and classroom instruction and assessment as the process of providing access to the general education curriculum for students with significant cognitive disabilities - 1/1/07 - Matt Timm, Sharon Doubet
This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.Acknowledging positive behaviors is a strategy... - 1/1/07 - Technical Assistance ALLIANCE for Parent Centers,
Listed below are acronyms related to early intervention, education, special education, and other laws important to individuals with disabilities and their families. For related information, also read Acronyms and the Law - 1/1/07 - Technical Assistance ALLIANCE for Parent Centers,
Listed below are acronyms related to early intervention, education, special education, and other laws important to individuals with disabilities and their families. For related information, also read Acronyms and Agencies. - 1/1/07 - Robert Goerge, Gretchen Cusick, Miriam Wasserman, Robert Gladden
The findings in this report highlight the importance of further research into what leads students to participate in after-school programs and the factors that lead to higher engagement and retention once they are enrolled. A better understanding is crucial for improving enrollment in after-school programs such as ASM. Moreover, accounting for student factors that lead to a greater engagement in the program will lead to a clearer understanding of ASM’s contribution to the positive outcomes... - National Secondary Transition Technical Asssistance Center,
This guide explains what a transition assessment is, reasons to conduct them, how to select instruments, how to conduct an age appropriate assessment, sample instruments, and informal and formal assessment examples. - National Secondary Transition Technical Asssistance Center,
While age-appropriate transition assessment is not defined in the law, there are some clues as to the intent within the NSTTAC Indicator 13 FAQ (www.nsttac.org) that was approved by Office of Special Education Programs, US Department of Education. - 1/1/08 - National Dropout Prevention Center for Students with Disabilities,
This report summarizes the NDPC-SD’s findings for Indicator 2 across the 50 states, commonwealths and territories, and the Bureau of Indian Education (BIE), for a total of 60 agencies. For the sake of convenience, in this report the term “states” is inclusive of the 50 states, the commonwealths, and the territories, as well as the BIE. The evaluation and comparison of dropout rates for the states was confounded by several issues, which are described in the context of the summary... - 1/1/08 - National Dropout Prevention Center for Students with Disabilities,
This report summarizes the NDPC-SD’s findings for Indicator 1 across the 50 states, commonwealths and territories, and the Bureau of Indian Education (BIE), for a total of 60 agencies. For the sake of convenience, in this report the term “states” is inclusive of the 50 states, the commonwealths, and the territories, as well as the BIE. The evaluation and comparison of graduation rates for the states was confounded by several issues, which are described in the context of the summary... - 1/1/08 - Carole Edelsky
Students with disabilities have a right to a high quality education, an education that goes beyond a focus on skills and instead sets its sights on loftier goals (promoting equity), more ethical dispositions (e.g., a concern for fairness), and more elusive but critical habits of mind (e.g., engaging with inquiry). All students deserve such an education, and students with disabilities are no exception. What does such an education look like? What is the teacher doing? And what is the principal...
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