Tag » identified

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  North Carolina’s ABCD Program: Using Community Care Networks to Improve the Delivery of Childhood Developmental Screening and Referral to Early Intervention Services

  1/1/09 - Sarah Klein , DouglasMcCarthy

  Between 2004 and 2008, North Carolina’s Assuring Better Child Health and Development (ABCD) program quintupled the number of screening tests administered during Medicaid well-child visits to identify young children at risk for developmental disabilities and delays. Referrals to Early Intervention programs quadrupled, helping to increase the percentage of infants and toddlers receiving Early Intervention services statewide-from an estimated 3.0 percent in 2003 to 4.3 percent in 2008. As a...

• Delphi study of instructional strategies for English language learners with disabilities: Recommendations from educators nationwide

  1/1/08 - Thurlow, M., Shyyan, V., Barrera, M., Liu, K.

  “This study is part of national research over the past seven years at the National Center on Educational Outcomes focused on identifying and validating instructional strategies for ELLs with disabilities. . . . In recent work (Barrera, Shyyan, Liu, & Thurlow, 2008), educators from five States with large ELL populations and five States with small ELL populations generated sets of reading, mathematics, and science instructional strategies and weighted their importance in focus group-like...

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  How active are teens during their out-of-school time?

  1/1/09 - Robert Goerge, Gretchen Cusick, Shannon Guiltinan

  This issue brief explores levels of physical activity among high school students in Chicago Public Schools, including participation in sports, informal exercise, and other activities. Latent class analysis was used to classify students’ levels of physical activity, revealing low levels of activity among most high school students. Multilevel regression analyses were then used to identify individual and community characteristics associated with the different levels of physical activity. By...

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  Language and reading interventions for English language learners and English language learners with disabilities

  1/1/09 - Mabel O. Rivera, Ani C. Moughamian, Nonie K. Lesaux, David J. Francis

  We begin by noting the current federal policy context in which this discussion of reading instruction and interventions for ELLs occurs. Then we discuss how English language learners are identified and classified and raise related assessment issues. We follow that with a discussion of issues in identifying English language learners with disabilities and concerns associated with assessing ELLs’ academic achievements and their language proficiency accurately. Finally, we review recent...

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  Models of Response to Intervention in the Northwest Region States

  1/1/09 - Jennifer Stepanek, Kit Peixotto

  This report provides information on the response to intervention (RTI) models supported by state education agencies in the Northwest Region and identifies states’ RTI-related resources, policies, and activities. The information will help the Northwest Regional Comprehensive Center focus its technical assistance for RTI and identify areas for cross-state collaboration, while enabling states to learn from each other’s experience.

• Online survey on instructional strategies for English language learners with disabilities

  1/1/06 - Deb Albus, Shyyan, V., Thurlow, M.

  The current study, an online survey about instructional strategies for ELLs with disabilities, was designed to build on the findings of the previous study about educator perceptions of instructional strategies. Although the current study did not use consensus building methods, it was similarly designed to obtain educators’ perspectives about instructional strategies for reading, mathematics, and science. This survey, in contrast to the previous study, included a broader range than only...

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  Teacher quality and student achievement: Making the most of recent research

  1/1/08 - Goe, E., Stickler, L.

  This brief culls the associations between teacher quality and student achievement, as identified in a research synthesis conducted by the National Comprehensive Center for Teacher Quality. It identifies several teacher quality variables—including specific teacher qualifications, characteristics, and classroom practices—that are strong and consistent predictors of student achievement.

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  Transition Services for Youth with Disabilities

  1/1/06 - Phil Ferguson, Rick Blumberg

  One way to evaluate the effectiveness of transition services for students with disabilities is to take a look at the outcomes students are achieving. The purpose of this report is to present some important statistics that reveal how students with disabilities appear to be faring; to identify some strategies that appear to result in desirable outcomes; and to suggest some resources for further information about this topic.

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  2005 National School Climate Survey: The experiences of lesbian,gay, bisexual and transgender youth in our nation’s schools.

  1/1/06 - Joseph G. Kosciw, Elizabeth M. Diaz

  "GLSEN's biennial National School Climate Survey is the only national survey to document the experiences of students who identify as LGBT in America's secondary schools."

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  2007 National School Climate Survey: The experiences of lesbian,gay, bisexual and transgender youth in our nation’s schools.

  1/1/08 - Joseph G. Kosciw, Elizabeth M. Diaz, Emily A. Greytak

  "GLSEN's biennial National School Climate Survey is the only national survey to document the experiences of students who identify as LGBT in America's secondary schools. The 2007 survey includes responses from 6,209 LGBT students between the ages of 13 and 21 from all 50 states and the District of Columbia. Data collection was conducted through community-based groups, online outreach, and targeted advertising on the social networking site MySpace."

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  A checklist for improving your annual performance report for indicator 13

  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.

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  A developmental perspective on college & workplace readiness

  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...

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  A new majority: Low income students in the South's public schools

  1/1/07 - Southern Education Foundation,

  This SEF research report reviews trends in the growth of low income children in the South’s public schools. The report finds that public schools in the region have enrolled a majority of low income students in each of the last three years (2004-2006) and today the South is the only region in the nation where low income students are 50 percent or more of public school enrollment. The report also provides some historical background on the presence of low income students in Southern states...

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  A shell game: Federal funds to improve schools

  1/1/06 - Fagan, T.

  This report describes problems with the way the funds under the No Child Left Behind Act are made available to schools identified for improvement.

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: Connecticut

  1/1/09 - Elizabeth Kozleksi, Amanda Sullivan, Kara Sujansky

  This report provides a snapshot of Connecticut’s efforts to provide for the education of students identified as having disabilities and students identified as CLD.2 We use NCCRESt’s conceptual framework for culturally responsive educational systems, which focuses on the connections between people, policies, and practices, to provide a schema for analyzing the relationships between federal, state, LEA, and school policies.

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  A summary of research on the effects of test accommodations: 2002 through 2004

  1/1/06 - Johnstone, C., Altman, J., Thurlow, M., Thompson, S. J.

  The No Child Left Behind Act of 2001 (NCLB) requires the reporting of participation in assessments overall and by subgroup, including students with disabilities. As states and school districts strive to meet the goals for adequate yearly progress required by NCLB, the use of individual accommodations continues to be scrutinized for effectiveness, threats to test validity, and score comparability. This report summarizes 49 empirical research studies completed on test accommodations between...