Area: DISTRICT:inclusive leadership for equity and outcomes
Area » DISTRICT:inclusive leadership for equity and outcomes
(22 Results) Page: 1 2
- 1/24/09 - Elizabeth Kozleski, Shelley Zion, Equity Alliance at ASU
This tool is designed to guide the examination of LEA practices once data suggest that serious and inappropriate disproportionate referral, identification and placement of students who are culturally and linguistically diverse may be occurring.
- 1/16/10 - Caroline and Sigmund Schott Foundation, The Schott Center for Public and Early Education
"This report reflects our recent efforts to understand how to ensure that the next generation of girls and boys enjoy respectful schools and classrooms in which they can grow and succeed. We want all children to have the benefits of an education that provides them with a full range of life options and helps them become decisionmakers and leaders. We hope this publication will serve as a useful discussion tool for organizations, foundations, and individuals interested in creating more...
- 1/3/09 - Edward Fergus, Roey Ahram
“The purpose of this manual is to provide disrtrict/school personnel an overview of how to analyze special education and general education enrollment data in order to identify rates of disproportionality in special education classification and placement. The manual is divided into three levels: (a) general; (b) by race/ethnicity; and (c) by disability type, placement, and race/gender/ethnicity. Each level outlines the core questions that should be answered by the data, as well as the...
- 1/5/09 - California Comprehensive Center,
A large amount of national research supports the concept of using data driven decision making to improve student achievement. This brief produced by the American Institutes for Research (AIR), as a partner in the California Comprehensive Center (CA CC) at WestEd, summarizes key findings about the use of data driven decision making, including the effective use of assessment data, the role of administrators, the role of teachers, and the role of parents and students, as detailed in three...
- 1/5/09 - Diez, V.
This report presents findings from an evaluation of the Latino After-School Initiative (LASI), an umbrella organization that provides funding, educational guidelines, staff development, and networking opportunities to after-school programs in the Greater Boston area. LASI funds seven Latino-led after-school programs servicing children ages 7-14. The programs are located in Lynn, Cambridge, Roxbury, Jamaica Plain, and Chelsea. LASI was established in 2001 by the United Way of Massachusetts...
- 1/13/10 - Mark Dynarski, Linda Clarke, Brian Cobb, Jeremy Finn, Russell Rumberger, Jay Smink
"This guide is intended to be useful to educators in high schools and middle schools, to superintendents and school boards, and to state policymakers in planning and executing dropout prevention strategies. The target audience includes school administrators as well as district-level administrators. This guide seeks to help them develop practice and policy alternatives for implementation. The guide includes specific recommendations and indicates the quality of the evidence that supports these...
- 1/3/09 - National High School Center,
The National High School Center’s goal is to encourage researchers, policymakers, and practitioners at all levels to engage in comprehensive, systemic efforts to maximize attainment for all high school students, with a focus on those students who have been historically underserved. To this end, we have developed a framework that consists of eight core elements and provides a lens for mapping school, district, and state high school improvement efforts.
- 1/22/08 - Christenson, S.
Student engagement with school, a multidimensional construct, is considered the primary theoretical model for understanding dropout and is, quite frankly, the bottom line in interventions to promote school completion. Variously described as a commitment to and investment in learning, identification and belonging at school, participation in the school environment, and initiation of an activity to accomplish an outcome, engagement is associated with desired academic, social, and emotional...
- 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...
- 1/18/09 - Eric Isenberg , Steven Glazerman , Martha Bleeker , Amy Johnson , Julieta Lugo-Gil , Mary Grider , Sarah Dolfin , Edward Britton , Melanie Ali
The report, Impacts of Comprehensive Teacher Induction: Results from the Second Year of a Randomized Controlled Study, compares outcomes of teachers offered intensive induction activities with full-time mentors to those of teachers with less intensive, less structured induction activities using an experimental study design. This second report includes information from10 districts in which teachers were offered one year of comprehensive induction services ("one-year" districts) and 7...
- 1/1/06 - Melissa Lazarín
This Issue Brief “examines the impact of the No Child Left Behind Act on English language learners. It concludes that, while the law has not been implemented adequately, it holds considerable promise for closing the achievement gap between English language learners and other students. The issue brief also provides a road map for policymakers and school administrators for improving the law’s effectiveness for English language learners.”
- National Secondary Transition Technical Asssistance Center,
This data collection tool allows states to record individual student IEP data for Indicator 13. The tool is web based and allows data to be stored in a standard Excel spreadsheet. The tool enables schools, districts, or states to monitor their I-13 passing rates relative to key student features including ethnicity, disability category, district or school, gender, and level of service.
- 1/14/09 - The Advancement Project,
This Action Kit is intended to help mobilized communities (parents, youth, advocates, and educators) understand and begin to address the schoolhouse to jailhouse track so that they may ultimately create caring learning environments that push students toward colleges and careers rather than prison. It includes information on: Collecting information and data about school discipline policies and practices; Analyzing and organizing the data; and Developing messages that resonate with your audience.
- 1/9/10 - Jonathan A. Plucker, Nathan Burroughs, Ruiting Song
"After briefly summarizing recent literature on the excellence gap, the trends in National Assessment of Educational Progress (NAEP) scores along gender, racial, income, and English language lines are discussed, with a brief examination of excellence gaps as measured by state accountability assessments. Next, the degree to which achievement gaps at the advanced level may be connected to gaps at the basic and proficient level of achievement is considered. After a discussion of state and...
- 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.
- 1/3/09 - National Secondary Transition Technical Asssistance Center,
This single column form is designed to meet the minimum requirements for collecting and reporting data on Indicator 13 of the Part B State Performance Plan and Annual Performance Report. It allows a school, district, or state to review the data for each item simultaneously across all postsecondary goal areas.