Tag » prevention

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  Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education: Measuring the Problem

  1/31/07 - Martha Countinho, Donald Oswald, Equity Alliance at ASU

  The author of this brief discusses that racial disproportionality in school disciplinary practices has a long history, and still continues today. In the last three decades, racial disproportionality in school suspensions has increased noticeably, especially in high socioeconomic status (SES) schools. Empirical evidence suggests that exclusionary discipline practices result in further exclusion, school failure, and dropout. Today, nationwide African American students are disproportionately...

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  Preventing DISPROPORTIONALITY by Strengthening District Policies and Procedures - An Assessment and Strategic Planning Process

  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.

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  Preventing Disproportionate Representation: Culturally and Linguistically Responsive Prereferral Interventions

  1/5/09 - Shernaz B. García, Alba A. Ortiz, Equity Alliance at ASU

  This practitioner brief deals with culturally and linguistically responsive prereferral interventions for preventing disproportionate representation of culturally and linguistically diverse (CLD) students in special education. It applies to all parents and teachers of CLD students. Disproportionate representation of students from CLD backgrounds in special education has been a persistent concern in the field for more than 30 years. A key question in dealing with disproportionality in special...

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  Addressing dropout related factors at the local level: Recommendations for teachers

  1/14/09 - Smith, S.C.

  As educators and practitioners continue to seek effective interventions to prevent dropout, they must focus on identifying, monitoring, and addressing risk factors that are influenced by teachers (e.g., academic performance, peer and adult interactions, attendance, and behavior).

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  Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education: An Orientation for Parents

  1/6/09 - JoEtta Gonzales, Elaine Mulligan

  This presentation addresses three questions: What is the nature of disproportionate representation in our nation’s schools?What are parents’ legal rights for preventing inappropriate placement ? What are some resources and guidelines that parents and students can access to help prevent inappropriate placement?

• Do Americans really like children?

  1/1/94 - Goetting, Ann

  Argues that the US as a nation does not really like children, an argument supported by the substantial numbers of children who experience an array of preventable burdens. Statistics are offered on such topics as the high rate of infant mortality, low rankings in academic achievement, and the high rate of poverty among children. The gap between achievers and nonachievers continues to expand, producing a large number of children at high risk for never becoming productive members of society. A...

• Empowerment Groups for Academic Success: An Innovative Approach to Prevent High School Failure for At-Risk, Urban African American Girls

  1/1/05 - Bemak, Fred, Chung, Rita Chi-Ying, Siroskey-Sabdo, Linda A.

  Twenty-first-century urban schools face unique challenges in being culturally responsive and providing quality education to culturally diverse and low-income students. The academic achievement gap for low-income and ethnic youth poses the need for new and innovative interventions by educational institutions. School counselors are in a unique position in schools to assume leadership roles in reducing academic disparity. This article discusses the experience of urban youth identified as being...

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  Indicators for social-emotional development in early childhood: A guide for local stakeholders

  1/7/09 - Elizabeth A. Isakson , Louisa B. Higgins , Leslie L. Davidson, Janice L. Cooper

  "Social-emotional development in young children encompasses how young children feel about themselves, how they behave and how they relate to people close to them, such as caregivers, teachers, and peers. Although infant and early childhood mental health are often used in the same way, the term social-emotional development illustrates the importance of prevention and early intervention. There is strong evidence linking social-emotional health in the early childhood years (birth to 6) to...

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  Preventing challenging behavior in young children: Effective practices

  1/3/09 - Alter, P., Conroy, M.

  The single best way to address challenging behaviors in young children today is to take steps to make sure that they never occur. While there is no universal panacea for preventing challenging behaviors, there are several broad-based early intervention strategies that researchers suggest to prevent challenging behaviors.

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  Response to Intervention and the Pyramid Model

  1/18/09 - Lise Fox , Judith Carta, Phil Strain , Glen Dunlap, Mary Louise Hemmeter

  Response to Intervention (RtI) offers a comprehensive model for the prevention of delays in learning and behavior. While this problem-solving framework was initially designed for application within Kindergarten to 12th grade programs, there is substantial research that supports the value of the model for application within early childhood programs. This paper provides an overview of RtI and discusses the Pyramid Model (Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003) and its application for...

• The Case for Early, Targeted Interventions to Prevent Academic Failure

  1/1/07 - Perez-Johnson, Irma, Maynard, Rebecca

  The persistent achievement gaps among children of different race/ethnicity and socioeconomic status in the United States represent an issue that has commanded public, policy, and research attention on and off for about 100 years now, and it is once again in the forefront of policy-making agendas. Debates nevertheless abound on the most promising and cost-effective strategies to address the problem. We examine critically the available evidence on the benefits and costs of early childhood...

• A cross cultural assessment of health promotion/disease prevention programs.

  1/1/88 - Connor, R. F.
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  Addressing dropout related factors at the local level: Recommendations for administrators

  1/14/09 - Smith, S.C., Bost, L.W.

  With diligence and the appropriate framework, administrators can create positive change at the local level for both students and faculty, while increasing school completion rates for students with disabilities.

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  An analysis of State Performance Plan data for indicator 2 (Dropout)

  1/3/09 - 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...

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  An analysis of States’ Annual Performance Report data for Indicator 1 (Graduation)

  1/3/09 - 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...

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  Approaches to dropout prevention: Heeding early warning signs with appropriate interventions

  1/3/09 - Kennelly, Louise, Monrad, M.

  This report outlines steps that schools can take to identify at-risk students and provide the necessary support systems and relevant interventions to assist students in obtaining a high school diploma. Further, the report discusses the use of early warning data systems to target interventions for groups and individual students, offers a variety of best practice approaches undertaken by higher-performing high schools, and presents effective programs that are currently being implemented to...