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Tag: technical Tag » technical- 1/1/08 - Guiterrez, Rochelle
A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about students of color and working-class students... - 1/1/08 - Gutiérrez, Rochelle
A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about students of color and working-class students... - 1/1/08 - Gutiérrez, Rochelle
A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about students of color and working-class students... - 1/3/09 - 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. - 1/5/09 - Greer, M., Taylor, A., Mackey Andrews, S.D., The National Early Childhood Technical Assistance Center
This paper summarizes the fiscal challenges that this legislation presents and proposes a framework for analyzing, adjusting, and maintaining a flexible and self-regulating finance system to support Part C early intervention services for infants and toddlers and their families. The framework design features four phases of work to help agencies understand the issues and make informed decisions for on-going development and support of a Part C finance system. - 1/10/09 - 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 - 1/10/09 - 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. - 1/3/09 - 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. - 1/13/09 - Elaine Mulligan
Presentation designed to give an overview of the LeadScape principals project inlcuding support for professional development, technical assistance, ongoing coaching, and web-based tools. - 1/12/09 - Larke N. Huang , Girlyn Arganza
"This matrix of Asian American/Pacific Islander programs provides a snapshot of over 50 programs across the country focusing on AAPI youth development and prevention of high-risk behaviors. It captures the variation in emphases and populations, innovative strategies and collaborations, the wealth of materials, including culturally-based curriculum and evaluation instruments developed by these programs, and the sources of funding ranging from the conventional to the creative. Contact... - 1/3/09 - Gersten, R. , Beckmann, S. , Clarke, B. , Foegen, A. , Marsh, L. , Star, J. R. , Witzel, B.
This Practice Guide, released by IES in April 2009, aims to help educators develop and implement Response to Intervention to assist students struggling in math. The focus is building an instructional program in order to improve outcomes for students who have difficulty with math. The guide presents recommendations about screening, instruction, and progress monitoring and indicates the quality of the research base that supports them. It includes common questions and potential concerns that... - 1/5/09 - Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S., Tilly, W.D.
This Practice Guide, released by IES in February 2009, aims to help educators develop and implement Response to Intervention to assist students struggling with reading. The focus is building an instructional program in order to improve outcomes for students who have difficulty with reading as well as set in place a screening process for all students. The guide presents recommendations and indicates the quality of the research base that supports them. It includes common questions and... - 1/10/09 - Technical Assistance ALLIANCE for Parent Centers,
Research shows that assistive technology (AT) can help young children with disabilities to learn developmental skills.(1) Its use may help infants and toddlers to improve in many areas: • social skills including sharing and taking turns • communication skills • attention span • fine and gross motor skills • self confidence and independence The right type of assistive technology can improve a child’s ability to communicate. This in turn may help reduce some negative behaviors... - 1/1/05 - Werkema, Rachel Deyette, Case, Robert
Disparities in curricular offerings between poor, inner-city schools and their more affluent counterparts leave urban students at a disadvantage in terms of preparation for higher education and future job opportunities. Introducing more rigorous academic coursework into traditionally low-performing schools is one way to close this gap; however, the addition of advanced classes is only part of moving a school to a higher level of academic performance. Using a framework developed by Oakes, we... - 1/5/09 - Ellen S. Peisner-Feinberg
The FPG Child Development Institute is conducting the statewide evaluation of the More at Four program. The evaluation is designed to provide information that can be used for determining program effectiveness for children (accountability), program improvement (strengths/ weaknesses, suggested areas for technical assistance), and decision-making for future activities and funding. The overall evaluation will address questions about who is being served by the More at Four program, the... - 1/1/05 - Uline, Cynthia L. ed, Johnson, Joseph F. Jr ed
A special issue on closing achievement gaps is presented. Articles discuss the development of the standards movement, student-invloved classroom assessment, the appeal of "universalized pedagogies" in the field of education, the need for teacher education programs to promote social justice and accountability, the role of professional development in closing the achievement gap, the Interstate School Leadership Licensure Consortium standards, three key strategies that district and school...
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