Sentences with phrase «for improving outcomes for students with disabilities»

Not exact matches

Kessler Foundation Grants $ 378,000 to Improve Employment Outcomes for High School Students with Disabilities

Nancy Reder is director of Government Affairs for the National Association of State Directors of Special Education, an organization working with states to improve outcomes for students with disabilities.

The power of parents to move their disabled child out of a failing program would likely improve the outcomes for that child and motivate more teachers and administrators to achieve positive results for their students with disabilities.

Educational outcomes for students with disabilities have significantly improved under the No Child Left Behind Act.

In «Eliminating Ableism in Education,» Harvard Graduate School of Education lecturer Thomas Hehir describes the effects of ableism in education and outlines ways to begin improving educational outcomes for students with disabilities.

«RDA is about using the accountability framework to provide states with incentives and support to implement evidence - based strategies to improve results and outcomes for students with disabilities.»

► Improved educational programs, opportunities, and outcomes for students from low - income families, students of color, students with disabilities, English Language Learners, students living in temporary housing, LGBTQ students, and students involved in the child welfare or the juvenile or criminal justice systems.

In partnership with the VDOE School Improvement Office, school divisions were prioritized for professional development in the areas of co-teaching, specially designed instruction in the general classroom, standards - based IEP, and using data to improve outcomes for students with disabilities.

A professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and / or the gifted.

As such, it is critical that we continuously work to improve efficiency, implement evidence - based practices, and provide greater accountability on key performance indicators that support successful academic and post-school outcomes for students with disabilities.

Applications must address at least one of the competition's priorities, which include improving the effectiveness of teachers or principals, implementing college - and career - ready standards, improving outcomes for students with disabilities, and serving rural communities.

In 2016, Jared Bissen accepted the position of Director of Special Education for Gem Innovation Schools and continues his passion to improve the educational outcomes of students with disabilities as he coordinates services throughout the network of schools.

CCSSO helps to bridge special education and general education systems to ensure integrated efforts to improve outcomes for all students, including students with disabilities.

Through various partnerships with national technical assistance centers and national coalitions, we work to support states in their efforts to improve outcomes for students with disabilities.

The Council for Exceptional Children (CEC): The largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and / or the gifted.

CCSA's new report takes a look at 10 outstanding California charter public schools and the effective and innovative approaches behind their special education programs, their best practices for implementation, and what policy arrangements have allowed them to improve outcomes for students with disabilities.

Students preparing to dedicate themselves to learning about the nature of disabilities and the ways in which individuals, families, schools, and local, state, and federal agencies work to improve the quality of life and outcomes for individuals with disabilities.

We stand by their endeavors to secure school finance reform and improve education outcomes and opportunities for our public school children, especially those who are at - risk, English language learners, and students with disabilities and other special needs.

The coalition came together to push for school finance reform and improved educational opportunities and outcomes for Nevada public school children, especially those students who are at - risk, English language learners, gifted and talented, and students with disabilities or other special needs.

During the intervening years, it has become more and more apparent that the best strategy for improving educational outcomes for students with disabilities is to focus more attention and resources on improving instructional practices in the regular classroom for all students.

Improving educational outcomes and raising student achievement for students with disabilities is crucial.»

I am pleased that the National Center on Educational Outcomes has gathered stories of the five districts featured on its Moving Your Numbers website that provide concrete examples of how successful districts have improved achievement for all of their students, including those with disabilities.

While there have been examples of charter schools that have struggled to ensure equitable access for students with disabilities, collaboration between districts and charter schools offers the potential to improve outcomes for students with disabilities.

We applaud the National Center on Educational Outcomes for providing these very real examples of districts that, despite widely varying demographics and economic situations, have demonstrated that it is possible to improve achievement for all students, including those identified as students with disabilities, when professionals set high expectations and work together to reach them.

This model offers substantive promise for improving learning outcomes for students with disabilities and other traditionally marginalized populations who receive the majority of their classroom instruction in general education settings.

Reviewers must have expertise in education evaluation or at least one of the program's absolute priorities (increasing educator effectiveness; improving low - performing schools; strengthening science, technology, engineering, and mathematics education; boosting academic outcomes for students with disabilities and English language learners; encouraging parent and family engagement; promoting effective use of technology; serving rural communities; and implementing college - and career - ready standards).

Regarding special education legislation, NSBA emphasizes improved education outcomes for students with disabilities.

Kimmel's experience focuses on teacher quality, teacher preparation, and education pathways related to improving outcomes for students with disabilities.

Its mission is to improve educational outcomes for elementary and middle school students with disabilities.

This excerpt from the Urban Special Education Leadership Collaborative's audit of SFUSD summarizes the auditors» recommendations to help the district improve outcomes for students with disabilities.

Preparing Qualified and Effective Adapted Physical Educators to Improve Outcomes for Students with Disabilities.

NCLD and the American Association of Colleges for Teacher Education (AACTE) jointly released this policy brief in May 2011 to help promote research - based approaches to improving educational outcomes for students with disabilities.

Currently, Dr. Jackson serves as a principal investigator and senior advisor for the NCSI, a federally - funded technical assistance center, which supports states in building their capacity to transform state systems to improve outcomes for students with disabilities.

The brief articulates a vision of effective preparation for general education teachers to improve outcomes for students with disabilities.

This year, Congress plans to update the law again and we will have a chance to make changes that will improve access and outcomes for students with disabilities who want to pursue higher education.

Preparing General Education Teachers to Improve Outcomes for Students With Disabilities Today 57 percent of students with disabilities spend more than 80 percent of their day in general education classrooms, yet general education teachers consistently report that they do not have the skills they need to effectively instruct diverse learners, including students with disabStudents With Disabilities Today 57 percent of students with disabilities spend more than 80 percent of their day in general education classrooms, yet general education teachers consistently report that they do not have the skills they need to effectively instruct diverse learners, including students with disabilitWith Disabilities Today 57 percent of students with disabilities spend more than 80 percent of their day in general education classrooms, yet general education teachers consistently report that they do not have the skills they need to effectively instruct diverse learners, including students with dDisabilities Today 57 percent of students with disabilities spend more than 80 percent of their day in general education classrooms, yet general education teachers consistently report that they do not have the skills they need to effectively instruct diverse learners, including students with disabstudents with disabilities spend more than 80 percent of their day in general education classrooms, yet general education teachers consistently report that they do not have the skills they need to effectively instruct diverse learners, including students with disabilitwith disabilities spend more than 80 percent of their day in general education classrooms, yet general education teachers consistently report that they do not have the skills they need to effectively instruct diverse learners, including students with ddisabilities spend more than 80 percent of their day in general education classrooms, yet general education teachers consistently report that they do not have the skills they need to effectively instruct diverse learners, including students with disabstudents with disabilitwith disabilitiesdisabilities.

Download your FREE copy of NCLD's Preparing General Education Teachers to Improve Outcomes for Students With Disabilities

She has conducted programmatic research on assessment methods for enhancing instructional planning and on instructional methods for improving reading and math outcomes for students with learning disabilities.

Supporting Inclusive Schools for the Success of Each Child: A Guide for States on Principal Leadership offers state leaders eight key strategies to establish a vision for and integrate effective, inclusive principal leadership into policy and practice to improve outcomes for students with disabilities.

This year's priorities for the Development grants are increasing educator effectiveness; improving low - performing schools; strengthening science, technology, engineering, and mathematics education; boosting academic outcomes for students with disabilities and English language learners; encouraging parent and family engagement; promoting effective use of technology; and serving rural communities.

The other case study, How School Culture and Support Systems Can Improve Disciplinary Outcomes for Students with Disabilities, examines Mott Haven Academy Charter School in New York City and the impact of its positive school culture and behavior support systems on disciplinary oOutcomes for Students with Disabilities, examines Mott Haven Academy Charter School in New York City and the impact of its positive school culture and behavior support systems on disciplinary outcomesoutcomes.

NASDSE supports state education agencies and State Directors of Special Education in the 50 states and federal jurisdictions to improve outcomes for students with disabilities and their families.

The other case study, How School Culture and Support Systems Can Improve Disciplinary Outcomes for Students with Disabilities, examines Mott Haven Academy Charter School in New York City and how its positive school culture and behavior support systems improve disciplinary outcomes for students with disabiImprove Disciplinary Outcomes for Students with Disabilities, examines Mott Haven Academy Charter School in New York City and how its positive school culture and behavior support systems improve disciplinary outcomes for students with disabOutcomes for Students with Disabilities, examines Mott Haven Academy Charter School in New York City and how its positive school culture and behavior support systems improve disciplinary outcomes for students with disabStudents with Disabilities, examines Mott Haven Academy Charter School in New York City and how its positive school culture and behavior support systems improve disciplinary outcomes for students with dDisabilities, examines Mott Haven Academy Charter School in New York City and how its positive school culture and behavior support systems improve disciplinary outcomes for students with disabiimprove disciplinary outcomes for students with disaboutcomes for students with disabstudents with disabilitiesdisabilities.

California middle schools in high needs districts are eligible to compete for a share of an $ 11 million federal grant awarded to improve educational outcomes for students with disabilities.

Improving Accommodations Outcomes: Monitoring Instructional and Assessment Accommodations for Students with Disabilities.Third in a series of three CCSSO publications for states addressing accommodations and students with disabStudents with Disabilities.Third in a series of three CCSSO publications for states addressing accommodations and students with disabstudents with disabilities.

This white paper summarizes the proceedings of a summit that was focused on integrating research knowledge on promising approaches into intensive intervention and implementation to improve academic outcomes for students with disabilities who have severe and persistent learning need.

NSBA takes a strategic approach to special education legislation, emphasizing improved outcomes for students with disabilities.

Self - regulated strategy instruction in regular education settings: Improving outcomes for students with and without learning disabilities.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

It also features the article «Improving Outcomes for Students with Disabilities» by Satish Moorthy.