Not exact matches
Several EdSource stories have highlighting the pros and cons of the dashboard, as well as new «5 × 5 reports» that show how well schools or
student subgroups are doing
in specific categories.
However, the authors of a new study say that minority
students are less likely than similar white peers to be
in one of five common disability
categories — emotional disturbance, intellectual disability, «other health impairment,»
specific learning disability, and speech and language impairment.
Second, Florida's accounts are available to a subset of children with special needs (the
specific diagnoses are included
in state law), while Arizona's program is available to all children with special needs who would qualify for an Individualized Education Plan or a 504 plan, as well as the several additional
categories detailed above.17 (A 504 plan is a plan developed to provide appropriate accommodations for K - 12
students with special needs attending public schools, as detailed
in Section 504 of the Rehabilitation Act of 1973.)
Using Data to Address Equity Issues
in Special Education, from the Center for Evaluation and Education Policy, addresses the conventions for approaching disproportionality data (data that show whether a
specific group of
students is over - or underrepresented
in a
specific category of education, particularly special education).
Disproportionality — The degree to which
students in specific racial groups may or may not be at higher risk for being identified as having a disability and / or
in a
specific disability
category compared with
students not
in that racial group.
Under the Every
Student Succeeds Act (ESSA), Minnesota will be using a new multi-stage system to identify schools for several different
categories of support going into the 2018 - 19 school year, and this presentation will provide
specific details about one of the newest and most complicated measurements
in that system: progress toward English language proficiency.
(Look at how each indicator would affect
specific «
categories» of learners — for example:
students for whom English is not a first language,
students who have difficulty attending
in class,
students who need to move when they learn,
students who are academically advanced,
students who struggle cognitively, etc..)
This information helped them hone
in on the
specific topics that teachers and coaches were most apt to explore, and will help them correlate teacher self reflection
categories with growth
in teacher and
student outcomes.
To sort
students into these two
categories, a screening measure does not need to be very comprehensive, it merely needs to focus on a
specific skill that is highly correlated with a broader measure of reading achievement and that results
in a highly accurate sorting of
students.
Students of color are overrepresented
in the
specific categories of special education that are deemed most «stigmatizing,» including intellectual disabilities, emotionally disturbances, and
specific learning disabilities.
Resources provided by the CSDE clearly state that characterizing a
student's achievement solely
in terms of falling
in one of four
categories (levels) is an oversimplification, and that the
specific achievement levels should not be interpreted as infallible predictors of
students» futures.
Within each of these similar
categories of practice are numerous, more
specific competencies, orientations and considerations; for example, most of the 21
specific leadership practices linked to
student learning
in Waters, Marzano and McNulty's (2003) review fit within these
categories.
Regression analysis was used to predict group differences
in depressive symptoms, substance use, and health complaints of
specific biracial / ethnic identification groups as compared with adolescents identifying as monoracial
in one or the other racial / ethnic
category, while controlling for complex sampling design, mother» s education, single parent family, and
student» s grade.