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District of Columbia Public Schools, 2023
The purpose of this guidebook is to: (1) Assist Speech-Language Pathology service providers as they support the educational goals of eligible students with disabilities in the District of Columbia Public Schools (DCPS); and (2) Ensure that all Speech-Language Pathologists (SLPs) in the District of Columbia Public Schools (DCPS) operate with the…
Descriptors: Speech Evaluation, Speech Language Pathology, Speech Therapy, Public Schools
Marx, T.; Klein, E.; Colpo, A.; Walden-Doppke, M.; Reinhardt, E.; Butler, C. – National Center on Intensive Intervention, 2020
Broadly defined, coaching is "a form of professional learning within the classroom or school that helps [educators] develop and apply new knowledge, make strong plans for instruction and assessment, obtain feedback, refine their practices, and examine results" (The University of Florida Lastinger Center for Learning, Learning Forward,…
Descriptors: Coaching (Performance), Professional Development, Models, Intervention
District of Columbia Public Schools, 2022
The purpose of this guidebook is to: (1) Assist Speech-Language Pathology service providers as they support the educational goals of eligible students with disabilities in the District of Columbia Public Schools (DCPS); and (2) Ensure that all Speech-Language Pathologists (SLPs) in the District of Columbia Public Schools (DCPS) operate with the…
Descriptors: Speech Language Pathology, Allied Health Personnel, Public Schools, Personnel Policy
District of Columbia Public Schools, 2021
The purpose of this guidebook is to: (1) Assist Speech-Language Pathology service providers as they support the educational goals of eligible students with disabilities in the District of Columbia Public Schools (DCPS); and (2) Ensure that all Speech-Language Pathologists (SLPs) in the District of Columbia Public Schools (DCPS) operate with the…
Descriptors: Speech Language Pathology, Allied Health Personnel, Public Schools, Personnel Policy
Guarino, K.; Chagnon, E. – National Center on Safe Supportive Learning Environments, 2018
The "Trauma-Sensitive Schools Training Package" offers school and district administrators and staff a roadmap and tools for adopting a school- or district-wide approach to addressing trauma and promoting resilience for everyone in the learning environment. This training package supports school and district administrators and staff to do…
Descriptors: Trauma, Student Needs, Holistic Approach, Intervention
Center for Mental Health in Schools at UCLA, 2014
It is clear that developing a "Unified and Comprehensive System of Learning Supports" is a complex, multi-year process. The Center for Mental Health in Schools at UCLA has delineated the specifics nature and scope of the system and of the processes for getting from a fragmented and marginalized set of student and learning supports to a…
Descriptors: Academic Support Services, Educational Policy, Intervention, Administrative Organization
Healthy Schools Campaign, 2017
Chronic absenteeism is most commonly defined as missing 10 percent or more of school days for any reason. Chronic absenteeism is a proven early warning sign of academic risk and school dropout. While the causes of chronic absenteeism are multifold, research shows that student health and a school's health and wellness environment are key factors…
Descriptors: Federal Legislation, Educational Legislation, Elementary Secondary Education, Attendance
Jobs for the Future, 2014
Nationally, more than one million youth drop out of high school each year. One in four young people do not graduate with their age mates. Thus, in recent years, national leaders have directed sustained attention to what they term the "dropout crisis," particularly in high schools that are graduating less than two-thirds of their…
Descriptors: Dropouts, Dropout Prevention, High School Students, Graduation Rate
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Institute of Education Sciences, 2013
In January 2011, a Joint Committee of representatives from the U.S. Department of Education (ED) and the U.S. National Science Foundation (NSF) began work to establish cross-agency guidelines for improving the quality, coherence, and pace of knowledge development in science, technology, engineering and mathematics (STEM) education. Although the…
Descriptors: STEM Education, Research and Development, Intervention, Educational Improvement
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Frazelle, Sarah; Nagel, Aisling – Regional Educational Laboratory Northwest, 2015
To stem the tide of students dropping out, many schools and districts are turning to early warning systems (EWS) that signal whether a student is at risk of not graduating from high school. While some research exists about establishing these systems, there is little information about the actual implementation strategies that are being used across…
Descriptors: At Risk Students, Dropouts, Dropout Prevention, Prevention
Alabama Department of Education, 2011
This guide is a training and supportive tool for use by local education agencies (LEAs) in the state of Alabama that are utilizing the Science, Technology and Innovation (STI) Information-INow-INFocus information system software. The Graduation Tracking System (GTS) utilizes existing STI technology to capture student information pertaining to…
Descriptors: Guides, Computer Software, Information Management, Student Records
Rissman, Lila M.; Miller, Debra H.; Torgesen, Joseph K. – Center on Instruction, 2009
The purpose of this "Adolescent Literacy Walk-Through for Principals" ("ALWP") is to help principals monitor and support adolescent literacy instruction in their schools more effectively. To meet the goals of improving adolescent literacy in grades four through twelve, principals must be familiar with what literacy instruction…
Descriptors: Intervention, Knowledge Level, Literacy, Professional Development
Kosanovich, Marcia; Jordan, Georgia; Arndt, Elissa; VanSciver, Mary; Wahl, Michelle; Rissman, Lila – Center on Instruction, 2008
This "Facilitator's Guide" has been prepared for presenters of the Reviewing a Reading Program professional development training. It is one of three pieces comprising a suite of materials on reviewing reading programs: this "Guide", the "Reviewing a Reading Program Participant's Guide" and the "Reviewing a Reading Program" Professional Development…
Descriptors: Reading Programs, Professional Development, Reading Instruction, Guides
Burgoyne, Ursula; Hull, Oksana – National Centre for Vocational Education Research (NCVER), 2007
"Classroom Management Strategies to Address the Needs of Sudanese Refugee Learners" (ED499673) examined the extent to which English language, literacy and numeracy teachers used classroom management strategies to meet the needs of adult Sudanese refugee learners. The researchers found that while teachers met the needs of these learners…
Descriptors: Classroom Techniques, Oral Language, Refugees, Teaching Methods
Kosanovich, Marcia; Jordan, Georgia; Arndt, Elissa; Van Sciver, Mary; Wahl, Michelle; Rissman, Lila – Center on Instruction, 2008
The Curriculum and Instructional Projects Team at the Florida Center for Reading Research (FCRR) developed "Guidelines for Reviewing a Reading Program" ("Guidelines") to assist reviewers in determining if a program is consistent with the scientific research on reading. Based on that work, the Center on Instruction Reading Strand developed this…
Descriptors: Scientific Research, Reading Research, Reading Programs, Guidelines
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