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Jones Roberson, Javetta – Gifted Child Today, 2023
As gifted and advanced level leaders move to increasing efforts of inclusivity in their programs, there is a need to use evaluative measures focusing on equity for systemic change and growth. Equity Audits can provide leaders with a holistic perspective of their programming and how they can use the data to shift the culture, identify inequities…
Descriptors: Academically Gifted, Advanced Students, Equal Education, Inclusion
Wisconsin Department of Public Instruction, 2019
This resource was designed to be used by individuals and groups as an ongoing reflection tool. Inclusion is not a one-size-fits-all concept, nor a complete-and-move-on challenge. The checklist and supporting resources are meant to help individual libraries evaluate current services as well as plan for the future. Ultimately, changes and…
Descriptors: Inclusion, Public Libraries, Library Services, Check Lists
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Hos, Rabia; Kaplan-Wolff, Beth – Journal of Curriculum and Teaching, 2020
English Learners (ELs) make up 9.6% of the total student population in the U.S. (National Center for Education Statistics, 2019). Students with interrupted formal education (SIFE) are a subgroup of ELs who have had at least two fewer years of schooling than their peers, and function at least two years below grade level in reading and mathematics…
Descriptors: English Language Learners, Refugees, Educational Background, High Stakes Tests
Sam, A.; Kucharczyk, S.; Waters, V. – National Professional Development Center on Autism Spectrum Disorders, 2018
This evidence-based practice overview on Structured Play Groups (SPG) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The "SPG Evidence-base" details the…
Descriptors: Evidence Based Practice, Autism, Pervasive Developmental Disorders, Intervention
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Cherasaro, Trudy; Yanoski, David; Swackhamer, Lyn – Regional Educational Laboratory Central, 2015
This guide was developed to provide guidance to states or districts wishing to monitor implementation of educator evaluation systems. It describes a three-step process: develop state guidelines for educator evaluation systems; develop data collection methods; and determine adherence criteria and review data against criteria. The process was…
Descriptors: Teacher Evaluation, Program Implementation, Guidelines, Data Collection
Morin, K. L. – National Professional Development Center on Autism Spectrum Disorders, 2018
This evidence-based practice overview on Extinction (EXT) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The "EXT Evidence-base" details the NPDC…
Descriptors: Autism, Pervasive Developmental Disorders, Evidence Based Practice, Behavior Modification
Griffin, W. – National Professional Development Center on Autism Spectrum Disorders, 2017
A hallmark of Autism spectrum disorder (ASD) is difficulties with social communication, and some learners with ASD experience additional deficits in expressive and/or receptive language that impair their ability to interact with others. However, a strength observed in many learners with ASD is responding to visual cues and structure. The use of…
Descriptors: Evidence Based Practice, Scripts, Autism, Pervasive Developmental Disorders
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Burchard, Melinda; Dormer, Jan; Fisler, Jennifer – AASA Journal of Scholarship & Practice, 2017
This study investigated interactions between evidence-based practices implemented and attributions of factors contributing to achievement of student learning objectives. Conducted in three school districts in a mid-Atlantic state, 78 teachers completed an end-of-year survey. Internal attributions were significantly correlated with implementation…
Descriptors: Interaction, Evidence Based Practice, Behavioral Objectives, Program Implementation
Tomaszewski, B. – National Professional Development Center on Autism Spectrum Disorders, 2017
This evidence-based practice overview on Response Interruption/Redirection (RIR) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The "RIR Evidence-base"…
Descriptors: Evidence Based Practice, Intervention, Autism, Pervasive Developmental Disorders
Savage, M. N. – National Professional Development Center on Autism Spectrum Disorders, 2017
This evidence-based practice overview on Differential Reinforcement (DR) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The "DR Evidence-base" details…
Descriptors: Evidence Based Practice, Reinforcement, Behavior Modification, Early Intervention
Sam, A. – National Professional Development Center on Autism Spectrum Disorders, 2016
Self-management systematizes self-regulation strategies for learners with autism spectrum disorder (ASD) in order for learners with ASD to learn the rules and norms needed to act appropriately in a given situation. Self-regulation strategies can include self-monitoring, self-reflection, and adapting to a given context. Self-management is both a…
Descriptors: Self Management, Evidence Based Practice, Autism, Pervasive Developmental Disorders
Center for the Study of Education Policy, 2016
The Center for the Study of Education Policy utilized several grants to develop principal preparation program tools to assist programs in the implementation of the new standards and requirements for the licensure of school principals and assistant principals. Also, with the help of another grant in partnership with several PK-12 school districts,…
Descriptors: Principals, Administrator Education, Elementary Secondary Education, Program Implementation
Amsbary, J. – National Professional Development Center on Autism Spectrum Disorders, 2017
This evidence-based practice overview on Parent Implemented Intervention (PII) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The "PII Evidence-base"…
Descriptors: Evidence Based Practice, Intervention, Autism, Pervasive Developmental Disorders
Cox, A. – National Professional Development Center on Autism Spectrum Disorders, 2018
This evidence-based practice overview on Video Modeling (VM) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The "VM Evidence-base" details the NPDC…
Descriptors: Evidence Based Practice, Intervention, Autism, Pervasive Developmental Disorders
Jacques, Catherine – Center on Great Teachers and Leaders, 2013
States in the midst of implementing evaluation reforms face a common dilemma: how to ensure that all your districts are implementing quality educator evaluation systems while still providing them with the flexibility to design systems best suited to their own unique needs. One answer is to create an equivalency process (also known as an approval…
Descriptors: Student Evaluation, State Standards, Program Implementation, Educational Change
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