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School Practices Associated with High Academic Performance for Students with Disabilities

 

  Education Infrastructure Instructional Capacity Culture and Leadership Family Community Partnerships
University of Massachusetts Donahue Study (2004)  
A well-disciplined academic and social environment          
Pervasive emphasis on curriculum alignment with state standards          
Emphasis on inclusion and access to the curriculum          
Effective system to support curriculum alignment          
Culture and practices that support high standards and student achievement          
Use of student assessment data to inform decision making          
Unified practice supported by targeted professional development          
Access to resources to support key initiatives          
Effective staff recruitment, retention, and deployment          
Flexible leaders and staff that work effectively in a dynamic environment          
Effective leadership is essential          

 

 

Education Infrastructure

Instructional Capacity

Culture and Leadership

Family Community Partnerships

California Comprehensive Center – AIR Study (2011)

Inclusion and access to the core curriculum

 

 

 

 

Collaboration between special education and general education teachers

 

 

 

 

Continuous assessment and use of RtI

 

 

 

 

Targeted professional development

 

 

 

 

The use of explicit direct instruction

 

 

 

 

 

Huberman, M. & Parrish, T. (January 2011) Lessons from California Districts Showing Unusually Strong Academic Performance for Students in Special Education.

 

University of Massachusetts Donahue Institute. (October 2004). A Study of MCAS Achievement and Promising Practices in Urban Special Education.

 

 

 

 

 

 


IDEAS that Work!

Project READ is a California Department of Education, Special Education Division project funded through a federal competitively-awarded State Personnel Development Grant to California (#H323A120019) provided from the U.S. Department of Education Part D of the Individuals with Disabilities Education act (IDEA), Office of Special Education Programs (OSEP). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.