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A new report by experts at AIR offers descriptive information on the inclusion of students with disabilities in school accountability systems under the Elementary and Secondary Education Act.
The Wisconsin Department of Public Instruction contracted with AIR to provide a comprehensive evaluation of its Culturally Responsive Education for All: Training and Enhancement (CREATE) initiative during its first three years of implementation. AIR employed a qualitative case study design to assess program implementation and to determine the effect participation in the CREATE initiative had on districts’ capacities to provide culturally responsive education and to implement policies and practices designed to close achievement gaps and reduce disproportionality in special education.
Over 200 nationally recognized leaders from academia, corporations, government and the media will examine the research, policy, and practices that have emerged to transform and strengthen teaching and learning through the effective use of technology on November 15-16, 2010 at the National Center for Technology Innovation’s (NCTI) Technology Innovators Conference.
This report found that absences, course failures, course credits and GPA all can be used to accurately predict whether ninth-graders with disabilities will graduate from high school. Identifying these early warning indicators is especially crucial for students with disabilities, who drop out of high school at alarming rates.
This report provides the technical details of an alternate assessment design that has resulted from a long-term research and development effort at AIR.
Response to intervention (RTI) can be both a system for providing early interventions to struggling students and a special education diagnostic tool for evaluating and identifying students with specific learning disabilities.
The National Center for Technology Innovation (NCTI) advances learning opportunities for all students, with a special focus on individuals with disabilities.