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Radical Reflections: Short-, Medium-, and Long-term Tools for Connecting More Meaning to What You TeachJenkinson, Scott, Salon, Robert T. 09 August 2022 (has links) (PDF)
Our goals as teachers are to connect what we teach to our student’s lived experiences, both in the moment they first encounter those ideas and hopefully days, months, years, decades later when they are engaging in their unique life pursuits. In this session, we will explore the defining characteristics of reflections and engage examples that can be used in various time frames, class sizes, and course modalities. These intentional, purposeful, and systemic reflections built into a course’s overall structure have the radical opportunity to support critical and inclusive moments for developing linked meanings with our content. Specific moments for deep reflection are an intentional part of building the radical praxis of hope that brings life and vitality back into learning. This interactive session will offer you a chance to consider more ways to add more deeply considered reflections into your courses.
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Perceptions of Parents of Youth with Disabilities Toward School-based Parent EngagementChang, We-hsuan, Lo, Ya-yu, Mazzotti, Valerie L., Rowe, Dawn A. 12 July 2022 (has links)
The Individuals with Disabilities Education Improvement Act (2004) mandated schools engage parents in their child’s educational planning. Despite schools’ adoption of various strategies to promote parent engagement, parents’ perceptions about these strategies, especially among those whose children are at the secondary transition age, are often overlooked. To examine parents’ perceptions of 23 previously documented parent engagement strategies, we conducted a cross-sectional online survey with 642 parents of youth with disabilities (ages 14–21) in the United States. Overall, participants reported that parent engagement strategies were moderately helpful in promoting parent engagement. Parents of color reported lower scores for perceived helpfulness than their non-Hispanic White counterparts. Top-rated strategies included making time when parents have questions and communicating strategies clearly; however, this varied by race/ethnicity. Findings highlighted the need to address racial disparities in parent engagement strategies and the importance of school-parent collaboration/communication.
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Strategies for Improving Implementation of Effective Practices Through Peer EngagementRowe, Dawn A., Kittelman, Angus, Flannery, K. Brigid 09 April 2022 (has links)
This “View From the Field” column is part of a series highlighting the important roles stakeholders, peers, families, community members, and school staff have in supporting the implementation of effective practices (i.e., evidence-based, research-based) for students with or at risk for disabilities. We describe how different stakeholders can successfully partner with school intervention teams to improve social-behavior, academic, and transition outcomes. We also offer strategies for how schools can develop and sustain partnerships with these stakeholders.
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Using Improvement Cycles to Improve Implementation of Evidence-Based PracticesKittelman, Angus, Rowe, Dawn A., McIntosh, Kent 04 January 2022 (has links)
This final column of the series is focused on how school and district teams can continue the forward motion toward positive student outcomes using data via continuous improvement cycles. We draw on the work of technical assistance providers and researchers from the National Implementation Research Network (NIRN; https://nirn.fpg.unc.edu) and the Center on Positive Behavioral Interventions and Supports (PBIS; https://www.pbis.org/). The key takeaway of this series is to describe how implementation of EBPs in schools can be enhanced when implementation teams “invest in the systems to support their implementation” (Kittelman et al., 2020, p. 96).
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Ensuring Effective Implementation of Evidence-Based PracticesRowe, Dawn A., Collier-Meek, Melissa A., Kittelman, Angus, Pierce, Jennifer 21 July 2021 (has links)
In education, the field of implementation science is a discipline dedicated to supporting educators’ use of evidence-based practices (EPBs) to improve school and student outcomes. As highlighted in previous columns in this series, school teams must thoughtfully consider how EBPs align with the school/district core values and fit the local context (Kittelman et al., 2020), how school teaming can enhance implementation of EBPs (Kittelman et al., 2021), and what activities are needed to support implementation of EBPs at different stages (Ward et al., 2021). In this column, we describe how school teams and educators can use implementation drivers to implement EBPs with high implementation fidelity (as they are designed to be implemented; Caroll et al., 2007; Sanetti & Collier-Meek, 2019). We wish to draw attention to the important work of researchers and practitioners from the National Technical Assistance Center on the State Implementation and Scale-Up of Evidence-Based Practices (SISEP; https://sisep.fpg.unc.edu) within the National Implementation Research Network (NIRN; https://nirn.fpg.unc.edu) and the National Center for Systemic Improvement (NCSI; https://ncsi.wested.org).
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Supporting Evidence-Based Practices: What Implementation Activities are Needed When for SuccessWard, Caryn S., Kittelman, Angus, Rowe, Dawn A. 29 April 2021 (has links)
This View From the Field column is the third in a series describing the important contributions of the field of implementation science in supporting educators in implementing evidence-based practices (EBPs; Kittelman et al., 2020, 2021). In the previous columns, we highlighted the importance of selecting EBPs and establishing school implementation teams to provide support to students, and support to educators, in implementing EBPs. For this column, we focus on another component of the Active Implementation Frameworks (Metz & Bartley, 2012) by describing the actions and activities needed to move EBPs through different stages of implementation. In doing this, we highlight the important work of researchers and practitioners from the National Technical Assistance Center on the State Implementation and Scaling-Up of Evidence-Based Practices ([SISEP]; https://sisep.fpg.unc.edu) within the National Implementation Research Network (NIRN; https://nirn.fpg.unc.edu).
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Effective Teaming to Implement Evidence-Based PracticesKittelman, Angus, Goodman, Steve, Rowe, Dawn A. 08 March 2021 (has links)
In this View From the Field column from the implementation science series, highlighting how the field enhances the implementation and scale-up of EBPs in schools and districts (Kittelman et al., 2020), we discuss the importance of implementation teams and their roles in directing support for students and supporting educators to implement EBPs. We focus largely on the work from researchers and technical assistance providers from the National Technical Assistance Center on the State Implementation and Scale-Up of Evidence-Based Practices (https://sisep.fpg.unc.edu) and the National Center on Intensive Intervention (https://intensiveintervention.org).
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Selecting Evidence-Based Practices to Improve Learning and BehaviorKittleman, Angus, Horner, Robert H., Rowe, Dawn A. 08 October 2020 (has links)
his “View From the Field” column is the first in a series discussing aspects of implementation science important for scaling up and sustaining evidence-based practices in schools and districts. Recent research suggests there are important approaches to instruction, behavior support, and mental health that have been empirically documented but are not being implemented widely across local schools and school districts (Ginns et al., 2020; Mazzotti & Plotner, 2016; Powell et al., 2020).
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The IEP Process and Components: Conducting Assessments and Crafting Present Levels of Academic Achievement and Functional PerformanceYell, Mitchell L., Shriner, J. G., Rowe, Dawn A. 20 August 2021 (has links)
Book Summary: The purpose of this book is to assist readers to use better practices when developing educationally meaningful and legally sound Individualized Education Programs (IEPs). Beginning with the history and purpose of IEPs, this book examines the context and reasons IEPs were first created. The core chapters address better practices in conducting assessments, developing present levels of academic achievement and functional performance statements, crafting measurable annual goals, determining special education services, and monitoring and reporting on students’ progress. The authors also discuss placing students with disabilities in the least restrictive environment (LRE) and provide forms and graphics to assist in developing students’ special education programs.
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Annotated Bibliography of Career Technical EducationDean, C., Adade-Yeboah, V., Paolucci, C., Rowe, Dawn A. 01 March 2020 (has links) (PDF)
No description available.
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