AUGUST 2009 (Voume #7, Issue #3) - Packet #15, Article 3
The Reaching and Teaching Struggling Learners (RTSL) initiative, a Michigan Department of Education, Office of Special Education and Early Intervention Services (MDE, OSE-EIS) Mandated Activities Project, strives to ensure positive outcomes for struggling learners by exploring effective secondary school practices and their impact on ALL students.
This guidance and technical assistance article explains the Reaching and Teaching Struggling Learners initiative, how Reaching and Teaching helps schools to reduce student risk for academic failure and dropout, and shares school success stories. The Reaching and Teaching Struggling Learners initiative is part of a coordinated, integrated system—known as Michigan’s Integrated Improvement Initiatives (MI3)—that promotes increased system efficiencies and effectiveness as well as improved student performance.
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JUNE 2009 (Voume #7, Issue #2) - Packet #14, Article 3
This FOCUS on Results article defines accessible instructional materials (AIM), outlines the paths available to students who are eligible to receive materials, and highlights the importance of expanding AIM availability.
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FEBRUARY 2009 (Voume #7, Issue #1) - Packet #13, Article 1
This FOCUS on Results document provides an overview of Autism Spectrum Disorder (ASD) and delves into the need for comprehensive, systematic supports for students with ASD at the school building level. System level changes that better support students with ASD are also beneficial to other students with intensive education needs and are necessary to support all students across all school environments.
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JUNE 2008 (2007/08, Volume #6, Issue #2) -Packet #11, Article #3
This FOCUS on Results document considers the important role school culture plays in continuous improvement. It details how school reform as a collaborative activity can effectively re-culture schools in order to support visions and improve the learning capacity of all stakeholders in a school community. The article begins by taking a brief look back at some of the major movements or trends in education leadership over the past three decades.
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MAY 2007 (GATA 07-01) - Issue #9, Volume #4
This FOCUS on Results document offers information about what local district school teams can do to incorporate the spirit of No Child Left Behind in the context of cohesion, coordination, and alignment of critical sub-systems that are essential for student achievement.
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NOVEMBER 2006 (GATA 06-09) - Issue #8, Volume #3
This FOCUS on Results document offers information on why cohesion, coordination, and alignment of critical subsystems are essential for student achievement. This article looks at how the five subsystems work together to support student learning within and across programs through the process of educational change, systemic reform, and re-culturing.
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NOVEMBER 2006 (GATA 06-08) - Issue #8, Volume #3
This FOCUS on Results document offers information for parents and school personnel about the Instructional Consultation Team model that is currently being implemented in schools throughout Michigan. The Instructional Consultation Team goal is to improve student and teacher performance in order to achieve student success.
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August 2006 (GATA 06-05) - Issue #7, Volume #2
This FOCUS on Results document offers three different examples of how Response to Intervention (RtI) is improving outcomes for students in Michigan.
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MARCH 2006 (GATA 06-02)
This FOCUS on Results document provides an overview about the incidence of traumatic brain injury (TBI), the challenges the condition poses to educators, and helpful information for educators who work with children and students with traumatic brain injury.
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SEPTEMBER 2005 (GATA 05-05)
This FOCUS on Results document examines the most fundamental inputs and processes that need examination in each of the five subsystems for meeting the spirit of the federal No Child Left Behind (NCLB) law.
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SEPTEMBER 2004 (GATA 04-05)
Classroom teachers and administrators today have been given an enormous task by the No Child Left Behind Act of 2001 (NCLB). They need more than a “quick fix” to reach NCLB achievement standards. NCLB is really about helping ALL students achieve academic success and equal opportunity to succeed in life, despite the challenges presented by poverty, homelessness, disability, and other factors.
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SEPTEMBER 2004 (GATA 04-04)
The Quality Assurance Review (QAR) really seems to work. Schools that have used the QAR process report they have improved the performance of students with disabilities at three levels: classroom, school, and district.
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SEPTEMBER 2004 (GATA 04-03)
A significant feature of both the 1997 re-authorization of the Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind Act (NCLB) is the fundamental shift toward ensuring that all students—including those with disabilities—make “adequate yearly progress” (AYP) toward achieving rigorous curriculum standards. Most educators support the spirit of NCLB—ensuring that all children make progress toward achieving high standards. However, many school leaders struggle with knowing just how to reach that goal.
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