A School To Watch
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DuBois Area Middle School is located in rural Pennsylvania and serves over 1,000 students in grades 6-8. The school focuses on academic excellence through a layered curriculum, data-driven decision making, and support for struggling students. It also prioritizes developmental responsiveness through counseling services, career education, and character development programs. Additionally, the school promotes social equity through after-school programs, academic intervention, and ensuring all students can participate in sports and activities.
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(i.) Instruction;
(ii.) Related Services;
(iii.) Community Experiences;
(iv.) The development of employment and other post-school adult living objectives; and
(v.) If appropriate, acquisition of daily living skills and functional vocational evaluation.
Texas Requirements All Texas Public School Districts Including Charter Schools
Students Receiving Special Education Services
By Primary Disability
PEIMS Data 2018-2019StatewidePrimary DisabilityOIOHIAIVIDBIDEDLDSIAUDDTBINCEC3,59376,2917,0283,88431056,88631,789163,688107,66871,951251,3257,553
Transition planning begins no later than age 14
Through the Years
at OISD
Middle School
Career Exploration
General Knowledge of Careers
Development of
Social Skills
Decision making
Self determination
Self-advocacy
Development of work ethic and responsibilities
Identify preferences, needs, and interests
Development of Transition Plan (Age 14)
Graduation options discussion
Through the Years
at OISD
High School
Career Preparation
Demonstration of general knowledge of careers
Implementation of
Social Skills
Decision making
Self determination
Self-advocacy
Demonstration of work ethic and responsibilities
Implementation of Transition Plan
Graduation Path Determined (end of 8th grade)
OISD Special Education
Vision
OISD Develops responsible citizens by creating equal opportunities for all students through ...
Interventions That Work!
This document outlines interventions used at Belleville Township High School East to close achievement gaps. It discusses who the school serves, assessments used, and strategies in three areas: what to teach, how to know if students learned, and what to do if they did not learn. Strategies include curriculum and test prep programs, targeted assistance courses, mentoring, co-teaching, and instructional teams. Assessment results show increases in the percentage of students meeting or exceeding standards from 2003 to 2006.
Singh forseth acsa summit 2013
District leadership practices that contribute to principal effectiveness were discussed. Three key findings from research on effective district leadership were presented: providing direction through clear goals and expectations; providing support through communication, resources, and recognition; and providing development through professional learning opportunities. Specific examples from the Fallbrook Union Elementary School District demonstrated how they work to direct, support, and develop principals in order to improve student achievement.
SEL Update to School Committee - Apr 9, 2019
The Social Emotional Learning update as presented to the Franklin (MA) School Committee on Tuesday, April 9, 2019
Showcase of Best Practices for Mary Grace Phillips
This document summarizes the best practices of an educational leader intern during her internship. She worked to support students through data analysis, interventions, and relationship building. She provided professional development for teachers, modeled lessons, and supported collaboration. As a leader, she created a vision and improvement plan, ensured safety, and promoted family and community involvement. Her goal is to increase student achievement through strong partnerships, collaboration, and communication.
Turkey Hill Annual Report to the Board of Education
Annual Report to the BOE, including student presentation to the BOE about Accelerated Math and Principal Bergin's annual accomplishment and goals.
Final copy equity audit
The document summarizes the findings of an equity audit conducted in the Mercer Area School District. The audit examined teacher quality, programming, and student achievement to evaluate equity across student groups.
Key findings include uneven distribution of experienced teachers, low representation of disadvantaged students in advanced courses, over-identification of students for special education, and achievement gaps between student groups. Suggested solutions focus on developing teacher and administrative efficacy, leadership, and experience, expanding rigorous programming, and improving achievement for all groups.
Successful remote schools: what are they?
Number 5 in the Remote Education Systems project's lecture series, this presentation about successful remote schools was delivered on 29 July 2015 at Broome.
Bw state of the school 2014 updated
This document provides a summary of the state of Broadus Wood Elementary School for the 2014-2015 school year. It includes information about the student demographics, class sizes, faculty, SOL pass rates from 2013-2014, eliminated SOL assessments, and the school's vision, mission, and improvement goals. The principal, Dr. Kendra Core King, aims to support each student's potential through relationships, relevance, and rigor using various instructional approaches.
An Outperforming School - What is Working?
North Godwin Elementary has found success through strategic hiring practices that bring in teachers with a "no one gives up" mindset, strong collaboration among teachers through a PLC model, and layered academic supports. The school provides targeted reading and math intervention daily for students and collaborates closely as a staff. North Godwin also builds relationships with students and emphasizes quality core instruction, with over 80% of students needing to master a skill before receiving intervention. These practices have contributed to higher test scores at the school over time.
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