Extreme Makeover: Reading Edition

Autor/in	Ray, Rachel
Titel	Extreme Makeover: Reading Edition
Quelle	In: Principal, 90 (2011) 4, S.14-17 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-6062
Schlagwörter	Intervention; Poverty; Independent Reading; Educational Improvement; Federal Programs; Disabilities; Educational Indicators; Kindergarten; Grade 5; Individualized Instruction; Elementary Schools; Minority Group Children; Whites; Special Education; Professional Development; Technology Integration; Educational Change; Academic Achievement; South Carolina + Suchen Sie Ihr Suchwort? Armut; Freies Lesen; Teaching improvement; Unterrichtsentwicklung; Handicap; Behinderung; Educational indicato; Bildungsindikator; School year 05; 5. Schuljahr; Schuljahr 05; Individualisierender Unterricht; Elementary school; Grundschule; Volksschule; White; Weißer; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsreform; Schulleistung
Abstract	Located in Lancaster, South Carolina, Clinton Elementary School enrolls approximately 400 students in pre-kindergarten through grade 5. Ninety-five percent of students are minority and 5 percent are white. Currently, 99 percent of students receive free or reduced-price lunch. In addition to the school having a high poverty rate, one-fourth of the students have disabilities. The Lancaster County School District chose Clinton Elementary to serve most of the district's special education students who are identified as "educable mentally disabled." Many of the students who have an individualized education plan (IEP) have IQ scores of 50 to 70. In 2007, the school did not make adequate yearly progress (AYP), and in 2008 it was named a "newly identified" school. The school needed to post major gains to meet state mandates and make AYP. To turn around the school and improve the performance of students, teachers, and parents, the school made seven significant changes: (1) Launched an ongoing, schoolwide professional development program; (2) Formed professional learning teams; (3) Integrated technology to differentiate instruction; (4) Added intervention programs during and after school; (5) Conducted visits to students' homes; (6) Encouraged independent reading at school and at home; and (7) Set clear expectations for new hires. The author discusses these seven significant changes that led the school on the path toward achievement. (ERIC).
Anmerkungen	National Association of Elementary School Principals (NAESP). 1615 Duke Street, Alexandria, VA 22314. Tel: 800-386-2377; Tel: 703-684-3345; Fax: 800-396-2377; e-mail: naesp@naesp.org; Web site: http://www.naesp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10