Delaware State Improvement Grant SIG, Fiscal Year 2004. Year 2 Annual Performance Report.Reportar como inadecuado

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When Delaware's grant proposal was originally written, statewide reading achievement data showed a wide achievement gap between students with and without disabilities. Four-year test results showed no improvement. The state was substantially below the national average on the percent of students with disabilities spending 80% or more of their day in the general education classroom. To address these critical needs, two major goals have been established: (1) through the use of trained teachers and the implementation of scientifically-based research regarding the teaching of early literacy and reading skills, preschool, K-3 and 4-12 students with disabilities will make significant reading gains over their baseline (entry level) scores, or against comparable control groups; and (2) through the provision of supports, accommodations, and differentiated instructional strategies, all students with mild and moderate disabilities will gain access and to progress in the general curriculum. Increasing numbers of students will be effectively included in the general education classroom with their nondisabled peers. Appended are statewide summary reports and survey questions. [Report submitted to the Office of Special Education Programs by the Exceptional Children and Early Childhood Group.]

Descriptors: Grants, Educational Improvement, Mainstreaming, Reading Achievement, Emergent Literacy, Disabilities, Teaching Methods, Literacy Education, Program Evaluation, Faculty Development

Delaware State Department of Education, Exceptional Children and Early Childhood Group, P.O. Box 1402 Townsend Bldg., Dover, DE 19903-1402. Fax: 302-739-2388.

Autor: Delaware State Department of Education


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