Improved Outcomes for Students with Disabilities
What practices led to this improvement?
Lincoln Avenue Elementary School created a Bus Incentive Program through which students on a bus could earn a Green Light for meeting the posted expectations for being Safe, Responsible and Respectful on the bus. For each Green Light a bus earns, it moves a cinderblock distance around the school, allowing student to visually track their positive progress. If the whole bus doesn’t earn a Green Light, individual students on the bus can still earn Lion’s Paws from the school-wide PBIS acknowledgement system for their individual behavior.
What can we learn from this Bright Spot?
What brought this change to her Resource Room?
“The Reciprocal Teaching protocol,” says Marie, “has gotten my students to delve deeply into the text to come up with higher order questions to ask the group.” The process is simple, but explicit instruction in both the strategy and underlying reading comprehension skills are critical for student success. Students learn the skills for four specific roles — Summarizer, Clarifier, Questioner and Predictor — and then rotate through the roles for each section of text. Marie says students develop confidence and “are eager to try a new ‘job’ each time they read.” They have learned to develop their own questions about the text as they are reading. While Marie had tried reciprocal teaching in the past, the bookmarks and checklists Marie received in the training improved the process significantly. Going forward, Marie plans to build her students’ meta-cognitive skills by having them label the types of higher order questions they develop as they read.