This Bright Spot comes from Gina Cerone at Ardsley High School.

What student outcome was achieved?
A student was struggling academically in her chemistry class because of challenges with organization, note-taking, writing down homework assignments, and getting to class on time. Then she started keeping a weekly chart of what she wanted to improve and what she was accomplishing. Both she and her teacher noted major improvements in organization, effort and participation in the class, resulting in both better grades and a more positive attitude towards class!

What instructional practice or systemic change supported this student success?
After attending the RSE-TASC training on Student-Directed IEPs, Gina decided to engage this student in a student-directed IEP process. She worked with the student to help her understand her IEP goals and gave her a binder with a checklist for tracking her own progress. This simple process of engaging the student in monitoring her own progress produced tremendous results.