Ivymount Strategies Room

The Ivymount Strategies Room: Evaluating its Impact on School Within a School Students and Classrooms (2013-14)

Abstract:
This report summarizes program evaluation outcomes for 2013-14, the first year the Ivymount Strategies Room provided support services for six target students with autism spectrum disorders at the School Within a School (SWS), a DCPS school. Several forms of data were collected, including interviews with SWS and Strategies Room staff, and DCPS standardized testing scores. SWS staff were very positive about the impact of the Strategies Room on target students, other students, and overall classroom climate. Strategies Room staff agreed that the program had a positive impact on target students’ academic and social skills, as well as on the social skills of other, non-target students, but admitted that the impact of the Strategies Room was uneven, and highly dependent on the degree to which general education classroom teachers adopted Strategies Room strategies. In terms of student progress in response to Strategies Room interventions, all six target students made dramatic progress in social skills as measured by the ISRS, and all six demonstrated modest to significant growth in academic skills as measured by DCPS standardized tests. A few target students really stood out in terms of their social and/or academic progress.

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