[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-585839-en":59,"doc-seo-585839-105":81},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":72,"language":73,"language_code":74,"site_id":75,"html_lang":74,"table_of_contents":76,"faqs":77,"seo_title":78,"seo_description":66,"update_tm":79,"read_time":80},585839,1099523885074,"Riley West","https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Locating and Re-Engaging Secondary Students with Disabilities - Evidence-Based Strategies","Resource set providing evidence-based strategies to re-engage and support secondary students with disabilities and their families in order to improve school completion. It frames guidance through three quick references—identifying who is missing, re-engaging students, and continuing ongoing dropout prevention—grounded in cited research and field experience. The approach emphasizes culturally responsive, sustaining practices and supports practitioners, families, and administrators impacted by events since 2020.","Locating and Re-Engaging Secondary Students with Disabilities  \nRaQuaam Smith, Matthew Klare, and Catherine Fowler  \nLocating and Re-Engaging Secondary Students with Disabilities  \nThis set of resources organizes evidence-based strategies for re-engaging and supporting students with disabilities and their families through school completion. The three related quick references: Part 1: Identifying Who Is Missing; Part 2: Re-Engaging Students; Part 3: Continuing Ongoing Dropout Prevention were informed by the following research: National Dropout Prevention Center for Students with Disabilities (2011); Rumberger et al.,(2017); Wilkins (2014), as well as experience working in states and districts and other resources from NTACT: The Collaborative. Each section includes research-based guiding steps, a deeper dive into additional information, and an opportunity for users to identify their own next steps. The steps and additional information reflect culturally responsive and sustaining practices, critical to working with the populations of most concern. The purpose is to support school-and districtlevel practitioners, families, and administrators in efforts to reclaim successful educational experiences for secondary students with disabilities and their families most negatively impacted by events since 2020.  \nIntroduction  \nThe socially distanced, remote, and virtual instruction and service provision of the 2020-21 school year indicated slowed or lost learning for many students ( National Academy of Sciences, 2020) . This has been particularly challenging for some students with disabilities ( National Public Radio reporting series, June, 2021) . Additionally, Education Week (July, 2021) reported that 1.4 million school-age students did not enroll in school last year in the United States. While those numbers reflected a concentration of younger students, school districts report an inability to locate secondary students with disabilities—especially historically marginalized populations of color in poverty, as well as students experiencing homelessness—for educational and other services. Through the work of the National Technical Assistance Center on Transition: The Collaborative with states, educators have expressed specific concern about an increased dropout rate for populations which historically (pre-pandemic) exited school prematurely at higher rates than other students.  \nPrior to the pandemic in the 2018-19 school year, 19. 2% of students experiencing homelessness were students with disabilities, compared to 14% of the school-age population ( National Center for Homeless Education, 2019) . The interrelationship between homelessness and not completing high school is that a youth with less than a high school diploma is 346% more likely to experience homelessness (Voices of Youth Count, University of Chicago) . Lost learning and disengaged students and the interplay of disparities for these specific populations must be  \ncentral to the efforts families, schools, districts, and service providers undertake in the coming months and years.  \nCommunities have experienced tremendous loss during the pandemic. The emotional, health, and financial toll for families affected by high rates of job loss or insecurity, illness, or mortality have consequences for students in those families and may be even more impactful for students with disabilities (Goodman, Morris, Morris, & McGarrity, 2020) . Supporting both youth and their families during this unprecedented time is key to successful interventions for locating andre-engaging secondary youth with disabilities.  \nReferences  \nFadel, L (Host) . (2021, June 16) . After Months of Special Education TURMOIL, Families Say Schools Owe Them. [Audio podcast episode] . NPR.  \n[https://www.npr.org/transcripts/994587239](https://www.npr.org/transcripts/994587239)  \nEngzella, P., Frey, A., & Verhagena, M. D. (2021) . Learning loss due to school closures during the COVID-19 pandemic. PNAS, 118(17) .  \nFinn, J. ","cbCaipplFjQ2dvwK","https://ap.wps.com/l/cbCaipplFjQ2dvwK","pdf",355011,13,"English","en",105,"# Introduction\n# References","[{\"question\":\"What is the document intended to help with for secondary students with disabilities?\",\"answer\":\"It supports re-engaging and assisting secondary students with disabilities and their families to reclaim successful educational experiences and strengthen school completion efforts.\"},{\"question\":\"How is the resource set structured?\",\"answer\":\"It consists of three related quick references: Part 1 Identifying Who Is Missing, Part 2 Re-Engaging Students, and Part 3 Continuing Ongoing Dropout Prevention.\"},{\"question\":\"Why does the document emphasize locating and re-engaging after 2020?\",\"answer\":\"It links socially distanced, remote, and virtual instruction in 2020–21 and related impacts to slowed or lost learning, increased disengagement, and concerns about higher dropout rates among historically marginalized populations.\"}]","Locating and Re-Engaging Secondary Students with Disabilities - Evidence-Based Strategies | PDF",1792056079,33,{"code":4,"msg":82,"data":83},"ok",{"site_id":75,"language":74,"slug":84,"title":65,"keywords":85,"description":66,"schema_data":86,"social_meta":139,"head_meta":141,"extra_data":143,"updated_unix":144},"locating-and-re-engaging-secondary-students-with-disabilities-evidence-based-strategies","",{"@graph":87,"@context":138},[88,102,121],{"@type":89,"itemListElement":90},"BreadcrumbList",[91,95,97,100],{"item":92,"name":93,"@type":94,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":96,"name":9,"@type":94,"position":14},"https://docshare.wps.com/document/",{"item":98,"name":35,"@type":94,"position":99},"https://docshare.wps.com/document/healthcare/",3,{"item":101,"name":65,"@type":94,"position":19},"https://docshare.wps.com/document/locating-and-re-engaging-secondary-students-with-disabilities-evidence-based-strategies/585839/",{"url":101,"name":65,"@type":103,"image":104,"author":109,"headline":65,"publisher":111,"fileFormat":114,"inLanguage":74,"description":66,"dateModified":115,"datePublished":115,"encodingFormat":114,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":105,"@type":106,"width":107,"height":108},"https://docshare.wps.com/thumbnails/locating-and-re-engaging-secondary-students-with-disabilities-evidence-based-strategies/585839.png","ImageObject",300,407,{"name":63,"@type":110},"Person",{"url":92,"name":112,"@type":113},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":118,"interactionType":119,"userInteractionCount":8},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134],{"name":125,"@type":126,"acceptedAnswer":127},"What is the document intended to help with for secondary students with disabilities?","Question",{"text":128,"@type":129},"It supports re-engaging and assisting secondary students with disabilities and their families to reclaim successful educational experiences and strengthen school completion efforts.","Answer",{"name":131,"@type":126,"acceptedAnswer":132},"How is the resource set structured?",{"text":133,"@type":129},"It consists of three related quick references: Part 1 Identifying Who Is Missing, Part 2 Re-Engaging Students, and Part 3 Continuing Ongoing Dropout Prevention.",{"name":135,"@type":126,"acceptedAnswer":136},"Why does the document emphasize locating and re-engaging after 2020?",{"text":137,"@type":129},"It links socially distanced, remote, and virtual instruction in 2020–21 and related impacts to slowed or lost learning, increased disengagement, and concerns about higher dropout rates among historically marginalized populations.","https://schema.org",{"og:url":101,"og:type":140,"og:title":65,"og:site_name":112,"og:description":66},"article",{"robots":142,"canonical":101},"index,follow",{"doc_id":61,"site_id":75},1792079267]