Shadow Project

TO MAKE SCHOOL MORE ACCESSIBLE AND ENGAGING FOR CHILDREN WITH DISABILITIES

THE SHADOW PROJECT EXISTS TO MAKE LEARNING MORE ACCESSIBLE AND ENGAGING FOR CHILDREN WITH DISABILITIES, SO THEY CAN ACHIEVE THEIR FULL POTENTIAL. WE WORK WITH SPECIAL EDUCATION TEACHERS IN PREDOMINANTLY LOW-INCOME SCHOOLS TO ACCELERATE ACHIEVEMENT AND FOSTER AUTONOMY FOR STUDENTS WHO ARE AFFECTED BY DYSLEXIA, ADHD, AUTISM AND TRAUMA. SINCE 2003, WE HAVE HELPED MORE THAN 15,000 OF OUR COMMUNITY'S MOST PERVASIVELY UNDERSERVED STUDENTS TO DEVELOP ESSENTIAL SKILLS FOR SCHOOLS AND LIFE SUCCESS, INCLUDING GOAL-SETTING, PERSEVERANCE AND DAILY READING. JUST OVER HALF OF THESE CHILDREN ARE FROM COMMUNITIES OF COLOR AND FACE THE DOUBLE BARRIERS OF BOTH RACISM AND ABLEISM. SHADOW PROJECT'S GOAL IS TO TRANSFORM SCHOOL INTO AN INCLUSIVE PLACE WHERE ALL STUDENTS CAN THRIVE AND BELONG. (CONTINUED ON SCHEDULE O)OUR ORGANIZATION PROVIDES EVIDENCE-BASED TOOLS AND STRATEGIES TAILORED TO THE NEEDS OF STUDENTS WITH LEARNING CHALLENGES. WE ALSO SUPPORT EDUCATORS IN INTEGRATING THESE REOURCES INTO THEIR CURRICULA, AND BUILDING THEIR SKILL SETS FOR PROVIDING A TRAUMA-INFORMED, CULTURALLY RESPONSIVE LEARNING ENVIRONMENT. THE HARVARD BUSINESS SCHOOL ASSOCIATION FOUND THAT EVERY $1 INVESTED IN SHADOW PROJECT RETURNS $26 IN BENEFITS TO STUDENTS AND THE COMMUNITY. RECENT ACCOMPLISHMENTS:WHEN THE PANDEMIC STRUCK, SHADOW PROJECT WORKED WITH SPECIAL EDUCATION TEACHERS TO DEVELOP A SUITE OF RESOURCES TO AID STUDENTS IN ADAPTING TO A DISTANCE-LEARNING ENVIRONMENT. WE RAPIDLY ADAPTED PROGRAMS TO REMOTE LEARNING ENVIRONMENTS, ADDRESSING WHAT SPECIAL EDUCATION TEACHERS SAID WAS THEIR GREATEST CHALLENGE: KEEPING STUDENTS ENGAGED IN LEARNING. THROUGH OUR PROGRAMS, 1300 STUDENTS WITH DISABILITIES SET AND MET THEIR OWN GOALS FOR ONLINE LEARNING, SUCCESSFULLY USED SPECIALIZED READING TECHNOLOGY TO HELP THEM READ AND COMBATED SOCIAL ISOLATION THROUGH OUR VIRTUAL READING MENTOR GROUPS AND SUMMER BOOK CLUBS, AND PERSISTED IN THE FACE OF CHALLENGE. IN A JUNE 2021 EVALUATION, 90% OF PARTICIPATING TEACHERS REPORTED SHADOW PROJECT PROGRAMS HELPED THEIR STUDENTS COPE WITH STRESS AND 83% SAID PROGRAMS HELPED THEM CREATED A CULTURALLY RESPONSIVE CLASSROOM. SAYS ONE SPECIAL EDUCATION TEACHER: "THE SHADOW PROJECT HELPS MY STUDENTS PERSEVERE THROUGH CHALLENGES, BUILDING STAMINA AND SUCCESS."

GOAL SETTING (1,432 STUDENTS IN 34 SCHOOLS): STUDENTS EARN EDUCATIONAL REINFORCERS (BOOKS, SENSORY TOOLS, SCHOOL/ART/WRITING SUPPLIES) TO CELEBRATE PROGRESS MADE TOWARD ACADEMIC AND BEHAVIORAL GOALS THEY SET FOR THEMSELVES, SUCH AS READING FOR 15 MINUTES A DAY, TURNING IN HOMEWORK, OR IMPROVING ATTENDANCE. THIS TEACHES SELF-SUFFICIENCY, CRITICAL THINKING SKILLS, AND PERSEVERANCE, AND LEADS TO GREATER SOCIAL AND ACADEMIC CONFIDENCE. 80% OF STUDENTS IMPROVE THEIR ABILITY TO SET AND MEET GOALS; 75% OF STUDENTS DEMONSTRATE STRENGTHENED PERSEVERANCE IN THE FACE OF STRESS OR TRAUMA.

READING MENTORS (278 STUDENTS IN 11 SCHOOLS): HELPS IMPROVE THE READING SKILLS OF STUDENTS WITH LEARNING CHALLENGES BY PAIRING THEM WITH A CARING ADULT MENTOR WHO COACHES THEM IN THE USE OF A SPECIALIZED ASSISTIVE READING TECHNOLOGY. STUDENTS CAN SEE AND HEAR WORDS AS THEY READHELPING THEM BUILD VOCABULARY, COMPREHENSION, AND KNOWLEDGE. MENTORS PROVIDE ENCOURAGEMENT WHEN A STUDENT STUMBLES AND TEACH THEM THAT IT'S OKAY TO ASK FOR HELP. 71% OF MENTORED STUDENTS INCREASE AT LEAST 1 GRADE LEVEL IN READING PROFICIENCY; 65% OF STUDENTS ARE MORE ENTHUSIASTIC ABOUT READING AND READ REGULARLY.

SUPERSENSORY SPACES (140 STUDENTS IN 5 SCHOOLS): DESIGNATED BREAKOUT ROOMS THAT HELP CHILDREN WITH LEARNING CHALLENGES AND TRAUMA DEVELOP SKILLS TO MANAGE THEIR EMOTIONS SO THEY CAN REMAIN CONNECTED TO THEIR CLASSROOMS, EXPERIENCE BELONGING AND INCLUSION AT SCHOOL, AND MOVE TOWARD MEETING IMPORTANT BENCHMARKS. THE ROOMS HELP STUDENTS REBUILD THEIR SENSE OF SAFETY AND EXERCISE THEIR SOCIAL-EMOTIONAL MUSCLES. 73% OF CHILDREN STRENGTHEN THEIR SELF-REGULATION SKILLS.