Almost There in Public Reporting of Assessment Results for Students with Disabilities. Technical Report 39 PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Almost There in Public Reporting of Assessment Results for Students with Disabilities. Technical Report 39 PDF full book. Access full book title Almost There in Public Reporting of Assessment Results for Students with Disabilities. Technical Report 39 by Martha L. Thurlow. Download full books in PDF and EPUB format.
Author: Martha L. Thurlow
Publisher:
ISBN:
Category :
Languages : en
Pages : 68
Get Book Here
Book Description
This report is the sixth analysis of state reports conducted by the National Center on Educational Outcomes (NCEO) to examine the extent to which states publicly report information about students with disabilities in statewide assessments. Descriptions of statewide testing systems are presented and examined as to whether these systems included participation and performance information for students with disabilities, as indicated by publicly available data. The majority of the information was obtained by analyzing states' Department of Education Web sites. If disaggregated information was not posted, the states were then asked to submit public documents that included these results. The following are appended: (1) Verification Letter to State Assessment Director; (2) Letters to State Directors of Special Education; (3) 2001-2002 State Assessment Systems and Status of Disaggregated Data; (4) Disaggregated Participation Information; (5) Participation Rate Analyses; (6) Alternate Assessment Participation Information; (7) Participation and Performance for Accommodations; (8) Web-based Reporting; and (9) Performance Data for Reading and Math Assessments. (Contains 18 figures and 1 table. Individual appendices contain additional tables.).
Author: Martha L. Thurlow
Publisher:
ISBN:
Category :
Languages : en
Pages : 68
Get Book Here
Book Description
This report is the sixth analysis of state reports conducted by the National Center on Educational Outcomes (NCEO) to examine the extent to which states publicly report information about students with disabilities in statewide assessments. Descriptions of statewide testing systems are presented and examined as to whether these systems included participation and performance information for students with disabilities, as indicated by publicly available data. The majority of the information was obtained by analyzing states' Department of Education Web sites. If disaggregated information was not posted, the states were then asked to submit public documents that included these results. The following are appended: (1) Verification Letter to State Assessment Director; (2) Letters to State Directors of Special Education; (3) 2001-2002 State Assessment Systems and Status of Disaggregated Data; (4) Disaggregated Participation Information; (5) Participation Rate Analyses; (6) Alternate Assessment Participation Information; (7) Participation and Performance for Accommodations; (8) Web-based Reporting; and (9) Performance Data for Reading and Math Assessments. (Contains 18 figures and 1 table. Individual appendices contain additional tables.).
Author: Michael Russell
Publisher: IAP
ISBN: 1617353167
Category : Education
Languages : en
Pages : 493
Get Book Here
Book Description
The importance of student assessment, particularly for summative purposes, has increased greatly over the past thirty years. At the same time, emphasis on including all students in assessment programs has also increased. Assessment programs, whether they are large-scale, district-based, or teacher developed, have traditionally attempted to assess students using a single instrument administered to students under the same conditions. Educators and test developers, however, are increasingly acknowledging that this practice does not result in valid information, inferences, and decisions for all students. This problem is particularly true for students in the margins, whose characteristics and needs differ from what the public thinks of as the general population of students. Increasingly, educators, educational leaders, and test developers are seeking strategies, techniques, policies, and guidelines for assessing students for whom standard assessment instruments do not function well. Whether used for high-stakes decisions or classroom-based formative decisions, the most critical element of any educational assessment is validity. Developing and administering assessment instruments that provide valid measures and allow for valid inferences and decisions for all groups of students presents a major challenge for today’s assessment programs. Over the past few decades, several national policies have sparked research and development efforts that aim to increase test validity for students in the margins. This book explores recent developments and efforts in three important areas. The first section focuses on strategies for improving test validity through the provision of test accommodations. The second section focuses on alternate and modified assessments. Federal policies now allow testing programs to develop and administer alternate assessments for students who have not been exposed to grade-level content, and thus are not expected to demonstrate proficiency on grade-level assessments. A separate policy allows testing programs to develop modified assessments that will provided more useful information about achievement for a small percentage of students who are exposed to grade-level content but for whom the standard form of the grade-level test does not provide a valid measure of achievement. These policies are complex and can be confusing for educators who are not familiar with their details. The chapters in the second section unpack these policies and explore the implications these policies have for test design. The third and final section of the book examines how principles of Universal Design can be applied to improve test validity for all students. Collectively, this volume presents a comprehensive examination of the several issues that present challenges for assessing the achievement of all students. While our understanding of how to overcome these challenges continues to evolve, the lessons, strategies, and avenues for future research explored in this book empower educators, test developers, and testing programs with a deeper understanding of how we can improve assessments for students in the margins.
Author: Lani Florian
Publisher: SAGE
ISBN: 1446206467
Category : Education
Languages : en
Pages : 607
Get Book Here
Book Description
'[T]his book provides an excellent overview of special education, which will be a valuable resource for teachers, school managers and administrators, parents and indeed anyone with an interest in the development of provision for pupils with special educational needs. It is also likely to be an invaluable source book for researchers and postgraduate students alike' - REACH 'The Handbook offers a range of views on how to empower all learners to transcend their current performance and go "beyond the limits"' - Journal of Cognitive Education and Psychology `This text makes an important contribution to special education. Perhaps, more significantly, it makes an important contribution to inclusive education, and possibly, even more widely, to education in general...it is a book that has significance for all of us who wish to move education towards a more equitable, democratic, humane, and dignified system for our young people' - Education in the North In recent years there has been increasingly vigorous debate about the nature and purpose of special education, and what might be considered the appropriate responses to pupils who experience difficulties in learning. This Handbook brings together the most up to date knowledge of this area and will serve as the major source book of authoritative information and ideas about current and future directions for special education. It examines the intricate relation between theory, research and practice, and places a particular emphasis on what has been learned about providing for students who experience difficulties in learning, how these understandings can contribute to new conceptualisations of special education and the development of more inclusive schools. This comprehensive, research-based work, brings together scholarship on an international level, and covers topics that transcend national boundaries. It will become essential reading for all professionals and academics with any interest in this important and dynamic field.
Author: Antonio L. Ellis
Publisher: Springer
ISBN: 9463511342
Category : Education
Languages : en
Pages : 240
Get Book Here
Book Description
This book is an authoritative volume of scholarship through qualitative and quantitative methodologies on postsecondary transition services for a diverse readership. The editor’s intended audience is composed of students with disabilities, school administrators, special education coordinators, colleges and university faculty, staff, and administrators, among other scholars, practitioners, and advocates. Readers of this volume will be educated on the postsecondary transition process, and the lifelong commitment of educators who guides students with disabilities through their rigorous, yet rewarding journey. This book also can be used by student personnel administrators, employers, student retention coordinators, and workforce development professionals to improve the implementation of postsecondary transition services. The importance of comprehensive transition planning for students with disabilities is the impetus for bringing this collaborative effort to print. Topics in this volume highlight areas that have critical implications for children and adolescents’ preparation for adulthood. Contributors’ presents potent research regarding various topics addressing P-16 students’ needs, and have been active practitioners in both areas – transition services and disabilities as defined under the Individuals with Disabilities Education Act (IDEA) of 2004. Ultimately, this book is a collection of interrelated chapters that offer rich content and insights into current trends for individuals with disabilities who are moving through various stages of their lives.
Author: Joan L. Herman
Publisher: Wiley-Blackwell
ISBN:
Category : Education
Languages : en
Pages : 406
Get Book Here
Book Description
An insightful look at the positive and negative implications of testing assessment in education. Considers the debate taking place between educators, researchers, and policy makers over the possibilities and pitfalls of assessment environments.
Author: Toby J. Karten
Publisher: Corwin Press
ISBN: 1452273472
Category : Education
Languages : en
Pages : 249
Get Book Here
Book Description
"Wow! What a wonderful resource for all teachers. This book combines theory and practical strategies that can easily be implemented in anyone′s classroom. Kudos to the author." —Sarah N. Miller, Special Education Teacher Baldwin County Schools, Summerdale, AL "This book will quickly become the must-have resource for all special and general educators. Karten addresses all aspects of the inclusive environment, beginning with the inclusive mind-set and working through environment, structure, content, and most important, the idiosyncratic adolescent." —Harold M. Tarriff, Director of Special Services School District of the Chathams, NJ Strategies to achieve winning results in the inclusive secondary classroom! Higher performance and more positive experiences are possible for all adolescent learners with some guidance, perseverance, and the right techniques. Toby J. Karten provides teachers with a practical approach for creating a successful inclusive secondary classroom. Backed by more than three decades of experience and expertise, this accessible guidebook helps teachers focus on teaching and learning for results using a wide variety of strategies, including differentiated instruction, universal design for learning, brain-based learning, RTI, and evidence-based practice. Other areas of focus include classroom management and helping adolescents transition to life after high school. With helpful forms, activities, graphic organizers, and quotations throughout, this teacher-friendly resource: Outlines the theoretical background for creating an inclusive classroom environment at the middle and high school level Describes the psychosocial, cognitive, physical, and moral development of adolescents and how they affect teaching practice Provides research-based practices to maximize and honor learners′ potentials and strengths Inclusion Strategies That Work for Adolescent Learners! is the perfect companion for educators striving to help their adolescent students achieve success in the classroom and beyond.
Author: Robert Clover Johnson
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 280
Get Book Here
Book Description
This collection examines the impact of the No Child Left Behind legislation and high-stake testing on deaf students and their education.
Author: Martha L. Thurlow
Publisher:
ISBN:
Category :
Languages : en
Pages : 137
Get Book Here
Book Description
This is the thirteenth annual report by the National Center on Educational Outcomes (NCEO) that analyzes public reporting practices of assessment data for students with disabilities in K-12 schools in the United States. The Individuals with Disabilities Education Act (IDEA) required states to disaggregate performance data at the state and district level. This year marks the tenth annual reporting period since this requirement was established, and the seventh reporting period since the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA). For school year (SY) 2008-09, the number of regular states publicly reporting disaggregated data for both participation and performance for students with disabilities taking regular assessments maintained at 46 states from the previous year. However, this year marked the first time that all 50 states disaggregated data for at least some regular tests for ESEA accountability systems. For regular states reporting on alternate assessments based on alternate achievement standards (AA-AAS), 45 states had at least some data reported, up from 36 the previous year. Among these, 44 states reported both participation and performance data. Although reporting practices for regular assessments have changed little for 2008-09 compared to the previous years, this year did mark the first time all 50 states reported disaggregated data for at least some state assessments in ESEA accountability systems. Reporting on AA-AAS also improved over the previous two years. Further, all states with AA-MAS reported participation and performance data. For performance, although there were increased mean gaps for students with disabilities and regular students on regular assessments across all grades and content areas, the mean performance for students in both populations showed improvement in all grades and content areas, but regular students showed larger mean gains compared to last year. Unique states held steady with reporting on regular assessments, and made some improvement in the number of states reporting on AA-AAS. Further, with the inclusion of ELLs with disabilities in this report, the authors saw that although fewer states report on these students for regular assessments, this number also is increasing over prior reports. Nearly half of the regular states report on AA-AAS for this population. For Title III ELP assessments, half of the regular states that publicly reported data for ELLs did so for ELLs with disabilities. Finally, the publicly disaggregated participation and performance data described in this report covered a variety of state assessments based on state content standards. States have increased the breadth of their reporting over the years, to some extent due to additional testing options but also due to more detailed reporting and reporting data not reported previously. Appended are: (1) Example Letter to Assessment Director; (2) Example Letter to Special Education Director; (3) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities and ELLs with Disabilities on Regular State Tests in the Fifty States and Unique States for 2008-2009; (4) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities and ELLs with Disabilities on Alternate Assessments Based on Alternate Achievement Standards in the Fifty States and Unique States for 2008-2009; (5) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities on Alternate Assessments Based on Modified Achievement Standards in the Fifty States and Unique States for 2008-2009; (6) How Participation was Reported for Students with Disabilities on Regular Assessments in the Fifty States for 2008-2009; (7) How Participation was Reported for ELLs with Disabilities on Regular Assessments in the Fifty States for 2008-2009; (8) How Participation was Reported for Students with Disabilities on Alternates Based on Alternate Achievement Standards in the Fifty States for 2008-2009; (9) How Participation was Reported for ELLs with Disabilities on Alternates Based on Alternate Achievement Standards in the Fifty States for 2008-2009; (10) How Performance was Reported for Students with Disabilities on Regular Assessments in the Fifty States for 2008-2009; (11) How Performance was Reported for ELLs with Disabilities on Regular Assessments in the Fifty States for 2008-2009; (12) How Performance was Reported for Students with Disabilities on Alternate Assessments Based on Alternate Achievement Standards in the Fifty States for 2008-2009; (13) How Performance was Reported for ELLs with Disabilities on Alternate Assessments Based on Alternate Achievement Standards in the Fifty States for 2008-2009; (14) Status of Disaggregated Data (Participation and Performance) for ELLs with Disabilities on Title III English Language Proficiency Assessment Data in the Fifty States for 2008-2009; and (15) Status of Disaggregated Reporting for Students Using Accommodations on State Assessments in the Fifty States for 2008-2009. (Contains 9 tables and 34 figures.).
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309057892
Category : Education
Languages : en
Pages : 305
Get Book Here
Book Description
In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education? In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for "one"â€"the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education. The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students. Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilitiesâ€"and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education.
Author: Debra Albus
Publisher:
ISBN:
Category :
Languages : en
Pages : 128
Get Book Here
Book Description
The 2006-2007 school year was the eighth annual reporting period since disaggregating the performance of students with disabilities on state and district-wide assessments was required by the Individuals with Disabilities Education Act (IDEA). It is the fifth reporting period since the enactment of the No Child Left Behind Act (NCLB), and the eleventh in a series of National Center on Educational Outcomes (NCEO) reports documenting state public reporting practices. Historically, the number of states publicly reporting disaggregated participation and performance data for all regular assessments has increased from 28 states before the passage of NCLB (2000-2001), to 39 states for assessments within NCLB accountability systems in 2005-2006. In the intervening years, the number has fluctuated some, from 36, 35, and 36 in 2002-2003, 2003-2004, and 2004-2005, respectively. The number of states reporting disaggregated participation and performance data for all alternate assessments had decreased from the high reported in 2004-2005 of 42 states to 28 states in 2005-2006. This change in reporting may be related to changes in federal policies for reporting to the U.S. Department of Education and to the authors' procedures, in which they did not count Annual Performance Report (APR) data as publicly reported data. Nine appendices are included: (1) Sample Letter Sent to Assessment Directors; (2) Sample Letter Sent to Special Education Directors; (3) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities on Regular State Tests in the Fifty States and Unique States for 2006-2007; (4) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities on Alternate State Tests in the Fifty States and Unique States for 2006-2007; (5) Disaggregated Participation Information for Students with Disabilities on Regular State Tests for the Fifty States and Unique States for 2006-2007; (6) Disaggregated Alternate Assessment Participation Information for Students with Disabilities on Regular State Tests for the Fifty States and Unique States for 2006-2007; (7) Disaggregated Regular Assessment Performance Information for Students with Disabilities for the Fifty States and Unique States for 2006-2007; (8) Disaggregated Alternate Assessment Performance Information for Students with Disabilities for the Fifty States and Unique States for 2006-2007; and (9) Participation and Performance for Students Tested with Accommodations. (Contains 30 figures and 12 tables.).
