Download or read book Reporting Educational Results for Students with Disabilities written by Ron Erickson and published by . This book was released on 1997 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Testing Students With Disabilities written by Martha L. Thurlow and published by Corwin Press. This book was released on 2003 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is intended to facilitate the meaningful inclusion of students with disabilities in district and state assessments as required by the 1997 amendments to the Individuals with Disabilities Education Act. First, an introductory chapter offers reasons for including students with disabilities in district and statewide accountability systems. Chapters 2 through 6 address the specifics of including children with disabilities, such as deciding how students participate in district and state tests, eligibility for assessment accommodations, how to decide which accommodations are appropriate for use in assessments, the characteristics of alternate assessments, and including English language learners with disabilities in assessments. Chapters 7 through 10 address using assessment results, how the Individualized Education Program (IEP) can be restructured to promote greater participation in the accountability system, teacher and service provider collaboration, gaining support from administrators, parent involvement in testing decisions, and the legalities of restructuring accountability systems that include all students. Extensive appendices include sample forms and worksheets for participation decision making, IEP development, assessment accommodations, and student feedback; checklists of criteria for deciding about participation, accommodations, and assessment type; a guide to staff development; and a list of Technical Assistance and Dissemination Networks. (Individual chapters identify additional resources.) (CR).
Download or read book Educating One and All written by National Research Council and published by National Academies Press. This book was released on 1997-06-27 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Almost There in Public Reporting of Assessment Results for Students with Disabilities Technical Report 39 written by Martha L. Thurlow and published by . This book was released on 2004 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.).
Download or read book Reporting Test Results for Students with Disabilities and English Language Learners written by National Research Council and published by National Academies Press. This book was released on 2002-09-06 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: At the request of the U.S. Department of Education, the National Research Council's (NRC) Board on Testing and Assessment (BOTA) convened a workshop on reporting test results for individuals who receive accommodations during large-scale assessments. The workshop brought together representatives from state assessment offices, individuals familiar with testing students with disabilities and English-language learners, and measurement experts to discuss the policy, measurement, and score use considerations associated with testing students with special needs.
Download or read book 2008 09 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities Technical Report 59 written by Martha L. Thurlow and published by . This book was released on 2011 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.).
Download or read book Reporting Test Results for Students with Disabilities and English Language Learners written by Board on Testing and Assessment and published by . This book was released on 2002-09-06 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: At the request of the U.S. Department of Education, the National Research Council's (NRC) Board on Testing and Assessment (BOTA) convened a workshop on reporting test results for individuals who receive accommodations during large-scale assessments. The workshop brought together representatives from state assessment offices, individuals familiar with testing students with disabilities and English-language learners, and measurement experts to discuss the policy, measurement, and score use considerations associated with testing students with special needs.
Download or read book Performance Report of Educational and Vocational Services and Results for Individuals with Disabilities written by and published by . This book was released on 1998 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Public Reporting of 2007 2008 Assessment Information on Students with Disabilities written by Chris Bremer and published by . This book was released on 2011 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the twelfth annual report by the National Center on Educational Outcomes (NCEO) analyzing public reporting of disaggregated assessment data for elementary and secondary students with disabilities in the United States. Reporting disaggregated performance data at the state and district level to the public is required of states by the Individuals with Disabilities Education Act (IDEA); the 2007-2008 school year marks the ninth annual reporting period since this requirement was established, and the sixth reporting period since the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA). For the 2007-2008 school year, the number of regular states publicly reporting disaggregated data for both participation and performance for students with disabilities taking regular assessments fell from 46 to 45. Thirty-six states provided disaggregated participation and performance data for students with disabilities taking alternate assessments based on alternate achievement standards (AA-AAS) for 2007-2008; this number remained the same as in 2006-2007. Reporting of regular assessments in the ESEA accountability system, by type, for regular states showed a pattern similar to 2006-2007, with 100% reporting participation and performance on norm-referenced tests (NRT), combination NRT and criterion-referenced tests (NRT/CRT), and exit exams (EXIT), but lower levels of reporting on the most common test type, CRTs. Although a greater number of CRTs were used, the percentage of those on which states reported fell from 89% to 85%. Reporting on regular assessments was provided by 49 regular states in 2007-2008, the same number as in 2006-2007. Reporting on AA-AAS was provided by 43 regular states in 2007-2008, down from 44 states in 2006-2007. For the unique states, four reported both participation and performance data for regular assessments. One unique state reported both participation and performance data for AA-AAS. The public reporting of participation and performance for 2007-2008 assessments was fairly consistent with the reporting in 2006-2007. There continues to be a need for states to report clearly, to publicly report on accommodations use, and to strive to make the data that are reported accessible to those who seek them via public Web sites. Appendices include: (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 on Regular State Tests in the Fifty States and Unique States for 2007-2008; (4) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities on State Alternates Based on Alternate Achievement Standards (AA-AAS) in the Fifty States and Unique States for 2007-2008; (5) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities on Alternates Based on Modified Achievement Standards (MAS) in the Fifty States for 2007-08; (6) Disaggregated Participation Information for Students with Disabilities on Regular State Tests for the Fifty States and Unique States for 2007-2008; (7) Disaggregated Alternate Assessment Participation Information for Students with Disabilities on Regular State Tests for the Fifty States and Unique States for 2007-2008; (8) Disaggregated Regular Assessment Performance Information for Students with Disabilities for the Fifty States and Unique States for 2007-2008; (9) Disaggregated Alternate Assessment Performance Information for Students with Disabilities for the Fifty States and Unique States for 2007-2008; and (10) Participation and Performance for Students Tested with Accommodations for 2007-2008. (Contains 9 tables and 21 figures.).
Download or read book Wrightslaw Special Education Legal Developments and Cases 2019 written by Peter Wright and published by . This book was released on 2020-07-10 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Wrightslaw Special Education Legal Developments and Cases 2019 is designed to make it easier for you to stay up-to-date on new cases and developments in special education law.Learn about current and emerging issues in special education law, including:* All decisions in IDEA and Section 504 ADA cases by U.S. Courts of Appeals in 2019* How Courts of Appeals are interpreting the two 2017 decisions by the U.S. Supreme Court* Cases about discrimination in a daycare center, private schools, higher education, discrimination by licensing boards in national testing, damages, higher standards for IEPs and "least restrictive environment"* Tutorial about how to find relevant state and federal cases using your unique search terms
Download or read book Uneven Transparency written by National Center on Educational Outcomes, Minneapolis, MN. and published by . This book was released on 2005 with total page 73 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report marks the eighth analysis conducted by the National Center on Educational Outcomes (NCEO) of the public reporting of state assessment results for students with disabilities. This is the third analysis that NCEO has conducted since the passage of the federal No Child Left Behind Act (NCLB). Overall, a total of 48 states reported some state-level information about students with disabilities on their state assessments: 35 reported participation and performance for all their general assessments, 11 reported participation and performance data for some of these, 2 reported only performance information, and 2 did not report information. When considering only tests that were part of NCLB accountability systems, more states reported all information publicly: 44 states reported participation and performance information for all these assessments, 2 reported participation and performance information for some of these assessments, 2 reported only performance information for all these assessments, and 2 did not report information. Overall, this report reinforces what was found for the 2002-2003 school year data. States are improving their public reporting practices, but the improvement is gradual. These improvements include more states reporting test information for accountability tests and an increase in information provided on alternate assessments. However, there are still improvements that need to be made. This report discusses the results of the study and provides recommendations for how states can continue to improve their public reporting practices. The following are appended: (1) Verification Letter to State Assessment Director; (2) Letters to State Directors of Special Education; (3) 2003-2004 State Assessment Systems and Status of Disaggregated Data; (4) Disaggregated Participation Information (Given for State-Level Data); (5) Participation Rate Analyses; (6) Disaggregated Alternate Assessment Participation Information (Given for State-Level Data); (7) 2003-2004 Alternate Assessments; (8) Participation and Performance for Students Tested with Accommodations; and (9) Performance Data for Reading and Math Assessments. (Contains 26 figures and 2 tables.).
Download or read book To Assure the Free Appropriate Public Education of All Children with Disabilities written by and published by . This book was released on 1998 with total page 584 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Improving Education Results for Children with Disabilities Act of 2003 written by United States. Congress. House. Committee on Education and the Workforce and published by . This book was released on 2003 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Large scale Testing of Students With Disabilities written by Gerald Tindal and published by Routledge. This book was released on 2018-12-07 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt: Large Scale Testing of Students With Disabilities addresses three issues: accommodations, modifications, and reporting of outcomes. The purpose is not to present an exhaustive summary of the research in these areas but to focus attention on how the issues are considered and empirically validated. The research summarized in this issue should serve as a model for state departments to consider in adoption of policy, either as findings upon which to inform policy or as a method to adopt in generating findings themselves. The studies reflect critical methodologies that are either experimental in design or use extant data sets as well as present a theoretical framework in how to interpret empirical results.
Download or read book Alternate Assessment of Students with Significant Cognitive Disabilities written by Icylin Leslie Harding and published by Xlibris Corporation. This book was released on 2016-08-20 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are increasing demands of accountability for improved student achievement, hence the challenges for governments, school systems, and educators to promote the development of teacher preparation and educational practices that assimilate precise strategies and alternate assessment tools for effective use in the classroom. This research study looks at the level and type of preparation given to teachers prior to the administering of the alternate assessment offered to students with significant cognitive disabilities to indicate students contribution to the schools academic progress or failure. Results of this study provide informative guidelines to all stakeholders in the business of training and preparing teachers to become more knowledgeable and efficient and hence demonstrate positive attitude toward this form of assessment.
Download or read book Grading the Nation s Report Card written by National Research Council and published by National Academies Press. This book was released on 1999-01-23 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the late 1960s, the National Assessment of Educational Progress (NAEP)â€"the nation's report cardâ€"has been the only continuing measure of student achievement in key subject areas. Increasingly, educators and policymakers have expected NAEP to serve as a lever for education reform and many other purposes beyond its original role. Grading the Nation's Report Card examines ways NAEP can be strengthened to provide more informative portrayals of student achievement and the school and system factors that influence it. The committee offers specific recommendations and strategies for improving NAEP's effectiveness and utility, including: Linking achievement data to other education indicators. Streamlining data collection and other aspects of its design. Including students with disabilities and English-language learners. Revamping the process by which achievement levels are set. The book explores how to improve NAEP framework documentsâ€"which identify knowledge and skills to be assessedâ€"with a clearer eye toward the inferences that will be drawn from the results. What should the nation expect from NAEP? What should NAEP do to meet these expectations? This book provides a blueprint for a new paradigm, important to education policymakers, professors, and students, as well as school administrators and teachers, and education advocates.
Download or read book 2010 11 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities Technical Report 68 written by Deb Albus and published by . This book was released on 2013 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the fourteenth report by the National Center on Educational Outcomes (NCEO) that analyzes public reporting practices for assessment data for students with disabilities in K-12 schools in the United States. This report includes information about both the 50 regular states and the 11 unique states (American Samoa, Bureau of Indian Education, Commonwealth of Northern Mariana Islands, U.S. Department of Defense Education Activities, District of Columbia, Federated States of Micronesia, Guam, Palau, Puerto Rico, Republic of the Marshall Islands, and U.S. Virgin Islands). The Individuals with Disabilities Education Act (IDEA) and the Elementary and Secondary Education Act (ESEA) require states to disaggregate performance data at the state and district level. For the 2010-11 school year, 53 of the 61 states reported participation and performance data for students with disabilities for all general assessments within the ESEA accountability system. Fifty-one states reported participation and performance data for alternate assessments based on alternate achievement standards (AA-AAS) that were within the ESEA system. Information about state assessments outside of ESEA is also presented. Reporting for English Language Learners (ELLs) with disabilities also was examined in this report. Only four states reported both participation and performance for the general assessment for this group. More states (n = 20) reported both participation and performance data for ELLs with disabilities on the AA-AAS. Most states reported participation and performance data by individual grade and test for students with disabilities, though a few only reported data that merged grades or tests. Forty-seven of the regular states reported student performance by achievement level, and 39 reported the percent proficient. Many states reported data on accommodations use. This report also presents the results of an analysis of the ease of finding publicly reported data for students with disabilities on states' websites. This involved counting the number of mouse clicks that it took to arrive at public reports for the general and AA-AAS assessments on state department of education websites. For 33 of the regular states it took 1-2 clicks to find the general assessment information; 5 or more clicks were required in 11 states. The following appendices are included: (1) Example letter to Assessment Director and Special Education Director; (2) Example Verification Tables Sent to States; (3) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities and English Language Learners with Disabilities on Regular State Tests in the Fifty States and Unique States for 2010-2011; (4) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities and ELLs with Disabilities on State Alternates Based on Alternate Achievement Standards (AA-AAS) in the Fifty States and Unique States for 2010-2011; (5) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities and ELLs with Disabilities on State Alternates Based on Modified Achievement Standards (AAMAS) in the Fifty States and Unique States for 2010-2011; (6) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities and ELLs with Disabilities on English Language Proficiency Assessments for Fifty States and Unique States for 2010-2011; (7) Ways States Disaggregated Participation Data for Students with Disabilities for Regular Assessments; (8) How Participation was Reported in States Using Any Reporting Method on Regular Assessments in the Fifty States, 2010-2011; (9) Participation "Reported by Grade and Test" for Students with Disabilities on Regular Assessments, 2010-2011; (10) Participation Reported "by Grade and Test" for Students with Disabilities on Alternate Assessments Based on Alternate Achievement Standards (AA-AAS), 2010-2011; (11) Summary of How States Reported Participation Rates on the Alternate Assessment Based on Modified Achievement Standards (AA-MAS), 2010-2011; (12) Key for State and Unique State Abbreviations; (13) Ways States Disaggregated Performance Data for Students with Disabilities for Regular Assessments, 2010-11; (14) How Performance was Reported in States Using Any Reporting Method on Regular Assessments in the Fifty States, 2010-2011; (15) How Performance Was Reported "by Grade and Test" for Students with Disabilities on Regular Assessments in the Fifty States and Unique States, 2010-2011; (16) How Performance Was Reported "by Grade and Test" for Students with Disabilities on the Alternate Assessment Based on Alternate Achievement Standards (AA-AAS) in the Fifty States and Unique States, 2010-2011; (17) Number of States Reporting Different Accommodation Status Categories for Any Population, 2010-2011; (18) Number of States Reporting Participation and Performance by Accommodated Condition for Any Student Population; and (19) How States Reported Accommodations Data by Test and Grade for Participation and Performance, 2010-2011.
