Category » Response to Intervention

• Learning Academies: Module 6, Assessment

  1/1/05 - National Institute for Urban School Improvement,

  Conducting sound assessments is a necessary part of exemplary teaching. Assessments not only evaluate student learning, they serve to guide subsequent instruction. This module looks at the construction of both quality assessments and student learning outcomes, examines multiple ways to assess learning, explores the use of rubrics for assessing student work, and highlights key elements of performance assessment tasks.

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  A coherent approach to high school improvement: a needs assessment tool

  1/22/10 - Lindsay Fryer , Amy Johnson

  "The foundation for this needs assessment tool is the National High School Center’s Eight Elements of High School Improvement: A Mapping Framework. This framework was developed to support researchers, policymakers, and practitioners at all levels in their efforts to maximize the achievement of all high school students. The document outlines eight core elements that can be used as a lens for mapping school, district, and state high school improvement efforts in a comprehensive, systemic...

• A framework for developing high-quality english language proficiency standards and assessments

  1/1/08 - Southeast Comprehensive Center,

  Edynn Sato, PhD, director, WestEd Assessment and Accountability Comprehensive Center, discusses the framework for creating high-quality English language proficiency (ELP) standards and assessments. The purpose of the framework is to assist states with interpretation and implementation of Title III requirements for ELP standards and assessments.

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  Access to the General Education Curriculum for Students with Significant Cognitive Disabilities

  1/14/09 - The Access Center,

  This brief explores the linkages between alternate state standards, alternate assessment, the IEP, and classroom instruction and assessment as the process of providing access to the general education curriculum for students with significant cognitive disabilities

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  Are there differences in achievement between boys and girls?

  1/2/10 - Center on Education Policy,

  "Disparities between boys and girls in reading and mathematics achievement have long been a concern among educators. While the No Child Left Behind Act (NCLB) does not hold school systems directly accountable for making adequate yearly progress (AYP) for the male and female subgroups, as it does for racial/ethnic and other subgroups, the Act does require states and school districts to publicly report test results broken down by gender. These requirements to disaggregate and publicize test...

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  Assessment of Deafblind Access to Manual Language Systems (ADAMLS)

  1/5/09 - Robbie Blaha, Brad Carlson

  The Assessment of Deafblind Access to Manual Language Systems (ADAMLS) is a resource for educational teams who are responsible for developing appropriate adaptations and strategies for children who are deafblind and who are candidates for learning manual language systems. Includes strategies for organizing the assessment process, assessment questions with considerations for adaptations, and summary results.

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  Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060)

  1/3/09 - Gersten, R. , Beckmann, S. , Clarke, B. , Foegen, A. , Marsh, L. , Star, J. R. , Witzel, B.

  This Practice Guide, released by IES in April 2009, aims to help educators develop and implement Response to Intervention to assist students struggling in math. The focus is building an instructional program in order to improve outcomes for students who have difficulty with math. The guide presents recommendations about screening, instruction, and progress monitoring and indicates the quality of the research base that supports them. It includes common questions and potential concerns that...

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  Determining adequate yearly progress from kindergarten through grade 6 with Curriculum Based Measurement

  1/3/09 - National Center on Student Progress Monitoring,

  Progress monitoring is a scientifically based practice that teachers can use to evaluate the effectiveness of their instruction for individual students or their entire class. Teachers identify goals for what their students will learn over time, measure their students' progress toward meeting these goals by comparing expected and actual rates of learning, and adjust their teaching as needed. The benefits of progress monitoring include accelerated learning for students who receive more...

• Dialogue guide: IQ-Achievement discrepancy model

  1/1/07 - National Center on Response to Intervention,

  This 2007 brief and tool were developed to guide stakeholders through dialogue on identifying students for learning disabilities. A brief, developed by the IRIS Center, explains what the IQ-Achievement Discrepancy Model is, how it is used in identifying students with learning disabilities, and three main problems with this model. It describes RTI as an alternative method of identifying students with learning disabilities. Six sets of questions for stakeholders, developed by the IDEA...

• Dialogue guide: Rational for RTI

  1/1/07 - National Center on Response to Intervention,

  This 2007 brief and tool were developed to guide stakeholders through dialogue on the topic “Rationale for RTI.” The brief, developed by the IRIS Center, describes the primary features of RTI, discusses the benefits of RTI in relation to early intervening services and the identification of learning disabilities, and explains how RTI can address many of the concerns associated with the IQ-Achievement Discrepancy Model. Six sets of questions for stakeholders, developed by the IDEA...

• Dialogue guide: What is RTI?

  1/1/07 - National Center on Response to Intervention,

  This 2007 brief and tool were developed to guide stakeholders through dialogue on the topic “What is RTI?” A brief, developed by the IRIS Center, describes the key components of RTI, the characteristics of RTI related to early intervening services and the identifying students with learning disabilities. Six sets of questions for stakeholders, developed by the IDEA partnership, ask about participants’ knowledge of RTI and their views on its implementation, potential benefits, and...

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  Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Preschool--Kindergarten 2007 Psychometric Report

  1/23/10 - Michelle Najarian, Kyle Snow, Jean Lennon, Susan Kinsey, Gail Mulligan

  "This methodology report documents the design, development, and psychometric characteristics of the assessment instruments used in the preschool and kindergarten waves of the ECLS-B. The assessment instruments measure children's cognitive development in early reading and mathematics, socioemotional functioning, fine and gross motor skills, and physical development (height, weight, middle upper arm circumference, and head circumference). The report also includes information about indirect...

• Ensuring Appropriate Assessment for all students with special needs

  1/1/04
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  Evaluation of the technical evidence of assessments for special student populations

  1/10/09 - Sato, E., Rabinowitz, S., Worth, P., Gallagher, C., Lagunoff, R., Crane, E.

  This evaluation updates and extends the work presented in Technical Adequacy of Assessments for Alternate Student Populations (Rabinowitz & Sato, 2005). This project is ongoing and is intended to inform developers and consumers of assessments for special student populations (ELLs and SWDs). The evaluation focuses on the technical adequacy of evidence related to assessments used to meet relevant Title I and Title III requirements under NCLB. In addition to the report, which includes a...

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  Final report: How district-wide systems change impacted LRE for students with severe disabilities

  1/23/10 - Kozeski, Elizabeth B., Sullivan, Amanda L., Equity Alliance at ASU

  "This final report chronicles the outcomes of the second generation National Institute for Urban School Improvement (NIUSI), Award Number # H326B020002. Built on the previous five years of innovative work from 1997-2002 (a $5 million award), NIUSI’s second round of funding ($3.5 million) produced important results that offer a district-wide blueprint for the design and delivery of least restrictive environments and access to the general education curriculum for students with disabilities...

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  Guidelines for ensuring the technical quality of assessments affecting English language learners and students with disabilities: Development and implementation of regulations

  1/10/09 - Sato, E., Worth, P., Gallagher, C., Lagunoff, R., McKeag, H.

  The Guidelines provide research-based information on key issues relevant to the technical quality of assessments for English language learners (ELLs) and students with disabilities (SWDs). These guidelines reflect both syntheses of research and best/promising practices and include recommendations of resources for additional information on the technical quality of assessments for ELLs and SWDs. This is an evolving document, and will be updated periodically to incorporate new information and...