Students with Disabilities
Assessments Based on Modified Academic Achievement Standards: Critical Considerations and Implications for Implementation
This document presents information about assessments based on modified academic achievement standards (a.k.a., 2% assessments for students with disabilities). More specifically, the document presents key information about 2% assessments, describes critical issues and considerations related to the development and implementation of 2% assessments, and presents examples of general approaches states have taken (or are taking) in the development and implementation of the 2% assessments. This document will be updated periodically to incorporate new information and research. (Assessment and Accountability Comprehensive Center, 2007)
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Building the Legacy: A Training Curriculum on IDEA 2004
The Building the Legacy training curriculum was produced by NICHCY at the request of the Office of Special Education Programs (OSEP) at the U.S. Department of Education. The curriculum is intended to assist in understanding and implementation of the IDEA 2004 Part B regulations. The training curriculum has five overarching themes with multiple training modules beneath each theme. (National Dissemination Center for Children with Disabilities, to date)
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Considerations for the Alternate Assessment based on Modified Achievement Standards (AA-MAS): Understanding the Eligible Population and Applying that Knowledge to their Instruction and Assessment
This publication is intended to provide states with resources and guidance to appropriately and fairly evaluate students with disabilities in the classroom. The report analyzes the policy implications of the 2007 No Child Left Behind authorization of an Alternate Assessment based on Modified Achievement Standards (AA-MAS), and provides information on current research and best practices in identifying and assessing students eligible to participate in an AA-MAS. The recommendations are built on the belief that all students can learn grade-level content standards if given appropriate instruction and support. (New York Comprehensive Center, 2009)
Authors: Jamal Abedi, Christopher Domaleski, Stephen Dunbar, Meagan Karvonen, Scott Marion, Jim Pellegrino, Marianne Perie, David Pugalee, Rachel Quenemoen, Robert Rickelman and Catherine Welch
Dropout Prevention for Students With Disabilities: A Critical Issue for State Education Agencies
This issue brief provides guidance to states as they respond to requirements presented in the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) in the area of dropout prevention for students with disabilities. It also highlights the role of State Performance Plans as starting points for states to develop data collection and monitoring procedures, and supplies states with considerations and recommendations for providing a consistent method of tracking dropout data. (National High School Center, 2007)
Evidence for Education: Assessment & Accommodations
This brief explores what accommodations are appropriate for which students and how accommodations affect students’ learning and their performance on tests. Commentary from education professionals and examples from the field are included to highlight practical tools and resources designed to help educators and families determine appropriate accommodations for students with disabilities. (National Dissemination Center for Children with Disabilities, 2007)
Authors: Stephen D. Luke and Amanda Schwartz
Extensive Reading Interventions in Grades K-3: From Research to Practice
In a Response to Intervention (RTI) model, young students at risk for reading problems or learning disabilities may require extensive interventions. This report summarizes available data on the effects of extensive reading interventions (comprising at least 100 instructional sessions) and related implications for practice. (Center on Instruction, 2007)
Authors: Nancy Scammacca, Sharon Vaughn, Greg Roberts, Jeanne Wanzek, and Joseph Torgeson
Guidelines for Ensuring the Technical Quality of Assessments Affecting English Language Learners and Students with Disabilities: Development and Implementation of Regulations
This publication provides 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 research. (Assessment and Accountability Comprehensive Center, 2007)
Learning Disabilities Resource Kit: Specific Learning Disabilities Determination Procedures and Responsiveness to Intervention
This kit helps schools and districts navigate changes related to specific learning disability (SLD) determination and responsiveness to intervention (RTI). Included in the kit is general information on SLD determination and RTI, tools for getting started, PowerPoint presentations, and resources for parents. In particular, the School-Based RTI Practices section provides information from elementary schools around the country that are implementing RTI. Topics include school-wide screening, progress monitoring, tiered service delivery models, data-based decision-making, parent involvement, and fidelity of implementation. (National Research Center on Learning Disabilities, 2007)
New Roles in Response to Intervention: Creating Success for Schools and Children
This resource, a collection of position papers from a myriad of professional organizations, provides general information about Response to Intervention (RTI) and various school personnel's roles in RTI. (Center on Instruction, 2006)
Recruiting Quality Teachers in Mathematics, Science, and Special Education for Urban and Rural Schools
This publication focuses on six strategies for recruiting highly qualified teachers in mathematics, science, and special education. These strategies can assist schools and districts to be competitive in the job market and to lure college students and other professionals who are interested in a teaching career. (National Comprehensive Center for Teacher Quality, 2007)
Response to Intervention as It Relates to Early Intervening Services
This document is a summary of a two-day OSEP-sponsored symposium held October 30-31, 2006, by the National Association of State Directors of Special Education. It presents an overview of the way in which Response to Intervention (RTI) and Early Intervening Services (EIS) intersect. It also provides legislative background, a description of RTI, and a summary of barriers and recommendations generated by the participants at the symposium. (National Association of State Directors of Special Education, 2008)
Responsiveness to Intervention and Learning Disabilities
This report developed by the National Joint Committee on Learning Disabilities provides a brief overview of RTI and discusses issues related to implementation including use as an eligibility mechanism, parent participation, structure, and professional roles. (National Joint Committee on Learning Disabilities, 2005)
The Secondary Literacy Instruction and Intervention Guide
This guide provides an overview of the Content Literacy Continuum (CLC), a replicable district-level model of instruction to meet the differentiated needs of struggling adolescents. (Stupski Foundation, 2007)
Special EDge Podcasts
California Services for Technical Assistance and Training, a special project of the California Department of Education, has made a series of podcasts on Special Education issues available. The 19 titles include conversations with experts on Response to Intervention (RTI), differentiated instruction, communities of practice, and professional learning communities. (California Services for Technical Assistance and Training, 2008)
The Teacher Preparation ►Teacher Practices ►Student Outcomes Relationship in Special Education: Missing Links and New Connections
This brief examines the literature on the relationship between pre-service teacher preparation, teacher inservice practice, and outcomes for students with special needs. Specific recommendations for program improvement and further research are provided. (National Comprehensive Center for Teacher Quality, 2007)
Authors: Laura Goe and Jane Coggshall
Toolkit on Teaching and Assessing Students with Disabilities
This toolkit holds information that states will find useful in supporting academic success for students with disabilities, including research briefs and resources on improving instruction, assessment, and accountability; large-scale assessments; technical assistance products; and resources on assessment, instructional practices, behavior, and accommodations. (U.S. Department of Education, 2006)