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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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)
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)
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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