Case management services under NYS PROMISE are provided by a robust and diverse network of case managers and family coaches. Case managers work predominantly with youth in the research demonstration sites, while family coaches work exclusively with the families of intervention group youth enrolled in NYS PROMISE through regional Parent Training…

Discriminatory discipline practices in the nation's schools disproportionately impact students of color; students with emotional, behavioral, and cognitive disabilities; and youth who identify as lesbian, gay, bisexual, transgender, and questioning (LGBTQ). Large numbers of these students are removed from class, lose opportunities to learn, and…

Bullying is one type of violence that threatens a youth's well-being in schools and neighborhoods. The impacts of bullying are felt by individuals, families, schools, and society and may result in youths feeling powerless, intimidated, and humiliated by the aggressive acts of other youth(s). This document is designed as a tool to help…

In recent years, the concept of teachers as researchers in both special and mainstream school settings has become part of our everyday language. Whilst many educational practitioners will see the need for research within their setting, many may not be familiar with the technical elements they believe are required. "Creating Meaningful Inquiry in…

Solve serious behavior challenges in K-8 classrooms with this easy-to-use book, the first practical guide to the research-proven Prevent-Teach-Reinforce (PTR) model. Developed by some of the most respected authorities on positive behavior support, this innovative model gives school-based teams a five-step plan for reducing problems unresolved by…

Intended for administrators, the booklet outlines procedures for evaluating district special education programs. An introductory chapter presents the rationale for evaluation as an efficient management tool. A review of the literature addresses five stages in evaluation: (1) defining the evaluation model, (2) collecting evaluation information, (3)…

The authors present an informal assessment strategy format to aid teachers in meeting the needs of the handicapped student. The format includes an assessment sequence, how to analyze assessment results, and how to interpret results. (CT)

The collection of student data, both academic and behavioral, can enhance self-assessment and self-efficacy of special education teachers. The theory of self-efficacy is explained and techniques for collecting student performance data are suggested. (DB)

This paper reviews several approaches used by special education teachers in collecting and maintaining pupil performance data. Techniques using work samples, graphs and charts, and audio or videotapes are discussed. A three-stage data maintenance system is outlined, and blank forms for recording student data are included for reproduction and use.…

This article discusses procedures that have been developed to empower students with disabilities to take responsibility for graphing data reflecting their own academic performance. It discusses training methods for teaching students self-graphing and the benefits of self-monitoring. Examples are provided of different types of computer graphs.…

This study compiled descriptive information about what states are doing or planning to do with early intervention data systems, a component of early intervention systems as specified in Part H of the Individuals with Disabilities Education Act. The study examined the uses of data systems in eight states: Colorado, Maine, Maryland, Massachusetts,…

Suggests a procedure for vocational counselors to gather information about necessary entry-level skills and individual teaching styles in vocational programs. Discusses applications to vocational guidance with special needs students. (RC)

This article suggests detailed steps to assist in the construction and implementation of curriculum-based measurement (CBM) to track reading progress. Information includes how to construct and organize a CBM, how to administer and score a CBM, how to use the information for instructional changes, and how to use data collected to inform parents…

This article discusses effective preassessment team procedures for identifying students with special needs, including collecting comprehensive information about the student, documenting the student's problems, developing specific and detailed intervention plans, identifying support personnel to help implement the intervention plan, and…

This article identifies principles of the constant time delay procedure for teaching skills to students with disabilities and details a graphing method for efficiently monitoring student progress when teaching chained tasks. The method results in a line graph and response grid which show progress and analyze performance on each step of the task…