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Download full textGill, Matt; Outka, Janeen; McCorkle, Mary – South Dakota Department of Education, 2015
Student growth is one of two essential components of South Dakota's Teacher and Principal Effectiveness Systems. In the state systems, student growth is defined as a positive change in student achievement between two or more points in time. "The South Dakota SLO Handbook" provides support and guidance to public schools and school…
Descriptors: Guides, Public Schools, School Districts, Statistical Analysis
Direct linkGrisham-Brown, Jennifer; Pretti-Frontczak, Kristie – Brookes Publishing Company, 2011
To ensure the best possible outcomes for young children with and without disabilities, early childhood educators must enter the classroom ready to conduct all types of early childhood assessment--including determining if children need additional services, planning and monitoring instruction, and determining program effectiveness. They'll get the…
Descriptors: Play, Textbooks, Program Evaluation, Early Childhood Education
Albus, Debra; Thurlow, Martha; Bremer, Chris – National Center on Educational Outcomes, University of Minnesota, 2009
The 2006-2007 school year was the eighth annual reporting period since disaggregating the performance of students with disabilities on state and district-wide assessments was required by the Individuals with Disabilities Education Act (IDEA). It is the fifth reporting period since the enactment of the No Child Left Behind Act (NCLB), and the…
Descriptors: Federal Legislation, Alternative Assessment, Special Needs Students, Disabilities
Grading and Reporting in a Standards-Based Environment: Implications for Students with Special Needs
Guskey, Thomas R.; Jung, Lee Ann – Theory Into Practice, 2009
Teachers at all levels of education today struggle in their efforts to assign fair, accurate, and meaningful grades to students with disabilities, especially those placed in general education classrooms. Lacking specific policies or recommendations, most teachers apply informal, individual grading adaptations for such students. Although these…
Descriptors: Grades (Scholastic), Disabilities, Classroom Environment, Special Needs Students
Ahearn, Eileen M. – National Association of State Directors of Special Education, 2008
This report describes the inclusion of students with disabilities in state assessment that is part of the No Child Left Behind Act (NCLB) accountability system. It is specifically directed to charter schools and includes information about the basic statutory and regulatory requirements for general and alternate types of assessments and their use…
Descriptors: Charter Schools, Inclusion, Mainstreaming, Federal Legislation
Rabinowitz, Stanley; Sato, Edynn; Case, Betsy J.; Benitez, Debra; Jordan, Kevin – Regional Educational Laboratory Southwest (NJ1), 2008
In 2003 the U.S. Department of Education issued regulations allowing states to develop alternate standards and assessments for students with the most significant cognitive disabilities. This study reviews and summarizes alternate assessment policies and practices--and their implementation and impact--for the most significantly cognitively…
Descriptors: Alternative Assessment, Disabilities, Special Education, Special Needs Students
Wakeman, Shawnee Y.; Browder, Diane M.; Meier, Irene; McColl, Ann – Mental Retardation and Developmental Disabilities Research Reviews, 2007
In a review of current research and the No Child Left Behind (NCLB) legislation, this paper focuses on two specific issues: (a) how students with developmental disabilities show adequate yearly progress, including a description of the assessments in which this population may participate, and (b) the policy issues surrounding NCLB including…
Descriptors: Federal Legislation, Educational Improvement, Federal Programs, Developmental Disabilities
Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2009
In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in kindergarten. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2008 and administered to approximately 2800 students from…
Descriptors: Kindergarten, General Education, Response to Intervention, Access to Education
Alonzo, Julie; Lai, Cheng Fei; Tindal, Gerald – Behavioral Research and Teaching, 2009
In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…
Descriptors: Grade 4, General Education, Response to Intervention, Access to Education
Lai, Cheng Fei; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2009
In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…
Descriptors: Grade 5, General Education, Response to Intervention, Access to Education
Alonzo, Julie; Lai, Cheng Fei; Tindal, Gerald – Behavioral Research and Teaching, 2009
In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…
Descriptors: Grade 3, General Education, Response to Intervention, Access to Education
Lai, Cheng Fei; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2009
In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…
Descriptors: Grade 7, General Education, Response to Intervention, Access to Education
Lai, Cheng Fei; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2009
In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…
Descriptors: Grade 8, General Education, Response to Intervention, Access to Education
Alonzo, Julie; Lai, Cheng Fei; Tindal, Gerald – Behavioral Research and Teaching, 2009
In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…
Descriptors: Grade 2, General Education, Response to Intervention, Access to Education
Peer reviewedTripp, April; Zhu, Weimo – Journal of Physical Education, Recreation & Dance (JOPERD), 2005
Current federal legislation has shifted the focus of education for students with disabilities from issues of access and opportunity to issues about improving teaching and learning, specifically focusing on students? involvement in the general curriculum. Effective assessment techniques are critical to the educational process in order for the…
Descriptors: Federal Legislation, Disabilities, Physical Fitness, Adapted Physical Education
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