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Forte, Ellen – Council of Chief State School Officers, 2017
Large-scale academic assessments have played a dominant role in U.S. federal and state education policies over the past couple of decades. Among the many validity issues that presently concern test users is the evaluation of alignment among large-scale assessments and the academic content and performance standards on which they are based. This…
Descriptors: Alignment (Education), Measurement, Academic Standards, Educational Policy
Wagner, Richard K.; Compton, Donald L. – Journal of Learning Disabilities, 2011
Dynamic assessment refers to assessment that combines elements of instruction for the purpose of learning something about an individual that cannot be learned as easily or at all from conventional assessment. The origins of dynamic assessment can be traced to Thorndike (1924), Rey (1934), and Vygotsky (1962), who shared three basic assumptions.…
Descriptors: Intervention, Student Evaluation, Educational History, Models
Johnsen, Susan K.; Parker, Sonia L.; Farah, Yara N. – TEACHING Exceptional Children, 2015
Response to intervention (RTI) was included in the 2004 reauthorization of the Individuals With Disabilities Education Act (IDEA), specifically as part of an assessment process to determine if a child has a disability. Although IDEA's focus is on students with disabilities, 10 states have developed policies that attend to students with gifts and…
Descriptors: Response to Intervention, Academically Gifted, Student Needs, Federal Legislation
Thurlow, Martha; Lazarus, Sheryl; Quenemoen, Rachel; Moen, Ross – National Center on Educational Outcomes, University of Minnesota, 2010
The academic progress of students is an important indicator of educational success. For school accountability systems, using a growth model to report on a student's academic growth can be viewed as an addition to or a replacement for a status model. Status models compare the performance of a cohort of students in a grade one year with the…
Descriptors: Academic Achievement, Disabilities, Accountability, Student Improvement
Power, Emma; Anderson, Alison; Togher, Leanne – Journal of Communication Disorders, 2011
Purpose: Huntington's Disease (HD) is a fatal, hereditary neurodegenerative disorder that is characterized by a triad of motor, cognitive and psychiatric symptoms that impact on both communicative effectiveness and the treatment techniques used to maximize communicative participation. The purpose of this article is to describe the application of…
Descriptors: Student Evaluation, Family Programs, Diseases, Communication Disorders
Checkoway, Amy; Goodson, Barbara; Grindal, Todd; Hofer, Kerry – Abt Associates, 2016
As part of the federal Preschool Development Grant Program in late 2014, the Massachusetts Department of Early Education and Care (EEC) was awarded a Preschool Expansion Grant (referred to as the Massachusetts PEG program) to expand high-quality early childhood education to four-year-old children from low-income families. The Massachusetts PEG…
Descriptors: Preschool Education, Grants, Early Childhood Education, Access to Education
Holdheide, Lynn; Browder, Diane; Warren, Sandra; Buzick, Heather; Jones, Nathan – National Comprehensive Center for Teacher Quality, 2012
With the current emphasis in educational policy on improving teacher effectiveness, states and school districts are quickly developing and implementing new models of teacher evaluation. However, few models address the unique challenges in accurately measuring achievement growth of students with disabilities (including those participating in…
Descriptors: Disabilities, Educational Policy, Teacher Effectiveness, Special Education
Preus, Betty – American Secondary Education, 2012
The author studied a public junior high school identified as successfully implementing authentic instruction. Such instruction emphasizes higher order thinking, deep knowledge, substantive conversation, and value beyond school. To determine in what ways higher order thinking was fostered both for students with and without disabilities, the author…
Descriptors: Disabilities, Inclusion, Prior Learning, Feedback (Response)
VanDerHeyden, Amanda M. – Exceptional Children, 2011
Perhaps the greatest value of response to intervention (RTI) as a decision framework is that it brings attention to variables (e.g., mastery of prerequisite skills, frequency of instructional corrective feedback, reinforcement schedules for correct responding) that if changed might make a meaningful difference for students (e.g., child rate of…
Descriptors: Feedback (Response), Intervention, Classification, Response to Intervention
Grier, Betsy Chesno; Bradley-Klug, Kathy L. – Journal of Educational & Psychological Consultation, 2011
Medical technology continues to improve, increasing life expectancies and capabilities of children with chronic illnesses and disabilities. Pediatric health issues have an impact on children's academic, emotional, behavioral, and social functioning. This article reviews a consultative Biopsychoeducational Model, based on a problem-solving process,…
Descriptors: School Psychologists, Chronic Illness, Children, Health Needs
Clopton, Kerri L.; Etscheidt, Susan – Psychology in the Schools, 2009
The purpose of this article is to propose that a combined response to intervention (RTI)-psychoeducational assessment model be used for expedited evaluations required during disciplinary proceedings [Individuals with Disabilities Education Improvement Act, 20 U.S.C. Section 1415(k)(5)(D)(ii)]. An expedited evaluation would determine if the child…
Descriptors: Early Intervention, Formative Evaluation, Disability Identification, Psychoeducational Methods
Dunlap, Glen; Iovannone, Rose; Kincaid, Donald; Wilson, Kelly; Christiansen, Kathy; Strain, Phillip; English, Carie – Brookes Publishing Company, 2010
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…
Descriptors: Behavior Problems, Prosocial Behavior, Functional Behavioral Assessment, Communication Skills
Lieberman, Lauren J.; Lytle, Rebecca K.; Clarcq, Jason A. – Journal of Physical Education, Recreation & Dance (JOPERD), 2008
The universal design for learning (UDL) approach to teaching, a method to create access for all students, can be extremely effective when adequate time, energy, and creativity are spent to apply it. The purpose of this article is to encourage the use of the universal design for learning approach to ensure the successful inclusion of all students…
Descriptors: Learning Theories, Disabilities, Access to Education, Teaching Methods
Pereles, Daphne A.; Omdal, Stuart; Baldwin, Lois – Gifted Child Today, 2009
Many books and articles have been written about a Response to Intervention (RtI) model of service delivery for students who are struggling learners. However, little has been written about this model's usefulness as a means of addressing the needs of advanced learners or twice-exceptional learners whose needs may be both remedial and advanced. The…
Descriptors: Student Needs, Intervention, Academically Gifted, Disabilities

Meyers, Joel; And Others – Journal of Special Education, 1985
Process assessment is offered as an alternative frame of reference for conducting psychoeducational assessment. The research base is presented, as well as a specific model that focuses assessment on the characteristics of the task, the child, and the setting, as well as the interactions among three factors. (Author/CL)
Descriptors: Disabilities, Evaluation Methods, Models, Student Evaluation