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Katherine A. Valentine; Adrea J. Truckenmiller – Intervention in School and Clinic, 2025
Educators are faced with many decisions regarding supporting students' writing. While writing achievement and curriculum-based measure scores provide numbers that are important for high-stakes decisions like determining special education eligibility, they do not provide educators with information on a student's explicit instruction needs. Written…
Descriptors: Writing Evaluation, Writing Skills, Student Evaluation, Special Education
Council for Exceptional Children, 2022
The Council for Exceptional Children (CEC) recognizes the important role standardized and other student assessments play in documenting education accountability, and in ensuring sound educational decisions are made toward achieving the highest possible academic standards for all students. CEC is committed to ensuring students with special learning…
Descriptors: Student Evaluation, Accountability, Students with Disabilities, Inclusion
Zirkel, Perry A. – Communique, 2021
School psychologists often play a significant role in implementation of the requirements under the Individuals with Disabilities Education Act (IDEA) specific to independent educational evaluations (IEEs). The school psychology and special education literature addresses professional norms for IEEs (e.g., Schrank et al., 2006), but its coverage of…
Descriptors: Student Evaluation, Educational Legislation, Equal Education, Federal Legislation
Winnick, Joel B.; David, Jennie G.; Chancey, Leigh; Buzenski, Jessica; Woika, Shirley – Communique, 2023
Pediatric inflammatory bowel disease is on the rise. School psychologists must understand the significant physical, emotional, and psychological effects of this condition to be effective advocates for students and their families, and to conduct well-informed, comprehensive evaluations for this population. This article discusses the academic,…
Descriptors: Chronic Illness, Special Needs Students, At Risk Students, School Psychologists
Lomax, Erin – IDEA Data Center, 2021
This resource describes new reporting requirements and measurement changes to Part B State Performance Plan and Annual Performance Report (SPP/APR) Indicator 3. The majority of students with disabilities participate in regular statewide assessments, and a small percentage of students with the most significant disabilities participate in alternate…
Descriptors: Disabilities, Educational Legislation, Equal Education, Federal Legislation
Ohio Department of Education and Workforce, 2024
The Ohio "Operating Standards for the Education of Children with Disabilities" identify the state requirements and federal Part B Individuals with Disabilities Education Improvement Act (IDEA) requirements that apply to the implementation of special education and related services to students with disabilities by school districts, county…
Descriptors: Students with Disabilities, State Standards, Special Education, Related Services (Special Education)
Office of Special Education and Rehabilitative Services, US Department of Education, 2024
The U.S. Department of Education (Department) is committed to supporting State educational agencies (SEAs), local educational agencies (LEAs), and partners in ensuring that schools and preschool programs have additional tools to foster safe, inclusive learning environments that increase students' engagement and sense of well-being. The Office of…
Descriptors: Functional Behavioral Assessment, Student Behavior, Student Needs, Intervention
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Reister, Megan; Blanchard, Sheresa Boone – Kappa Delta Pi Record, 2020
When data is collected, summarized, and analyzed with sufficient frequency, decisions about instructional changes can be based on student progress. Use the suggestions here to begin conducting progress monitoring.
Descriptors: Progress Monitoring, Program Implementation, Student Evaluation, Response to Intervention
Lazarus, Sheryl S.; Liu, Kristin K.; Hinkle, Andrew R.; Thurlow, Martha L. – National Center on Educational Outcomes, 2021
As states, districts, and schools plan to return for the 2021-22 school year, questions are raised about whether and how to test children with disabilities, including children with the most significant cognitive disabilities and English learners with disabilities. This FAQ addresses some common questions and provides links to useful resources.
Descriptors: Students with Disabilities, Testing, Evaluation Methods, Student Evaluation
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Zirkel, Perry A. – Journal of Special Education Leadership, 2023
Although varying among and within the states, the percentage of students with 504 plans is steadily and significantly increasing as a national average. Although the professional literature addresses the legal standards for eligibility for 504 plans, it has not provided up-to-date information to practitioners as to the legal standard for the…
Descriptors: Federal Legislation, Students with Disabilities, Court Litigation, Program Development
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Strunk, Kathy; Hinkle, Andrew R.; Thurlow, Martha L. – Journal of Special Education Leadership, 2022
The Individualized Education Program (IEP) is the heart of providing special education services to students with disabilities. It is a complex document that is supposed to include several required components. IEP teams are required to be composed of certain individuals, including "a representative of the district who is qualified to provide…
Descriptors: Individualized Education Programs, Students with Disabilities, Teamwork, Administrator Role
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Liu, Kristin K.; Thurlow, Martha L.; Peterson, Darrell H. – Journal of Special Education Leadership, 2022
This article addresses the inclusion of English learners with disabilities, including those with significant cognitive disabilities, in state and district assessments. The authors provide background information on who these students are and the relationship between academic English language development, content learning, and assessment. The…
Descriptors: Students with Disabilities, English Language Learners, Student Evaluation, Educational Assessment
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Greene-Woods, Ashley N.; Delgado, Natalie J. – Odyssey: New Directions in Deaf Education, 2019
This article shares the story of Jose, a student that presents an extreme example of what can happen to deaf and hard of hearing children in our nation's schools when assessment data is either inaccurate or ignored and parental input is absent. Presenting a unique challenge to the educational system, each deaf or hard of hearing child is at the…
Descriptors: Deafness, Hearing Impairments, Student Evaluation, Evaluation Methods
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Goran, Lisa; Harkins Monaco, Elizabeth A.; Yell, Mitchell L.; Shriner, Jim; Bateman, David – TEACHING Exceptional Children, 2020
The primary message of the Supreme Court's ruling in "Endrew F. v. Douglas County School District" (hereinafter "Endrew F.," 2017) was that school districts are obligated to "offer an IEP [individualized education program] that is reasonably calculated to enable the child to make progress appropriate in light of the…
Descriptors: School Districts, Academic Achievement, Student Evaluation, Evaluation Methods
Jung, Lee Ann – Educational Leadership, 2018
What is Goal Attainment Scaling? In this article, Lee Ann Jung defines it as a way to measure a student's progress toward an individualized goal. Instead of measuring a skill at a set time (for instance, on a test or other assignment), Goal Attainment Scaling tracks the steps a student takes over the course of a year in a targeted skill. Together,…
Descriptors: Student Evaluation, Achievement Gains, Achievement Rating, Progress Monitoring
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