Categories

Area: STATE:inclusive leadership for equity and accountability

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    Revocation of parental consent: State approaches

    1/2/10 - Eve Müller

    "The purpose of the present document is to determine whether revocation of parental consent is currently posing a challenge for states and to describe how states are responding to this new provision. Project Forum at the National Association of State Directors of Special Education (NASDSE) completed this document as part of its cooperative agreement with the U.S. Department of Education Office of Special Education Programs (OSEP). "

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    Scaling-up evidence-based practices in education

    1/3/09 - Fixsen, D. L., Blase, K.A. , Horner, R., Sugai, G.

    The purpose of this Brief is to provide a framework that state leadership teams and others can use to develop the capacity to make effective, statewide, and sustained use of evidence-based practices and other innovations.

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    States’ Accommodations Policies for Alternate Assessments Based on Modified Academic Achievement Standards (AA-MAS) in 2008–2009

    1/2/10 - Sheryl S. Lazarus, Damien C. Cormier, Melissa Crone, Martha L. Thurlow

    "The National Center on Educational Outcomes (NCEO) has tracked and analyzed states’ accommodations policies for 17 years. This report presents the results of an analysis of states’ accommodations policies for the alternate assessment based on modified achievement standards (AA-MAS), and compares these policies with the states’ regular assessment accommodations policies. This is the first time that NCEO has published a report that is specifically focused on AA-MAS accommodations...

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    States’ participation guidelines for alternate assessments based on modified academic achievement standards (AA-MAS) in 2009

    1/2/10 - Sheryl S. Lazarus , Jennifer Hodgson, Martha L. Thurlow

    "The National Center on Educational Outcomes (NCEO) has annually compiled, analyzed, and summarized states’ participation guidelines for the AA-MAS since 2007. The purpose of this report is to update information in previous reports. As of October 2009, 14 states (Arizona, California, Connecticut, Indiana, Kansas, Louisiana, Maryland, Michigan, North Carolina, North Dakota, Ohio, Oklahoma, Tennessee, and Texas) had publicly available participation guidelines for an assessment they...

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    Strengthening families and communitites

    1/30/10 - U.S. Department of Health and Human Services,

    "The Resource Guide was created primarily to support community-based child abuse prevention professionals who work to strengthen communities and support parents, caregivers, and their children. However, others such as policymakers, parent educators, family support workers, health care providers, program administrators, teachers, child care providers, mentors, and clergy, also will find the resources useful."

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    Ten Tips for State Education Agencies and Lead Agencies to Improve Their Mediation Agreement

    1/31/10 - Center for Appropriate Dispute Resolution in Special Education,

    "This ‘tip sheet’ was developed to provide coordinators of mediation programs with ideas and strategies on how to improve their mediation agreement rate (Part B Indicator #19, Part C Indicator #13). These tips address the full range of program issues from policy and training to participant involvement and mediator techniques, recognizing that there are vastdifferences in state policy, design, coordination and improvement activities."

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    The Color of Discipline: Sources of Racial and Gender

    1/1/00 - Skiba, R.J., Simmons, A.B., Ritter, S., Kohler, K., Henderson, M., Wu, T.

    Disproportionate representation of minority students, especially African Americans, in a variety of school disciplinary procedures has been documented almost continuously for the past 25 years, yet there has been little study of the factors contributing to that disproportionality. Whether disparate treatment of a group can be judged as bias depends largely on the extent to which other hypotheses that could provide a credible alternative explanation of the discrepancy can be ruled out. In...

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    The Impact of Advanced Placement Incentive Programs

    1/2/10 - Michael S. Holstead, Terry E. Spradlin, Margaret E. McGillivray, Nathan Burroughs

    "This Education Policy Brief will examine, in particular, the incentive programs for the most popular and widespread of the accelerated education programs, the Advanced Placement (AP) program. After a brief historical overview of the AP program and a discussion of its merits, the brief will look into the various types of incentive programs found in the U.S. today, highlighting, in particular, several prominent or notable incentive programs. The Policy Brief will also examine some of the...

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    The Nation's Report Card: Reading 2009

    1/31/10 - National Center for Education Statistics,

    "This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in reading at grades 4 and 8. Results for students in the nation, the 50 states, the District of Columbia, and Department of Defense schools are reported as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at selected percentiles, showing changes in the performance of lower-, middle-, and...

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    The relationship between changes in the percentage of students passing and in the percentage testing advanced on state assessment tests in Kentucky and Virginia

    1/31/10 - Louis Jacobson, Laura Holian

    "Under the accountability provisions of the No Child Left Behind Act of 2001, states are required to assess students in reading and math and to identify them as below proficient or as proficient or advanced (both considered passing). Because schools are held accountable only for ensuring that students test proficient or better, there have been concerns that a focus on increasing the percentage of students testing proficient might unintentionally lead to fewer students testing at the advanced...

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    Tips, Tools & Resources for Local Education Agencies and Early Intervention Providers to Improve Agreement Rates in Resolution Sessions

    1/31/10 - Center for Appropriate Dispute Resolution in Special Education,

    "This resource was developed to provide local education agency personnel and early intervention providers with ideas and strategies on how to improve their resolution meeting agreement rate (Part B Indicator #18, Part C Indicator #12 where applicable). These ideas address the full range of program issues from policy and agreement writing tips to participant involvement and the use of facilitators."

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    Transforming American education: Learning powered by technology

    1/10/10 - Office of Educational Technology,

    "The NETP presents a model of 21st century learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure, and productivity. The plan also identifies far-reaching “grand challenge problems” that should be funded and coordinated at a national level. "

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    What the research says about effective strategies for ELL students

    1/5/09 - Rhonda Barton

    "Beyond any social implications, the performance of these students can carry a disproportionate amount of weight in an educational era dominated by No Child Left Behind. According to the Urban Institute, two-thirds of ELL students nationally come from low-income families. Consequently, an ELL student who does poorly on state achievement tests can potentially affect a school’s adequate yearly progress standing in as many as three categories: Limited English Proficiency, low income, and...

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