Area » State:Inclusive Leadership for Equity and Accountability

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  A checklist for improving your annual performance report for indicator 13

  1/1/07 - National Secondary Transition Technical Asssistance Center,

  The Checklist provides a set of questions that states can use to evaluate the quality of their APR response to Indicator 13.

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  A guide to analyzing data from the Family Outcomes Survey

  1/1/09 - Melissa Raspa, Kathleen Hebbeler, Don Bailey

  The Family Outcomes Survey (FOS) provides a way for state and local programs serving young children to assess the extent to which families have achieved a variety of outcomes. This document provides suggestions on how to analyze the data from the survey; the analyses can then be used to plan for program improvement. The document is written for state agency staff, but many of the suggested analyses could be carried out at the local level as well.

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: Connecticut

  1/1/09 - Elizabeth Kozleksi, Amanda Sullivan, Kara Sujansky

  This report provides a snapshot of Connecticut’s efforts to provide for the education of students identified as having disabilities and students identified as CLD.2 We use NCCRESt’s conceptual framework for culturally responsive educational systems, which focuses on the connections between people, policies, and practices, to provide a schema for analyzing the relationships between federal, state, LEA, and school policies.

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: North Carolina

  1/1/09 - Elizabeth Kozleski, Amanda Sullivan

  This State Profile provides a snapshot of North Carolina's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: Tennessee

  1/1/08 - Elizabeth Kozleski, Amanda Sullivan, Federico Waitoller

  This State Profile provides a snapshot of Tennessee's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: Wisconsin

  1/1/08 - Elizabeth Kozleski, Amanda Sullivan, Federico Waitoller

  This State Profile provides a snapshot of Wisconsin's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.

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  Age-appropriate transition assessment

  National Secondary Transition Technical Asssistance Center,

  While age-appropriate transition assessment is not defined in the law, there are some clues as to the intent within the NSTTAC Indicator 13 FAQ (www.nsttac.org) that was approved by Office of Special Education Programs, US Department of Education.

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  Approaches to evaluating teacher effectiveness: A research synthesis

  1/1/08 - Goe, E., Bell, C., Little, O.

  This research synthesis examines how teacher effectiveness is currently measured and provides practical guidance for how best to evaluate teacher effectiveness. It evaluates the research on teacher effectiveness and the different instruments used to measure it. In addition, it defines the components and indicators that characterize effective teachers, extending this definition beyond teachers' contribution to student achievement gains to include how teachers impact classrooms, schools, and...

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  Collecting post-school outcome data: Strategies for increasing response rates

  1/1/07 - Smith, S.C., & Bost, L.W.

  The brief contains an overview of the requirement to collect post-school outcome data and challenges experienced by states in collecting these data. Recommendations and strategies that states can use to secure sufficient response rates, especially from youth who drop out of school, are provided.

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  Connecticut Case Study Report

  1/1/07 - Elizabeth Kozleksi, Shelley Zion, Tom Hidalgo

  The purpose of this study was to more fully understand what strategies and interventions were successful for selected districts in the state. This study was undertaken as a collaborative venture with CSDE, the National Center for Culturally Responsive Educational Systems (NCCRESt), and Learning Innovations @ WestEd/NERRC.

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  Corrective action in low-performing schools: Lessons for NCLB implementation from State and district strategies in first-generation accounability systems

  5/19/09 - Education Commission of States,

  The goal of state intervention in a school or district designated as low-performing is not to punish. It is to help figure out how to improve student learning. The challenge, particularly for a chief state school officer or state board of education, is how best to leverage assistance to schools that have varying degrees of need. Most state legislatures have provided the state board the authority to act. How to proceed with limited funding and staffing is the truly difficult question. This...

• Data use for continuous quality improvement

  Assessment and Accountability Comprehensive Center,

  The Data Use for Continuous Quality Improvement web site is a part of the Assessment and Accountability Comprehensive Center and provides resources for states to help them reach No Child Left Behind goals. The website was created and is regularly updated by the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) in partnership with WestEd, and supported by the United States Department of Education.

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  Diploma options for students with disabilities: Synthesis of the NCEO document

  1/1/07 - Berdette, P

  The National Center on Educational Outcomes (NCEO) has conducted four studies of state graduation requirements for students with disabilities. This document synthesizes findings reported in NCEO’s most recent 2007 study, Revisiting Graduation Requirements and Diploma Options for Youth with Disabilities: A National Study, and the comparisons they made to findings from 2002.1 The purpose of the NCEO national study was to describe current variations across states in high school exit exam...

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  Dropout prevention for students with disabilities: A critical issue for state education agencies

  1/1/07 - National High School Center,

  This issue brief provides guidance to states as they respond to requirements presented in the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) in the area of dropout prevention for students with disabilities. It also highlights the role of State Performance Plans as starting points for states to develop data collection and monitoring procedures, and supplies states with considerations and recommendations for providing a consistent method of tracking dropout data.

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  Educating english language learners at the high school level: A coherent approach to district- and school-level support

  1/1/09 - National High School Center,

  The development of state policy to promote academic achievement for ELLs is critical to improving educational outcomes and consistent with the goals of increasing high school graduation rates and meeting Adequate Yearly Progress under the No Child Left Behind (NCLB) Act. Recent research indicates that states have multiple opportunities to take the initiative in supporting school systems and schools in their efforts to keep ELLs on track to meet postsecondary success.

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  Effective strategies for increasing parent involvement in K-12 special education

  1/1/09 - Daphne L.M Worsham

  Based on the priorities of IDEA 2004 states must report on their effectiveness in several areas. Parent Involvement is Indicator 8 in the State Performance Plan (submitted every 6 years) and the Annual Performance Report: “Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities.” (20 U.S.C. 1416 (a)(3)(A)). In the State Performance Plan (SPP...