Tag » center

• Cultural Responsive Pedagogy and Practice

  1/1/08 - National Center for Culturally Responsive Educational Systems,

  Culturally responsive pedagogy and practice facilitates and supports the achievement of all students. In a culturally responsive classrooms and schools, effective teaching and learning occur in a culturally-supported, learner-centered context, whereby the strengths students bring to school are identified, nurtured, and utilized to promote student achievement.

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  Developing the capacity for scaling up the effective use of evidence-based programs in State Departments of Education

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

  The significant investment in developing evidence-based practices and other innovations will be “worth it” if it helps further the education of students and benefit their families and communities. The State Implementation and Scaling up of Evidence-based Practices (SISEP) Center helps States establish adequate capacity to carry out effective implementation, organization change, and system transformation strategies to maximize the academic achievement and behavioral health outcomes for...

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  Early literacy learning can be promoted through experiences with print and language

  1/1/07 - Masiello, T.

  Current thinking about early literacy learning was the focus of a research synthesis conducted by Anya Robyak, Tracy Masiello, Carol Trivette, Nicole Roper, and Carl Dunst at the Center for Early Literacy learning. These investigators examined 71 published papers, chapters, and books by current literacy experts, literacy centers, and professional organizations to assemble their recommendations for fostering early literacy learning. The researchers found that all sources of information...

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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 framework for developing and sustaining a Part C finance system

  1/1/07 - Greer, M., Taylor, A., Mackey Andrews, S.D., The National Early Childhood Technical Assistance Center

  This paper summarizes the fiscal challenges that this legislation presents and proposes a framework for analyzing, adjusting, and maintaining a flexible and self-regulating finance system to support Part C early intervention services for infants and toddlers and their families. The framework design features four phases of work to help agencies understand the issues and make informed decisions for on-going development and support of a Part C finance system.

• A framework for developing high-quality english language proficiency standards and assessments

  1/1/08 - Southeast Comprehensive Center,

  Edynn Sato, PhD, director, WestEd Assessment and Accountability Comprehensive Center, discusses the framework for creating high-quality English language proficiency (ELP) standards and assessments. The purpose of the framework is to assist states with interpretation and implementation of Title III requirements for ELP standards and assessments.

• Academic language across grade levels and content areas

  1/1/08 - Southeast Comprehensive Center,

  Robin Scarcella, PhD, director of the ESL program, University of California Linguistic Minority Research Institute, discusses the challenges associated with academic language as well as ways to ensure that all students learn academic language.

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  Academic literacy instruction for adolescents: A guidance document from the Center on Instruction.

  1/1/07 - Torgesen, J. K., Houston, D. D. , Rissman, L. M. , Decker, S. M. , Roberts, G. , Vaughn, S. , Wexler, J., Francis, D. J. , Rivera, M. O., Lesaux, N.

  This document developed by the Center on Instruction's Reading, Special Education and ELL Strands makes recommendations for improving literacy-related instruction in the content areas or across the entire school day, interventions for students reading below grade level, and recommendations for supporting literacy development in adolescent English language learners.

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  Access to the General Education Curriculum for Students with Significant Cognitive Disabilities

  1/1/06 - The Access Center,

  This brief explores the linkages between alternate state standards, alternate assessment, the IEP, and classroom instruction and assessment as the process of providing access to the general education curriculum for students with significant cognitive disabilities

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  Achieving Transparency in the Public Reporting of 2006-2007 Assessment Results

  1/1/09 - Debra Albus, Martha Thurlow, Chris Bremer

  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 eleventh in a series of National Center on Educational Outcomes (NCEO) reports documenting state public reporting practices. Historically, the number of...

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  Acronyms and Agencies

  1/1/07 - Technical Assistance ALLIANCE for Parent Centers,

  Listed below are acronyms related to early intervention, education, special education, and other laws important to individuals with disabilities and their families. For related information, also read Acronyms and the Law

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  Acronyms and the Law

  1/1/07 - Technical Assistance ALLIANCE for Parent Centers,

  Listed below are acronyms related to early intervention, education, special education, and other laws important to individuals with disabilities and their families. For related information, also read Acronyms and Agencies.

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  Addressing Achievement Gaps-School Finance and the Achievement Gap: Funding Programs That Work

  1/1/08 - ETS Policy Information Center,

  American education reformers have spent decades redesigning schoolfunding formulas, devising programs, and upgrading tests and curricula, all in pursuit of a noble goal: ensuring that all children, regardless of their race, ethnicity, or wealth, get a public education that will help them succeed in school and in life.

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  Addressing Culturally and Linguistically Diverse Students: Overrepresentation in Special Education: Guidelines for Parents

  1/1/04 - Alfredo Artiles, Beth Harry

  Do bias or inappropriate practice play a role in the placement of culturally and linguistically diverse students in special education? Is the representation of low-income students in special education programs larger than their representation in the school population at your child’s school? If the answers to these questions are yes, it is possible your child’s school may be facing a problem that is called “overrepresentation” in its special education programs. This paper is one of...

• Age appropriate transition assessment guide

  National Secondary Transition Technical Asssistance Center,

  This guide explains what a transition assessment is, reasons to conduct them, how to select instruments, how to conduct an age appropriate assessment, sample instruments, and informal and formal assessment examples.

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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.