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Tag: responsive
- 1/14/09 - Tollefson, J.M., Mellard, D.F., McKnight, M.A.
Longstanding concerns among teachers and researchers involved with SLD determination center on aptitude-achievement discrepancy: teacher referral that employs local norms and student assessment that employs national norms. Some of the most pressing concerns facing SLD determination are focused on early intervention, the provision of appropriate learning experiences, and the non-categorical nature of identification implicit in some responsiveness to intervention (RTI) models. - 1/18/09 - Raymond L. Pecheone, Ruth Chung Wei
<span class='abstract_italic'>The Widget Effect: Our National Failure to Acknowledge and Act on Teacher Differences</span>, published in June 2009 by the New Teacher Project, examines how 12 school districts
across four states use teacher evaluation to make human resources decisions. It then proposes how to build teacher evaluation systems that are more credible and useful. Overall, the report portrays current practices in teacher evaluation as a broken system perpetuated by a culture that... - 1/14/09 - Elaine Mulligan
Schoolwide Instructional Design reflects a dynamic system that may change throughout the year and from year to year in response to: Students’ needs, Changes in student population, Changes in staffing. - 1/11/09 - Evelyn Shaw, Deborah Hatton
"In response to interest from the National Professional Development Center on Autism Spectrum Disorders (NPDC-ASD), NECTAC queried state Part C and Section 619 coordinators regarding screening measures, diagnostic instruments and procedures, and trends in identifying young children with ASD under the age of five years." - 1/3/09 - Mellard, D.F., McKnight, M.A.
Survey that examines characteristics of a school including: general education, student assessment, intervention models, SLD determination process, student outcome data - 1/3/09 - Koelsch, N.
This brief begins with a national snapshot of the achievement and educational outcomes of ELLs and efforts to improve the assessment and reporting of these outcomes. It then focuses on the efforts of Florida, California, Texas, and New York—the four states with the largest population of ELLs in schools—to use their state-level accountability systems and the NCLB mandate to implement and refine policies designed to support ELLs at the high school level. - 1/3/09 - National Resource Center on Learning Disabilities,
NRCLD has developed this kit to help you navigate changes related to specific learning disability determination and responsiveness to intervention - 1/1/01 - Van Laar, Colette, Sidanius, Jim
In this paper the authors sketch several mechanisms by which low social status is transformed into low academic performance. Using the perspective of social dominance theory, the authors review 3 processes by which this transformation takes place. These processes include (1) the effects of lower economic, cultural, and social capital; (2) the effects of personal and institutional discrimination; and (3) reactions to low social status by members of low status groups. It is argued that members... - 1/1/02 - Abedi, Jamal
Using existing data from several locations across the U.S., this study examined the impact of students' language background on the outcome of achievement tests. The results of the analyses indicated that students' assessment results might be confounded by their language background variables. English language learners (ELLs) generally perform lower than non-ELL students on reading, science, and math--a strong indication of the impact of English language proficiency on assessment. Moreover... - 1/25/09 - Sheryl S. Lazarus , Christopher Rogers , Damien Cormier , Martha L. Thurlow
Federal legislation requires that all students, including students with disabilities, be included in state accountability systems. Many students can take the regular assessment with or without accommodations, but some students with disabilities need alternate ways to access assessments. A few students take alternate assessments based on alternate achievement standards (AA-AAS). In April 2007, No Child Left Behind (NCLB) regulations on modified academic achievement standards were finalized... - 1/1/04 - Talbert-Johnson, Carolyn
The achievement gap between African-American students and their peers in urban schools can only be eliminated through policies that offer equal access to well-qualified competent instructors. There is a need for culturally responsive teachers that are more aware of the academic and behavioral requirements of students in urban settings. A transformation of practices in teacher education programs is needed to make these programs places where preservice candidates learn to adopt pedagogies that... - 1/1/07 - Risko, Victoria J., Walker-Dalhouse, Doris
The writers discuss cultural modeling as a way to design culturally responsive instruction and address the achievement gap. Drawing on research, they describe and present a rationale for cultural modeling. They then provide suggestions for preparing to teach using a cultural modeling framework and teaching with cultural modeling. - 1/1/07 - Risko, Victoria J., Walker-Dalhouse, Doris
The article focuses on cultural modeling as a way to design culturally responsive instruction. Cultural modeling is defined as a way of designing instruction to make explicit connections between content and literacy goals and the knowledge and experiences students share with family, community and peers. As a framework for guiding literacy instruction, cultural modeling demonstrates two components of culturally responsive instruction: a respect for differences and the use of these differences... - 1/5/10 - Lucinda Gray , Nina Thomas , Laurie Lewis
"This First Look report presents data from a spring 2009 Fast Response Survey System (FRSS) survey on the availability and use of educational technology by public elementary/secondary school teachers. The teacher survey includes information on the use of computers and Internet access in the classroom; availability and use of computing devices, software, and school or district networks (including remote access) by teachers; students' use of educational technology; teachers' preparation to use... - 1/21/09 - Sherman Dorn
Principals are more likely to keep their faculty focused on student learning if they can shift the everyday conversation in their schools away from assessment as testing students and towards talking about assessment as testing instructional decisions. It is very hard to change our historical uses of “student testing,” but principals have the power to do so in their own schools. Most principals are aware of the general history of testing in the U.S. In the first three decades of the... - 1/1/01 - Norman, Obed, Ault, Charles R., Jr., Bentz, Bonnie
A perennial challenge for urban education in the United States is finding effective ways to address the academic achievement gap between African American and White students. There is widespread and justified concern about the persistence of the achievement gap. In fact, historical evidence suggests that this achievement gap has existed at various times for groups other than African Americans. What conditions prevailed when this achievement gap existed for these other groups? Conversely...
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