Guidance on remote assessment during the COVID-10 pandemic.
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To successfully launch the 2020-2021 school year for students with disabilities, state education agencies (SEAs) have an essential leadership role to play in supporting local school systems to plan for multiple scenarios, including services delivered in-person, through distance learning, and via blended approaches.
Progress monitoring allows educators and administrators to understand whether students are responding to intervention and if adaptations are needed. This FAQ collection includes considerations for data collection and analysis for schools to consider as they rethink their progress monitoring approach due to the COVID-19 pandemic. Guidance from vendors on the academic and behavior progress monitoring tools charts are included.
This resource developed by Sarah Thorud, Elementary Reading Specialist from Clatskanie School District in Oregon focuses on implementing screening and progress monitoring virtually. It includes guiding questions and considerations for implementation, video examples, and a sample sign-up sheet for screening and progress monitoring students virtually.
Brief guidance provided on how to administer and collect implementation capacity assessments and other implementation assessments virtually.
Olivia is a teenager experiencing school at home. This is a snapshot of what she is experiencing right now, and what her mother believes is important for school teams to take into consideration today, in hopes of better supporting families and children.
We have talked with many administrators, advocates and teachers and a pressing concern is “How do you collect data for students with significant cognitive disabilities when you are not in the same room?” This resource offers some suggestions.
Specially Designed Instruction (SDI) can be done as part of distance learning using both high-tech and low-tech options. SDI, data collection, and collaboration can and should be continued throughout the distance learning process.