With the extended school closures due to COVID-19 throughout the United States, students are having to learn in entirely new ways and facing challenges when it comes to learning during these unprecedented times. The Continuity of Learning resource database offers information, tools, and resources to help educators, parents and families, and related service providers meet the educational, behavioral, and emotional needs of children and youth with disabilities through remote and virtual learning.
When teachers use systematic progress monitoring to track their students progress in reading, mathematics, or spelling, they are better able to identify students in need...
This paper focuses on issues most closely related to the participation methods. The paper discusses the learning and behavioral characteristics of students likely to be...
This resource provides definitions to key terms related to Models for Large-Scale Assessment for Students with Disabilities. This resource is a part of the Tool...
The purpose of this paper is to illustrate the validation process for large-scale assessments using the standards-based assessments of two states while minimizing construct-irrelevant variance...
This paper proposes that assessments based on universal design principles offer a promising approach to providing optimal, standardized assessment conditions for all students, giving each...
This paper provides a brief overview of some professional development principles, defines what each constituent group needs to know, and lists topics and resources for...
This paper discusses assessment reliability with emphasis on the benefits of careful assessment design and administration when used for measuring students with disabilities. This resource...
In this resource, we seek answers to two important questions. Whether the students tested have disabilities or not, the questions are identical: (1) How valid...
Both the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA) require states to provide students with disabilities access to...
Validating assessments for students with disabilities can be challenging. If test scores derived from those assessments are used for state accountability purposes, threats to validity...
Originally this recorded webinar was on the OSEP TA&D Program Performance Measurement for GPRA Data Collection Involving 84.326 Centers, and was held March 19, 2018...
A one-page checklist that assists in determining whether or not a student’s IEP includes post-secondary goals and a clear plan for the student’s transition.
A model to provide teachers with a process for incorporating effective practices and predictors into the transition planning process to improve effective, transition-focused education and...
States submit their State Performance Plan (SPP)/Annual Performance Report (APR) electronically through the EDFacts Metadata and Process System (EMAPS) following guidance in this memo.
In collaboration with OSEP Funded TA Centers, OSEP annually publishes an analysis consisting of an explanation of the reported federal fiscal year indicator measures, data...
In collaboration with OSEP Funded TA Centers, OSEP annually publishes an analysis consisting of an explanation of the reported federal fiscal year indicator measures, data...
