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New Leveraging Briefs Series on Attract, Prepare, Retain Available Now!
The new leverage briefs are the culmination of OSEP’s Attract, Prepare, Retain: Effective Personnel for All Initiative and highlight 13 leverage points covering strategies recognized by various stakeholders as essential to addressing critical shortages in the special education workforce.
The Intervention IDEAs brief series describes interventions based on evidence, for practitioners and parents that address the academic, developmental and behavioral domains of infants and...
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Updated: September 29, 2020
The alternate assessment in Massachusetts is one pathway to meet the state requirements for earning a "competency determination" needed to receive a regular high school diploma. Therefore, it was necessary to calibrate performance levels precisely between the alternate assessment and the general assessment, especially at the Needs Improvement level, which is the level required to earn the competency determination. Massachusetts decided to use an analytical rubric to convert raw scores to performance levels. Combinations of scores that could be obtained across the alternate assessment scoring rubrics for Level of Complexity, Demonstration of Knowledge and Skills, and Independence were discussed and reasoned perceptions were used to assign performance levels of Awareness, Emerging, Progressing, and Needs Improvement or above (Proficient, Advanced) in each portfolio strand. The reasoning behind the Massachusetts approach and the ways in which performance levels in each strand are combined to produce an overall performance level is described further in the report. This approach reflects not only the Massachusetts standards, but also its unique culture and values.
Updated: September 28, 2020
Knowing how much to budget for an evaluation requires an understanding of the evaluation process and of the various factors that might influence costs.
Updated: September 17, 2020
National Center on Student Progress Monitoring This paper describes curriculum-based measurement in reading and mathematics and provides sample goal statements for each area. In addition, the process by which teachers can examine data and make meaningful decisions about the overall effectiveness of their instruction is described.