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Tuesday, September 14, 2021
This paper reviews the research and related literature on secondary students who have difficulty reading and identified four factors necessary for students to become proficient...

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Tuesday, September 14, 2021
Tangible Symbol Systems ™ is not just a mode of communication, but a systematic instructional sequence. In this book, we discuss the use of tangible...

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Tuesday, September 14, 2021
Our understanding of "what works" in reading is dynamic and fluid, subject to ongoing review and assessment through quality research. This guide begins the process...

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Tuesday, September 14, 2021
The purpose of this document is to provide a conceptual overview of responsiveness to intervention (RTI)—including hypothetical examples of how RTI might operate within a...

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Tuesday, September 14, 2021
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...

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Tuesday, September 14, 2021
Has alternate assessment helped revamp special education services and practice for students with significant cognitive impairments? The following paper includes true stories from teachers and...

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Tuesday, September 14, 2021
This report addresses issues on how to make informed decisions about the best instruction and assessments for students with cognitive disabilities. It also includes an...

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Tuesday, September 14, 2021
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...

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Tuesday, September 14, 2021
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...

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Tuesday, September 14, 2021
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...

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Tuesday, September 14, 2021
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...

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Tuesday, September 14, 2021
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...

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Tuesday, September 14, 2021
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...

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Tuesday, September 14, 2021
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...

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Tuesday, September 14, 2021
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...

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Tuesday, September 14, 2021
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...

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Thursday, July 15, 2021
This document outlines the Child Find Self-Assessment best practices (BPs). This section includes content that is not required by the IDEA but can help Part...

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Thursday, July 15, 2021
The Child Find Self-Assessment (CFSA) is a voluntary toolkit to help state IDEA Part C programs strengthen their child find systems, with the goal of...

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Thursday, July 15, 2021
To support States, NCSI developed the Leading by Convening (LbC) framework to engage stakeholders in improving results for infants, toddlers, children and youth with disabilities...

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Wednesday, July 14, 2021
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