Participation in large-scale assessments is now recognized by many educators and parents as a critical element of equal opportunity and access to education. This short resource from NCEO introduces how this topic applies to students with disabilities.
This resource is a part of the Tool Kit on Teaching and Assessing Students with Disabilities – Parent Materials (2004, Archived).
NCEO answers seven frequently asked questions on the participation of children with disabilities in large-scale assessments.
This resource is a part of the Tool Kit on Teaching and Assessing Students with Disabilities – Parent Materials (2004, Archived).
Alternate assessments are tools used to evaluate the performance of students who are unable to participate in general state assessments even with accommodations. Alternate assessments provide a mechanism for students with the most significant cognitive disabilities and for other students who may need alternate assessment formats to be included in the accountability system.
This resource is a part of the Tool Kit on Teaching and Assessing Students with Disabilities – Parent Materials (2004, Archived).
NCEO answers frequently asked questions on alternate assessments for students with disabilities.
This resource is a part of the Tool Kit on Teaching and Assessing Students with Disabilities – Parent Materials (2004, Archived).
Student progress monitoring helps teachers evaluate how effective their instruction is, either for individual students or for the entire class. This information brief on the subject talks directly to parents, describing what student progress monitoring is, how the process works in combination with children who have an IEP, and what kind of information parents might expect to receive from the school if the school or their child's teacher decides to implement student progress monitoring.
This resource is a part of the Tool Kit on Teaching and Assessing Students with Disabilities – Parent Materials (2004, Archived).
Student progress monitoring helps teachers evaluate how effective their instruction is, either for individual students or for the entire class. This information brief on the subject talks directly to parents, describing what student progress monitoring is, how the process works in combination with children who have an IEP, and what kind of information parents might expect to receive from the school if the school or their child's teacher decides to implement student progress monitoring.
This resource is a part of the Tool Kit on Teaching and Assessing Students with Disabilities – Parent Materials (2004, Archived).
This Web site on progress monitoring answers the following common questions: What is progress monitoring? How does progress monitoring work? What are its benefits and challenges? Who should be practicing progress monitoring? Does it have other names?
This resource is a part of the Tool Kit on Teaching and Assessing Students with Disabilities – Parent Materials (2004, Archived).
This is the Spanish version of Web site on progress monitoring described above. It answers the following common questions: ¿Qué es el monitoreo de progreso? ¿Cómo funciona el monitoreo de progreso? ¿Cuáles son los beneficios del monitoreo de progreso? ¿Quiénes deberían implementar el monitoreo de progreso? ¿A qué desafíos se enfrenta el monitoreo de progreso? ¿Existen otros nombres para el monitoreo de progreso?
This resource is a part of the Tool Kit on Teaching and Assessing Students with Disabilities – Parent Materials (2004, Archived).
This online brief gives an overview of curriculum-based measurement (CBM), a method teachers use to find out how students are progressing in basic academic areas such as math, reading, writing, and spelling. It explains how CBM works, what benefits it provides to students, and how their parents can use the results to work more effectively with the school system on their child’s behalf.
This resource is a part of the Tool Kit on Teaching and Assessing Students with Disabilities – Parent Materials (2004, Archived).
This online brief gives an overview of curriculum-based measurement (CBM), a method teachers use to find out how students are progressing in basic academic areas such as math, reading, writing, and spelling. It explains how CBM works, what benefits it provides to students, and how their parents can use the results to work more effectively with the school system on their child’s behalf.
This resource is a part of the Tool Kit on Teaching and Assessing Students with Disabilities – Parent Materials (2004, Archived).