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Showing 166 to 180 of 312 results
Peer reviewed
Direct linkSitlington, Patricia L.; Clark, Gary M. – Assessment for Effective Intervention, 2007
This article will first provide an overview of the transition assessment process in terms of the requirements of the Individuals with Disabilities Education Improvement Act of 2004 and the basic tenets of the process. The second section will provide an overview of the methods of gathering assessment information on the student and on the living,…
Descriptors: Individualized Education Programs, Disabilities, Individualized Instruction, Individualized Transition Plans
Dukes, Lyman L., III; Shaw, Stan F.; Madaus, Joseph W. – Assessment for Effective Intervention, 2007
The Individuals with Disabilities Education Improvement Act of 2004 mandates that students with disabilities graduating or aging out of the P-12 school system be provided with a summary of academic achievement and functional performance (SOP). The SOP should provide the student with one document that summarizes available formal and informal…
Descriptors: Documentation, Educational Assessment, Performance Based Assessment, Informal Assessment
Kochhar-Bryant, Carol A. – Assessment for Effective Intervention, 2007
Individuals with moderate to significant disabilities experience the most serious challenges in accessing employment and independent living when they exit high school. Therefore, the process of transition assessment conducted in school should be structured to provide relevant information for adult service providers and employers. For individuals…
Descriptors: Employment, Transitional Programs, Independent Living, Disabilities
Banerjee, Manju; Shaw, Stan F. – Assessment for Effective Intervention, 2007
Given the latest reauthorization of the Individuals with Disabilities Education Act (IDEA) and evolving views on the identification of cognitive disabilities in special education, many high school graduates with learning disabilities and/or attention-deficit/hyperactivity disorder will have a Summary of Performance (SOP) in lieu of a recent…
Descriptors: High Schools, Testing Accommodations, Learning Disabilities, Testing
Field, Sharon; Hoffman, Alan – Assessment for Effective Intervention, 2007
Self-determination knowledge and skills are important life skills for success throughout one's life. Therefore, it is important to assess the component skills that lead to self-determination so that appropriate instructional programs, supports, and accommodations to increase student self-determination can be provided. By involving students and…
Descriptors: Disabilities, Self Determination, Daily Living Skills, Student Evaluation
Yell, Mitchell L.; Drasgow, Erik – Assessment for Effective Intervention, 2007
In this article, the authors briefly examine the legal requirements for assessing students' eligibility for special education services. They then analyze the major changes regarding assessment for eligibility determination in the Individuals with Disabilities Education Improvement Act (IDEIA) passed in 2004 and the regulations implementing the…
Descriptors: Eligibility, Disabilities, Special Education, Related Services (Special Education)
Gresham, Frank M. – Assessment for Effective Intervention, 2007
Students with emotional and behavioral difficulties are often unserved or underserved by schools and by mental health systems. One reason for the under identification of these students is the current and past definitions of emotional disturbance (ED) specified in federal special education legislation (IDEA and IDEIA). These definitions are vague,…
Descriptors: Identification, Emotional Disturbances, Behavior Disorders, Definitions
Busch, Todd W.; Reschly, Amy L. – Assessment for Effective Intervention, 2007
In this article, the authors describe the use of curriculum-based measurement (CBM) reading measures within a response-to-intervention (RTI) framework. They examine the characteristics of the measures to illustrate their technical adequacy for use at each tier in an RTI model. Finally, they look at the use of the measures at Tier 3 (special…
Descriptors: Responses, Intervention, Curriculum Based Assessment, Disabilities
Shriner, James G.; Ganguly, Rahul – Assessment for Effective Intervention, 2007
Including students with disabilities in the new standards and accountability systems is one of the key challenges facing school districts around the nation. In this article, the authors first address the evolving assessment and accommodations requirements of both the No Child Left Behind Act of 2001 (NCLB) and the Individuals with Disabilities…
Descriptors: Federal Legislation, Attitudes toward Disabilities, Disabilities, Accountability
Lowrey, K. Alisa; Drasgow, Erik; Renzaglia, Adelle; Chezan, Laura – Assessment for Effective Intervention, 2007
In this article, the authors highlight the impact of alternate assessment on curriculum content for students with severe disabilities. Alternate assessment is a requirement of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 and the No Child Left Behind Act (NCLB) of 2001 to ensure that students with the most significant…
Descriptors: Federal Legislation, Alternative Assessment, Disabilities, Accountability
Bolt, Sara E.; Thurlow, Martha L. – Assessment for Effective Intervention, 2007
Research support for providing a read-aloud accommodation (i.e., having an individual read test items and directions aloud) to students with disabilities has been somewhat limited, particularly when merely examining effects of the accommodation on overall test scores for general groups of students with disabilities. We examined data on…
Descriptors: Reading Difficulties, Testing Accommodations, Reading Aloud to Others, Special Needs Students
Karvonen, Meagan; Wakeman, Shawnee Y.; Flowers, Claudia; Browder, Diane M. – Assessment for Effective Intervention, 2007
Based on recent federal legislation, alternate assessments for students with disabilities may now be based on alternate achievement standards, modified achievement standards, or grade-level achievement standards. Although all students with disabilities must access the general curriculum, those with significant cognitive disabilities often do so…
Descriptors: Federal Legislation, State Standards, Attitudes toward Disabilities, Disabilities
Bell, Sherry Mee; McCallum, R. Steve; Kirk, Emily R.; Fuller, Emily J.; McCane-Bowling, Sara – Assessment for Effective Intervention, 2007
The purpose of this study was to examine the psychometric integrity of the "Test of Silent Contextual Reading Fluency" (TOSCRF) by D. D. Hammill, J. L. Wiederholt, and E. A. Allen (2006). The TOSCRF is a recently published assessment of reading fluency for ages 7 years 0 months to 18 years 11 months that can be administered individually or in a…
Descriptors: Reading Fluency, Reading Achievement, Validity, Reliability
Parker, David R.; Banerjee, Manju – Assessment for Effective Intervention, 2007
As increasing numbers of students with learning disabilities (LD) or attention-deficit/hyperactivity disorder (ADHD) transition to postsecondary education, they encounter a heightened need for proficiency with a wide range of learning technologies. Whereas the Individuals With Disabilities Education Improvement Act of 2004 (IDEIA) requires…
Descriptors: Higher Education, College Students, Federal Legislation, Secondary Education
Jiban, Cynthia L.; Deno, Stanley L. – Assessment for Effective Intervention, 2007
This study investigated the technical adequacy of 3 simple, 1-min curriculum-based measurements (CBM) for predicting third (n = 35) and fifth (n = 49) graders' performance on a state standards test of mathematics. Measures included 2 numeric CBMs: a traditional basic facts measure and a new "cloze" math facts measure, designed to require deeper…
Descriptors: Curriculum Based Assessment, State Standards, Predictive Validity, Mathematics Tests
