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ERIC Number: ED408794
Record Type: Non-Journal
Publication Date: 1997
Pages: 42
Abstractor: N/A
Reference Count: N/A
A Full Evaluation Study of the Oregon Supported Education Plan and Its Impact upon Student Outcomes. Final Report.
Arick, Joel; And Others
A 2-year study of 18 schools across Oregon was conducted to provide descriptive information about the effects of supported education on students with and without Individualized Education Plans (IEPs). Regular classroom teachers and their supporting special education staff volunteered to teach and score performance tasks in their supported education classes. A total of 103 regular and special education teachers were involved and the study collected portfolios with student performance information for 275 students with IEPs and 296 students without IEPs. Results of the study found: (1) the students with IEPs scored higher on performance assessment tasks than on transitional standardized assessments; (2) in several content areas, performance scores of high school students with IEPs were significantly higher than elementary school students with IEPs, while the performance scores of students without IEPs remained constant; (3) the students with IEPs scored lower than students without IEPs on performance tasks; and (4) performances tasks were an effective method for increasing collaboration between special education and regular education and for providing needed feedback to students with special needs about their performance in the regular class. Recommendations are provided for using performance assessment tasks in supported education classrooms. (CR)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Portland State Univ., OR. School of Education.
Identifiers - Location: Oregon