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ERIC Number: EJ1059716
Record Type: Journal
Publication Date: 2015-Jun
Pages: 12
Abstractor: As Provided
Reference Count: 65
ISBN: N/A
ISSN: ISSN-2159-2020
Protocol for the Assessment of Common Core Teaching: The Impact of Instructional Inclusion on Students with Special Needs
Gallagher, Kathleen L.; Odozi, Anthony
Contemporary School Psychology, v19 n2 p77-88 Jun 2015
The quality of instruction in the classroom is the most powerful leverage point for school improvement because it is the only thing over which educators have a significant degree of control. As student assessments change to reflect the higher expectations of Common Core State Standards (CCSS), it is important that the assessment and development of teaching correspond with those expectations. The purpose of this study was to assess the quality of student engagement in general education classrooms and then compare the engagement of individual students with special needs with the engagement of their general education peers. The goal was to determine whether or not Individual Education Plan (IEP) goals were being met when services were provided in the general education classroom. The Protocol for the Assessment of Common Core Teaching (ProACCT) is an integrated observation instrument that measures academic engagement on three dimensions: student participation, the cognitive demand of lesson tasks, and the academic language used by students when they are learning content. The protocol was adapted to measure academic engagement individually so stakeholders could understand the levels of support required to ensure students with special needs have access to effective Common Core instruction.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A