14 research outputs found
An Evaluation of the Extent to Which Teachers Used the "IEP Quality Tutorial-South Dakota" After Training (NCEO Technical Report)
A report discussing the use of the "IEP Quality Tutorial-South Dakota (IEPQ-SD)." During the 2010-2011 school year, the state of South Dakota piloted an online program called the "IEP Quality Tutorial-South Dakota (IEPQ-SD)". IEPQ-SD was designed to support the implementation of standards-based IEPs in schools throughout the state. Forty-nine educators in South Dakota participated in training on the IEPQ-SD tool, and they were then given access to the tool so that they could use it in their work with IEPs. This report presents the results of an evaluation of the extent to which teachers used IEPQ-SD after training, and their reactions to it. Interviews were conducted with five of the training participants approximately six months after the training session to learn about educator perceptions of the training, how their work with IEPs has been affected by the training, and how student experiences have been affected by the training. They were also asked what the educators liked about the training and what could be improved for future trainings, and if and how participants thought the IEPQ-SD tool should be rolled out to other educators in South Dakota.The Center is supported through a Cooperative Agreement (#H326G11002)
with the Research to Practice Division, Office of Special Education Programs,
U.S. Department of Education. This report was funded
with partial support from the Multi-state GSEG Toward a Defensible
AA-MAS. This project is supported by General Supervision Enhancement
Grants (#H373X070021) from the Research to Practice Division,
Office of Special Education Programs, U.S. Department of Education.
Opinions expressed herein do not necessarily reflect those of the U.S.
Department of Education or Offices within it
2012 Survey of States - Successes and Challenges During a Time of Change (NCEO State Survey Report)
A report providing a snapshot of new initiatives, trends, accomplishments, and emerging issues during this important period of education reform as states document the academic achievement of students with disabilities. This is the thirteenth such survey of states conducted by NCEO. States also reported information about the alternate assessments based on alternate achievement standards (AA-AAS), and on new developments in assessment such as teacher evaluation and how they are contributing to the consortia. In the three years since the previous survey, states continued to make strong progress, though challenges remained and several new issues emerged.The Center is supported through a Cooperative Agreement (#H326G110002)
with the Research to Practice Division, Office of Special Education Programs,
U.S. Department of Education. The contents of this report were developed under the
Cooperative Agreement from the U.S. Department of Education, but does not
necessarily represent the policy or opinions of the U.S. Department of Education
or Office within it
Using Cognitive Labs to Evaluate Student Experiences with the Read Aloud Accommodation in Math
Toward a Defensible AA-MAS. This project is supported by Genera
NCEO Core Staff
All rights reserved. Any or all portions of this document may be reproduced and distributed without prior permission, provided the source is cited as: Albus, D., & Thurlow, M. L., (2013). Accommodation policies for states’ alternate assessments based on alternate achievement standards (AA-AAS
or Offices within it. NCEO Core Staff
All rights reserved. Any or all portions of this document may be reproduced and distributed without prior permission, provided the source is cited as: Johnson, D. R., Thurlow, M. L., & Schuelka, M. J. (2012). Diploma options, graduation requirements, and exit exams for youth with disabilities: 201
Education or Offices within it. NCEO Core Staff
L. (2012). Test administrators ’ perspectives on the use of the read aloud accommodation in math on state tests for accountability (Technical Report 66)
EDUCATIONAL OUTCOMES The Center is supported through a Cooperative Agreement (#H326G110002)
and distributed without prior permission, provided the source is cited as