MARC record from Internet Archive

LEADER: 10441cam 2200781 a 4500
001 ocm50590867
003 OCoLC
005 20200701054809.0
008 020906s2003 caua b 001 0 eng
010 $a 2002034792
040 $aDLC$beng$cDLC$dVOC$dMUQ$dBAKER$dBTCTA$dYDXCP$dDEBBG$dTUU$dOCLCQ$dOCLCF$dOCLCO$dUKMGB$dOCLCA$dMXL$dOCLCQ
015 $aGB9856369$2bnb
015 $aGBA615660$2bnb
016 7 $a013054145$2Uk
019 $a1022662153$a1149630963$a1155124262$a1155443360
020 $a0761938087$q(cloth ;$qalk. paper)
020 $a9780761938088$q(cloth ;$qalk. paper)
020 $a0761938095$q(paper)
020 $a9780761938095$q(paper)
020 $a0803965516
020 $a9780803965515
020 $a0803965524
020 $a9780803965522
035 $a(OCoLC)50590867$z(OCoLC)1022662153$z(OCoLC)1149630963$z(OCoLC)1155124262$z(OCoLC)1155443360
043 $an-us---
050 00 $aLB3051$b.T526 2003
082 00 $a371.9/04$221
084 $aDT 1202$2rvk
084 $a5,3$2ssgn
100 1 $aThurlow, Martha L.
245 10 $aTesting students with disabilities :$bpractical strategies for complying with district and state requirements /$cMartha L. Thurlow, Judy L. Elliott, James E. Ysseldyke.
250 $a2nd ed.
260 $aThousand Oaks, Calif. :$bCorwin Press,$c©2003.
300 $axviii, 322 pages :$billustrations ;$c29 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references and index.
505 0 $aWhy students with disabilities should be in district and statewide accountability systems : Defining accountability, assessment, and testing ; Reasons for wanting students with disabilities in the accountability system : Reason 1: for an accurate picture of education ; Reason 2: for students with disabilities to benefit from reforms ; Reason 3: to make accurate comparisons ; Reason 4: to avoid unintended consequences of exclusion ; Reason 5: to meet legal requirements ; Reason 6: to promote high expectations ; Reason 7: to promote access to the general curriculum for students with disabilities. Assessment and accountability requirements of federal education laws ; Overview of this book ; Summary ; Resources for further information -- Deciding how students participate in district and state tests : Recognizing the need for accountability : Documenting the reasons why students with disabilities should participate in the accountability system and why most should be in the regular assessment ; Dispelling myths about the negative effects of testing and confirming the reality of positive effects. Involving others in decision making : Purposes of assessment ; Conveying the need for accountability assessments ; Describing the current district or state assessment. Thinking about the goals of instruction : Taking a broad perspective when thinking about instructional goals ; Thinking more carefully about those students with alternate instructional goals ; Determining the intent of the test ; Comparing the intent of the test with the students' instructional goals ; Meeting test preparation needs ; Documenting reasons for the decision. Criteria for good participation decisions ; Summary ; Resources for further information -- Assessment accommodations: who is eligible? for what? Accommodations: what are they? ; Accommodations: what is the controversy? ; What happens during instruction? : Classroom accommodations. Analyzing the test's requirements : Norm-referenced tests ; Promotion/graduation tests. Knowing your district or state accommodation policies ; Involving others in making accommodation decisions : Nature and purpose of assessment ; Instructional accommodations the student uses ; State or district accommodations guidelines ; Preparation for optimal use of accommodations ; How accommodations might change over time. Criteria for good accommodations decisions ; Summary ; Resources for further information -- Accommodations to consider : Setting accommodations ; Timing accommodations ; Scheduling accommodations ; Presentation accommodations ; Response accommodations ; Other accommodations : Out-of-level testing ; Motivational accommodations ; Test preparation ; Computer-based accommodations. Electronic and online testing ; Do's and don'ts in testing accommodations ; Considering the effects of testing accommodations ; What the research tells us ; Summary ; Resources for further information -- Alternate assessments : What is an alternate assessment? ; When should a student take an alternate assessment? : Factors to consider ; Eligibility decisions ; Status of alternate assessments ; What is measured and how ; Aggregating results ; Inclusive accountability and reporting alternate assessment results. Examples of alternate assessments : Evaluating the effectiveness of the alternate assessment. Summary ; Resources for further information -- Including English language learners with disabilities in district and state assessments : Who are IEP/LEP students? : How many are there? ; What is the language of LEP students? ; What comes first -- IEP or LEP?. Participation of IEP/LEP students in district and state assessments ; Accommodations ; Reporting scores ; Instruction for IEP/LEP students ; Summary ; Resources for further information -- Using assessment results : Issues in understanding district and state test reports : Difficulty in determining who is really included in reports ; Data not disaggregated in useful ways ; Data systems make it difficult to obtain useful data. Using district and state data : Why look at data? ; Digging into existing data?. Identifying and obtaining other data ; Good data use and reporting practices ; Presenting data to your advantage ; Summary ; Resources for further information -- An important tool: the IEP : Role of the IEP : Talking turkey ; Present levels of educational performance. Other important components of the IEP ; Tools for making inclusive accountability : Decisions for assessments. Rethinking the IEP format : Additional IEP components. Making it happen: training and implementation of accountable decision making : Rolling out the good stuff ; Ways to deliver the message. Summary ; Resources for further information -- Collaboration for success in testing students with disabilities : Instructional and assessment accommodations ; Roles and responsibilities : Role of the general education classroom teacher ; Role of the special education teacher ; Role of the paraeducator ; Role of related service providers. Coordination among service providers ; The planning process : Where to start? ; Knowing the purpose of your state and district assessments ; Making your needs known ; Deciding who takes what test with what accommodation ; Talking to students ; Discussing recommended accommodations ; Discussing student-desired accommodations ; Identifying needed student preparation for participation in assessment ; Teaching test-taking skills. Coordinating the logistics of assessment administration : General assessment ; General assessment with accommodations ; Alternate assessments ; Partial general assessment and alternate assessment. Evaluating the planning and assessment process : Debriefing ; Interviewing students. Summary ; Resources for further information -- Gaining support from above: what needs to happen? : Roles and responsibilities : The superintendent ; Boards of education ; District assessment coordinators ; District curriculum coordinators ; Building administrators ; Special education administrator ; Department chairpersons and curriculum coaches. Putting it all together: monitoring the integrity of implementation ; Organizing staff development : Goals of staff development ; Components of staff development. Summary ; Resources for further information -- Involving parents in testing decisions : Assessing students with disabilities: should we or shouldn't we? ; Inform and include ; Past practice: needed revisions, needed change : Purpose of assessment ; Need for accountability assessments ; Nature of the assessment ; Goals of student's instruction ; Preparation options for assessment. Guidelines and policies for assessments ; Role and responsibility of the home in the assessment process ; Summary ; Resources for further information -- Implementation: the good, the bad, and the ugly : From corruption to court cases : Tempering and tampering with testing ; Test tampering and corruption ; Test companies contribute to the chaos ; Court cases. Inclusive schooling is not necessarily inclusive accountability ; Moving forward ; Summary ; Resources for further information.
650 0 $aEducational tests and measurements$zUnited States.
650 0 $aChildren with disabilities$xEducation$xAbility testing$zUnited States.
650 0 $aEducational accountability$zUnited States.
650 6 $aTests et mesures en éducation$zÉtats-Unis.
650 6 $aEnfants handicapés$xÉducation$xTests d'aptitude$zÉtats-Unis.
650 6 $aResponsabilité du rendement (Éducation)$zÉtats-Unis.
650 7 $aEducational accountability.$2fast$0(OCoLC)fst00903326
650 7 $aEducational tests and measurements.$2fast$0(OCoLC)fst00903660
651 7 $aUnited States.$2fast$0(OCoLC)fst01204155
650 7 $aBehinderung$2gnd
650 7 $aSchulleistungsmessung$2gnd
650 7 $aSonderpädagogische Diagnostik$2gnd
650 07 $aSchüler.$2swd
651 7 $aUSA.$2swd
700 1 $aElliott, Judy L.
700 1 $aYsseldyke, James E.
776 08 $iOnline version:$aThurlow, Martha L.$tTesting students with disabilities.$b2nd ed.$dThousand Oaks, Calif. : Corwin Press, ©2003$w(OCoLC)680500266
856 41 $3Table of contents$uhttp://catdir.loc.gov/catdir/enhancements/fy0658/2002034792-t.html
856 42 $3Contributor biographical information$uhttp://catdir.loc.gov/catdir/enhancements/fy0734/2002034792-b.html
856 42 $3Publisher description$uhttp://catdir.loc.gov/catdir/enhancements/fy0658/2002034792-d.html
938 $aBaker & Taylor$bBKTY$c80.95$d80.95$i0761938087$n0004085176$sactive
938 $aBaker and Taylor$bBTCP$n2002034792
938 $aYBP Library Services$bYANK$n1905666
029 1 $aAU@$b000024091880
029 1 $aDEBBG$bBV014740832
029 1 $aNZ1$b7179180
029 1 $aUKMGB$b013054145
994 $aZ0$bP4A
948 $hHELD BY P4A - 382 OTHER HOLDINGS