MARC Record from marc_nuls

LEADER: 09429pam 2200397 a 4500
001 9920710660001661
005 20150423131246.0
008 020906s2003 caua b 001 0 eng
010 $a 2002034792
020 $a0761938087 (cloth : alk. paper)
020 $a0761938095 (paper)
035 $a(CSdNU)u110923-01national_inst
035 $a(OCoLC)50590867
035 $a(Sirsi) 01-AAP-8359
040 $aDLC$cDLC$dOrPss
043 $an-us---
049 $aCNUM
050 00 $aLB3051$b.T526 2003
082 00 $a371.9/04$221
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,$cc2003.
300 $axviii, 322 p. :$bill. ;$c29 cm.
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 -- For an Accurate Picture of Education -- For Students With Disabilities to Benefit From Reforms -- To Make Accurate Comparisons -- To Avoid Unintended Consequences of Exclusion -- To Meet Legal Requirements -- To Promote High Expectations -- To Promote Access to the General Curriculum for Students With Disabilities -- Assessment and Accountability Requirements of Federal Education Laws -- 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 Students' Instructional Goals -- Meeting Test Preparation Needs -- Documenting Reasons for the Decision -- Criteria for Good Participation Decisions -- 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 Accommodations Policies -- Involving Others in Making Accommodations Decisions -- Nature and Purpose of the 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 -- 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 -- 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 -- 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 -- 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 -- An Important Tool: The IEP -- Role of the IEP -- Talkin Turkey -- Present Levels of Educational Performance -- Other Important Components of the IEP -- Tools for Making Inclusive Accountability Decisions for Assessment -- 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 -- 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 With Accommodations -- Alternate Assessments -- Partial General Assessment and Alternate Assessment -- Evaluating the Planning and Assessment Process -- Debriefing -- Interviewing Students -- 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 -- 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 -- 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 -- Participation Decision-Making Form -- Alternate Assessment Case Study -- Checklist of Criteria for Making Decisions About Participation and Needed Accommodations for Classroom, District, and State Assessments -- Checklist for Deciding Assessment Type -- IEP Form for Identifying Accommodations -- IEP Form for Identifying Accommodations, With Examples -- Accommodations Case Study -- Test Accommodation Planning Chart -- Instructional and Assessment Accommodations Worksheet -- District/State Assessment Accommodations Worksheet -- Study/Test Skills Checklist -- Logistics and Strategic Plan for Providing Assessment Accommodations -- Final Arrangements for Assessment Accommodations -- Suggestions for Alternate Assessments -- Student Feedback/Interview Form -- Building Implementation Document -- Inclusive Assessment and Accountability Survey -- Resources: Staff Development -- Conducting Staff Development -- Considering Staff Development Stages -- New Laws that Promote Educational Reform -- General Overview of Definition of Assessment, Its Purposes, and the Meaning of Inclusive Accountability -- Why Assess? -- Formats of Assessment -- Who's In? Who's Out? -- Who Makes the Decisions? -- What Are Assessment Accommodations? -- Reporting of Results -- Resources: Technical Assistance and Dissemination Networks.
650 0 $aEducational tests and measurements$zUnited States.
650 0 $aChildren with disabilities$xEducation$xAbility testing$zUnited States.
650 0 $aEducational accountability$zUnited States.
700 1 $aElliott, Judy L.
700 1 $aYsseldyke, James E.
948 $a04/11/2003$b04/11/2003
982 $aLB3051$a.T526$a2003
983 $a31786101532270
994 $a92$bCNU
999 $aLB 3051 .T526 2003$wLC$c1$i31786101532270$d10/29/2010$e10/7/2010 $f8/17/2004$g2$lCIRCSTACKS$mNULS$n21$rY$sY$tBOOK$u4/29/2003