Archive of Assessment & Qualification

Assessment Practices in a Response to Intervention Model Thumbnail

Assessment Practices in a Response to Intervention Model

Posted on November 11, 2011

Schools around the country are implementing the principles of a Response to Intervention (RTI) or Multi-Tiered System of Supports (MTSS) model. Regardless of the names of the programs or specific practices being implemented, viagra approved doctor the principles of RTI are evidence-based practices that, healing information pills when implemented with fidelity have a positive impact on student outcomes. One of the key questions that needs to be addressed in implementation of RTI is appropr

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Standardized Tests for Everyone? In the Internet age, That’s the Wrong Answer. Thumbnail

Standardized Tests for Everyone? In the Internet age, That’s the Wrong Answer.

Posted on November 11, 2011

The Obama administration is currently undertaking an important overhaul of key parts of No Child Left Behind, viagra the George W. Bush administration’s signature education law. Perhaps that reform needs to go even further. Antiquated standardized tests are still serving as the backbone for measuring achievement. Our students can’t escape Kelly’s century-old invention. We often forget that there is nothing fixed or natural about “school” but that, about it like all institutions,

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Layton Police: Locate Children With Autism who Wander Thumbnail

Layton Police: Locate Children With Autism who Wander

Posted on October 10, 2011

  There's nothing worse than losing your child. Worse still, is if the child does have autism — with its various accompanying challenges that keep individuals from realizing the danger they're in. "We’re dealing with children and adults who are non-verbal, who are not able to express themselves, who have no safety awareness," Anderson said. "They don't know that they're lost or, in our case, our son wouldn't stop. He would just keep going. He would walk into a home. He would get into

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Can’t Do or Won’t Do? A Go-To Diagnostic Tool Thumbnail

Can’t Do or Won’t Do? A Go-To Diagnostic Tool

Posted on October 10, 2011

"He's just not trying." How many of us have either heard or used this phrase referring to a student who is not performing as we expect him or her to do? Too often we assume that a student's low performance is an issue of motivation, never taking into account that perhaps the student does not know how to perform the desired skill or behavior. Upon identifying that a student is not performing at an expected level, either in academic or behavioral areas, the first question that should be ask

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Periodic Reevaluations: What’s the Purpose? Thumbnail

Periodic Reevaluations: What’s the Purpose?

Posted on September 09, 2011

Periodic re-evaluations (traditionally called three-year re-evaluations) have practically been the bread and butter of school psychologists’ work since special education services were mandated with PL 94-142. Going beyond the mandates, there are several questions that periodic reevaluations can answer about a child’s educational performance. While we want and need to make the experience a meaningful one, we also need to manage our time and resources efficiently. Spending a lot of time co

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States Pressured to Curb Test Exemptions for Students With Disabilities Thumbnail

States Pressured to Curb Test Exemptions for Students With Disabilities

Posted on August 08, 2011

Pressure from the U.S. Department of Education has led some states to curb a testing exemption that applies to only the 1 percent of students with the most severe disabilities, cure but districts that have long used that flexibility to win some breathing room in their accountability systems are bristling. Under the federal No Child Left Behind Act, search states are allowed to administer exams based on alternate standards to students with severe cognitive impairments and then count those sc

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Are Schools Liable for Not Identifying Students’ Disabilities? Thumbnail

Are Schools Liable for Not Identifying Students’ Disabilities?

Posted on May 05, 2011

The U.S. Supreme Court is considering whether schools can be held liable for failing to recognize that students have learning disabilities. On Monday, the court asked the Obama administration to weigh in on the matter, as justices consider whether a California mother can file a negligence claim against her daughter's school district. The mother claims the district did not identify, locate and evaluate her daughter for learning disabilities—as is required under law. According to court pa

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Estimator: Resources for Utah Special Educators Making Learning Disabilities Qualification Decisions Thumbnail

Estimator: Resources for Utah Special Educators Making Learning Disabilities Qualification Decisions

Posted on April 04, 2011

Introduction For more than two decades, approved the Utah State Office of Education—Special Education Division (USOE-SPED) has provided Utah special educators with the Estimator software program. The program uses Utah’s formula to calculate if there is a severe discrepancy between the aptitude (IQ) and achievement scores of students suspected of having specific learning disabilities (LD). Originally, published in 1990, Estimator was offered as an aid to make calculating aptitude/achievemen

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Fewer Special Ed. Students? Or Fewer Identified? Thumbnail

Fewer Special Ed. Students? Or Fewer Identified?

Posted on April 04, 2011

While some places in the country are identifying more students as having special needs, San Diego is finding fewer, reports the Voice of San Diego. "School district officials counted nearly 1,600 fewer special education students this December than three years ago. That adds up to a 9.5 percent drop over the same time that overall enrollment fell only 1 percent," writes Emily Alpert. Some schools in the district have become devoted users of response to intervention, or early identification of s

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What is a Bilingual Speech and Language Assessment? Thumbnail

What is a Bilingual Speech and Language Assessment?

Posted on March 03, 2011

Children who speak a language other than English and children who are bilingual need to be evaluated in their native language or the languages that they speak. When children are evaluated only in one of the languages, side effects or in the language in which they are least proficient, clinic such as English for English Language Learners (ELLs), ailment they are often misdiagnosed with speech and language problems when they do not exist, or the nature of the child’s difficulty is not deter

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