"There are no more capable people to advise school districts on improving academic performance of children with disabilities than Judy Elliott and Martha Thurlow. This book is the definitive resource for all who are struggling to meet the challenges put forth first by IDEA 97 and now by NCLB. Simply put, this is a 'must-have' resource. Elliott and Thurlow have combined the most recent research with practical recommendations that go beyond improving test performance to provide the basis upon which real educational equity can be achieved for students with disabilities." -Thomas Hehir, Professor, Harvard Graduate School of Education Former Director, Office of Special Education Programs, U.S. Dept. of Education Maximize the academic performance of every student, every day! Students with disabilities must overcome unique obstacles in order to learn, and the pressure of testing often exacerbates existing challenges. With increased focus on accountability for all, how can educators properly prepare students for tests without sacrificing meaningful learning? In Improving Test Performance of Students With Disabilities . . . On District and State Assessments, Second Edition, authors Elliott and Thurlow offer numerous strategies for improving instruction, student accommodations, and test preparation, all with the goal of improving the test performance of students with disabilities. Emphasizing practical application, this comprehensive resource delineates the key elements district, school, and state professionals must consider in order to maximize the academic performance of students with disabilities. The second edition of this insightful text addresses the impact of the No Child Left Behind Act on instruction and assessment practices for students with disabilities, including those who are also English Language Learners. Featuring inserts and easy-to-follow worksheets, tables, and appendices, this indispensable resource will enable all educators to help students with disabilities learn more effectively and show what they know on the day of the test. Improving Test Performance of Students With Disabilities . . . Second Edition includes: Practical steps for linking district and/or state standards with student IEP goals Helpful tips enabling instructors to determine the best ways to accommodate their students during instruction and on tests Detailed instructions for improving performance on general and alternate assessments Tables and worksheets to engage both instructors and learners
Martha L. Thurlow, Ph.D., is Director of the National Center on Educational Outcomes in the Institute on Community Integration (University Center for Excellence in Developmental Disabilities) at the University of Minnesota. In this position, she addresses the implications of contemporary U.S. policy and practice for students with disabilities and English Language Learners, including national and statewide assessment policies and practices, standards-setting efforts, and graduation requirements. Dr. Thurlow has conducted research for the past 35 years in a variety of areas, including assessment and decision making, learning disabilities, early childhood education, dropout prevention, effective classroom instruction, and integration of students with disabilities in general education settings. She has published extensively on all of these topics, and also recently completed serving as co-Editor with Bob Algozzine of Exceptional Children, the research journal of the Council for Exceptional Children. Dr. Thurlow is a co-author of several books, including Testing Students with Disabilities, Improving Test Performance of Students with Disabilities, Alternate Assessments for Students with Disabilities, and Critical Issues in Special Education. Dr. Thurlow was one of the original developers of the dropout prevention program Check and Connect, which was empirically tested, and replicated in several settings. She is the author of numerous reports, journal articles and chapters on the topic of dropouts and dropout prevention, and also addresses the dropout problem within the current context of federal legislation, high stakes testing, and standards-based education.
Preface Acknowledgments About the Authors 1. Maximizing the Performance of Students With Disabilities Incorporating Standards Into Assessment and Instruction Using Data to Drive Assessment and Instruction Making Good Decisions About Accommodations Helping the Student Prepare for Testing Addressing the Needs of IEP/ELLs Improving Test Performance on the General Assessment Through Instruction Improving Performance on the Alternate Assessment Through Instruction Generating Parent Support - and the Support of Others, Too Summary Test Your Knowledge Resources Internet Resources 2. Standards-Based Assessment and Instruction Changing the Tide Where is Lake Wobegon, Anyway? Trademarks of a Standards-Based Classroom Aligning IEPs With Standards Linking the IEP to Standards Content Standard: Reading Summary Test Your Knowledge Reflections on Change Resources Internet Resources 3. Using Data to Drive Instruction Opportunities and Challenges Basic Data to Know Case Study Discussion Questions You Should Be Asking, Answers You Should Know Principals/District Site Administrators Teachers Parents Board Members Superintendents Summary Test Your Knowledge Reflections on Change Resources Internet Resources Chapters 1-3. Self Check: Where Do I Stand? 4. Making Sound Accommodations Decisions Opinions Versus Research-Based Knowledge on Accommodations Court Cases and Settlements Considerations in Making Decisions About Accommodations Considerations in Making Decisions About Accommodations Steps to Take in Identifying Accommodations for Individual Students Rolling Classroom Accommodations into District and State Assessments A Word About Technology Accommodations A Word About Technology Accommodations A Word About Technology Accommodations Non-Approved Accommodations Alternative Route to Diploma or Promotion Summary Test Your Knowledge Resources Reflections on Change Resources Internet Resources 5. Preparing Students for Testing Causes and Considerations Assessment Literacy Setting Goals, Targets, and Expectations Preparing Daily for the Test Helping Students Become Advocates for Their Own Testing Needs Summary Test Your Knowledge Reflections on Change Resources Internet Resources 6. Addressing the Needs of IEP/ELLs Who Are IEP/ELLs? Participation of IEP/ELLS in District and State Assessments Accommodations Assessment Performance Instruction for IEP/ELLS Summary Test Your Knowledge Reflections on Change Resources Internet Resources Chapters 4-6. Self-Check: Where Do I Stand? 7. Improving Performance on General Assessment Through Instruction Where the Rubber Meets the Road The Realities The Million Dollar Question Preparing for Instruction: The Planning Pyramid What Do We Know About Effective Instruction? Improving Student Performance: A Model of Effective Instruction Planning Instruction Managing Instruction Delivering Instruction Evaluating Instruction Summary Test Your Knowledge Reflections on Change Resources Internet Resources 8. Improving Performance on Alternate Assessments Through Instruction Federal Requirements That Guide Alternate Assessments What We Knew Then Where We Are Now What Has Changed High Standards for Learning for Alternate Assessment Students The Impact of Alternate Assessment on Instruction Summary Test Your Knowledge Reflections on Change Resources Internet Resources 9. Parent Support for Student Performance Informing Parents About Tests Equipping Parents to Make Good Participation and Accommodation Decisions Helping Parents Understand Test Results Understanding General Test Results Understanding Their Child's Test Results Summary Test Your Knowledge Reflections on Change Resources Internet Resources Chapters 7-9. Self Check: Where Do I Stand? Appendix A: Reflection on Change Appendix B: Technical Assistance and Dissemination Networks Index Figures and Reproducible Forms Box 1.1: Key Elements of IDEA 97 and NCLB Box 1.2: Assumptions About Including Students With Disabilities Box 2.1: Examples of Content and Performance Standards Box 2.2: IEP Format Linking District Standards and Student Annual Goals Box 2.3: Steps for Unpacking Standards Box 2.4: Bloom's Taxonomy Box 2.5: A Framework for Unpacking Standards Box 2.6: Unpacking Standards: Supporting the Process Box 3.1: Strategies for Success (SFS) Overview Box 3.2: SFS Grade Results Box 3.3: Reading Program Comparison Box 3.4: A Case Study Box 4.1: Examples of Six Types of Assessment Accommodations Box 4.2: Kyle's Access to the General Education Curriculum With and Without Accommodations Box 4.3: Summary of Selected Research Syntheses on Accommodations Box 4.4: Common Instructional Accommodations, A-Z Form 4.1: Classroom Accommodations Worksheet Box 4.6: Student Accommodations Questionnaire Box 4.7: Tracking the Effects of Accommodations Box 4.8: Case Study on Tracking the Effects of Accommodations Form 4.2: Form to Determine Links Between Classroom Accommodations, Classroom Testing Accommodations, and State or District Testing Accommodations Box 4.9: Case Study on Making Accommodations Decisions for Instruction and Testing Box 4.10: Case Study on Planning Accommodations Box 5.1: Self Regulation and Time Management Box 5.2: Selected Assessment Terminology and Definitions Box 5.3: Points to Make in discussing the Purpose of State and District Assessments Box 5.4: Example of a Test Matrix for a "Typical" Standards-Based State Test Box 5.5: Example of a Test Matrix for a "Typical" Norm-Referenced Test Box 5.6: Partial Test Matrix Analysis Box 5.7: Considering the Unique Needs of Students Who Are Blind or Visually Impaired Box 5.8: Common Test Vocabulary Terms Box 5.9: Suggestions for Answering Different Types of Questions Box 5.10: Self-Regulation and Time Management Box 6.1: Clarification of Terminology Box 6.2: Percentages of All IEP Students and IEP/ELLs by Category Box 6.3: Examples of Linguistic Accommodations Box 6.4: Considerations for Assessing LEP Students Box 6.5: Strategies Identified as Important for IEP/ELLs Box 7.1: Instructional Planning Pyramid Box 7.2: Guiding Questions for the Planning Pyramid Box 7.3: Some Research-Based Findings on Characteristics of Effective Instruction Box 7.4: Components of Effective Instruction Box 7.5: Deciding What to Teach: Think About It Box 7.6: How to Teach: Think About It Box 7.7: Communicate Realistic Expectations: Think About It Box 7.8: Prepare for Instruction: Think About It Box 7.9: Use Time Productively: Think About It Box 7.10: Establishing a Positive Classroom Environment: Think About It Box 7.11: Presenting Information: Think About It Box 7.12: Monitoring Presentations: Think About It Box 7.13: Adjusting Presentations: Think About It Box 7.14: Monitor Student Understanding: Think About It Box 7.15: Monitoring Engaged Time: Think About It Box 7.16: Keep Records of Student Progress: Think About It Box 7.17: Use Data to Make Decisions: Think About It Box 8.1: Federal Documents that Clarify Alternate Assessments Performance Benchmarks Box 8.2: Definitions of Basic Terms Used in Relation to Alternate Assessment Box 8.3: Examples of Standards of Learning for Alternate Assessments in Massachusetts Box 8.4: Examples of Instructional Idea, Strategies, and Entry Points in Massachusetts Box 8.5: Selections From High School Course Outline Box 9.1: A Parent Version of a Test Matrix Box 9.2: Excerpt from Federation of Families Report Box 9.3: Parent Questions and Answers About State and District Assessments Box 9.4: NRTs Versus CRTs and Standards-Based Assessments Box 9.5: Resource Centers and Materials for Parents Box 9.6: Guide for Translating Testing Terminology for Parents Box 9.7: Example of Information Presented in State Report
"This is a practical and accessible guide to improving the measurement of performance of students with disabilities that also provides concrete and research-based strategies for the inclusion of students with specialized instructional needs in the general education classroom. This is a book that should be within reach of classroom teachers and school administrators as they strive to provide effective instruction that yields measureable results." -- Ronald K. Felton, Associate Superintendent "Improving Test Performance of Students with Disabilities is a refreshing "can do" approach, grounded in research and best practice, that addresses effective instruction and proactive use of accommodations and data analysis. It is filled with resources and "how to" techniques. Given the current landscape of test scores and instruction, this book is a must have resource for any educator's professional library." -- Christine Dominguez, Assistant Superintendent, Curriculum, Instruction & Professional Development "There are no more capable people to advise school districts on improving academic performance of children with disabilities than Judy Elliott and Martha Thurlow. This book, therefore, is the definitive resource for all who are struggling to meet the challenges put forth first by IDEA 97 and now by NCLB. Simply put this is a 'must have' resource. Elliott and Thurlow have combined the most recent research with practical recommendations that go beyond improving test performance to provide the basis upon which real educational equity can be achieved for students with disabilities." -- Thomas Hehir, Professor, Harvard Graduate School of Education
