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To appropriately route children with developmental disabilities to appropriate early interventions, those children must first be identified via developmental screening and/or developmental monitoring. Most early identification research emphasizes the relationship between developmental screening and Part C early intervention (EI) receipt for children birth to two. The relationship between developmental monitoring and service receipt is understudied, particularly for 3 to 5-year-old children are routed to Part B (619) early childhood special education services. Thus, this study used data from the National Surveys of Children’s Health (2007, 2012) to investigate the relationship between community-based health care providers (HCP) developmental screening and/or monitoring and the odds of early childhood special education receipt for preschool aged children (3 to 5). Across years, children whose HCP provided both developmental screening and monitoring, or developmental monitoring alone, had substantially greater odds of receiving special education compared to those who did not receive screening or monitoring. Receipt of developmental screening alone was associated with special education receipt in 2012, but not 2007. Developmental monitoring is understudied compared to developmental screening. Data presented here indicate that monitoring is associated with Part B 619 special education receipt and warrants further investigation to better understand how, with developmental screening, developmental monitoring might improve the identification of young children in need of 619 services. In particular, longitudinal analyses capturing data across systems, from screening and monitoring to assessment and service receipt, is needed to understand the effectiveness of monitoring for early identification and appropriate routing of children to relevant care systems.

This study used item response theory (IRT) methods to investigate group differences in responses to the 12-item Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE12) in a sample of 3,837 U.S. elementary school students. Using factor analysis and graded response models from IRT methods, we examined the factor structure and the item and test functioning of the SRSS-IE12. The SRSS-IE12 internalizing and externalizing factors reflected the hypothesized two-factor model. IRT analyses indicated that SRSS-IE12 items and tests measure internalizing and externalizing traits similarly across students from different race, ethnicity, gender, and elementary level (K–Grade 2 vs. Grades 3–5) groups. Moreover, the mostly negligible differential item functioning (DIF) and differential test functioning (DTF) observed suggest these scales render equitable trait ratings. Collectively, the results provide further support for the SRSS-IE12 for universal screening in racially diverse elementary schools.

Schools have become the most common setting for youth to receive additional supports—including access to mental health services serving as an entry point for identification and subsequent provision of these services. Many schools rely on office discipline referral (ODR) or suspension data as informal screeners for students who may need additional supports. Discipline data may be effective at identifying students with externalizing behaviors, yet students with internalizing behaviors may not engage in behaviors that warrant an ODR or suspension. As such, these students may go undetected in the absence of systematic screenings. This study explored whether a universal behavior screener identified students at risk for externalizing and internalizing concerns who may not have been identified through ODRs. The Student Risk Screening Scale for Internalizing/Externalizing (SRSS-IE) was completed for 1,201 elementary students in 3 elementary schools. SRSS-IE data were used to predict year-end ODRs. Results showed externalizing scores (SRSS-E7) on the SRSS-IE predicted year-end ODRs, with higher SRSS-E7 scores predicting with more ODRs. However, internalizing scores (SRSS-I5) on the SRSS-IE did not significantly predict year-end ODRs suggesting ODRs may not be an effective data source for identifying students with internalizing behaviors absent of externalizing behaviors.

The Strengths and Difficulties Questionnaire (SDQ) is a widely used mental health screening instrument developed in the United Kingdom that measures five proposed factors. U.S. research, however, historically supports a slightly different three-factor solution. The present study reports results using both principal factor analysis (PFA) and confirmatory factor analysis (CFA) on data from multiple waves of an ongoing mental health project in middle school aged children. PFA analyses suggested three, five and six-factor solutions with substantial cross-loadings from items. CFAs showed alternative five and six-factor solutions fit well when items guided by the initial PFA were allowed to cross-load. Neither the original five-factor nor popular three-factor models fit well without allowing cross-loading items. These data suggest that popular SDQ three and five-factor model may have variable fit in certain U.S. populations.

Transition services support students with disabilities in accessing post-secondary school opportunities including employment. This study used both quantitative and qualitative methods to gather dat...

College and career readiness (CCR) consultation represents an opportunity for consultants to improve transition outcomes for students with disabilities and underserved youth and young adult...

This chapter addresses instructional effectiveness at the graduate and undergraduate education levels. Teaching is a direct way to share our enthusiasm about the field and ensure the next generation of school psychologists. However, despite being a critical skill necessary for academic appointments and the continuation of our field, few school psychologists receive specific training prior to starting a faculty position in the area of teaching. This chapter posits that teaching is as valuable to academia as research and service and should be done with both passion and effectiveness. The act of teaching is broken down into why we teach, how to teach, and what to teach when educating future practitioners and scholars. The importance of instructional excellence is discussed, as are models, philosophies, and assessments of teaching. Considerations for content and curriculum development are also offered. Across each question, personal and professional suggestions are included, from coping with negative student evaluations to developing a program identity for coursework planning. To help guide readers as they choose and evaluate the teaching techniques that are the most effective in their educational setting, the logistics of teaching are deconstructed as actionable steps, real-world examples, and resource toolkits.

Transition services can be used to forge family, school, and community partnerships and foster a successful shift to adult life for students with intellectual disabilities (ID). School psychologists can play a valuable additive role in supporting the transition process due to their graduate training in interpersonal skills; consultation services; data-based decision-making; academic, social, and emotional interventions; and progress-monitoring. This paper introduces a three-phase cyclical intervention framework designed to improve comprehensive, evidence-based transition services for secondary students with ID by enhancing school psychologists’ knowledge of transition practices. By utilizing the Transition Planning, Implementation, and Evaluation (TPIE) model, school psychologists can proactively work with students, families, school personnel, and community agencies to foster post-school success in youth with ID in all phases of the transition process. This paper will discuss the theory, structure, and implementation of the TPIE phases. Strategies to bridge the research to practice gap in transition service delivery will also be discussed.

Objectives Developmental screening is considered critical to identifying children with developmental delays and disabilities so that they may receive early intervention. To date, only a handful of studies report data on the percentage of health care professionals (HCP) who provide developmental screening. These reports are limited by low participation rates and reporters being pediatricians who may be biased towards reporting higher rates of developmental screening. The purpose of this study is to verify reported increases by reporting on changes in caretakers' awareness of HCP provided developmental screening from 2007/2008 to 2011/2012. Methods Authors report data on caretaker reported receipt of HCP provided developmental screening from the National Survey of Children's Health (NSCH, 2007/2008) and NSCH (2011/2012), as well as changes from the 2007/2008 to 2011/2012. Changes for the 50 states plus Washington D.C. are visualized using 'micromapST' and states are organized in ascending order according to changes in caretaker awareness of developmental screening. Results Nationally, the proportion of caretakers aware that their HCP provided developmental screening increased from 23.0% in 2007/2008 (range 12.6-46%) to 33.3% in 2011/2012 (range 19.4-61.6%) and states level changes ranged from -2 to +35%, with a median change of +10%. Conclusions for Practice Data reported here indicate that a greater number of caretakers are aware that their HCP is providing developmental screening. This reinforces the existing reports indicating increases in HCP reported developmental screening. Despite growth, there is still a need to increase developmental screening efforts in many states.

In this response, we build on insights from Dr. David Foreman's commentary on our recent article "Socio-emotional Surveillance in Preschoolers: Monitoring and Screening Best Identify Children Who Need Mental Health Treatment." In particular, we build on Foreman's insights that underidentification is likely related to clinician error, measurement error, and population properties by also including the role of community systems within which children are identified. We also provide frameworks for considering screening tools and developmental monitoring processes to help direct future research on this important topic.

Background: The purpose of this study was to investigate whether instruction in mindfulness practices would results in improved self-reported mindfulness and reduced depression, anxiety, and family stress in parents of young children living in a low socioeconomic status (SES) neighborhood. Methods: The study utilized a pretest-posttest group design to evaluate the effectiveness of the Mindfulness Ambassador Council-Interactive curriculum with attendees in a parent support program. Participants (n=15) were recruited from families with young children who received support from a community-based organization in one low-SES neighborhood in Atlanta. Mental health assessments, measures of family stress and parenting competency, and a demographic questionnaire with non-identifying questions were administered to all participants during the first and last session of the 8-week mindfulness program. Results: Participants reported increased mindfulness and decreased levels of anxiety and depression. Parent reports of family stressors were relatively stable across the two time points, while self-reported parenting competence decreased. Discussion: Based on the parents’ reports of program acceptability and the impact on their well-being, mindfulness training appears to be a promising strategy for addressing the stressors experienced by parents of young children. Keywords: Parenting, young children, mindfulness, stress, depression, anxiety

We used a community-based participatory research (CBPR) framework to conduct a needs assessment of the availability and quality of human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS) services for persons with intellectual and developmental disabilities (PWIDD) in the Atlanta metropolitan area. We present the findings of a three-phase research project. Findings from the research informs organizations and policymakers on how to provide persons with disabilities better access to HIV/AIDS care. Ethn Dis. 2019;29(Suppl 2):435-440; doi:10.18865/ed.29.S2.435

The following study examines the impact of an online stress intervention on teacher burnout and teacher efficacy. Using a group experimental design, researchers tested the preliminary efficacy of the intervention: an online professional development program created for teachers that instructs coping strategies and promotes social-emotional competencies. Fifty-one teachers and classroom staff were randomly assigned to the intervention or control group. After four weeks, participation in the program was associated with increases in coping practices, teacher efficacy, and personal accomplishment as well as decreases in emotional exhaustion and depersonalization. Implications for research and professional development are discussed.

Using an ecological model, the individual-, school-, and sociocultural-level characteristics that affect gay–straight alliance (GSA) advisors were examined in the current study. The formation of GSAs has been one way that schools have sought to improve the school climate for lesbian, gay, bisexual, and transgender (LGBT) youth. Limited information is available about the demographics and experiences of GSA advisors who lead these clubs. GSA advisors are on the front line of LGBT advocacy in schools. The purpose of this study is to add to the minimal literature on GSA advisors by describing the demographics and the experiences of the largest known sample of GSA advisors in the research literature. In the current study, 262 GSA advisors provided information through a 67-item survey about their demographic characteristics and their experiences advocating for LGBT youth in schools. The results suggested this sample of advisors was a demographically homogenous group. Exploratory factor analysis identified two d...

Background Widely recommended socioemotional developmental surveillance methods include monitoring and development screening techniques. Currently, very little research has compared the effectiveness of monitoring and screening together, and existing research primarily focuses on the relationship between surveillance techniques and referrals or receipt of early intervention (EI). This study investigates the relationship between monitoring and screening and mental health treatment receipt in 3–5 year olds. Methods The authors conducted logistic regression analyses on data from the National Surveys of Children's Health (NSCH; 2007) and NSCH (2011/2012) on the odds of mental health treatment receipt in children aged 3–5 years of age who either received (a) screening only, (b) monitoring only, (c) both monitoring and screening, or (d) no monitoring or screening. Sociodemographic control variables were also considered. Results In both 2007 and 2011/2012 datasets, monitoring and screening together was the best predictor of mental health treatment receipt. Neither screening alone nor monitoring alone was associated with mental health treatment receipt. Conclusions Children who received monitoring and screening together had the greatest odds of treatment receipt compared with children receiving screening only, monitoring only, or no monitoring or screening.

Widely recommended developmental surveillance methods include developmental monitoring (DM) and development screening (DS). Much research has been done on DS, but very little research has compared the effectiveness of DM and DS together.To investigate the relationship between DM and DS in Part C early intervention (EI) service receipt.Authors used data from the 2007/2008 and 2011/2012 National Survey of Children's Health (NSCH). Authors report the prevalence of children aged 10 months to 3 years who received (a) DM only, (b) DS only, (c) both DM and DS, and (c) no DM or DS across survey years. Authors compare the odds of EI receipt across these groups.During both periods, estimated EI receipt prevalence was higher for children receiving both DM and DS (8.38% in 2007/2008; 6.47% in 2011/2012) compared to children receiving no DM or DS (1.31% in 2007/2008; 1.92% in 2011/2012), DM alone (2.74% in 2007/2008; 2.70% in 2011/2012), or DS alone (3.59% in 2007/2008; 3.09% in 2011/2012) (for both time frames, p .05). From 2007/2008 to 2011/2012, the proportion of children receiving DS only and both DM and DS increased, while children receiving DM only and no DM or DS decreased.Children receiving DM and DS together were more likely to receive EI compared to children receiving DM alone, DS alone, or neither DM nor DS. These findings support the AAP recommendations indicating that DM and DS are complementary strategies for improving early identification and linkage to EI for young children.

We describe the concept of a dynamic instructional practices portfolio to evaluate special education teachers. This portfolio features the My Instructional Learning Opportunities Guidance System (MyiLOGS) as the core component. MyiLOGS is an online, daily self-report measure of opportunity to learn (OTL) that provides detailed information on teachers’ use of instructional time, curricular content covered, and instructional practices, all of which are known to influence student achievement. This measure and its related support measures have evolved from professional development research. To use MyiLOGS, teachers must pass a qualifying assessment to document their knowledge of effective instruction. An observation tool called My Instructional Observation System (MyiOBS) is based on the same instructional framework as MyiLOGS and provides a third-party account of the reliability of a teacher’s self-reported practices. Finally, after using MyiLOGS to document daily instruction, teachers receive detailed instructional feedback every 40 days that can be used to create an Instructional Growth Plan (IGP). This IGP then can be used to document instructional improvement within a school year. Collectively, the three assessment tools—MyiLOGS Qualifying Assessment, MyiLOGS, and MyiOBS—provide substantial data about teachers’ knowledge and daily instructional actions. Coupled with a personalized instructional feedback report and structured improvement plan for designing and measuring changes in instructional actions, the MyiLOGS Instructional Practices Portfolio has the potential to provide special education teachers a personalized and data-rich evaluation tool. All the elements in this Instructional Practices Portfolio have been used with both general and special educators in research and technical assistance projects, but not as part of a formal evaluation system. We conclude with an examination of proof of concept issues to address for the proposed teacher evaluation tool.

The Participatory Culture-Specific Model of Course Development (PCSMCD), adapted from the Participatory Culture-Specific Intervention Model, is a proposed framework to address challenges to social justice education by addressing the following four course variables: instructor characteristics, instructor experiences, student characteristics, and student experiences. This article proposes a new model through which qualitative and survey culture-specific data related to the 4 variables are collected at the onset of the course and incorporated into every phase of course development and implementation. Obtaining and utilizing data about student and instructor characteristics and experiences facilitates both culture specificity and ensure that the course content and process are both appropriate and acceptable for students and instructors. This article proposes the 10-phase PCSMCD as it would look during course development and implementation, and provides social justice resources and activities specific to schoo...

This study investigated the effects of mindfulness training on the behavior of four 8-year-old boys with attention-deficit/hyperactivity disorder. A multiple baseline design was used to investigate whether a multisession mindfulness intervention resulted in increased on-task behaviors in the classroom. Graphic analysis of observation data indicated that the intervention was effective in increasing the percentage of intervals of on-task behavior. In addition, parent and teacher ratings on the Behavior Assessment System for Children, 2nd Edition (BASC-2) generally indicated a decrease in hyperactive behaviors. Conversely, significant changes in pre- and posttest ratings on the BASC-2 Attention Problems Scale were generally not observed.

This article discusses the significance of adult connections for adolescents' sense of school belonging and identifies areas for future research and practice by (a) exploring the influence of adult connections on adolescents' sense of school belonging; (b) reviewing the literature regarding school belonging outcomes; (c) identifying potential barriers to building adult connections and school belonging; (d) presenting school improvement initiatives that hold promise for facilitating adult connections and school belonging; and (e) introducing a research and practice agenda that underscores the need for further investigation into the relationship between adult connections and school belonging. This proposed agenda represents an important addition to the literature by advocating for an increased focus on the process and significance of these relationships during adolescence, emphasizing adult connections and school belonging in school improvement initiatives, and indicating how adult connections can promote p...

Over the past decade, training in mindfulness—the intentional cultivation of moment-by-moment non-judgmental focused attention and awareness—has spread from its initial western applications in medicine to other fields, including education.Thispaperreviewsresearchandcurriculapertaining to the integration of mindfulness training into K-12 education, both indirectly bytraining teachers andthrough direct teaching of students. Research on the neurobiology of mindfulness in adults suggests that sustained mindfulness practice can enhance attentional and emotional self-regulation and promote flexibility, pointing toward significant potential benefits for both teachers and students. Early research results on three illustrative mindfulness-based teacher training initiatives sug- gest that personal training in mindfulness skills can increase teachers' sense of well-being and teaching self-efficacy, as well as their ability to manage classroom behavior and establish and maintain supportive relationships with stu- dents. Since 2005, 14 studies of programs that directly train

Inclusive test-based accountability systems are intended to focus attention on the teaching and learning of important knowledge and skills for students with disabilities. Test score inferences to this end are often based on unverified assumptions of curricular alignment, access, and engagement. Focusing on students with disabilities, we discuss key concepts and practices relevant for measuring and facilitating alignment, opportunity to learn (OTL), and student engagement. In conclusion, three recommendations are provided calling for the collection and evaluation of alignment, OTL, and engagement data to support the validity of test score inferences and to inform the design of interventions that improve student OTL and engagement.

In developing alternate assessments based on modified academic achievement standards (AA-MAS), several states have modified existing test items with the aim of enhancing accessibility and reducing difficulty for students with disabilities. Using Grade 8 multiple-choice test items in unmodified and modified forms, two studies examined student perceptions of item modifications and their effects on accessibility. Study 1 used a think-aloud cognitive lab to explore the effects of modifications on student perceptions and performance. Study 2 examined student survey data from a field test of the items with students (N = 709) with and without disabilities. Data indicated students generally perceived item modifications as helpful or positive. Educators and test developers are encouraged to consider students' perceptions of test items when designing tests.

This study investigated the effects of using modified items in achievement tests to enhance accessibility. An experiment determined whether tests composed of modified items would reduce the performance gap between students eligible for an alternate assessment based on modified achievement standards (AA-MAS) and students not eligible, and the impact on student proficiency levels. Three groups of eighth-grade students ( N = 755) from four states took original and modified versions of reading and mathematics tests. Findings indicate modified item conditions were significantly easier for all students and modifications would result in more AA-MAS eligible students meeting proficiency status. Study limitations and follow-up research on item modifications and the performance of students with disabilities are discussed.

This article describes an alignment study conducted to evaluate the alignment between Indiana's Kindergarten content standards and items on the Indiana Standards Tool for Alternate Reporting. Alignment is the extent to which standards and assessments are in agreement, working together to guide educators' efforts to support children's learning and development. The alignment process in this study represented a modification of Webb's nationally recognized method of alignment analysis to early childhood assessments and standards. The alignment panel (N = 13) in this study consisted of early childhood educators and educational leaders from all geographic regions of the state. Panel members were asked to rate the depth of knowledge (DOK) stage of each objective in Kindergarten standards; rate the DOK stage for each item on the ISTAR rating scale; and identify the one or two objectives from the standards to which each ISTAR item corresponded. Analysis of the panel's responses suggested the ISTAR inconsistently conformed to Webb's DOK consistency and ROK correspondence criteria for alignment. A promising finding was the strong alignment of the ISTAR Level F1 and F2 scales to the Kindergarten standards. This result provided evidence of the developmental continuum of skills and knowledge that are assessed by the ISTAR items.

The Concerns-Based Adoption Model (CBAM) is proposed as a heuristic for school-based consultants interested in identifying impact points for facilitating implementation of research-based practices and programs in classrooms and schools. The article begins with a discussion of the change facilitator's role in promoting changes in educational practices and a description of six essential strategies consultants can use to facilitate change. Background on CBAM's development and its applications in school environments also are provided. In addition, CBAM's three diagnostic frameworks (i.e., Stages of Concern, Levels of Use, and Innovation Configurations) are outlined and proposals for using CBAM assessment data to support educators' use of research-based practices are discussed. Limitations of the model and implications for further research are presented.

Federal regulations concerning the development and implementation of alternate assessments based on modified achievement standards include a set of safeguards intended to ensure that eligible students have access to grade-level general curriculum. These regulations concerning curricular access and opportunity to learn for students with disabilities may prove difficult for educational researchers and policymakers to operationalize and evaluate. This article provides a historical and policy context for efforts to ensure curricular access. In addition, this article reviews research on potential indicators of (or ways of measuring) access to the general curriculum and opportunity to learn. Finally, best practices for facilitating and evaluating access to the general curriculum are discussed.

The purpose of this article is to engage in the debate about Blueprint III regarding practice and graduate education in school psychology. We use school-based consultation as a lens to uncover meaning and context in the Blueprint and give particular attention to the Blueprint authors' foregrounding of prevention as a basis for school psychological services, a comprehensive consultation model for school psychological services, integration of concepts derived from positive psychology and public health in school psychology, and culture in school-based consultation. We offer suggestions to address barriers that may impede implementation of some of the worthwhile initiatives delineated in the Blueprint and develop approaches to strengthen graduate education. We conclude with a proposed agenda for research that may ground, justify, and enhance the preservice and inservice implications of Blueprint III, resulting in a substantial and well-founded impact on the field. As the authors of Blueprint III intended, we ...

Amendments to the No Child Left Behind Act allow for a portion of students with disabilities within each state to be tested via an alternate assessment based on modified achievement standards, and as a result, the performance of 2% or slightly more of these students can be reported as proficient for purposes of adequate yearly progress. This policy calls for tests composed of easier items in the same content areas as a state's general achievement test and for guidelines for identifying eligible students with disabilities who have persistent academic difficulties. Promising methods for reducing the difficulty of test items without underrepresenting the target construct include simplifying language, removing incorrect answer choices, bolding key words, and making graphics clearer. The policy also allows for distinct performance criteria (proficiency standards) and associated cut scores for interpreting the results of these tests to be established. Consequences for each of these changes are hypothesized within the context of better measurement of student achievement, inclusive assessment practices, and state accountability systems.

The current emphasis on alignment of early learning guidelines, assessment, curricular practices, and accountability in early education and care systems has provided an opportunity to revisit and refine early childhood assessment practices. Practitioners, researchers, and policy makers are increasingly interested in developing instruction-focused assessment strategies that have instructional and intervention validity. In particular, progress is being made in the development and validation of universal screening assessments and progress-monitoring methods that can support the application of response-to-intervention models in early childhood settings. This article provides a brief review of select assessment tools in early childhood that demonstrate instructional validity. The authors suggest future directions for strengthening the instructional and intervention validity of early childhood assessments in the context of response-to-intervention frameworks.

Alignment has been defined as the extent to which curricular expectations and assessments are in agreement and work together to provide guidance for educators’ efforts to facilitate students’ progress toward desire academic outcomes. The Council of Chief State School Officers has identified three preferred models as frameworks for evaluating alignment: Webb’s alignment model, the Surveys of Enacted Curriculum model, and the Achieve model. Each model consists of a series of indices that summarize or describe the general match or coherence between state standards, largescale assessments, and, in some cases, classroom instruction. This article provides an overview of these frameworks for evaluating alignment and their applications in educational practice and the research literature. After providing an introduction to the use of alignment to evaluate large-scale accountabilitysystems,thearticlepresentspotentialextensionsofalignmentforusewithvulnerable populations(e.g.,studentswithdisabilities,preschoolers),individualstudents,andclassroomteachers. These proposed applications can provide information for facilitating efforts to improve teachers’ classroom instruction and students’ educational achievement. C ! 2008 Wiley Periodicals, Inc.

The purpose of this investigation was to understand the variables that influence teachers' perceptions regarding one state's alternate assessment process and results. Elementary and secondary special education teachers (N = 113) from across Wisconsin participated, submitting case materials for one of their students. These materials included the a copy of the students' WisconsinAlternative Assessment (WAA) rating scale and current Individualized Education Program (IEP); a brief survey regarding their perceptions of the WAA; and a curricular access questionnaire that documented which WAA items were part of the student's curriculum during the current or previous school year. A stepwise multiple regression analysis was conducted to determine the relationship between predictor variables and teachers' perceptions as reported on the teacher survey. The results indicated student grade level accounted for the small amount of the variation in teacher's positive perceptions of the WAA. These results are discussed in the context of consequential evidence for the validity of the WAA.

8 SUMMARY. This article examines the ways in which NCLB and the movement towards large-scale assessment systems are based on Weber’s concept of formal rationality and tradition of scientific management. Building on these ideas, the authors use Ritzer’s McDonaldization thesis to examine some of the core features of large-scale assessment and accountability systems. According to Ritzer, McDonaldized systems and routines are characterized by four central features: (a) a pursuit of efficiency; (b) emphasis on calculability or quantification of outcomes; (c) predictability and uniformity; and (d) control through nonhuman technologies. Strengths and shortcomings of each of these features for schools and educators are discussed. The article concludes with ideas and strategies for school psychologists interested in maximizing the benefits and minimizing the negative outcomes of large-scale assessment and accountability systems. doi:10.1300/J370v23n02_02 [Article copies available for a fee from The Haworth Document Delivery Service: 1-800-HAWORTH. E-mail address: Website: < http://www.HaworthPress.com > © 2007 by The Haworth Press, Inc. All rights reserved.]

This article examines three typical approaches to alternate assessment for students with significant cognitive disabilities—portfolios, performance assessments, and rating scales. A detailed analysis of common and unique design features of these approaches is provided, including features of each approach that influence the psychometric quality of their results. Validity imperatives for alternate assessments are reviewed, and approaches for addressing the need for validity evidence are outlined. The article concludes with an examination of three technical challenges—alignment, scores and scoring, and standard setting—common to all alternate assessments. In light of these challenges, existing methods and professional testing standards are endorsed as necessary guidance for understanding and advancing alternate assessment practices.

The relationships between ratings on the Idaho Alternate Assessment (IAA) for 116 students with significant disabilities and corresponding ratings for the same students on two norm-referenced teacher rating scales were examined to gain evidence about the validity of resulting IAA scores. To contextualize these findings, another group of 54 students who had disabilities, but were not officially eligible for the alternate assessment also was assessed. Evidence to support the validity of the inferences about IAA scores was mixed, yet promising. Specifically, the relationship among the reading, language arts, and mathematics achievement level ratings on the IAA and the concurrent scores on the ACES-Academic Skills scales for the eligible students varied across grade clusters, but in general were moderate. These findings provided evidence that IAA scales measure skills indicative of the state's content standards. This point was further reinforced by moderate to high correlations between the IAA and Idaho State Achievement Test (ISAT) for the not eligible students. Additional evidence concerning the valid use of the IAA was provided by logistic regression results that the scores do an excellent job of differentiating students who were eligible from those not eligible to participate in an alternate assessment. The collective evidence for the validity of the IAA scores suggests it is a promising assessment for NCLB accountability of students with significant disabilities. The methods of establishing this evidence have the potential to advance validation efforts of other states' alternate assessments.

Sound academic screening can be done efficiently and effectively in the early elementary years. There are existing screening tools available and new ones being validated that collectively can address the need for universal and systematic narrow-band and broad-based assessment of students' academic enabling behaviors and academic skills in key content areas. After establishing a conceptual framework of academic target behaviors and skills, we examine two assessment traditions—teacher rating scales and CBM—and supporting literature for current screening approaches. A description and review of technical evidence for two illustrative screening approaches, the DIBELS and BACESS, are provided. The article concludes with a discussion of future directions for screening research and practices that include downward extensions of existing screening methods to include preschoolers.

Response-to-intervention (RTI) systems posit that Tier 1 consists of high-quality general classroom instruction using evidence-based methods to address the needs of most students. However, data on the extent to which general education teachers provide such instruction are rarely collected. This missing instructional data problem may result in RTI decisions being made without sufficient evidence. Recent advancements in the conceptualization and measurement of opportunity-to-learn (OTL) can operationalize and assess key aspects of Tier 1 instruction in ways that are scalable and formative for teacher practice. In this article, we provide a rationale for collecting and using OTL data via an online teacher log called MyiLOGS (My Instructional Learning Opportunities Guidance System). We summarize three MyiLOGS studies focusing on general and special education classrooms and students with and without disabilities. We conclude by contextualizing these studies’ findings for purposes of Tier 1 instructional data collection and discuss the need for future research.

Opportunity to learn refers to the extent to which teachers dedicate instructional time and content coverage to the intended curriculum using a range of cognitive processes, instructional practices, and grouping formats. This article describes the My Instructional Learning Opportunities Guidance System, a research-based online teacher log that allows teachers to plan and keep track of their instruction related to content standards, review feedback reports that are based on their own instructional data, and communicate and collaborate with colleagues to promote students’ opportunity to learn. A working example from an actual teacher's instructional data is used to illustrate My Instructional Learning Opportunities Guidance System and its potential to facilitate improved instruction for students with disabilities.