Table Of Contents:

• 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