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Modeling Reading Growth in Grades 3 to 5 with an Alternate Assessment. Modeling growth for students with significant cognitive disabilities (SWSCD) is difficult due to a variety of factors, including, but not limited to, missing data, test scaling, group heterogeneity, and small sample sizes. These challenges may account for the paucity of previous research exploring the academic growth of SWSCD. Our study represents a unique context in which a reading assessment, calibrated to a common scale, was administered statewide to…
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NAEYC (November 2-5, 2016, Los Angeles, CA) The National Association for the Education of Young Children (NAEYC) is a professional membership organization that works to promote high-quality early learning for all young children, birth through age 8, by connecting early childhood practice, policy, and research. They advance a diverse, dynamic early childhood profession and support all who care for, educate, and work on behalf of young children. Examining the Feasibility of a Tablet-Administered Learning Receptiveness Assessment (LRA). Sáez, L., &…
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Achievement Gaps for Students with Disabilities: Stable, Widening, or Narrowing on a State-wide Reading Comprehension Test? Reading comprehension growth trajectories from 3rd to 7th grade were estimated for 99,919 students on a state reading comprehension assessment. We examined whether differences between students in general education (GE) and groups of students identified as exceptional learners were best characterized as stable, widening, or narrowing. The groups included students with disabilities (SWD) from 8 exceptionality groups and 2 groups of academically gifted students…
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BRT Employee Receives Campus-Wide Recognition August 26, 2016 Denise Swanson, BRT’s most senior employee, was one of only five people campus-wide to be awarded a 2016 Classified Star award in recognition of her outstanding service to the University of Oregon. The Classified Star awards are presented by the Classified Staff Training and Development Advisory Committee in partnership with the Office of the President and Department of Intercollegiate Athletics and are intended to recognize classified employees who go “above and beyond”…
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Influence of Opportunity to Learn Indices and Education Status on Students’ Mathematics Achievement Growth. We examined instructional processes in classrooms where students with and without disabilities received mathematics instruction to understand the relationship among key instructional process variables and achievement as measured by interim and end-of-year summative assessments. Elliott, S. N., Kurz, A., Tindal, G. & Yel, N. (2016). Influence of opportunity to learn indices and education status on students’ mathematics achievement growth. Remedial and Special Education. Published online before print August…
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OSEP (Aug. 1-3, 2016, Washington DC) The Office of Special Education Programs (OSEP) is dedicated to improving results for infants, toddlers, children and youth with disabilities ages birth through 21 by providing leadership and financial support to assist states and local districts. Achievement Growth and Gaps for Students with Disabilities. Schulte, A. C., Stevens, J. J., Tindal, G., & Elliott, S. N. MthAchievementGrowthGaps_Stevens_Nese
COSA Summer Assessment Institute (August 3rd – 5th, 2016, Eugene, OR) The Confederation of Oregon School Administrators (COSA) serves and represents more than 2,000 school administrators, managers and executives. COSA was founded in 1974 to give Oregon’s education leaders a united voice in helping to shape public policy, advocate for schools and speak on behalf of students. Accessibility to Grade-Level Content for Students with Significant Cognitive Disabilities. Lenhardt, B., Reeve, V., Tindal, G., & Farley, D. AccssbltyGrLevelContent_Lenhardt_Reeve_ETAL
Using Explicit and Systematic Instruction to Support Working Memory. Differences in working-memory capacity affect how students learn new skills and complete activities. Students with learning disabilities often experience challenges associated with limited working-memory capacity. This article offers strategies both for recognizing and supporting working-memory processing constraints and to facilitate working-memory processing during reading and math instruction. Smith, J. L. M., Sáez, L., & Doabler, C. T. (2016). Using explicit and systematic instruction to support working memory. Teaching Exceptional Children, 48, 6,…
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The Relation Between Smarter Balanced and easyCBM Mathematics and Reading Assessments. This study investigated the relation between the easyCBM Benchmark Assessments in both mathematics and reading and the Smarter Balanced assessment, widely adopted across the United States Alonzo, J. (2016). The relation between Smarter Balanced and easyCBM mathematics and reading assessments. Journal of School Administration Research and Development, 1, 17-35. Access article through http://www.jsard.org/
Individual Differences in Kindergarten Through Grade 2 Fluency Relations. Despite long-standing interest in reading fluency, little has been documented about the specific factors that developmentally contribute to individual differences. Consequently, precursory relations were longitudinally examined for students grouped at the end of Grade 2 as low, average, or high fluency readers to describe early alphabetic and word fluency contributions to later passage reading fluency outcomes. Using structural equation modeling, we modeled Kindergarten letter sounds, Grade 1 word reading, and Grade…
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