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Publication prices current through March 31, 2008
Topics
Inclusive Education
Alternative Schools: Findings From a National Survey of the States (Research Report 2)
By C. Lehr, R. Moreau, C. Lange, and E. Lanners
A report based on a survey of key contacts at state departments of education who were knowledgeable about alternative education. It presents current information about alternative schools and programs nationwide and concludes with a discussion of key issues to further examine. Topics include state level definitions, enrollment criteria, school characteristics, students served, staffing, curriculum and instruction, outcomes, special education, and the extent to which students with disabilities were enrolled.
(2004) • Available only on the Web
Alternative Schools: Policy and Legislation Across the United
States (Research Report 1)
By C. Lehr, E. Lanners, and C. Lange
A report listing and reviewing current state legislation and policy related
to alternative schools as an educational option for students who are not
successful in traditional school settings. It presents findings from 48
states in relation to enrollment criteria, alternative school definition,
funding, curriculum, staffing, and students with disabilities. Implications
of the findings are discussed in relation to historical context and current
forces shaping alternative schools. (2003) • Available only on the Web
Employing, Developing and Directing Special Education Paraprofessionals in Inclusive Education Programs: Findings From a Multi-Site Case Study
By G. Ghere and J. York-Barr
A report describing the systems that three school districts use to employ, develop, and direct special education paraprofessionals to work effectively in inclusive education programs. Findings cluster around six key areas: the work of paraprofessionals in inclusive education programs, the work of special educators in supporting paraprofessionals, developing the knowledge and skills of paraprofessionals, collaboration that supports special educators in directing the work of paraprofessionals, recruiting and employing paraprofessionals, and understanding paraprofessional turnover and its effects. (2003) • Cost: $10.00
Status Report: Managing Individualized Education Programs (IEPs) in
Minnesota
By T. Wallace, T. Bartholomay, and S. Hong
A report presenting the results of a survey administered to Minnesota
IEP managers. Topics include technology use and satisfaction, IEP document
access, IEP writing, IEP team collaboration, communication between IEP
team members, IEP managers and general education, and IEP manager perceptions
of the impact of IEP software. Also reported are the differences between
networked and non-networked IEP software user responses, and differences
between the responses of IEP managers who were trained to use IEP software
and those who were not trained. (2002) • Cost: $8.00
 The Leadership Factor: A Key to Effective Inclusive High Schools
By T. Bartholomay, T. Wallace, and C. Mason
A report describing administrative and other leadership themes associated with four inclusive high schools that are producing exemplary results for students with and without disabilities. School stakeholder interviews and focus groups revealed seven leadership themes that are associated with the effectiveness of these schools. Besides describing these important themes, this document provides a description of the Beacons of Excellence study that identified these themes, an overview of educational reform as it pertains to inclusion, and profiles of the four participating schools. In addition, a useful Leadership Self-Assessment, based on the study's findings, is provided. This report is especially useful for school-level administrators, district-level administrators, and others interested in inclusion and school reform. (2001) • Available only on the Web
 DxVxF>R: A Summary of Learning From Supporting Inclusive Educational Environments Through Systematic Change
Developed by L. Walz, T. Vandercook, J. Sauer, M. Nelson, L. Medwetz, M. Thurlow, and M. McDevitt Kraljic
A report describing the techniques and strategies used by members of the Together We’re Better program to develop the strength and momentum needed to generate and sustain change in participating Minnesota school districts. Each section of the report concludes with stories from individuals and school communities that were part of the program.
(2000) • Cost: $7.00
 District Partnership Approach to Inclusion: A Qualitative Evaluation of Impact
Developed by M. Thurlow, T. Vandercook, M. McDevitt Kraljic, L. Medwetz, M. Nelson, J. Sauer, and L. Walz
A report examining the impact of a district partnership approach to educational systems change for the greater inclusion of students with severe disabilities. The findings of the partnership model are drawn from the three-year-long Together We’re Better systems change project that worked with Minnesota school districts to move toward a single educational system that supports the membership, participation, and learning of all students. (1999) • Cost: $9.00
Teacher Efficacy in Heterogeneous Fifth and Sixth Grade Classrooms
By R. Kronberg
A groundbreaking report examining teachers’ in-depth descriptions of the contextual relationships between heterogeneous classrooms, teacher efficacy, and teaching and learning. Teacher efficacy — the extent to which teachers believe that their efforts can have a positive effect on student learning — is a significant contributor to positive outcomes for all students. This study followed four efficacious fifth and sixth grade teachers in two suburban schools, seeking to understand how they view the relationship between personal teaching efficacy and teaching and learning. (1999) • Cost: $7.00
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Educational Outcomes
NCEO Policy Directions
A newsletter addressing national policy issues related to standards, assessments, and students with disabilities. Published by the Institute’s National Center on Educational Outcomes. Available only on the Web.
Policy Directions Number 18: Using Systematic Item Selection Methods to Improve Universal Design of Assessments
By C. Johnstone, M. Thurlow, M. Moore, and J. Altman
A report reviewing methods for selecting items that optimize universal design in statewide assessments. This Policy Directions provides an overview of these item selection methods and suggests that a combination of the methods will produce better results. Each method has strengths and weaknesses, may lead to different results, and is in different stages of current practice. While each method has merits, the report recommends that states employ all methods systematically and in conjunction with each other. (2006)
Policy Directions 1–17
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NCEO Special Reports
A collection of reports published by the Institute's National Center on Educational Outcomes (NCEO). Available only on the Web.
Learning Opportunities for Your Child Through Alternate Assessments: Alternate Assessments Based on Modified Academic Achievement Standards
By C. Cortiella
A guide produced by the National Center on Educational Outcomes (NCEO) to help parents of students with disabilities understand a new state alternate assessment allowable under No Child Left Behind. While few states are currently offering this assessment option, some will be developing it in the coming years. Parents will need to understand what it is and how to decide if it is the right option for their child. (2007)
Hints and Tips for Addressing Accommodations Issues for Peer Review
By L. Christensen, K. Lail, and M. Thurlow
A report examining the key accommodations issues that have arisen for states in the recent federal standards and assessments peer review process. The report by the Institute’s National Center on Educational Outcomes (NCEO) was developed in collaboration with the Assessing Special Education Students (ASES) State Collaborative on Assessment and Student Standards (SCASS), and results from an analysis of peer review comments on accommodations. This publication highlights examples of assessment accommodations that were considered acceptable and unacceptable for peer review and includes NCEO recommendations for best practices with regard to assessment accommodations. (2007)
NCLB and IDEA: What Parents of Students with Disabilities Need to Know and Do
By C. Cortiella
A guide informing parents of students with disabilities about the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA). These are two of the nation’s most important federal laws relating to public education. While NCLB seeks to improve the education of all children – especially children from low-income families – IDEA focuses on the individual child and seeks to ensure specialized services for children with disabilities so they may benefit from education. Lately, these two laws have taken on new importance to parents of students with disabilities. NCLB provisions apply to all students, including those whose disabilities require special education. So parents need to understand the requirements of NCLB. IDEA, in its latest update by Congress, has been more closely aligned with NCLB, making it equally important that parents know how the two laws work together to improve academic achievement of students with disabilities. (2006)
Special Reports, 1996-2006
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A collection of reports published by the Institute's National Center on Educational Outcomes (NCEO). Available only on the Web.
NCEO State Performance Plans: 2004-2005 State Assessment Data
By M. Thurlow, J. Altman, M. Cuthbert, and R. Moen
A report summarizing the 2004-2005 state assessment information that was submitted by states in their State Performance Plans. States and other educational entities receiving Part B funding under the Individuals with Disabilities Education Act (IDEA) submitted their State Performance Plans to the U.S. Secretary of Education during or before December 2005. These plans contained information on a variety of indicators, including assessment participation and performance results for 2004-2005 state assessments. This document is a summary of the 2004-2005 state assessment information submitted by states in their State Performance Plans. The assessment information included in the State Performance Plans of regular states and unique states subject to IDEA requirements is summarized in two sections in this report: “Participation in 2004-2005 State Assessments” and “Performance on 2004-2005 State Assessments.” (2007)
Annual Performance Reports, 2003-2006
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