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Improving Test Performance of Students With Disabilities...On District and State Assessments by Judy L. Elliott, Martha L. Thurlow

Improving Test Performance of Students With Disabilities...On District and State Assessments



Improving Test Performance of Students With Disabilities...On District and State Assessments by Judy L. Elliott, Martha L. Thurlow

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: o Practical steps for linking district and/or state standards with student IEP goals o Helpful tips enabling instructors to determine the best ways to accommodate their students during instruction and on tests o Detailed instructions for improving performance on general and alternate assessments o Tables and worksheets to engage both instructors and learners


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 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 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

About the Author

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.

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Book Info

Publication date

19th August 2005


Judy L. Elliott, Martha L. Thurlow

More books by Judy L. Elliott, Martha L. Thurlow
Author 'Like for Like'


SAGE Publications Inc


232 pages


Teaching of specific groups & persons with special educational needs
Examinations & assessment



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