Author: Kathryn Morrison
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DEC Position Statement on LBW and Prematurity and State Part C Eligibility
The DEC Position Statement on low birth weight (LBW) and prematurity summarized developmental outcomes of these infants and provided evidence of the positive impact of early intervention and family engagement.
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Study Poster: Exploring Inclusion Through Administrative Data: Challenges & Opportunities
This poster presents key findings from the analyses of administrative data about children ages 3 through 5 years with disabilities in subsidized care in California.
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Combining strategic instruction model routines with technology to improve academic outcomes for students with disabilities
This team integrated research-based Strategic Instruction Model’s Content Enhancement Routines with technology to create Enhanced Units (EUs).
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Taking a critical look at your child find efforts
This blog post provides guidance on where to begin to examine child find data and practices and describes several resources that are available.
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Creating Writing Items of Graduated Complexity for Students with Significant Cognitive Disabilities
This paper presents: a design methodology for improving the validity of inferences about the performance of students with significant cognitive disabilities on large-scale ELA writing assessments…
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Alternate Assessment Design-English Language Arts/Reading: Assessment Task Library
This technical report contains a description of the library of assessment tasks created by the Alternate Assessment Design—English Language Arts/Reading (AAD-ELA) project.
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Alternate Assessment Design – Mathematics. Technical Report 4: Design Patterns. The Background and Role of Design Patterns in the Evidence-centered Design Process
This technical report lays out the basic ideas of ECD and then focuses intensively on the second stage of ECD, referred to as domain modeling and the theory and use of Design Patterns.
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Synergistic Use of Evidence-Centered Design and Universal Design for Learning for Improved Assessment Design
The integration and application of evidence-centered design (ECD) and universal design for learning (UDL) in assessment design increases the likelihood that items and tasks will be well aligned with content standards and targeted constructs and accessible to student with diverse abilities.