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Parent Spotlight: Enfoque de los Padres de Familia en Adaptaciones para Estudiantes con DiscapacidadesFormats: PDFEste folleto fue redactado para proveer informacion a los padres de familia y a otros con respecto a las adaptaciones para estudiantes con discapacidades.
Published: April 2014
PARA Accessible Reading Assessment Reports: Developing and Researching an Accessible Reading Assessment for Students with DisabilitiesFormats: PDFA report documenting the Partnership for Accessible Reading Assessment's (PARA) field test to determine the degree to which its accessible reading assessment provided for accessibility, validity, and comparability for students with learning disabilities (LD), speech-language impairments (SLI), intellectual disabilities (ID), and deafness/hard of hearing (D/HH). The PARA field test of its accessible assessment compared to a proxy state assessment was conducted in the spring and fall of 2010 and included over 3,700 students (over 1,500 special education students and over 2,100 non-special education students). The field test included special education students with Individualized Education Programs (IEPs) who were categorized as having LD, SLI, ID, or D/HH.
Four primary research questions are addressed in the report:
- Is the PARA accessible reading assessment more accessible than a proxy state reading assessment for students with LD, and for students with disabilities combined (LD, SLI, ID, and D/HH)?
- Are scores from the PARA accessible reading assessment more reliable than scores from the proxy state assessment for students with LD, and for students with disabilities combined (LD, SLI, ID, and D/HH)
- Is there evidence of the validity of scores from the accessible reading assessment?
- Does the PARA accessible reading assessment demonstrate the same characteristics (student performance, reliability, validity) for students in grades 4 and 8?
Published: May 2012
TIES Center Briefs: 10 razones para apoyar a las comunidades escolares inclusivas para todos los estudiantesFormats: PDFEducators, students, and families have found many compelling reasons to support inclusive education for students with and without disabilities. This Brief, translated into Spanish, delineates ten reasons that supporting inclusive school communities for ALL students is important, but in a nutshell, inclusive learning communities are better, richer, and more effective when all students, including those with disabilities, are full participants. Content is in Spanish.
Published: June 2020
Parent Spotlight: Enfoque de los Padres de Familia en los Estándares Académicos Esenciales del Estado y Estudiantes con DiscpacidadesFormats: PDFEste folleto fue redactado para proveer información a los padres de familia y a otros con respecto a los Estándares Académicos Esenciales del Estado para estudiantes con discapacidades.
Published: April 2014
PARA Accessible Reading Assessment Reports: Examination of a Reading Pen as a Partial Auditory Accommodation for Reading AssessmentA report evaluating the effectiveness of a reading pen as a Partial Auditory Accommodation for large scale reading assessments when the pen is used only to pronounce words on demand. Four research questions were addressed:
- To what extent does use of the reading pen on a standardized test of reading affect scores?
- To what extent is there a different effect for students with disabilities and students without disabilities?
- Regardless of disability status, to what extent does use of the reading pen affect the scores of students with adequate fluency?
- What are students' perceptions of the helpfulness of the reading pen?
Published: February 2010
PARA Accessible Reading Assessment Reports: Studying Less-Accurately Measured StudentsA report describing a small-scale study that closely examined a limited number of students to shed light on several questions. The study provided a preliminary look at the possibility of using teacher judgment in identifying students at most risk of being inaccurately measured by typical annual large-scale reading tests and examined some of the characteristics of such students. Findings from the study indicate that teacher judgment could be useful as one part of the procedure for identifying less-accurately measured students. The report includes anecdotal descriptions of students that suggest how various cognitive and affective factors such as slow processing and levels of engagement and anxiety, alone or in interaction, can distort the test performance of some students.
Published: October 2010
PARA Accessible Reading Assessment Reports: State Accommodations Policies: Implications for the Assessment of ReadingA report presenting the results of an analysis of the accommodations that are included in state accommodations policies and guidelines. The purpose of the analysis was to learn more about 10 accommodations that may have specific implications for the assessment of reading: audio-video equipment, Braille, large print, proctor/scribe, read-aloud directions, read-aloud questions, repeat/re-read/clarify directions, sign interpret directions, sign interpret questions, and sign responses to sign language interpreter. Much controversy has surrounded the use of some accommodations on statewide assessments used for accountability purposes. This report examines the variation across states for this group of accommodations.
Published: June 2006
PARA Accessible Reading Assessment Reports: Accommodations for State Reading Assessments: Policies Across the NationA report summarizing accommodation policies for the content area of reading. Because of the increase in the use of computer-based assessments, the authors also examined whether reading assessment policies varied as a function of test format. Two research questions are addressed in this report: (1) What did state accommodation policies specify for individual accommodations on state reading assessments? And (2) Did different formats (computer vs. paper and pencil) have different accommodations policies for state reading assessments? This analysis of states' accommodation policies for their reading assessments indicates the importance of understanding the intended constructs to be assessed by the state reading assessment. Policies indicate that there are different perspectives on the constructs, and that further explication of the content to be assessed would be beneficial.
Published: September 2011
PARA Accessible Reading Assessment Reports: Accessible Reading Assessments for Students with Disabilities: The Role of Cognitive, Grammatical, Lexical, and Textual/Visual FeaturesA study examining the characteristics of reading test items that may differentially impede the performance of students with disabilities. By examining the relationship between select item features and performance, the study seeks to inform strategies for increasing the accessibility of reading assessments for individuals from this group. The results of this study can help the assessment community in two ways. First, by elaborating on some test accessibility features, this report may serve as a guideline for those who are involved in test development and the instruction and assessment of students with disabilities. Second, and more importantly, this report provides methodology for examining other features that may have a major impact on assessment outcomes for students with disabilities.
Published: November 2010
PARA Accessible Reading Assessment Reports: What Do State Reading Test Specifications Specify?A report examining state assessment blueprints or test specifications for state reading assessments. The No Child Left Behind Act requires all states to assess student reading, but each state is responsible for selecting what will be tested and how in its large-scale statewide assessments. As part of this process, states develop standards with which both instruction and assessments are expected to align. State standards for reading vary by definition and focus from state to state. The authors of this paper looked at:
- Themes related to the purposes and constructs of assessments
- How those themes related to state standards
- The number of items assigned to particular constructs
- The types of items typically found in statewide assessments
Published: June 2007
PARA Accessible Reading Assessment Reports: Cognitive and Achievement Differences Between Students with Divergent Reading and Oral Comprehension Skills: Implications for Accessible Reading Assessment ResearchA study examining the question, "Are there any analysis of the Woodcock-Johnson III Battery (WJ III) data that might shed light on learner characteristics that differentiate students whose measured reading performance is below what might be considered their optimal/predicted reading performance?" The WJ III norm sample spans preschool through late adulthood and includes a diverse array of individually administered cognitive and achievement tests. Although the data set is not ideally designed for studying LAMR and MAMR (Less and More Accurately Measured Readers) effects, the results of an analysis of the WJ III data are potentially informative for research and development efforts focused on large-scale accessible reading assessment programs.
Published: May 2010
PARA Accessible Reading Assessment Reports: Disabilities and Reading: Understanding the Effects of Disabilities and Their Relationship to Reading Instruction and AssessmentA report providing common ground on the issues surrounding reading and students with various disabilities to facilitate discussion of accessible reading assessment. The information in this report was obtained through a broad review of literature and Web sites of national agencies and organizations, along with input and feedback from professionals in the disability areas. It is not intended to be a comprehensive research review of disabilities or reading-related issues, but nevertheless should prove useful for understanding the effects of disabilities and their relationship to reading. Seven disabilities are discussed in the order of their prevalence: specific learning disabilities, speech or language impairments, intellectual disabilities, emotional/behavioral disabilities, autism, deaf or hard of hearing, and visual impairments. Although these disabilities do not comprise all of the possible disability categories or even the most common disabilities, they do represent those often considered most challenging for reading assessment. This report provides:
- An overview of the characteristics of students with each disability
- A description of common approaches to reading instruction for students with each disability
- Assessment approaches and issues that surround the assessment of reading for students with each disability.
Published: March 2009
PARA Accessible Reading Assessment Reports: Examining DIF, DDF, and Omit Rate by Discrete Disability CategoriesA report describing a study of differential item functioning (DIF), differential distractor functioning (DDF), and differential omission frequency (DOF) for one third grade and one fifth grade statewide reading test for three disability groupings: students with speech/language impairments, learning disabilities, and emotional/behavioral disorders. The study found substantive DIF/DDF only for students with learning disabilities, not for students with speech/language impairments or emotional/behavioral disorders. Furthermore, examination of response characteristic curve graphs showed that DIF/DDF did not necessarily indicate an item had statistical bias against students with learning disabilities. Rather, low-performing students with learning disabilities more often than low-performing students without disabilities appeared to choose wrong answers randomly rather than selecting the most appealing wrong answers. The researchers concluded that there was no evidence of test bias for students with disabilities in the state reading tests examined in the study.
Published: December 2007
PARA Accessible Reading Assessment Reports: Examining Differential Distractor Functioning in Reading Assessments for Students with DisabilitiesA report examining the incorrect response choices, or distractors, of students with disabilities in standardized reading assessments. Differential distractor functioning (DDF) analysis differs from differential item functioning (DIF) analysis, which treats all answers alike and examines all wrong answers against the correct answer. DDF analysis, in contrast, examines only the wrong answers. If different groups, such as students with disabilities and students without disabilities, preferred different incorrect responses to an item, then the item could mean something different to the different groups. The authors found items showing DDF for students with disabilities in grade 9, but not for grade 3. Results also suggest that items showing DDF were more likely to be located in the second half of the assessments rather than the first half. Additionally, results suggest that in items showing DDF, students with disabilities were less likely to choose the most common distractor than their non-disabled peers. Results of this study can shed light on potential factors affecting the accessibility of reading assessments for students with disabilities.
Published: January 2007
PARA Accessible Reading Assessment Reports: Examining Differential Item Functioning in Reading Assessments for Students With DisabilitiesA report examining group differences between students with disabilities and students without disabilities using differential item functioning (DIF) analyses in a high-stakes reading assessment. Results indicated that for grade 9, many items exhibited DIF and these were more likely to be located in the second half of the assessment subscales. After accounting for reading ability, when compared to their non-disabled peers, students with disabilities consistently under-performed on items located in the second half relative to the items located in the first half. These results were seen in grade 9 for data from two different states, but these results were not seen for grade 3. This study has several limitations to the data. There was no access to information about the testing accommodations that students with disabilities might have received, and no information about the type of disabilities. Results of this study can shed light on potential factors affecting the accessibility of reading assessments for students with disabilities, in an ultimate effort to provide assessment tools that are conceptually and psychometrically sound for all students.
Published: January 2007
PARA Accessible Reading Assessment Reports: Exploring Factors that Affect the Accessibility of Reading Comprehension Assessments for Students with Disabilities: A Study of Segmented TextA document reporting on a study seeking to experimentally examine factors affecting accessibility of assessments for students with disabilities. This study focused on reading comprehension assessments since (1) reading is one of the primary areas of the NCLB Title I accountability requirements, and (2) reading is the underlying ability for understanding instruction and assessment in all other content areas. A randomized field trial study in which a reading comprehension assessment, designed to be potentially more accessible for students with disabilities, was administered to groups of students including students with disabilities. Three long reading comprehension passages from existing state assessments were broken down into more manageable segments with corresponding questions placed immediately after each segment. The results of the segmenting study indicated that:
- Segmenting did not affect reading performance of students without disabilities, suggesting that it does not compromise the validity of reading assessment
- Segmenting did not affect reading performance of students with disabilities
- The segmented version had a higher reliability for students with disabilities without affecting the reliability for students without disabilities
- No trends were observed for student motivation, general emotions, and moods with respect to segmented assessment in either disability or no disability groups.
Published: January 2009
Informe sobre el desarrollo de un lenguaje común de la accesibilidad para los estados y proveedores de evaluacionesSpanish translation of the report, "White Paper on Common Accessibility Language for States and Assessment Vendors." This White Paper by DIAMOND project staff addresses the issue that different test platforms use different terminology for the accessibility features and accommodations that they offer to students, which can make it difficult for students, parents, and educators to understand the available options and select the appropriate supports. Content is in Spanish.
Published: February 2017- Reconsiderandolas expectativas para los estudiantes con discapacidades (NCEO Brief #17) (Spanish)Formats: PDF
The purpose of this brief (translated in Spanish) is to summarize some of the past exclusionary practices that resulted from low expectations for students with disabilities, and how those were addressed in policies related to standards-based reform. The brief is based on a comprehensive paper that takes a cross-disciplinary approach to examining expectations for students with disabilities, “Students with Disabilities in Educational Policy, Practice, and Professional Judgment: What Should We Expect?” (NCEO Report 413). We highlight answers to critical questions about expectations for students with disabilities, including those with the most significant cognitive disabilities. Suggestions are provided for policymakers, states, and technical assistance providers on how to work with districts, schools, and educators to revisit expectations for students with disabilities.
Published: July 2020 
Parent Spotlight: Enfoque de los Padres de Familia en los Planes 504 y los Estándares Académicos Esenciales y las Evaluaciones del EstadoFormats: PDFEste folleto fue redactado para proveer información a los padres de familia y a otros con respecto a los planes de adaptaciones 504 y los estándares académicos recientemente adoptados llamados Estándares Académicos Esenciales del Estado.
Published: April 2014
Parent Spotlight: Enfoque de los Padres de Familia en los Planes IEP y los Estándares Académicos Esenciales y las Evaluaciones del EstadoFormats: PDFEste folleto fue redactado para proveer información a los padres de familia y a otros con respecto a los Programas Individualizados de Educación (IEPs por sus siglas en inglés) y los estándares académicos recientemente adoptados llamados Estándares Académicos Esenciales y las Evaluaciones del Estado.
Published: April 2014