EALA

Theme: Assessment and Feedback

  • 5 Minutes with Data Quality Campaign on Assessments

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    On today’s episode, we are joined by Jennifer Bell-Ellwanger, the President and CEO of the Data Quality Campaign (DQC). Jennifer answered a few questions we had on summative assessments, including if and how schools should administer them and how these assessments can affect learning outcomes. She emphasized the importance of providing students, teachers, and families…

  • School Success Corps

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    This paper, authored by the Everyone Graduates Center at Johns Hopkins University and City Year with input from key partners, offers a needs assessment and framework for understanding the role ofdifferent types of person-powered student supports to respond to the pandemic in the short and long term, highlights the critical role national service can play…

  • Rubrics

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    These rubrics are constructed based on evidenced-based practices for students with high incidence disabilities. We have used research to create items that define the implementation of these practices. Descriptors for each item are being developed based on raters observation of the characteristics of implementation in the classroom.

  • Leading for Literacy: Highlighting Key Considerations For Monitoring Reading Progress

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    In the fourth installment of the Lead for Literacy NAESP interactive webinar series, David Fainstein, M.A, and Lauren Artizi Ph.D discuss types of progress monitoring data that inform reading instruction and review the quality indicators of useful data and assessments.

  • Promising Practices to Accelerate Learning for Students with Disabilities During COVID-19 and Beyond – Introduction

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    Given that so many students have missed critical instruction since the start of the pandemic, there is an urgent need to identify what works — and to scale effective, research-based models that accelerate learning and improve outcomes for students, now and in the years to come. While states, districts, and schools pilot new approaches, policymakers,…

  • Data Myths and Misconceptions: Thoughts from the Project Unicorn Technical Advisory Committee

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    Read the resource to addresscommon misconceptions regardinginteroperability and related topicssuch as data privacy.

  • LINC Evidence of Practice for Remote Learning Classrooms

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    Developing “Look-Fors” for remote learning?This is a sample “evidence of practice” collection tool that you can use for observations in support of remote learning.

  • High-Leverage Practices Video: Identify and Prioritize Long- and Short-Term Learning Goals

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    This video highlights high-leverage practice (HLP) 11 which focuses on identifying and prioritizing long- and short-term learning goals. This video includes two parts: Part 1 defines short- and long-term goals and provides a rationale for identifying and prioritizing learning goals for students with disabilities. Part 2 demonstrates how various individual student data sources, state standards,…

  • Should We Test Reading or DIBELS?

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    Educators often complain about the intrusive accountability testing imposed by politicians and bureaucrats who wouldn’t know the difference between a textbook and a whiteboard. But many of the dumbest decisions made by teachers and principals are in pursuit of the tests we ourselves impose.

  • How to Conduct Reading Fluency Screening Virtually Using Breakout Rooms

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    This video provides an example of how to conduct an Oral Reading Fluency assessment with students virtually using the breakout rooms on Zoom. This video was created with the help of Elementary Reading Specialist, Sarah Thorud through NCII’s Community of Practice.