This report provides the technical details of an alternate assessment design that has resulted from a long-term research and development effort at AIR.
This tool is used to assist a State Leadership Team to develop and implement procedures to: scale-up the adoption and use of a targeted evidence-based practice or program and evaluate the extent to which implementation of the practice or program has occurred over time.
This series of modules Using CBM in a Response to Intervention Framework, provides information about how student progress monitoring, specifically Curriculum Based Measurement (CBM), can be used to determine a student’s response to an intervention.
The Oregon Department of Education (ODE) contracted with AIR to conduct an independent assessment and analysis of the fiscal and operational efficiency of the State of Oregon’s Early Intervention and Early Childhood Special Education (EI/ECSE) and Regional Low Incidence Programs.
A new report by experts at AIR offers descriptive information on the inclusion of students with disabilities in school accountability systems under the Elementary and Secondary Education Act.
An extensive compilation of the questions asked at the National Center on Student Progress Monitoring's first Summer Institute about Curriculum Based Measurement, as well as others that may be helpful.
The National Center on RTI published this tools chart to assist educators and families in becoming informed consumers who can select reading screening tools that best meet their individual needs.
This report found that absences, course failures, course credits and GPA all can be used to accurately predict whether ninth-graders with disabilities will graduate from high school. Identifying these early warning indicators is especially crucial for students with disabilities, who drop out of high school at alarming rates. ...
This series of monographs addresses the issues of youth with cognitive or behavioral disabilities and their experiences in the juvenile justice system. Staff in the system can better serve these children by receiving support in understanding these issues.
In the more than 40 years since the IDEA was passed, educational outcomes for students with disabilities have improved, but large achievement gaps remain between students with and without disabilities. In this blog post, Allison Gandhi and Louis Danielson explore how states can ensure that students with disabilities receive meaningful ...