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Quinnipiac University
The Quinnipiac University School of Education offers certificate, master’s degree and advanced diploma programs designed to empower graduates to become a positive force of change across a variety of school-based and corporate learning environments.
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The Sustainability of Schoolwide Positive Behavior Interventions and Supports
Content type: Journal Article
A summary of the available literature on sustainability is provided and recommended sustainability features are applied to implementation of schoolwide positive behavior interventions and supports (SWPBIS). One hundred and seventeen schools from 6 states...
Measuring the Outliers
Content type: Journal Article
Out-of-level testing is an underused strategy for addressing the needs of students who score in the extremes, and when used wisely it could provide educators with a much more accurate picture of what students know. Out-of-level testing has been shown to be...
The 2% Transition
Content type: Journal Article
New regulations require a transition away from the alternate assessment based on modified achievement standards (AA-MAS). Students who previously participated in this option will be required to take the regular state assessments aligned with college- and...
To Adapt or Not to Adapt
Content type: Journal Article
When implementing evidence-based practices (EBPs), experts assert adaptations (deliberate or accidental changes to EBPs) are an inevitable part of the implementation process. Some adaptations are undesirable and should be avoided. Others, however, may...
Disproportionality in Special Education: Effects of Individual and School Variables on Disability Risk
Content type: Journal Article
We examined the risk of disability identification associated with individual and school variables. The sample included 18,000 students in 39 schools of an urban K-12 school system. Descriptive analysis showed racial minority risk varied across 7 disability...
Performance of Students with Significant Cognitive Disabilities on Early-Grade Curriculum-Based Measures of Word and Passage Reading Fluency
Content type: Journal Article
Alternate assessments have been used for the last 10 years to evaluate schools' efforts to teach children with significant cognitive disabilities. However, few studies have examined the reading skills of children who participate in these assessments. The...
Evaluating Special Educator Effectiveness
Content type: Journal Article
States are increasingly using value-added approaches to evaluate teacher effectiveness. There is much debate regarding whether these methods should be employed and, if employed, what role such methods should play in comprehensive teacher evaluation systems...
Office for Civil Rights Submits Annual Report to Congress
Content type: SET Blog
Posted:
5 August, 2020
The Office for Civil Rights (OCR) released its Annual Report for Fiscal Year 2019, which details OCR’s work regarding processing student complaints, closing investigations, and documenting the measures taken to ensure schools protect student’s civil rights...
GAO Report on School Building Accessibility
Content type: SET Blog
Posted:
5 August, 2020
The Government Accountability Office (GAO) released School Districts Need Better Information to Help Improve Access for People with Disabilities , a report requested by House Education and Labor Committee Chairman Bobby Scott (D-VA) that focuses on the...
Documenting Reading Achievement and Growth for Students Taking Alternate Assessments
Content type: Journal Article
Students with disabilities have been included in state accountability systems for more than a decade; however, only in the past few years have alternate assessments of alternate achievement standards (AA-AAS) become stable enough to allow examination of...