SRI author: Kathryn Morrison Abstract 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. This session will discuss current Part C state eligibility definitions related to LBW and prematurity and their alignment with DEC […]
Despite a focus on increasing inclusion in California, only 3% of preschoolers receiving subsidized care have disabilities. Moreover, the state is below the national average for the percentage of preschoolers with disabilities receiving services in inclusive settings. SRI has partnered with the California Department of Education in a study funded through a Child Care Policy Research Partnership (CCPRP) grant to identify strategies for increasing facilitators and decreasing barriers to the inclusion of preschoolers with disabilities in subsidized child care. Methods across the study include administrative data analysis, interviews with key informants, and community case studies.
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. The data are from:
The Child Development Management Information System (CDMIS) database, including children who participated in the California State Preschool Program, Alternative Payment, California State Preschool Full Day, California State Preschool Part Day, Calworks Stage 2, Calworks Stage 3, Family Child Care Home, General Child Care, General Migrant Care, Migrant Alternative Payment, and Severely Handicapped.
The California Longitudinal Pupil Achievement Data System (CALPADS) database, including all preschoolers with disabilities.
The poster also presents the challenges and opportunities identified through the data analyses and next steps in the study.
This study poster was presented at the Division for Early Childhood’s (DEC) 36th Annual International Conference on Young Children with Special Needs and Their Families in January 2021.
Combining strategic instruction model routines with technology to improve academic outcomes for students with disabilities
All students, including those with disabilities, are faced with a challenging standards environment. Through funding from the U.S. Department of Education’s Investing in Innovation fund, researchers and teachers worked together using a Design Based Implementation Research approach to create tools to help students face these challenging standards, particularly to support attainment of higher order thinking skills. This team integrated research-based Strategic Instruction Model’s Content Enhancement Routines with technology to create Enhanced Units (EUs). The technology developed to deliver the EUs is CORGI: Co-Organize Your Learning. Two randomized controlled trials (RCTs) of the EUs and the CORGI technology were conducted. In this presentation, the researchers will discuss the EUs, CORGI, the findings from the RCTs, and ongoing research and development activities.
SRI authors: Kathryn Morrison Abstract This paper presents: (1) a design methodology for improving the validity of inferences about the performance of students with significant cognitive disabilities on large-scale ELA writing assessments; (2) an overview of the ECD and UDL frameworks used to guide the item writing effort; (3) an overview of the graduated complexity […]
SRI Authors: Kathryn Morrison, Christopher Sanford Abstract 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. Funded by an Enhanced Assessment Grant to the Idaho State Department of Education, the project brought together SRI International and a consortium of states including Idaho, […]
Alternate Assessment Design – Mathematics. Technical Report 4: Design Patterns. The Background and Role of Design Patterns in the Evidence-centered Design Process
SRI Authors: Kathryn Morrison Abstract Evidence-Centered Design (ECD) is a view of assessment as evidentiary argument: it is an argument from what we observe students say, do, or make in a few circumstances to inferences about what they say, do or make more generally (Mislevy, Steinberg & Almond, 2003). ECD can serve as a cornerstone […]
Synergistic Use of Evidence-Centered Design and Universal Design for Learning for Improved Assessment Design
SRI author: Kathryn Morrison Abstract 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.