WorldCat Identities

Thurlow, Martha L.

Overview
Works: 221 works in 338 publications in 2 languages and 9,054 library holdings
Genres: Abstracts 
Roles: Author, Editor
Classifications: LB3051, 371.9043
Publication Timeline
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Most widely held works by Martha L Thurlow
Testing students with disabilities : practical strategies for complying with district and state requirements by Martha L Thurlow( Book )

11 editions published between 1998 and 2003 in English and held by 796 WorldCat member libraries worldwide

Soon, most states will mandate testing for all students. How should students with disabilities participate in district and statewide tests? How will educators make sure the requirements are met and ensure that each student's Individualized Education Program (IEP) is followed? This new guide translates the issues surrounding state and district testing of students with disabilities into what educators need to know and do. You'll find the tools to begin the process of implementing meaningful tests for all your students
Improving test performance of students with disabilities-- on district and state assessments by Judy L Elliott( Book )

10 editions published between 2000 and 2006 in English and held by 567 WorldCat member libraries worldwide

"Students with disabilities must overcome unique obstacles in order to learn, and the pressure of testing often exacerbates existing challenges. With increased focus on accountability for all, how can educators properly prepare students for tests without sacrificing meaningful learning? In Improving Test Performance of Students With Disabilities ... On District and State Assessments, Second Edition, authors Elliott and Thurlow offer numerous strategies for improving instruction, student accommodations, and test preparation, all with the goal of improving the test performance of students with disabilities. Emphasizing practical application, this comprehensive resource delineates the key elements district, school, and state professionals must consider in order to maximize the academic performance of students with disabilities. The second edition of this insightful text addresses the impact of the No Child Left Behind Act on instruction and assessment practices for students with disabilities, including those who are also English Language Learners. Featuring inserts and easy-to-follow worksheets, tables, and appendices, this indispensable resource will enable all educators to help students with disabilities learn more effectively and show what they know on the day of the test."--Publisher's website
Critical issues in special and remedial education by James E Ysseldyke( Book )

5 editions published between 1992 and 2015 in English and Chinese and held by 473 WorldCat member libraries worldwide

Including students with disabilities in assessments by Martha L Thurlow( Book )

2 editions published in 2002 in English and held by 253 WorldCat member libraries worldwide

Graduation for all : a practical guide to decreasing school dropout by Camilla A Lehr( Book )

7 editions published in 2005 in English and held by 227 WorldCat member libraries worldwide

"How can teachers and administrators steer students toward graduation and away from dropping out? What determining factors contribute to a student's choice to drop out? Why is high school graduation such an important issue in society today? Effective prevention and intervention programs for the most vulnerable students are key to improving graduation rates. This practitioner-friendly resource offers guidelines for implementing dropout prevention strategies in the classroom, throughout the school, and at the district level."--Jacket
State participation and accommodation policies for students with disabilities : 1999 update by Kristi Liu( Book )

2 editions published in 2000 in English and held by 158 WorldCat member libraries worldwide

National and state perspectives on performance assessment and students with disabilities by Martha L Thurlow( Book )

3 editions published in 1994 in English and held by 156 WorldCat member libraries worldwide

Educational outcomes for students with disabilities by James E Ysseldyke( Book )

7 editions published between 1994 and 2012 in English and held by 151 WorldCat member libraries worldwide

This book on the results of education for students with disabilities considers a number of issues, including what outcomes should be expected and how they should be measured and reported, school reform, the possible role of Goals 2000/Educate America Act, and alternative views on identifying outcomes and setting standards such as those of the National Center on Educational Outcomes. Chapters include: "Outcomes: Watch Your Language!" (James E. Ysseldyke and Martha L. Thurlow); "Federal Policy and Educational Reform: Achieving Better Outcomes for Students with Disabilities" (Louis C. Danielson and David B. Malouf); "Have We Made Progress in Fifteen Years of Evaluating the Effectiveness of Special Education Programs?" (Kenneth Olsen); "What Results Should Be Measured To Decide Whether Instruction Is Working for Students with Disabilities?" (James E. Ysseldyke and Martha L. Thurlow); "National Outcome Data Collection Programs: How They Can Be Used at the Local Level" (Kevin S. McGrew); "Opportunity-to-Learn Standards" (James E. Ysseldyke et al.); "What Is obe and What Does It Mean for Students with Disabilities?" (Carol B. Massanari); "a State Level Approach to Gathering Data" (LaMonte Wyche, Sr. Et al.); "Consensus Building" (Michael L. Vanderwood and Ron Erickson); "a Guide to Developing and Implementing a System of Outcomes and Indicators" (Martha L. Thurlow et al.); "The Contributions of Related Services Personnel to School Reform Efforts" (Elizabeth Hyde); "Broadening Educational Outcomes beyond Academics" (James G. Shriner); "Desired Results of Second Chance Programs" (Cheryl M. Lange and James E. Ysseldyke); "Stakeholder Reactions to Developing a Model for Early Childhood" (Cheri J. Gilman); "Beyond Traditional Standards: a Personal Perspective" (Nancy Verderber); "Parental Perspectives on Educational Outcomes" (Ann P. Turnbull and Janet R. Vohs); and "Future Directions in the Education of Students with Disabilities" (Martha L. Thurlow et al.). (Individual chapters contain references). (Sw)
High school graduation requirements : what's happening for students with disabilities? by Martha L Thurlow( Book )

2 editions published in 1995 in English and held by 86 WorldCat member libraries worldwide

State and district assessments as an avenue to equity and excellence for English language learners with disabilities by Martha L Thurlow( Book )

3 editions published in 2001 in English and held by 84 WorldCat member libraries worldwide

Inclusion of transition-age students with disabilities in large-scale assessments by Martha L Thurlow( Book )

2 editions published in 1995 in English and held by 84 WorldCat member libraries worldwide

This monograph describes the functions of large-scale educational assessments and examines existing and developing policies as they pertain to transition-age youth with disabilities. It stresses that the level of representation of students with disabilities in such assessments will have impact on their level of representation in national and state policy and service decisions. The first section looks at the use of large-scale assessments for system accountability and statewide decision making. Tables and figures list national data collection programs, show overall inclusion and exclusion rates, and indicate which states include students with disabilities. The second section addresses existing policy, with discussion of national policy (including the exclusion guideline used by the National Assessment of Educational Progress) and of state policy, noting the great variation in written guidelines on inclusion/exclusion guidelines. The third section, on policies in the making, identifies national activities such as the development of assumptions underlying inclusion guidelines, a survey to determine current inclusion/exclusion practices, and suggestions for revising National Assessment of Education Progress guidelines. State activities in developing policy are also addressed. A final section on issues for transition-age students stresses the need to clarify the role of the individualized education program and to focus on the goal of an individual student's education. (Contains 31 references.) (Db)
Recommendations for addressing standards and assessments on state and district IEP forms by Sandra J Thompson( Book )

1 edition published in 2001 in English and held by 84 WorldCat member libraries worldwide

State accountability reports : what are states saying about students with disabilites?( Book )

2 editions published in 1998 in English and held by 84 WorldCat member libraries worldwide

This report summarizes a study that analyzed the inclusion of students with disabilities in the accountability systems of 48 state education accountability reports and that of Washington, D.C. Extreme variability was found to exist in the reporting practices across states and there was little information on students with disabilities. Eleven states included test-based outcome data for students with disabilities in their reports and only five states produced a separate special education report. Many states include input/context and/or process indicators for students with disabilities, but few reported outcome data for these students. Finally, every state was unclear on at least one educational indicator in their accountability system and whether students with disabilities were included. The report contains the following recommendations about reporting on students with disabilities: (1) be clear about the role of students with disabilities in data and standards; (2) while special education reports can be useful in providing detailed information about students with disabilities, general accountability reports should also include information on students with disabilities; and (3) when making comparisons among schools, districts, and states, comparisons should be based on similar populations. (Contains 28 references.) (CR)
Accountability systems and counting students with disabilities by Jane Krentz( Book )

1 edition published in 2000 in English and held by 84 WorldCat member libraries worldwide

Assessment accommodations research : considerations for design and analysis( Book )

1 edition published in 2000 in English and held by 83 WorldCat member libraries worldwide

Possible sources of data for early childhood (age 6) indicators by James E Ysseldyke( Book )

2 editions published in 1994 in English and held by 82 WorldCat member libraries worldwide

This document presents a conceptual model of early childhood educational outcomes and suggested information sources for the 72 indicators used to measure the outcomes identified. The model's outcomes and indicators are intended for use with all children including those identified as having disabilities or developmental delays (or at risk for developing them). The conceptual model depicts educational resources (inputs and contexts) influencing learning opportunity and process, which in turn influence eight outcome domains that have a return influence on both the resources and opportunity/process. Outcome domains include presence and participation, family involvement/accommodation and adaptation, physical health, responsibility and independence, contribution and citizenship, academic and functional literacy, personal and social adjustment, and satisfaction. For each outcome domain, a chart lists specific indicators. For each indicator, a chart lists suggested sources of information (such as teacher observation, parent interview, standardized test data, or health records). An appendix suggests instruments for assessing each domain. Sources of the instruments listed are also given. (Contains 12 references.) (Db)
District partnership approach to inclusion : a qualitative evaluation of impact by Martha L Thurlow( Book )

3 editions published in 1999 in English and held by 82 WorldCat member libraries worldwide

This monograph reports on a qualitative evaluation of the Together We're Better (twb) program, an effort in Minnesota to develop an inclusive, positive, supportive educational system. The twb project focused on: (1) general education/special education collaboration within the state department of education; (2) district partnerships; (3) personnel preparation/development; (4) staff development training; and (5) family leadership. The qualitative evaluation examined the impact of the program in four school district partners using project processing notes, direct impact data, and survey results. Evaluation focused on awareness, climate, skills, practice, and policy. Specific impacts in each of these areas were found, including: initial focus on the mechanics of change and gradual expansion to the community (for awareness); decreased compartmentalization and increased acceptance and positiveness (for climate); systems change skills attained by team members and classroom level skills (for skills); school and classroom organization and family and community involvement (for practice); and incorporation of collaborative planning time into the school day (for policy). Among eight appendices are the proposal rating form, one school district's statement of values and vision, sample process notes, survey results, and results of a student focus group. (Contains 19 references.) (Db)
Instructional and assessment accommodations in Kentucky( Book )

1 edition published in 2000 in English and held by 82 WorldCat member libraries worldwide

An analysis of perceived desirability, feasibility, and actual use of special criteria for large-scale assessment and accountability systems by Allison Seyfarth( Book )

1 edition published in 1998 in English and held by 81 WorldCat member libraries worldwide

In the mid 1990s, the National Center on Educational Outcomes worked with stakeholder groups to establish a set of criteria for use in large-scale assessments. The criteria addressed issues of the participation of students with disabilities in the assessments, assessment accommodations, and the reporting of results for students with disabilities. This study examined the extent to which the criteria were perceived to be desirable and feasible. A national sample of 222 administrators, teachers, and other Individualized Education Program team members rated the criteria for desirability and feasibility. The average rating of desirability for the criteria was high, with three main exceptions: (1) specific criteria that were seen as less desirable, such as global statements about including all students in assessments; (2) statements that were seen as less feasible than others included those rated low in desirability, as well as statements that called for parent understanding of the issues and record-keeping of accommodations provided; and (3) all criteria but one were rated as significantly less feasible than desirable. Criteria rated high on actual use included those focused on making individual decisions about students or on documentation of the decisions. (Author/CR) Note:The following two links are not-applicable for text-based browsers or screen-reading software
Learning opportunities for your child through alternate assessments by Rachel Quenemoen( )

1 edition published in 2007 in English and held by 0 WorldCat member libraries worldwide

 
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Testing students with disabilities : practical strategies for complying with district and state requirements
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Improving test performance of students with disabilities-- on district and state assessmentsCritical issues in special and remedial educationIncluding students with disabilities in assessmentsGraduation for all : a practical guide to decreasing school dropout