The Administrator’s Guide to Federal Programs for English Learners

edCount president Dr. Ellen Forte and a team of edCount associates co-authored this comprehensive manual about serving English learners, released…

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edCount and REL Mid-Atlantic Present Teacher Effectiveness and Ask an Expert Series

On November 13, 2014, edCount and REL Mid-Atlantic collaborated with Jim Popham to present the webinar Using Instructionally Sensitive Assessments to Measure Teacher Effectiveness. This webinar was the 8th and final webinar of the Teacher Effectiveness Webinar Series, which was organized and supported by edCount and REL Mid-Atlantic throughout 2014. This series was designed to increase participants’ understanding of issues surrounding teacher effectiveness in a way that will enable them to share, apply, or implement their increased knowledge in their classroom, school, or district. Other presenters featured in the series included Margaret Heritage, Eric Hanushek, and Jim Knight. For more information about the series and to download recordings of the 2014 webinars, click here.

Throughout 2014, edCount and REL Mid-Atlantic also spearheaded the Ask an Expert online chat series, which provided stakeholders in the Mid-Atlantic region opportunities to converse with experts and colleagues on topics within the field of teacher effectiveness. For more information about the Ask an Expert series and to download recordings of past chats, click here.

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Paper Authored by Elizabeth Towles-Reeves and other edCount Staff Accepted for Publication in Exceptional Children

In July 2014, Exceptional Children accepted the paper “Where students with the most significant cognitive disabilities are taught: Implications for general curriculum access” for publication. This paper, coauthored by Elizabeth Towles-Reeves from edCount, Harold Kleinert from the University of Kentucky, and Rachel Quenemoen and Martha Thurlow from the University of Minnesota, reported on a survey of 15 states about placements of 39,837 students to examine the extent to which students who took the AA-AAS in the 2010-11 school year had access to regular education settings, and the extent to which that access correlated with expressive communication, use of an augmentative/alternative communication (AAC) system, and reading and math skill levels. The vast majority (93%) of students were served in self-contained classrooms, separate schools, or home settings, while only 7% were served in regular education or resource room placements. Researchers found a significant, positive correlation between expressive communication, reading and math skill levels, and increasingly inclusive classroom settings; and a significant, negative correlation between use of AAC and more inclusive settings, indicating those students using AAC had less access to inclusive settings.

This paper developed out of relationships formed in the National Center and State Collaborative (NCSC), a project led by five centers and 24 states to build an alternate assessment based on alternate achievement standards (AA-AAS) for students with the most significant cognitive disabilities. To read the paper in its entirety, click here. To learn more about the work NCSC is doing to ensure students with the most significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for post-secondary options, click here.

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edCount and REL Mid-Atlantic present Longitudinal Data Use Research Alliance

In February 2014, edCount joined forces with ICF and DataSmith Solutions through the Regional Educational Laboratories Mid-Atlantic to launch the Longitudinal Data Use Research Alliance (LDURA). LDURA consists of representatives from state and local education agencies in the mid-Atlantic states and other stakeholders who have a significant interest in data use. edCount guides the alliance in maximizing the use of longitudinal data in the region by facilitating collaboration among participants to review, discuss, implement, and disseminate innovative uses for longitudinal data at the state and local level. edCount and LDURA use research and applied analytics to discover useful performance indicators and trends that improve common practices, programs, or behaviors that affect student achievement.

LDURA follows edCount’s 2013 REL-MA Data Governance Workshop Series, solidifying edCount’s status as a trusted leader in longitudinal data use.

For more information on how edCount and LDURA are building data capacity across the mid-Atlantic region, visit the LDURA website by clicking here.