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One State’s Experience Implementing Links for Academic Learning
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| Presenter(s):
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| Julia Shaftel, University of Kansas, jshaftel@ku.edu
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| Abstract:
Links for Academic Learning (Flowers, Wakeman, Browder, & Karvonen, 2007) is a comprehensive process developed by the National Alternate Assessment Center for the purpose of assessing the alignment of a state’s alternate assessment based on alternate achievement standards (AA-AAS) with the state’s general assessment. This process includes the evaluation of a state’s extended standards; alternate assessment test items, performance requirements, and scoring; professional development; and instructional practices.
This presentation highlights implementation and interpretation issues encountered in one state’s use of Links for Academic Learning. Specifically, methodological changes and enhancements were made to the review process that led to richer data collection and interpretation opportunities. These outcomes will be presented along with discussion of definitions and procedures used in this application of Links for Academic Learning. This presentation will enrich current concepts in the evaluation of instruction and assessment of students with significant disabilities.
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Using a Logic Model to Evaluate the Implementation and Effectiveness of a Complex Intervention
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| Presenter(s):
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| Celine Mercier, University of Montreal, cmercier.crld@ssss.gouv.qc.ca
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| Diane Morin, University of Quebec at Montreal, morin.diane@uqam.ca
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| Virgine Cobigo, Queen's University at Kingston, virgine.cobigo@gmail.com
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| Astrid Brouselle, University of Sherbrooke, astrid.brouselle@usherbrooke.ca
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| Abstract:
A logic model was developed to evaluate the implementation and the effectiveness of a residential program for persons with intellectual disabilities or autism spectrum disorders and challenging behaviours. This transitional facility was designed to assess and stabilize difficult clients with the aim of maintaining them in a long-term, community-based facility rather than transferring them to a more restrictive living environment. The program, based on assumptions derived from available evidence in the scientific literature, was complex, with hypothesized active components at three levels: architectural and material, organizational, and clinical. The program was expected to generate positive outcomes for staff, clients, and the long-term residential facility. This presentation focuses on how the logic model was used to: 1) integrate the implementation and effectiveness components of the evaluation; 2) guide the dynamics of the evaluation process; and 3) support interactions between the stakeholders and the evaluation team.
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