Significant improvement for a learner is to advance from one level to
another.  Would it be easier to consider progress measured by advancing from
one benchmark to another, following a structured teaching plan?   Lucille
Cuttler

-----Original Message-----
From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov]On Behalf Of
awayman1 at kirksville.k12.mo.us
Sent: Friday, February 01, 2008 10:48 AM
To: learningdisabilities at nifl.gov
Subject: [LearningDisabilities 1695] Re: what does "significant" mean?


I am not a research person as much as I should be, but my thought
would be that if you are using a standardized instrument to measure
improvement, then "significant" improvement might be determined as
one standard deviation increase in score.  This is just my own idea,
but I thought it might be something to consider.

---- Original Message ----
From: gyoungxlt at roadrunner.com
To: learningdisabilities at nifl.gov
Subject: [LearningDisabilities 1691] Re: what does "significant" mean?
Date: Thu, 31 Jan 2008 14:49:31 -0500


>Does anyone have a good definition of "significant improvement"

>concerning

>education?

>

>

>

>I need something that is "researched based" and defensible . and is

>related

>to disabilities if possible

>

>

>

>Can you please send the definition and source to me .

>

>

>

>And of course I know it's so much individualistic and depends upon

>the size

>of the "n" and base line such and such

>

>

>

>But . would be good if you can show me some things ..

>

>

>

>Thanks

>

>

>

>Glenn Young

>

>CSLD

>

>530 Auburn Ave

>

>Buffalo NY 14222

>

>Cell 703-864-3755

>

>Phone/Fax 716-882-2842

>

>website: glennyoungcsld.com

>

>  _____

>

>From: learningdisabilities-bounces at nifl.gov

>[mailto:learningdisabilities-bounces at nifl.gov] On Behalf Of

>robinschwarz1 at aol.com

>Sent: Tuesday, January 29, 2008 9:38 PM

>To: learningdisabilities at nifl.gov

>Subject: [LearningDisabilities 1686] Re: Testing for LD

>

>

>

>Wow, Idris, that is TERRIFIC-- when I did a very similar thing at the

>university where I worked-- identifying ESOL learners who appeared to

>have

>LD and who had been admitted to the university, often sponsored by

>their

>countries, I was similarly successful in helping students get

>accommodations

>who otherwise would have failed out of school. However, rather than

>seeing

>it as a successful effort,  I was accused of beating the bushes for

>persons

>with LD!!  The university was not  happy to have to accommodate them.

>   I

>am happy for you and the students that your school did not similarly

>protest

>your helping those who did not self identify but who so richly

>deserved the

>help your project offered them.

>

>Robin Lovrien Schwarz

>

>

>

>

>

>-----Original Message-----

>From: Idris Muhammad <MUHAMMI at dbcc.edu>

>To: Learningdisabilities at nifl.gov

>Sent: Tue, 29 Jan 2008 2:05 pm

>Subject: [LearningDisabilities 1685] Testing for LD

>

>Hello Rochelle,

>

>

>

>I forgot to tell you about what we do here at Daytona Beach College

>(DBC).

>About six years ago, I petitioned DBC's Planning Council to fund a

>trial

>program to test students that are (1) "good students" that exhibit

>characteristics of learning disabilities, (2) but who were never

>tested or

>diagnosed for LDs, (3) who demonstrate a financial need for test

>assistance,

>and (4) who are recommended by instructors that have first-hand

>knowledge of

>their learning problems.  The strategy that I used was to challenge

>the

>College's goal of ensuring student success.  I argued that if DBC's

>open

>door policy ensured easy access to the college and its programs and

>services, then the college was honor-bound to ensure that it students

>achieved success in those programs and services.  I also argued that

>as an

>open door institution, DBC as well as other community colleges would

>attract

>a disparately greater numbers of students with undiagnosed learning

>disabilities, than other postsecondary institutions.  Through the

>Planning

>Council, the College put $15,000 non-recurring funds in the budget

>for

>Student Disability Services (SDS) to use to test students on a trial

>basis.

>The first year was a resounding success and SDS was able to provide

>several

>previously undiagnosed students with reasonable accommodations and or

>concentrated academic/career advisement and support.  Due to the

>success we

>achieved in testing students, I petitioned the Planning Council the

>following year to increase the funding for LD testing and to fund the

>program with recurring funds.  Currently, SDS receives $24,500 in

>recurring

>funds to continue testing students, with or without disabilities

>

>Respectfully yours,

>

>Idris A. Muhammad, Director

>Student Disability Services

>(386) 506-3076

>muhammi at dbcc.edu

>

>

>

>

>

>

>

>

>

>Respectfully yours,

>

>Idris A. Muhammad, Director

>Student Disability Services

>(386) 506-3076

>muhammi at dbcc.edu

>

>----------------------------------------------------

>

>

>

>

>

>

>National Institute for Literacy

>

>

>

>

>

>

>Learning Disabilities mailing list

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>

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>

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>  _____

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>More new features than ever. Check out the new AOL Mail

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Annell Wayman, Director
Kirksville Program
Adult Education and Literacy
1103 S. Cottage Grove
Kirksville, MO   63501
(660) 665-2865-phone
(660) 626-1477-fax
awayman1 at kirksville.k12.mo.us


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