The purpose of the PRS is to provide SLPs an avenue for personal reflection on the quality of their performance across their roles and responsibilities in professional practice in public schools and to assist supervisors/administrators in interpreting the evidence in order to complete meaningful evaluations of SLPs' performance. The outcome of the PRS results in thoughtful and targeted professional development plans that focus SLPs on improvement or expansion of competencies for professional growth. It is also useful for supervisors/administrators to select, retain, and develop qualified personnel and to manage and facilitate their work., submitted to CDE--Exceptional Student Leadership Unit by the PRS Task Force members: Kathleen R. Fahey, Sharon, Brychka, Lisa Gessini, Sue-Ellen Medinger., "February 14, 2008.", "Reviewed by the Speech Language Advisory Council - 2011-2012 for current relevancy and determined relevant.", Includes bibliographical references., Online resource; title from PDF cover (viewed April 2017)
written by Maja Apelman ; in collaboration with Julie King ; editorial advisor, Virginia R.L. Plunkett., Published by the Chapter 1 Office of the Colorado Department of Education with funds provided by Chapter 1 of the Elementary and Secondary Education Act of 1988., Includes bibliographical references., Print version record.
Over 50% of Colorado's children are cared for informally by family members, friends and neighbors prior to school entry. This video offers ways for the carers to support early literacy development for these children., Video file MPEG 542MB., Play, learn, and grow! (MP4) -- Explore & play with me! (Activity sheet) -- Read & grow with me! (Activity sheet) -- Move & learn with me! (Activity sheet), Title from opening screen., "This video and other Growing Readers Together activities are made possible by the Colorado Department of Education, State Library, the Buell Foundation, the Colorado Department of Human Services' Office of Early Childhood, Colorado Shines Brighter and your local public library.", This project described is supported by the Preschool Development Grant Birth through Five Initiative (PDG B-5), Grant Number 90TP0054., DVD version.
"Behavioral Health Facts and Classroom Tips. For use with positive behavior supports & Response to Intervention.", Includes bibliographical references., Online resource; title from PDF caption (viewed April 2017)
Research indicates 9th and 10th grade CSAP can reliably predict a range of Colorado ACT (CO ACT) scores for each student. Using the Colorado Growth Model, predictive linkages can be made from the 9th and 10th grade CSAP to the 11th grade CO ACT in each content area tested. This means that every possible 9th and 10th grade CSAP score has a predicted range of CO ACT scores for students making typical growth. Additionally, 9th grade scores can be used to directly predict 11th grade CO ACT performance without waiting for the 10th grade performance data. Including CO ACT scores in the Colorado Growth Model as an 11th grade state assessment also enhances the consistency of interpretations of growth data into upper high school grades., Marie Huchton., "March 4, 2011.", Bibliography: page 14., Online resource; title from PDF cover (viewed March 2016)
