Recognizing Effective Special Education Teachers (RESET)

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Instrument Overview

RESET is a special education teacher observation system that includes observation protocols aligned with evidence-based instructional practices for students with high-incidence disabilities.  Subscore(s): Explicit instruction

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

Organization

Topic
Teacher and Leader Development
Student Well-Being Category
Educator Practice & Professional Development

American Institutes for Research® partnered with the Annenberg Institute at Brown University to collect instruments related to student well-being.

Tags
Instructional practices

Content

Grades
Kindergarten,
1st Grade,
2nd Grade,
3rd Grade,
4th Grade,
5th Grade,
6th Grade,
7th Grade,
8th Grade,
9th Grade,
10th Grade,
11th Grade,
12th Grade
Keywords
Schooling ; Teaching ; Classroom Instruction ; Explicit instruction
Languages
English
Respondent
Observer

Administration Information

Administration
Paper

Access and Use

Price
Base package pricing is determined on a sliding scale based on student enrollment. Paper surveys cost an additional $1.75 each to cover printing and scanning fees and includes freight costs.
Contact

evelynjohnson@boisestate.edu

Link
https://intensiveintervention.org/resource/reset-explicit-instruction-rubrics
Open Access
Yes
Setting
Classroom

Psychometrics (additional guidance)

Psychometric References

Crawford, A. R., Johnson, E. S., Moylan, L. A., & Zheng, Y. (2019). Variance and reliability in special educator observation rubrics. Assessment for Effective Intervention, 45(1), 27-37. https://doi.org/10.1177/1534508418781010

Crawford, A. R., Johnson, E. S., Zheng, Y. Z., & Moylan, L. A. (2020). Developing an understanding procedures observation rubric for mathematics intervention teachers. School Science and Mathematics, 120(3), 153-164. https://doi.org/10.1111/ssm.12393

Johnson, E. S., Crawford, A. R., Moylan, L. A., & Zheng, Y. (2018) Using evidence-centered design to create a special educator observation system. Educational Measurement: Issues and Practice, 37(2), 35-44. https://doi.org/10.1111/emip.12182

Johnson, E. S., Crawford, A. R., Moylan, L. A., & Zheng, Y. (2020). Validity of a special education teacher observation system. Educational Assessment, 25(1), 31-46. https://doi.org/10.1080/10627197.2019.1702461

Johnson, E. S., Moylan, L. A., Crawford, A. R., & Zheng, Y. (2019). Developing a comprehension instruction observation rubric for special education teachers. Reading and Writing Quarterly, 35(2), 118-136. https://doi.org/10.1080/10573569.2018.1521319

Johnson, E. S., Zheng, Y., Crawford, A. R., & Moylan, L. A. (2019). Developing an explicit instruction special education teacher observation rubric. The Journal of Special Education, 53(1), 28-40. https://doi.org/10.1177/0022466918796224

Johnson, E. S., Zheng, Y., Crawford, A. R., & Moylan, L. A. (2020). The relationship of special education teacher performance on observation instruments with student outcomes. Journal of Learning Disabilities, 54(1), 54-65. https://doi.org/10.1177/0022219420908906