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Jim Ysseldyke has been educating school psychologists and researchers
for more than 35 years. He has advised and mentored more than 100
doctoral and Ed.S. students who have gone on to leadership positions in
universities, school systems, government agencies and research
organizations. He has served the University of Minnesota as director of
the Minnesota Institute for Research on Learning Disabilities, director
of the National School Psychology Network, director of the National
Center on Educational Outcomes, and associate dean for research.
Professor Ysseldyke's research and writing have
focused on enhancing the competence of individual
students and enhancing the capacity of systems to meet
student’s needs. He is an author of major textbooks and
more than 300 journal articles. He is conducting a set
of investigations on the use of technology-enhanced
progress monitoring systems to track the performance and
progress of students in urban environments. He is also
conducting a study of the intended and unintended
consequences of No Child Left Behind. Ysseldyke chaired
the task forces that produced the three Blueprints on
the Future of Training and Practice in School
Psychology.
Ysseldyke has received awards for his research from
the School Psychology Division of the American
Psychological Association, the American Educational
Research Association, and the Council for Exceptional
Children. The University of Minnesota presented him a
distinguished teaching award, and he received a
distinguished alumni award from the University of
Illinois.
Available presentations
Selected publications
Thompson, S., Quenemoen, R., Thurlow,
M. L. & Ysseldyke, J.E. (2001) Alternate Assessments
for Students with Disabilities. Thousand Oaks, CA:
Corwin Press.
Thurlow, M. L. & Ysseldyke, J.E.
(2001). Participation of students with disabilities
in large-scale and classroom assessments.
Washington, DC: National Education Agency.
Ysseldyke, J.E. & Algozzine, B.A.
(2002) Tips for parents. Longmont, CO: Sopris
West.
Thurlow, M.L. & Ysseldyke, J.E.
(2002). Including students with disabilities in
assessments. Washington, DC: National Education
Association.
Thurlow, M.L., Elliott, J.L., &
Ysseldyke, J. (2003). Testing students with
disabilities: Practical strategies for complying with
district and state requirements. Thousand Oaks, CA:
Corwin Press.
Algozzine , B.A. & Ysseldyke, J.E.
(2004). Tips for beginning teachers. Longmont,
CO: Sopris West.
Algozzine, B. & Ysseldyke, J.
(2006). A practical approach to special education for
every teacher: Fundamentals of special education.
Thousand Oaks, CA: Corwin Press.
Algozzine, B. & Ysseldyke, J.
(2006). A practical approach to special education for
every teacher: Teaching students with sensory
disabilities. Thousand Oaks, CA: Corwin Press.
Algozzine, B. & Ysseldyke, J.
(2006). A practical approach to special education for
every teacher: Teaching students with medical
disabilities. Thousand Oaks, CA: Corwin Press.
Algozzine, B. & Ysseldyke, J.
(2006). A practical approach to special education for
every teacher: Teaching students with emotional
disabilities. Thousand Oaks, CA: Corwin Press.
Algozzine, B. & Ysseldyke, J.
(2006). A practical approach to special education for
every teacher: Teaching students with cognitive
disabilities. Thousand Oaks, CA: Corwin Press.
Ysseldyke, J. & Algozzine, B.
(2006). A practical approach to special education for
every teacher: The legal basis for special education.
Thousand Oaks, CA: Corwin Press.
Ysseldyke, J. & Algozzine, B.
(2006). A practical approach to special education for
every teacher: Effective assessment. Thousand Oaks,
CA: Corwin Press.
Ysseldyke, J. & Algozzine, B.
(2006). A practical approach to special education for
every teacher: Effective instruction. Thousand Oaks,
CA: Corwin Press.
Ysseldyke, J. & Algozzine, B.
(2006). A practical approach to special education for
every teacher: Working with families of students with
disabilities. Thousand Oaks, CA: Corwin Press.
Ysseldyke, J. & Algozzine, B.
(2006). A practical approach to special education:
Teaching students with learning disabilities.
Thousand Oaks, CA: Corwin Press.
Ysseldyke, J. & Algozzine, B.
(2006). A practical approach to special education:
Teaching students with communication disorders.
Thousand Oaks, CA: Corwin Press.
Ysseldyke, J. & Algozzine, B.
(2006). A practical approach to special education:
Teaching students who are gifted and talented.
Thousand Oaks, CA: Corwin Press.
Salvia, J. & Ysseldyke, J. (2007).
Assessment in special and inclusive education (10th
edition). Boston: Houghton-Mifflin.
Taylor, B.M. & Ysseldyke, J.E. (in
press). Educational interventions for struggling
readers. New York, NY: Teachers College Press.
Special publications (Monographs)
Ysseldyke, J.E., Burns, M.K.,
Dawson, M., Kelly, B., Morrison, D., Ortiz, S.,
Rosenfield, S., & Telzrow, C. (2006). School
Psychology: A blueprint for the future of training and
practice III. Bethesda, MD: National Association of
School Psychologists.
Recent book chapters
Ysseldyke, J.E. (2002). Response to
“Learning Disabilities: Historical Perspectives.” In T.
Bradley, L. Danielson, & D.P. Hallahan Identification of
learning disabilities: Research to practice.
Mahway, NJ: Lawrence Erlbaum Associates.
Ysseldyke, J.E. & Bolt, S. (2004).
Functional assessment of academic behavior. In S. Watson
& C. Skinner (Eds.), Encyclopedia of school
psychology. New York: Academic/Kluwer Publishers.
Ysseldyke, J.E. & McLeod, S. (in
press). Using technology to enhance RTI progress
monitoring. In S. Jimerson, M. Burns & A. VanderHeyden
(Eds).
Response to Intervention. New York: Springer.
Ysseldyke, J.E. & Burns, M. (in
press). Functional assessment of instructional
environments for the purpose of making data-driven
instructional decisions. In C. Reynolds & T. Gutkin
(Eds.), The handbook of school psychology (fourth
edition). New York: John Wiley.
Ysseldyke, J.E., Burns, M.K.,
Dawson, M., Kelly, B., Morrison, D., Ortiz, S.,
Rosenfield, S., & Telzrow, C. (in press). School
Psychology: A blueprint for the future of training and
practice III. In J. Grimes & A. Thomas (Eds.). Best
Practices in School Psychology V. Bethesda, MD:
National Association of School Psychologists.
Ysseldyke, J.E. & Taylor, B.A. (in
Press). Schoolwide interventions for struggling readers.
In B. Taylor & J.E. Ysseldyke (Eds). Educational
interventions for struggling readers. New York, NY:
Teachers College Press.
Assessment devices
Ysseldyke, J.E. & Christenson, S.L.
(2002). Functional Assessment of Academic Behavior:
Creating successful learning environments. Longmont,
CO: Sopris West.
Instructional materials
Algozzine, B. & Ysseldyke, J.E., &
Elliott, J.E. (1997). Strategies and tactics for
effective instruction. Longmont, CO: Sopris West.
Elliott, J.E., Algozzine, B., &
Ysseldyke, J.E. (1997). Timesavers for educators.
Longmont, CO: Sopris West.
Recent journal articles
Bielinski, J., Ysseldyke, J.E.,
Bolt, S., Friedebach, J. & Friedebach, M. (2001).
Prevalence of accommodations for students with
disabilities participating in a statewide testing
program. Assessment for Effective Instruction, 26
(2), 21-28.
Spicuzza, R. Ysseldyke, J., Lemkuil,
A. Koscioleck, S., Boys, C. & Teelucksingh, E. (2001).
Effects of using a curriculum-based monitoring system on
the classroom instructional environment and math
achievement. Journal of School Psychology, 39
(6), 521-542.
Ysseldyke, J.E., Thurlow, M.L.,
Bielinski, J., House, A., Moody, M. & Haigh, J. (2001).
The relationship between instructional and assessment
accommodations in an inclusive state accountability
system. Journal of Learning Disabilities, 34 (3),
212-220.
Ysseldyke, J.E. (2001). Reflections
on a research career: Generalizations from 25 years of
research on assessment and instructional
decision-making. Exceptional Children, 67 (3),
295-310.
Ysseldyke, J.E. (2001). Interpreting
trends in large-scale student test performance. NASP
Communique, 30 (1), 29-30. (invited, non-refereed).
Ysseldyke, J. E. & Bielinski, J.
(2002). Effects of different methods of reporting and
reclassification on trends in the performance of
students with disabilities. Exceptional Children, 68
(2), 189-200.
Ysseldyke, J.E., Spicuzza, R.,
Kosciolek, S., & Boys, C. (2003) Effects of a learning
information system on mathematics achievement and
classroom structure. Journal of Educational Research,
96 (3), 163-174.
Spicuzza, R., Ysseldyke, J.,
Kosciolek, S., Teelucksingh, E., Boys, C., & Lemkuil, A.
(2003). Using a curriculum-based instructional
management system to enhance math achievement in urban
schools. Journal for the Education of Students Placed
at Risk, 8 (2), 247-265.
Ysseldyke, J.E., Nelson, J.R.,
Johnson, D.R., Christenson, S., Dennison, A., Sharpe,
M., & Hawes, M. (2004). What we know and need to know
about the consequences of large-scale assessments for
students with disabilities. Exceptional Children, 71
(1), 75-96.
Ysseldyke, J.E., Thill, T.,
Hannigan, E., & Betts, J. (2004). Use of an
instructional management system to improve mathematics
skills for students in Title 1 programs. Preventing
School Failure, 48 (4): 10-15.
Ysseldyke, J.E., Tardrew, S., Betts,
J., Thill, T., & Hannigan, E. (2004). Use of an
instructional management system to enhance math
instruction of gifted and talented students. Journal
for Education of the Gifted, 27 (4), 293-310.
Burns, M.K. & Ysseldyke, J.E.
(2005). Comparison of existing
responsiveness-to-intervention models to identify and
answer implementation questions. California School
Psychologist, 10, 9-20.
Ysseldyke, J.E. (2005). Assessment
and Decision Making in Learning Disabilities: What if
this is as good as it gets? Learning disability
Quarterly. 28 (2), 128-132.
Ysseldyke, J., Thill, T., Pohl, J.,
& Bolt, D. (2005). Using Math Facts in a Flash to
enhance computational fluency. Journal of Evidence
Based Practices for Schools, 6(1), 59-89.
Bolt, S. & Ysseldyke, J.E. (2006).
Comparing DIF across Math and Reading/Language Arts
Tests for Students Receiving a Read-Aloud Accommodation.
Applied Measurement in Education, 19 (4),
329-355.
Christenson, S.L., Picklo, D.,
Triezenberg, H.L., Ysseldyke, J.E. & Reschly, A. (in
press). Consequences of high-stakes assessment for
students with and without disabilities. Educational
Policy.
Ysseldyke, J.E. & Tardrew, S. (in
press). Use of a progress monitoring system to enable
teachers to differentiate mathematics instruction. Journal
of Applied School Psychology, 24 (1).
Ysseldyke, J.E., Burns, M.K. &
Rosenfield, S. (in press). Blueprints on the future of
training and practice in school psychology: What do they
say about educational and psychological consultation?
Journal of Educational and Psychological Consultation.
Bolt, S. & Ysseldyke, J.E. (in
press). Accommodating students with disabilities in
large-scale testing: A comparison of differential item
functioning (DIF) identified across disability types.
Journal of Psychoeducational Assessment.
Ysseldyke, J., & Bolt, D. (in
press). Effect of technology-enhanced continuous
progress monitoring on math achievement. School
Psychology Review.
Ysseldyke, J.E., Lehr, C.A. &
Stodolka, A. (in press). Supplemental Educational
Services: Implications for students with disabilities.
Remedial and Special Education.
Lehr, C.A., Tan, C.S. & Ysseldyke,
J.E. (submitted for publication). Alternative schools: A
synthesis of state level policy and research.
Remedial and Special Education.
January 2008
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