NCEO StateLinksFebruary, 2009 NAAC Curriculum Summit Forty-five states and Federally funded entities participated in the Curriculum Summit (Teleconference 17) co-hosted by the National Center on Educational Outcomes (NCEO) and the National Alternate Assessment Center (NAAC), on January 15, 2009. After a theoretical overview addressing alignment was presented by Dr. Claudia Flowers, Dr. Diane Browder led a panel discussion on planning alternate achievement of grade-level content for students with four content experts—Dr. Bob Rickleman and Dr. Mary Ann Mraz in language arts, Dr. Warren Di Biase in science, and Dr. Dave Pugalee in mathematics. Infused in the conversation were introductions to conceptual models and example story-based lessons that contextualize content for each area, highlighting a shift to task analysis and formative assessment for each. The conceptual model statements clarified the goal of each content area. For example, the models for English language arts focused on meaning, mathematics focused on problems that need to be solved, and science focused on questions that need to be asked. Discussion centered on the importance of giving all students the opportunity to develop literacy—including students producing and accessing a variety of texts; the rationale for why problem solving needs to be the driver for mathematics curriculum; and how wonder is an essential component of science, naturally drawing students in to pose the "why" questions so important to scientific inquiry. The team posted discussion starters that can guide conversations within states in order to come to consensus on curriculum priorities among colleagues—whether at levels of state departments of education, teacher education programs in higher education, or other contexts. Download these discussion starters at www .nceo.info/Teleconferences/tele17. In addition, the "Work it Across" materials highlighted on the call are available, and can be adapted for use at the state and local levels. The presenter transcripts are also posted, and NCEO will have the archived recording of the teleconference available for a limited time. If you or a colleague would like to listen to the recording for the call, please contact Rachel Quenemoen at quene003@umn.edu. New NCEO Publications A Principled Approach to Accountability Assessments for Students with Disabilities (Synthesis Report 70) Building on research and practice, NCEO has revisited and updated its 2001 document that identified principles and characteristics that underlie inclusive assessment and accountability systems. This report on a principled approach to accountability assessments for students with disabilities reflects what we have learned during the past seven years. The principles provide a vision for an inclusive system of assessments used for system accountability. We address state and district K-12 academic content assessments designed for system accountability and focus specifically on all students with disabilities, including targeted groups of students within this group (e.g., English Language Learners with disabilities). Multiple stakeholders who share the common goal of improving educational outcomes for all students have reviewed and provided comments on the principles and characteristics presented here. This report presents six core principles, each with a brief rationale, and specific characteristics that reflect each principle. The principles are: Principle 1. All students are included in ways that hold schools accountable for their learning. Principle 2. Assessments allow all students to show their knowledge and skills on the same challenging content. Principle 3. High quality decision making determines how students participate. Principle 4. Public reporting includes the assessment results of all students. Principle 5. Accountability determinations are affected in the same way by all students. Principle 6. Continuous improvement, monitoring, and training ensure the quality of the overall system. Several technical assistance tools to support the principles are in development. These include state self-evaluation tools, references for key topic areas, and one-page summaries on each topic covered by the principles. NCLB e IDEA: Lo que los Padres de Estudiantes con Discapacidades Necesitan Saber y Hacer (Spanish translation of NCLB and IDEA: What Parents of Students with Disabilities Need to Know and Do) This document is a Spanish translation of the popular NCLB and IDEA: What Parents of Students with Disabilities Need to Know and Do. The original in English was written for NCEO by Candace Cortiella of The Advocacy Institute. It provides parents with essential information on NCLB and IDEA for the instruction and assessment of their children. Miguel S. González provided the translation for this publication. This document is available, as are all other NCEO publications, at www .nceo.info. If a glossy print version is desired for dissemination, a zip file is available with print-ready formats. Thinking About the Students Who May Qualify to Participate in An Alternate Assessment Based on Modified Academic Achievement Standards (AA-MAS): A Tool for Study Groups by Sandra Berndt and Barbara Ebben This tool, developed by the Wisconsin Department of Public Instruction, was developed as part of the Multi-State GSEG Consortium Toward a Defensible AA-MAS. The report includes background information and a description of processes and activities, such as outcomes, materials, directions, planning information, and handouts. The first activity poses questions for participants, asking them to share their initial thoughts and feelings about which students might participate in an AA-MAS. A second activity guides them through a handout that provides the federal regulatory language that addresses each of the same questions. The questions were: 1. Who are the special education students likely to be identified to take an AA-MAS? 2. What kind of evidence must be used to identify students eligible to take an AA-MAS? 3. What is the teacher’s role in identifying students eligible to take an AA-MAS? 4. What must the IEP of a student identified to take an AA-MAS address? Wisconsin staff used the tool for a study group of 15 educators, from general and special education staff to administrative and higher education staff and parents, in discussing the characteristics of the students who might participate in an AA-MAS. Wisconsin found in using the tool that participants initially had envisioned a broader population of students who might take an AA-MAS compared to what was written in the regulations. Participants also gained a deeper understanding of ensuring access to grade-level content based instruction for this group of students before considering an AA-MAS. In general, the intended outcomes for using the tool are for participants to gain familiarity with federal regulatory language about students who may qualify to participate in an AA-MAS, for participants to be able to describe issues that need to be considered when identifying students who might qualify to participate, and to identify strategies to improve instruction and assessment for these students. The timeframe for using the tool is four hours. The materials may be adapted to fit users’ needs and situations. Top of page |