Teleconference 9: December 13, 2004
Access and Alignment to the
GRADE-LEVEL Content for Students with Significant Cognitive Disabilities:
Research, Policy, and Tools for Practice
(10:00 Pacific, 11:00 Mountain, 12:00 Central, 1:00 Eastern)
Upcoming Peer Review of state assessment systems will look for evidence that “For alternate achievement standards, the State demonstrates that they reflect knowledge and skills that could lead to the content appropriate for the grade in which a student is enrolled” (p. 21, Peer Review Guidance). In this call, we will provide research and policy context for access and alignment of curriculum and assessment to the grade-level content for students with significant cognitive disabilities. Our presenters will discuss challenges and concerns that arise as the shift to grade-level alignment takes place, and will offer suggestions on how to anticipate and address them. We will also provide a simple self assessment tool to help you understand where you are and where you need to go, including concrete steps to take to move you forward. We will highlight a training module based on the presentation at the presession to the CCSSO Large-scale Assessment Conference last spring, which will be available in January through the new National Collaborative Center on Standards and Assessment Development (NCCSAD) housed at the University of Kentucky
In order to get the most out of our December 13 teleconference, please review these materials online, or if you prefer, download them to your computer, or print them out. Thank you.
Note: Some of the files below require Acrobat Reader. If you don't have this software, go to the Acrobat Reader Web site for a free download.
This Web site is produced by the National Center on Educational Outcomes through a Cooperative Agreement (#H326G000001) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Opinions expressed in this Web site do not necessarily reflect those of the U.S. Department of Education or Offices within it.
I. Materials for Teleconference 9
a. Diane Browder and Claudia Flowers:
PowerPoint presentation: "Research on the Alignment of Alternate Assessment"
b. Dan Wiener
Excerpts from Massachusetts Resource Guide (PDF file)
Template for curriculum frameworks (PDF file)
Access and entry points continuum (PDF file)
c. Jacqui Kearns, Jean Clayton, and Mike Burdge
II. Additional Resources
a. Link to Standards and Assessment Peer Review Guidance: http://www.ed.gov/policy/elsec/guid/saaprguidance.doc
Panelists for the December 13, 2004 Teleconference
Researcher Panelists
Diane Browder, University of North Carolina, Charlotte
Claudia Flowers, University of North Carolina, Charlotte
Jacqui Kearns, University of Kentucky
Mike Burdge, University of Kentucky
Jean Clayton, University of Kentucky
State Panelist
Dan Wiener, Massachusetts Department of Education Alternate Assessment Coordinator
Federal Panelists
OSEP: David Malouf and Cynthia Bryant
Co-hosts
Sandra Warren, ASES SCASS Coordinator
Rachel Quenemoen, National
Center on Educational Outcomes
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NCEO is supported primarily through a Cooperative Agreement (#H326G050007) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Additional support for targeted projects, including those on LEP students, is provided by other federal and state agencies. The Center is affiliated with the Institute on Community Integration at the College of Education and Human Development, University of Minnesota. Opinions expressed in this Web site do not necessarily reflect those of the U.S. Department of Education or Offices within it. | |
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