Alternate Assessment for Students with Significant Cognitive Disabilities: An Educator's Guide / Edition 1

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To support K-12 students with significant disabilities and get an accurate picture of their skills and knowledge, schools need to implement effective alternate assessment based on alternate achievement standards (AA-AAS). This is the guidebook every team should have-not only to develop successful AA-AAS linked with grade-level content standards, but also to ensure the kind of quality instruction that leads to higher achievement. The follow-up to Kleinert and Kearns's pioneering Alternate Assessment, this cutting-edge book synthesizes current research on AA-AAS and gives education professionals strategies for implementing assessments and improving instruction. With a strong focus on practical classroom application, the expert authors show readers how to understand the key principles of alternate assessment, including validity, technical quality, and content standards align instruction with assessment across major academic content areas: reading, math, science, and social studies implement a clear four-step process to improve student access to the general curriculum use multiple measures to ensure that assessments accurately reflect students' abilities link IEPs with grade-level content standards teach relevant functional and life skills within grade level content build students' communicative competence to improve their educational outcomes educate families about the purpose and content of alternate assessments decode the federal mandates for alternate assessments and the most recent regulations see how alternate assessment works in the context of a school's broader accountability system To help educators ensure a high-quality inclusive education for students with disabilities, the authors include detailed, step-by-step examples of modified lessons in math, reading, science, and social studies. Readers will see how instruction and assessment can be adapted for students of all ages with a wide range of abilities and comm

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Editorial Reviews

Erik Carter

"A thoughtful, thorough, and timely guide to the design and implementation of high-quality alternate assessment . . . reflects high expectations for what students with severe disabilities can and should learn."
Department of Special Education, and Child Development, College of Education, University of North Carolina, Charlotte - Fred Spooner
"A great resource for the people on the front line of alternate assessment . . . will help teachers in the planning and implementation of daily instruction and alternate assessment methods."
Professor of Educational Research, University of North Carolina at Charlotte - Claudia Flowers
"Exemplifies the best thinking on making a positive impact with the academic development and assessment of students with intellectual disabilities."
Professor and Associate Dean for Research and Graduate Education, University of Maryland, College Park, MD. - Margaret J. McLaughlin
"The content is without a doubt the most up-to-date and evidence based in the field. While descriptions of assessment concepts and strategies are excellent, so too are the chapters that detail how to provide instruction linked to grade level curricular standards."
Research & Practice for Persons with Severe Disabilities
"Succeeds in addressing some of the most difficult questions in special education in accessible language...both useful and thoughtful and will likely be highlighted, earmarked, and heavily relied upon by many educators and students of education."
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Product Details

  • ISBN-13: 9781598570762
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 8/1/2010
  • Edition number: 1
  • Pages: 376
  • Sales rank: 1,538,241
  • Product dimensions: 7.00 (w) x 9.90 (h) x 0.70 (d)

Meet the Author

Lynn Ahlgrim-Delzell, Ph.D., Dr. Ahlgrim-Delzell's research interests include literacy instruction and assessment and research methods for low-incidence populations. She has over 30 years of experience working with individuals with severe disability in various capacities.

Diane M. Browder, Ph.D., is Snyder Distinguished Professor and doctoral coordinator of Special Education at the University of North Carolina at Charlotte. Dr. Browder has more than 2 decades of experience with research and writing on assessment and instruction of students with severe disabilities. Recently, she has focused on alternate assessment and linking assessment and instruction to the general curriculum. She is Principal Investigator for an Institute of Education Sciences—funded center with a focus on teaching students with moderate and severe disabilities to read. She is a partner in the National Center on Alternate Assessment and Principal Investigator for Office of Special Education Programs—funded projects on access to the general curriculum.

Belva C. Collins, Ed.D., is Professor and Chair of the Department of Special Education and Rehabilitation Counseling at the University of Kentucky, where she serves on the program faculty in the Moderate and Severe Disabilities Program. Dr. Collins began her career as a teacher of students with intellectual disabilities in rural Southwestern Virginia before coming to the University of Kentucky to work as a research assistant on several federally funded grants to validate the use of response prompting strategies in special education. She has continued this line of research throughout her career in higher education and has been successful in guiding the applied research of her students in investigating variations of systematic instruction in classroom and community settings. This work provides the foundation for this text. In addition to disseminating her own scholarly writing, Dr. Collins serves as the executive editor of Rural Special Education Quarterly, the primary publication of the American Council on Rural Special Education.

Bree A. Jimenez, Ph.D., studies general curriculum access and assessment for students with moderate and severe intellectual disabilities. Specifically, she investigates math and science instruction aligned to grade-level standards.

Jacqui Farmer Kearns, Ed.D., is Associate Director of the Inclusive Large-Scale Standards and Assessment Group (ILSSA) at the Interdisciplinary Human Development Institute (IHDI) at the University of Kentucky in Lexington. Among her many accomplishments at the IHDI, Dr. Kearns has served as the principal investigator on two groundbreaking initiatives for students with disabilities: the Kentucky Statewide Alternate Portfolio Project and the Including Students with Deaf Blindness in Large-Scale Educational Assessments Project. Dr. Kearns previously directed the Kentucky Statewide Systems Change Project for Students with Severe Disabilities and has extensive experience as a classroom teacher for students with moderate and severe disabilities.

Harold L. Kleinert, Ed.D., is Executive Director of the Interdisciplinary Human Development Institute, University of Kentucky, and Associate Adjunct Professor in the Department of Special Education and Rehabilitation Counseling at the University of Kentucky in Lexington. Previously, Dr. Kleinert served as Director of Training for the Interdisciplinary Human Development Institute. A veteran educator, Dr. Kleinert taught special education at the classroom level for 14 years before directing a wide range of federal and state projects, including the Kentucky Alternate Portfolio Study, aimed at improving services for students with significant disabilities.

Pamela J. Mims, Ph.D., Dr. Mims received her Ph.D. in special education in 2009 from th

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Table of Contents

About the Authors vii

About the Contributors ix

Foreword Daniel J. Wiener xvii

Preface xix

Acknowledgments xxiii

I An Overview of Alternate Assessment

1 An Introduction to Alternate Assessments: Historical Foundations, Essential Parameters, and Guiding Principles Harold L. Kleinert Rachel Quenemoen Martha Thurlow 3

2 Principles and Practices for Achievement Assessments in School Accountability Systems Jacqui Farmer Kearns 19

3 Students in the AA-AAS and the Importance of Communicative Competence Jane O'Regan Kleinert Jacqui Farmer Kearns Harold L. Kleinert 41

4 Aligning Curriculum with Grade-Specific Content Standards: Using Eight Criteria to Create Access Shawnee Y. Wakeman Diane M. Browder Bree A. Jimenez Pamela J. Mims 75

II Teaching and Assessing Students with Significant Cognitive Disabilities

5 Ensuring Access: A Four-Step Process for Accessing the General Curriculum Michael Burdge Jean Clayton Anne Denham Karin K. Hess 109

6 Reading Instruction and Assessment Linked to Grade-Level Standards Lynn Ahlgrim-Delzell Robert J. Rickelman Jean Clayton 149

7 Math Instruction and Assessment Linked to Grade-Level Standards Lou-Ann Land David K. Pugalee Anne Denham Harold L. Kleinert 173

8 Science Instruction and Assessment Linked to Grade-Level Standards Ginevra Courtade Deborah A. Taub Michael Burdge 203

9 Social Studies and the Arts Instruction and Assessment Linked to Grade-Level Standards Karen M. Guettler Jacqueline M. Norman James M. Zeller Mariel L. Zeller 235

III Enhancing Student Outcomes: The Role of Students and Families and Directions for Future Research

10 Embedding Life Skills, Self-Determination, Social Relationships, and Other Evidence-Based Practices Harold L. Kleinert Belva C. Collins Donna Wickham Leah Riggs Karen D. Hager 267

11 Alternate Assessments, Families, and the Individualized Education Program Jacqui Farmer Kearns Rachel Quenemoen 291

12 What We Have Learned from Alternate Assessment Research and What We Still Need to Know Harold L. Kleinert Elizabeth Towles-Reeves 303

Appendix Blank Forms 319

Index 333

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