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

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Overview

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

Associate Professor, University of Wisconsin-Madison - 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
  • Product dimensions: 7.00 (w) x 9.90 (h) x 0.70 (d)

Meet the Author

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.

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.

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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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