Use of Alternate Assessment Results in Reporting and Accountability Systems: Conditions for Use Based on Research and Practice (NCEO Synthesis Report)
TITLE Use of Alternate Assessment Results in Reporting and Accountability Systems: Conditions for Use Based on Research and Practice. Synthesis Report. INSTITUTION National Center on Educational Outcomes, Minneapolis, MN. SPONS AGENCY Special Education Programs (ED/OSERS), Washington, DC. REPORT NO NCEO-43 PUB DATE 2002-05-00 NOTE 37p.; In collaboration with: the Council of Chief State School Officers (CCSSO) and the National Association of State Directors of Special Education (NASDSE). CONTRACT H326G000001 AVAILABLE FROM National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Rd., Minneapolis, MN 55455. For full text: http://education.umn.edu/NCEO/OnlinePubs/ Synthesis43.html. PUB TYPE Guides Non-Classroom (055) EDRS PRICE EDRS Price MF01/PCO2 Plus Postage. DESCRIPTORS *Accountability; *Disabilities; Educational Assessment; *Educational Testing; Elementary Secondary Education; *Evaluation Methods; Program Development; Scoring; Standards; Student Evaluation; Student Participation; Testing Accommodations IDENTIFIERS Kentucky; North Carolina; Wyoming
Measuring Academic Achievement of Students with Significant Cognitive Disabilities: Building Understanding of Alternate Assessment Scoring Criteria. Synthesis Report.
DOCUMENT RESUME
Principal Supports for Inclusive Assessment
In Kentucky, students can achieve the levels of novice, ap­ prentice, proficient, and distinguished. Students, however, are not the only ones graded s c h o o l s a re also held ac­ countable to the public. But schools designated in crisis can aspire to success and even gain cash rewards and be designated pace-set ters through their sustained efforts. This article describes several Kentucky elementary schools that have achieved high status through their insistence on high expectat ions for all children and their inclusive instructional and assessment programs. Principals and school site counci ls have played a large part in this s u c c e s s story. As l e s s o n s learned from working and observing in Kentucky schools , we provide a set of building-level strategies that can enhance ed­ ucat ional ou tcomes for all s tudents in other s tates and dis­ tricts as well.