Develop effective alternate assessment based on alternate achievement standards (AA-AAS). With this practical guidebook, K-12 educators will modify assessments and ensure high-quality instruction that leads to better outcomes.

There are increasing demands of accountability for improved student achievement, hence the challenges for governments, school systems, and educators to promote the development of teacher preparation and educational practices that assimilate precise strategies and alternate assessment tools for effective use in the classroom. This research study looks at the level and type of preparation given to teachers prior to the administering of the alternate assessment offered to students with significant cognitive disabilities to indicate students contribution to the schools academic progress or failure. Results of this study provide informative guidelines to all stakeholders in the business of training and preparing teachers to become more knowledgeable and efficient and hence demonstrate positive attitude toward this form of assessment.

Make the best decisions about the design and development of AA-MAS, so students can reach their full potential and schools can meet adequate yearly progress requirements. A comprehensive, research-based guide for policymakers and administrators.

Discover what really works in alternate assessment based on alternate achievement standards. This book gathers cutting-edge knowledge and best practices in seven states to help readers work toward accurate assessment of students with severe disabilities.

This book has been replaced by Teaching Students with Moderate and Severe Disabilities, Second Edition, 978-1-4625-4238-3.

Going beyond functional and access skills, this groundbreaking text shows educators how to make the general curriculum accessible and help students progress in academic content areas.;

In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education? In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for "one"â€"the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education. The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students. Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilitiesâ€"and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education.