Resource Library

The Center on Standards and Assessment Implementation (CSAI) reviews a variety of resources, ranging from guidance documents, research papers, and policy briefs to tools and websites aimed at supporting state and local education agency leadership in making decisions about their standards, assessment programs, and accountability systems. Reviewed resources are added monthly. 

Participation of ELLs with Disabilities in ELP Assessments

This brief from the National Center on Educational Outcomes (NCEO) summarizes existing data and information on the participation of English language learners (ELLs) with disabilities in state English language proficiency (ELP) assessments. Topics addressed in the brief include: (a) state policies...

Type: Guidance
Number of views: 20
Date created: 11/05/2014 - 11:03

Graduation Requirements for Students with Disabilities: Ensuring Meaningful Diplomas for All Students

This policy brief was developed through a partnership with the National Center on Educational Outcomes at the University of Minnesota and Achieve to provide guidance to state education policy leaders to help ensure that students with disabilities leave school with meaningful diplomas.

Type: Knowledge
Number of views: 19
Date created: 04/07/2014 - 09:42

Voices from the Field: Making State Assessment Decisions for English Language Learners with Disabilities

This report describes current assessment and accommodation decision-making processes, test score use practices, and issues and challenges educators face in making appropriate decisions for ELLs with disabilities. Findings are based on online focus groups of 232 school and district practitioners in...

Type: Knowledge
Number of views: 19
Date created: 04/11/2014 - 13:35

States’ Flexibility Plans for Phasing Out the Alternate Assessment Based on Modified Academic Achievement Standards (AA-MAS) by 2014–15

Some states have an alternate assessment based on modified achievement standards (AA-MAS). The Elementary and Secondary Education Act (ESEA) allows up to two percent of students to be deemed proficient with this assessment option. Students who participate in an AA-MAS must have an individualized...

Type: Knowledge
Number of views: 19
Date created: 10/18/2013 - 16:00

Text Complexity in the Dynamic Learning Maps Alternate Assessment System

This paper presents the research-based decisions that determine text complexity within the Dynamic Learning Maps Alternate Assessment System (DLM). In this paper, factors related to text complexity found in college and career readiness standards (and in particular the Common Core State Standards)...

Type: Guidance
Number of views: 19
Date created: 12/05/2014 - 09:05

Learning Modules on ELLs with Disabilities

The National Center on Educational Outcomes recently launched a set of online learning modules designed to help educators look at important issues surrounding students who are English language learners (ELLs) with disabilities. Access to the modules and their content is free and open to all...

Number of views: 18
Date created: 04/07/2014 - 09:38

Issue Paper 4a: Inclusion of Students with Disabilities in Academic Assessments (Updated for Session 3)

This updated issue paper includes draft regulatory text that ensures that students with disabilities are assessed based on challenging state academic standards. Included in this updated issue paper are definitions for "student with the most significant cognitive disabilities" and "adaptive behavior...

Type: Knowledge
Number of views: 17
Date created: 04/18/2016 - 11:56

Assessing the Common Core, Comprehensive Assessment Systems and Students with Disabilities: Opportunities and Consequences

This presentation addresses many issues related to the CCSS and students with disabilities, including: accommodations, technical quality of assessment, formative assessment, item task design and development, technology-enhanced assessments, formative assessment, summative assessment models, interim...

Type: Guidance
Number of views: 17
Date created: 01/09/2014 - 12:01

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