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Characteristics of and Implications for Students Participating in Alternate Assessments Based on Alternate Academic Achievement Standards
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Kearns, Jacqueline Farmer; Towles-Reeves, Elizabeth; Kleinert, Harold L.; Kleinert, Jane O'Regan; Thomas, Megan Kleine-Kracht – Journal of Special Education, 2011
Little research has precisely defined the population of students participating in alternate assessments based on alternate academic achievement standards (AA-AAAS). Therefore, the purpose of this article is twofold: (a) explicate the findings of a multistate study examining the characteristics of the population of students participating in…
Descriptors: Student Attitudes, Academic Achievement, Program Effectiveness, Student Characteristics
Principal Supports for Inclusive Assessment: A Kentucky Story.
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Kearns, Jacqueline Farmer; Kleinert, Harold L.; Clayton, Jean; Burdge, Michael; Williams, Richard – TEACHING Exceptional Children, 1998
Describes Kentucky's inclusion of all students in its educational assessment and accountability system. Describes how this system operates at three elementary schools to drive high expectations for all students and include students with disabilities in the general education curriculum. Students participate in either the standard assessment or…
Descriptors: Administrator Attitudes, Alternative Assessment, Disabilities, Educational Assessment
Accountability for All Students: Kentucky's Alternate Portfolio Assessment for Students with Moderate and Severe Cognitive Disabilities.
Kleinert, Harold L.; Kearns, Jacqueline Farmer; Kennedy, Sarah – Journal of the Association for Persons with Severe Handicaps, 1997
This article describes the development of Kentucky's alternative assessment for students with disabilities, including the content and scoring standards for the Alternate Portfolio. Specific examples of entries at each grade are given. Initial implementation data are presented, and critical issues in the development of alternate statewide…
Descriptors: Accountability, Alternative Assessment, Disabilities, Educational Assessment
Teachers' Perceptions of One State's Alternate Assessment: Implications for Practice and Preparation.
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Kampfer, Stephanie H.; Horvath, Leah S.; Kleinert, Harold L.; Kearns, Jacqueline Farmer – Exceptional Children, 2001
A study of 206 Kentucky special education teachers examined the amount of time required on alternative assessment. Results found teachers spend many hours outside of class time completing one portfolio. Instructional variables, such as the extent to which portfolio items are embedded into instruction, are strongly related to student scores.…
Descriptors: Academic Achievement, Alternative Assessment, Disabilities, Elementary Secondary Education
We Need Not Exclude Anyone.
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Kearns, Jacqueline Farmer; Kleinert, Harold L.; Kennedy, Sarah – Educational Leadership, 1999
Under the 1997 Individuals with Disabilities Education Act Amendments, all states must now include students with disabilities in statewide and districtwide educational assessments. So far, Kentucky is the only state with a comprehensive alternative portfolio-assessment program for students unable to participate in "regular" testing…
Descriptors: Accountability, Alternative Assessment, Disabilities, Educational Assessment
The Impact of Alternate Assessments: A Statewide Teacher Survey.
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Kleinert, Harold L.; Kennedy, Sarah; Kearns, Jacqueline Farmer – Journal of Special Education, 1999
A statewide survey of Kentucky teachers of students with moderate and severe disabilities participating in an alternate assessment and accountability system found that teachers recognized specific benefits (such as students learning to follow individualized schedules) but also expressed frustration with time required to complete student assessment…
Descriptors: Alternative Assessment, Educational Assessment, Educational Change, Elementary Secondary Education
Alternate Assessment Scores and Life Outcomes for Students with Significant Disabilities: Are They Related?
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Kleinert, Harold L.; Garrett, Brent; Towles, Elizabeth; Garrett, Michelle; Nowak-Drabik, Karen; Waddell, Christina; Kearns, Jacqueline Farmer – Assessment for Effective Intervention, 2002
A study investigated the extent to which alternate assessment scores for 41 12th-graders in Kentucky's Alternate Portfolio Program for students with significant disabilities correlated with a measure of post-school outcomes approximately one year after completing school. No significant relationship was found between these two measures. (Contains…
Descriptors: Alternative Assessment, Decision Making Skills, Employment, Interpersonal Relationship