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Direct linkMusson, Jane E.; Thomas, Megan K.; Towles-Reeves, Elizabeth; Kearns, Jacqueline F. – Journal of Special Education, 2010
The purpose of this study was to examine all states' participation guidelines for alternate assessments based on alternate achievement standards (AA-AAS) and to analyze these guidelines for common and contrasting themes. State alternate assessment participation guidelines were found for all 50 states. Participation guidelines were coded, and 12…
Descriptors: Alternative Assessment, Disabilities, Guidelines, Qualitative Research
Download full textPrice, Lynn M.; Hodgson, Jennifer R.; Lazarus, Sheryl S.; Thurlow, Martha L. – National Center on Educational Outcomes, University of Minnesota, 2011
All students, including students with disabilities, participate in state accountability systems. Most students with disabilities participate in the regular assessment, with or without accommodations. Students with more significant cognitive disabilities participate in the alternate assessment based on alternate achievement standards (AA-AAS). A…
Descriptors: Test Format, Individualized Education Programs, Eligibility, Alternative Assessment
Hodgson, Jennifer R.; Lazarus, Sheryl S.; Thurlow, Martha L. – National Center on Educational Outcomes, University of Minnesota, 2010
All students, including students with disabilities, participate in state accountability systems. Many students participate in the regular assessment, with or without accommodations, but some students may require participation in an alternate assessment to demonstrate their knowledge and skills. Students with more significant cognitive disabilities…
Descriptors: Test Format, Individualized Education Programs, Eligibility, Educational Objectives
Lazarus, Sheryl S.; Hodgson, Jennifer; Thurlow, Martha L. – National Center on Educational Outcomes, University of Minnesota, 2010
All students, including students with disabilities, must be included in state accountability systems as required by law. In April 2007, federal regulations provided states the flexibility to offer another assessment option--an Alternate Assessment based on Modified Achievement Standards (AA-MAS) for some students with disabilities. The AA-MAS is…
Descriptors: Educational Objectives, Alternative Assessment, Outcomes of Education, Disabilities
Albus, Deb; Lazarus, Sheryl S.; Thurlow, Martha L.; Cormier, Damien – National Center on Educational Outcomes, University of Minnesota, 2009
In April 2007, Federal No Child Left Behind regulations were finalized that provided states with additional flexibility for assessing some students with disabilities. The regulations allowed states to offer another assessment option, alternate assessments based on modified academic achievement standards (AA-MAS). States are not required to have…
Descriptors: Federal Legislation, Educational Objectives, Outcomes of Education, Academic Achievement
Lazarus, Sheryl S.; Rogers, Christopher; Cormier, Damien; Thurlow, Martha L. – National Center on Educational Outcomes, University of Minnesota, 2008
Federal regulations (U.S. Department of Education, 2007a) provide states with the flexibility to offer an alternate assessment based on modified academic achievement standards (AA-MAS). This assessment option is for a small group of students with disabilities who can make significant progress, but may not reach grade-level achievement within the…
Descriptors: Individualized Education Programs, Alternative Assessment, Academic Achievement, Disabilities
Kenney, Donald S., Ed. – 1981
Guidelines address California's procedures for the operation of programs for handicapped infants and preschool children. Legal requirements of P.L. 94-142, the Education for All Handicapped Children Act, and the California State Plan are reviewed. Program guidelines focus on eligibility, child assessment, placement in the least restrictive…
Descriptors: Disabilities, Educational Diagnosis, Eligibility, Guidelines
Oregon State Dept. of Education, Salem. – 1981
This booklet is a resource of information and ideas for educators responsible for developing and conducting physical education for handicapped students. The first section discusses the implications of Public Law 94-142, including the definition and identification of handicapping conditions, the Law's effect on physical education, and the least…
Descriptors: Adapted Physical Education, Curriculum Development, Educational Resources, Elementary Secondary Education
Mancuso, Ellen; And Others – 1991
This manual is designed to help parents learn how the special education system works in Pennsylvania and how parents can use the system to benefit their child. Chapters of the manual cover the student's right to: (1) a free appropriate public education; (2) pre-evaluation screening; (3) evaluations and re-evaluations; (4) an individualized…
Descriptors: Disabilities, Elementary Secondary Education, Eligibility, Equal Education
Louisiana State Dept. of Education, Baton Rouge. Div. of Special Education. – 1983
The document specifies Louisiana's plan for special education in fiscal years 1984-86 as required by P.L. 94-142, The Education for All Handicapped Children Act. The document lists policies, procedures, and descriptions of the state's special education efforts, including the full educational opportunities goal, child identification, individualized…
Descriptors: Disabilities, Due Process, Elementary Secondary Education, Federal Legislation
Arkansas State Dept. of Education, Little Rock. Special Education Section. – 1981
The document contains procedures to implement the policies of the Arkansas State Plan for Special Education, provisions of Act 102 of 1973, as amended, and P.L. 94-142, (The Education for All Handicapped Children Act). Part 1 outlines procedures for Child Find (screening and identification of handicapped children) and referral (including the…
Descriptors: Disabilities, Due Process, Elementary Secondary Education, Handicap Identification
Hock, Michael – 1996
This collection of materials provides a rationale for including all students with disabilities in statewide assessments and offers guidance for Vermont educators implementing the Vermont Assessment Program. Three reasons for inclusion are presented and supported with statistics, excerpts from the law, and research findings. The reasons for…
Descriptors: Alternative Assessment, Compliance (Legal), Disabilities, Educational Assessment
New Mexico Public Education Department, 2007
This manual has been prepared for all New Mexico Statewide Assessment Program (NMSAP) assessment administrators, teachers, school specialists, and principals. It includes information about the following topics: PED contacts, New Mexico Standards Based Assessments (SBA), Grades 3-8 and 11; New Mexico High School Competency Examination (NMHSCE);…
Descriptors: Student Evaluation, Student Placement, Performance Based Assessment, Minimum Competency Testing
PDF pending restorationNational Association of State Directors of Special Education, Washington, DC. – 1992
Based on interviews with state personnel and a review of state documents, this report summarizes activities by the states in assessment of educational outcomes for students with disabilities. The report is divided into six sections addressing: (1) state contexts; (2) special education federally reported data; (3) state assessment of outcomes; (4)…
Descriptors: Academic Achievement, Data Collection, Disabilities, Educational Assessment
Delaware State Dept. of Public Instruction, Dover. – 1987
The Delaware State Plan for fiscal years 88-90, as mandated by Public Law 94-142, the Education for All Handicapped Children Act. Part I consists of various submission statements and certifications required by the law. Part II consists of substantive requirements. Policies, procedures, and descriptions concerning the following are detailed: right…
Descriptors: Compliance (Legal), Disabilities, Due Process, Elementary Secondary Education
