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Designing from the Ground Floor: Alternate Assessment on Alternate Achievement Standards
Part I: Overview
Access and Alignment to GRADE-LEVEL Content for Students with the Most Significant Cognitive Disabilities: A Training Module for Large-Scale Use
These training materials are designed to be used with a variety of stakeholder groups at the state and local level to engage in the construction of a coherent and effective system of instruction and assessment for students with the most significant cognitive disabilities. While this trainer package has been prepared for state-level technical assistance providers, the workshop is targeted for general and special education teachers, measurement and curriculum experts, and parents who are involved in the design and development of alternate assessments on alternate achievement standards for students with the most significant cognitive disabilities. The seven separate sections can be used individually for short, one-hour presentations, or sequenced together for longer workshops. The sections can be pulled apart to use in combination with other modules, in the same or different order than provided, or to stand alone to meet the unique needs of individual state-level technical assistance providers.
Training Outcomes for Access and Alignment to GRADE-LEVEL Content for Students with the most Significant Cognitive Disabilities: A Training Module for Large-Scale Use
Following the complete series of presentations and workshop activities involving all seven parts, participants will be able to:
- articulate the learning characteristics of the target population for whom an alternate assessment on alternate achievement standards is appropriate.
- articulate the available research in the theory of learning for this population in the academic areas of reading, mathematics, and science.
- identify historical perspectives that have resulted in what students in this population should know and be able to do.
- apply strategies for linking to grade-level content instruction.
- identify student work that reflects appropriate age/grade appropriate constructs in reading and mathematics.
- apply strategies for selecting reading and mathematics grade-level constructs and content targets to include in an alternate assessment.
The Outcomes for Day One
These materials are designed as a train-the-trainer package. State-level technical assistance providers are encouraged to use these materials across multi-day workshops. Each module has a powerpoint presentation and accompanying narrative to guide the trainer through the presentation. Additional resources are also available with certain modules such as annotated bibliographies, participant handouts, and/or trainer handouts where appropriate. This section, prior to part one, gives trainers options to begin thinking about scheduling, materials, and how training may occur within a state.
Figure 1 outlines examples of outcomes for Day One of a multi-day workshop.
Outcomes for Day 1
- Articulate a theory of assessment design.
- Articulate the learning characteristics of the target population for whom an AA-AAS is appropriate.
- Identify historical perspectives that have resulted in what students in the target population should know and be able to do.
- Articulate the available research in the theory of learning for this population in the academic areas of reading and mathematics.
- Provide a process for accessing standards-based instruction.
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Workshop Products
As a result of using the entire set of modules, the following products should be drafted:
- sample instructional plans that are linked to grade-level content for students with the most significant cognitive disabilities
- sample instructional plans that articulate the theory of Universal Design for Learning
- sample Content Linking Charts for identifying appropriate age/grade level constructs and content targets in reading and mathematics
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