The Assessment and Accountability Comprehensive Center (AACC) recently released a publication that presents information about assessments based on modified academic achievement standards (a.k.a., 2% assessments for students with disabilities). The publication presents key information about 2% assessments (based on the regulations, non-regulatory guidance, and other relevant resources), describes critical issues and considerations related to the development and implementation of 2% assessments, and presents examples of general approaches states have taken (or are taking) in the development and implementation of the 2% assessments. AACC will be updating the document periodically to incorporate new information and research.
Northwest Regional Comprehensive Center
Printed from: http://nwrcc.educationnorthwest.org/enews/archive/17
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December 2007/January 2008 E-newsletter
Below is a listing of our archived monthly e-newsletters. You can view the resources we mentioned in each issue by clicking on the link or Search Resources to find any resource from an e-newsletter or event.
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The U.S. Department of Education's Teacher-to-Teacher Initiative, in collaboration with the Office of Indian Education, has launched a new website for teachers of Native American students. The website consists of workshops designed to provide professional development opportunities for teachers of Native American students in all grade levels and content areas. The workshops support mastery of academic content and application by modeling strong teaching methods that have been successful in the classroom and providing a classroom application component and additional resources.
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Sponsored by the Office of Planning, Evaluation & Policy Development at U.S. Dept. of Education. Website to provide teachers, administrators, and other educators with recommendations on effective teaching practices and examples of possible ways to implement those practices to help promote excellence in American education and improve student achievement.
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The U.S. Department of Education has recently released a report that presents findings from the congressionally mandated National Assessment of Title I on the implementation and impact of the program. Volume I contains key findings on the implementation of the program under No Child Left Behind, and Volume II reports on follow-up findings from Closing the Reading Gap, an evaluation of the impact of supplemental remedial reading programs on achievement of third- and fifth-grade students.
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This new website provides research evidence on the characteristics and education of effective teachers in order to develop policies to improve the quality of teachers and instruction. Topics include:
- What is the best way to measure each teacher's contribution to student achievement–their "value-added"?
- What types of teacher characteristics are associated with higher teacher value-added?
- Are teachers with high value-added also considered effective according to other measures?
- What does this research mean–and not mean–for policies aimed at improving the quality of teaching?
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The U.S. Department of Education recently announced that the growth model pilot will be opened to all eligible states. States that would like to take part should submit their growth model proposals to the U.S. Department of Education no later than February 1, 2008. A rigorous peer review process, similar to that used for the past two years, will ensure that the selection process is fair and transparent for all participating states. ED will conduct an initial review of each proposal to ensure that the growth model meets the seven core principles and that the state is making progress in the required areas.
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The Council of Chief State School Officers (CCSSO) commissioned a report written for policymakers on the phases of large-scale test development. The report introduces the purposes of large-scale testing as well as addressing seven critical components of state assessment systems identified by the U.S. Department of Education's Peer Review Guidance for compliance with No Child Left Behind:
- Challenging academic content standards
- Challenging academic achievement standards
- System of annual high-quality assessments
- System of assessments with high technical quality
- Alignment of academic content standards, academic achievement standards, and assessments
- Inclusion of all students in the assessment system
- An effective system of assessment reports
