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Assessing Special Education Students (ASES)

The Assessing Special Education Students (ASES) SCASS supports states to enhance their 21st century assessment, accountability, and curriculum and instruction systems to provide full equity for students with disabilities. As the only national consortium of assessment and special education professionals, ASES addresses the inclusion of students with disabilities in standards, policy development and implementation, curriculum, instruction, assessment, and accountability systems, and the effects of these systems on education reform efforts. Members have a deep commitment to addressing the unique issues facing students with disabilities participating in general assessments as well as those participating in alternate assessments linked to alternate achievement standards.

During face-to-face and virtual meetings held during the 2015-2016 year, ASES members will participate in:

  • Resource development
    • "Unpacking 21st Century Standards"  - electronic resource demonstrating how instruction can integrate standards and relevant life/transition skills through rationale, examples, and vignettes of students with a range of mild, moderate, and significant disabilities.
    • "Text to Speech Student Preference Inventory" - resource tool guiding educators (of students with and without disabilities) through a decision making process to identify learner-specific text to speech supports.

  • Hot Topic discussions and work related to
    • Obligations of Public Schools to Meet Communication Needs of all Students - IDEA, ADA, and Section 504 Implications
    • Results Driven Accountability
    • Bridging science and practice in supporting learners with print disabilities
    • Monitoring of Accommodations and Support - mentoring local districts to build monitoring and technical support capacity
    • Peer review
    • Test security (particularly in alternate assessments)
    • Evaluating Effectiveness of General & Special Educators working with Learners with Disabilities

  • One day Institute (connected to a regularly scheduled SCASS meeting) offering state teams opportunities to refine work associated with their State Systemic Improvement Plan (SSIP) as it relates to standards, assessment, and instruction of learners with disabilities. Held in conjunction with the National Center for Systemic Improvement (NCSI) (, with whom CCSSO is a partner, this Institute will offer unique opportunities to learn, discuss, analyze, and plan next steps with colleagues across their SEA. This is an excellent opportunity for special and general education colleagues to participate in critical planning as states transform their systems to improve outcomes for children with disabilities.

  • Collaboration with Other CCSSO SCASSs
    • English Language Learners - addressing identification and exit criteria for English Learners with Disabilities
    • Formative Assessment - developing electronic resources to support all teachers working with students with disabilities to become proficient users of formative assessments strategies

  • Updates from national partners (including the U.S. Department of Education), business partners, assessment consortia representatives, and funded research projects (e.g., Enhanced Assessment Grants, Institute for Educational Sciences projects)

  • Book Reads on topics selected by members 

Links to Past Resources:

Advisor: Sandra Hopfengardner Warren

Sandra Warren is the collaborative advisor for the CCSSO ASES SCASS and consults with the SWIFT Center National Leadership Committee and Policy Team (University of Kansas) and CEEDAR Center Policy Framing Advisory Council (University of Florida). Dr. Warren is also on the faculty at East Carolina University where she coordinates the Special Education Master of Arts in Education program.

ASES 14-15 05062015

Business Partners: AIR, CTB/McGraw-Hill, Data Recognition Corporation, ETS, NEA, SRI, and Text Help

Affiliate Members: NCEO, University of Kansas, and WIDA

Contact:Joe Crawfordjoe.crawford@ccsso.org202-312-6436