Publications and Products
Meetings
The Assessing Special Education Students (ASES) SCASS addresses the inclusion of students with disabilities in large-scale assessment, standards, and accountability systems and the effects of these systems on related educational reform efforts. ASES capitalizes on the synergy of the shared efforts of member states to improve practices for students with disabilities and accomplishes this mission in these areas by (1) increasing awareness among state education agency staff of issues, trends, promising practices, and resources, (2) development and/or review of potential policy statements that can be adapted or adopted by state and federal agencies and (3) developing other products, research, and resources useful for reference or adaptability to state educational agencies.
ACCOMPLISHMENTS TO DATE
The ASES SCASS has been carefully monitoring the implementation of No Child Left Behind and the reauthorization of IDEA 1997 for impacts on states and students with disabilities. SCASS resources include
- Development of an accomodations manual
- Updated glossary on assessment terminology (fall, 2003)
- "Training District and State Personnel on Accommodations: An ASES SCASS Study of State Practices, Challenges, and Resources" (fall 2003)
- Matrix of guidelines for assessment participation decisions
- Paper addressing issues surrounding the comparability of student test performance when accommodations have been used
- Paper on the implications of including scores from students with disabilities in aggregated results vs. reporting the scores separately with recommendation
- "Critical Questions to Ask When Interpreting or Reporting Trends in the Large Scale Test Performance of Student with Disabilities," by Jim Ysseldyke and John Bielinski
Much of the ASES work is accomplished through three study groups based on annual goals:
- Research Study Group - Develops and promotes SEA-driven research agendas on inclusive standards, assessment, and accountability including cross-state alternate assessments study; research on high-stakes exit exams and accommodations; updating research priorities survey; and collaboration in the TILSA Enhanced Assessment Alignment Study.
- Policy to Practice Study Group - Develops products for state use including an updated comprehensive glossary of assessment terminology. Additional activities focus on decision-making regarding aggregating and reporting data across testing conditions and using data for accountability purposes at the student, state, district, and state levels.
- Communication and Personnel Development Study Group - Defines key skills and competencies needed by various audiences and develops training materials for state adaptation and conducts surveys and research.
FEES FOR 2008-2009
A yearly participation fee of $15,000 provides support for two representatives from each state to attend the three meetings/work sessions over the year. Associate memberships are available for non-state entities such as publishers, training centers, etc. with the approval of the group and CCSSO. An annual associate member fee entitles one participant to attend ASES meetings and have access to the research. Associate members pay their own travel costs.
STAFF CONTACT
Sandra Hopfengardner Warren, Coordinator, 252-258-9819, sandra_h_warren[at]hotmail.com
PARTICIPATING STATES IN 2006-2007
| Alaska |
Georgia |
North Carolina |
Rhode Island |
| Arkansas |
Iowa |
Nebraska |
South Carolina |
| California |
Kansas |
New Hampshire |
South Dakota |
| Colorado |
Kentucky |
New Mexico |
Texas |
| Connecticut |
Louisiana |
Ohio |
Utah |
| Delaware |
Maryland |
Oregon |
Washington |
| Florida |
Michigan |
Pennsylvania |
Wyoming |
Chiefline
