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Special Populations
AACC Resources
Resources developed by the AACC to help regional centers and states improve their assessments and accountability systems.
Assessments Based on Modified Academic Achievement Standards: Critical Considerations and Implications for Implementation (Coming Soon)
This document presents information about assessments based on modified academic achievement standards (a.k.a., 2% assessments for students with disabilities). More specifically, the document 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. This document will be updated periodically to incorporate new information and research.
Guidelines for Ensuring the Technical Quality of Assessments Affecting English Language Learners and Students with Disabilities: Development and Implementation of Regulations (PDF) (HTML)
The Guidelines provide research-based information on key issues relevant to the technical quality of assessments for English language learners (ELLs) and students with disabilities (SWDs). These guidelines reflect both syntheses of research and best/promising practices and include recommendations of resources for additional information on the technical quality of assessments for ELLs and SWDs. This is an evolving document, and will be updated periodically to incorporate new information and research.
The Guidelines can be viewed online or downloaded as a PDF. When printing, for best results, please download the PDF.
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Evaluation of the Technical Evidence of Assessments for Special Student Populations (PDF)
This evaluation updates and extends the work presented in Technical Adequacy of Assessments for Alternate Student Populations (Rabinowitz & Sato, 2005). This project is ongoing and is intended to inform developers and consumers of assessments for special student populations (ELLs and SWDs). The evaluation focuses on the technical adequacy of evidence related to assessments used to meet relevant Title I and Title III requirements under NCLB. In addition to the report, which includes a description of our process and the technical criteria used, summaries of technical evidence related to specific assessments are available below. Summaries for additional assessments will be added as they are completed.Technical evidence summary: CELDT
Technical evidence summary: IPT 2004-R/W
Technical evidence summary: IPT 2004-O
Coming soon, Technical Evidence Summaries for ELDA, ACCESS for ELLs, and IPT.
The Technical Adequacy of Assessments for Alternate Student Populations (PDF)
These guidelines are designed to assist developers and consumers of assessments for English language learners in particular and special student populations in general. They are intended to help evaluate the technical adequacy (i.e., validity, reliability, freedom from bias) of assessments used to meet relevant Title I and Title III requirements under No Child Left Behind.
Reviewed Resources
Includes knowledge (frequently research reports), products and tools, guidance, and services that are recommended by an expert committee. The rating form and method are aligned to ratings from other comprehensive content centers. A comprehensive glossary provides many additional details about the AACC rating process.
Case Study of the Influences on Alternate Assessment Outcomes for Students with Disabilities
Author/Provider: Karvonen, M., Flowers, C., Browder, D.M., Wakeman, S.Y., & Algozzine, B. Education & Training in Developmental Disabilities
Resource Type: Knowledge
Cost: Free
Length: 16 pages
Website: Download the PDF.
Resource Summary: The purpose of this year-long, collective case study was to investigate what influences contributed to alternate assessment outcomes for students with significant disabilities. This study of seven students and teachers in two school districts revealed seven main factors that contributed to students' scores on the state's alternate assessment, including resources, curriculum, instructional effectiveness, teacher and student characteristics, data collection and compilation, and features of the state's assessment and accountability system. Implications of this study are discussed in light of current educational reform efforts and related legislation.
Full Citation: Karvonen, M., Flowers, C., Browder, D.M., Wakeman, S.Y., & Algozzine, B. (2006). Case study of the influences on alternate assessment outcomes for students with disabilities. Education & Training in Developmental Disabilities, 41(2), 95-110.
Selected Reviewer Comments: "For those who are familiar with alternate assessments, this report presents a clear and well written case study that provides real insights about the challenges of implementation." "Highly recommend to anyone working in the field."
Language Accommodations for English Language Learners in Large-Scale Assessments: Bilingual Dictionaries and Linguistic Modification
Author/Provider: Abedi, J., Courtney, M., Mirocha, J., Leon, S., & Goldberg, J., CRESST
Resource Type: Knowledge
Cost: $8.00
Length: 77 pages
Website: http://www.cse.ucla.edu/products/reports/r666.pdf (PDF)
Resource Summary: In this study, Jamal Abedi and other researchers explore the effectiveness of bilingual dictionaries and linguistic modification on assessment measures. These common language accommodations have been thought to help lower the achievement gap amongst students with language differences.
Full Citation: Abedi, J., Courtney, M., Mirocha, J., Leon, S., & Goldberg, J. (2005). Language Accommodations for English Language Learners in Large-Scale Assessments: Bilingual Dictionaries and Linguistic Modification (CSE Report No. 666). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Selected Reviewer Comments: "This document highlights current issues for providing accommodations for ELL students."
Progress Monitoring for Elementary Mathematics
Author/Provider: Pamela M. Stecker The Center on Instruction
Resource Type: Product or Tool
Cost: Free
Length: 68 pages
Website: http://centeroninstruction.org/files/Pam%20Stecker1.pdf (PDF)
Resource Summary: This PowerPoint, presented at the November 13-14, 2006, Math Summit: Providing Evidence-Based Practices and Implications of NCTM Focal Points, provides an overview of progress monitoring systems that can be used to track student growth in elementary mathematics.
Full Citation: Stecker, P. M. (2006, November 13). Progress Monitoring for Elementary Mathematics. Presented at the Center on Instruction Meeting: Mathematics Strand, Annapolis, MD.
Selected Reviewer Comments: "Excellent resource that will assist in assessment literacy related to progress monitoring in mathematics." "Will be very helpful in clarifying knowledge regarding different types of assessments, research base, value and limitations." "This presentation, with excellent Presenter's Manual and well cited research, is both timely and well presented and will prove to be a valuable asset in helping SEA and LEA staff working on local assessment practices build their overall assessment literacy knowledge and discrimination between different types of assessments for use to inform instructional practice." "This power point presentation and manual thoroughly reviews the concept of progress monitoring in mathematics. It is easy to follow, and includes good visual aids."
A Review of Methods and Instruments Used in State and Local School Readiness Evaluations
Author/Provider: Brown, G., Scott-Little, C., Amwake, L., & Wynn, L. Institute of Education Sciences and the Regional Educational Laboratory Southeast
Resource Type: Knowledge
Cost: Free
Length: 82 pages
Website: http://ies.ed.gov/ncee/edlabs/projects/project.asp?id=64
Resource Summary: This report provides detailed information about the methods and instruments used to evaluate school readiness initiatives, discusses important considerations in selecting instruments, and provides resources and recommendations that may be helpful to those who are designing and implementing school readiness evaluations.
Full Citation: Brown, G., Scott-Little, C., Amwake, L., & Wynn, L. (2007) A review of methods and instruments used in state and local school readiness evaluations (Issues & Answers Report, REL 2007-No. 004). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, the Regional Educational Laboratory Southeast. Retrieved from http://ies.edu.gov/ncee/edlabs.
Selected Reviewer Comments: "I believe that this could be extremely useful to those involved in assessing school readiness."
"The report provides detailed and well researched information about the scope and content of the tools used to evaluate these initiatives, and pointed recommendations for administrators and educators who design, implement and assess school readiness programs. The report also includes a thorough appendix and reference section."
Screening for Mathematics Difficulties in K-3 Students
Author/Provider: Russell Gersten, Benjamin S. Clarke and Nancy C. Jordan RG Research Group
Resource Type: Knowledge
Cost: Free
Length: 33 pages
Website: http://www.centeroninstruction.org/files/COI%20Math%20Screening.pdf (PDF)
Resource Summary: This report looks at the effectiveness of existing early screen measures and discusses the key features needed to screen kindergarten through third grade students for difficulties in mathematics.
Full Citation: Gersten, R., Clarke, B.S., & Jordan, N.C. (2007). Screening for mathematics difficulties in K-3 students. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Selected Reviewer Comments: "Excellent resource for LEAs." "Valuable summary of research studies related to mathematics diagnostic screening assessment to ascertain K-3 student difficulties in learning.î ìHigh quality document ñ very valuable to the field."
A State Guide to the Development of Universally Designed Assessments
Author/Provider: Johnstone, C.J., Altman, J., & Thurlow, M. National Center on Educational Outcomes
Resource Type: Guidance
Cost: Free
Length: 30 pages
Website: http://cehd.umn.edu/nceo/OnlinePubs/StateGuideUD/UDmanual.pdf (PDF)
Resource Summary: Universal design for assessments is an approach to educational assessment based on principles of accessibility for a wide variety of end users. Elements of universal design include inclusive test population; precisely defined constructs; accessible, non-biased items; tests that are amenable to accommodations; simple, clear and intuitive instructions and procedures; maximum readability and comprehensibility; and maximum legibility. The purpose of this guide is to provide states with strategies for designing tests from the very beginning, through conceptualization and item construction, field-testing, item reviews, statewide operationalization, and evaluation. The objective is to create tests that present an accurate measure of the knowledge and skills of the diverse population of students enrolled in todayís public schools.
Full Citation: Johnstone, C.J., Altman, J., & Thurlow, M. (2006). A state guide to the development of universally designed assessments. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Selected Reviewer Comments: "Excellent resource for those requiring a better understanding of the test development process as well as universal design features."
"This would seem a must-have document for state test directors."
"A nice step by step guide for state, district or local practitioners developing tests. I think it is a useful and relevant guide with clear explanations of each step and could be very useful to the field including the states and RCCs."
State Policies Databases
Author/Provider: National Center on Educational Outcomes Disabilities
Resource Type: Product/Tools
Cost: Free
Length: Varies
Website: http://cehd.umn.edu/nceo/StatePolicies.html
Resource Summary: NCEO maintains pages that link to state policies for students with disabilities related to many special topics, including Accommodations, Graduation Requirements, Accountability (including NCLB), and more.
Full Citation: National Center on Educational Outcomes Disabilities. State Policies Databases. Retrieved April 14, 2008 from http://cehd.umn.edu/nceo/StatePolicies.html.
Selected Reviewer Comments: “This resource seems to be an essential resource for both state and school district special education experts.”
“I think this website provides a good starting point for users interested in their own state's policies as well as what other states do that may be comparable.”
A Summary of the Research on the Effects of Test Accommodations: 2005-2006
Author/Provider: Zenisky, A. L., & Sireci, S.G National Center on Educational Outcomes
Resource Type: Knowledge
Cost: Free
Length: 58 pages
Website: http://cehd.umn.edu/nceo/OnlinePubs/Tech47/TechReport47.pdf (PDF)
Resource Summary: This report provides an update on testing accommodations research, with a focus on the effect of accommodations on students with disabilities. The majority of the research included in this review sought to evaluate the comparability of test scores when assessments were administered with and without accommodations. The second most common purpose for research was to report on current accommodations practices (both in general and for populations exhibiting specific disabilities).
Full Citation: Zenisky, A. L., & Sireci, S.G. (2007). A summary of the research on the effects of test accommodations: 2005-2006 (Technical Report 47). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Selected Reviewer Comments: "I believe it would be good for information gathering."
"Valuable report focused on current research (2005-2006) relative to effects of test accommodations on student scores. This report and its informative appendices with multiple tables would be very useful to address questions related to current test accommodation practices and effect on student scores."
Other Resources
Links, products, or information not reviewed by the AACC that may still be useful to regional centers and states.
National Dissemination Center for Children with Disabilities (NICHCY)
Funded by the U.S. Dept of Education, Office of Special Education Programs, NICHCY is a central source of information about students, infants, and toddlers with disabilities. The following pages may be of special interest:- No Child Left Behind as it relates to children with disabilities.
http://www.nichcy.org/resources/nclb.asp - General NICHCY Index including links to assessment and accommodations in testing.
http://www.nichcy.org/resources/default.asp - General NICHCY information linking to research-based information on effective educational practices.
http://www.nichcy.org/index.html
- No Child Left Behind as it relates to children with disabilities.
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