A report presenting a first-person account of someone on the front lines of school reform, specifically focusing on inclusive assessment practices as they influence curriculum, instruction, and assessment at the local and state levels. The author, Valerie Kurizaki, works within the Hawai'i State Department of Education to ensure systemic standards implementation that supports all students, especially struggling learners. Her story suggests many themes that are similar to those in districts around the country where systematic reform has improved outcomes for all students, including students with disabilities.
The Center is supported through a Cooperative Agreement (#H326G050007) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. This report was funded with partial support from the Multi-state GSEG Toward a Defensible AA-MAS. This project is supported by General Supervision Enhancement Grants (#H373X070021) from the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily reflect those of the U.S. Department of Education or Offices within it.
Educating Struggling Learners: Reflections on Lessons Learned about Curriculum, Instruction, and Assessment (NCEO Synthesis Report).
University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO).
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