Who Are the Students Who May Qualify for an Alternate Assessment Based on Modified Academic Achievement Standards (AA-MAS)? Focus Group Results (NCEO Synthesis Report)
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Who Are the Students Who May Qualify for an Alternate Assessment Based on Modified Academic Achievement Standards (AA-MAS)? Focus Group Results (NCEO Synthesis Report)
Published Date
2011-01
Publisher
University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO)
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Report
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A report summarizing the results of educator focus groups conducted by one state in a consortium dedicated to studying alternate assessments based on modified achievement standards (AA-MAS) eligibility issues. In 2008 and 2009, the Wisconsin Department of Public Instruction held three focus groups to accomplish three specific goals: (1) To help educators become familiar with federal regulatory language about students eligible for the AA-MAS; (2) to familiarize educators with issues that must be considered when determining which students might qualify for the AA-MAS; and (3) to help educators identify strategies for improving instruction and assessment practices for struggling learners.
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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.
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Liu, Kristin; Sim, Grant; Kubinski, Eva; Ebben, Barbara; Berndt, Sandra. (2011). Who Are the Students Who May Qualify for an Alternate Assessment Based on Modified Academic Achievement Standards (AA-MAS)? Focus Group Results (NCEO Synthesis Report). Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/173830.
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