Connecticut

Connecticut Mastery Test Modified Assessment System (CMT MAS) and Connecticut Academic Performance Test Modified Assessment System (CAPT MAS)

Math and Reading (3-8, 10¹)

Georgia

Georgia Criterion-Referenced Competency Tests- Modified (CRCT-M)

Math and Reading (3-8); English Language Arts (3-8)

Indiana

Indiana Modified Achievement Standards Test (IMAST)

Math and English Language Arts (3-8); Science (4, 6); Social Studies (5, 7)

Kansas²

Kansas Assessment of Modified Measures (KAMM)

Math and Reading (3-8, HS); Writing (5, 8, HS); Science (4, 7) History-Government (9, 11)

Louisiana

Louisiana Educational Assessment Program (LEAP) Alternate Assessment, Level 2 (LAA 2)

Math and English Language Arts (4-10); Science (4, 8, 11); Social Studies (4, 8, 11)

Maryland

Maryland Modified High School Assessment (Mod-HSA); Maryland Modified School Assessment (Mod-MSA)

Math and Reading (3-8); Algebra, Biology, English, and Government (HS)

Michigan

Michigan Educational Assessment Program (MEAP) Access

Math and Reading (3-8); Writing (4, 7)

Minnesota

Minnesota Comprehensive Assessment (MCA) Modified

Math and Reading (5-8, 11)

North

Carolina

NCEXTEND2 Alternate Assessment for End-of-Grade (EOG)

Math and Reading (3-8); Science (5, 8)

Oklahoma

Oklahoma Modified Alternate Assessment Program (OMAAP)

Math and Reading (3-8); Science (5, 8); End-of-Instruction Tests, High School (Algebra I, Biology I, English II, and U.S. History)

Tennessee

Tennessee Comprehensive Assessment Program (TCAP) Modified Academic Achievement Standards (MAAS)

Math and Reading/Language Arts (3-8); Science (3-8); Social Studies (3-8)

Virginia

Virginia Modified Achievement Standards Test (VMAST)

Math and Reading (3-8); Algebra 1 (End-of-Course)

Connecticut¹

Provide professional development to teachers/staff: CSDE is developing a mandatory online course for the 2012-13 school year for teachers who work with SWD. This course will include information about how to prepare students who presently take our modified assessment for the SBAC assessment. Additionally, the CSDE will provide teachers with opportunities to meet with special education directors and other stakeholders through upcoming conferences and regularly scheduled meetings to share information and answer questions about anticipated changes (p. 45).

Provide technical assistance to help with transition to new standards and assessment system: While Connecticut believes many of its current practices have prepared students for this next generation assessment system, the CSDE has planned additional activities to successfully transition districts, educators, and students to the SBAC computer-based assessment in the 2014-2015 school year. A community of special education practitioners has been formed to review and respond to the SBAC work. In addition, CSDE content and assessment specialists are ongoing participants in the SBAC Access and Accommodations work group; To support districts, the CSDE has identified a Special Education College to Career Ready Team that includes staff from the Bureau of Student Assessment and the Bureau of Special Education along with secondary special education district transition staff. This team has identified a series of next steps specific to special education within the CSDE and districts, including the expansion of professional development guidance documents and additional resources for districts, IHEs, and parents of students with disabilities.

Consider item design and assessment development: The CSDE has joined the SBAC and intends to adopt SBAC assessments in the 2014-15 school year. Until then, the CSDE has begun implementing an assessment transition plan that is piloting new assessment items designed to measure the CCSS. During 2012, the content area experts along with the CSDE psychometricians will review the current assessments based on the CSDE's content frameworks that were in place prior to adoption of the CCSS and identify items that do not align with the CCSS. The goal of this work will be to remove questions measuring skills that are not required under the CCSS. The CSDE believes this approach will encourage educators to focus more intensely on the CCSS. Depending on the costs, Connecticut plans to participate in the optional formative assessments, an option available to SBAC members. The CSDE's Bureau of Assessment content area experts work directly with contractors charged with developing assessment blueprints, item specifications, and sample items, allowing for firsthand knowledge of the new assessments. The in-depth work by the CSDE content area experts on the content specifications for mathematics provides the necessary expertise to develop and deliver professional learning experiences for educators on item and task development, scoring, and alignment. The CSDE is uniquely positioned to critically analyze existing assessments and determine possible changes. The CSDE intends to use the pilot data collected in 2011-12 to create items based on the CCSS that could be administered as a supplemental component of the CSDE state assessments beginning in 2012-13 and continuing in 2013-14 (p. 63).

Develop committees/work groups to provide support to staff and students with transition to new standards and assessment system: While Connecticut believes many of its current practices have prepared students for this next generation assessment system, the CSDE has planned additional activities to successfully transition districts, educators, and students to the SBAC computer-based assessment in the 2014-2015 school year. A community of special education practitioners has been formed to review and respond to the SBAC work. In addition, CSDE content and assessment specialists are ongoing participants in the SBAC Access and Accommodations work group (p. 44-45); To support districts, the CSDE has identified a Special Education College to Career Ready Team that includes staff from the Bureau of Student Assessment and the Bureau of Special Education along with secondary special education district transition staff. This team has identified a series of next steps specific to special education within the CSDE and districts, including the expansion of professional development guidance documents and additional resources for districts, IHEs, and parents of students with disabilities (p. 45).

Use of technology, computer-based/online assessments: Approximately 2% of Connecticut's students take the computer-based modified assessment system (MAS) and are particularly well positioned for the 2014-2015 assessment due to their experience with a computer-based assessment system (p. 44).

Collaborate or participate in meetings with organizations in the field: To successfully include a student with disabilities in the general education curriculum, general and special educators along with student support services professionals must collaborate in new ways to meet the demands of developing high-quality IEPs based on the CCSS. To that end, the CSDE, in collaboration with SERC, has provided a series of job-embedded workshops on assessment methods, IEP alignment, specially designed instruction, and assistive technology use. Participants in these professional development activities were to determine whether the design of a student's IEP yielded educational benefit; determine the types of assessments that provide present levels of performance data; monitor the progress of IEP goals and objectives; analyze the gap between the expected performance of all students and a particular student's current level of achievement; and write standards-based, specific, and measurable objectives (p. 50).

Accommodations manuals are updated: The CSDE is also updating the testing accommodation manual to provide information to districts on how the new assessment system will impact access for students who currently take the MAS (p. 45).

Georgia

Provide professional development to teachers/staff: The GaDOE Special Education staff is proactively designing teaching resources, formative tools, and professional learning opportunities for this transition. Additionally, PARCC is building item prototypes and resources that will be available to teachers and students to use prior to full implementation of the assessment system. The SEA intends to provide all teachers with professional development focused on the core content standards; teachers will continue to participate in professional development designed to provide the expertise required to utilize data from multiple measures to continually access progress, establish baselines of performance, and evaluate the progress of students (p. 27-28).

Provide technical assistance to help with transition to new standards and assessment system: Given that alternate assessments based on modified achievement standards (AA-MAS) will not be an option once the Common Core Assessments are implemented in 2014-2015, Georgia will work with districts, schools, and teachers to ensure a smooth transition for students who formerly participated in the state's AA-MAS, the CRCT-M (p. 28).

Consider item design and assessment development: As a Governing State within the Partnership for Assessment of Readiness for College and Careers, (PARCC) consortium, Georgia has a significant voice and role in major decisions regarding the development of the assessment system. The design of the system intentionally considers the needs of students at all levels of the achievement continuum, including those that have struggled to demonstrate what they have learned on traditional large-scale assessments. PARCC's assessments are being designed to ensure there is sufficient opportunity for students who are very low achieving (or very high achieving) to demonstrate concepts they comprehend and how they can apply these concepts. The open-ended, performance-based, and innovative nature of the test items and tasks that will be included on the assessments should allow students this opportunity to demonstrate proficiency; To help prepare both teachers and students for this new type of assessment (historically Georgia's assessment system has been selected-response), Georgia is using its Race to the Top funds to build both a formative item bank and benchmarks that will be comprised of mainly open-ended, performance-based items and tasks (p. 28).

Consider instructional and academic intervention supports/strategies for students: The state recognizes the importance of Response to Intervention (RTI) as a critical component of identifying students who may benefit from supplemental, remedial, or enriched instruction. Georgia's RTI process includes several key components including: (1) a 4-Tier delivery model designed to provide support matched to student need through the implementation of standards-based classrooms; (2) evidence-based instruction as the core of classroom pedagogy; (3) evidence-based interventions utilized with increasing levels of intensity based on progress monitoring; and (4) the use of a variety of ongoing assessment data to determine which students are not successful academically and/or behaviorally. Data Teams in each school serve as the driving force for instructional decision making in the building; The diverse needs of learners will guide the development of curriculum and instructional activities designed to address diverse needs; The data collection process is an essential component of RTI which is designed to provide additional supports and accommodations to students. The State Longitudinal Data System (SLDS) makes available data to teachers at the individual student level but also provides teachers with tools to develop profiles of classroom needs and will link to instructional activities designed to address identified areas of content (p. 28).

Consider students' access needs for instruction and assessment: To complement the instructional materials that are being developed to assist teachers in the delivery of instruction for the new Common Core Georgia Performance Standards; the state intends to employ the principles of Universal Design for Learning (UDL) in the design of curricula so that methods, materials, and assessments meet the needs of all students. Traditional curricula may present barriers that will limit students' access to information and learning. In a traditional curriculum, a student without a well developed ability to see, decode, attend to, or comprehend printed text may be unable to successfully maintain the pace of the instruction. The UDL framework guides the development of adaptable curricula by means of three principles. The common recommendation of these three principles is to select goals, methods, assessment, and materials in a way that will minimize barriers and maximize flexibility. In this manner, the UDL framework structures the development of curricula that fully support every student's access, participation, and progress in all facets of learning. One of the key principles to guide professional development for instructional practices of diverse learners includes providing multiple means of engagement. This approach will assist teachers in delivering differentiated standard-based instruction that engages and provides access to all learners. Professional development activities designed to support teachers' utilization of data derived from multiple measures will be emphasized as a component of sound instructional practice focused on improving student performance. To differentiate instruction is to recognize and react responsibly to students' varying background knowledge, readiness, language, and preferences in learning and interests. The intent of differentiating instruction is to maximize each student's growth and individual success by meeting each student where he or she is and assisting in the learning process. The integration of technology provides an important component of UDL and will play a vital role in assuring these activities meet the needs of a diverse group of learners, including students with disabilities, ELLs, and low-achieving students (p. 27).

Other: Mathematics and ELA specialists are developing Common Core teacher guides for each grade/subject level teacher. In addition, instructional units, materials, and tasks are being developed to support the new common core standards. As materials are being developed, they are posted on the GaDOE website for viewing; Significant training and support will be provided to districts in the use of these items, with special consideration given to strategies for low-performing students (i.e., diagnosing and addressing student weaknesses); As Georgia prepares for the 2014-2015 implementation of PARCC assessments, training will be provided to systems on appropriate placement decisions given the phase-out of the AA-MAS. Indeed, many of these conversations have already taken place as systems have been informed that there will be no AA-MAS in 2014-2015 (p. 28-29).

Indiana

No Information Provided

Kansas

Provide professional development to teachers/staff: In order to transition from the KAMM to the SBAC assessment the focus will need to be on how to increase the skills of teachers so instruction reaches the rigor necessary to make the transition. The Kansas State Department of Education (KSDE), Technical Assistance Systems Network (TASN), convened two groups of experts from across the state, including KSDE content experts from the Career Standards and Assessment Team to create professional development on the CCSS in reading and math. The math group developed math foundations training that will give educators the foundational skills they will need to implement the math CCSS. The Literacy group has worked to coordinate reading instructions. Teachers will focus instruction on reading, writing, speaking, listening and research. Professional development continues on standards based IEP goals in order for goals to be based on CCSS; Six summer academies in 2011 were conducted to prepare teachers for the transition to the CCSS. Teachers were instructed there are one set of standards and all students, including students who take the KAMM. During the summer 2012, six summer academies focus on the implementation of the CCSS instruction in the classroom which includes students who take the KAMM. These summer academies will continue to help all teachers make the transition to the CCSS (p. 61).

Provide technical assistance to help with transition to new standards and assessment system: In order to transition from the KAMM to the SBAC assessment the focus will need to be on how to increase the skills of teachers so instruction reaches the rigor necessary to make the transition. The Kansas State Department of Education (KSDE), Technical Assistance Systems Network (TASN), convened two groups of experts from across the state, including KSDE content experts from the Career Standards and Assessment Team to create professional development on t\he CCSS in reading and math. The math group developed math foundations training that will give educators the foundational skills they will need to implement the math CCSS. The Literacy group has worked to coordinate reading instructions

Consider item design and assessment development: Smarter Balanced Assessment Consortium (SBAC) assessment will be an adapted online assessment that contains a variety of accessibility options to benefit all students including students with disabilities and will be available in the school year 2014-2015. SBAC is using Universal Design for Learning (UDL) and accessibility features such as audio read-aloud, text magnification and highlighting (p. 62).

Develop committees/work groups to provide support to staff and students with transition to new standards and assessment system: The Kansas State Department of Education (KSDE), Technical Assistance Systems Network (TASN), convened two groups of experts from across the state, including KSDE content experts from the Career Standards and Assessment Team to create professional development on the CCSS in reading and math.

Collaborate or participate in meetings with organizations in the field: The Kansas Enhanced Assessment Grant (EAG) with Ohio and North Carolina focuses on the Survey of Enacted Curriculum (SEC). The purpose of the EAG is to have teachers review instruction in relationship to the CCSS for students with disabilities. Through the Kansas EAG State Consortium Grant, CCSSO provided assistance to KSDE for analyzing the alignment between current Kansas state assessments and modified assessments. The SEC methodology and framework are used to analyze these state documents for degree of content alignment and, also, analyze current state assessments, standards, and classroom instruction to the Common Core (p. 61-62).

Louisiana

Provide professional development to teachers/staff: In addition to the development of an alternate assessment, NCSC is developing curriculum, instruction, and professional development support for teachers of students with significant cognitive disabilities. The project also involves identifying effective communication strategies for students, the development of material at varying levels of complexity to meet students' unique learning needs, and accommodation policies appropriate for this population. Louisiana has established a Community of Practice comprised of teachers and district and school administrators who work with this population of students. The group reviews materials and provides feedback as they are developed. The goal of the NCSC project is to ensure that students with significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for post-secondary options (p. 37); During this process, the LDOE is committed to deep engagement with district leaders, teachers, parents, special education advocates, and students in order to ensure adequate supports for students and educators (p. 38).

Provide technical assistance to help with transition to new standards and assessment system: PARCC is supporting this transition with a focus on wide accessibility. Specifically, PARCC has engaged in the following strategies: Established both a State Operational Working Group and a Technical Working Group to focus on accessibility, accommodations, and fairness issues. Created a Senior Advisor position to facilitate the work of the OWG, TWG, and consultants (this job search is currently underway).

Consider item design and assessment development: PARCC is supporting this transition with a focus on wide accessibility. Specifically, PARCC has engaged in the following strategies: Made a commitment to Universal Design to guide the assessment development; Made a commitment to include embedded supports in the assessments.

Consider students' access needs for instruction and assessment: PARCC is supporting this transition with a focus on wide accessibility. Specifically, PARCC has engaged in the following strategies: Established both a State Operational Working Group and a Technical Working Group to focus on accessibility, accommodations, and fairness issues. Created a Senior Advisor position to facilitate the work of the OWG, TWG, and consultants (p. 38).

Develop committees/work groups to provide support to staff and students with transition to new standards and assessment system: PARCC is supporting this transition with a focus on wide accessibility. Specifically, PARCC has engaged in the following strategies: Established both a State Operational Working Group and a Technical Working Group to focus on accessibility, accommodations, and fairness issues. Created a Senior Advisor position to facilitate the work of the OWG, TWG, and consultants (this job search is currently underway).

Collaborate or participate in meetings with organizations in the field: PARCC is supporting this transition with a focus on wide accessibility. Specifically, PARCC has engaged in the following strategies: Participated in CCSSO, NGA, NCEO, and other organizational strategy meetings to stay informed and connected to key stakeholders and to remain vigilant on AAF issues (p. 38).

Provide information to parents and stakeholders about transition process: During this process, the LDOE is committed to deep engagement with district leaders, teachers, parents, special education advocates, policymakers, and students in order to ensure adequate supports for students and educators (p. 38).

Maryland

Provide professional development to teachers/staff: Each local school system may provide professional develop opportunities to improve best practices for the use of accommodations. Educators should check with their local school system special education office to identify professional development opportunities that are available (p. 554).

Provide technical assistance to help with transition to new standards and assessment system: Each local school system appoints a Mod-MSA Facilitator to serve as a liaison between the MSDE and the local school system. The name of this facilitator will now change to Assessment Facilitator for Students with Disabilities. The Facilitators will continue monthly meetings with the MSDE and will continue to receive technical assistance and support in the transition of the 2% students from the Mod-MSA to the regular MSA. In addition, the Facilitators will continue to receive professional development on a variety of topics related to student participation in Maryland assessments. A meeting with the Facilitators will be scheduled in May 2012, for the purpose of discussing the transition and to provide technical assistance as requested to each local school system (p. 549).

Consider item design and assessment development: PARCC is committed to providing all students with equitable access to high-quality, 21st century assessments, and attending to the unique assessment needs of students with disabilities and English language learners (ELLs). From the initial design stages, PARCC will consider how its assessments will be accessible to all participating students, including students with disabilities and ELLs. Accessible assessments will allow all individuals taking the assessments to participate and engage in a meaningful and appropriate manner, with the goal of ensuring that results are valid for every student. The PARCC assessment system will increase access to all participating students by adhering to Universal Design for Learning principles and embedding supports from the initial stages of item development (p. 552); Through a combination of Universal Design principles and computer embedded supports, PARCC intends to design an assessment system that is inclusive by considering accessibility from the beginning of initial design through item development, field testing, and implementation, rather than trying to retrofit the assessments for SWD and ELLs. Paper-and-pencil assessments that have been designed without the benefit of Universal Design have focused primarily on promoting accessibility after-the-fact resulting in the need to provide many more accommodations and a consequent need for increased test administration resources at the school level. Additionally, as the number of accommodations may be needed for some students to demonstrate what they know and can do, embedded support accessibility options and procedures need to be addressed during design and item development to minimize the need for accommodations during testing. Embedded accessibility supports at the item level, that do not shift the construct being measured, become a feature of the assessment for potential use by all children (p. 53).

Consider instructional and academic intervention supports/strategies for students: Review previously recommended modified instruction, research-based and/or evidence-based interventions, instructional supports, and accommodations (p. 548).

Consider students' access needs for instruction and assessment: Upon approval of the Governor's budget, local education agencies, public agencies, and nonpublic schools must ensure the IEP team, for each student with a disability who currently participates in the Mod-MSA, meets to: Discuss the student's instructional programming and accommodation needs (p. 548); In order for the student to be prepared for the MSA, and the upcoming PARCC assessment, teachers must teach grade-level content standards, aligned with the format of the assessment, with accommodations and supplementary aid and services. To ensure students are instructed and are familiar with the format of the assessment, will assist them to successfully access grade level content standards, and participate in instructional activities and assessment (p. 554-555).

Use of technology, computer-based/online assessments: Students will need to be prepared for the transition from accessing an online assessment to completing a paper and pencil assessment. Mod-MSA has only selected responses; MSA has selected responses, Brief Constructed Responses (BCRs), and Extended Constructed Responses (ECRs). There will be additional technical assistance to local school systems related to preparing students to take an assessment containing BCRs and ECRs (p.547-548).

Ensure students have access to grade-level content: The elimination of the Mod-MSA will not have an instructional or educational impact on students' educational progress. Each student with a disability will continue to receive the same quality instruction and supports during instruction and assessment as outlined in his/her IEP; Teachers must continue to teach grade-level content standards, provide accommodations and supplementary aid and services during instruction to assist students to access grade level content and participate in rigorous instructional activities (p. 554).

Provide information to parents and stakeholders about transition process: Currently developing a question and answer (Q & A) document (Attachment #2) addressing the elimination of the Mod-MSA. The document will be disseminated to local school systems, nonpublic schools, and parents by April 30, 2012 (p. 549).

Update and review IEPs of students who were participants in the AA-MAS: Upon approval of the Governor's budget, local education agencies, public agencies, and nonpublic schools must ensure the IEP team, for each student with a disability who currently participates in the Mod-MSA, meets to: Revise the student's Individualized Education Program (IEP), as appropriate, to reflect the student's participation in statewide assessments and recommended accommodations (p. 548); Maryland's Online IEP form and format, effective July 1, 2012, will reflect, as appropriate, the removal of the current Mod-MSA language. The MSDE will provide resource materials for dissemination to appropriate staff by the end of April 2012 (p. 549).

Accommodations manuals are updated: Maryland's Accommodations Manual (MAM) updates, effective June 2012, will reflect the removal of the current Mod-MSA language. The MSDE will release the new MAM and provide training to local school systems on June 8, 2012, and June 11, 2012. The nonpublic schools will be trained on June 18 and June 19, 2012 (p. 549).

Other: Upon approval of the Governor's budget, local education agencies, public agencies, and nonpublic schools must ensure the IEP team, for each student with a disability who currently participates in the Mod-MSA, meets to: Discuss and identify the student's participation in district and statewide assessments; The IEP teams must avoid an increase in students identified as eligible to participate in the Alternate Maryland School Assessment (Alt-MSA) as a result of the elimination of the Mod-MSA in grades 3 through 8. IEP teams must know the difference between the Mod-MSA and Alt-MSA; and the six eligibility criteria for students to participate in the Alt-MSA, which can be found in the Maryland Accommodations Manual and on the MSDE website; Students will need to be prepared for the transition from accessing an online assessment to completing a paper and pencil assessment. Mod-MSA has only selected responses; MSA has selected responses, Brief Constructed Responses (BCRs), and Extended Constructed Responses (ECRs). There will be additional technical assistance to local school systems related to preparing students to take an assessment containing BCRs and ECRs; The elimination of the Mod-MSA will not affect a student's graduation requirement. A student with a disability will continue to take the regular assessment, with the provision of accommodations, as recommended by his or her IEP Team. In addition, the High School Assessments (HSA) and Modified High School Assessments (Mod-HSA) will continue to be administered. Once the PARCC assessments are implemented, students will continue to work toward pursuing a Maryland High School Diploma (pp. 548-549).

Michigan

Provide professional development to teachers/staff: Professional development and technical assistance will be provided to teachers in order to help them prepare their students for this transition, and this training will also be included in teacher preparation institutions; Currently students with disabilities in Michigan have multiple choices of assessments to demonstrate what they know and can do. It is expected that the majority of students with disabilities will be assessed on the general assessment and that only a small percentage of SWDs be assessed on an alternate assessment. Therefore, teachers of SWDs will be required to understand the CCSSs and CCEEs in order to ensure that all students are progressing on their individual goals and meet the state proficiency standards. In the past, special educators were not invited to the robust curriculum professional development opportunities. With the new teacher effectiveness requirements and clear expectations, special educators need to be active participants in curricular PD activities. MDE will be supporting teachers to not only understand the standards but be able to teach to the standards through PD activities provided through the ISDs, professional development modules offered through Dynamic Learning Maps (DLM), and the Michigan Online Professional Learning System (MOPLS) (p. 39).

Provide technical assistance to help with transition to new standards and assessment system: Professional development and technical assistance will be provided to teachers in order to help them prepare their students for this transition, and this training will also be included in teacher preparation institutions (p. 39).

Consider instructional and academic intervention supports/strategies for students: Michigan will provide specific support to students with disabilities in Priority schools. Each school will be required to incorporate specific programming decisions for supporting these students through components of the reform/redesign plan related to differentiated instruction. As a part of the initial data review and analysis for the creation of the reform/redesign plan, schools will use Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi) to review and further develop a school-wide tiered intervention system. In addition, the Michigan Department of Education will work to integrate project resources such as the Reaching and Teaching Struggling Learners program for dropout prevention, and the Michigan Transition Outcomes Project (MiTOP) program for developing systems to support postsecondary outcomes into the online professional learning tools for Priority school educators. Other pedagogical practices focusing on Differentiated Instruction, Universal Design for Learning, and Co-Teaching will be incorporated into the online learning supports for Priority school educators (p. 39-40).

Update and review IEPs of students who were participants in the AA-MAS: For all assessments, individual education program teams must determine and document which assessments are appropriate for students with disabilities. IEP teams are encouraged to use the “Decision Making Worksheet for Statewide Assessments� to ensure students with disabilities are participating in the most appropriate statewide assessment. The Michigan Statewide Assessment Selection Guidelines and accompanying online professional learning module direct IEP Teams to consider the MEAP/MME first with accommodations as needed. The guidelines support data-based decision making when determining appropriate assessments for students with disabilities (p. 39).

Update and review IEPs of students who were participants in the AA-MAS: For all assessments, individual education program teams must determine and document which assessments are appropriate for students with disabilities. IEP teams are encouraged to use the “Decision Making Worksheet for Statewide Assessments� to ensure students with disabilities are participating in the most appropriate statewide assessment. The Michigan Statewide Assessment Selection Guidelines and accompanying online professional learning module direct IEP Teams to consider the MEAP/MME first with accommodations as needed. The guidelines support data-based decision making when determining appropriate assessments for students with disabilities (p. 39).

Minnesota

Provide information to parents and stakeholders about transition process: Following directions from the US Department of Education, MDE will work with stakeholders to create a plan for future use of the MCA-Modified assessment (p. 63).

Other: MDE will work to limit the use of the assessment to the appropriate student population while moving toward a phase out in 2014-15 (p. 63).

North Carolina

Other: The NCDPI is developing modified assessments aligned to the Common Core State Standards in mathematics and English language arts for implementation in 2012-13 and 2013-14; however, the OCS students participate in classes with general students and receive instruction on the same content standards. There will be no modified assessments administered beginning with the 2014-15 school year (p. 30)

Oklahoma

Provide professional development to teachers/staff: OK SPDG will promote systems change in the content and delivery of professional development for educators and parents directed at ensuring better academic and social outcomes for all Oklahoma's students with disabilities. This multi-tiered system of academic and behavior support (a blended model of Positive Behavioral Interventions and Supports [PBIS] and Response to Intervention [RtI]) provides a framework for using child-specific data to identify and address specific academic and behavior needs of students with disabilities, particularly those students who have been participating in the OMAAP or general assessments with accommodations. In addition, it provides a valid method of identifying gaps in services for students with disabilities. This framework provides an opportunity for this population of students to be provided education in their least restrictive environment and access to the same curriculum as students without disabilities. This initiative will have the long-term outcome of closing the achievement gap (p. 28); The SEA provides resources, training, and professional development from national experts to ensure educators have the tools needed to assist with this population. Annual professional development is offered to all educators in areas such as collaborative teaching, accommodations and modifications, Positive Behavioral Interventions and Supports (PBIS), and Response to Intervention (RtI). In addition, training will be provided to districts regarding a multi-tiered system of academic and behavior supports (blending PBIS and RtI) (p. 27).

Consider instructional and academic intervention supports/strategies for students: Although the OK SPDG's main goal is to ensure better academic and social outcomes for students with disabilities, the grant will provide educators with tools and supports to assist all students who need interventions for academics and/or behaviors in accessing the curriculum. The grant will also assist in implementing statewide initiatives for early literacy and implementation of CCSS (p. 28).

Consider students' access needs for instruction and assessment (e.g., use of accommodations): Additionally, an accommodation manual specific to Oklahoma assists district personnel in selecting appropriate accommodations to be utilized for student assessments; Educators are also provided a criteria checklist for the identification of the appropriate assessment and curriculum access resource guides to assist all educators with suggestions and activities to implement appropriate instruction for students with disabilities. In preparation for the PARCC assessments, which do not include an assessment based on modified achievement standards, Oklahoma is updating curriculum access resource guides to provide suggestions and activities aligned to the CCSS (p. 27).

Ensure students have access to grade-level content: The SEA has undergone restructuring of personnel and programs that will integrate special education initiatives into the current transition plan for CCSS. All programs outlined for the transition of CCSS will have a representative from the office of Special Education services to ensure that students with disabilities have access to accelerated programs and opportunities to decrease the achievement gaps. The collaboration between offices within the SEA will provide opportunities to deliver essential training to LEAs and schools that will decrease the achievement gap in all subgroups. Students with disabilities are expected to be taught in the least restrictive environment and to have access to the same curriculum as students without disabilities; Supports, personnel, accommodations, and modifications are used in general and special education classes, along with differentiated instruction, to provide access to the curriculum for all students (p. 27).

Update and review IEPs of students who were participants in the AA-MAS: The SEA provides training and support to educators and parents in developing Individualized Education Programs (IEPs) based on grade level standards to improve student outcomes. The SEA has recently launched an online option for LEAs to submit IEPs for statewide, district, and site data analysis. This will assist in further data analysis of student IEP goals, the environments in which students receive instruction, accommodations and modifications, types of assessment, and assessment results. This will assist educators in understanding patterns of students who take the general assessments, OMAAP assessments, and alternate assessments and in providing transitional interventions that will lead students toward higher achievement on PARCC assessments and alternate assessments in the future (p. 27).

Other: Accelerating learning of students with disabilities and closing the achievement gap is an Oklahoma priority. The SEA developed the 2011 Oklahoma State Personnel Development Grant (OK SPDG) for the purpose of accelerating student learning experiences so that all students with disabilities, including those who have been participating in the Oklahoma Modified Alternate Assessment Program (OMAAP) or the Oklahoma Alternate Assessment Program (OAAP), are able to meet the expectations of the Common Core State Standards. Because the State will be administering the PARCC assessments, which will not include an assessment with modified achievement standards, it is imperative that Oklahoma educators are preparing students with disabilities who participate in the OMAAP for transitioning to the PARCC general assessment with accommodations (p. 26-27); The SEA monitors implementation of the federal requirements included in the Individuals with Disabilities Education Act (IDEA). As a result of the monitoring, each district is provided a district data profile that identifies how they are performing with regard to each of the indicators outlined in Oklahoma's State Performance Plan. The information from the district data profiles provide valuable information to assist in making decisions on assessment, instruction, graduation, and drop-out rates. Access to this type of data will provide the SEA and LEA the opportunity to develop programs and provide targeted professional development to assist educators in decreasing the achievement gap (p. 27).

Tennessee

Provide professional development to teachers/staff: The committee will then conduct a review of current research and compile a kit of best practices for teachers to use for teaching the CCSS to SWD. The set of strategies will be incorporated into PD for all teachers, not only those teaching in EL or special education classrooms. The state will also provide PD for special education teachers on writing standards-based IEPs correlated to CCSS (p. 24).

Provide technical assistance to help with transition to new standards and assessment system: TDOE will work with LEAs to conduct an in-depth study of capacity, with particular focus on broadband access and number of computer terminals, in order to determine which LEAs will need assistance in meeting these guidelines. Our Chief Information Officers (CIOs) will then craft a plan summarizing LEA capacity and including annual metrics to measure the scaling-up efforts, which TDOE can then use to monitor the pace of transition (p. 28).

Consider item design and assessment development (e.g., Principles of Universal Design or embedded supports): Because PARCC tests will be administered online, SWD populations will be able to take advantage of the principles of universal design, as accommodations, such as large text and read-aloud, can be built into the test items themselves (p. 24).

Consider instructional and academic intervention supports/strategies for students: Due to the rigorous nature of the standards, it is inevitable that some students, including those without learning disabilities or language deficiencies, will still struggle with new, higher expectations. The state will thus convene a committee to devise an intervention and support plan which will focus on providing remedial and “bridge� coursework in twelfth grade for students who are not on track to graduate at the CCR level. In December 2011, we began working with four other states through the Gates-Southern Regional Education Board (SREB) College Transition Course Project on the development of bridge coursework modules to be available for use for the 2013-14 school year. The committee will also study the correlation between CCR and certain early signs (like attendance and course completion) to determine the “flags� that indicate when a student is unlikely to meet the CCR goal. We will then be able to use our robust data systems to provide student-level information to teachers, counselors, and administrators, who can provide early interventions. Training in this kind of intervention will be a crucial part of the summer PD sessions outlined in Appendix 2 (p.24-25).

Consider students' access needs for instruction and assessment (e.g., use of accommodations): In order to help these students with the rigor of CCSS, we will convene a special committee of TDOE staff and external organizations and stakeholders to create a comprehensive student support plan, which explicitly enumerates the accommodations offered to support the needs of SWD students with the new standards to be fully implemented by the 2013-14 school year. The committee will begin by reviewing the CCSS from the perspective of students with a wide range of learning disabilities, and will make a recommendation to the state in time for the 2012-13 school year on whether to continue administering the MAAS through 2013-14 or adopt a transitional assessment to gradually bring the 2 percent of MAAS-tested students toward a PARCC-like model (p. 24).

Ensure students have access to grade-level content: As previously emphasized, we intend to hold all students to the same high expectations for achieving the standards and learning targets to ensure college and career readiness; our plan also allows for appropriate supports and accommodations for English learner (EL) students and students with disabilities (p. 23); Students with disabilities fall into two assessment categories: the 2 percent of all students who are unable to take the Tennessee Comprehensive Assessment Program (TCAP) standardized test because of disability take a modified test called the MAAS (Modified Academic Achievement Standards); the 1 percent of the student population classified as having significant cognitive disabilities submit an IEP portfolio. We recognize the need to help these students achieve at a CCR level and improve the rigor of these assessments. To that end, Tennessee has joined, along with 18 other states, the National Center and State Collaborative (NCSC; see http://www.cehd.umn.edu/nceo/projects/NCSC/NCSC.html), a consortium which intends to develop a new system of supports--including assessment, curriculum, instruction, and PD to help them graduate high school ready for postsecondary options. NCSC will create a framework aligned with CCSS that uses scaffolded learning progressions to bring these students towards an understanding of the core CCSS concepts. The bases of these scaffolded learning progressions, known as Common Core Connectors will be made available to states for the 2012-13 school year, and will be followed by lesson plans on key CCSS concepts. As a partner state, Tennessee has convened a 30-member community of practitioners--including LEA special education supervisors, special education teachers, TDOE staff, and other stakeholders (e.g. advocacy groups)--which participates in the NCSC work group focusing on PD; however, the state will have access to the work done by other states in assessment, curriculum, and instruction. After NCSC completes its work by the 2014-15 school year, the community of practitioners will advise TDOE on whether to adopt the new assessment system and related materials (p. 24).

Develop committees/work groups to provide support to staff and students with transition to new standards and assessment system: Due to the rigorous nature of the standards, it is inevitable that some students, including those without learning disabilities or language deficiencies, will still struggle with new, higher expectations. The state will thus convene a committee to devise an intervention and support plan which will focus on providing remedial and “bridge� coursework in twelfth grade for students who are not on track to graduate at the CCR level (p. 24-25).

Use of technology, computer-based/online assessments: Administering online PARCC assessments to all students within three years represents an enormous challenge for LEAs. TDOE must take the lead in spreading awareness of the technological demands of PARCC and engaging stakeholders with information, support, and a sense of urgency. In cooperation with PARCC, TDOE will distribute purchasing guidelines with minimum technological specifications to LEAs to enable them to ramp up their technological capacity in preparation for administering computer-based PARCC assessments in 2014-15. TDOE will work with LEAs to conduct an in-depth study of capacity, with particular focus on broadband access and number of computer terminals, in order to determine which LEAs will need assistance in meeting these guidelines. Our Chief Information Officers (CIOs) will then craft a plan summarizing LEA capacity and including annual metrics to measure the scaling-up efforts, which TDOE can then use to monitor the pace of transition. In those cases where lack of funding is an issue, we will assist LEAs in creating partnerships with local businesses and non-profits to improve their technological capacity (p. 28).

Virginia

Provide professional development to teachers/staff: Virginia has provided and will continue to provide substantial instructional materials and professional development to help teachers teach and administrators provide instructional leadership for all students in the content and skills contained in the Standards of Learning; General instruction, special education, and English as a second language (ESL) staff at the Department of Education work closely to ensure that materials developed and professional development provided serve students with disabilities and LEP students.

Provide technical assistance to help with transition to new standards and assessment system: Upon approval of Virginia's ESEA flexibility application, staff at the Virginia Department of Education will inform school divisions that the VMAST I assessments will no longer be available beyond the 2013-2014 administration and will provide technical assistance in preparing eligible VMAST students to take the SOL assessments in 2014-2015 (p. 32).

Consider item design and assessment development (e.g., Principles of Universal Design or embedded supports): In addition, Virginia will work with its technical advisors and its testing contractor in seeking solutions to providing the supports inherent in the VMAST items within the SOL tests (p. 32).

Consider instructional and academic intervention supports/strategies for students: Additionally, Virginia has a strong Response to Intervention (RtI) initiative, a comprehensive student-centered assessment and intervention framework used to identify and address individual student difficulties before referral to special education. In using the RtI approach, students receive research-based intervention and assessment. Rather than waiting for a student to fail, interventions and assessments are designed to meet the needs of each student with individualized instruction (p. 31).

Use of technology, computer-based/online assessments: Virginia is a national leader in implementing online tests and is often consulted by other states and consortia that are transitioning to online testing. By 2013 all Standards of Learning (SOL) tests in Virginia will be administered online with the exception of those taken by a small number of students who have a documented need for a paper/pencil test. The movement to all online testing has provided Virginia with the opportunity to develop next-generation assessments that include technology-enhanced items in addition to the multiple-choice items that have traditionally comprised the SOL tests. The technology-enhanced items provide for different ways to measure critical thinking and problem-solving skills and support the increased rigor inherent in Virginia's new content standards. New mathematics tests for grades 3-8, Algebra I, Geometry, and Algebra II that include technology-enhanced items will be administered for the first time in 2011-2012. Examples of the technology-enhanced items for mathematics may be found at: http://www.doe.virginia.gov/testing/sol/practice_items/index.shtml. New reading, writing, and science assessments that also include technology-enhanced items are being implemented in 2012-2013 (p. 38).

Other: Support for Teachers of LEP Students and Students with Disabilities: . . . Virginia has a strong Response to Intervention (RtI) initiative, a comprehensive student-centered assessment and intervention framework used to identify and address individual student difficulties before referral to special education. In using the RtI approach, students receive research-based intervention and assessment. Rather than waiting for a student to fail, interventions and assessments are designed to meet the needs of each student with individualized instruction; Virginia's RTI guidance has a major focus on universal screening, which is used to identify students who are struggling and who may need specific interventions. Through screening and other data, increasingly intensive instructional interventions are provided to students through the school's systematic approach to implementing multi-tiered interventions. The Virginia Department of Education is directing and supporting RTI at the elementary, middle, and high school levels and offers demonstration sites to scale-up the RTI framework (p. 31-32).