Resources for Parents & Teachers
Resources for Parents
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Resources for Teachers
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Presentations & Publications
Presentations
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Publications
- Hess, K. & Kearns, J.
(2011).
Learning Progressions Frameworks Designed for Use with the Common Core State Standards in English Language Arts & Literacy K-12 Lexington: University of Kentucky.
(PDF : 456
Kb)
- Kearns, J., Kleinert, H., Harrison, B., Sheppard-Jones, K., Hall, M., & Jones, M.
(2010).
What Does ‘College and Career Ready’ mean for Students with Significant Cognitive Disabilities? Lexington: University of Kentucky.
(PDF : 735
Kb)
- Hess, K.K. (2011).
E‐x‐p‐a‐n‐d‐e‐d Learning Progressions Frameworks for K‐12 Mathematics: A Companion Document to the Learning Progressions Frameworks Designed for Use with the Common Core State Standards in Mathematics K‐12
(PDF : 607
Kb)
- Hess, K.K., Kearns, J.F. (2010).
An Introduction to the Learning Progressions Frameworks Designed for Use with The Common Core State Standards in Mathematics K‐12
(PDF : 248
Kb)
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Tools for Alternate
Assessment
- National Alternate Assessment Center’s (NAAC) Student/Program
Observation Tools
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These tools allow for the examination of an individual student’s (particularly a
student with significant cognitive disabilities) range of instructional targets,
supports, and practices that allow appropriate access to the general curriculum.
These tools may be used to improve classroom instruction for students with significant
cognitive disabilities. The on-line training will provide participants with instruction
on the use of the tools and provide an opportunity to practice using video training
clips and related materials.
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- Validity General Supervision Enhancement Grant (GSEG) Consortium
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Alternate assessment is moving more firmly into a standards-based accountability
world, due in large part to the No Child Left Behind Act of 2001 (NCLB)
and the 2004 reauthorization of IDEA (Quenemoen, Rigney, and Thurlow, 2002).
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- Learner Characteristics Inventory (LCI)
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The Learner Characteristics Inventory (LCI) (Kearns, Kleinert, Kleinert, and Towles-Reeves,
2006) was developed by the National Alternate Assessment Center (NAAC) in order
to investigate the true learning characteristics of students participating in alternate
assessments based on alternate achievement standards (AA-AAS). The instrument was
intended to verify validity questions that extend our knowledge of the assessment
population to insure that 1) the test is designed for the intended population; and
2) the intended population is participating in the test (Kearns, 2006). The AERA,
APA, and NCME Joint Standards on Psychological Testing (1999) recommend
that “population(s) for which the test is appropriate should be clearly delimited”
(p.17). The students who participate in AA-AAS represent a highly diverse population
with varying levels of communication and other complex characteristics that impinge
on the assessment design and the interpretations that we want to make about the
assessment results. The LCI is designed to enhance the demographic data collection
for the test and when used appropriately, provide additional data to consider in
the validity evaluation for AA-AAS. The LCI should not be used as an assessment
device or in any other capacity where decisions would be made about students based
on the results.
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