Examples of Alternate Assessment Administration Practices Online Teacher Stories

When: Prior to 1997
Setting: General Education Classroom
What happened: Some of the things that were being assessed didn't seem relevant to many of the students on my caseload so I didn't address those things. When my students' scores came back as less than I thought they should have, I started to teach and document those things even though I didn't think they were important or achievable for my students.

(Positive effect on student) To my surprise, my students began to show their achievement on things I would have never given them a chance to learn.

(Positive effect on school staff) I learned that my "low" expectations were what limited learning for my students. I began to think "How can I teach that?" instead of "This is stupid for these kids so I'm not doing it." I hope I no longer look at anything as impossible for any student (at least I give it my best shot) and now realize that, high or low, my students' performance is a reflection of my teaching just as much (and maybe more) as it is their ability.

(Positive effect on school) My school's assessment scores were significantly positively influenced by the scores of my students.


When: Prior to 1997
Setting: General Education Classroom
What happened: When KY first began its alternate assessment system, teachers in my county were not trained directly. Instead, special education administration personnel attended training and then relayed the information back to us teachers. I was told to "just document what you do everyday." Since I was used to collecting tons of daily data and student work samples as well as running a fully inclusive program, I felt I had it "made in the shade." When my students' portfolios were scored, I got a rude awakening and made sure that the next year (and every one after that, too!), I attended training personally.

(Positive effect on student) It helped me to focus on the standards more than I had in the past so my students' progress related to the standards became more important instructionally. (Positive and Negative effect on school staff) I started to see how my documentation could improve to show my students' performance toward the standards that were being assessed.

(Positive and Negative effect on school staff) Certainly, because my instructional focus changed, my teaching changed. But on the other hand, since my students' scores were not "proficient," my school's scores were not as high as they could have been.


When: After NCLB 2001-Present
Setting: Collaborative setting in a general education classroom
What happened: Student work, observation data, and task samples were collected throughout the school year in the content areas of reading, math and science.

(Positive effect on student) The students responded with greater accuracy when grade level content materials were presented to them. They were all more motivated to participate and showed longer and more specific attention to the instruction. The students were also integrated into general education settings more than before the assessment.

(Positive and negative effect on staff) I spent a greater deal of time modifying and adapting materials, which became very time consuming. And without a prep time, I spent a lot of time outside of the school day. However, it is well worth the effort for the students, as their instruction was greatly improved. I now collaborate much more often with general education teachers which gives me a better perspective of district standards and expectations. I feel that I grow with each assessment that I put together.

(Positive effect on school) General education students now have more of my students in their classrooms and are able to work in pairs and in small groups with students that they may have only seen in the hallways before. Teachers are more open to inclusion and collaboration when they see the success that some of the students can attain.


When: After NCLB 2001-Present
Setting: Self-contained classroom
What happened: There were instructions from the state to Area Education Agencies then to teachers to complete the alternate assessment. Since the alternate assessment has started, there have been considerable amounts of changes to the process. Training has often been later in the school year then I would like. I would like the information about changes in the process right away in the fall.

(Positive and Negative effect on student) Positive: I now have high expectations for my students and have changed my teaching style. Negative: I spend less time with my students as I have more need for preparation. This is getting better as the years have gone on.

(Positive effect on staff) Positive: Higher expectations for my students and "permission" from the state and feds that it is ok to use general education curriculum with my students. I do not have spend all day sorting colored bears and doing peg jobs.

(Positive and Negative effect on school) Positive: Showing staff and students that the children in my classroom are capable of learning the general education curriculum. Negative: Money for teachers’ manuals and textbooks, staff development time, and training for the teacher associates.