National Collaborative Center on Standards and Assessment Development

Activity I-Phase 1: Convene and support expert work groups to summarize extant data and other information, identify and discuss critical issues, identify promising and best practices, and produce reports and recommendations on specific topics. Year 1: produce guidelines and procedures aimed at ensuring the technical quality of alternate assessments. (See pages 21-25) Years 1 and 2: methodologies and principles for aligning alternate achievement standards with grade-level academic content standards; best practices for developing and administering alternate assessments based on alternate achievement standards; and best practices for developing and administering alternate assessments based on grade-level achievement standards. (See pages 25-45) Activity 2-Phases 1 and 2: Convene on an annual basis an advisory committee representing key perspectives and stakeholder groups, including professionals working in special education, assessment, and Title I of the Elementary and Secondary Education Act of 1965, as amended; and parents and individuals with disabilities. The primary purposes of this advisory committee are to review and advise on the plans for activities 3 through 5 and to provide liaison with significant stakeholder groups. (See page 48) Activity 3-Phases 1 and 2: Coordinate with other technical assistance and dissemination resources to provide technical assistance and information to States in improving and implementing (1) alternate achievement standards aligned to grade-level achievement standards, (2) alternate assessments based on alternate achievement standards and on grade­ level achievement standards, and (3) approaches to using alternate assessments in improving educational outcomes and access to the general curriculum. (See page 46) Activity 4-Phase 2: Conduct research on the characteristics of alternate achievement standards and alternate assessments implemented in States, and their impact on student learning and access to the general curriculum. (See pages 21-40) Activity 5-Phase 2: Conduct development and demonstration projects with a small number of States on improving and implementing (a) alternate achievement standards aligned to grade­ level achievement standards, (b) alternate assessments based on alternate achievement standards and on grade-level achievement standards, and (c) approaches to using alternate assessments in improving educational outcomes and access to the general curriculum. (See page 45) To the extent possible, States should be selected to be broadly representative of size, socio­ cultural factors, educational system characteristics, etc. Applicants are encouraged to provide evidence of potential State cooperation in these activities. (See page 21 & Appendix) Additional Activities-Phases I and 2: (a) Maintain regular communication with staff of the U.S. Department of Education to obtain input and approval of project plans. (See page 58) (b) Budget for a two-day Project Directors' meeting in Washington, DC during each year of the project. (See page 70) (c) If the project has a Web site, include relevant information and documents in an accessible form on the project's Web site. (See page 14 and Adequacy of Resources)