The Assessing Special Education Students (ASES) collaborative supports states as they enhance their assessment, accountability, and curriculum and instruction systems to provide full equity for students with disabilities.
Understanding and Supporting the Educational Needs of Recently Arrived Immigrant English Learner Students
The foreign-born population in the United States is larger than it has ever been with over 40 million immigrants living in the country. U.S.
Handbook for Developing and Monitoring the English Language Proficiency Indicator and English Learner Progress
The purpose of this Handbook is to guide state education agencies in developing an English Language Proficiency (ELP) Indicator and how to monitor English Learners’ (EL) progress.
The Collaborative Meeting dates for membership year 2017-2018 and membership year 2018-2019.
The Assessing Special Education Students (ASES) State Collaborative on Assessment and Student Standards (SCASS) supports states as they enhance their 21st century assessment, accountability, and curriculum and instruction systems to provide full equity for students with disabilities.
The purpose of the Guide is to offer recommendations to states developing policies and
procedures on 1) the identification of English learners with disabilities, and 2) Individualized
CCSSO, through its Interstate Teacher Assessment and Support Consortium (InTASC), is pleased to offer this set of combined resources that both define and support ongoing teacher effectiveness to ensure
These new model core teaching standards outline what all teachers across all content and grade levels should know and be able to do to be effective in today's learning contexts.
CCSSO and the Aspen Institute released a set of recommendations for forging coherence across common core and educator effectiveness.
This discussion paper is a companion piece to the InTASC Model Core Teaching Standards: A Resource for State Dialog (April 2011) and describes pol