Standards Based Instruction and Assessment
Assessment drives instruction for ALL learners, including those with low incidence and intellectual disabilities. Assessments should be aligned to, and measure student knowledge of, grade level standards, functional skill standards in addition to IEP goals and objectives. Teachers will need to use a variety of assessment types and supports for access including educational and assistive technologies, to assist students in showing what they really know. Pre-assessment, formative assessment and post assessment data should be collected in an effort to show growth in learning for each student. Educators should analyze when and how they are assessing learners throughout each school day.
The supports and information in this section will support teachers in the use of assessment data as they plan for instruction.
Assessment / Alternate Assessment
Ohio's Alternate Assessment for Students with Significant Cognitive Disabilities (AASCD) was administered for the first time in spring 2013. The AASCD marks a change in Ohio's alternate assessment, which previously consisted of a portfolio-based collection of evidence. The AASCD is aligned to Ohio's Learning Standards–Extended (OLS-E) and designed to allow students to demonstrate their knowledge and skills in an appropriately rigorous assessment.
The AASCD will be administered by grade band (3-5, 6-8, OGT). All students will be assessed in English language arts and mathematics. Students in grades 5 and 8 will also be assessed in science. Students taking the OGT-AASCD will also be assessed in science and social studies.
Ohio’s Alternate Assessment for Students with Significant Cognitive Disabilities (AASCD)
Use this site to access test administration systems, sample tasks, and informational resources.
Update for intervention specialists of students eligible for the alternate assessment in grades 7-12
Starting in 2016-2017, intervention specialists of students eligible for the Alternate Assessment for Students with Significant Cognitive Disabilities in Grades 7-12 will need to comply with new requirements to meet highly qualified teacher status. These intervention specialists provide instruction for students with significant cognitive or low incidence disabilities.
The changes affecting intervention specialists relate to their need to show evidence of content knowledge in the core academic subjects of their teaching assignments. As before, a highly qualified teacher also must hold at least a bachelor's degree, as well as a valid Ohio teaching license appropriate to the teaching assignment.
For Further Information
Explore the more rigorous standards, geared to college and career readiness, will drive learning in Ohio classrooms by 2014-2015.
Navigate the standards that help to ensure that students with significant cognitive disabilities are provided with multiple ways to learn and demonstrate knowledge.
Modules that identify the purpose and structure of the Ohio Academic Content Standards-Extended and provide training to participants wanting to meet the educational needs of their students.
Student Growth Measures including Student Learning Objectives (SLO's)
House Bill 362 passed the Ohio legislature on June 3 bringing changes to the Ohio Teacher Evaluation System for the 2014-2015 school year and beyond. Today half of each teacher's evaluation comes from how much their students learn over the course of the year. Student growth measures are a method for determining how much academic progress students are making by measuring growth between two points in time.
Student growth measures are a method for determining how much academic progress students are making by measuring growth between two points in time.
For subjects where traditional assessments are not an option (i.e., art or music) districts or schools should establish a process to create different strategies to measure student progress.
Explore suggested guidelines and models for designing both SLOs and SGMs for students with complex learning and access needs who take the Alternate Assessment.
Formative Instructional Practices
Formative instructional practices (FIP) are the formal and informal ways that teachers and students gather and respond to evidence of learning. These practices help students answer those questions, in order to become a true partner in the teaching and learning process. There are four core components of FIP. Research shows that integrating these components into daily practice can increase student learning and teacher effectiveness.
FIP helps educators develop a thorough understanding of the standards for their students, and they need to know how to teach those skills.