Creating Alternate Assessment Results: Project CAAR Ellin Siegel and Rose Allinder have teamed with Lincoln Public Schools, Special Education Division, to study the use of portfolios as one of the alternate assessment methods for students with moderate or severe disabilities. This school-based research was designed to help teachers conduct assessment that is required by the re-authorization of the Individuals with Disabilities Act in 1997 and the implementation of Nebraska's Rule 51. Students with disabilities must be offered accommodations or alternate methods to district and statewide standardized tests. Teachers of students with more severe disabilities have to find ways to document that these students are learning, and that their outcomes are sound and related to instruction.
Completed Research on Project CAAR: Examining the Effects of a Portfolio Process with Students
With Moderate or Severe Disabilities
Statement of Project Goals and Expected Outcomes:
The primary goal of this project is to evaluate the effects of a portfolio process (Alternate Assessment of Accomplishments: AAA) created for use with students with moderate and severe disabilities. The specific research objectives are:
1. To provide training and support to teachers of students with moderate or severe disabilities to use a portfolio process we have created entitled Alternate Assessment of Accomplishments: AAA
2. To examine the effect of CAAR by comparing the results of students whose teachers did use CAAR with matched students whose teachers did not use CAAR on the following variables:
a) quality of IEP
b) student instructional programming
c) student learning/outcomes
d) teacher/staff/parent perception of satisfaction of IEP or assessment processes;
e) documentation processes and products
3. To further examine the effect of CAAR by comparing the results of students whose teachers did not use CAAR in Year 1 with results when teachers did use CAAR in Year 2 for the same students.
4. To explore the capability of CAAR to help teachers and LPS comply with meeting state standards.
CAAR PROJECT STAFF Julie Ortgies, 1999-2002
Carol McMorris, 2000-2001
Completed Project
Maximizing Achievement eXcellence via Inclusive Education Programs (MAX-IEP)is an Office of Special Education and Research (OSERS) funded project working with students and teachers in secondary schools across Nebraska. Co-directed by Ellin Siegel and Chuck Lowitzer, the project was designed to improve educational outcomes for middle and high school students with severe disabilities in inclusive education settings by providing professional teams with "best practice" strategies that meet the specific needs of their school district, building, and classroom. The professional teams attend intensive training, which includes an introduction to inclusion, ideas for effective procedures such as co-teaching and the COACH model for IEP development, positive behavioral support, and instruction on curriculum modifications.
MAX PROJECT STAFF Chuck Lowitzer & Ellin Siegel Project Co-Directors Carol McMorris Project Coordinator Elaine Bankey Assistant Project Coordinator Angela Caster Sherry Huffman
Keli Mu
Ramona Routley Research Assistants
SCHOOL STAFF Westside Schools Westside High School Grand Island Schools Westridge Middle Schools
Walnut Middle School-Custer Schuyler Schools Schuyler Central High
Schuyler Grade School Omaha Schools Norris Jr. High
Beveridge Middle School Elkorn Schools Elkorn Middle School
Elkorn Senior High
Siegel-Causey, E., McGowen, S., Sands-Buss, S., & McMorris, C. In junior high you take earth science: Including a student with severe disabilities into an academic class. Teaching Exceptional Children, V. 31 (1), 66-72. (Grand Island Schools were involved in this publication. Special thanks to the involved staff and students in Grand Island Schools)
Research Completed (July, 1995 - July, 1998) -- This project is completed. Final report will be available from ERIC document.
