Alignment of Algebra Curriculum, Assessment, and Instructional Practices in District A: A Case Study of Spring 2004

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2007-01-01
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Olson, Jeannette
Lind, Linda
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Project AAIMS
Project AAIMS, funded from January 2004 through December 2007, was designed to achieve two objectives related to the teaching and learning of algebra for students with and without disabilities. First, we examined algebra curriculum, instruction, and assessment for students with and without disabilities and determine the extent to which they were aligned. Second, we developed algebra assessment tools that can be used for monitoring the progress of students with and without disabilities as they learn algebra. We then investigated the measures' reliability, validity, and sensitivity to growth. This website has information about the activities, research, and products associated with Project AAIMS. Our district partners include Fort Dodge Community School District, South Tama County Community School District, and Ballard Community School District.
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Abstract

Project AAIMS (Algebra Assessment and Instruction: Meeting Standards) is a federally funded project that has two objectives. The first is to examine the alignment of algebra 1 curriculum, instruction, and assessment in general and special education. The second is to develop and validate algebra assessments tools for use in general and special education classes. This case study focuses on the first objective – it examines the alignment of algebra curriculum, instruction, and assessment for students with and without disabilities in one of the three districts participating in Project AAIMS.

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Project AAIMS is funded by the U.S. Department of Education, Office of Special Education Programs, Grant # H324C030060; District A Case Study of Spring 2004.

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