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West Ashley Library
Closed (2024 - Labor Day)
Phone: (843) 766-6635
Folly Beach Library
Closed (2024 - Labor Day)
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed (2024 - Labor Day)
Phone: (843) 883-3914
Wando Mount Pleasant Library
Closed (2024 - Labor Day)
Phone: (843) 805-6888
Village Library
Closed (2024 - Labor Day)
Phone: (843) 884-9741
St. Paul's/Hollywood Library
Closed (2024 - Labor Day)
Phone: (843) 889-3300
Otranto Road Library
Closed (2024 - Labor Day)
Phone: (843) 572-4094
Mt. Pleasant Library
Closed (2024 - Labor Day)
Phone: (843) 849-6161
McClellanville Library
Closed (2024 - Labor Day)
Phone: (843) 887-3699
Keith Summey North Charleston Library
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Phone: (843) 744-2489
John's Island Library
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Phone: (843) 559-1945
Hurd/St. Andrews Library
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Phone: (843) 766-2546
Miss Jane's Building (Edisto Library Temporary Location)
Closed (2024 - Labor Day)
Phone: (843) 869-2355
Dorchester Road Library
Closed (2024 - Labor Day)
Phone: (843) 552-6466
John L. Dart Library
Closed (2024 - Labor Day)
Phone: (843) 722-7550
Baxter-Patrick James Island
Closed (2024 - Labor Day)
Phone: (843) 795-6679
Main Library
Closed (2024 - Labor Day)
Phone: (843) 805-6930
Bees Ferry West Ashley Library
Closed (2024 - Labor Day)
Phone: (843) 805-6892
Mobile Library
Closed (2024 - Labor Day)
Phone: (843) 805-6909
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Suggestions for Aligning Alternate Achievement Standards with WIOA. NCEO Brief. Number 16
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- Author(s): Thurlow, Martha L.; Nye-Lengerman, Kelly; Lazarus, Sheryl S.; National Center on Educational Outcomes; Applied Engineering Management Corporation (AEM); Council of Chief State School Officers (CCSSO), Innovation Lab Network (ILN); National Association of State Directors of Special Education (NASDSE); WestEd
- Language:
English- Source:
National Center on Educational Outcomes. 2019.- Publication Date:
2019- Document Type:
Reports - Descriptive - Language:
- Additional Information
- Availability: National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: [email protected]; Web site: http://www.cehd.umn.edu/nceo
- Peer Reviewed: N
- Source: 8
- Sponsoring Agency: National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) (DHHS/ACL)
Office of Special Education Programs (OSEP) (ED/OSERS), Research to Practice Division (RTP) - Contract Number: 90RTCP00030100
H326G160001 - Education Level: Elementary Secondary Education
- Subject Terms:
- Subject Terms:
- Abstract: Ensuring that all students achieve successful post-school outcomes has been a goal of U.S. education policy for many years. Clear statements and policy priorities emerged in the late 2000s about a goal for all students to leave high school ready for success in postsecondary education or employment (often referred to as college and career readiness). With the reauthorization of the Elementary and Secondary Education Act (ESEA) as the Every Student Succeeds Act (ESSA) in 2015, states were required to coordinate educational services with the requirements of the Workforce Innovation and Opportunity Act (WIOA) of 2014. Although states had already begun this work by aligning their English Language Arts (ELA), mathematics, and science standards with college and career readiness, there were questions about how to meet the requirements outlined in the ESSA assessment regulations for alternate assessments based on alternate academic achievement standards (AA-AAAS). States face peer reviews of their assessments; these require states to demonstrate that students with the most significant cognitive disabilities who met the states' alternate academic achievement standards were on track to pursue postsecondary education or competitive integrated employment. This Brief provides information on alternate achievement standards and WIOA, then makes several suggestions about ways to show that a student who meets a state's alternate academic achievement standards is on track to pursue postsecondary education or competitive integrated employment. In addition, several recommendations are provided for states on how to build a strong system to support the realization of the intent of ESSA and WIOA requirements for their students with the most significant cognitive disabilities.
- Abstract: ERIC
- Publication Date: 2019
- Accession Number: ED595243
- Availability:
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