ESEA Insider News - Page 54

  • Accommodations – saying what you mean, meaning what you say

    Those who are leading individualized education or 504 planning teams need to specify accommodations in sensible and precise terms so that those responsible for their development and implementation can do so thoroughly and exactly.

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  • Let’s talk the language of accommodations

    Like so many concepts in education, principles related to accommodations are bound in terminology. Getting vocabulary right is the first step toward thorough planning, instructional design, and proper testing for students with disabilities.

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  • Clear + timely advice = sound testing decisions

    To promote consistency in accountability and validity in scoring, administrators need to give clear guidance to individualized education plan (IEP) teams on the proper decision making parameters for assigning alternate test formats.

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  • Testing variations pivot on team decisions

    Whether it’s a question of accommodations or alternate formats, approaches to assessing the academic performance of students with disabilities (SWD) are provinces of individualized education program (IEP) or 504 plans.

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  • Rigor in assigning alternate formats can pay off twice

    Consistent procedural safeguards, required for any exception to the 1 percent cap on proficient scores for students with cognitive disabilities, are also essential inoculants for the health of general performance measures in special education.

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