ESEA Insider News - Page 56

  • 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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  • Raising the 1% cap? Not so fast, not so easy!

    Exceptions to the cumbersome rules for counting proficiencies for students with severe cognitive impairments are sometimes made. But be forewarned: standards for such waivers are high and the subsequent allowances low.

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