How can the state’s or district’s Core Curriculum be adapted and expanded for students who will be alternately assessed?
A wide variety of assessment strategies to measure the critical academic functions should be constructed so as to permit the most reliable and valid assessment of students. One of the vexing challenges of IDEA ’97 is how to appropriately assess students with disabilities who are unable to participate in the regular assessment program, even with accommodations. As mentioned above, this student group is very diverse; some have significant communication disabilities. Fortunately, there are procedures designed to help states and districts develop policies and procedures to comply with the spirit of IDEA ’97, which states that all students need to be assessed on the content standards developed for the state or district. The group of special educators working at Measured Progress has considerable experience using portfolios with instructionally-imbedded performance tasks, as well as separate performance events, to assess students with significant disabilities. Additional assessment strategie
Related Questions
- At the age levels where there is no state or district required assessments, what is required for ALE students who must be assessed annually?
- How can the state’s or district’s Core Curriculum be adapted and expanded for students who will be alternately assessed?
- When do OCDSB students begin Core French?
