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ERIC Number: ED404798
Record Type: RIE
Publication Date: 1996-Jan
Pages: 61
Abstractor: N/A
Self-Study Guide for the Development of Statewide Assessments That Include Students with Disabilities.
Thurlow, Martha; And Others
This guide presents eight steps to help states develop educational assessment programs that include students with disabilities and comply with the Individuals with Disabilities Education Act. Introductory material identifies reasons that states have excluded students with disabilities from their assessment programs. Three key aspects to setting state assessment policies and procedures are enumerated: participation in assessment, assessment accommodations, and reporting of results. Next, each step to follow in the self-study is described in a separate chapter: (1) consider your assessment context; (2) decide what you want to do; (3) develop guidelines about participation in assessments; (4) develop guidelines about assessment accommodations; (5) coordinate procedures for making participation and accommodation decisions; (6) develop guidelines about reporting results of state assessments; (7) implement revised assessment policies and procedures; and (8) evaluate implementation and effects. These chapters often include worksheets, examples of existing state guidelines and practices, and formative evaluation suggestions. A listing of Regional Educational Laboratories, Regional Resource Centers, and Comprehensive Regional Assistance Centers is attached. (Contains an annotated bibliography of 27 references). (DB)
NCEO Publications Office, 350 Elliott Hall, 75 East River Road, University of Minnesota, Minneapolis, MN 55455; telephone: 612-626-1530; fax: 612-624-0879 ($10).
Publication Type: Guides - Non-Classroom; Reference Materials - Bibliographies
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center on Educational Outcomes, Minneapolis, MN.
Grant or Contract Numbers: N/A