ERIC Number: ED450539
Record Type: Non-Journal
Publication Date: 2001-Jan-12
Reference Count: N/A
Clarification of the Role of the IEP Team in Selecting Individual Accommodations, Modifications in Administration, and Alternate Assessments for State and District-Wide Assessments of Student Achievement. Memorandum.
Cohen, Michael; Heumann, Judith E.
This policy statement clarifies the role of the Individualized Education Program (IEP) team in selecting individual accommodations, modifications in administration, and alternate assessments for state and district-wide assessments. It states that neither the state education agency (SEA) nor the local education agency (LEA) can limit the authority of the IEP team to select individual accommodations and modifications in administration needed for participation in state and district-wide assessments. However, the SEA or LEA must ensure that their assessments are valid, reliable, and consistent with professional and technical standards. Thus, it is possible for an IEP team to select accommodations or modifications that produce scores that are deemed invalid under state or local polices for purposes of reporting, accountability, or determining student benefits such as promotion or high school diplomas. The policy statement goes on to state that although the SEA and LEA cannot constrain the IEP team's decision about accommodations and modifications, the SEA and LEA can provide guidelines and training to assist IEP teams in making informed decisions. The statement discusses considerations that must be examined as SEAs and LEAs endeavor to preserve the authority of IEP teams while at the same time maximizing student participation. (CR)
Descriptors: Academic Accommodations (Disabilities), Academic Achievement, Agency Role, Disabilities, Educational Assessment, Elementary Secondary Education, Federal Regulation, Individualized Education Programs, Outcomes of Education, State Departments of Education, State Programs, State Standards, Teamwork, Testing, Testing Problems
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Authoring Institution: Office of Special Education and Rehabilitative Services (ED), Washington, DC.; Office of Elementary and Secondary Education (ED), Washington, DC.