ERIC Number: ED460454
Record Type: RIE
Publication Date: 1997
Reference Count: 0
When All Means All: How To Include Students with Disabilities in Accountability Systems [and] Lessons Learned from Transition Systems Change.
School-to-Work Perspectives: Strategies, Practices and Resources To Include Youth with Disabilities in School-to-Work Systems, Spr-Sum 1997
This publication is comprised of two brief guides, both of which offer strategies, practices, and resources for including students with disabilities in school-to-work systems. The first focuses on how to include students with disabilities in accountability systems. Strategies are offered to help: (1) view standards from the perspectives of all students; (2) build an aligned assessment system that includes all students; (3) create or revise policies on student participation in assessment; (4) provide testing accommodations for students needing them; and (5) report the results to public or legislative audiences. Practices in Kentucky and Maryland are highlighted as exemplary. The second guide focuses on lessons learned from transition systems change. Strategies address commonly identified systems change factors including empowerment of local partnerships, paradigm shifts, state level policies and procedures, formal systems of communication, local service delivery, and student and parent involvement. Briefly described are transition systems change projects in California, Colorado, Iowa, Minnesota, and Vermont. (Contains 19 resources.) (DB)
Descriptors: Academic Standards, Accountability, Change Strategies, Disabilities, Education Work Relationship, Educational Assessment, Inclusive Schools, Secondary Education, Student Evaluation, Systems Approach, Transitional Programs
Institute on Community Integration, University of Minnesota, 102 Pattee Hall, 150 Pillsbury Dr. SE, Minneapolis, MN 55455. Tel: 612-624-2079. For full text: http://ici2.coled.umn.edu/ntn/pub/default.html.
Publication Type: Collected Works - Serials; Guides - Non-Classroom
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.; National School-to-Work Opportunities Office, Washington, DC.
Authoring Institution: National Transition Network, Minneapolis, MN.
Note: Theme issues. Ron Erikson and Martha Thurlow wrote the Spring 1997 issue. Produced by the National Transition Alliance.