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AEP Online |
Blaschke on Federal FundingNew NCEO Report on Implementation of IDEA ProvisionsAugust 2001 - For firms that offer assessment and accountability products, the appendices to a new report by the National Center for Education Outcomes, University of Minnesota, can be very useful in deciding which states to target and how to position products. The report offers information on processes and procedures each state has used to implement the assessment and accountability provisions in the Individuals with Disabilities Education Act for special education students. For example, one appendix describes various types of alternative assessments being used with special education students, including "standards linkages," "student performance measures," "performance descriptives," and general approaches used (e.g., a checklist and evidence combination). This survey of all states and territories found most state officials believe increasing the presence of assessment and accountability systems in special education programs will produce benefits that outweigh any problems that have arisen in the past. Highlights of the findings include:
State officials felt the most positive outcomes of participation were: increased access to general curriculum (14 states), increased inclusion in accountability systems (11 states), and more rigorous education (10 states). Negatives included: state assessments too difficult for some students (six states), students with disabilities making schools look less effective (six states), and more paperwork (six states). The major reasons state policy allowed students to be excused from assessments were limited English proficiency (17 states) and parent refusal (10 states). The number of states that link functional skills "back to state standards" for special education students has grown significantly, from three states last year to 15 this year. In 40 states, the alternative assessment focuses on skills and competencies students achieve; about half the states measure degree of progress in addition to or instead of student achievement. In approximately half the states, it's primarily teachers who score special education students' alternative assessments. Almost 20 states indicated that they feel a growing concern over how to report student scores. Most report student scores with the "accommodations" (state-approved or even non-approved), or say that alternative assessments are given. These states obviously are more concerned than others about the impact of special education student scores on overall individual school report cards. In 47 states where approved accommodations are used, special ed student scores are aggregated with all students. However, 20 states report separately any cases where alternative assessments are used. The regular high school diploma is offered to special education students in 42 states, but only 26 offer a regular diploma to those who take alternative assessments. For almost 10 states where "linking standards and instruction to assessment" is an issue, a finding in Turnkey's current survey on special education directors' use of technology may be helpful. Our respondents felt software applications that would help teachers link standards and instruction to assessments would be a "very desirable feature and/or product."
Questions, ideas, or in need of more information? Please contact Stacey Pusey at 302-295-8349. |
For more information about the TURNKEY 2001 Special Education Survey and Marketing Guide, contact Charles Blaschke at (703) 536-2310. |
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