Supporting IEP Team Decisions

Kathy Strunk; Andrew R. Hinkle; Martha L. Thurlow

Supporting IEP Team Decisions

Kathy Strunk, Andrew R. Hinkle, Martha L. Thurlow

Institute on Community Integration

Research output: Contribution to journal › Article › peer-review

Abstract

• Making decisions about whether students with disabilities, including English learners with disabilities, should participate in state general or alternate assessments is one of the most critical decisions an Individualized Education Program (IEP) team makes because the decision may have both short-and long-term consequences. • For IEP teams to confidently make decisions for instructional and assessment accommodations, team members need to consider many things, including student characteristics, needs, and preferences, as well as relevant laws and guidelines. • Special education leaders and school administrators can help IEP teams by providing information and resources that support decisions about assessment participation and accommodations. • It is essential to document and monitor all assessment participation and accommodation decisions to help ensure that there are no unusual patterns in participation and accommodation decisions across IEP teams, schools, or districts that need to be addressed.

Original language	English (US)
Pages (from-to)	73-85
Number of pages	13
Journal	Journal of Special Education Leadership
Volume	35
Issue number	2
State	Published - Sep 2022

Bibliographical note

Funding Information:
Kathy Strunk, Ph.D., is an Education Program Specialist for the National Center on Educational Outcomes, Masonic Institute for the Developing Brain/University of Minnesota, 2025 East River Parkway, Minneapolis, MN 55414. Email: [email protected] Andrew R. Hinkle, M.A., is an Educational Program Manager for the National Center on Educational Outcomes, Masonic Institute for the Developing Brain/University of Minnesota, 2025 East River Parkway, Minneapolis, MN 55414. Email: [email protected] Martha L. Thurlow, Ph.D., is a Senior Research Associate for the National Center on Educational Outcomes, Masonic Institute for the Developing Brain/University of Minnesota, 2025 East River Parkway, Minneapolis, MN 55414. Email: [email protected] Conflict of Interest. The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Funding Disclosure. The preparation of this article was supported by the Office of Special Education Programs, U.S. Department of Education, through Cooperative Agreement H326G21002 with the University of Minnesota. The opinions expressed are those of the authors and do not represent views of the Office or the U.S. Department of Education.

Publisher Copyright:
© 2022, Council of Administrators of Special Education. All rights reserved.

Keywords

Accessibility
Accommodations
Assessment Participation
IEP

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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abstract = "• Making decisions about whether students with disabilities, including English learners with disabilities, should participate in state general or alternate assessments is one of the most critical decisions an Individualized Education Program (IEP) team makes because the decision may have both short-and long-term consequences. • For IEP teams to confidently make decisions for instructional and assessment accommodations, team members need to consider many things, including student characteristics, needs, and preferences, as well as relevant laws and guidelines. • Special education leaders and school administrators can help IEP teams by providing information and resources that support decisions about assessment participation and accommodations. • It is essential to document and monitor all assessment participation and accommodation decisions to help ensure that there are no unusual patterns in participation and accommodation decisions across IEP teams, schools, or districts that need to be addressed.",

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Supporting IEP Team Decisions

Abstract

Bibliographical note

Keywords

UN SDGs

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