• 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)|
|Number of pages||13|
|Journal||Journal of Special Education Leadership|
|State||Published - Sep 2022|
Bibliographical noteFunding 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: firstname.lastname@example.org 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@example.com 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: firstname.lastname@example.org 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.
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- Assessment Participation