As states, districts, and schools plan to return for the 2021-22 school year, questions are raised about whether and how to test children with disabilities, including children with the most significant cognitive disabilities and English learners with disabilities. This FAQ addresses some common questions and provides links to useful resources.

The Indiana Department of Education's (IDOE) Accessibility and Accommodations Guidance is intended for school-level personnel and decision-making teams as they prepare for and implement Indiana State Assessments. Information is provided for school personnel to use in selecting and administering universal tools, designated features, and…

Assessment is an important part of an overall quality educational program and is, in fact, an integral part of improving classroom instruction. The purpose of educational assessments is to provide an academic check- up and to give educators and parents meaningful information on what students know and can do, and how well they are progressing…

West Virginia uses multiple state assessments to measure student achievement and inform program decision-making. The Individuals with Disabilities Education Improvement Act of 2004 requires participation of students with disabilities in statewide assessments to be consistent with the Elementary and Secondary Education Act of 2001 and current with…

West Virginia uses multiple state assessments to measure student achievement and inform program decision making. States are required to provide guidance for appropriate participation of all students, including those with English Learners and those with disabilities, in required state assessments. The West Virginia Department of Education has…

West Virginia uses multiple state assessments to measure student achievement and inform program decision making. The Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) requires participation of students with disabilities in statewide assessments to be consistent with the Elementary and Secondary Education Act of 2001…

The demands for accountability in education have led to an increase in high-stakes testing practices in public schools. Accountability can be seen at the high school level in the use of exit examinations (hereafter "exit exams") that students must pass to receive a diploma and graduate from high school. One of the most challenging issues…

Encourages parents and educators to apply political pressure through advocacy to make policymakers aware of special education issues concerning the Individuals with Disabilities Education Act. Discusses the importance of being familiar with current law, knowing how to obtain services, and being an advocate on a global level. Reminds individuals…

As its name implies, the Education for All Handicapped Children Act of 1975 was full of promise for handicapped students and their parents. The authors examine the gap between the philosophy and the reality of six promises made in P.L. 94-142. (Part of a theme issue on mainstreaming.) (Editor/SJL)

This study examined whether distractor choices functioned differently for students without learning disabilities than they functioned for students with learning disabilities who received no accommodation, students with learning disabilities who received a read-aloud accommodation, and students with learning disabilities who received some form of…

The NAEP Validity Studies (NVS) Panel provides advice and recommendations to help insure the "validity" of the National Assessment of Educational Progress (NAEP) test scores. The primary objectives of NAEP tests are to accurately monitor the progress of defined groups of students over time and to measure valid differences in scores…

This paper discusses federal requirements for addressing general education curriculum standards and student participation in educational assessments in the Individualized Education Programs (IEPs) of students with disabilities. Specific regulations of the Individuals with Disabilities Education Act are cited, and the following recommendations are…

This article discusses provisions under the Individuals with Disabilities Education Act that require all students with disabilities to have access to the general education curriculum and be assessed. The role of the Individualized Education Program in documenting student participation in state and district-wide educational assessments is explored.…

Designed for parents and family members of students with disabilities, this policy statement clarifies federal requirements for including children with disabilities in state and district-side assessment programs. Information is presented in a question-and-answer format that addresses: (1) requirements under the Individuals with Disabilities…

This manual for student evaluation personnel, one in a series of nine staff development guides prepared by the Philadelphia School District, clarifies roles and responsibilities of various staff members and parents in providing programs to meet the career and vocational education needs of mildly to moderately handicapped students. Designed to be…