Accountability for the Results of Educating Students with Disabilities: Assessment Conference Report on the New Assessment Provisions of the 1997 Amendments to the Individuals with Disabilities Education Act.

Autor/inn/en	Ysseldyke, James E.; Thurlow, Martha L.; Kozleski, Elizabeth; Reschly, Daniel
Institution	National Center on Educational Outcomes, Minneapolis, MN.; Council of Chief State School Officers, Washington, DC.; National Association of State Directors of Special Education, Alexandria, VA.
Titel	Accountability for the Results of Educating Students with Disabilities: Assessment Conference Report on the New Assessment Provisions of the 1997 Amendments to the Individuals with Disabilities Education Act.
Quelle	(1998), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Accountability; Data Collection; Disabilities; Educational Assessment; Elementary Secondary Education; Input Output Analysis; Outcomes of Education; Professional Development; Research Needs; School Effectiveness; Special Education; State Programs; Technical Assistance + Suchen Sie Ihr Suchwort? Verantwortung; Data capture; Datensammlung; Handicap; Behinderung; Education; assessment; Bewertungssystem; Lernleistung; Schulerfolg; Forschungsbedarf; Schuleffizienz; Special needs education; Sonderpädagogik; Sonderschulwesen; Regierungsprogramm; Technische Hilfe
Abstract	Based on the findings of a 1998 conference on the new assessment and accountability requirements in the Individuals with Disabilities Education Act (IDEA), this report discusses critical issues that surround the assessment provisions included in the 1997 IDEA amendments and contains recommendations related to state and district-wide assessments and accountability. Concerns regarding the lack of consistency or consensus about the requirements of the law, the assessment design and administration, and the consequences of IDEA assessment provisions for students and systems are explained. Recommendations are then presented in the areas of assessment practices, research and development, technical assistance, professional development, and monitoring. Specific recommendations include: (1) develop clear definitions and guidelines for large-scale assessments; (2) collect test data by age not grade; (3) develop collaborative research efforts; (4) develop model demonstration projects for alternate assessment; (5) create a technical assistance planning team; (6) document and evaluate current assessment efforts; (7) require teacher competencies in large-scale assessments; (8) develop core training materials that allow for adaptations; (9) develop a coordinated professional development plan; (10) redefine the purpose of monitoring; (11) monitor for consistency, comprehensiveness, and progress on state improvement plans; and (12) monitor goal alignment for students taking the alternate assessment. (CR)
Anmerkungen	National Center on Education Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455; Tel: 612-624-8561; Fax: 612-624-0879; Web site: http://www.coled.umn.edu/NCEO ($10).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC