Sandra Thompson

Addressing Standards and Assessments on the IEP

The purpose of this study was to examine state Individualized Education Program (IEP) forms to determine the extent to which they include documentation of standards and assessments. All 50 states were asked to send their IEP forms and to indicate whether they were required, recommended, or simply sample forms. Out of the 41 states with IEP forms, only 5 specifically addressed educational standards on their forms; 31 addressed the general curriculum on their IEP forms. IEP forms in 30 states listed three or more options for assessment participation, including standard participation in general state or district assessments, accommodated participation, and alternate assessment participation. Because IEP forms may be the only source of information to guide decisions during IEP team meetings, we make several recommendations for IEP forms that will provide decision-making guidance to IEP teams.

Eight Steps to Effective Implementation of Alternate Assessments

Alternate assessments provide a way for students with even the most significant disabilities to be included in state and district assessment systems. Eight important steps are involved in successful state or districtwide implementation. This article describes each of the following steps: (a) inform stakeholders about the importance of alternate assessments in the context of school reform; (b) educate all students to the same high standards and expectations; (c) identify partners to support alternate assessment participants in their work toward high standards; (d) use a practical process to decide how students will participate in assessments; (e) develop standards-based IEPs and transition plans and integrate performance data with alternate assessments; (f) use a variety of assessment strategies to collect and compile alternate assessment data; (g) score alternate assessments, report results, and use the data for school improvement; and (h) evaluate alternate assessment implementation.

Considerations in the Design of Follow-up and Follow-along Systems for Improving Transition Programs and Services

from school to adult life has become a primary concern among policy-makers, professionals, and parents over the past decade. During the 1980s, several major studies were conducted to assess the postschool status and outcomes of individuals who have received special education services. To date, a considerable base of research has been assembled that provides valuable descriptive information on the limited employment, social, and community-living outcomes young people with disabilities experience in adult life (see Bruininks, Thurlow, Lewis, & Larson, 1988; Edgar, 1987; Hasazi, Gordon, & Roe, 1985; Mithaug, Horiuchi, & Fanning, 1985; Wagner, 1990; Wehman, Kregel, &

The Status of Large-Scale Assessment Practices for Students with Disabilities in Rural America

The status of large-scale assessment practices for students with disabilities in rural states compared to urban and other states is explored in this article. Based on responses to a survey of state special education directors, rural states showed more stable assessment participation rates across years than urban states. Fewer rural states had data available about assessment performance levels, but of those with data, more showed an increase in performance levels than urban states. More rural than urban states had data on accommodations use and more of these states showed stable use across years, whereas more urban states showed an increase in the use of assessment accommodations. Nearly all rural states use a portfolio approach to alternate assessment in contrast to urban states in which a variety of approaches are used. Through the story of one rural education cooperative, an illustration is provided that assessment data can and is being used to make a difference in student outcomes.

Participation of Students with Disabilities in State Assessment Systems.

to assess students with varied disabilities, obtaining actual counts of who participates each way, and reporting the results of their participation. Any consideration of participation necessarily bleeds into discussions about accommodations, alternate assessments, and the IEP decision-making process. Still, it is important to isolate what we know about participation because it is a major benchmark of the progress that is being made in ensuring that students with disabilities benefit from access to the general education curriculum and educational reforms in general. Past evidence of widespread exclusion of students with disabilities from assessments (e.g., McDonnell, McLaughlin, & Morison, 1997; McGrew, Thurlow, & Spiegel, 1993; Shriner &