NCEO - Technical Report 51 - An Analysis of Accommodations Issues from the Standards and Assessments Peer Review

2009

To meet the assessment requirements of the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA), states must ensure the inclusion of?students with disabilities, as well as provide for the appropriate use of assessment accommodations. Accommodations have been defined in a number of ways. In the CCSSO Accommodations Manual, accommodations were defined as ?practices and procedures in the areas of presentation, response, setting, and timing/scheduling that provide equitable access during instruction and assessments for students with disabilities?. More recently, accommodations have been distinguished from modifications by focusing on the validity of assessment results when the changes in testing materials or procedures are used. When assessment accommodations are used appropriately, students are best able to demonstrate their learning and schools are able to account accurately for what students do and do not know. Accommodations are addressed in NCLB peer reviews through Sections 4 and 6 of the Peer Review Guidance. NCEO conducted a thematic analysis of peer reviewers? comments for 50 states. This report identifies common issues and examples of the types of evidence considered acceptable and not acceptable by peer reviewers. http://cehd.umn.edu/nceo/OnlinePubs/Tech51/index.htm

Reports and monographs

Professionals

Electronic (disc, CD, 508 compliant web posting)

N/A