1

A S

elf-

Stud

y G

uide

to

Impl

emen

tati

on o

fIn

clus

ive

Ass

essm

ent

and

Acc

ount

abili

ty S

yste

ms

A B

est P

ract

ice

App

roac

h

Nat

iona

l Cen

ter

on E

duca

tion

al O

utco

mes

Nov

embe

r 20

01

Rac

hel F

. Que

nem

oen,

San

dra

J. T

hom

pson

, Mar

tha

L. T

hurl

ow, &

Cam

illa

A. L

ehr

All

right

s re

serv

ed. A

ny o

r al

l por

tions

of t

his

docu

men

t may

be

repr

oduc

ed a

nd d

istr

ibut

ed w

ithou

t prio

r pe

rmis

sion

, pro

vide

d th

e so

urce

is c

ited

as:

Qu

en

em

oe

n,

R.

F.,

Th

om

pso

n,

S.

J.,

Th

url

ow

, M

. L

., &

Le

hr,

C.

A.

(20

01

).

A s

elf-

stu

dy

gu

ide

to

im

ple

me

nta

tion

of

incl

usi

ve a

sse

ssm

en

t a

nd

acc

ou

nta

bili

ty s

yste

ms:

Ab

est

pra

ctic

e a

pp

roa

ch. M

inne

apol

is, M

N: U

nive

rsity

of M

inne

sota

, Nat

iona

l Cen

ter

on E

duca

tiona

l Out

com

es.

NC

EO

is

sup

po

rte

d t

hro

ug

h a

Co

op

era

tive

Ag

ree

me

nt

(H3

26

G0

00

00

1)

with

th

e R

ese

arc

h t

o P

ract

ice

Div

isio

n,

Off

ice

of

Sp

eci

al

Ed

uca

tion

Pro

gra

ms,

U.S

. D

ep

art

me

nt

of

Ed

uca

tion

.T

he

Ce

nte

r is

aff

ilia

ted

with

th

e I

nst

itute

on

Co

mm

un

ity I

nte

gra

tion

at

the

Co

lleg

e o

f E

du

catio

n a

nd

Hu

ma

n D

eve

lop

me

nt,

Un

ive

rsity

of

Min

ne

sota

. O

pin

ion

s e

xpre

sse

d h

ere

in d

o n

ot

nece

ssar

ily r

epre

sent

thos

e of

the

U.S

. Dep

artm

ent o

f Edu

catio

n or

Offi

ces

with

in it

.

Add

ition

al c

opie

s of

this

doc

umen

t may

be

orde

red

for

$10.

00 fr

om:

Nat

iona

l Cen

ter

on E

duca

tiona

l Out

com

esU

nive

rsity

of M

inne

sota

/ 35

0 E

lliot

t Hal

l75

Eas

t Riv

er R

oad

/ Min

neap

olis

, MN

554

55P

hone

: (61

2) 6

24-8

561

/ Fax

: (61

2) 6

24-0

879

http

://ed

ucat

ion.

umn.

edu/

NC

EO

The

Uni

vers

ity o

f Min

neso

ta is

an

equa

l opp

ortu

nity

edu

cato

r an

d em

ploy

er.

Thi

s do

cum

ent i

s av

aila

ble

in a

ltern

ativ

e fo

rmat

s up

on r

eque

st.

2

TA

BL

E O

F C

ON

TE

NT

S

Intr

oduc

tion

to th

e Pr

inci

ples

and

Cha

ract

eris

tics

of I

nclu

sive

Ass

essm

ent a

nd A

ccou

ntab

ility

Sys

tem

s Pa

ges

3-4

and

the

Self

-Stu

dy C

heck

lists

Ove

rvie

w o

f th

e Pr

inci

ples

and

Cha

ract

eris

tics

of I

nclu

sive

Ass

essm

ent a

nd A

ccou

ntab

ility

Sys

tem

sPa

ges

5-6

Purp

ose

and

Use

: Se

lf-S

tudy

Gui

dePa

ge 7

Proc

ess

Rec

omm

enda

tions

: Se

lf-S

tudy

Gui

de

Page

s 8-

9

PAR

TIC

IPA

TIO

N S

elf-

Stud

y C

heck

list

Page

s 10

-19

Ada

ptat

ion

to S

tate

and

Dis

tric

t Set

tings

Pa

ge 1

0A

dapt

atio

n R

ecor

ding

For

m –

Par

ticip

atio

nPa

ge 1

1E

xam

ples

of

Key

Que

stio

ns a

nd E

vide

nce

– Pa

rtic

ipat

ion

Page

12

Part

icip

atio

n C

heck

list

Page

13-

17Pa

rtic

ipat

ion

Act

ion

Plan

ning

Pro

cess

Rec

ordi

ng F

orm

Pa

ges

18-1

9

AC

CO

MM

OD

AT

ION

S Se

lf-S

tudy

Che

cklis

tPa

ges

20-2

7A

dapt

atio

n to

Sta

te a

nd D

istr

ict S

ettin

gs

Page

20

Ada

ptat

ion

Rec

ordi

ng F

orm

– A

ccom

mod

atio

nsPa

ge 2

1E

xam

ples

of

Key

Que

stio

ns a

nd E

vide

nce

– A

ccom

mod

atio

nsPa

ge 2

2A

ccom

mod

atio

ns C

heck

list

Page

s 23

-25

Acc

omm

odat

ions

Act

ion

Plan

ning

Pro

cess

Rec

ordi

ng F

orm

Pa

ges

26-2

7

AL

TE

RN

AT

E A

SSE

SSM

EN

T S

elf-

Stud

y C

heck

list

Page

s 28

-36

Ada

ptat

ion

to S

tate

and

Dis

tric

t Set

tings

Pa

ge 2

8A

dapt

atio

n R

ecor

ding

For

m –

Alte

rnat

e A

sses

smen

tPa

ge 2

9E

xam

ples

of

Key

Que

stio

ns a

nd E

vide

nce

– A

ltern

ate

Ass

essm

ent

Page

30

Alte

rnat

e A

sses

smen

t Che

cklis

tPa

ges

31-3

4A

ltern

ate

Ass

essm

ent A

ctio

n Pl

anni

ng P

roce

ss R

ecor

ding

For

m

Page

s 35

-36

3

Intr

oduc

tion

to

the

Pri

ncip

les

and

Cha

ract

eris

tics

of

Incl

usiv

e A

sses

smen

t an

d A

ccou

ntab

ility

Sys

tem

s, a

nd t

he S

elf-

Stud

y C

heck

lists

All

child

ren

can

lear

n. T

hat s

impl

e bu

t rem

arka

ble

stat

emen

tre

pres

ents

a s

hift

in th

inki

ng a

bout

sch

ools

and

sch

oolin

g in

the

Uni

ted

Stat

es.

For

the

past

dec

ade,

our

nat

ion’

s sc

hool

s ha

vebe

en r

efoc

used

on

effo

rts

to s

et h

igh

stan

dard

s fo

r th

e le

arni

ngof

all

child

ren,

and

to d

evel

op a

sses

smen

t and

acc

ount

abili

tysy

stem

s th

at w

ill e

nsur

e th

at a

ll ch

ildre

n do

in f

act l

earn

, and

lear

n to

ver

y hi

gh le

vels

.

We

have

see

n re

mar

kabl

e pr

ogre

ss in

thes

e ef

fort

s in

the

past

deca

de.

Mos

t sta

tes

incl

uded

10%

or

few

er o

f th

eir

stud

ents

with

dis

abili

ties

in s

tate

ass

essm

ents

in th

e ea

rly

1990

s.Pa

rtic

ipat

ion

and

acco

mm

odat

ion

polic

ies

wer

e ei

ther

non

-ex

iste

nt o

r lim

iting

. O

nly

one

stat

e ha

d de

velo

ped

an in

clus

ive

asse

ssm

ent s

yste

m in

the

earl

y 19

90s

– w

ith b

oth

a ge

nera

l and

alte

rnat

e as

sess

men

t tha

t wer

e fu

lly im

plem

ente

d. N

egat

ive

cons

eque

nces

of

excl

udin

g st

uden

ts w

ith d

isab

ilitie

s em

erge

d:in

crea

sed

rate

s of

ref

erra

l to

spec

ial e

duca

tion,

exc

lusi

on f

rom

the

curr

icul

um, a

nd n

o in

form

atio

n on

the

educ

atio

nal r

esul

tsof

stu

dent

s w

ith d

isab

ilitie

s. T

he E

duca

tion

Sum

mit

of 1

989

set a

n ag

enda

for

edu

catio

n re

form

that

cal

led

for

high

erex

pect

atio

ns, r

igor

ous

educ

atio

nal s

tand

ards

, and

ass

essm

ents

of p

rogr

ess

for

all s

tude

nts;

this

was

rei

nfor

ced

by G

oals

200

0,E

SEA

Titl

e I,

and

ID

EA

97.

Part

icip

atio

n ra

tes

in s

tate

ass

essm

ents

incr

ease

d st

eadi

lydu

ring

the

1990

s; in

199

8 m

ost s

tate

s ha

d ov

er 5

0% o

f st

uden

tsw

ith d

isab

ilitie

s in

thei

r as

sess

men

ts.

Part

icip

atio

n an

dac

com

mod

atio

n po

licie

s ha

ve b

een

esta

blis

hed

in e

very

sta

te.

Acc

ess

to th

e cu

rric

ulum

em

erge

d as

a c

ritic

al p

art o

fim

prov

ing

the

perf

orm

ance

of

stud

ents

with

dis

abili

ties

on s

tate

asse

ssm

ents

. A

ll bu

t a f

ew s

tate

s ha

d de

velo

ped

alte

rnat

eas

sess

men

ts b

y 20

00 f

or th

ose

stud

ents

una

ble

to p

artic

ipat

e in

the

gene

ral s

tate

ass

essm

ent e

ven

with

acc

omm

odat

ions

.

Posi

tive

cons

eque

nces

of

incl

udin

g st

uden

ts w

ith d

isab

ilitie

sem

erge

d –

perf

orm

ance

incr

ease

d; e

xpec

tatio

ns f

or s

tude

nts

rose

; acc

ess

to th

e cu

rric

ulum

incr

ease

d; te

ache

rs b

ecam

e m

ore

skill

ed a

t tea

chin

g st

uden

ts w

ith d

isab

ilitie

s. B

ut u

nint

ende

dne

gativ

e co

nseq

uenc

es w

ere

iden

tifie

d as

wel

l.

Stat

es a

nd d

istr

icts

hav

e th

e ch

alle

nge

of id

entif

ying

bot

h th

epo

sitiv

e an

d ne

gativ

e co

nseq

uenc

es o

f th

eir

asse

ssm

ent a

ndac

coun

tabi

lity

syst

ems

and

deve

lopi

ng s

trat

egie

s to

bui

ld o

nth

e po

sitiv

e an

d el

imin

ate

the

nega

tive

cons

eque

nces

. T

o th

aten

d, w

e ha

ve id

entif

ied

six

core

pri

ncip

les

of a

sses

smen

t and

acco

unta

bilit

y sy

stem

s th

at in

clud

e al

l stu

dent

s, s

peci

fica

llyth

ose

with

dis

abili

ties,

alo

ng w

ith b

rief

sta

tem

ents

of

ratio

nale

for

each

pri

ncip

le.

In a

dditi

on, f

or e

ach

of th

e pr

inci

ples

, we

have

iden

tifie

d sp

ecif

ic c

hara

cter

istic

s to

pro

vide

mor

e pr

ecis

eun

ders

tand

ing

of th

e pr

inci

ples

, aga

in w

ith b

rief

sta

tem

ents

of

ratio

nale

. An

over

view

of

the

prin

cipl

es a

nd c

hara

cter

istic

s is

prov

ided

on

the

next

two

page

s. T

he p

rinc

iple

s an

dch

arac

teri

stic

s m

ay b

e fo

und

in th

eir

entir

ety

at h

ttp://

educ

atio

n.um

n.ed

u/nc

eo/O

nlin

ePub

s/Sy

nthe

sis4

0.ht

ml)

The

pur

pose

of

the

“Pri

ncip

les

and

Cha

ract

eris

tics

of

Incl

usiv

e A

sses

smen

t an

d A

ccou

ntab

ility

Sys

tem

s” is

to

focu

s an

d cl

arif

y st

akeh

olde

r di

scus

sion

on

esse

ntia

lco

mpo

nent

s of

incl

usiv

e sy

stem

s st

ate

by s

tate

and

dis

tric

tby

dis

tric

t an

d to

pro

vide

an

impe

tus

for

revi

siti

ng b

asic

4

assu

mpt

ions

and

bel

iefs

abo

ut e

mer

ging

sta

te a

nd d

istr

ict

syst

ems.

We

hope

thes

e pr

inci

ples

als

o w

ill s

timul

ate

new

and

vigo

rous

dis

cuss

ions

at t

he d

istr

ict,

stat

e, a

nd n

atio

nal l

evel

s,am

ong

polic

ymak

ers,

res

earc

hers

, edu

cato

rs, a

nd th

e pu

blic

.

The

se a

re p

rinc

iple

s th

at r

efle

ct b

est p

ract

ice,

not

sim

ply

com

plia

nce

with

lega

l req

uire

men

ts.

The

pri

ncip

les

are

cons

iste

nt w

ith th

e re

quir

emen

ts o

f cu

rren

t Fed

eral

law

sgo

vern

ing

spec

ial e

duca

tion

and

Titl

e I

serv

ices

(i.e

., ID

EA

97;

IASA

199

4), b

ut th

ey g

o be

yond

the

lette

r of

the

law

whe

rere

sear

ch a

nd p

ract

ice

have

sug

gest

ed b

enef

its o

f sp

ecif

icap

proa

ches

.

Self

-stu

dy c

heck

lists

bas

ed o

n th

e pr

inci

ples

and

char

acte

rist

ics:

We

have

dev

elop

ed a

set

of

self

-stu

dych

eckl

ists

bas

ed o

n th

e pr

inci

ples

and

cha

ract

eris

tics

on th

ree

topi

cs e

ssen

tial t

o in

clus

ive

syst

ems

– pa

rtic

ipat

ion,

acco

mm

odat

ions

, and

alte

rnat

e as

sess

men

t. T

hese

sel

f-st

udy

chec

klis

ts m

ay b

e us

ed in

par

t or

in w

hole

, as

need

ed, t

oad

dres

s pa

rts

or th

e w

hole

of

the

asse

ssm

ent a

nd a

ccou

ntab

ility

syst

ems.

The

pur

pose

of

the

set o

f th

ree

self

stu

dy c

heck

lists

is to

hel

pst

akeh

olde

r gr

oups

app

ly th

e pr

inci

ples

and

cha

ract

eris

tics

toth

eir

curr

ent p

olic

ies

and

prac

tices

, and

to d

eter

min

e th

eir

stre

ngth

s an

d pr

iori

tize

area

s fo

r im

prov

emen

t.

Thi

s Se

lf S

tudy

Gui

de t

o In

clus

ive

Ass

essm

ent

and

Acc

ount

abili

ty S

yste

ms

focu

ses

on th

ese

chec

klis

ts, a

ndpr

ovid

es a

wor

kboo

k fo

rmat

to s

tudy

the

impl

emen

tatio

n of

thes

e sy

stem

s in

you

r se

tting

.

5

Ove

rvie

w o

f th

eP

rinc

iple

s an

d C

hara

cter

isti

cs o

f In

clus

ive

Ass

essm

ent

and

Acc

ount

abili

ty S

yste

ms

A B

est P

ract

ice

App

roac

h

Ove

rvie

w o

f P

rinc

iple

s

Pri

ncip

le 1

. All

stud

ents

with

dis

abili

ties

are

incl

uded

in th

e as

sess

men

t sys

tem

.

Thi

s pr

inci

ple

indi

cate

s th

at a

ll st

uden

ts a

re in

the

asse

ssm

ent s

yste

m in

som

e w

ay –

taki

ng th

e as

sess

men

t in

the

sam

e w

ay a

s al

l oth

erst

uden

ts, o

r ta

king

the

sam

e as

sess

men

t with

acc

omm

odat

ions

, or

for

a sm

all p

erce

ntag

e of

stu

dent

s, p

artic

ipat

ing

in a

n al

tern

ate

asse

ssm

ent.

The

pro

gres

s of

eve

ry s

tude

nt to

war

d hi

gh s

tand

ards

will

be

eval

uate

d (i

.e.,

asse

ssed

) in

som

e w

ay.

Pri

ncip

le 2

. Dec

isio

ns a

bout

how

stu

dent

s w

ith d

isab

ilitie

s pa

rtic

ipat

e in

the

asse

ssm

ent s

yste

m a

re th

e re

sult

ofcl

earl

y ar

ticul

ated

par

ticip

atio

n, a

ccom

mod

atio

ns, a

nd a

ltern

ate

asse

ssm

ent d

ecis

ion-

mak

ing

proc

esse

s.

Thi

s pr

inci

ple

focu

ses

on th

e ne

ed f

or th

ough

tful

stu

dent

-by-

stud

ent d

ecis

ions

abo

ut h

ow e

ach

stud

ent c

an s

how

wha

t she

or

he k

now

san

d is

abl

e to

do

(whi

le s

till h

oldi

ng h

igh

expe

ctat

ions

), th

us h

ow e

ach

can

best

par

ticip

ate

in th

e as

sess

men

t sys

tem

. The

pri

ncip

leal

so f

ocus

es o

n th

e re

late

d ne

ed f

or p

artic

ipat

ion

deci

sion

s to

be

mad

e by

the

IEP

team

with

ful

l kno

wle

dge

of th

e im

plic

atio

ns o

f th

ede

cisi

on.

Pri

ncip

le 3

. All

stud

ents

with

dis

abili

ties

are

incl

uded

whe

n st

uden

t sco

res

are

publ

icly

rep

orte

d, in

the

sam

efr

eque

ncy

and

form

at a

s al

l oth

er s

tude

nts,

whe

ther

they

par

ticip

ate

with

or

with

out a

ccom

mod

atio

ns, o

r in

an a

ltern

ate

asse

ssm

ent.

Thi

s pr

inci

ple

prov

ides

the

firs

t lev

el o

f ac

coun

tabi

lity

for

the

scor

es o

f st

uden

ts w

ith d

isab

ilitie

s. R

egar

dles

s of

how

stu

dent

spa

rtic

ipat

e in

ass

essm

ents

, with

or

with

out a

ccom

mod

atio

ns, o

r in

an

alte

rnat

e as

sess

men

t, st

uden

ts’

scor

es a

re r

epor

ted,

or

if s

core

sar

e no

t rep

orte

d du

e to

tech

nica

l iss

ues

or a

bsen

ce, t

he s

tude

nts

are

still

acc

ount

ed f

or in

the

repo

rtin

g sy

stem

.

6

Pri

ncip

le 4

. The

ass

essm

ent p

erfo

rman

ce o

f st

uden

ts w

ith d

isab

ilitie

s ha

s th

e sa

me

impa

ct o

n th

e fi

nal

acco

unta

bilit

y in

dex

as th

e pe

rfor

man

ce o

f ot

her

stud

ents

, reg

ardl

ess

of h

ow th

e st

uden

ts p

artic

ipat

e in

the

asse

ssm

ent s

yste

m (

i.e.,

with

or

with

out a

ccom

mod

atio

ns, o

r in

an

alte

rnat

e as

sess

men

t).

Thi

s pr

inci

ple

prov

ides

the

seco

nd le

vel o

f ac

coun

tabi

lity

for

stud

ents

with

dis

abili

ties.

In

orde

r fo

r al

l stu

dent

s to

cou

nt in

incr

ease

dex

pect

atio

ns f

or a

ccou

ntab

le s

choo

ls, a

ll st

uden

t ass

essm

ent p

artic

ipat

ion

and

perf

orm

ance

dat

a m

ust b

e in

tegr

ated

into

dis

tric

t and

stat

e ac

coun

tabi

lity

indi

ces.

Fed

eral

Titl

e I

requ

irem

ents

spe

cifi

cally

req

uire

this

, but

dis

tric

ts a

nd s

tate

s sh

ould

add

ress

ful

ly in

clus

ive

acco

unta

bilit

y in

any

loca

l or

stat

e-de

velo

ped

acco

unta

bilit

y in

dice

s to

pro

mot

e eq

ual a

cces

s an

d op

port

unity

for

all

stud

ents

.

Pri

ncip

le 5

. The

re is

impr

ovem

ent o

f bo

th th

e as

sess

men

t sys

tem

and

the

acco

unta

bilit

y sy

stem

ove

r tim

e, th

roug

hth

e pr

oces

ses

of f

orm

al m

onito

ring

, ong

oing

eva

luat

ion,

and

sys

tem

atic

trai

ning

in th

e co

ntex

t of

emer

ging

rese

arch

and

bes

t pra

ctic

e.

Thi

s pr

inci

ple

addr

esse

s th

e ne

ed to

bas

e in

clus

ive

asse

ssm

ent a

nd a

ccou

ntab

ility

pra

ctic

es o

n cu

rren

t and

em

ergi

ng r

esea

rch

and

best

prac

tice,

with

con

tinuo

us im

prov

emen

t of

prac

tices

as

rese

arch

-bas

ed u

nder

stan

ding

evo

lves

. By

wor

king

toge

ther

on

impr

ovem

ent o

fas

sess

men

t and

acc

ount

abili

ty s

yste

ms,

sta

keho

lder

s ca

n su

stai

n co

mm

itmen

t to

keep

ing

the

stan

dard

s hi

gh a

nd k

eepi

ng th

e fo

cus

clea

r on

all

stud

ents

bei

ng s

ucce

ssfu

l. O

ngoi

ng tr

aini

ng o

f IE

P te

am m

embe

rs a

nd o

ther

key

par

tner

s is

an

esse

ntia

l com

pone

nt o

f th

isef

fort

.

Pri

ncip

le 6

. Eve

ry p

olic

y an

d pr

actic

e re

flec

ts th

e be

lief

that

all

stud

ents

mus

t be

incl

uded

in s

tate

and

dis

tric

tas

sess

men

t and

acc

ount

abili

ty s

yste

ms.

Thi

s pr

inci

ple

addr

esse

s th

e co

re b

elie

f sy

stem

that

und

erlie

s in

clus

ive

asse

ssm

ent a

nd a

ccou

ntab

ility

sys

tem

s. W

ith th

is b

elie

f sy

stem

in p

lace

, eve

ry q

uest

ion

that

ari

ses

or d

ecis

ion

to b

e m

ade

goes

bac

k to

“w

hat d

oes

it m

ean

for

how

eac

h an

d ev

ery

stud

ent c

ount

s in

our

syst

em?”

and

“w

hat a

re th

e po

ssib

le c

onse

quen

ces

for

each

and

eve

ry s

tude

nt in

our

sys

tem

?” E

ach

and

ever

y st

uden

t inc

lude

sth

ose

stud

ents

who

hav

e di

sabi

litie

s of

all

type

s an

d st

uden

ts w

ho a

re li

mite

d in

thei

r E

nglis

h pr

ofic

ienc

y, a

s w

ell a

s ot

her

stud

ents

such

as

thos

e w

ho a

re h

ighl

y m

obile

, dis

adva

ntag

ed, o

r of

min

ority

sta

tus.

Ple

ase

see

the

full

Pri

ncip

les

and

Cha

ract

eris

tics

at

http

://e

duca

tion

.um

n.ed

u/nc

eo/O

nlin

ePub

s/Sy

nthe

sis4

0.

7

Pur

pose

and

Use

Self

-Stu

dy G

uide

to

Impl

emen

tati

on o

f In

clus

ive

Ass

essm

ent

and

Acc

ount

abili

ty S

yste

ms:

The

Nat

iona

l Cen

ter

on E

duca

tiona

l Out

com

es h

as d

evel

oped

this

sel

f-st

udy

guid

e to

ass

ist s

tate

and

dis

tric

t sta

keho

lder

s in

ong

oing

anal

ysis

of

the

effe

cts

of s

tate

and

dis

tric

t ass

essm

ent a

nd a

ccou

ntab

ility

sys

tem

s on

the

educ

atio

nal o

utco

mes

of

stud

ents

with

dis

abili

ties.

Thi

s ca

n be

use

d to

:•

dete

rmin

e th

e cu

rren

t sta

tus

of im

plem

enta

tion

of th

e sy

stem

s•

iden

tify

posi

tive

cons

eque

nces

of

the

syst

ems

• id

entif

y un

inte

nded

neg

ativ

e co

nseq

uenc

es o

f th

e sy

stem

s•

deve

lop

an a

ctio

n pl

an th

at w

ill r

esul

t in

mor

e po

sitiv

e an

d fe

wer

neg

ativ

e ou

tcom

es f

or s

tude

nts

with

dis

abili

ties

Thi

s se

lf-s

tudy

gui

de in

clud

es th

ree

com

pone

nts:

1. P

rinc

iple

s an

d ch

arac

teri

stic

s of

incl

usiv

e as

sess

men

t an

d ac

coun

tabi

lity

syst

ems.

The

se a

re “

best

pra

ctic

e” f

ound

atio

ns f

or in

clus

ive

asse

ssm

ent a

nd a

ccou

ntab

ility

sys

tem

s th

at c

onta

in s

tate

men

ts o

f pr

inci

ples

for

incl

usiv

esy

stem

s, a

nd th

e sp

ecif

ic c

hara

cter

istic

s of

eac

h pr

inci

ple.

The

se h

ave

been

gen

erat

ed f

rom

doc

umen

tatio

n of

a d

ecad

e of

sta

ndar

ds-b

ased

refo

rm, a

nd th

roug

h st

ruct

ured

dis

cuss

ions

am

ong

natio

nal,

stat

e, a

nd lo

cal s

take

hold

ers

abou

t inc

lusi

ve a

sses

smen

t and

acc

ount

abili

tysy

stem

s. T

his

guid

e co

ntai

ns a

n ov

ervi

ew o

f th

e pr

inci

ples

as

a pr

efac

e to

the

self

-stu

dy c

heck

lists

. A

com

plet

e se

t of

prin

cipl

es a

ndch

arac

teri

stic

s to

use

as

a re

fere

nce

to w

ork

on th

e ch

eckl

ists

can

be

foun

d at

http

://ed

ucat

ion.

umn.

edu/

nceo

/Onl

ineP

ubs/

Syn

thes

is40

.htm

l.

2. S

elf-

stud

y ch

eckl

ists

– I

ndic

ator

s of

incl

usiv

e po

licie

s an

d pr

acti

ces

- fo

r th

ree

inte

rrel

ated

top

ics:

a. P

artic

ipat

ion

of s

tude

nts

with

dis

abili

ties

b. A

ccom

mod

atio

nsc.

Alte

rnat

e A

sses

smen

t

3. W

orks

heet

s fo

r ea

ch c

heck

list

to a

llow

for

tailo

ring

to a

spe

cifi

c se

tting

, inc

ludi

ng:

a. A

dapt

atio

n pr

oces

s an

d re

cord

ing

form

for

spe

cifi

c ad

ditio

nal i

ndic

ator

s fo

r sp

ecif

ic s

ettin

gsb.

Exa

mpl

es o

f ke

y qu

estio

ns r

elat

ed to

the

indi

cato

rs, w

ith r

ecor

ding

for

ms

to g

ener

ate

ques

tions

that

fit

spec

ific

set

tings

; and

exam

ples

of

supp

ortin

g ev

iden

ce, w

ith r

ecor

ding

for

ms

to d

ocum

ent t

he id

entif

ied

evid

ence

c. A

ctio

n pl

anni

ng p

roce

ss r

ecor

ding

for

m

8

Pro

cess

Rec

omm

enda

tion

sSe

lf-S

tudy

Gui

de t

o Im

plem

enta

tion

of

Incl

usiv

e A

sses

smen

t an

d A

ccou

ntab

ility

Sys

tem

s:

Thi

s gu

ide

may

be

used

in s

ever

al d

iffe

rent

way

s. F

or e

xam

ple,

con

side

r th

ese

opti

ons:

• A

ddre

ss a

ll th

ree

self

-stu

dy c

heck

lists

at

once

, or

wor

k on

one

onl

y, o

r on

por

tion

s of

one

or

mor

e: T

he th

ree

self

-stu

dy c

heck

lists

are

inte

rrel

ated

, and

evi

denc

e fo

r th

e in

dica

tors

in o

ne c

heck

list o

ften

app

lies

to o

ne o

r bo

th o

f th

e ot

hers

. A

stu

dy g

roup

can

syst

emat

ical

ly w

ork

thro

ugh

each

che

cklis

t in

orde

r; o

r fo

cus

on o

ne p

rinc

iple

acr

oss

all t

hree

che

cklis

ts; o

r ex

plor

e on

e ch

eckl

ist a

t atim

e. S

tudy

gro

ups

may

cho

ose

to a

ddre

ss s

peci

fic

conc

erns

, and

thus

ele

ct to

pul

l ind

icat

ors

acro

ss p

rinc

iple

s an

d ch

eckl

ists

. T

here

isno

“pr

efer

red”

met

hod

to a

ppro

achi

ng th

ese

chec

klis

ts –

do

wha

t will

hel

p ad

dres

s th

e m

ost p

ress

ing

conc

erns

.

• L

arge

gro

up w

ork

sess

ion:

A g

roup

of

stak

ehol

ders

can

wor

k to

geth

er a

t a c

omm

on m

eetin

g si

te.

Invo

lvin

g st

akeh

olde

rs w

ithm

ultip

le p

ersp

ectiv

es a

nd r

oles

will

incr

ease

the

likel

ihoo

d th

at th

e re

sulti

ng a

ctio

n pl

an w

ill b

e su

cces

sful

.

• M

ulti

ple

smal

l gro

up s

essi

ons,

wit

h m

ergi

ng o

f re

sult

s: S

ever

al s

take

hold

er g

roup

s ca

n co

mpl

ete

the

self

-stu

dy c

heck

lists

sep

arat

ely,

and

then

con

vene

a la

rger

rep

rese

ntat

ive

mee

ting

in o

rder

to r

each

con

sens

us o

n th

e re

sults

. T

hat m

ay in

clud

e ed

ucat

ors,

par

ents

,po

licym

aker

s, o

r co

mm

unity

par

tner

s, ju

st to

nam

e a

few

pos

sibl

e gr

oups

. It

may

als

o be

hel

pful

to in

clud

e st

akeh

olde

rs a

t mul

tiple

leve

ls o

f im

plem

enta

tion:

sta

te, d

istr

ict,

and

loca

l sch

ool p

ersp

ectiv

es m

ay b

e ve

ry, v

ery

diff

eren

t, an

d re

cogn

izin

g w

hat t

hese

var

ying

pers

pect

ives

are

will

hel

p m

ake

the

nece

ssar

y im

prov

emen

ts to

ens

ure

a un

ifie

d sy

stem

at a

ll le

vels

.

• Su

rvey

res

pons

es, f

ollo

wed

by

wor

k gr

oup

anal

ysis

: The

sel

f-st

udy

chec

klis

ts c

an b

e us

ed a

s a

surv

ey th

at k

ey s

take

hold

ers

are

invi

ted

to c

ompl

ete

indi

vidu

ally

. A

wor

k gr

oup

coul

d th

en c

ompi

le a

nd a

naly

ze th

e re

sults

, do

follo

w-u

p da

ta c

olle

ctio

n as

nec

essa

ry,

and

deve

lop

an a

ctio

n pl

an.

Ada

ptat

ion

to s

tate

and

dis

tric

t se

ttin

gs:

How

can

you

use

thes

e ch

eckl

ists

to s

tudy

the

impl

emen

tatio

n of

you

r st

ate

or d

istr

ict

polic

ies

and

prac

tices

, giv

en th

e la

rge

vari

abili

ty in

sta

te a

nd d

istr

ict a

ppro

ache

s? W

e ha

ve p

rovi

ded

som

e w

ays

to a

dapt

the

chec

klis

ts p

rior

to e

ach

of th

e th

ree

chec

klis

ts.

Firs

t we

sugg

est t

wo

step

s to

dev

elop

sha

red

unde

rsta

ndin

g of

the

prin

cipl

es a

nd c

hara

cter

istic

s an

d th

e ch

eckl

ist i

n or

der

to id

entif

yw

here

you

r se

tting

is th

e sa

me,

and

whe

re it

is d

iffe

rent

; and

then

a th

ird

step

to ta

ilor

the

chec

klis

ts to

you

r se

tting

.

9

The

n w

e in

clud

e a

reco

rdin

g sh

eet f

or a

dditi

onal

indi

cato

rs, e

xam

ples

of

key

ques

tions

, and

exa

mpl

es o

f ev

iden

ce u

niqu

e to

you

rse

tting

. T

hese

set

ting

spec

ific

indi

cato

rs, k

ey q

uest

ions

, and

exa

mpl

es o

f ev

iden

ce s

houl

d be

add

ed to

thos

e w

e ha

ve p

rovi

ded

whe

nyo

u w

ork

with

you

r st

akeh

olde

rs.

Act

ion

plan

ning

: B

ased

on

our

anal

ysis

, how

can

we

set p

rior

ities

and

dev

elop

a w

orki

ng p

lan

to im

prov

e ou

r sy

stem

? W

e ha

vepr

ovid

ed a

n ac

tion

plan

ning

pro

cess

rec

ordi

ng f

orm

at t

he e

nd o

f ea

ch c

heck

list.

As

you

prep

are

for

this

ste

p, y

ou c

an d

efin

e sp

ecif

icpr

oces

ses

to u

se to

set

pri

oriti

es, a

nd f

or c

onse

nsus

see

king

. T

he f

orm

we

prov

ide

sugg

ests

a s

eque

nce

of s

teps

, but

you

sho

uld

feel

free

to m

odif

y th

at s

eque

nce

to m

eet y

our

need

s.

If y

ou h

ave

addi

tiona

l que

stio

ns a

bout

how

to u

se th

e se

lf-s

tudy

wor

kshe

ets

and

actio

n pl

anni

ng f

orm

s, p

leas

e co

ntac

t Rac

hel

Que

nem

oen,

Sen

ior

Fello

w f

or T

echn

ical

Ass

ista

nce

and

Res

earc

h, N

atio

nal C

ente

r on

Edu

catio

nal O

utco

mes

, at q

uene

003@

umn.

edu

10

PA

RT

ICIP

AT

ION

SE

LF

ST

UD

Y C

HE

CK

LIS

TA

DA

PT

AT

ION

TO

ST

AT

E A

ND

DIS

TR

ICT

SE

TT

ING

S

The

se o

ptio

nal p

roce

ss s

teps

will

hel

p yo

u ad

apt

the

chec

klis

ts t

o yo

ur s

peci

fic

sett

ing.

Step

One

: B

ackg

roun

d R

evie

w o

f P

rinc

iple

s an

d C

hara

cter

isti

cs. I

f ne

cess

ary,

rev

iew

the

Prin

cipl

es a

nd C

hara

cter

istic

s of

Incl

usiv

e A

sses

smen

t and

Acc

ount

abili

ty S

yste

ms.

You

may

do

this

rev

iew

in a

sm

all g

roup

pri

or to

you

r w

ork

on th

e ch

eckl

ists

, or

you

can

do th

is a

s pa

rt o

f yo

ur p

roce

ss to

wor

k w

ith th

e ch

eckl

ists

.

You

may

use

a s

impl

e jig

saw

pro

cess

to d

o th

is in

the

grou

p. T

he ji

gsaw

pro

cess

is a

gen

eric

pro

cess

that

allo

ws

a gr

oup

toun

ders

tand

leng

thy

or c

ompl

ex m

ater

ials

by

brea

king

the

entir

e do

cum

ent i

nto

smal

ler

piec

es.

It c

onsi

sts

of th

ree

step

s ge

nera

lly:

Step

1:

Tea

m A

ssig

nmen

ts –

Div

ide

the

mat

eria

l int

o sm

alle

r pa

rts,

and

ass

ign

each

sec

tion

to e

ach

pers

on o

r gr

oup.

Step

2:

Indi

vidu

al r

evie

w o

f th

e pi

eces

– I

nvite

eac

h pe

rson

or

grou

p to

rea

d th

eir

sect

ion,

and

thin

k ab

out h

ow to

sha

re th

e co

nten

tw

ith o

ther

s.St

ep 3

: T

eam

sha

ring

of

piec

es, f

ittin

g th

e pi

eces

toge

ther

– A

sk e

ach

pers

on o

r gr

oup

to s

hare

the

info

rmat

ion

they

gat

here

d, f

ittin

gth

e pi

eces

of

your

con

tent

puz

zle

toge

ther

.

Iden

tify

addi

tions

in c

once

pts

that

are

impo

rtan

t to

you

in y

our

setti

ng; o

r di

scus

s co

mpo

nent

s of

the

prin

cipl

es th

at y

ou w

ish

to a

dapt

or d

elet

e. J

ustif

y an

y ad

ditio

ns o

r de

letio

ns b

ased

on

wha

t you

und

erst

and

to b

e th

e be

st o

utco

mes

for

stu

dent

s w

ith d

isab

ilitie

s in

asse

ssm

ent a

nd a

ccou

ntab

ility

sys

tem

s.

Step

Tw

o: R

evie

w o

f P

arti

cipa

tion

Sel

f St

udy

Che

cklis

t, a

nd I

dent

ific

atio

n of

Add

itio

nal I

mpl

emen

tati

on I

ndic

ator

s.Im

plem

enta

tion

indi

cato

rs a

re c

ondi

tions

that

indi

cate

the

exte

nt to

whi

ch a

sta

ndar

ds-b

ased

edu

catio

n sy

stem

ref

lect

s th

e pr

inci

ples

and

char

acte

rist

ics

of in

clus

ive

syst

ems.

The

se m

ay v

ary

depe

ndin

g on

you

r se

tting

. A

dd s

ettin

g-sp

ecif

ic in

dica

tors

to th

e se

lf-s

tudy

chec

klis

t. R

ecor

d th

em o

n th

e fo

rm th

at f

ollo

ws

for

use

by y

our

grou

p.

Step

Thr

ee:

Exa

mpl

es o

f K

ey Q

uest

ions

and

Sup

port

ing

Evi

denc

e. A

s yo

u w

ork

thro

ugh

the

self

-stu

dy c

heck

lists

, loo

k at

the

exam

ples

of

key

ques

tions

and

sup

port

ing

evid

ence

that

fol

low

the

form

, and

dis

cuss

oth

er q

uest

ions

and

sup

port

ing

evid

ence

that

will

help

you

eva

luat

e th

e st

atus

of

each

indi

cato

r in

you

r se

tting

. R

ecor

d th

em o

n th

e fo

rm th

at f

ollo

ws,

and

add

this

info

rmat

ion

to th

ech

eckl

ists

whe

n yo

u co

nven

e yo

ur g

roup

.

11

PR

INC

IPL

E #

___

____

____

____

____

____

____

_ S

elf-

stud

y ch

eckl

ist:

PA

RT

ICIP

AT

ION

Sett

ing-

Spec

ific

Ind

icat

ors

Sett

ing-

Spec

ific

Key

Que

stio

nsSe

ttin

g-Sp

ecif

ic S

uppo

rtin

gE

vide

nce

12

EX

AM

PL

ES

OF

KE

Y Q

UE

STIO

NS

– P

AR

TIC

IPA

TIO

NP

arti

cipa

tion

Ind

icat

ors

Pri

ncip

le 1

– A

ll st

uden

ts•

Do

our

polic

ies

spec

ific

ally

req

uire

the

part

icip

atio

n of

all

stud

ents

?•

Do

we

have

evi

denc

e of

uno

ffic

ial e

xem

ptio

n pr

actic

es a

t the

dist

rict

or

scho

ol le

vels

, or

of 1

00%

par

ticip

atio

n?

Pri

ncip

le 2

– D

ecis

ions

• D

o ou

r po

licie

s de

fine

the

deci

sion

pro

cess

es c

lear

ly?

• D

o w

e m

onito

r th

e lin

kage

bet

wee

n th

e IE

P te

am d

ecis

ion

and

actu

al p

artic

ipat

ion

of e

ach

stud

ent?

Pri

ncip

le 3

– R

epor

ting

• W

hat d

o ou

r re

port

for

mat

s lo

ok li

ke, a

nd h

ow c

lear

ly d

o th

eysh

ow p

artic

ipat

ion

and

perf

orm

ance

of

stud

ents

with

dis

abili

ties?

• W

ho h

as e

asy

acce

ss to

the

repo

rts?

Pri

ncip

le 4

- A

ccou

ntab

ility

• W

hat i

s in

clud

ed in

our

sta

te o

r di

stri

ct a

ccou

ntab

ility

sys

tem

?Is

it th

e sa

me

or d

iffe

rent

fro

m th

e T

itle

I A

dequ

ate

Yea

rly

Prog

ress

requ

irem

ents

? I

f so

, wha

t is

incl

uded

in T

itle

I A

YP?

• W

hat a

re th

e sy

stem

and

stu

dent

leve

l sta

kes

of o

ur s

yste

m?

How

do

they

aff

ect s

tude

nts

with

dis

abili

ties?

Pri

ncip

le 5

- I

mpr

ovem

ent

• H

ow d

o w

e kn

ow h

ow o

ur a

sses

smen

t and

acc

ount

abili

tysy

stem

s ar

e w

orki

ng?

• W

hat t

rain

ing

will

be

effe

ctiv

e, a

nd f

or w

hom

?

Pri

ncip

le 6

– I

nclu

sive

Sch

ool R

efor

m•

How

are

the

data

fro

m a

sses

smen

ts a

nd o

ther

sou

rces

use

d to

impr

ove

scho

ols

at th

e st

ate,

dis

tric

t, an

d sc

hool

leve

ls?

EX

AM

PL

ES

OF

EV

IDE

NC

E –

PA

RT

ICIP

AT

ION

All

stud

ents

Cop

ies

of s

tate

and

dis

tric

t pol

icie

s, p

artic

ipat

ion

rate

s, r

ecor

ds o

fre

ason

s fo

r st

uden

ts n

ot b

eing

ass

esse

d, a

ctua

l per

form

ance

rep

orts

acco

untin

g fo

r al

l stu

dent

s

Dec

isio

nsC

opie

s of

sta

te a

nd d

istr

ict p

olic

ies,

mon

itori

ng r

epor

ts, s

urve

y of

pare

nts

and

teac

hers

, ass

essm

ent r

epor

t of

how

man

y st

uden

ts u

seac

com

mod

atio

ns a

nd h

ow th

at a

ffec

ts th

eir

scor

es, h

ow m

any

are

alte

rnat

e as

sess

men

t par

ticip

ants

Rep

orti

ngA

ctua

l cop

ies

of p

ublic

rep

orts

, rev

iew

of

who

use

s re

port

s an

d fo

rw

hat p

urpo

se

Acc

ount

abili

tyC

opie

s of

acc

ount

abili

ty f

orm

ulas

, des

crip

tions

of

syst

em a

ndst

uden

t sta

kes,

rep

ort o

n ho

w s

take

s af

fect

stu

dent

s w

ith d

isab

ilitie

s

Impr

ovem

ent

Rep

ort f

rom

sta

te a

nd d

istr

ict a

dmin

istr

ator

s on

wha

t inf

orm

atio

n is

capt

ured

, tra

inin

g sc

hedu

les,

con

tent

, and

aud

ienc

es, m

onito

ring

repo

rts

Incl

usiv

e Sc

hool

Ref

orm

Off

icia

l des

crip

tions

of

cont

inuo

us im

prov

emen

t pro

cess

es a

t the

stat

e, d

istr

ict,

and

loca

l lev

els,

rep

orts

fro

m s

choo

l bas

edim

prov

emen

t tea

ms

13

PA

RT

ICIP

AT

ION

SEL

F S

TU

DY

CH

EC

KL

IST

(Act

ion

plan

ning

pro

cess

and

rec

ordi

ng f

orm

fol

low

the

che

cklis

t.)

Indi

cato

rs o

f in

clus

ive

part

icip

atio

n po

licie

s an

d pr

acti

ces:

To s

core

, cir

cle

yes

or n

o to

the

righ

t of e

ach

item

, bas

ed o

n kn

owle

dge

ofyo

ur c

urre

nt s

yste

m. I

f you

hav

e in

suffi

cien

t inf

orm

atio

n to

res

pond

to a

nite

m, c

ircl

e IN

A (

Info

rmat

ion

Not

Ava

ilabl

e).

Tally

yes

, no,

and

IN

Are

spon

ses

at th

e en

d of

the

chec

klis

t. Y

ou m

ay c

onsi

der

the

indi

cato

rs to

be

“in

prog

ress

,” a

nd th

en y

ou w

ill w

ant t

o de

fine

prec

isel

y w

here

you

are

inim

plem

enta

tion,

and

wha

t you

nee

d to

do

next

. R

espo

nses

may

var

y fr

om th

est

ate

view

, to

the

dist

rict

vie

w, t

o th

e lo

cal s

choo

l vie

w.

Rat

ing

Pri

ncip

le 1

: A

ll st

uden

ts. A

ll st

uden

ts w

ith d

isab

ilitie

s ar

e in

clud

ed in

the

asse

ssm

ent s

yste

m.

Par

tici

pati

on.1

.a.

The

re a

re c

lear

ly a

rtic

ulat

ed b

elie

fs o

r pr

inci

ples

for

incl

udin

g al

l stu

dent

s in

the

asse

ssm

ent s

yste

m, i

nclu

ding

def

initi

ons

ofas

sess

men

t par

ticip

atio

n op

tions

.

Par

tici

pati

on 1

.b.

All

stud

ents

in a

ll pl

acem

ent s

ettin

gs w

ho r

ecei

ve f

eder

al o

rst

ate

fund

ed e

duca

tiona

l ser

vice

s pa

rtic

ipat

e in

the

asse

ssm

ent s

yste

m(i

nclu

ding

thos

e w

ho a

re h

ome

scho

oled

or

atte

ndin

g pr

ivat

e sc

hool

s, c

hart

ersc

hool

s, in

the

juve

nile

just

ice

syst

em, e

tc.)

.

Par

tici

pati

on.1

.c.

Incl

usio

n of

all

stud

ents

occ

urs

in o

ne o

f th

ree

way

s:•

with

out a

ccom

mod

atio

ns;

• w

ith a

ccom

mod

atio

ns th

at a

llow

the

stud

ent t

o sh

ow w

hat s

he o

r he

kno

ws

and

can

do;

• in

an

alte

rnat

e as

sess

men

t.

Pri

ncip

le 1

– A

LL s

tude

nts

Par

tic.

1.a.

Yes

No

IN

A

In

prog

ress

Par

tic.

1.b.

Yes

No

IN

A

In

prog

ress

Par

tic.

1.c.

Yes

No

IN

A

In

pro

gres

s

14

Par

tici

pati

on.1

.d.

Ass

essm

ent a

ltern

ativ

es (

othe

r th

an th

e sa

me

way

as

othe

rst

uden

ts, w

ith a

ccom

mod

atio

ns, o

r in

an

alte

rnat

e as

sess

men

t) a

re a

vaila

ble

beyo

nd th

ese

thre

e w

ays

only

if th

ey a

pply

to a

ll st

uden

ts, a

nd th

e im

plic

atio

nsof

thei

r us

e ar

e ca

refu

lly r

evie

wed

and

mon

itore

d to

ens

ure

that

exp

ecta

tions

rem

ain

alig

ned

to h

igh

stan

dard

s. F

or e

xam

ple,

this

car

eful

con

side

ratio

nw

ould

app

ly to

alte

rnat

ives

suc

h as

“ga

p” a

sses

smen

ts, o

ut-o

f-le

vel t

estin

g, o

rsi

mpl

ifie

d fo

rms

of th

e te

st, w

here

ther

e m

ay b

e ne

gativ

e im

plic

atio

ns f

orst

uden

ts th

roug

h us

e of

the

alte

rnat

ives

.

Par

tici

pati

on.1

.e.

Exe

mpt

ions

or

excl

usio

ns a

re a

llow

ed o

nly

to th

e ex

tent

that

they

are

allo

wed

for

all

stud

ents

(i.e

., st

uden

ts w

ithou

t dis

abili

ties)

.

Par

tic.

1.d.

Yes

No

INA

In

prog

ress

Par

tic.

1.e.

Yes

No

INA

In

prog

ress

Pri

ncip

le 2

: D

ecis

ions

. Dec

isio

ns a

bout

how

stu

dent

s w

ith d

isab

ilitie

spa

rtic

ipat

e in

the

asse

ssm

ent s

yste

m a

re th

e re

sult

of c

lear

ly a

rtic

ulat

edpa

rtic

ipat

ion,

acc

omm

odat

ions

, and

alte

rnat

e as

sess

men

t dec

isio

n-m

akin

gpr

oces

ses.

Par

tici

pati

on 2

.a.

The

re is

a c

lear

ly a

rtic

ulat

ed p

artic

ipat

ion

deci

sion

-mak

ing

proc

ess,

with

que

stio

ns a

nd v

aria

bles

(i.e

., op

tions

) to

gui

de th

ough

tful

deci

sion

s.

Par

tici

pati

on 2

.b.

Dec

isio

ns a

re m

ade

on a

n in

divi

dual

bas

is, b

y a

stud

ent’

sIE

P te

am, a

nd in

volv

e pe

ople

who

kno

w th

e st

uden

t bes

t.

Par

tici

pati

on 2

.c. D

ecis

ions

are

bas

ed o

n a

stud

ent’

s ab

ility

to s

how

wha

t she

or h

e kn

ows

and

is a

ble

to d

o in

the

asse

ssm

ent f

orm

ats

avai

labl

e to

all

stud

ents

. D

ecis

ions

are

not

mad

e on

a s

tude

nt’s

cur

rent

inst

ruct

iona

l pro

gram

,cu

rren

t lev

el o

f fu

nctio

ning

, or

on e

xpec

tatio

ns th

at th

e st

uden

t will

per

form

poor

ly, s

ince

thos

e ar

e va

riab

les

that

are

bei

ng m

easu

red

(qua

lity

of p

rogr

aman

d st

uden

t per

form

ance

).

Par

tici

pati

on 2

.d.

Part

icip

atio

n de

cisi

ons

for

indi

vidu

al s

tude

nts

are

revi

ewed

at le

ast a

nnua

lly, p

rior

to s

tate

or

dist

rict

ass

essm

ent.

Pri

ncip

le 2

– D

ecis

ions

Par

tic.

2.a.

Yes

No

IN

A

In

prog

ress

Par

tic.

2.b.

Yes

No

IN

A

In

pro

gres

s

Par

tic.

2.c.

Yes

No

IN

A

In

prog

ress

Par

tic.

2.d.

Yes

No

IN

A

In

prog

ress

15

Par

tici

pati

on 2

.e.

The

re is

a p

lace

to d

ocum

ent p

artic

ipat

ion

deci

sion

s on

the

IEP

form

.

Par

tici

pati

on 2

.f.

The

re a

re c

lear

pro

cess

es f

or c

olle

ctin

g an

d co

mpi

ling

indi

vidu

al p

artic

ipat

ion

deci

sion

s to

ens

ure

appr

opri

ate

mat

eria

ls a

re a

vaila

ble

on te

st d

ay (

e.g.

, lar

ge p

rint

test

boo

klet

s, s

hort

seg

men

t tes

t boo

klet

s) o

r fo

r an

alte

rnat

e as

sess

men

t, an

d to

mon

itor

appr

opri

aten

ess

of d

ecis

ions

.

Par

tici

pati

on 2

.g.

Pare

nts

and

stud

ents

are

not

ifie

d of

par

ticip

atio

n op

tions

and

impl

icat

ions

.

Par

tici

pati

on 2

.h I

EP

team

mem

bers

(in

clud

ing

pare

nt a

nd s

tude

nt)

unde

rsta

nd th

e im

plic

atio

ns o

f pa

rtic

ipat

ion

deci

sion

s, a

nd th

at u

nder

stan

ding

is e

vide

nt in

doc

umen

tatio

n or

mon

itori

ng r

epor

ts.

Par

tic.

2.e.

Yes

No

IN

A

In

prog

ress

Par

tic.

2.f.

Yes

No

IN

A

In

prog

ress

Par

tic.

2.g.

Yes

No

IN

A

In

pro

gres

s

Par

tic.

2.h.

Yes

No

IN

A

I

n pr

ogre

ss

Pri

ncip

le 3

: R

epor

ting

. All

stud

ents

with

dis

abili

ties

are

incl

uded

whe

nst

uden

t sco

res

are

publ

icly

rep

orte

d, in

the

sam

e fr

eque

ncy

and

form

at a

s al

lot

her

stud

ents

whe

ther

they

par

ticip

ate

with

or

with

out a

ccom

mod

atio

ns, o

r in

an a

ltern

ate

asse

ssm

ent.

Par

tici

pati

on 3

.a. T

he p

artic

ipat

ion

rate

rep

orte

d fo

r st

uden

ts w

ith d

isab

ilitie

sis

cal

cula

ted

by d

ivid

ing

the

num

ber

of s

tude

nts

with

dis

abili

ties

asse

ssed

by

the

num

ber

of s

tude

nts

with

dis

abili

ties

enro

lled.

Par

tici

pati

on 3

.b. A

ctua

l sco

res

of a

ll st

uden

ts a

re r

epor

ted,

agg

rega

ted,

and

disa

ggre

gate

d to

the

exte

nt th

at is

tech

nica

lly f

easi

ble.

Par

tici

pati

on 3

.c. T

he n

umbe

r an

d pe

rcen

t of

stud

ents

exc

lude

d or

exe

mpt

edfr

om th

e as

sess

men

t is

repo

rted

, alo

ng w

ith th

e re

ason

s, c

lear

ly s

how

ing

stud

ents

with

dis

abili

ties

as a

sep

arat

e ca

tego

ry.

Par

tici

pati

on 3

.d.

Rep

orts

are

dis

sem

inat

ed to

all

stak

ehol

ders

(e.

g., p

aren

ts,

educ

ator

s, e

mpl

oyer

s, c

omm

unity

mem

bers

) w

ith c

lear

exp

lana

tions

of

resu

ltsan

d im

plic

atio

ns f

or a

ll st

uden

ts, i

nclu

ding

thos

e w

ith d

isab

ilitie

s.

Pri

ncip

le 3

- R

epor

ting

Par

tic.

3.a.

Yes

N

o

I

NA

In p

rogr

ess

Par

tic.

3.b.

Yes

N

o

I

NA

In p

rogr

ess

Par

tic.

3.c.

Yes

N

o

I

NA

In p

rogr

ess

Par

tic.

3.d.

Yes

N

o

I

NA

I

n pr

ogre

ss

16

Par

tici

pati

on 3

.e.

All

stud

ents

who

rec

eive

edu

catio

nal s

ervi

ces

in a

llpl

acem

ent s

ettin

gs a

re in

clud

ed in

the

repo

rtin

g sy

stem

.P

arti

c.3.

e.Y

es

No

IN

A

In

prog

ress

Pri

ncip

le 4

: A

ccou

ntab

ility

. The

ass

essm

ent p

erfo

rman

ce o

f all

stud

ents

with

disa

bilit

ies

is in

clud

ed in

acc

ount

abili

ty in

dice

s at

the

dist

rict

, sta

te a

ndfe

dera

l lev

els,

as

an e

qual

fact

or to

all

othe

r st

uden

t ass

essm

ent d

ata,

rega

rdle

ss o

f how

the

stud

ents

par

ticip

ate

in th

e as

sess

men

t sys

tem

(i.e

., w

ithor

with

out a

ccom

mod

atio

ns, o

r in

an

alte

rnat

e as

sess

men

t).

Par

tici

pati

on 4

.a.

The

re a

re in

cent

ives

for

ful

l par

ticip

atio

n in

the

acco

unta

bilit

y sy

stem

(e.

g., i

nclu

ding

par

ticip

atio

n ra

tes

or in

crea

se in

part

icip

atio

n ra

tes

in th

e fo

rmul

a).

Par

tici

pati

on 4

.b.

All

stud

ents

are

incl

uded

in th

e ac

coun

tabi

lity

inde

x fo

rad

equa

te y

earl

y pr

ogre

ss m

easu

rem

ent,

whe

ther

thro

ugh

actu

al a

sses

smen

tsc

ores

(w

ith o

r w

ithou

t acc

omm

odat

ions

, or

in a

ltern

ate

asse

ssm

ent)

, sco

res

dete

rmin

ed th

roug

h m

ultip

le m

easu

res,

or

thro

ugh

som

e pr

oxy

mea

sure

(e.

g.,

a “0

” sc

ore

for

stud

ents

who

wer

e ex

clud

ed f

or a

ny r

easo

n).

Par

tici

pati

on 4

.c.

Syst

ems

are

held

acc

ount

able

for

hig

h ex

pect

atio

ns a

ndpr

ogre

ss to

war

d st

anda

rds

of a

ll st

uden

ts, r

egar

dles

s of

dis

abili

ty s

tatu

s.

Par

tici

pati

on 4

.d.

App

eals

pro

cess

es a

re in

pla

ce f

or s

tude

nt a

ccou

ntab

ility

purp

oses

if s

tude

nts

have

not

had

the

oppo

rtun

ity o

r ha

ve n

ot b

een

expe

cted

tole

arn

to h

igh

stan

dard

s; o

r if

cur

rent

ass

essm

ent m

etho

ds d

o no

t allo

w th

est

uden

t to

fair

ly s

how

wha

t she

or

he k

now

s an

d is

abl

e to

do.

Pri

ncip

le 4

– A

ccou

ntab

ility

Par

tic.

4.a.

Yes

N

o

INA

In p

rogr

ess

Par

tic.

4.b.

Yes

N

o

INA

In p

rogr

ess

Par

tic.

4.c.

Yes

N

o

INA

In p

rogr

ess

Par

tic.

4.d.

Yes

N

o

INA

In

prog

ress

Pri

ncip

le 5

: Im

prov

emen

t. T

here

is im

prov

emen

t of b

oth

the

asse

ssm

ent

syst

em a

nd th

e ac

coun

tabi

lity

syst

em o

ver

time,

thro

ugh

the

proc

esse

s of

form

al m

onito

ring

, ong

oing

eva

luat

ion,

and

sys

tem

atic

trai

ning

in th

e co

ntex

tof

em

ergi

ng r

esea

rch

and

best

pra

ctic

e.

Pri

ncip

le 5

– I

mpr

ovem

ent

17

Par

tici

pati

on 5

.a.

Info

rmat

ion

abou

t ass

essm

ent p

artic

ipat

ion

rate

s is

use

d to

impr

ove

the

qual

ity o

f as

sess

men

t pro

cess

es a

t the

sch

ool,

dist

rict

, and

sta

tele

vels

.

Par

tici

pati

on 5

.b.

Mon

itori

ng a

nd e

valu

atio

n pr

oces

ses

are

in p

lace

to s

tudy

cons

eque

nces

of

part

icip

atio

n de

cisi

ons,

and

to id

entif

y ne

eded

cha

nges

in th

est

ate

and

dist

rict

acc

ount

abili

ty s

yste

ms,

link

ed to

em

ergi

ng r

esea

rch

and

best

prac

tices

.

Par

tici

pati

on 5

.c. C

olla

bora

tive

trai

ning

mec

hani

sms

are

in p

lace

for

IE

Pte

ams

and

othe

r ke

y pe

rson

nel,

base

d on

con

tinuo

us m

onito

ring

and

eval

uatio

n re

sults

, and

link

ed to

em

ergi

ng r

esea

rch

and

best

pra

ctic

es.

Par

tic.

5.a.

Yes

N

o

IN

A

I

n pr

ogre

ss

Par

tic.

5.b.

Yes

N

o

IN

A

In

pro

gres

s

Par

tic.

5.c.

Yes

N

o

IN

A

I

n pr

ogre

ss

Pri

ncip

le 6

: In

clus

ive

Scho

ol R

efor

m. E

very

pol

icy

and

prac

tice

refle

cts

the

belie

f tha

t all

stud

ents

mus

t be

incl

uded

in s

tate

and

dis

tric

t ass

essm

ent a

ndac

coun

tabi

lity

syst

ems.

Par

tici

pati

on 6

.a.

All

part

icip

atio

n gu

idel

ines

, pro

cess

es, a

nd e

valu

atio

nst

rate

gies

are

dev

elop

ed a

nd m

onito

red

by s

peci

al a

nd g

ener

al e

duca

tion

pers

onne

l, w

ith o

ther

sta

keho

lder

s as

app

ropr

iate

.

Par

tici

pati

on 6

.b.

The

re is

incl

usio

n of

all

stud

ents

acr

oss

all c

ompo

nent

s of

the

stat

e or

dis

tric

t ass

essm

ent a

nd a

ccou

ntab

ility

sys

tem

s (f

rom

dev

elop

men

tof

sta

ndar

ds th

roug

h cu

rric

ulum

des

ign

and

inst

ruct

ion,

to a

sses

smen

t,ac

coun

tabi

lity,

and

sch

ool i

mpr

ovem

ent.)

Par

tici

pati

on 6

.c.

Scho

ol im

prov

emen

t pro

cess

es c

lear

ly in

clud

e al

l stu

dent

s,ba

sed

on d

ata

that

cle

arly

sho

w th

e pr

ogre

ss o

f su

bgro

ups

of s

tude

nts

with

inth

e la

rger

pop

ulat

ion,

incl

udin

g su

bgro

ups

with

in d

isab

ility

cat

egor

ies.

Par

tici

pati

on 6

.d.

The

re a

re c

lear

ly a

rtic

ulat

ed li

nkag

es b

etw

een

part

icip

atio

n in

the

asse

ssm

ent s

yste

m a

nd p

artic

ipat

ion

in s

tand

ards

-bas

edin

stru

ctio

n.

Pri

ncip

le 6

– I

nclu

sive

Sch

ool R

efor

m

Par

tic.

6.a.

Yes

N

o

INA

I

n pr

ogre

ss

Par

tic.

6.b.

Yes

N

o

INA

I

n pr

ogre

ss

Par

tic.

6.c.

Yes

N

o

INA

I

n pr

ogre

ss

Par

tic.

6.d.

Yes

N

o

INA

I

n pr

ogre

ss

18

Act

ion

plan

ning

pro

cess

rec

ordi

ng f

orm

for

par

tici

pati

on e

vide

nce

1.

Tal

ly t

he s

core

s yo

ur g

roup

gav

e fo

r th

e in

dica

tors

of

incl

usiv

e pa

rtic

ipat

ion

for

each

pri

ncip

le:

Tot

al S

core

for

Par

tici

pati

on:

(tot

al n

umbe

r ye

s, n

o, in

form

atio

n no

t ava

ilabl

e, in

pro

gres

s in

eac

h pr

inci

ple

cate

gory

)

Prin

cipl

e 1:

A

ll st

uden

ts__

___

Yes

____

N

o _

__ I

NA

___

In

prog

ress

Prin

cipl

e 2:

D

ecis

ions

____

_ Y

es

____

N

o _

__ I

NA

___

In

prog

ress

Prin

cipl

e 3:

R

epor

ting

____

_ Y

es__

__

No

___

IN

A _

__ I

n pr

ogre

ss

Prin

cipl

e 4:

A

ccou

ntab

ility

____

_Y

es__

__N

o _

__ I

NA

___

In

prog

ress

Prin

cipl

e 5:

Impr

ovem

ent

____

_Y

es__

__N

o _

__ I

NA

___

In

prog

ress

Prin

cipl

e 6:

Incl

usiv

e Sc

hool

Ref

orm

____

_Y

es__

__N

o _

__ I

NA

___

In

prog

ress

2.

Iden

tify

add

itio

nal e

vide

nce

need

ed t

o ev

alua

te t

he im

plem

enta

tion

of

thes

e in

dica

tors

.

Onc

e yo

u ha

ve t

he e

vide

nce

you

need

, the

n an

swer

the

fol

low

ing

ques

tion

s:

a.B

ased

on

the

evid

ence

you

hav

e co

nsid

ered

, whi

ch p

rinc

iple

s ha

ve th

e m

ost i

ndic

ator

s of

bes

t pra

ctic

es in

pla

ce?

19

b.B

ased

on

the

evid

ence

, whi

ch p

rinc

iple

s ar

e in

the

mos

t nee

d of

str

engt

heni

ng?

c.W

hich

pri

ncip

les

and

indi

cato

rs a

re th

e m

ost c

ritic

al to

the

deve

lopm

ent o

f po

sitiv

e ou

tcom

es f

or s

tude

nts

with

dis

abili

ties?

d.W

hich

indi

cato

rs d

o yo

u ha

ve th

e be

st o

ppor

tuni

ties

to c

hang

e? S

hort

term

? L

ong

term

?

e.H

ow w

ill y

ou b

ring

thes

e ch

ange

s ab

out?

Bra

inst

orm

and

rec

ord

spec

ific

ste

ps to

eff

ect t

he c

hang

e fo

r yo

ur h

ighe

st p

rior

ities

.

f.W

hat

is a

rea

listic

tim

e fr

ame

to i

mpl

emen

t ch

ange

s?

Who

can

pro

vide

lea

ders

hip

to e

nsur

e th

ese

chan

ges

occu

r in

thi

s tim

efr

ame?

g.W

hat r

esou

rces

(tim

e, h

uman

, mat

eria

l, fi

nanc

ial)

do

you

need

to ta

ke th

ese

actio

ns?

3. D

evel

op a

str

ateg

ic o

utre

ach

stra

tegy

to

shar

e yo

ur a

ctio

n pl

an a

nd b

uild

sup

port

for

the

eff

ort.

Whe

n al

lth

e ne

cess

ary

part

ners

are

invo

lved

in y

our

effo

rt, p

roce

ed t

o im

plem

enta

tion

of

your

act

ion

plan

.

20

AC

CO

MM

OD

AT

ION

S SE

LF

ST

UD

Y C

HE

CK

LIS

TA

DA

PT

AT

ION

TO

ST

AT

E A

ND

DIS

TR

ICT

SE

TT

ING

S

The

se o

ptio

nal p

roce

ss s

teps

will

hel

p yo

u ad

apt

the

chec

klis

ts t

o yo

ur s

peci

fic

sett

ing.

Step

One

: B

ackg

roun

d R

evie

w o

f P

rinc

iple

s an

d C

hara

cter

isti

cs. I

f ne

cess

ary,

rev

iew

the

Prin

cipl

es a

nd C

hara

cter

istic

s of

Incl

usiv

e A

sses

smen

t and

Acc

ount

abili

ty S

yste

ms.

You

may

do

this

rev

iew

in a

sm

all g

roup

pri

or to

you

r w

ork

on th

e ch

eckl

ists

, or

you

can

do th

is a

s pa

rt o

f yo

ur p

roce

ss to

wor

k w

ith th

e ch

eckl

ists

.

You

may

use

a s

impl

e jig

saw

pro

cess

to d

o th

is in

the

grou

p. T

he ji

gsaw

pro

cess

is a

gen

eric

pro

cess

that

allo

ws

a gr

oup

toun

ders

tand

leng

thy

or c

ompl

ex m

ater

ials

by

brea

king

the

entir

e do

cum

ent i

nto

smal

ler

piec

es.

It c

onsi

sts

of th

ree

step

s ge

nera

lly:

Step

1:

Tea

m A

ssig

nmen

ts –

Div

ide

the

mat

eria

l int

o sm

alle

r pa

rts,

and

ass

ign

each

sec

tion

to e

ach

pers

on o

r gr

oup.

Step

2:

Indi

vidu

al r

evie

w o

f th

e pi

eces

– I

nvite

eac

h pe

rson

or

grou

p to

rea

d th

eir

sect

ion,

and

thin

k ab

out h

ow to

sha

re th

e co

nten

tw

ith o

ther

s.St

ep 3

: T

eam

sha

ring

of

piec

es, f

ittin

g th

e pi

eces

toge

ther

– A

sk e

ach

pers

on o

r gr

oup

to s

hare

the

info

rmat

ion

they

gat

here

d, f

ittin

gth

e pi

eces

of

your

con

tent

puz

zle

toge

ther

.

Iden

tify

addi

tions

in c

once

pts

that

are

impo

rtan

t to

you

in y

our

setti

ng; o

r di

scus

s co

mpo

nent

s of

the

prin

cipl

es th

at y

ou w

ish

to a

dapt

or d

elet

e. J

ustif

y an

y ad

ditio

ns o

r de

letio

ns b

ased

on

wha

t you

und

erst

and

to b

e th

e be

st o

utco

mes

for

stu

dent

s w

ith d

isab

ilitie

s in

asse

ssm

ent a

nd a

ccou

ntab

ility

sys

tem

s.

Step

Tw

o: R

evie

w o

f P

arti

cipa

tion

Sel

f St

udy

Che

cklis

t, a

nd I

dent

ific

atio

n of

Add

itio

nal I

mpl

emen

tati

on I

ndic

ator

s.Im

plem

enta

tion

indi

cato

rs a

re c

ondi

tions

that

indi

cate

the

exte

nt to

whi

ch a

sta

ndar

ds-b

ased

edu

catio

n sy

stem

ref

lect

s th

e pr

inci

ples

and

char

acte

rist

ics

of in

clus

ive

syst

ems.

The

se m

ay v

ary

depe

ndin

g on

you

r se

tting

. A

dd s

ettin

g-sp

ecif

ic in

dica

tors

to th

e se

lf-s

tudy

chec

klis

t. R

ecor

d th

em o

n th

e fo

rm th

at f

ollo

ws

for

use

by y

our

grou

p.

Step

Thr

ee:

Exa

mpl

es o

f K

ey Q

uest

ions

and

Sup

port

ing

Evi

denc

e. A

s yo

u w

ork

thro

ugh

the

self

-stu

dy c

heck

lists

, loo

k at

the

exam

ples

of

key

ques

tions

and

sup

port

ing

evid

ence

that

fol

low

the

form

, and

dis

cuss

oth

er q

uest

ions

and

sup

port

ing

evid

ence

that

will

help

you

eva

luat

e th

e st

atus

of

each

indi

cato

r in

you

r se

tting

. R

ecor

d th

em o

n th

e fo

rm th

at f

ollo

ws,

and

add

this

info

rmat

ion

to th

ech

eckl

ists

whe

n yo

u co

nven

e yo

ur g

roup

.

21

PR

INC

IPL

E #

___

____

____

____

____

____

____

_ S

elf-

stud

y ch

eckl

ist:

AC

CO

MM

OD

AT

ION

S

Sett

ing-

Spec

ific

Ind

icat

ors

Sett

ing-

Spec

ific

Key

Que

stio

nsSe

ttin

g-Sp

ecif

ic S

uppo

rtin

gE

vide

nce

22

EX

AM

PL

ES

OF

KE

Y Q

UE

STIO

NS

– A

CC

OM

MO

DA

TIO

NS

Acc

omm

odat

ions

Ind

icat

ors

Pri

ncip

le 1

– A

ll St

uden

ts•

How

are

acc

omm

odat

ions

def

ined

in s

tate

and

dis

tric

t pol

icy?

• A

re th

ese

defi

nitio

ns c

onsi

sten

t with

bes

t pra

ctic

eco

nsid

erat

ions

?

Pri

ncip

le 2

- D

ecis

ions

• H

ow a

re d

ata

on a

ccom

mod

atio

ns u

se g

athe

red?

How

are

the

data

use

d?•

Do

IEP

team

s un

ders

tand

the

cons

eque

nces

of

spec

ific

acco

mm

odat

ions

or

mod

ific

atio

ns?

Pri

ncip

le 3

– R

epor

ting

• H

ow d

o th

e re

port

s of

stu

dent

par

ticip

atio

n an

d pe

rfor

man

cead

dres

s us

e of

acc

omm

odat

ions

?

Pri

ncip

le 4

- A

ccou

ntab

ility

• A

re s

core

s of

stu

dent

s w

ho u

se a

ccom

mod

atio

ns in

clud

ed in

our

acco

unta

bilit

y fo

rmul

as?

Pri

ncip

le 5

– S

choo

l Im

prov

emen

t•

Do

we

have

a m

echa

nism

to g

athe

r da

ta o

n us

e of

acco

mm

odat

ions

?•

Is th

ere

any

trai

ning

ava

ilabl

e fo

r IE

P te

ams,

or

for

teac

hers

on

acco

mm

odat

ions

?

Pri

ncip

le 6

– I

nclu

sive

Sch

ool R

efor

m•

Can

any

stu

dent

who

nee

ds th

em u

se a

ccom

mod

atio

ns to

sho

whe

or

she

know

s?

EX

AM

PL

ES

OF

EV

IDE

NC

E –

AC

CO

MM

OD

AT

ION

S

All

Stud

ents

Cop

ies

of a

ccom

mod

atio

ns p

olic

ies,

rev

iew

of

offi

cial

fed

eral

guid

ance

on

acco

mm

odat

ions

and

mod

ific

atio

ns, r

evie

w o

f re

sear

chba

se

Dec

isio

nsR

epor

t fro

m s

tate

and

dis

tric

t adm

inis

trat

ors

on d

ata

bein

g ga

ther

ed,

surv

ey o

f IE

P te

am m

embe

rs o

n th

eir

unde

rsta

ndin

g of

the

deci

sion

s,re

port

fro

m a

sses

smen

t pub

lishe

r on

pat

tern

s of

acc

omm

odat

ions

use

Rep

orti

ngC

opie

s of

rep

orts

, exp

lana

tions

of

wha

t the

rep

orts

mea

n

Acc

ount

abili

tyR

epor

t on

how

stu

dent

s w

ho u

se a

ccom

mod

atio

ns a

re in

clud

ed in

the

acco

unta

bilit

y in

dex

Scho

ol I

mpr

ovem

ent

Cop

ies

of r

epor

ts o

n ac

com

mod

atio

ns u

se, t

rain

ing

sche

dule

, con

tent

,au

dien

ce

Incl

usiv

e Sc

hool

Ref

orm

Pol

icy

on u

se o

f acc

omm

odat

ions

, dis

cuss

ions

with

pol

icy

lead

ers

23

AC

CO

MM

OD

AT

ION

SSE

LF

ST

UD

Y C

HE

CK

LIS

T(A

ctio

n pl

anni

ng p

roce

ss a

nd r

ecor

ding

for

m f

ollo

w t

he c

heck

list.

)

Indi

cato

rs o

f in

clus

ive

acco

mm

odat

ions

pol

icie

s an

d pr

acti

ces:

To s

core

, cir

cle

yes

or n

o to

the

righ

t of e

ach

item

, bas

ed o

n kn

owle

dge

of y

our

curr

ent s

yste

m.

If y

ou h

ave

insu

ffici

ent i

nfor

mat

ion

to r

espo

nd to

an

item

, cir

cle

INA

(In

form

atio

n N

ot A

vaila

ble)

. Ta

lly y

es, n

o, a

nd I

NA

ans

wer

s at

the

end

ofth

e ch

eckl

ist.

You

may

con

side

r th

e in

dica

tors

to b

e “i

n pr

ogre

ss,”

and

then

you

will

wan

t to

defin

e pr

ecis

ely

whe

re y

ou a

re in

impl

emen

tatio

n, a

nd w

hat y

oune

ed to

do

next

. Th

e re

spon

ses

may

var

y fr

om th

e st

ate

view

, to

the

dist

rict

vie

w,

to th

e lo

cal s

choo

l vie

w.

Rat

ing

Pri

ncip

le 1

: A

ll st

uden

ts. A

ll st

uden

ts w

ith d

isab

ilitie

s ar

e in

clud

ed in

the

asse

ssm

ent s

yste

m.

Acc

omm

odat

ions

1.a

. Acc

omm

odat

ions

(an

d ot

her

rela

ted

term

s lik

em

odif

icat

ion

and

adap

tatio

n) a

re d

efin

ed a

nd th

eir

purp

ose

and

impl

icat

ions

are

clea

rly

expl

aine

d.

Pri

ncip

le 1

- A

ll st

uden

ts

Acc

om.1

.a.

Yes

N

o

I

NA

In

prog

ress

Pri

ncip

le 2

: D

ecis

ions

. Dec

isio

ns a

bout

how

stu

dent

s w

ith d

isab

ilitie

spa

rtic

ipat

e in

the

asse

ssm

ent s

yste

m a

re th

e re

sult

of c

lear

ly a

rtic

ulat

edpa

rtic

ipat

ion,

acc

omm

odat

ions

, and

alte

rnat

e as

sess

men

t dec

isio

n-m

akin

gpr

oces

ses.

Acc

omm

odat

ions

2.a

. The

re a

re p

rovi

sion

s fo

r th

e us

e of

acc

omm

odat

ions

acro

ss a

ll co

mpo

nent

s of

the

stat

e or

dis

tric

t ass

essm

ent s

yste

m.

Acc

omm

odat

ion

2.b.

Tes

t acc

omm

odat

ions

are

ava

ilabl

e fo

r al

l stu

dent

s w

hone

ed th

em, r

egar

dles

s of

pla

cem

ent o

r la

bel (

incl

udin

g st

uden

ts w

ho d

o no

tre

ceiv

e sp

ecia

l edu

catio

n se

rvic

es).

Pri

ncip

le 2

– D

ecis

ions

Acc

om.2

.a.

Yes

N

o

I

NA

In

prog

ress

Acc

om.2

.b.

Yes

N

o

I

NA

In

prog

ress

24

Acc

omm

odat

ion

2.c.

Acc

omm

odat

ions

are

org

aniz

ed a

nd li

sted

by

type

tofa

cilit

ate

the

deci

sion

-mak

ing

proc

ess

(e.g

., re

spon

se, p

rese

ntat

ion,

set

ting,

sche

dule

).

Acc

omm

odat

ion

2.d.

Acc

omm

odat

ion

deci

sion

s ar

e m

ade

for

each

sub

test

or

sect

ion

of e

ach

crite

rion

ref

eren

ced

and

norm

ref

eren

ced

test

.

Acc

omm

odat

ion

2.e.

Ass

essm

ent a

ccom

mod

atio

n de

cisi

ons

are

cons

ider

ed in

the

cont

ext o

f th

e ac

com

mod

atio

ns a

stu

dent

typi

cally

rec

eive

s du

ring

clas

sroo

m in

stru

ctio

n or

ass

essm

ent.

Acc

omm

odat

ions

2.f

. IE

P te

ams

are

prov

ided

cle

ar in

form

atio

n ab

out w

hich

acco

mm

odat

ions

may

aff

ect t

he c

onst

ruct

bei

ng m

easu

red

for

stat

e an

d di

stri

ctno

rm r

efer

ence

d an

d cr

iteri

on r

efer

ence

d as

sess

men

ts.

Acc

omm

odat

ions

2.g

. T

here

is a

cle

ar e

xpla

natio

n of

the

proc

ess

for

com

pilin

g da

ta o

n in

divi

dual

acc

omm

odat

ion

deci

sion

s an

d ho

w th

ein

form

atio

n w

ill b

e us

ed.

Acc

om.2

.c.

Yes

No

IN

A

I

n pr

ogre

ss

Acc

om.2

.dY

es

N

o

I

NA

In

pro

gres

s

Acc

om.2

.e.

Yes

No

IN

A

In p

rogr

ess

Acc

om.2

.f.

Yes

N

o

I

NA

In

pro

gres

s

Acc

om.2

.g.

Yes

N

o

I

NA

In

pro

gres

s

Pri

ncip

le 3

: R

epor

ting

. All

stud

ents

with

dis

abili

ties

are

incl

uded

whe

n st

uden

tsc

ores

are

pub

licly

rep

orte

d, in

the

sam

e fr

eque

ncy

and

form

at a

s al

l oth

erst

uden

ts w

heth

er th

ey p

artic

ipat

e w

ith o

r w

ithou

t acc

omm

odat

ions

, or

in a

nal

tern

ate

asse

ssm

ent.

Acc

omm

odat

ions

3.a

. Sta

te a

nd d

istr

ict r

epor

ts in

clud

e th

e nu

mbe

r of

stu

dent

sus

ing

acco

mm

odat

ions

on

each

test

(by

sub

part

), a

nd th

e ty

pe o

fac

com

mod

atio

n(s)

use

d by

eac

h st

uden

t is

spec

ifie

d on

stu

dent

rep

orts

.

Acc

omm

odat

ions

3.b

. St

ate

and

dist

rict

rep

orts

incl

ude

scor

es f

or s

tude

nts

usin

g ac

com

mod

atio

ns, r

egar

dles

s of

how

the

acco

mm

odat

ion

affe

cts

the

cons

truc

t, al

thou

gh s

ome

scor

es m

ay b

e in

dis

aggr

egat

ed f

orm

if th

ere

are

tech

nica

l rea

sons

to d

o so

.

Pri

ncip

le 3

– R

epor

ting

Acc

om.3

.a.

Yes

N

o

I

NA

In

pro

gres

s

Acc

om.3

.b.

Yes

N

o

I

NA

In

pro

gres

s

25

Pri

ncip

le 4

: A

ccou

ntab

ility

. The

ass

essm

ent p

erfo

rman

ce o

f all

stud

ents

with

disa

bilit

ies

is in

clud

ed in

acc

ount

abili

ty in

dice

s at

the

dist

rict

, sta

te a

nd fe

dera

lle

vels

, as

an e

qual

fact

or to

all

othe

r st

uden

t ass

essm

ent d

ata,

reg

ardl

ess

ofho

w th

e st

uden

ts p

artic

ipat

e in

the

asse

ssm

ent s

yste

m (

i.e.,

with

or

with

out

acco

mm

odat

ions

, or

in a

n al

tern

ate

asse

ssm

ent)

.

Acc

omm

odat

ions

4.a

. St

uden

ts w

ho u

se a

ccom

mod

atio

ns th

at m

ay a

ffec

t the

mea

sure

d co

nstr

uct a

re in

clud

ed in

the

acco

unta

bilit

y in

dex

thro

ugh

mul

tiple

mea

sure

s or

pan

el r

evie

w to

val

idat

e ap

prop

riat

e le

vel o

f pr

ofic

ienc

y.

Pri

ncip

le 4

– A

ccou

ntab

ility

Acc

om.4

.a.

Yes

No

IN

A

I

n pr

ogre

ss

Pri

ncip

le 5

: Im

prov

emen

t. T

here

is im

prov

emen

t of b

oth

the

asse

ssm

ent

syst

em a

nd th

e ac

coun

tabi

lity

syst

em o

ver

time,

thro

ugh

the

proc

esse

s of

form

alm

onito

ring

, ong

oing

eva

luat

ion,

and

sys

tem

atic

trai

ning

in th

e co

ntex

t of

emer

ging

res

earc

h an

d be

st p

ract

ice.

Acc

omm

odat

ions

5.a

. Mon

itori

ng a

nd e

valu

atio

n pr

oces

ses

incl

ude

gath

erin

gda

ta o

n th

e us

e of

test

acc

omm

odat

ions

to im

prov

e pr

actic

es a

t the

stu

dent

,sc

hool

, dis

tric

t, an

d st

ate

leve

ls, a

ligne

d to

em

ergi

ng r

esea

rch

and

best

prac

tices

.

Acc

omm

odat

ions

5.b

. Bas

ed o

n m

onito

ring

and

eva

luat

ion

data

, and

em

ergi

ngre

sear

ch a

nd b

est p

ract

ice

indi

cato

rs, o

ngoi

ng tr

aini

ng o

n ac

com

mod

atio

ns is

inpl

ace

for

IEP

team

s an

d ot

her

key

pers

onne

l.

Pri

ncip

le 5

– I

mpr

ovem

ent

Acc

om.5

.a.

Yes

No

IN

A

In p

rogr

ess

Acc

om.5

.b.

Yes

N

o

I

NA

In

prog

ress

Pri

ncip

le 6

: In

clus

ive

Scho

ol R

efor

m. E

very

pol

icy

and

prac

tice

refle

cts

the

belie

f tha

t all

stud

ents

mus

t be

incl

uded

in s

tate

and

dis

tric

t ass

essm

ent a

ndac

coun

tabi

lity

syst

ems.

Acc

omm

odat

ions

6.a

. A

ccom

mod

atio

ns a

re a

vaila

ble

to a

ll st

uden

ts w

hone

ed th

em to

acc

ess

the

gene

ral c

urri

culu

m.

Pri

ncip

le 6

– I

nclu

sive

Sch

ool R

efor

m

Acc

om.6

.a.

Yes

N

o

I

NA

In

pro

gres

s

26

Act

ion

plan

ning

pro

cess

rec

ordi

ng f

orm

for

acc

omm

odat

ions

evi

denc

e

1.

Tal

ly t

he s

core

s yo

ur g

roup

gav

e fo

r th

e in

dica

tors

of

incl

usiv

e pa

rtic

ipat

ion

for

each

pri

ncip

le:

Tot

al S

core

for

Acc

omm

odat

ions

: (t

otal

num

ber

yes,

no,

info

rmat

ion

not a

vaila

ble,

in p

rogr

ess

in e

ach

prin

cipl

e ca

tego

ry)

Prin

cipl

e 1:

A

ll st

uden

ts__

___

Yes

____

N

o _

__ I

NA

___

In

prog

ress

Prin

cipl

e 2:

D

ecis

ions

____

_ Y

es

____

N

o _

__ I

NA

___

In

prog

ress

Prin

cipl

e 3:

R

epor

ting

____

_ Y

es__

__

No

___

IN

A _

__ I

n pr

ogre

ss

Prin

cipl

e 4:

A

ccou

ntab

ility

____

_Y

es__

__N

o _

__ I

NA

___

In

prog

ress

Prin

cipl

e 5:

Impr

ovem

ent

____

_Y

es__

__N

o _

__ I

NA

___

In

prog

ress

Prin

cipl

e 6:

Incl

usiv

e Sc

hool

Ref

orm

____

_Y

es__

__N

o _

__ I

NA

___

In

prog

ress

2.

Iden

tify

add

itio

nal e

vide

nce

need

ed t

o ev

alua

te t

he im

plem

enta

tion

of

thes

e in

dica

tors

.

Onc

e yo

u ha

ve t

he e

vide

nce

you

need

, the

n an

swer

the

fol

low

ing

ques

tion

s:

a.B

ased

on

the

evid

ence

you

hav

e co

nsid

ered

, whi

ch p

rinc

iple

s ha

ve th

e m

ost i

ndic

ator

s of

bes

t pra

ctic

es in

pla

ce?

27

b.B

ased

on

the

evid

ence

, whi

ch p

rinc

iple

s ar

e in

the

mos

t nee

d of

str

engt

heni

ng?

c.W

hich

pri

ncip

les

and

indi

cato

rs a

re th

e m

ost c

ritic

al to

the

deve

lopm

ent o

f po

sitiv

e ou

tcom

es f

or s

tude

nts

with

dis

abili

ties?

d.W

hich

indi

cato

rs d

o yo

u ha

ve th

e be

st o

ppor

tuni

ties

to c

hang

e? S

hort

term

? L

ong

term

?

e.H

ow w

ill y

ou b

ring

thes

e ch

ange

s ab

out?

Bra

inst

orm

and

rec

ord

spec

ific

ste

ps to

eff

ect t

he c

hang

e fo

r yo

ur h

ighe

st p

rior

ities

.

f.W

hat

is a

rea

listic

tim

e fr

ame

to i

mpl

emen

t ch

ange

s?

Who

can

pro

vide

lea

ders

hip

to e

nsur

e th

ese

chan

ges

occu

r in

thi

s tim

efr

ame?

g.W

hat r

esou

rces

(tim

e, h

uman

, mat

eria

l, fi

nanc

ial)

do

you

need

to ta

ke th

ese

actio

ns?

3. D

evel

op a

str

ateg

ic o

utre

ach

stra

tegy

to

shar

e yo

ur a

ctio

n pl

an a

nd b

uild

sup

port

for

the

eff

ort.

Whe

n al

lth

e ne

cess

ary

part

ners

are

invo

lved

in y

our

effo

rt, p

roce

ed t

o im

plem

enta

tion

of

your

act

ion

plan

.

28

AL

TE

RN

AT

E A

SSE

SSM

EN

T S

EL

F S

TU

DY

CH

EC

KL

IST

AD

AP

TA

TIO

N T

O S

TA

TE

AN

D D

IST

RIC

T S

ET

TIN

GS

The

se o

ptio

nal p

roce

ss s

teps

will

hel

p yo

u ad

apt

the

chec

klis

ts t

o yo

ur s

peci

fic

sett

ing.

Step

One

: B

ackg

roun

d R

evie

w o

f P

rinc

iple

s an

d C

hara

cter

isti

cs. I

f ne

cess

ary,

rev

iew

the

Prin

cipl

es a

nd C

hara

cter

istic

s of

Incl

usiv

e A

sses

smen

t and

Acc

ount

abili

ty S

yste

ms.

You

may

do

this

rev

iew

in a

sm

all g

roup

pri

or to

you

r w

ork

on th

e ch

eckl

ists

, or

you

can

do th

is a

s pa

rt o

f yo

ur p

roce

ss to

wor

k w

ith th

e ch

eckl

ists

.

You

may

use

a s

impl

e jig

saw

pro

cess

to d

o th

is in

the

grou

p. T

he ji

gsaw

pro

cess

is a

gen

eric

pro

cess

that

allo

ws

a gr

oup

toun

ders

tand

leng

thy

or c

ompl

ex m

ater

ials

by

brea

king

the

entir

e do

cum

ent i

nto

smal

ler

piec

es.

It c

onsi

sts

of th

ree

step

s ge

nera

lly:

Step

1:

Tea

m A

ssig

nmen

ts –

Div

ide

the

mat

eria

l int

o sm

alle

r pa

rts,

and

ass

ign

each

sec

tion

to e

ach

pers

on o

r gr

oup.

Step

2:

Indi

vidu

al r

evie

w o

f th

e pi

eces

– I

nvite

eac

h pe

rson

or

grou

p to

rea

d th

eir

sect

ion,

and

thin

k ab

out h

ow to

sha

re th

e co

nten

tw

ith o

ther

s.St

ep 3

: T

eam

sha

ring

of

piec

es, f

ittin

g th

e pi

eces

toge

ther

– A

sk e

ach

pers

on o

r gr

oup

to s

hare

the

info

rmat

ion

they

gat

here

d, f

ittin

gth

e pi

eces

of

your

con

tent

puz

zle

toge

ther

.

Iden

tify

addi

tions

in c

once

pts

that

are

impo

rtan

t to

you

in y

our

setti

ng; o

r di

scus

s co

mpo

nent

s of

the

prin

cipl

es th

at y

ou w

ish

to a

dapt

or d

elet

e. J

ustif

y an

y ad

ditio

ns o

r de

letio

ns b

ased

on

wha

t you

und

erst

and

to b

e th

e be

st o

utco

mes

for

stu

dent

s w

ith d

isab

ilitie

s in

asse

ssm

ent a

nd a

ccou

ntab

ility

sys

tem

s.

Step

Tw

o: R

evie

w o

f P

arti

cipa

tion

Sel

f St

udy

Che

cklis

t, a

nd I

dent

ific

atio

n of

Add

itio

nal I

mpl

emen

tati

on I

ndic

ator

s.Im

plem

enta

tion

indi

cato

rs a

re c

ondi

tions

that

indi

cate

the

exte

nt to

whi

ch a

sta

ndar

ds-b

ased

edu

catio

n sy

stem

ref

lect

s th

e pr

inci

ples

and

char

acte

rist

ics

of in

clus

ive

syst

ems.

The

se m

ay v

ary

depe

ndin

g on

you

r se

tting

. A

dd s

ettin

g-sp

ecif

ic in

dica

tors

to th

e se

lf-s

tudy

chec

klis

t. R

ecor

d th

em o

n th

e fo

rm th

at f

ollo

ws

for

use

by y

our

grou

p.

Step

Thr

ee:

Exa

mpl

es o

f K

ey Q

uest

ions

and

Sup

port

ing

Evi

denc

e. A

s yo

u w

ork

thro

ugh

the

self

-stu

dy c

heck

lists

, loo

k at

the

exam

ples

of

key

ques

tions

and

sup

port

ing

evid

ence

that

fol

low

the

form

, and

dis

cuss

oth

er q

uest

ions

and

sup

port

ing

evid

ence

that

will

help

you

eva

luat

e th

e st

atus

of

each

indi

cato

r in

you

r se

tting

. R

ecor

d th

em o

n th

e fo

rm th

at f

ollo

ws,

and

add

this

info

rmat

ion

to th

ech

eckl

ists

whe

n yo

u co

nven

e yo

ur g

roup

.

29

PR

INC

IPL

E #

___

____

____

____

____

____

____

_ S

elf-

stud

y ch

eckl

ist:

AL

TE

RN

AT

E A

SSE

SSM

EN

T

Sett

ing-

Spec

ific

Ind

icat

ors

Sett

ing-

Spec

ific

Key

Que

stio

nsSe

ttin

g-Sp

ecif

ic S

uppo

rtin

gE

vide

nce

30

EX

AM

PL

ES

OF

KE

Y Q

UE

STIO

NS

– A

LT

ER

NA

TE

ASS

ESS

ME

NT

- A

lter

nate

Ass

essm

ent

Indi

cato

rsP

rinc

iple

1 –

All

Stud

ents

• H

ow is

the

alte

rnat

e as

sess

men

t lin

ked

to o

ur s

tate

sta

ndar

ds?

• Is

alte

rnat

e as

sess

men

t an

optio

n fo

r al

l par

ts o

f ou

r as

sess

men

tsy

stem

?

Pri

ncip

le 2

- D

ecis

ions

• D

o w

e m

onito

r th

e ap

prop

riat

enes

s of

dec

isio

ns to

par

ticip

ate

inal

tern

ate

asse

ssm

ents

?•

Wha

t per

cent

age

of s

tude

nts

part

icip

ate

in a

ltern

ate

asse

ssm

ent?

Pri

ncip

le 3

– R

epor

ting

• W

hat v

alue

s do

our

sco

ring

cri

teri

a or

rub

rics

ref

lect

, and

thus

enco

urag

e?•

How

are

the

part

icip

atio

n an

d pe

rfor

man

ce o

f st

uden

tspa

rtic

ipat

ing

in th

e al

tern

ate

asse

ssm

ent r

epor

ted?

Pri

ncip

le 4

- A

ccou

ntab

ility

• H

ow h

ave

we

reso

lved

the

polic

y is

sue

of in

tegr

atin

g al

tern

ate

asse

ssm

ent s

core

s in

to a

ccou

ntab

ility

for

mul

as?

• H

ow h

ave

we

ensu

red

that

hig

h ex

pect

atio

ns a

re e

mbe

dded

inou

r al

tern

ate

asse

ssm

ent p

roce

ss?

Pri

ncip

le 5

- I

mpr

ovem

ent

• H

ow d

o w

e co

ntin

ually

impr

ove

our

alte

rnat

e as

sess

men

ts, a

ndth

eir

effe

ct o

n ra

isin

g st

uden

t out

com

es?

• W

hat t

rain

ing

is a

vaila

ble

to I

EP

team

s an

d te

ache

rs?

Pri

ncip

le 6

– I

nclu

sive

Sch

ool R

efor

m•

Are

all

of o

ur te

ache

rs in

clud

ed in

trai

ning

on

stan

dard

s-ba

sed

inst

ruct

iona

l str

ateg

ies?

• H

ow a

re o

ur a

ltern

ate

asse

ssm

ent p

roce

sses

inte

grat

ed w

ith o

ther

best

pra

ctic

es f

or s

tude

nts

with

sig

nifi

cant

dis

abili

ties?

EX

AM

PL

ES

OF

EV

IDE

NC

E –

AL

TE

RN

AT

E A

SSE

SSM

EN

T

All

Stud

ents

Des

crip

tion

of a

ltern

ate

asse

ssm

ent,

and

the

linka

ge to

sta

test

anda

rds

held

for

all

stud

ents

Dec

isio

nsR

epor

t of

num

bers

and

per

cent

ages

of

stud

ents

in a

ltern

ate

asse

ssm

ent,

mon

itori

ng, a

nd r

epor

ts o

f ap

prop

riat

enes

s

Rep

orti

ngC

opie

s of

act

ual r

epor

ts, r

evie

w o

f pr

oces

s to

dev

elop

sco

ring

cri

teri

aor

rub

rics

Acc

ount

abili

tyPo

licy

stat

emen

t on

incl

usio

n of

alte

rnat

e as

sess

men

t sco

res

into

stat

e an

d di

stri

ct a

ccou

ntab

ility

sys

tem

, sam

ple

resu

lts f

rom

stu

dent

asse

ssm

ents

dem

onst

ratin

g hi

gh e

xpec

tatio

ns a

nd le

arni

ng

Impr

ovem

ent

Rev

iew

of

plan

to r

efin

e al

tern

ate

asse

ssm

ent b

ased

on

data

, rev

iew

of in

itial

res

ults

of

alte

rnat

e as

sess

men

t ref

lect

ing

stud

ent o

utco

mes

,sc

hedu

le o

f tr

aini

ng, c

onte

nt, a

udie

nces

Incl

usiv

e Sc

hool

Ref

orm

Sche

dule

of

trai

ning

with

des

crip

tion

of ta

rget

aud

ienc

es, r

evie

w o

fin

tegr

atio

n of

alte

rnat

e as

sess

men

t pro

cess

es a

s th

ey c

onne

ct to

oth

erbe

st p

ract

ice

31

AL

TE

RN

AT

E A

SSE

SSM

EN

TSE

LF

ST

UD

Y C

HE

CK

LIS

T

(Act

ion

plan

ning

pro

cess

and

rec

ordi

ng f

orm

fol

low

the

che

cklis

t.)

Indi

cato

rs o

f in

clus

ive

alte

rnat

e as

sess

men

t pol

icie

s an

d pr

acti

ces:

To s

core

, cir

cle

yes

or n

o to

the

righ

t of e

ach

item

, bas

ed o

n kn

owle

dge

ofyo

ur c

urre

nt s

yste

m. I

f you

hav

e in

suffi

cien

t inf

orm

atio

n to

res

pond

to a

nite

m, c

ircl

e IN

A (

Info

rmat

ion

Not

Ava

ilabl

e).

Tally

yes

, no,

and

IN

Are

spon

ses

at th

e en

d of

the

chec

klis

t. Yo

u m

ay c

onsi

der

the

indi

cato

rs to

be

“in

prog

ress

,” a

nd th

en y

ou w

ill w

ant t

o de

fine

prec

isel

y w

here

you

are

inim

plem

enta

tion,

and

wha

t you

nee

d to

do

next

. Th

e re

spon

ses

may

var

y fr

omth

e st

ate

view

, to

the

dist

rict

vie

w, t

o th

e lo

cal s

choo

l vie

w.

Rat

ing

Pri

ncip

le 1

: A

ll st

uden

ts. A

ll st

uden

ts w

ith d

isab

ilitie

s ar

e in

clud

ed in

the

asse

ssm

ent s

yste

m.

Alt

erna

te A

sses

smen

t 1.

a. A

ltern

ate

asse

ssm

ents

are

alig

ned

with

sta

test

anda

rds

held

for

all

stud

ents

, thr

ough

som

e pr

oces

s of

ext

ensi

on, e

xpan

sion

,ac

cess

, or

othe

r hi

gh p

erfo

rman

ce b

ridg

e to

the

stat

e co

nten

t sta

ndar

ds.

Alt

erna

te A

sses

smen

t 1.

b. A

ltern

ate

asse

ssm

ent o

ptio

ns a

re a

vaila

ble

acro

ssal

l com

pone

nts

of th

e st

ate

or d

istr

ict a

sses

smen

t sys

tem

.

Alt

erna

te A

sses

smen

t 1.

c. A

ltern

ate

asse

ssm

ent o

ptio

ns p

rom

ote

the

use

of a

vari

ety

of v

alid

aut

hent

ic p

erfo

rman

ce-b

ased

ass

essm

ent s

trat

egie

s al

igne

d to

stan

dard

s, a

llow

ing

all s

tude

nts

to b

e ab

le to

sho

w w

hat t

hey

know

and

are

able

to d

o.

Pri

ncip

le 1

– A

LL s

tude

nts

AA

.1.a

.Y

es

No

IN

A

In

prog

ress

AA

.1.b

.Y

es

No

IN

A

In

prog

ress

AA

.1.c

Yes

No

IN

A

In

prog

ress

32

Pri

ncip

le 2

: D

ecis

ions

. Dec

isio

ns a

bout

how

stu

dent

s w

ith d

isab

ilitie

spa

rtic

ipat

e in

the

asse

ssm

ent s

yste

m a

re th

e re

sult

of c

lear

ly a

rtic

ulat

edpa

rtic

ipat

ion,

acc

omm

odat

ions

, and

alte

rnat

e as

sess

men

t dec

isio

n-m

akin

gpr

oces

ses.

Alt

erna

te A

sses

smen

t 2.

a. S

tate

pol

icie

s in

clud

e an

est

imat

e of

the

perc

ent

of s

tude

nts

expe

cted

to p

artic

ipat

e in

alte

rnat

e as

sess

men

ts, a

s ge

nera

lgu

idan

ce to

hel

p te

ams

unde

rsta

nd th

e ne

ed to

incl

ude

as m

any

stud

ents

as

appr

opri

ate

in th

e ge

nera

l ass

essm

ent.

Alt

erna

te A

sses

smen

t 2.

b. D

ecis

ions

are

bas

ed o

n th

e ab

ility

of

the

stud

ent

to ta

ke th

e ge

nera

l ass

essm

ent w

ith o

r w

ithou

t acc

omm

odat

ions

,•

NO

T w

heth

er th

e st

uden

t is

expe

cted

to p

erfo

rm p

oorl

y on

the

gene

ral

asse

ssm

ent.

• N

OT

whe

ther

the

stud

ent i

s w

orki

ng to

war

d st

anda

rds

in th

e ge

nera

lcu

rric

ulum

. A

ll st

uden

ts s

houl

d ha

ve a

cces

s to

the

gene

ral c

urri

culu

m,

and

thus

hav

e op

port

unity

to le

arn

tow

ard

high

sta

ndar

ds.

• N

OT

on

the

basi

s of

pla

cem

ent (

e.g.

, sel

f-co

ntai

ned

vs. r

esou

rce

room

vs.

gene

ral e

duca

tion

clas

sroo

m)

Alt

erna

te A

sses

smen

t 2.

c. T

here

is a

cle

ar e

xpla

natio

n of

the

proc

ess

for

com

pilin

g da

ta o

n in

divi

dual

alte

rnat

e as

sess

men

t dec

isio

ns, t

o be

use

d in

plan

ning

and

ord

erin

g m

ater

ials

, and

for

trai

ning

pur

pose

s.

Pri

ncip

le 2

– D

ecis

ions

AA

.2.a

.Y

es

No

IN

A

In p

rogr

ess

AA

.2.b

.Y

es

No

IN

A

In p

rogr

ess

AA

.2.c

.Y

es

No

IN

A

In p

rogr

ess

Pri

ncip

le 3

: R

epor

ting

. All

stud

ents

with

dis

abili

ties

are

incl

uded

whe

nst

uden

t sco

res

are

publ

icly

rep

orte

d, in

the

sam

e fr

eque

ncy

and

form

at a

s al

lot

her

stud

ents

whe

ther

they

par

ticip

ate

with

or

with

out a

ccom

mod

atio

ns, o

rin

an

alte

rnat

e as

sess

men

t.

Alt

erna

te A

sses

smen

t 3.

a. S

tate

and

dis

tric

t rep

orts

incl

ude

the

num

ber

and

perc

ent o

f st

uden

ts p

artic

ipat

ing

in a

ltern

ate

asse

ssm

ents

for

eac

h st

ate

and

dist

rict

ass

essm

ent a

nd e

ach

subt

est w

ithin

ass

essm

ents

.

Pri

ncip

le 3

– R

epor

ting

AA

3.a

.Y

es

N

o

I

NA

I

n pr

ogre

ss

33

Alt

erna

te A

sses

smen

t 3.

b. S

tate

and

dis

tric

t rep

orts

incl

ude

scor

es f

orst

uden

ts p

artic

ipat

ing

in a

ltern

ate

asse

ssm

ents

, alth

ough

sco

res

may

be

indi

sagg

rega

ted

form

if th

ere

are

tech

nica

l rea

sons

to n

ot a

ggre

gate

.

Alt

erna

te A

sses

smen

t 3.

c. R

ubri

cs a

re d

evel

oped

to r

efle

ct r

esea

rch

and

best

prac

tice

unde

rsta

ndin

g of

des

ired

out

com

es f

or s

tude

nts

with

sig

nifi

cant

disa

bilit

ies,

and

ref

lect

val

ues

and

belie

fs o

f co

mm

itted

sta

keho

lder

s. A

t am

inim

um, v

alid

ity m

easu

res

incl

ude

the

stud

y of

fac

e va

lidity

of

the

rubr

ics.

Alt

erna

te A

sses

smen

t 3.

d. S

cori

ng a

nd r

epor

ting

proc

esse

s in

clud

e a

deta

iled

appr

oach

for

adm

inis

trat

ion,

with

cle

arly

def

ined

per

form

ance

stan

dard

s, s

cori

ng a

nd r

ecor

ding

pro

cedu

res,

and

rel

iabi

lity

chec

ks b

uilt

into

the

proc

ess.

Alt

erna

te A

sses

smen

t 3.

e. T

he c

onfi

dent

ialit

y of

indi

vidu

al a

ltern

ate

asse

ssm

ent p

artic

ipan

ts is

ens

ured

by

not p

ublic

ly r

epor

ting

any

disa

ggre

gate

dda

ta th

at m

ay c

ompr

omis

e st

uden

t pri

vacy

.

AA

.3.b

.Y

es

N

o

I

NA

I

n pr

ogre

ss

AA

.3.c

.Y

es

No

IN

A

In

prog

ress

AA

.3.d

.Y

es

No

IN

A

In

prog

ress

AA

.3.e

.Y

es

No

IN

A

In

prog

ress

Pri

ncip

le 4

: A

ccou

ntab

ility

. The

ass

essm

ent p

erfo

rman

ce o

f all

stud

ents

with

disa

bilit

ies

is in

clud

ed in

acc

ount

abili

ty in

dice

s at

the

dist

rict

, sta

te, a

ndfe

dera

l lev

els,

as

an e

qual

fact

or to

all

othe

r st

uden

t ass

essm

ent d

ata,

rega

rdle

ss o

f how

the

stud

ents

par

ticip

ate

in th

e as

sess

men

t sys

tem

(i.e

., w

ithor

with

out a

ccom

mod

atio

ns, o

r in

an

alte

rnat

e as

sess

men

t).

Alt

erna

te A

sses

smen

t 4.

a. A

ltern

ate

asse

ssm

ent s

core

s ar

e in

tegr

ated

into

the

adeq

uate

yea

rly

prog

ress

acc

ount

abili

ty in

dex

as a

n eq

ual f

acto

r w

ith a

ll ot

her

scor

es.

Pri

ncip

le 4

– A

ccou

ntab

ility

AA

.4.a

.Y

es

N

o

INA

I

n pr

ogre

ss

34

Pri

ncip

le 5

: Im

prov

emen

t. T

here

is im

prov

emen

t of b

oth

the

asse

ssm

ent

syst

em a

nd th

e ac

coun

tabi

lity

syst

em o

ver

time,

thro

ugh

the

proc

esse

s of

form

al m

onito

ring

, ong

oing

eva

luat

ion,

and

sys

tem

atic

trai

ning

in th

e co

ntex

tof

em

ergi

ng r

esea

rch

and

best

pra

ctic

e.

Alt

erna

te A

sses

smen

t 5.

a. T

here

are

mon

itori

ng a

nd e

valu

atio

n pr

oces

ses

that

incl

ude

gath

erin

g of

dat

a on

use

of

alte

rnat

e as

sess

men

ts to

impr

ove

prac

tices

at th

e st

uden

t, sc

hool

, dis

tric

t, an

d st

ate

leve

ls, a

ligne

d to

em

ergi

ng r

esea

rch

and

best

pra

ctic

es.

Alt

erna

te A

sses

smen

t 5.

b. B

ased

on

mon

itori

ng a

nd e

valu

atio

n da

ta, a

ndem

ergi

ng r

esea

rch

and

best

pra

ctic

e in

dica

tors

, tra

inin

g on

alte

rnat

e as

sess

men

tis

in p

lace

for

IE

P te

ams

and

othe

r ke

y pe

rson

nel i

nclu

ding

pri

ncip

als,

coun

selo

rs, s

choo

l psy

chol

ogis

ts, a

nd o

ther

s.

Pri

ncip

le 5

– I

mpr

ovem

ent

AA

.5.a

.Y

es

N

o

INA

In p

rogr

ess

AA

.5.b

.Y

es

N

o

INA

I

n pr

ogre

ss

Pri

ncip

le 6

: In

clus

ive

Scho

ol R

efor

m. E

very

pol

icy

and

prac

tice

refle

cts

the

belie

f tha

t all

stud

ents

mus

t be

incl

uded

in s

tate

and

dis

tric

t ass

essm

ent a

ndac

coun

tabi

lity

syst

ems.

Alt

erna

te A

sses

smen

t 6.

a. A

ltern

ate

asse

ssm

ent p

ract

ices

are

em

bedd

ed in

stan

dard

s-ba

sed

inst

ruct

iona

l act

iviti

es th

roug

hout

the

cour

se o

f th

e as

sess

men

tpe

riod

, acr

oss

mul

tiple

set

tings

.

Alt

erna

te A

sses

smen

t 6.

b. A

ltern

ate

asse

ssm

ent p

ract

ices

are

inte

grat

ed w

ithot

her

rela

ted

effo

rts

like

incl

usio

n m

odel

s, tr

ansi

tion

plan

ning

, and

bes

tpr

actic

e IE

P de

velo

pmen

t.

Pri

ncip

le 6

– I

nclu

sive

Sch

ool R

efor

m

AA

.6.a

.Y

es

N

o

I

NA

I

n pr

ogre

ss

AA

.6.b

.Y

es

N

o

I

NA

I

n pr

ogre

ss

35

Act

ion

plan

ning

pro

cess

rec

ordi

ng f

orm

for

alt

erna

te a

sses

smen

t ev

iden

ce

1.

Tal

ly t

he s

core

s yo

ur g

roup

gav

e fo

r th

e in

dica

tors

of

incl

usiv

e pa

rtic

ipat

ion

for

each

pri

ncip

le:

Tot

al S

core

for

Alt

erna

te A

sses

smen

t: (

tota

l num

ber

yes,

no,

info

rmat

ion

not a

vaila

ble,

in p

rogr

ess

in e

ach

prin

cipl

e ca

tego

ry)

Prin

cipl

e 1:

A

ll st

uden

ts__

___

Yes

____

N

o__

_ IN

A__

_ In

pro

gres

s

Prin

cipl

e 2:

D

ecis

ions

____

_ Y

es

____

N

o__

_ IN

A__

_ In

pro

gres

s

Prin

cipl

e 3:

R

epor

ting

____

_ Y

es__

__

No

___

INA

___

In p

rogr

ess

Prin

cipl

e 4:

A

ccou

ntab

ility

____

_Y

es__

__N

o__

_ IN

A__

_ In

pro

gres

s

Prin

cipl

e 5:

Impr

ovem

ent

____

_Y

es__

__N

o__

_ IN

A__

_ In

pro

gres

s

Prin

cipl

e 6:

Incl

usiv

e Sc

hool

Ref

orm

____

_Y

es__

__N

o__

_ IN

A__

_ In

pro

gres

s

2.

Iden

tify

add

itio

nal e

vide

nce

need

ed t

o ev

alua

te t

he im

plem

enta

tion

of

thes

e in

dica

tors

.

Onc

e yo

u ha

ve t

he e

vide

nce

you

need

, the

n an

swer

the

fol

low

ing

ques

tion

s:

a.B

ased

on

the

evid

ence

you

hav

e co

nsid

ered

, whi

ch p

rinc

iple

s ha

ve th

e m

ost i

ndic

ator

s of

bes

t pra

ctic

es in

pla

ce?

36

b.B

ased

on

the

evid

ence

, whi

ch p

rinc

iple

s ar

e in

the

mos

t nee

d of

str

engt

heni

ng?

c.W

hich

pri

ncip

les

and

indi

cato

rs a

re th

e m

ost c

ritic

al to

the

deve

lopm

ent o

f po

sitiv

e ou

tcom

es f

or s

tude

nts

with

dis

abili

ties?

d.W

hich

indi

cato

rs d

o yo

u ha

ve th

e be

st o

ppor

tuni

ties

to c

hang

e? S

hort

term

? L

ong

term

?

e.H

ow w

ill y

ou b

ring

thes

e ch

ange

s ab

out?

Bra

inst

orm

and

rec

ord

spec

ific

ste

ps to

eff

ect t

he c

hang

e fo

r yo

ur h

ighe

st p

rior

ities

.

f.W

hat

is a

rea

listic

tim

e fr

ame

to i

mpl

emen

t ch

ange

s?

Who

can

pro

vide

lea

ders

hip

to e

nsur

e th

ese

chan

ges

occu

r in

thi

s tim

efr

ame?

g.W

hat r

esou

rces

(tim

e, h

uman

, mat

eria

l, fi

nanc

ial)

do

you

need

to ta

ke th

ese

actio

ns?

3. D

evel

op a

str

ateg

ic o

utre

ach

stra

tegy

to

shar

e yo

ur a

ctio

n pl

an a

nd b

uild

sup

port

for

the

eff

ort.

Whe

n al

lth

e ne

cess

ary

part

ners

are

invo

lved

in y

our

effo

rt, p

roce

ed t

o im

plem

enta

tion

of

your

act

ion

plan

.