A Self-Study Guide to Implementation of Inclusive Assessment and
36
1 A Self-Study Guide to Implementation of Inclusive Assessment and Accountability Systems A Best Practice Approach National Center on Educational Outcomes November 2001 Rachel F. Quenemoen, Sandra J. Thompson, Martha L. Thurlow, & Camilla A. Lehr All rights reserved. Any or all portions of this document may be reproduced and distributed without prior permission, provided the source is cited as: Quenemoen, R. F., Thompson, S. J., Thurlow, M. L., & Lehr, C. A. (2001). A self-study guide to implementation of inclusive assessment and accountability systems: A best practice approach. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. NCEO is supported through a Cooperative Agreement (H326G000001) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. The Center is affiliated with the Institute on Community Integration at the College of Education and Human Development, University of Minnesota. Opinions expressed herein do not necessarily represent those of the U.S. Department of Education or Offices within it. Additional copies of this document may be ordered for $10.00 from: National Center on Educational Outcomes University of Minnesota / 350 Elliott Hall 75 East River Road / Minneapolis, MN 55455 Phone: (612) 624-8561 / Fax: (612) 624-0879 http://education.umn.edu/NCEO The University of Minnesota is an equal opportunity educator and employer. This document is available in alternative formats upon request.
Transcript of A Self-Study Guide to Implementation of Inclusive Assessment and
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
.
