IEP Accommodations: Questions And Answers

Before children can be declared eligible for special education or placed in a special education program, they must be evaluated by a team of professionals. The law requires that schools and other agencies give tests to children that show both their strengths and their weaknesses. This is called nondiscriminatory testing. All tests must be given to children in their own language and in such a way that their abilities and their disabilities are accurately displayed. Children will be placed in special education based upon several tests, not upon one single test or test score. Nondiscriminatory testing ensures that children who do not need special education will not be placed there, and that children who need special school services will get them. (Parent Educational

IEP’s which are individualized educational plan are very important documents, they are used to meet a student’s educational needs. There are certain criteria a student must meet to be eligible for special education services. A team of people work together to create

I used written backups to oral instructions, using the PowerPoint slides and the white board.

The two options for identifying students with disabilities are RTI model and the IQ-Achievement discrepancy model. The RTI model is a multi-tiered approach to identifying students with disabilities. With this approach the amount of students who are identified as having a learning disability has decreased because of the support students receive at different tiers and it eliminates inadequate instruction as the reason for reading problems. Universal screening and high quality teaching is done for all students. Students who show that they need additional help receive tier 1 services where frequency and intensity increases. Students are monitored and receive research based instruction in the general education classroom. Some students may still struggle and have to receive more intensive and frequent service. Those students will receive supplemental support from an educational professional. Tier 3 services are provided to students who still struggle and need even more intensive service. Students may also qualify for special education services. The IQ-Achievement discrepancy model is used to determine if a disability is present. Standardized tests are used to eliminate low intellectual ablity as a determining cause for reading problems. With this model, a professional assess whether there is a discrepancy between a student’s scores on an iq test and scores obtained from areas

One of the two requirements from indicator 13 that is missing is the teacher did not inviting Lisette to her own IEP meeting. The teacher mentioned that the reason for not inviting Lisette was because she knew basketball practice. Regardless, indicatory 7 states that the students must be invited to their own IEP meeting where transition plans will be talked about. Their must be proof that an attempt was made to invite the student to attend the IEP transition meeting. If I was the facilitator of the meeting I would try to make an arrangement that worked with everyone schedule involved and also Lisettes. Having the student involved at the IEP transition planning is important, because there are discussions about her future and plans

The Special Education team for learning disabilities will test the student. These students have shown signs of continuous problems with interventions in place. Psychologist, psychiatrist, and any other testing will be conducted with parental consent have evaluated the student. Parents will be mandated to attend all assessment evaluations and the team shall review the findings for referral back to tier two or upgrade student to tier four for special educational services based on educational or problematic behaviors.

Under IDEA the law mandates the student to have an IEP team. The parent is encouraged to be a part of their child learning

There are a few ways to try and minimize the label of disability placed unjustly on students due to diversity. When compiling individual assessments more extensive background information needs to be gathered pertaining to school attendance, family structure, cultural beliefs, household changes and moves, and medical, developmental, and educational histories (Ralabate, & Klotz, 2007). If there is a possible language barrier then a dual language assessment evaluation should be given. Also included in an individualized comprehensive evaluation is how a student responds to scientific evidence-based interventions.

Prior to 1975, no federal requirements existed for students with disabilities to attend school, or requirements for schools to attempt to teach students with disabilities (Salvia, Yesseldyke, & Bolt, 2013, p. 25). However, upon the enactment of several federal laws, such as Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB), student with disabilities received access to free, appropriate public education which in turned required students with disabilities to participate in statewide assessments. According to Public Law 94-142 (now included in IDEA), it requires an individual education program (IEP) for students with disabilities. As part of the IEP, it contains items such as present levels of academic achievement and functional performance, measurable annual goals, criteria of progress, special education and related services as well as documenting any necessary accommodations needed for statewide assessments. The author provides a comparison of statewide assessments including items such as participation, accommodations and types of assessments between the states of Texas and Massachusetts.

High Stakes Testing has been overly integrated in the education systems. High-stakes testing are used to determine grade retention, school curriculum, and whether or not students will receive a high school diploma (Myers, 2015). Since the No Child Left Behind Act (NCLB) of 2001, high stakes testing has become the norm and mandating that students must pass a standardized test before moving up in grade. As a special education director, the focus is to ensure the student’s accommodations are being followed. Accommodations help increase students’ academic performance. “Both the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and No Child Left Behind (NCLB) call for students with disabilities to participate in the general education curriculum and in testing programs to the maximum extent possible for each student (Luke and Schwartz, 2010).” Throughout the years, high stakes testing is becoming more common than ever before. The reality is high stakes testing is one indicator in evaluating children with specific needs. This paper will discuss, the violation of the statutory language regarding assessment based on IDEA, the strategies and goals of a remediation, staff training, common Core and PARCC assessment, and funding for the remediation plan under IDEA.

Next the webinar described the steps taken by the school district to ensure participation in the IEP meeting. The individual components of the IEP were described. Finally Extended School Year (ESY) and the reevaluation process was described in the webinar.

“Current” ranged between 1 – 5 years within each school, depending on the disability, so students with disabilities need to be aware of specifics when submitting their evaluations. Bowdoin College called out that the evaluation needed to be on professional letterhead and include adolescent and adult normed testing, while Haverford needed the evaluation to be based on adult normed tests. Evaluations needed to include functional impact of the disability on education. All evaluations needed to be completed by a licensed, clinical

It is the intent of the Commonwealth of Virginia to include all students with disabilities in the assessment component of Virginia’s accountability system. The federal regulations under Section 504 of the Rehabilitation Act and state regulations under the Virginians with Disabilities Act, Section 51.5-40 et seq. of the Code of Virginia, require that individuals with disabilities be given equal opportunity to participate in and benefit from the policies and procedures customarily granted to all individuals. IDEA

The Pennsylvania Alternate System of Assessment (PASA) is a statewide alternate assessment designed for students with the most significant cognitive disabilities. Specifically, it is intended for those who are unable to participate meaningfully in the PSSA even with accommodations. The test, administered to students in the equivalent of grades 3 through 8 and 11, consists of 25 test items aligned with reading standards; 25 test items aligned with math standards; and, for students in grades 4, 8, and 11, approximately 25 test items aligned with science standards. Each test item represents an authentic, relevant, and age-appropriate skill related to reading, mathematics, or science. There are three levels of difficulty within each grade for all three content areas. Level A contains the least complex reading-, math-, or

The purpose of this essay is to compare and contrast the major differences between formal and informal assessments. Some facts that should be noted about these two assessments are that they are designed to evaluate students. Each assessment evaluates, measures, and gathers information on students. Results obtained are used in a variety of ways to determine students’ academic standings, special education services eligibility and other areas that determine their academic future. There are several differences and similarities, however, the focus of this paper will be on the comparison of major differences between the two assessments. Another important fact is that the two types of tests or evaluations may have long-term or short-term educational