Statewide Assessment Comparison Paper

According to the Individuals with Disabilities Education Act (IDEA) an Individualized Education Program (IEP), address the following 7 steps about the student. The first step begins with a statement of the student’s present level of academic achievement and functional performance (PLAAFP). This is a summary of the student's present levels of academic achievement and functional performance, including (a) how the disability affects the student's involvement and progress in the general education curriculum; and (b) for students who

The evaluation will utilize an objectives-oriented evaluation approach, thus program objectives and elements will be analyzed to determine effectiveness and goal attainment. An objectives-oriented evaluation approach has been deemed most fitting, as key stakeholders have previously established goals and objectives for the program. Individualized Education Plans (IEP’s) have been created to ensure all students regardless of their disability will have access to an effective and appropriate public education. Free Appropriate Public Education (FAPE) is an essential component of The Individuals with Disabilities Education Act (IDEA, 2004), which indicates students with disabilities will not be denied access to an education. More specifically,

In recent years, legislative mandates, like the Individuals with Disabilities Education Improvement Act (IDEA), have required students to participate in the same assessments that general education students are taking. Although these new, controversial mandates resonated with a lot of people, critics argue that they cause more harm than good. According to Inclusion: The Pros and Cons—A Critical Review, Carl Savich states that the federal legislation on inclusion took the attention away from the general and advanced students with “a concomitant lowering of standards” (Savich 1). However, supporters of these new mandates state that the pros vastly outweigh the cons. According to Assessment and Accommodations, Stephen Luke states that inclusion

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.

During the 2012-2013. 2013-2014, and 2014-2015 school years, the Student passed the State of Texas Assessments of Academic Readiness. After reviewing all of the evidence, it was finally concluded that the Student did not need to receive special education services. The argument the Students parents were making was that ECISD did not evaluate the Student for an IDEA disability. However, the Respondent’s evaluation and application was done in agreement with the IDEA. Evidence also showed that the Student did receive educational benefits from the school’s regular education

For special education students who is unable to participate in End of Course assessment, and who have an active IEP, may choose to demonstrate mastery of core knowledge and skills rather than take the regular End of Course assessment (tn.gov). As with the TCAP-Alt PA, all attempts are made to provide students with accommodations which will allow them to complete the traditional assessment. The decision to use performance based assessment is made by the IEP team and should be considered in

The Individuals with Disabilities Education Act of 1990 was amended and reauthorized by the Individuals with Disabilities Education Act Amendments of 1997 (IDEA ’97) by President Clinton on June 4, 1997 (Drasgow, Bradley, & Shriner, 1999). The next reauthorization of this act was in 2004, still known as IDEA. Zirkel (2011) states that the 2004 amendments strengthened the 1997 amendments by removing “when appropriate,” from context making the language more straightforward by requiring the IEP team to consider using positive intervention. The 2004 reauthorization also emphasized ensuring access for students with disabilities to the general education curriculum to the maximum extent to meet their development goals (Fallon, Zhang, & Kim, 2011).

Chapter one discusses the concept of “all means all” and the creation, revision, and amendments to the Individuals with Disabilities Education Act. This act addresses the responsibilities of educators as they ensure that all students are receiving access and support to the same curriculum as their peers. Idea requires that all eligible students have an IEP and that they are educated in the least restrictive environment as possible.

Following the early 1980s, litigation and court decisions had set the stage for additional special education laws to the Education of All Handicapped Children Act (EAHCA) which was subsequently reauthorized as the Individuals with Disabilities Education Act (IDEA). This assisted the primary confirmation of Free Appropriate Public Education (FAPE) to every student by covering educational costs before to after children reach school age such as the needs of children with disabilities birth from early intervention services to lessen the potential for delays. It continued to extend for most students with disabilities that had formerly been, “provided services within small classroom setting, and taught by specially trained teachers who focused on adapting instruction to each student’s needs…Students receiving special education services [and a multidisciplinary] were increasingly being mainstreamed (taught, to the fullest extent possible, in a regular classroom setting)” (Dunlap, 2009, p. 9). Two rulings (Roncker v Walter and Daniel R. R. v. State Board of Education) were comparable by addressing the issue of carrying educational services to the kid set against the opposite manner by the principle of portability,

In order to create a learning environment where each student can effectively learn, “educational professionals and parents need to be able to understand federal requirements for individualized education program (IEP) meeting. Educational professionals and parents need to have an understanding of the principles behind the Individuals with Disabilities Education Act (IDEA). The principles include; zero reject, nondiscriminatory evaluation, individualized and appropriate education, least restrictive environment, procedural due process, and parent participation. The article discusses the importance of these principles during IEP meetings by examining six things that should never be said during an IEP meeting during six different scenarios.

The No Child Left Behind Act (NCLB) was passed in 2001.This law mandates that all students are required to have access to the general education curriculum and participate in accountability testing. Specifically “all students with disabilities should have access to, participate in, and make progress in, the general curriculum,” (Ayres, K. M., Lowrey, K. A., Douglas, K. H., & Sievers, C., 2011). The Individuals with Disabilities Act (IDEA) of 2004 ensures students with disabilities have access to a free and appropriate public education (FAPE), meaningful, and in the least restrictive environment. There is a huge disconnect between implementing both laws because NCLB holds stakeholder’s accountable for teaching students with severe disabilities from the general curricula but on the other hand IDEA mandates students learn from an individualized curricula that support their post- secondary needs.

Individuals with Disabilities Education Act (IDEA) is a federal education law that ensures students with needs receive a free and appropriate public education (FAPE) in the least restrictive environment. The students of needs are identified by the specific school’s team of educational professionals, who develop an IEP (Individual Educational Plan) that is specially designed to meet the needs of the student, as well as being a tool to assess student progress. With the extent of disabilities, the IDEA does not demand equal results, but requires that students with disabilities merely benefit from their education (Essex, 2016). IDEA focuses on the identified specific needs of the students; and its services are utilized to address these needs.

Public Law 94-142, the Education for All Handicapped Children Act of 1975, This law was an important one of the major pieces of legislation ever. It motivated states to provide education for any child with special needs and with high quality.. The necessities of the original law incorporated that:1- public agencies must certify that all children with special needs and related services assessed; 2- the child must receive multiple assessment for all education aspects; 3-(IEP) must be written for each child in special education, and children must learn with their nondisabled peers as much as can. In 1991, Congress reauthorized funds for special education programs such as (IDEA). Additionally to the mentioned requirements, I found

In the world today there are millions of students ages 6-21 that have some type of disability. These disabilities consist of specific learning disability, speech or language impairment, emotional disturbance, orthopedic impairments, intellectual disabilities, multiple disabilities, visual impairments, traumatic brain injury, deaf-blindness, developmental delay, hearing impairments, autism, and other health impairments. These students received special education services under the Individuals with Disabilities Education Act (IDEA). Under the IDEA there are many regulations such as the Individual Education Program (IEP). In this paper we will discuss the history if an IEP, the definition of an IEP, who constructs an IEP, the components of an IEP,