National Transition Network
Parent Brief - September 1999
National Transition NetworkParent Brief - September 1999 |
Over the past number of years we have learned a lot about special
education services. As parents of children with disabilities we
have focused on educational programs that will prepare our
children for life after high school. Now we are hearing a great
deal of discussion about changes in the education system for all
students. We hear the terms "education
reform", "graduation requirements",
"standards" and "assessments". What do these
mean for our children with disabilities?
If you have been following the changes occurring in your state and school district you probably know the education reform movement is challenging and complex. The changes will affect all children in the education system. States must a) improve the performance of all students, and b) hold schools accountable for student achievement. Every state is gearing up to meet Federal regulations and will be implementing these education reforms in different ways.
To reach these goals states have been engaged in a number of activities, including one or more of the following:
National and state education leaders firmly believe that the result of these changes will improve our ability to: 1) Evaluate the effectiveness of public school systems; 2) Provide instructional support and remedial opportunities to students who perform poorly on the assessments; 3) Influence curriculum changes; and 4) Ultimately improve student performance. In short, Congress, educators, parents and advocates believe there will be positive results from the education reform movement.
The changes your state or district makes may affect your child's education, especially the focus of their high school program. The purpose of this Brief is to: a) provide you with information about changes in assessments and graduation criteria, and b) assist you in investigating the changes happening in your district and state.
“. . . systematic collection, analysis and use of information to hold schools, educators, and others responsible for the performance of students and the education system . . .” (Education Commission of the States, 1998)
. . . Tests and other measurements such as reports, collection of student work (portfolios), performance events (science experiments), etc. Assessments can be small or large scale (classroom, district, state, national). The ones described in this paper are administered to an entire grade level and are often referred to as “large-scale” assessments. The results are used to give a complete measure of all students in a particular grade across a state and the scores for all of the students must be reported. Assessments are administered for a variety of reasons. Most states now gather data to document that schools are teaching effectively and that students are making progress.
Note: Assessments used for determining eligibility for special
education services are not discussed in this Parent Brief.
Many parents are asking why all these changes are needed. It might be helpful to review what caused all this to happen. Over the past number of years educators, employers and others were questioning the results of a high school education. Schools of higher education found many high school graduates significantly lacking in academic preparation. Businesses were convinced that schools were not preparing students with the necessary skills, behaviors and performance for the workplace. Parents of regular education students were questioning what their children were learning. Perhaps you, as a parent of a child with a disability, wondered if your child was progressing. Did you feel the Individual Education Program (IEP) focused on the same goals and objectives year after year? Were you worried that your child would not be prepared for life after high school? If you had these concerns, you were not alone.
. . . What students should know and be able to do.
As these new standards are implemented for all students, many parents of children with disabilities are concerned about their child's participation in the required tests, especially if their child has never participated in classroom or district-wide testing in the past. Some of the statements parents have made are:
These are valid concerns. However consider this, if schools do not gather data on students with disabilities they cannot be held responsible or accountable for outcomes. Additionally, students will not get the help they may need as a result of school reforms focusing only on children without special education needs. Five million students nation-wide will be left out! If students with disabilities are excluded from tests and overall assessments—they won't count.
In response to national data that showed that children with disabilities were typically excluded from testing, the Federal Individuals with Disabilities Education Act (IDEA; P.L. 105-17) has mandated that:
What has been the history of testing students with disabilities in schools? National data has shown that children with disabilities were typically excluded. Most often students with IEPs were not included in any kind of grade level testing in schools. Since the mid 70s it was believed that the IEP could be used to measure the progress of individual students. But were educators gathering statistics from the district, state or national level that could analyze the progress being made by students with disabilities? The answer is no. Studies show that only five states collected any kind of data on the performance of students with disabilities.
Why were so many youth with disabilities excluded from state- and district-wide testing in school? There were many reasons, but the most frequently cited are:
Youth with disabilities do not fit a common profile. Schools must focus on each student individually, review the child's program and determine the best way for the student to participate. The following options exist for special education students:
Those who are able to participate just like their classmates without disabilities. When a child participates in the regular curriculum (receives the same instruction) he can take the same test given to those students in regular education. This would be true if the child's disability does not require accommodations.
Those who are able to participate with accommodations (such as large print, quiet room, scribe, extended time). When a student has disabilities that require accommodations he/she can participate in the same assessment as students without disabilities, when provided with the needed accommodations. Whenever the student needs accommodations the IEP should document that the student will receive these accommodations during classroom instruction and testing.
Those who are provided with an alternate assessment. When the content of a student's curriculum differs from what is taught in the regular classroom, the overall assessment must differ. Assessments must reflect the content of a student's program and measure progress towards state or district standards. Even a student with the most severe / profound disabilities can be assessed to determine what they can do and if they are making progress. Often these assessments look at student behavior observed by teachers and parents in both structured and unstructured situations (student participation in planning a group report or, cooperative behavior on the playground). Federal agencies estimate that no more than 1-2% of the total student population would receive alternate assessments. This amounts to approximately 10% of the students in special education. Note: Federal regulations under IDEA state that alternate tests must be available for the 2000-2001 school year.
Those who are provided with a combination of assessments. Many special education students participate in the regular education curriculum and also receive some special education services. When a child participates in both regular and special education, each assessment must reflect the instruction that was provided.
How students with disabilities will participate in classroom, district- and state-wide assessments are determined by the IEP team. The decisions must be documented in the IEP. If the student will not participate in regular assessments, the IEP must explain why any specific test is not appropriate and indicate the alternate assessment that will be provided. Additionally, specific accommodations needed for classroom instruction and testing must be fully described.
As parents we are members of the IEP team. If we want our sons and daughters to benefit from education reform it is crucial that we be included in these discussions and decisions. The IEP we develop when our children are in the early elementary grades may determine their opportunities throughout high school and into adulthood.
How students participate in assessments may affect the type of diploma they receive and thus, may expand or limit their opportunities for the future. Assessment and graduation requirements differ from state to state. In some states, the Department of Education establishes regulations for assessments, but may allow the local education agencies (school districts) to determine policies regarding the type of documents available to students upon graduation (diplomas, certificates, etc).
Reform efforts in many states have caused changes in the criteria necessary to obtain a regular diploma. These changes could include the number of credits required to graduate, revised course content, and required assessments with passing scores. We know that many states have increased the type of documents available to students upon graduation. What we do not know is how these documents will be viewed by employers and post secondary institutions. The regulations and policies within your state may affect whether your son or daughter will receive a regular education diploma or another type of document upon graduation.
As a parent you can lead the IEP team to maintain high expectations in order to prepare your child for adulthood. In order to make good decisions, there are important questions you must ask since many states tie assessment results to graduation requirements or to the type of graduation document provided. These are questions you need answered in order to help plan your child's educational program and to participate as an IEP team member. They include the following:
Many states are now in the process of piloting assessments, developing alternate assessments and defining graduation criteria. This is an important time to ask questions about state assessments and graduation policies. If you need information on any of these issues, the Parent Training and Information Center in your state can assist you. The answers you receive will help you and your student make meaningful education decisions.
Parent centers in each state provide training and information to parents of infants, toddlers, school-aged children, and young adults with disabilities and the professionals who work with their families. This assistance helps parents participate more effectively with professionals in meeting the educational needs of children of youth with disabilities. The Technical Assistance Alliance for Parent Centers (the Alliance), coordinates Parent Training and Information Centers throughout the Nation.
Information on the Parent Training and Information center in your state can be received by contacting the Alliance Coordinating Office:
Thurlow, Elliott, & Ysseldyke (1998). Testing Students With Disabilities. Thousand Oaks, CA: Corwin Press, Inc.
IDEA Law (1999). IDEA '97 final regulations major issues. http://www.cec.sped.org/law_res/doc/law/addl_material/majorissues.php
PACER Center of Minneapolis, MN web site: http://www.pacer.org
Individuals with Disabilities Education Act (IDEA) (Public Law 105-117). Passed in 1975. Assures a free appropriate public education for all students with disabilities in need of special education services. It was reauthorized in 1997 with expanded language regarding IEPs and state, district assessments. It mandates that: 1) students with disabilities be included in all assessments; 2) the IEP must document accommodations needed for a student to participate; 3) students not able to participate in the general assessment must be given an alternate assessment–the IEP must document why the student cannot participate in the standard test and specify what will be used instead; 4) reports be made to the public regularly. New language in IDEA also emphasize the involvement and progress of each child with a disability in the general education curriculum.
Goals 2000: Educate America Act (Public Law 103-227). In March of 1994 Goals 2000 was signed into law. The purpose was to initiate school reform and provide funds for schools to meet that challenge. It emphases high standards for students and improved assessments to monitor progress. Goals 2000 clearly states all students will be included and requires students with disabilities be considered in all aspects of school reform.
School-to-Work Opportunities Act (Public Law 103-239). This law, passed by Congress in May of 1994, is to assist schools in combining classroom instruction and workplace training. It clearly states that students with disabilities are to be included. The opportunities provided through this law can help students during the transition years from school to work.
Improving America's Schools Act (IASA) (Public Law 103-382). This law authorizes funding for Title I programs that provide students with extra help in math and reading. IASA states that the funding support is for all students, including those with disabilities. States that have set standards in math and reading to receive Goals 2000 dollars can use these same standards to receive additional Title I money.
