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Participation Guidelines for Alaska Students in State Assessments ...

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MAKING DECISIONS<br />

About <strong>Students</strong> with Disabilities<br />

STUDENTS WITH<br />

DISABILITIES<br />

Diploma Track <strong>Students</strong><br />

Most students with a disability will be on the diploma track and will be taught<br />

and assessed under the per<strong>for</strong>mance standards conta<strong>in</strong>ed <strong>in</strong> the <strong>Alaska</strong> Standards:<br />

Content and Per<strong>for</strong>mance Standards <strong>for</strong> <strong>Alaska</strong> <strong>Students</strong>. They will take<br />

the same statewide academic assessments taken by students without disabilities.<br />

If a disability <strong>in</strong>terferes with a student’s ability to demonstrate proficiency on an<br />

assessment, the student should be provided with an accommodation.<br />

Categories of <strong>Students</strong> Who May be Eligible <strong>for</strong><br />

Accommodations on <strong>State</strong>wide Academic <strong>Assessments</strong><br />

• <strong>Students</strong> experienc<strong>in</strong>g transitory impairments, as designated by the Americans<br />

with Disabilities Act Amendments Act of 2008 (effective January 1,<br />

2009), an impairment with an actual or expected duration of 6 months or<br />

less.<br />

• <strong>Students</strong> receiv<strong>in</strong>g special education services pursuant to an Individual Education<br />

Program.<br />

• <strong>Students</strong> receiv<strong>in</strong>g modification or accommodations of the general education<br />

curriculum or the regular education environment pursuant to Section<br />

504 or the Rehabilitation Act of 1973.<br />

Test Accommodations and Modifications<br />

<strong>Students</strong> with disabilities and transitory impairments may use appropriate accommodations<br />

when tak<strong>in</strong>g assessments. A test<strong>in</strong>g accommodation is a change<br />

made to ensure that <strong>in</strong><strong>for</strong>mation obta<strong>in</strong>ed from a test is an accurate reflection<br />

of what the test is <strong>in</strong>tended to measure rather than a measure of the student’s<br />

disability.<br />

Example: Betty knows the answers to the math items on the state standards-based<br />

assessment, but, because of her disability, she has trouble hold<strong>in</strong>g<br />

a pencil and fill<strong>in</strong>g <strong>in</strong> the ovals on the answer sheet or writ<strong>in</strong>g answers<br />

to open-ended questions. Unless Betty is given an accommodation, the assessment<br />

will measure her ability to hold a pencil <strong>in</strong>stead of her knowledge<br />

of math. By provid<strong>in</strong>g Betty with a scribe, the school is able to accommodate<br />

her disability and measure her proficiency <strong>in</strong> math.

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