Inclusive Assessment and Accountability: A Guide to Accommodations for Students with Diverse Needs

Overview

"It game me great pleasure to read this book. Here, in one volume, is a comprehensive look at the latest information on assessment participation and accommodations for students with disabilities and English language learners. I have no doubt that educators will find this resource extremely useful as they make decisions about instruction and assessment for these students, who previously were often excluded from assessments."

—Martha L. Thurlow, PhD, Director, National Center on Educational Outcomes, University of ...

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Overview

"It game me great pleasure to read this book. Here, in one volume, is a comprehensive look at the latest information on assessment participation and accommodations for students with disabilities and English language learners. I have no doubt that educators will find this resource extremely useful as they make decisions about instruction and assessment for these students, who previously were often excluded from assessments."

—Martha L. Thurlow, PhD, Director, National Center on Educational Outcomes, University of Minnesota

"This book is broad enough to provide educators with a conceptual and contextual fram of reference, yet specific enough to offer practices and procedures with immediately applicability. It is systematic, empirically based, and grounded in current legal and policy mandates. Thorough discussions of issues in testing students with diverse needs are illustrated with practical examples."

—Gerald Tindal, PhD, Castle-McIntosh-Knight Professor of Education, University of Oregon

"Bolt and Roach have deep knowledge of the options for including students with disabilities in large-scale assessments. This book provides clear and balanced coverage of research, practice, and policy...Would make an excellent supplementary text for a course on assessing students with special needs."

—Diane Browder, PhD, Synder Distinguished Professor of Special Education, University of North Carolina at Charlotte

"Useful recommendations include ways to monitor performance over time and provide needed professional development to educators. Issues concerning the accountability provision of NCLB are carefully discussed, and sound suggestions for compliance are given. Highly recommended."

—Jamal Abedi, PhD, School of Education, University of California, Davis

Practitionaers need reliable methods for accurately measuring the progress of all K-12 students in district- and statewide assessments—including those students who face obstacles to ordinary testing. This important book provides step-by-step guidelines for choosing appropriate accommodations and alternative testing practices for students with mild to sever disabilities as well as English language learners. The authors also outline strategies, including universal design principles for instruction and assessment, to ensure that students with diverse needs are given access to the general education curriculum. Practical and user friendly, the book includes up-to-date information on policy mandates, detailed case studies, and reproducibles. The large-size format and lay-flat binding facilitate photocopying.

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Editorial Reviews

From the Publisher

"Bolt and Roach have deep knowledge of the options for including students with disabilities in large-scale assessments. This book provides clear and balanced coverage of research, practice, and policy. Chapters on universal design and general curriculum access also provide a link between assessment and instruction. This book would make an excellent supplementary text for a course on assessing students with special needs. Educators will find it to be an excellent resource for professional development."--Diane Browder, PhD, College of Education, University of North Carolina at Charlotte
 
"This book is broad enough to provide educators with a conceptual and contextual frame of reference, yet specific enough to offer practices and procedures with immediate applicability. It is systematic, empirically based, and grounded in current legal and policy mandates. Thorough discussions of issues in testing students with diverse needs are illustrated with practical examples. I would use this text in an introductory graduate-level special education or school psychology course that deals with assessment. Students will benefit from the effective balance of breadth and depth, which will allow them to 'see the forest through the trees.'"--Gerald Tindal, PhD, Castle-McIntosh-Knight Professor of Education, College of Education, University of Oregon
 
"This book is well written, comprehensive, and extremely useful. It provides guidelines on how to make assessments accessible to students with disabilities and English language learners, emphasizing the importance of giving these students equal opportunities to learn. Useful recommendations include ways to monitor performance over time and provide needed professional development to educators. Issues concerning the accountability provision of NCLB are carefully discussed, and sound suggestions for compliance are given. Highly recommended."--Jamal Abedi, PhD, School of Education, University of California, Davis

"It gave me great pleasure to read this book. Here, in one volume, is a comprehensive look at the latest information on assessment participation and accommodations for students with disabilities and English language learners. I have no doubt that educators will find this resource extremely useful as they make decisions about instruction and assessment for these students, who previously were often excluded from assessments."--Martha L. Thurlow, PhD, Director, National Center on Educational Outcomes, University of Minnesota

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Product Details

Meet the Author

Sara E. Bolt, PhD, is Assistant Professor of School Psychology at Michigan State University. She has a doctorate in educational psychology from the University of Minnesota. While completing her graduate studies, she worked as a research assistant at the National Center on Educational Outcomes and as a school psychologist at Heartland Area Education Agency. Dr. Bolt currently conducts research on testing accommodations for students with disabilities as well as on educational assessment practices for special populations generally.

Andrew T. Roach, PhD, is Assistant Professor in the Department of Counseling and Psychological Services at Georgia State University. His research focuses on alternate assessments and the alignment between standards, assessments, and classroom instruction. Dr. Roach received the Early Career Publication Award from the Council for Exceptional Children--Division of Research. He has conducted alignment and related validity studies for alternate assessments in Georgia, Idaho, Indiana, Mississippi, and Wisconsin, and currently serves as coinvestigator on two federally funded investigations of the validity of alternate assessments based on modified achievement standards. Before completing his doctorate, Dr. Roach taught elementary and middle school for 9 years.

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Table of Contents

1. No Child Left Behind and Standards-Based Reform and Accountability

2. Making Participation Decisions for Diverse Students

3. Testing Accommodations for Students with Disabilities

4. Testing Accommodations for English Language Learners

5. Alternate Assessments for Students with Disabilities

6. Facilitating and Evaluating Access to the General Education Curriculum

7. Universal Design for Instruction and Assessment

8. Conclusions

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