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4. Expands requirements for reporting.
The state education agency (SEA) (or, in the case of a districtwide assessment, the LEA) makes available to the public and reports to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children, the following:
  • The numbers of children with disabilities participating in regular assessments, and the number of those children who were provided accommodations in order to participate in those assessments;
  • The number of children with disabilities participating in alternate assessments that are aligned with the state’s challenging academic content standards and challenging student academic achievement standards; and the number of children with disabilities participating in alternate assessments aligned with alternate achievement standards; and
  • The performance of children with disabilities on regular assessments and on alternate assessments (if the number of children with disabilities participating in those assessments is sufficient to yield statistically reliable information and reporting that information will not reveal personally identifiable information about an individual student), compared with the achievement of all children, including children with disabilities, on those assessments.
[612(a)(16)(D) of IDEA]

Dialogue Starter - Cross-stakeholder

Reaction Questions

  1. Why is it important to collect data on testing accommodations?

  2. How might data collection provide research-based support for using accommodations?

  3. How might data collection affect practice?

  4. How might educational systems and other educational stakeholders use this data?

  5. What are the implications of determining the sample size for reporting accommodations utilization data?

  6. Who determines the sample size for reporting sub-group data?
    • How is it determined?
    • Is it research-based?
    • Is it a collaborative process?

Application Questions

  1. What type of dialogue might a state or district have to determine where to count children (i.e., which school is accountable for children’s use of accommodations)?

  2. How might principals use data on accommodations to improve school performance?

  3. How do the media use this data and how might we inform/educate them on the data?

  4. How might the community be informed to understand this testing provision?

  5. Who might be responsible for providing this learning opportunity to the media and community members?

  6. Who might be involved in the design and delivery process to both the media and community members?

    These questions were developed by the following stakeholders working together:

    Role: Teacher
    Location: Washington, DC

    Role: Parent
    Location: Maryland

    Role: Parent
    Location: South Carolina

    Role: Policymaker
    Location: Virginia

    Role: Service provider
    Location: Virginia