by Neva Fenno, M.S.Ed. MLIS
Last time we talked about formative assessment, the daily measures of student
understanding we all use to stay on track. But what about summative assessment,
the (usually) annual state academic achievement tests imposed on all students?
The annual part of the bargain seems to be changing, there may now be
semi-annual online exams in some states. We can only hope school districts are
up to speed with their computer networks. There are alternative ways for
students to take exams if computers are outmoded but it’s just one more thing
for teachers to worry about.
In general, are the accommodations we write into our students’ IEPs sufficient in providing fair assessment to measure how we are progressing with students with disabilities? When IEPs are written in the fall, do we know enough about our students to include the right assists for exams being administered in the spring? Fairness for our kids is a complex and thorny issue. Lynn and Douglas Fuchs have written a thoughtful article on the subject of fair and unfair accommodations for testing.
In Massachusetts, there is an MCAS-Alt exam.
“MCAS is designed to measure a student’s knowledge of key concepts and skills outlined in the Massachusetts Curriculum Frameworks. A small number of students with the most significant disabilities who are unable to take the standard MCAS tests even with accommodations participate in the MCAS Alternate Assessment (MCAS-Alt). MCAS-Alt consists of a portfolio of specific materials collected annually by the teacher and student. Evidence for the portfolio may include work samples, instructional data, videotapes, and other supporting information.” Massachusetts Department of Elementary and Secondary Education, 10/18/2013.
All states have devised similar systems for assessing our kids each year. Many resources have been devoted to solving system challenges and as far as it goes the alternative assessments provide useful information. But, shouldn’t there be a point at which severely disabled students are released from having to take these exams, a “test-free zone”? How and where do you draw the line? Many minds sharper than mine have struggled with these questions for many years.
This is not all academic; teachers should be involved in the politics of measuring student achievement. It’s fair to say that you, the classroom practitioner, should be involved at the highest levels in making decisions about who should be tested.
A school district (or teacher) could write and apply for a grant to bring in staff development specialists to assist a school assessment committee. It all becomes more complicated as we migrate to new Common Core State Standards. How do we align our curricula in resource rooms and substantially separate classrooms? We’ve got work to do. You can search for grants that are available to schools for this purpose at the Grants Database.
In a blog like this, I have the luxury of just tossing the questions out there. It’s up to governments and state leaders to come up with the answers. Get involved though, start with your own building, pull together some teachers with similar questions, do some research on who provides quality staff development in assessment and come up with ways to bring these folks to your school. Develop a grant funded long range plan to work through your district policies on assessment for special ed kids.
Stay abreast of the issues and become part of the solution in solving the thornier issues you find.
- Start here.
- Technical Assistance Resources
- Identifying staff development resources.
- Improving Educational Outcomes for Students with Disabilities
- School Improvement Network (commercial enterprise)
Comment on this blog, what do you think, how does your district approach testing for students with disabilities?
Grant Name: Foundation Grants
Funded By: Mitsubishi Electric America Foundation
Description: Mitsubishi Electric America Foundation (MEAF) supports innovative projects that help youth with disabilities develop the leadership and employment skills they need to succeed, particularly for careers in science, technology and the environment. MEAF will also consider projects to create tools that help break down barriers to employment and increase job opportunities for young people with disabilities entering the workforce, including returning veterans with disabilities.
Program Areas: Disabilities, General Education, Professional Development, Science/Environmental, Special Education, Technology, Vocational
Eligibility: Public School, Private School, Higher Education, Other
Proposal Deadline: 6/1/2014
Annual Total Amount: $400,000.00
Average Amount: $1,000.00 – $10,000.00
Availability: All States