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Assessing Students with Significant Cognitive Challenges

Question: Why are students with significant cognitive challenges assessed on State grade-level content standards?. 2010-2011 Alternate Assessment . 2. Answer: . It is the law.. 2010-2011 Alternate Assessment . 3. Develop alternate assessments which arealigned with the states' academic con

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Assessing Students with Significant Cognitive Challenges

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    1. Assessing Students with Significant Cognitive Challenges WAAS-Portfolio

    2. Question: Why are students with significant cognitive challenges assessed on State grade-level content standards? 2010-2011 Alternate Assessment 2

    3. Answer: It is the law. 2010-2011 Alternate Assessment 3

    4. • Develop alternate assessments which are aligned with the states’ academic content standards.(SECTION 602 (3) of IDEA 97) • Improve results for student with disabilities through improved teaching and learning. •Raise expectations for students with disabilities. •Increase access to the general curriculum. •Provide parents information about their child’s achievement in relationship to the performance of other children in their school. 2010-2011 Alternate Assessment 4 Requirements of IDEA (1997)

    5. “…ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.” (2001) All students are to be assessed based on grade-level content standards. (2003) 2010-2011 Alternate Assessment 5 No Child Left Behind Legislation

    6. Both acts promote the same vision: •High expectations for all students •Uniform standards for all students •Public accountability for all schools 2010-2011 Alternate Assessment 6 IDEA and NCLB

    7. 1. Academic skills aren’t functional for some students. Literacy and numeracy are the most functional skills in our society. Standards are functional if we look at the larger concepts like patterning, word recognition, main idea, etc. Many skills taught in school enhance the quality of life for students with significant cognitive challenges. 2010-2011 Alternate Assessment 7 Myth #1

    8. 2. Teaching the general curriculum violates the IEP. IDEA states that the IEP must include goals that: “… meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum…. … meet each of the child’s other educational needs that result from the child’s disability….” Sec.614. (d) (1) (A) (i) (I) 2010-2011 Alternate Assessment 8 Myth #2

    9. 3. If they could work on the general education curriculum, they wouldn’t be in special education. Special education is designed to “…enable the child to be involved in and make progress in the general education curriculum…” IDEA Sec.614. (d) (1) (A) (i) (I) (aa) 2010-2011 Alternate Assessment 9 Myth #3

    10. 4. Children with significant cognitive challenges can’t learn academic skills. There is no research supporting this claim. Research does show that NCLB assessments have led to higher expectations and achievement for students with Significant Cognitive Challenges. 2010-2011 Alternate Assessment 10 Myth #4

    11. Clearer expectations for the student’s cognitive growth leads to higher levels of learning. The student is more connected to the general education curriculum. Schools are more accountable to parents for ALL students’ learning. Students and teachers are less isolated. 2010-2011 Alternate Assessment 11 How Do Students Benefit?

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