Special Education Case Law
Over the past 30 years there have been many court cases dealing with issues in special education. I found several websites that help administrators and educators avoid making the same mistakes that other districts have made.
The following website was founded by Ms. Philpot is a member of the national Council of Parent Attorneys and Advocates, Learning Disabilities Association, the Civil Rights of Children Committee of the Indiana State Bar Association, member of Indiana Trial Lawyers Association, Association of Trial Lawyers of America, as well as the Indiana State, Indianapolis and American Bar Associations and Mensa. She is also a board member of the Indiana Professional Chapter, Society of Professional Journalists Inc.
This website deals with many issues in special education such as: accommodations, assistive technology, expulsion and suspension.
http://www.dphilpotlaw.com/html/supreme_court_cases.html
Another website that discusses court cases in a synopsis form and in sequential order. There are many court cases that helped define our current educational landscape. The following is a listing of some of the cases that have resulted in key Supreme Court decisions
http://jan.ucc.nau.edu/~jde7/ese504/class/advanced/courtcases.html
Inclusion remains a controversial concept in education because it relates to educational and social values, as well as to our sense of individual worth. The following website deals with issues related to inclusion and specific cases that dealt with that subject area.
http://www.weac.org/Issues_Advocacy/Resource_Pages_On_Issues_One/Special_Education/special_education_inclusion.aspx
Tuesday, April 14, 2009
Schools Gone Bad
Schools Behaving Badly
Many school districts work with students with disabilities. Sometimes that can be challenging. However, in Palm Beach it has gone from bad to worse for a certain school district.
Palm Beach county students with documented behavioral or emotional disabilities are not getting the academic or emotional services they need and are instead being unfairly punished for behaviors that are due to their disabilities, according to a complaint submitted today to the State Department of Education. The complaint was filed on behalf of four county students and the Florida State Conference of the NAACP by the Legal Aid Society of Palm Beach County, the Southern Legal Counsel and the Southern Poverty Law Center, a civil rights advocacy group.
For more information, see the following website:
http://www.palmbeachpost.com/localnews/content/local_news/epaper/2008/10/01/1001complaint.html
Another area where schools tend to make mistakes commonly is inclusion, mainstreaming and LRE.
The most current language of the federal mandate concerning inclusive education comes from the 1997 Amendments to the Individuals With Disabilities Education Act (IDEA). These federal regulations include rulings that guide the regulation. The IDEA requires that children with disabilities be educated in regular education classrooms unless "the nature and severity of the disability is such that education in the regular classes with the use of supplementary aids and services cannot be achieved satisfactorily." This means that schools have a duty to try to include students with disabilities in the regular general education classes. The following website has information about LRE as well as information about several interesting cases that deal with inclusion.
http://www.uni.edu/coe/inclusion/legal/
Many new court cases deal with items such as autism and private school compensation. The follow case deals with both. The parents of a preschool student with autism reject and IEP and then ask for tutition reimbursement.
https://www.judicialview.com/Court-Cases/Education/Parents-Need-Not-Accept-IEP-Services-Before-Seeking-Reimbursement/Student-May-Reject-IEP-and-Obtain-Outisde-Services/20/3312
Many school districts work with students with disabilities. Sometimes that can be challenging. However, in Palm Beach it has gone from bad to worse for a certain school district.
Palm Beach county students with documented behavioral or emotional disabilities are not getting the academic or emotional services they need and are instead being unfairly punished for behaviors that are due to their disabilities, according to a complaint submitted today to the State Department of Education. The complaint was filed on behalf of four county students and the Florida State Conference of the NAACP by the Legal Aid Society of Palm Beach County, the Southern Legal Counsel and the Southern Poverty Law Center, a civil rights advocacy group.
For more information, see the following website:
http://www.palmbeachpost.com/localnews/content/local_news/epaper/2008/10/01/1001complaint.html
Another area where schools tend to make mistakes commonly is inclusion, mainstreaming and LRE.
The most current language of the federal mandate concerning inclusive education comes from the 1997 Amendments to the Individuals With Disabilities Education Act (IDEA). These federal regulations include rulings that guide the regulation. The IDEA requires that children with disabilities be educated in regular education classrooms unless "the nature and severity of the disability is such that education in the regular classes with the use of supplementary aids and services cannot be achieved satisfactorily." This means that schools have a duty to try to include students with disabilities in the regular general education classes. The following website has information about LRE as well as information about several interesting cases that deal with inclusion.
http://www.uni.edu/coe/inclusion/legal/
Many new court cases deal with items such as autism and private school compensation. The follow case deals with both. The parents of a preschool student with autism reject and IEP and then ask for tutition reimbursement.
https://www.judicialview.com/Court-Cases/Education/Parents-Need-Not-Accept-IEP-Services-Before-Seeking-Reimbursement/Student-May-Reject-IEP-and-Obtain-Outisde-Services/20/3312
Friday, April 3, 2009
Parent Advocay
Advocacy for Student’s with Special Needs
By Danee’ Puga
Advocacy can be very misunderstood. Many people think that advocates are the bad guys. However, they are the most beneficial people to parents and students with disabilities.
The following website allows parents to locate advocates.
http://www.focusas.com/SpecialEducation-Links.htm
Become Your Child’s Best Advocate!
The following information was found at this website: http://specialed.about.com/od/iep/a/advocat.htm
7 Steps To Being Your Child's Best Advocate:
1..Positive Parent/Teacher RelationshipsPositive interactions between parents/teacher is best for your child. Both parties need to ensure the child comes first and that the goals for the child are key and shared. Share your views, offer advice and become a good working team. Make shared decisions about the child's goals. Touch base often, share concerns in a friendly manner always anticipating outcomes. Learn how to have effective conferences.
2. Be Well Informed About Your Child's NeedsLearn as much as you possibly can about your child's needs. Find out what the best practices are and how your child's needs are best met in the school setting. Ask good questions! Find out who the organizations and professionals are regarding the needs of your child and learn as much as you can. Learn about the issues and controversies and be practical. Sometimes our expectations can be high but they also need to be practical and manageable.
3. Be a Note TakerKeep good records. Keep a running diary/journal of all correspondence you have with the school staff, organizations, support services, phone calls etc. A record of all verbal and written dialogue will help you to become an expert on your child's program and needs. It will provide you with review type information and can be used to persuade school staff to follow through with verbal commitments and take you seriously because you are on top of things!!!
4. Know What Records the School Is KeepingAlways ask for copies of records or information that is kept in the student's file at school. Make sure you have all letters, documentation, program plans, conference notes and anything else pertinent to your child's education. Make this a part of your record keeping.
5. Ask QuestionsBe candid, if you don't understand terms being used, ask for clarification. Make sure you completely understand the process, procedures, planning and interventions being discussed on behalf of your child. Getting the answers to the questions you may have will avoid any sense of frustration.
6. Include Your ChildThe whole process is about your child. Talk to your child, your child's point of view is very important, he/she should not be left out of the loop. His or her feelings are extremely important.
7. Remain Positive and Think PositiveSometimes this is the most difficult step. How do you get positive outcomes? Certainly, it isn't by becoming aggressive. Build a productive working team by remaining positive, it's your best method to getting those positive outcomes. You can be assertive but know the difference between aggression and assertion. It will help to build a two way trusting relationship. Remember: anger, hostility, aggression and frustration will not be productive in ensuring the best program is in place for your child. 2-way trusting relationships will maximize your child's benefits.
Wrights Law:
Wrights Law provides information about parent advocacy groups.
Good special education services are intensive and expensive. Resources are limited. If you have a child with special needs, you may wind up battling the school district for the services your child needs. To prevail, you need information, skills, and tools.
http://www.wrightslaw.com/info/advo.index.htm
By Danee’ Puga
Advocacy can be very misunderstood. Many people think that advocates are the bad guys. However, they are the most beneficial people to parents and students with disabilities.
The following website allows parents to locate advocates.
http://www.focusas.com/SpecialEducation-Links.htm
Become Your Child’s Best Advocate!
The following information was found at this website: http://specialed.about.com/od/iep/a/advocat.htm
7 Steps To Being Your Child's Best Advocate:
1..Positive Parent/Teacher RelationshipsPositive interactions between parents/teacher is best for your child. Both parties need to ensure the child comes first and that the goals for the child are key and shared. Share your views, offer advice and become a good working team. Make shared decisions about the child's goals. Touch base often, share concerns in a friendly manner always anticipating outcomes. Learn how to have effective conferences.
2. Be Well Informed About Your Child's NeedsLearn as much as you possibly can about your child's needs. Find out what the best practices are and how your child's needs are best met in the school setting. Ask good questions! Find out who the organizations and professionals are regarding the needs of your child and learn as much as you can. Learn about the issues and controversies and be practical. Sometimes our expectations can be high but they also need to be practical and manageable.
3. Be a Note TakerKeep good records. Keep a running diary/journal of all correspondence you have with the school staff, organizations, support services, phone calls etc. A record of all verbal and written dialogue will help you to become an expert on your child's program and needs. It will provide you with review type information and can be used to persuade school staff to follow through with verbal commitments and take you seriously because you are on top of things!!!
4. Know What Records the School Is KeepingAlways ask for copies of records or information that is kept in the student's file at school. Make sure you have all letters, documentation, program plans, conference notes and anything else pertinent to your child's education. Make this a part of your record keeping.
5. Ask QuestionsBe candid, if you don't understand terms being used, ask for clarification. Make sure you completely understand the process, procedures, planning and interventions being discussed on behalf of your child. Getting the answers to the questions you may have will avoid any sense of frustration.
6. Include Your ChildThe whole process is about your child. Talk to your child, your child's point of view is very important, he/she should not be left out of the loop. His or her feelings are extremely important.
7. Remain Positive and Think PositiveSometimes this is the most difficult step. How do you get positive outcomes? Certainly, it isn't by becoming aggressive. Build a productive working team by remaining positive, it's your best method to getting those positive outcomes. You can be assertive but know the difference between aggression and assertion. It will help to build a two way trusting relationship. Remember: anger, hostility, aggression and frustration will not be productive in ensuring the best program is in place for your child. 2-way trusting relationships will maximize your child's benefits.
Wrights Law:
Wrights Law provides information about parent advocacy groups.
Good special education services are intensive and expensive. Resources are limited. If you have a child with special needs, you may wind up battling the school district for the services your child needs. To prevail, you need information, skills, and tools.
http://www.wrightslaw.com/info/advo.index.htm
No Child Left Behind
No Child Left Behind
Danee’ Puga
The No Child Left Behind Act of 2001 (No Child Left Behind) is a landmark in education reform designed to improve student achievement and change the culture of America's schools. President George W. Bush describes this law as the "cornerstone of my administration." Clearly, our children are our future, and, as President Bush has expressed, "Too many of our neediest children are being left behind."
With passage of No Child Left Behind, Congress reauthorized the Elementary and Secondary Education Act (ESEA)--the principal federal law affecting education from kindergarten through high school. In amending ESEA, the new law represents a sweeping overhaul of federal efforts to support elementary and secondary education in the United States. It is built on four common-sense pillars: accountability for results; an emphasis on doing what works based on scientific research; expanded parental options; and expanded local control and flexibility.
The reform had a huge impact on parents and educators. One great website for information that will help parents is found on ED.gov.com entitled “No Child Left Behind: A Parent’s Guide”
http://www.ed.gov/parents/academic/involve/nclbguide/parentsguide.html
The Texas Education Agency provides great information for educators in Texas.
http://ritter.tea.state.tx.us/nclb/
The above website is very informative and has information in all of the following areas:
Highly Qualified Teachers and Paraprofessionals Mileage Reimbursement Rates: January 1, 2009 NCLB Compliance Monitoring NCLB Correspondence NCLB ListServ Email NCLB News Update NCLB Policy Guidance NCLB Open Records/Public Information Requests NCLB Provisions and Assurances NCLB Report Card
The final website that is very interesting in regard to NCLB is Evergreen Government Documents and Maps Hot Topics!
This website offers government resources, opinions, and organization based information.
http://govdocs.evergreen.edu/hotopics/nclb/
Danee’ Puga
The No Child Left Behind Act of 2001 (No Child Left Behind) is a landmark in education reform designed to improve student achievement and change the culture of America's schools. President George W. Bush describes this law as the "cornerstone of my administration." Clearly, our children are our future, and, as President Bush has expressed, "Too many of our neediest children are being left behind."
With passage of No Child Left Behind, Congress reauthorized the Elementary and Secondary Education Act (ESEA)--the principal federal law affecting education from kindergarten through high school. In amending ESEA, the new law represents a sweeping overhaul of federal efforts to support elementary and secondary education in the United States. It is built on four common-sense pillars: accountability for results; an emphasis on doing what works based on scientific research; expanded parental options; and expanded local control and flexibility.
The reform had a huge impact on parents and educators. One great website for information that will help parents is found on ED.gov.com entitled “No Child Left Behind: A Parent’s Guide”
http://www.ed.gov/parents/academic/involve/nclbguide/parentsguide.html
The Texas Education Agency provides great information for educators in Texas.
http://ritter.tea.state.tx.us/nclb/
The above website is very informative and has information in all of the following areas:
Highly Qualified Teachers and Paraprofessionals Mileage Reimbursement Rates: January 1, 2009 NCLB Compliance Monitoring NCLB Correspondence NCLB ListServ Email NCLB News Update NCLB Policy Guidance NCLB Open Records/Public Information Requests NCLB Provisions and Assurances NCLB Report Card
The final website that is very interesting in regard to NCLB is Evergreen Government Documents and Maps Hot Topics!
This website offers government resources, opinions, and organization based information.
http://govdocs.evergreen.edu/hotopics/nclb/
Monday, March 23, 2009
Inclusion/LRE Requirements
Inclusion and Least Restrictive Environment
Inclusion is part of a much larger picture then just placement in the regular class within school. It is being included in life and participating using one's abilities in day to day activities as a member of the community.
It is being a part of what everyone else is, and being welcomed and embraced as a member who belongs. Inclusion can occur in schools, churches, play- grounds, work and in recreation.
In school, inclusion does not occur by placement in the regular class alone, rather it is a desired end-state. It must be created with proper planning, preparation and supports. The goal of inclusion is achieved only when a child is participating in the activities of the class, as a member who belongs, with the supports and services they need. Inclusion is "not" a trade-off of supports and services for placement in the regular class and is not a trade-off of achievement of individual goals.
One great tool administrators, parents, and students is the following website.
http://www.inclusion.com/inclusion.html
There are great links on this website such as how to set up an inclusion classroom and instructional strategies for the inclusion setting.
Resources for Setting Up a Classroom:
The Inclusive ClassroomStrategies, skills, supports for preparing and implementing inclusion in the classroom.
Inclusive Teaching Guide (Adobe .pdf file 16 pages)
BC Ministry of Education, Skills & TrainingStudents With Intellectual Disabilities A Resource Guide for Teachers - Modifying the Curriculum
What Does the Research Say About Inclusive Education? Article written by Kathleen Whitbread, Ph.D.
Adapting Language Arts, Social Studies, and Science Materials for the Inclusive Classroom - A description of the process consisting of nine steps for planning and implementing materials adaptations.
Samples of Curricular Adaptations practical tips from the B.C. Ministry of Education for inclusive adaptations to materials and curricula.
Links to other sites on inclusion.
Least Restrictive Environment:
IDEA defines Least Restrictive Environment as "to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily" (Sec. 612 (a)[5]).
Every student with a disability should be given the opportunity to start out in a general education classroom and if that environment does not allow for success and a more restrictive environment is deemed appropriate, then that facilitators and educators must give good reason as to why the LRE is not working and it should be a main topic of discussion in the IEP meeting (Block, 1999).
A wonderful article from the Texas Women’s University website does a great job correlating how to use inclusion and follow the guidelines of LRE. The article can be found at the following link:
http://www.twu.edu/inspire/inclusion.htm
When developing an IEP for your child, it is important to remember that your child is entitled to a free appropriate program implemented in the Least Restrictive Environment. This chapter discusses issues for your consideration when determining placement for your child. According to law, first consideration should always be given to placement in a general education classroom with the use of appropriate supplementary aids and services, often referred to as "supported inclusive education."
Inclusion Is A Value
We view inclusion as a value, a set of humanistic beliefs that have been encoded in federal law. These laws clearly reflect that individuals with disabilities are valued members of society. Inclusion is a process through which we discover our similarities, rather than our differences, and we focus on our strengths, not our weaknesses. Inclusion does not reflect a place where special education is provided, but in a larger sense, a way of life and a way of thinking about the future of our children. By providing our children with opportunities to have meaningful relationships and experiences within their family, school, and community lives, we are enabling them to reach their fullest potential as adults.
The following link http://www.spannj.org/BasicRights/least_restrictive_environment.htm will help districts determined guidelines for inclusion.
Inclusion is part of a much larger picture then just placement in the regular class within school. It is being included in life and participating using one's abilities in day to day activities as a member of the community.
It is being a part of what everyone else is, and being welcomed and embraced as a member who belongs. Inclusion can occur in schools, churches, play- grounds, work and in recreation.
In school, inclusion does not occur by placement in the regular class alone, rather it is a desired end-state. It must be created with proper planning, preparation and supports. The goal of inclusion is achieved only when a child is participating in the activities of the class, as a member who belongs, with the supports and services they need. Inclusion is "not" a trade-off of supports and services for placement in the regular class and is not a trade-off of achievement of individual goals.
One great tool administrators, parents, and students is the following website.
http://www.inclusion.com/inclusion.html
There are great links on this website such as how to set up an inclusion classroom and instructional strategies for the inclusion setting.
Resources for Setting Up a Classroom:
The Inclusive ClassroomStrategies, skills, supports for preparing and implementing inclusion in the classroom.
Inclusive Teaching Guide (Adobe .pdf file 16 pages)
BC Ministry of Education, Skills & TrainingStudents With Intellectual Disabilities A Resource Guide for Teachers - Modifying the Curriculum
What Does the Research Say About Inclusive Education? Article written by Kathleen Whitbread, Ph.D.
Adapting Language Arts, Social Studies, and Science Materials for the Inclusive Classroom - A description of the process consisting of nine steps for planning and implementing materials adaptations.
Samples of Curricular Adaptations practical tips from the B.C. Ministry of Education for inclusive adaptations to materials and curricula.
Links to other sites on inclusion.
Least Restrictive Environment:
IDEA defines Least Restrictive Environment as "to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily" (Sec. 612 (a)[5]).
Every student with a disability should be given the opportunity to start out in a general education classroom and if that environment does not allow for success and a more restrictive environment is deemed appropriate, then that facilitators and educators must give good reason as to why the LRE is not working and it should be a main topic of discussion in the IEP meeting (Block, 1999).
A wonderful article from the Texas Women’s University website does a great job correlating how to use inclusion and follow the guidelines of LRE. The article can be found at the following link:
http://www.twu.edu/inspire/inclusion.htm
When developing an IEP for your child, it is important to remember that your child is entitled to a free appropriate program implemented in the Least Restrictive Environment. This chapter discusses issues for your consideration when determining placement for your child. According to law, first consideration should always be given to placement in a general education classroom with the use of appropriate supplementary aids and services, often referred to as "supported inclusive education."
Inclusion Is A Value
We view inclusion as a value, a set of humanistic beliefs that have been encoded in federal law. These laws clearly reflect that individuals with disabilities are valued members of society. Inclusion is a process through which we discover our similarities, rather than our differences, and we focus on our strengths, not our weaknesses. Inclusion does not reflect a place where special education is provided, but in a larger sense, a way of life and a way of thinking about the future of our children. By providing our children with opportunities to have meaningful relationships and experiences within their family, school, and community lives, we are enabling them to reach their fullest potential as adults.
The following link http://www.spannj.org/BasicRights/least_restrictive_environment.htm will help districts determined guidelines for inclusion.
Wednesday, March 11, 2009
IDEA 2004
President Bush signed the Individuals with Disabilities Education Improvement Act, which reauthorized the Individuals with Disabilities Education Act (IDEA), on December 3, 2004.
The President stated, “The Individuals with Disabilities Education Improvement Act of 2004 will help children learn better by promoting accountability for results, enhancing parent involvement, using proven practices and materials, providing more flexibility, and reducing paperwork burdens for teachers, states and local school districts.”
This site will provide the text of the law and all current information available from the New York State Education Department relating to this reauthorization.
http://www.vesid.nysed.gov/specialed/idea/
The 2004 update of the Individuals with Disabilities Education Act (IDEA 2004) made several significant changes to the Individualized Education Program (IEP), both in terms of who should participate and what should be included in this important process. Since the IEP lays out the school's commitment of special education and related services to be provided to eligible students, it is essential that parents of students with learning disabilities (LD) understand the changes.
Greatschools.net is a great resource for administrators, teachers, and parents about the changes for IEP’s in IDEA 2004. On this website, a person could find information about:
Factors for Consideration in Developing the IEPIEP ContentsThe IEP TeamNotice of Procedural SafeguardsMoving to a New School District
http://www.greatschools.net/cgi-bin/showarticle/2978
Ed.gov is another great resource when it comes to IDEA 2004. An article that is located on this website documents many of the changes in IDEA 2004.
The Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities.
Infants and toddlers with disabilities (birth-2) and their families receive early intervention services under IDEA Part C. Children and youth (ages 3-21) receive special education and related services under IDEA Part B.
http://idea.ed.gov/
President Bush signed the Individuals with Disabilities Education Improvement Act, which reauthorized the Individuals with Disabilities Education Act (IDEA), on December 3, 2004.
The President stated, “The Individuals with Disabilities Education Improvement Act of 2004 will help children learn better by promoting accountability for results, enhancing parent involvement, using proven practices and materials, providing more flexibility, and reducing paperwork burdens for teachers, states and local school districts.”
This site will provide the text of the law and all current information available from the New York State Education Department relating to this reauthorization.
http://www.vesid.nysed.gov/specialed/idea/
The 2004 update of the Individuals with Disabilities Education Act (IDEA 2004) made several significant changes to the Individualized Education Program (IEP), both in terms of who should participate and what should be included in this important process. Since the IEP lays out the school's commitment of special education and related services to be provided to eligible students, it is essential that parents of students with learning disabilities (LD) understand the changes.
Greatschools.net is a great resource for administrators, teachers, and parents about the changes for IEP’s in IDEA 2004. On this website, a person could find information about:
Factors for Consideration in Developing the IEPIEP ContentsThe IEP TeamNotice of Procedural SafeguardsMoving to a New School District
http://www.greatschools.net/cgi-bin/showarticle/2978
Ed.gov is another great resource when it comes to IDEA 2004. An article that is located on this website documents many of the changes in IDEA 2004.
The Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities.
Infants and toddlers with disabilities (birth-2) and their families receive early intervention services under IDEA Part C. Children and youth (ages 3-21) receive special education and related services under IDEA Part B.
http://idea.ed.gov/
Monday, March 2, 2009
High Stakes Testing
Testing has become an attractive option for policymakers both because it has the potential to affect the behavior of educators in the educational system and because it is often viewed by the public as a way to guarantee a basic level of quality education. Whatever the reasons, formal testing tied to grade promotion and graduation continues to spread throughout the United States.
Measuring what and how well students learn is an important building block in the process of strengthening and improving our nation's schools. Tests, along with student grades and teacher evaluations, can provide critical measures of students' skills, knowledge, and abilities. Therefore, tests should be part of a system in which broad and equitable access to educational opportunity and advancement is provided to all students. Tests, when used properly, are among the most sound and objective ways to measure student performance. But, when test results are used inappropriately or as a single measure of performance, they can have unintended adverse consequences.
Today, many school districts are mandating tests to measure student performance and to hold individual schools and school systems accountable for that performance. Knowing if and what students are learning is important. Test results give classroom teachers important information on how well individual students are learning and provide feedback to the teachers themselves on their teaching methods and curriculum materials.
Educators and Policy makers definitely seem to differ on this subject. I found a great website that states the advantages and disadvantages of high stakes standardized tests.
http://www.uta.edu/irp/unit_effectiveness_plans/assets/AssessMethods.pdf
I found a great newsletter with information in regard to high stakes testing. It came from the Westchester Institute for Human Services Research.
http://www.sharingsuccess.org/code/bv/testing.pdf
Public Affairs reported good information about appropriate use of high stakes testing.
http://www.apa.org/pubinfo/testing.html
Testing has become an attractive option for policymakers both because it has the potential to affect the behavior of educators in the educational system and because it is often viewed by the public as a way to guarantee a basic level of quality education. Whatever the reasons, formal testing tied to grade promotion and graduation continues to spread throughout the United States.
Measuring what and how well students learn is an important building block in the process of strengthening and improving our nation's schools. Tests, along with student grades and teacher evaluations, can provide critical measures of students' skills, knowledge, and abilities. Therefore, tests should be part of a system in which broad and equitable access to educational opportunity and advancement is provided to all students. Tests, when used properly, are among the most sound and objective ways to measure student performance. But, when test results are used inappropriately or as a single measure of performance, they can have unintended adverse consequences.
Today, many school districts are mandating tests to measure student performance and to hold individual schools and school systems accountable for that performance. Knowing if and what students are learning is important. Test results give classroom teachers important information on how well individual students are learning and provide feedback to the teachers themselves on their teaching methods and curriculum materials.
Educators and Policy makers definitely seem to differ on this subject. I found a great website that states the advantages and disadvantages of high stakes standardized tests.
http://www.uta.edu/irp/unit_effectiveness_plans/assets/AssessMethods.pdf
I found a great newsletter with information in regard to high stakes testing. It came from the Westchester Institute for Human Services Research.
http://www.sharingsuccess.org/code/bv/testing.pdf
Public Affairs reported good information about appropriate use of high stakes testing.
http://www.apa.org/pubinfo/testing.html
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