Understanding how to best instruct and assess students with disabilities remains a challenge. During this time of change there are both opportunities and difficulties.

Many states are transitioning to Common Core State Standards, and all students need to be college and career ready by the time they leave high school. Consortia of states have joined together to develop next generation regular and alternate assessments based on alternate achievement standards (AA-AAS)—as well as English language proficiency tests. Technology-enhanced assessments will enable assessments to be provided in new ways that may enhance accessibility for some students with disabilities while creating new issues for others. The flexibility waivers that many states received from the federal government free states from some requirements—while creating new issues. For example, many states that currently have an alternate assessment based on modified achievement standards (AA-MAS) will need to phase it out.

During this time of change, the consortia and states may want to:

Analyze data to learn more about the characteristics of students, including students with disabilities. To better instruct and assess students it is vital to understand student characteristics so that any issues can be addressed. Questions that might be asked of the data include: What are the characteristics of low performing students? Do all students have the opportunity to learn rigorous academic content? Do students actually use the accommodations on test day that are on their IEPs?

Develop clear participation and accommodations policies. As students transition to next generation assessments, it is important for them to participate in the right assessment. Clear policies are needed about the characteristics of students who should participate in each assessment. Likewise, clear accommodations policies need to be developed.

Use the principles of universal design. The use of universal design for assessment can make tests more accessible. Tests that are well-designed right from the start can avoid many of the issues that arise when tests are retrofitted to make them more accessible.

Provide professional development that will enable both in-service and pre-service teachers to develop needed knowledge and skills. Both special education and general education teachers who teach students who receive special education services need to learn about standards and how to ensure that all students have access to standards-based education. Educators need to develop skills and knowledge about accommodations decision making, grade-level instruction, and access to the curriculum.