{"id":1809,"date":"2023-01-23T14:13:32","date_gmt":"2023-01-23T20:13:32","guid":{"rendered":"https:\/\/nceotacenter.org\/newsletter\/?page_id=1809"},"modified":"2023-01-23T14:13:32","modified_gmt":"2023-01-23T20:13:32","slug":"including-students-with-disabilities-in-k-2-assessments","status":"publish","type":"page","link":"https:\/\/nceotacenter.org\/newsletter\/february-2023\/including-students-with-disabilities-in-k-2-assessments\/","title":{"rendered":"Including Students with Disabilities in K-2 Assessments"},"content":{"rendered":"\n<div class=\"wp-block-image\"><figure class=\"alignright size-full\"><a href=\"https:\/\/nceo.umn.edu\/docs\/OnlinePubs\/NCEOBrief28.pdf\"><img loading=\"lazy\" decoding=\"async\" width=\"150\" height=\"194\" src=\"https:\/\/nceotacenter.org\/newsletter\/wp-content\/uploads\/2023\/01\/NCEOBrief28-thumbnail.png\" alt=\"\" class=\"wp-image-1824\"\/><\/a><\/figure><\/div>\n\n\n\n<p>Many states and school districts have implemented K-2 academic assessments. These assessments are often used to measure progress or growth, for instructional decision-making, to predict grade 3 summative assessment performance, or to track literacy for reading guarantees. They may also be used in some State Systemic Improvement Plans (SSIPs), as either the State-Identified Measurable Result (SIMR) or as a measure of progress in a state\u2019s evaluation plan for its SSIP.<\/p>\n\n\n\n<p>The Individuals with Disabilities Education Act requires that all students with disabilities, including English learners with disabilities, participate in all state and district-wide assessment programs. This includes assessments administered in grades other than those used for ESEA accountability, such as K-2 assessments. Despite the IDEA requirement, students with disabilities have sometimes been excluded from K-2 assessments.<\/p>\n\n\n\n<p>NCEO recently published a brief titled, <a href=\"https:\/\/nceo.umn.edu\/docs\/OnlinePubs\/NCEOBrief28.pdf\"><em>Including Students with Disabilities in K-2 Academic Assessments (Brief #28)<\/em><\/a><em> <\/em>that provides an overview of issues related to the inclusion of students with disabilities and English learners with disabilities in early grade (K-2) assessments and offers considerations for improved practices:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Ensure that assessment items are developed using universal design principles and that a broad range of accessibility features and accommodations are available.<\/li><li>Ensure that the assessment is accessible to all students and that it has an alternate assessment for students who need one.<\/li><li>Ensure that requests for information (RFIs) and requests for proposals (RFPs) address students with disabilities.<\/li><li>Provide professional development on how to include students with disabilities in K-2 academic assessments, as well as training and guides that help increase understanding of the assessment results and how to use the data.<\/li><\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Many states and school districts have implemented K-2 academic assessments. These assessments are often used to measure progress or growth, for instructional decision-making, to predict grade 3 summative assessment performance, or to track literacy for reading guarantees. They may also be used in some State Systemic Improvement Plans (SSIPs), as either the State-Identified Measurable Result [&hellip;]<\/p>\n","protected":false},"author":3,"featured_media":0,"parent":1805,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1809","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/nceotacenter.org\/newsletter\/wp-json\/wp\/v2\/pages\/1809","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/nceotacenter.org\/newsletter\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/nceotacenter.org\/newsletter\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/nceotacenter.org\/newsletter\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/nceotacenter.org\/newsletter\/wp-json\/wp\/v2\/comments?post=1809"}],"version-history":[{"count":3,"href":"https:\/\/nceotacenter.org\/newsletter\/wp-json\/wp\/v2\/pages\/1809\/revisions"}],"predecessor-version":[{"id":1839,"href":"https:\/\/nceotacenter.org\/newsletter\/wp-json\/wp\/v2\/pages\/1809\/revisions\/1839"}],"up":[{"embeddable":true,"href":"https:\/\/nceotacenter.org\/newsletter\/wp-json\/wp\/v2\/pages\/1805"}],"wp:attachment":[{"href":"https:\/\/nceotacenter.org\/newsletter\/wp-json\/wp\/v2\/media?parent=1809"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}