ࡱ> OQP5@  bjbj22 (4XXDfffffffz"""8Z,z'h:P'R'R'R'R'R'R'$U)R+v'fv'ff'&ffP'P'(%|ff& rYoZ""%P''<'%{,{,$&zzffff{,f&*l2v'v'zzD dzz  Why are students in special education required to participate in the state assessment system? All students in Washington are guaranteed the right to a high-quality education, which includes an assessment of their academic progress. Federal law also ensures students are not excluded from assessments given to general education students. Both the Individuals with Disabilities Education Act of 1997 (IDEA) and Elementary and Secondary Education Act of 2001 (ESEA) make clear that students in special education programs should be assessed on the same subjects, standards and schedule as their regular education peers. To ensure this is done, states are required to report student performance by various categories, including students in special education programs. Parents and educators of students in special education programs work together to create an Individualized Education Program (IEP) detailing the annual educational goals and services for each student. As part of the planning process, IEP teams must evaluate how students receiving special education services will participate in both district-wide and state assessment systems. Is there any way to exempt students in special education from taking any of the state assessments? No student receiving special education services should be exempted from participation in the state assessment system (either from the Washington Assessment of Student Learning; WASL, or the Washington Alternate Assessment System; WAAS). The goal of education reform in Washington is to provide a high quality education for every student, regardless of his or her ability. To this end, the Office of Superintendent of Public Instruction is working with stakeholders in the education community to make sure the assessment options for students in special education programs are fair, accessible and appropriate. Although OSPI provides guidelines for making sure students with disabilities are fully included in the assessment system, there are a few limited situations that may call for special consideration. OSPI has a process in place to review and make determinations when districts inquire about extenuating circumstances requiring very specialized accommodations. The OSPI Assessment Department has a specialist who can respond to questions about the use of accommodations or when a students special circumstances need review. Contact Nancy Arnold, alternate assessment specialist, at  HYPERLINK "mailto:narnold@ospi.wednet.edu" narnold@ospi.wednet.edu or 360.725.6089. Is the WASL appropriate for students in special education programs? Washingtons assessment system recognizes there is a wide range of disabilities reflected in the student population. For the majority of students receiving special education services, however, taking the WASL is the most appropriate and accurate way of showing their progress toward meeting of state standards and their individual education plans. In 2003, between 90 and 95 percent of all special education students participated in the WASL. For some students to take the WASL, it is necessary for the school to provide testing accommodations. OSPI publishes a manual to provide teachers and assessment directors assurances of how they can offer fair and appropriate assistance to their students with special needs. Accommodations can be provided in the following areas: Schedules and timelines for the assessment; Settings; Aides or assistance; and Format. Guidelines for Participating and Testing Accommodations for Special Populations on the WASL is being revised and will be available in late summer: Hard copies can be ordered through the OSPI Publications hotline (888.59.LEARN) or Web page at  HYPERLINK "http://www.k12.wa.us/publications" www.k12.wa.us/publications Online copies can be downloaded from the assessment Web page for testing coordinators: www.k12.wa.us/assessment/assessproginfo/default.asp Additional resources are available at:  HYPERLINK "http://www.k12.wa.us/specialed/spedassessment/spedassessment.asp" www.k12.wa.us/specialed/spedassessment/spedassessment.asp What about students who cannot participate on the WASL, even with the allowed accommodations? Washington has developed an alternate method of assessment the Washington Alternate Assessment System (WAAS) for students who cannot fully participate in all content areas on the WASL. Less than 10 percent of students used this assessment option in 2003. The WAAS supplements the WASL by allowing a different approach to assessing the abilities of a student receiving special education services. For example, a childs IEP team may determine that the student is able to take the reading, writing and listening assessments on the WASL but needs to demonstrate his or her skills in mathematics through a portfolio. This combination approach allows a student to compare his or her skills to state standards in the most appropriate manner. As with the WASL, refinements and adjustments continue to be made to the WAAS to ensure all students are assessed in a valid and reliable manner. How is the WAAS different from the WASL? The WAAS is a component of Washingtons comprehensive state assessment system. It is triggered when an IEP team decides that a student receiving special education services is unable to take the WASL in one or more content areas even with accommodations and an alternate method of assessment should be used to measure progress toward state standards. In 2003, students unable to take the WASL in part or whole were assessed by the portfolio method. The portfolio focuses on an individual students progress toward his or her IEP skills. It includes a wide body of evidence, such as teacher observations and student work collected through the school year. Most importantly, it provides the assessment team with needed flexibility in showing how this student is progressing toward state standards. Who administers and scores the WAAS? Washington state teachers administer and score portfolio assessments. Each summer, OSPI sponsors a training institute for teachers on the portfolio scoring process. School districts receive the scored portfolios prior to the start of the new school year, so that results may be used in instructional planning. 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