Please ensure Javascript is enabled for purposes of website accessibility IRIS | Page 10: Legal Requirements
  • IRIS Center
Careers at IRIS
Donate to IRIS
  • Resources
    • IRIS Resource Locator
      Modules, case studies, activities, & more
    • Evidence-Based Practice Summaries
      Research annotations
    • High-Leverage Practices
      IRIS resources on HLPs
    • Films
      Portrayals of people with disabilities
    • Children's Books
      Portrayals of people with disabilities
    • For Faculty
      Top tips, coursework planning, & more
    • For PD Providers
      Sample PD activities, planning forms, & more
    • Website Navigation Videos
      Getting around our Website & modules
    • New & Coming Soon
      Latest modules & resources
    • Glossary
      Disability related terms
    • IRIS Archived Resources
      Modules, alignment tools, & more
  • PD Options
    • PD Certificates for Educators
      Our certificate, your PD hours
    • Log in to Your IRIS PD
    • For PD Providers
      Sample PD activities, planning forms, & more
    • IRIS+ School & District Platform
      A powerful tool for school leaders
  • Articles & Reports
    • Articles
      Articles about IRIS use & efficacy
    • Internal IRIS Reports
      Reports on IRIS use & accomplishments
    • External Evaluation Reports
      Evaluations of the IRIS Center
    • Learner Outcomes
      Summaries of module effectiveness
    • IRIS Stories
      Our resources, your stories
    • News & Events
      What, when, & where it's happening
  • About
    • Who We Are
      Our team, experts, & advisors
    • What We Do
      Our resources & process
    • Contact Us
      Get in touch with IRIS
  • Help
    • Help & Support
      Get the full benefit from our resources
    • Website Navigation Videos
      Getting around our Website & modules
  • Module
  • Challenge
  • Initial Thoughts
  • Perspectives & Resources
  • Wrap Up
  • Assessment
Challenge
Initial Thoughts
Perspectives & Resources

Ms. Flores and Mr. Ericson are reviewing the large-scale assessment data across all grade levels and want to improve the scores of students with disabilities. What problems do you think they might discover? (Opinion Question: No Resources)

How can Ms. Flores and Mr. Ericson use the school summary data to guide their efforts to help improve the scores of students with disabilities?

  • Page 1: A Quick Review
  • Page 2: Understand the Data
  • Page 3: A First Glance at the Data
  • Page 4: Compare Data
  • Page 5: Understand Challenges When Comparing Data
  • Page 6: Make Improvements

What questions should Ms. Flores and Mr. Ericson ask the general and special education teachers?

  • Page 7: What Is Being Taught?
  • Page 8: Legal Standards
  • Page 9: Using the Curriculum
  • Page 10: Legal Requirements
  • Page 11: Accommodations
  • Page 12: Modifications
  • Page 13: Alternate Assessments
  • Page 14: Summary

Resources

  • Page 15: References & Additional Resources
  • Page 16: Credits
Wrap Up
Assessment
We want to hear from you. Please complete our brief Module Feedback Form.

What questions should Ms. Flores and Mr. Ericson ask the general and special education teachers?

Page 10: Legal Requirements

American flagRemember, the law says:

  • Children with disabilities must be included in assessment programs with accommodations, as needed.
  • States and local districts should develop guidelines for alternate assessments for students with disabilities who cannot participate in general assessments. Click here to view each state’s accommodations policies for students with disabilities.
  • The performance of students with disabilities on assessments must be reported along with that of their peers.
Print Friendly, PDF & Email
Back Next
1...910111213141516
Join Our E-Newsletter Sign Up
  • Home
  • About IRIS
  • Our Values
  • Sitemap
  • Web Accessibility
  • Glossary
  • Terms of Use
  • Contact Us
Join Our E-Newsletter Sign Up

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

  • Vanderbilt Peabody College