What strategies can the School Improvement Team implement to help obtain their goal for improving test scores for students with disabilities by 10%?

Page 8: Monitor the Data

To allow the observation of the consistent strengths, weaknesses, or changes that may occur in the student population, Thurlow, Elliott, and Ysseldyke (2003) list eight important items principals should know about the data report for a particular test.

  1. Teacher at her deskTotal number of students enrolled in the building
  2. Number of students with disabilities enrolled in the building
  3. Number of students taking this grade-level assessment
  4. Number of students with disabilities taking this grade-level assessment
  5. Number of students taking this assessment with accommodation
  6. Types of accommodation provided
  7. Number of students with disabilities taking the alternate assessment
  8. Number of students reported as not taking either assessment (documentation to support decision should be provided)

Suggestions for school personnel include:

  • Enforce the learning of all students. This promotes high expectations for all students and helps policy makers, principals, and teachers to help all students to learn at high levels.
  • Help some students by using accommodations that level the playing field when they participate in state or district assessments.
  • Understand that a small percentage of students are not able to participate in general assessments and are therefore administered alternate assessments. These students usually have the most severe disabilities and have a modified curriculum.

For additional information view the following IRIS Module:


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