Adapted from "Planning for Academic Progress when Time is Limited & Every Student Matters", a PowerPoint presentation by Stephen N. Elliott, Ph.D., Vanderbilt University (Nashville, TN), available at http://wasda.org/website/Video/04Winter/Steve%20Elliott.ppt
Begin by asking yourselves "what is the primary problem? Is it student test taking, student learning, the testing method, policies, a teaching problem, what?"
Once you have defined the issue, identify at least 1 thing that you and your colleagues can begin to work on to address the problem. Make sure your action is likely to lead to the improvement of test performance of students with disabilities. Consider the following targets:
- Ensure that curriculum is aligned with standards and assessment;
- Ensure that students with disabilities have access to the general education curriculum;
- Identify academic difficulties early and then intervene;
- Develop key learning behaviors and attitudes (e.g., social skills, study skills, engagement, motivation);
- Create "engagement" - connect students to the learning situation so that time on task and opportunities to respond are increased;
- Teach social skills (e.g., cooperating with others, listening, asking for help) so that classrooms are orderly, cooperative environments;
- Increase motivation to do well on tests;
- Provide testing accommodations;
- Teach test preparation and test-taking skills;
- Use alternate assessments wisely;
- Get parents involved to support positive attitudes about testing, suggest accommodations, reinforce the school efforts;
- Provide professional development for teachers concerning testing and standards, motivation, test preparation and test taking, etc.;
- Provide high quality instruction and strong development of basic skills; and,
- Involve all the adults to coordinate efforts and create optimal conditions for all students.
For questions about this information, contact the Special Education Team at 608-266-1781.
Last updated on 6/17/2008 2:51:09 PM
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