DECEMBER 2004 (GATA 03-06)
Every educator knows the value of appropriate social behavior within the instructional setting. Disruptive behavior interferes with the learning of both the student having difficulty and those around him or her. If it takes 15 minutes to process an office discipline referral (ODR), a school with 550 ODRs per year spends approximately 23 six-hour days processing referrals yearly. By reducing the number of referrals, staff can better use the time to address academic progress. In other words, teachers can teach, and students can learn.
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DECEMBER 2004 (GATA 03-05)
The Individuals with Disabilities Education Act (IDEA) requires that all students with disabilities be assessed at the state level. In addition, the federal No Child Left Behind Act (NCLB) calls for a single statewide accountability system that includes students with disabilities. If the state’s general assessment is not appropriate, even with assessment accommodations, the individualized educational program (IEP) team must determine how the student will be assessed.
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SEPTEMBER 2004 (GATA 04-04)
The Quality Assurance Review (QAR) really seems to work. Schools that have used the QAR process report they have improved the performance of students with disabilities at three levels: classroom, school, and district.
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DECEMBER 2003
Facilitating full participation in the general curriculum for students with severe disabilities is best accomplished through active collaboration among students, their families, and staff. These important individualized educational program (IEP) partners also need access to accurate and thorough information about the student’s abilities. For students with communicative, motoric, and/or sensory impairments, traditional school testing practices often fail to give enough information to help identify the accommodations and resources that best promote a well-rounded education.
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