More Than a Score: Asking about Assessment When Choosing a School for Your Student with a Disability

How to use this document

Purpose

This brief explains why it is important for families of students with disabilities to ask about assessment as they consider school choice options. It suggests questions you can ask about how your student’s learning will be measured and reported. It also provides the meanings of key assessment-related terms and links to more information.

We encourage you to learn more about what education laws apply to the school options you are considering. Federal and state education laws only apply to certain types of districts and schools. Each state organizes and manages districts differently. You should check your state’s education agency website for specific guidance on assessments and school choice options in your state.

Contents

Section One includes background information about assessment.

Section Two provides questions you can ask as you are exploring school options.

Section Three of this resource explains key assessment terms.

Section Four includes links to resources with additional information.

Section One: More Than a Score

Choosing the right school can be overwhelming for parents and families of students with disabilities. Every district and school is unique. Every child is unique. Finding the right match is a challenge. Parents often ask about academic offerings or extracurricular activities when evaluating school options. It is also important to ask about assessment practices because assessment is key to student success.

The process of gathering evidence of student learning is called assessment. Assessment methods include quizzes, standardized tests, projects, or presentations. In fact, any classroom task can be an assessment if the information is used to make decisions about learning. Assessments are key to students, families and teachers knowing where students are in their learning. Figure 1 shows three important questions that drive learning. Assessment helps students answer the first question, “Where am I now?” The answer to that question is key to how the student and teacher will answer the next two questions, “Where am I going?” and “How do I close the gap?”

Figure 1: Assessment Informs Student Learning

An educational infographic titled "Assessment Informs Student Learning." The graphic features three blue circles arranged in a triangular, clockwise loop connected by directional arrows. The top circle reads, "Where am I now?" An arrow points from this circle down and to the right. The bottom-right circle reads, "Where am I going?" An arrow points from this circle to the left. The bottom-left circle reads, "How do I close the gap?" An arrow points from this circle back up to the top.

Schools gather evidence of student learning using different tools. Most classroom assessments are flexible and designed to meet student needs. However, some standardized tests used by schools and districts are not accessible to all students. You want to be sure that the school you choose will include your student with a disability in all classroom and statewide assessments.

Purposes of Assessment

Assessment data is used by many different education stakeholders. School and district leaders need data about how the whole school or district is performing. Teachers need assessment data to identify strengths, challenges, and misunderstandings for individual students. Figure 2 shows three important uses of assessment in the classroom. First, assessments help teachers identify which topics or skills students have mastered. Second, assessments can point to the content students find tricky. Teachers can then create a plan to help address these challenges. Third, assessments can reveal any misunderstandings students have. Teachers can then help to correct these misunderstandings so students can progress in their learning.

Figure 2: Assessments Provide Key Information About Student Learning

Section Two: Questions Parents and Families Can Ask About Assessment Practices

Assessment results are key to parents and schools working together to support student success. For students with disabilities, assessment results are critical to IEP decisions and instruction. It is important to ask which assessments your student will take and when. You can ask when to expect reports and what information will be shared. You can use the following six questions to discuss assessment practices when selecting among school options.

1. How will we know if my child is learning at this school?
2. What classroom, district, or state assessments will my child participate in?
3. What accessibility features and accommodations does my child need to be successful when taking a standardized test?
4. How can we prepare my child to be successful on state and other standardized tests?
5. How will assessment results be shared with us?
6. How will assessment results be used?

Section Three: Key Terms to Know

School Choice

School choice refers to the opportunity for parents and families to select a school for their child that differs from the assigned public school. School choice allows parents and families to select the school that best fits their child’s needs. School options include private schools, charter schools, homeschooling, magnet schools, and other personalized learning options.

Assessment

Assessment refers to how schools gather evidence of student learning. Put more simply, assessment is when students show what they know and can do. This can happen through different kinds of classroom tasks, including quizzes and tests. Assessment also includes things like student presentations and art projects. Class discussions and learning activities can also be used to gather evidence of student learning.

Assessments provide information that teachers, administrators, students, and families can all use. Teachers may use assessment data to make decisions about what skills students need to practice. School leaders may use the information to make decisions about staffing or curriculum. Importantly, students and their families can use results to track their progress toward learning and life goals.

Assessments are scheduled throughout the school year based on their purpose. Diagnostic and screening assessments are often given at the start of the school year or when a student enrolls. Benchmark and interim assessments are usually scheduled to occur three to four times a year at the end of grading periods. They provide data on how students are doing up to that point. Statewide achievement tests are summative and are usually given once a year in the spring. Classroom assessments are given throughout the year and are used to inform instructional decisions. Parents and families can ask their school for a schedule showing when assessments will occur and when data will be shared.

Accessibility Features

Accessibility features are tools or supports that help students interact with learning or assessment tasks. Accessibility features reduce barriers for all students. Many standardized tests allow all students to use features like a highlighter, magnifier, or notepad. Accessibility features available to all students are called “universal features” or “universal tools.” Teachers can request “designated features” for students who need them. “Designated features” include special seating, testing in a separate room, or test breaks. You can check your state’s website to find out what accessibility features are available on statewide achievement tests.

Accommodations

Accommodations are tools or supports that are based on the individual disability needs of students. Accommodation are changes or adjustments that reduce barriers to participation for students with disabilities. The content students learn does not change with an accommodation. IEP teams make decisions about accommodations.

Accommodations fit into four categories: presentation, response, setting, and timing (see Figure 3). Presentation accommodations are changes to how the test is displayed or communicated. For example, read aloud, large print, and braille formats are available based on student need. Response accommodations allow students to answer questions in different ways. In some cases, students can dictate their responses to a speech-to-text program or a human scribe. Setting accommodations adjust the testing environment. Adjustments to setting include small group and individual administration. Finally, timing accommodations are adjustments to the amount of time available or how the test is scheduled. Students may be provided with breaks, extended time, or an adjusted schedule.

Figure 3. Types of Assessment Accommodations

Individual Education Programs (IEPs)

IEPs are required by the Individuals with Disabilities Education Act (IDEA) for students who receive special education services. An IEP defines how a student’s instruction and assessment will be adapted to meet the student’s disability needs. IDEA requires that IEPs include any accommodations necessary for participation in state and district-wide assessments. IEPs should also include any accessibility tools needed for participation in assessments.

Some school options are required by IDEA to provide the services and supports listed in a student’s IEP. However, some school options are not required to follow IDEA. For example, some non-public school options may not provide all of the accommodations offered by a large district. This means that some accommodations listed in the IEP may not be available in some settings.

Section Four: Resources

NCEO State Assessment Policy Links

NCEO provides links to State Assessment Policies for students with disabilities. An interactive state map allows users to quickly find policies for their state. State policy links are also organized by topics including Accessibility and Accommodations for Students with Disabilities, Graduation Requirements, and Alternate Assessments for Students with Disabilities. NCEO also maintains pages with links to state policies for English learners with disabilities.

CPIR Hub

There are nearly 100 Parent Training and Information Centers (PTIs) and Community Parent Resource Centers (CPRCs) in the US and Territories. These Centers support families by:

• Working with families of infants, toddlers, children, and youth with disabilities, birth to 26
• Helping parents participate effectively in their children’s education and development
• Partnering with professionals and policy makers to improve outcomes for all children with disabilities

Find your parent center using this CPIR’s About Parent Centers interactive map .

Education Choice Hub from the US Department of Education

The Education Choice Hub from the U.S. Department of Education includes information on private schools, charter schools, homeschooling, magnet schools, and other personalized learning options.