Re: Kathy---Short Term Objectives--from wrightslaw

[Guest guest]

In a message dated 8/20/2005 12:05:11 AM Eastern Standard Time,

lowenthalrj@... writes:

IDEA 2004 eliminated short-term objectives and benchmarks for students with

disabilities, except for those students who take alternate assessments.

(Section 1414(d)(1)(A)(i)(I))

Does anybody here have a child w/DS who DOESN'T take the alternate

assessments?

- Becky

[Guest guest]

In a message dated 8/20/2005 12:05:11 AM Eastern Standard Time,

lowenthalrj@... writes:

IDEA 2004 eliminated short-term objectives and benchmarks for students with

disabilities, except for those students who take alternate assessments.

(Section 1414(d)(1)(A)(i)(I))

Does anybody here have a child w/DS who DOESN'T take the alternate

assessments?

- Becky

[Guest guest]

In a message dated 8/19/2005 11:05:19 PM Central Standard Time,

lowenthalrj@... writes:

IDEA 2004 eliminated short-term objectives and benchmarks for students with

disabilities, except for those students who take alternate assessments.

(Section 1414(d)(1)(A)(i)(I))

Although Congress may think they did teachers a favor by eliminating

short-term objectives and benchmarks, they made teachers' jobs more

difficult. Annual goals will have to be far more comprehensive than they

were under IDEA 1997.

.. . .

Since Congress eliminated short-term objectives and benchmarks, this

information will now have to be included in the annual goals.

_http://www.wrightslaw.com/idea/art/10.tips.steedman.htm_

(http://www.wrightslaw.com/idea/art/10.tips.steedman.htm)

HI Judi and all

Sooooooooooo since Sara does take alternate state assessments (TCAP-ALT) I

have a leg to stand on for keeping the objectives/benchmarks? Sara is very IEP

driven and not classroom curriculum driven so rewriting her IEP would be a

pain. Also I could see them pushing a program on me where the curriculum would

be just modified ........... not what I want since specialized programs are

very successful with Sara (edmark, reading milestones etc.....) and we write

her IEP using them as references (not adding the name of the specific program

though lol)

Another thing I forgot to mention was they also do not want target dates

................ they just want one ------- for the end of the school yr. Again

NO .... certain objectives should be measured using target dates through out

the year.

Any help is soooooooooooo appreciated

Kathy mom to Sara 13

¸...¸ ___/ /\ \___ ¸...¸

,·´º o`·, /__/ _/\_ \__\ ,·´º o`·,

```)¨(´´´ | | | | | | | | | ```)¨(´´´

¸,.-·²°´ ¸,.-·~·~·-.,¸ `°²·-.¸

As for me and my house, we will serve the Lord.

Josh. 24:15

[Guest guest]

In a message dated 8/20/2005 5:53:40 AM Central Standard Time,

RSYOSH@... writes:

Does anybody here have a child w/DS who DOESN'T take the alternate

assessments?

- Becky

Hi Becky

From what Ive heard around here kids with LD labels do not take alternate

state tests, they take the Reg TCAP with modification .............. but the

test itself is not altered. Im guessing the safe guard was put into place for

kids with move serious issues ................ like Sara where the learning

style is far from the norm. Our team told me Sara could take the TCAP-ALT at a

1st grade level .................. not sure if this is true or not since for

the past 2 years in TN I was told they stopped this ............. someone is

lying to me, old team or new team lol last year they did a portfolio on her

goals which really measured her IEP program and not her Reg Ed program. Some

ague with me for doing this saying Im taking accountability away from the Reg

Ed teachers but I have to say Sara is IEP driven and even if she did

understand and could answer correctly on the state test her strong willed

personality

lol would influence what box she marked. In 3rd grade she bubbled the whole

column of A's ............. she could careless about this test and it

obviously wasn't a reflection of her knowledge of the curriculum lol

Kathy mom to Sara 13

¸...¸ ___/ /\ \___ ¸...¸

,·´º o`·, /__/ _/\_ \__\ ,·´º o`·,

```)¨(´´´ | | | | | | | | | ```)¨(´´´

¸,.-·²°´ ¸,.-·~·~·-.,¸ `°²·-.¸

As for me and my house, we will serve the Lord.

Josh. 24:15

[Guest guest]

In a message dated 8/20/2005 5:53:40 AM Central Standard Time,

RSYOSH@... writes:

Does anybody here have a child w/DS who DOESN'T take the alternate

assessments?

- Becky

Hi Becky

From what Ive heard around here kids with LD labels do not take alternate

state tests, they take the Reg TCAP with modification .............. but the

test itself is not altered. Im guessing the safe guard was put into place for

kids with move serious issues ................ like Sara where the learning

style is far from the norm. Our team told me Sara could take the TCAP-ALT at a

1st grade level .................. not sure if this is true or not since for

the past 2 years in TN I was told they stopped this ............. someone is

lying to me, old team or new team lol last year they did a portfolio on her

goals which really measured her IEP program and not her Reg Ed program. Some

ague with me for doing this saying Im taking accountability away from the Reg

Ed teachers but I have to say Sara is IEP driven and even if she did

understand and could answer correctly on the state test her strong willed

personality

lol would influence what box she marked. In 3rd grade she bubbled the whole

column of A's ............. she could careless about this test and it

obviously wasn't a reflection of her knowledge of the curriculum lol

Kathy mom to Sara 13

¸...¸ ___/ /\ \___ ¸...¸

,·´º o`·, /__/ _/\_ \__\ ,·´º o`·,

```)¨(´´´ | | | | | | | | | ```)¨(´´´

¸,.-·²°´ ¸,.-·~·~·-.,¸ `°²·-.¸

As for me and my house, we will serve the Lord.

Josh. 24:15

[Guest guest]

In a message dated 8/20/2005 6:53:58 AM Eastern Daylight Time, RSYOSH@...

writes:

Does anybody here have a child w/DS who DOESN'T take the alternate

assessments?

My daughter is no longer in school but she was not an alternate assessment

student, she took the state assessments. We have read about other kids with

DS in different states that also passed the state assessments.

What are some of your alternate assessments like? VA is revampting

theirs, supposedly better. It was basically a collection of evidence of what

the

student was working on during the year.

Cheryl in VA

[Guest guest]

In a message dated 8/20/2005 6:53:58 AM Eastern Daylight Time, RSYOSH@...

writes:

Does anybody here have a child w/DS who DOESN'T take the alternate

assessments?

My daughter is no longer in school but she was not an alternate assessment

student, she took the state assessments. We have read about other kids with

DS in different states that also passed the state assessments.

What are some of your alternate assessments like? VA is revampting

theirs, supposedly better. It was basically a collection of evidence of what

the

student was working on during the year.

Cheryl in VA

[Guest guest]

In a message dated 8/20/2005 10:07:39 AM Eastern Standard Time,

wildwards@... writes:

What are some of your alternate assessments like? VA is revampting

theirs, supposedly better. It was basically a collection of evidence of

what the

student was working on during the year.

Cheryl in VA

under NCLB, any child who doesn't take the regular assessments has to take

an alternate assessment. Every state's alt assessment is different and it's all

still in flux - but the concept is to make the school accountable

empirically for every child.

I think the understanding is that if the child is taking the regular

assessments, then that child is already tracked quarterly (through report cards,

and

regular assessing the schools do during the year) as part of the process the

schools go through to make sure they get as high scores as possible for the

kids taking the regular assessments. So one way or the other you'll be getting

a quarterly report tracking how your child is porgressing.

- Becky

[Guest guest]

IDEA called for every student with a disability to be assessed .... in some

way ... and progress reports, report cards have to be sent home with same

frequency as the non-disabled peers.

What I was wondering is what the alternate assessments are like in other

states. Ours is a portfolio, with a collection of evidence of the selected

goals

and what the students did throughout the year on those goals.

For those of you who have your students assessed this way, what are your

assessments like.

Thanks,

Cheryl

[Guest guest]

IDEA called for every student with a disability to be assessed .... in some

way ... and progress reports, report cards have to be sent home with same

frequency as the non-disabled peers.

What I was wondering is what the alternate assessments are like in other

states. Ours is a portfolio, with a collection of evidence of the selected

goals

and what the students did throughout the year on those goals.

For those of you who have your students assessed this way, what are your

assessments like.

Thanks,

Cheryl

[Guest guest]

In a message dated 8/20/2005 1:07:22 PM Eastern Standard Time,

wildwards@... writes:

What I was wondering is what the alternate assessments are like in other

states. Ours is a portfolio, with a collection of evidence of the selected

goals

and what the students did throughout the year on those goals.

For those of you who have your students assessed this way, what are your

assessments like.

Thanks,

Cheryl

We've been through the process in two states (CA and MD)

In CA they have a choice of different alt assessments depending on how

" involved " the child is. Mostly the assessments consist of an inventory plus

some

one-one-one evaluations on specific criteria designated by the state. Some of

it is pretty bizarre - like being able to locate and read the weather and

cartoons in a newspaper for middle schoolers.

In MD it consists on one-on-one assessments, most of which is recorded on

video and sent to the State for analysis. Who knows what it means - one year she

scored fairly high and the next year she score very low. I don't take any of

it very seriously.

The things that really matter to me for the most part can't be measured (ie

how much she is enjoying the school experience, how much the other kids

supoort her, the number of opportunities provided in her Inclusion classes for

her

to participate in a meaningful way). She has come a LONG way on Edmark in the

last year and none of that shows up in the alt-assessments. Her quarterly

reports have generally looked pretty good.

- Becky

[Guest guest]

In a message dated 8/20/2005 1:07:22 PM Eastern Standard Time,

wildwards@... writes:

What I was wondering is what the alternate assessments are like in other

states. Ours is a portfolio, with a collection of evidence of the selected

goals

and what the students did throughout the year on those goals.

For those of you who have your students assessed this way, what are your

assessments like.

Thanks,

Cheryl

We've been through the process in two states (CA and MD)

In CA they have a choice of different alt assessments depending on how

" involved " the child is. Mostly the assessments consist of an inventory plus

some

one-one-one evaluations on specific criteria designated by the state. Some of

it is pretty bizarre - like being able to locate and read the weather and

cartoons in a newspaper for middle schoolers.

In MD it consists on one-on-one assessments, most of which is recorded on

video and sent to the State for analysis. Who knows what it means - one year she

scored fairly high and the next year she score very low. I don't take any of

it very seriously.

The things that really matter to me for the most part can't be measured (ie

how much she is enjoying the school experience, how much the other kids

supoort her, the number of opportunities provided in her Inclusion classes for

her

to participate in a meaningful way). She has come a LONG way on Edmark in the

last year and none of that shows up in the alt-assessments. Her quarterly

reports have generally looked pretty good.

- Becky

[Guest guest]

Yes.

Re: Kathy---Short Term Objectives--from wrightslaw

In a message dated 8/20/2005 12:05:11 AM Eastern Standard Time,

lowenthalrj@... writes:

IDEA 2004 eliminated short-term objectives and benchmarks for students

with

disabilities, except for those students who take alternate assessments.

(Section 1414(d)(1)(A)(i)(I))

Does anybody here have a child w/DS who DOESN'T take the alternate

assessments?

- Becky

[Guest guest]

http://www.casecec.org/pdf/statements/Benchmarks_IEP_Process.pdf

(this is from the 97 IDEA, but if Sara is taking alt assessments, the

essential info is still valid)

Sounds like the school hasn’t done any training on the new law yet—you may

want to print it out and take with you to remind them it was reauthorized,

not retired!

_____

From: B4alltoday@... [mailto:B4alltoday@...]

Sent: Saturday, August 20, 2005 8:04 AM

lowenthalrj@...;

Subject: Re: Kathy---Short Term Objectives--from wrightslaw

In a message dated 8/19/2005 11:05:19 PM Central Standard Time,

lowenthalrj@... writes:

IDEA 2004 eliminated short-term objectives and benchmarks for students with

disabilities, except for those students who take alternate assessments.

(Section 1414(d)(1)(A)(i)(I))

Although Congress may think they did teachers a favor by eliminating

short-term objectives and benchmarks, they made teachers' jobs more

difficult. Annual goals will have to be far more comprehensive than they

were under IDEA 1997.

.. . .

Since Congress eliminated short-term objectives and benchmarks, this

information will now have to be included in the annual goals.

http://www.wrightslaw.com/idea/art/10.tips.steedman.htm

HI Judi and all

Sooooooooooo since Sara does take alternate state assessments (TCAP-ALT) I

have a leg to stand on for keeping the objectives/benchmarks? Sara is very

IEP driven and not classroom curriculum driven so rewriting her IEP would be

a pain. Also I could see them pushing a program on me where the curriculum

would be just modified ........... not what I want since specialized

programs are very successful with Sara (edmark, reading milestones etc.....)

and we write her IEP using them as references (not adding the name of the

specific program though lol)

Another thing I forgot to mention was they also do not want target dates

................ they just want one ------- for the end of the school yr.

Again NO .... certain objectives should be measured using target dates

through out the year.

Any help is soooooooooooo appreciated

Kathy mom to Sara 13

¸...¸ ___/ /\ \___ ¸...¸

,·´º o`·, /__/ _/\_ \__\ ,·´º o`·,

```)¨(´´´ | | | | | | | | | ```)¨(´´´

¸,.-·²°´ ¸,.-·~·~·-.,¸ `°²·-.¸

As for me and my house, we will serve the Lord.

Josh. 24:15

[Guest guest]

In our district they've said that only the " lowest " 1-2% of the population is to

take the alternate assessments. We have a very small school district (about 45

kids per grade level) so only a very few take the alternate assessments. No one

in our JH or HS took the alternate and only 2 kids that I know of in the

elementary. Our sp ed supervisor said if they can hold a pencil and mark in the

bubbles they take the regular test and for most of the students that is what

they've done. It's not appropriate for a lot of the kids but I'm not convinced

the alternate assessment would be either.

Jill

Mom to Mac & Kit

Ohio

Re: Kathy---Short Term Objectives--from wrightslaw

In a message dated 8/20/2005 12:05:11 AM Eastern Standard Time,

lowenthalrj@... writes:

IDEA 2004 eliminated short-term objectives and benchmarks for students with

disabilities, except for those students who take alternate assessments.

(Section 1414(d)(1)(A)(i)(I))

Does anybody here have a child w/DS who DOESN'T take the alternate

assessments?

- Becky

[Guest guest]

In a message dated 8/20/2005 12:07:20 PM Central Standard Time,

wildwards@... writes:

What I was wondering is what the alternate assessments are like in other

states. Ours is a portfolio, with a collection of evidence of the selected

goals

and what the students did throughout the year on those goals.

For those of you who have your students assessed this way, what are your

assessments like.

Thanks,

Cheryl

HI Cheryl

We too have the portfolio which was done for Sara's goals for the past 2

yrs, mainly because TN was supposedly -----> (Im hearing this was false now, so

who knows lol) revamping the other alternate test. The state website says we

have a TCAP-Alt ASA which is a test at a grade more functional to the child.

Sara would probably take the 1st or 2nd grade test based on her reading

ability ............... Im guessing lol you do have to qualify for alternate

tests

and she does with documentation (this is good, in case the new system says

she doesn't)

The portfolio is ALOT of work for the teachers and it has to be signed by

the parent before turned in so a lot of teams don't even recommend it. We had an

awesome teacher last year so her portfolio was great.

Since we have curriculum goals for SS, Science Art, Music and PE I can make

sure those areas are being taught and have documentation to prove the

placement in Reg Ed is appropriate. Our problem again with Sara would be the

bubbling

on the test if she cant have a scribe then she'll do as she pleases, maybe

this year she'll bubble the column C lol " when in doubt bubble C "

Kathy mom to Sara 13

¸...¸ ___/ /\ \___ ¸...¸

,·´º o`·, /__/ _/\_ \__\ ,·´º o`·,

```)¨(´´´ | | | | | | | | | ```)¨(´´´

¸,.-·²°´ ¸,.-·~·~·-.,¸ `°²·-.¸

As for me and my house, we will serve the Lord.

Josh. 24:15

[Guest guest]

In a message dated 8/20/2005 12:07:20 PM Central Standard Time,

wildwards@... writes:

What I was wondering is what the alternate assessments are like in other

states. Ours is a portfolio, with a collection of evidence of the selected

goals

and what the students did throughout the year on those goals.

For those of you who have your students assessed this way, what are your

assessments like.

Thanks,

Cheryl

HI Cheryl

We too have the portfolio which was done for Sara's goals for the past 2

yrs, mainly because TN was supposedly -----> (Im hearing this was false now, so

who knows lol) revamping the other alternate test. The state website says we

have a TCAP-Alt ASA which is a test at a grade more functional to the child.

Sara would probably take the 1st or 2nd grade test based on her reading

ability ............... Im guessing lol you do have to qualify for alternate

tests

and she does with documentation (this is good, in case the new system says

she doesn't)

The portfolio is ALOT of work for the teachers and it has to be signed by

the parent before turned in so a lot of teams don't even recommend it. We had an

awesome teacher last year so her portfolio was great.

Since we have curriculum goals for SS, Science Art, Music and PE I can make

sure those areas are being taught and have documentation to prove the

placement in Reg Ed is appropriate. Our problem again with Sara would be the

bubbling

on the test if she cant have a scribe then she'll do as she pleases, maybe

this year she'll bubble the column C lol " when in doubt bubble C "

Kathy mom to Sara 13

¸...¸ ___/ /\ \___ ¸...¸

,·´º o`·, /__/ _/\_ \__\ ,·´º o`·,

```)¨(´´´ | | | | | | | | | ```)¨(´´´

¸,.-·²°´ ¸,.-·~·~·-.,¸ `°²·-.¸

As for me and my house, we will serve the Lord.

Josh. 24:15

[Guest guest]

In a message dated 8/20/2005 12:35:09 PM Central Standard Time,

RSYOSH@... writes:

We've been through the process in two states (CA and MD)

In CA they have a choice of different alt assessments depending on how

" involved " the child is. Mostly the assessments consist of an inventory plus

some

one-one-one evaluations on specific criteria designated by the state.

HI

These are the requirements for our Alternate Assessments (TN) copied from a

PDF file so excuse any mistakes lol " PA " = portfolio " ASA " = a grade level test,

picked from a table

**To participate in the Alternate Assessment, the student shall have a

current IEP and documentation to support all of the criteria listed below.

SECTION I

CHECK YES OR NO AND DOCUMENT BELOW

The student demonstrates cognitive ability and adaptive skills, which

prevent full involvement and completion of the state approved

content standards even with program modifications.

Cognitive Ability Test: _____________

Total Battery Score: ________

Highest Component Score __________ Lowest Component Score __________

Adaptive Behavior Skills Assessment: _______________

Total Battery Score: ________

Highest Component Score __________ Lowest Component Score __________

The student requires intensive, frequent individualized instruction in a

variety of settings including school, community, home, or the workplace to

acquire, maintain, and generalize functional academics and life skills.

There are historical data (current and longitudinal across multiple

settings) that confirm the individual student criteria listed above.

The following conditions have been ruled out as primary justification for

not completing the Tennessee Comprehensive Assessment Program (TCAP), even with

extensive accommodations and modifications:

- excessive or extended absences,

- sensory impairments,

- emotional-behavioral disabilities,

- specific learning disabilities,

- language impairment,

- limited English proficiency, or

- social, cultural, and economic differences.

CHECK YES OR NO FOR A STUDENT 14 YEARS OF AGE OR OLDER

-The student is unable to complete a state approved high school diploma

program, even with extended learning opportunities and/or accommodations.

If the answer to any Section I question is NO--STOP HERE.

This student does not meet criteria for participation in the Alternate

Assessment

If ALL the answers to Section I are YES--PROCEED to Section II

SECTION II

Guidelines for Determining Participation in TCAP -Alt ASA or TCAP-Alt PA

CHECK YES OR NO Complete the following information when considering TCAP-Alt

ASA

Based on criterion-referenced or norm-referenced assessments, the student's

instructional reading level measures at least prekindergarten/

readiness skills level.

· Test: _____________________________________Date ______

· Instructional Reading Level: ________________________

-The IEP team has determined the student is not expected to experience

duress or demonstrate disruptive behaviors under standardized testing

conditions.

IF the answer to both SECTION II questions are YES, the student may

participate in the TCAP-Alt Alternate Standards Assessment (TCAP-ALT ASA) option

HOWEVER, the IEP team may determine the TCAP-Alt Portfolio Assessment (TCAP-Alt

PA) is the more appropriate assessment.

The IEP team has determined that the student will participate in (check one):

- TCAP-Alt ASA _________________ Grade (See Table 2 [page 14] in Manual)

- TCAP-Alt Writing Assessment (Required for students taking the TCAP-Alt ASA

in

grades 5, 8, and 11)

OR

- TCAP-Alt PA (Check Content Areas for Assessment)

- Reading/Language Arts - Mathematics - Science - Social Studies

- IEP team Members agree that the student meets participation guidelines for

the TN Alternate Assessment and will be excluded from the regular state

assessment.

- The student's participation in the TN Alternate Assessment is documented

and justified annually on the IEP.

- Accommodations are documented on the IEP in the Classroom Instruction and

Testing Accommodations/Modifications Sections.

[Guest guest]

In a message dated 8/20/2005 12:35:09 PM Central Standard Time,

RSYOSH@... writes:

We've been through the process in two states (CA and MD)

In CA they have a choice of different alt assessments depending on how

" involved " the child is. Mostly the assessments consist of an inventory plus

some

one-one-one evaluations on specific criteria designated by the state.

HI

These are the requirements for our Alternate Assessments (TN) copied from a

PDF file so excuse any mistakes lol " PA " = portfolio " ASA " = a grade level test,

picked from a table

**To participate in the Alternate Assessment, the student shall have a

current IEP and documentation to support all of the criteria listed below.

SECTION I

CHECK YES OR NO AND DOCUMENT BELOW

The student demonstrates cognitive ability and adaptive skills, which

prevent full involvement and completion of the state approved

content standards even with program modifications.

Cognitive Ability Test: _____________

Total Battery Score: ________

Highest Component Score __________ Lowest Component Score __________

Adaptive Behavior Skills Assessment: _______________

Total Battery Score: ________

Highest Component Score __________ Lowest Component Score __________

The student requires intensive, frequent individualized instruction in a

variety of settings including school, community, home, or the workplace to

acquire, maintain, and generalize functional academics and life skills.

There are historical data (current and longitudinal across multiple

settings) that confirm the individual student criteria listed above.

The following conditions have been ruled out as primary justification for

not completing the Tennessee Comprehensive Assessment Program (TCAP), even with

extensive accommodations and modifications:

- excessive or extended absences,

- sensory impairments,

- emotional-behavioral disabilities,

- specific learning disabilities,

- language impairment,

- limited English proficiency, or

- social, cultural, and economic differences.

CHECK YES OR NO FOR A STUDENT 14 YEARS OF AGE OR OLDER

-The student is unable to complete a state approved high school diploma

program, even with extended learning opportunities and/or accommodations.

If the answer to any Section I question is NO--STOP HERE.

This student does not meet criteria for participation in the Alternate

Assessment

If ALL the answers to Section I are YES--PROCEED to Section II

SECTION II

Guidelines for Determining Participation in TCAP -Alt ASA or TCAP-Alt PA

CHECK YES OR NO Complete the following information when considering TCAP-Alt

ASA

Based on criterion-referenced or norm-referenced assessments, the student's

instructional reading level measures at least prekindergarten/

readiness skills level.

· Test: _____________________________________Date ______

· Instructional Reading Level: ________________________

-The IEP team has determined the student is not expected to experience

duress or demonstrate disruptive behaviors under standardized testing

conditions.

IF the answer to both SECTION II questions are YES, the student may

participate in the TCAP-Alt Alternate Standards Assessment (TCAP-ALT ASA) option

HOWEVER, the IEP team may determine the TCAP-Alt Portfolio Assessment (TCAP-Alt

PA) is the more appropriate assessment.

The IEP team has determined that the student will participate in (check one):

- TCAP-Alt ASA _________________ Grade (See Table 2 [page 14] in Manual)

- TCAP-Alt Writing Assessment (Required for students taking the TCAP-Alt ASA

in

grades 5, 8, and 11)

OR

- TCAP-Alt PA (Check Content Areas for Assessment)

- Reading/Language Arts - Mathematics - Science - Social Studies

- IEP team Members agree that the student meets participation guidelines for

the TN Alternate Assessment and will be excluded from the regular state

assessment.

- The student's participation in the TN Alternate Assessment is documented

and justified annually on the IEP.

- Accommodations are documented on the IEP in the Classroom Instruction and

Testing Accommodations/Modifications Sections.

[Guest guest]

I found the alternative assessment to be a farce. It is just the schools way

of not having to count your kids scores. They rarely accept an alternative

assessment as passing. The letter from the state is devastating to get saying

how poorly your kid did and that they did not do any grade work. The last time

my son took the test and failed but it did not come with a letter making me

feel bad.

Jean

[Guest guest]

I found the alternative assessment to be a farce. It is just the schools way

of not having to count your kids scores. They rarely accept an alternative

assessment as passing. The letter from the state is devastating to get saying

how poorly your kid did and that they did not do any grade work. The last time

my son took the test and failed but it did not come with a letter making me

feel bad.

Jean

[Guest guest]

In a message dated 8/20/2005 8:02:26 PM Central Standard Time,

angel2cook@... writes:

I found the alternative assessment to be a farce. It is just the schools

way

of not having to count your kids scores. They rarely accept an alternative

assessment as passing. The letter from the state is devastating to get

saying

how poorly your kid did and that they did not do any grade work. The last

time

my son took the test and failed but it did not come with a letter making me

feel bad.

Jean

HI

I thought the same thing until my sister clued me in (she's a middle school

teacher here) If I get this right lol schools are graded in 3 columns, one is

sped ..... I'm guessing the alternate assessment is not the portfolio one.

Now if a school fails in the sped column then it could fail the school. I

was suspicious of this when Sara started having the portfolio done and the

other test was discouraged. Funding could be cut to the schools who fail (like

this makes sense)

I know in Memphis there are several failing schools, all being threatened.

One principal a few years back in an editorial for our newspaper blamed the

sped dept. for their school's low ranking on the TCAP. This was a school

clustered with children who were visually impaired Anyway the alternate

assessment is counted here.

Kathy mom to Sara 13

¸...¸ ___/ /\ \___ ¸...¸

,·´º o`·, /__/ _/\_ \__\ ,·´º o`·,

```)¨(´´´ | | | | | | | | | ```)¨(´´´

¸,.-·²°´ ¸,.-·~·~·-.,¸ `°²·-.¸

As for me and my house, we will serve the Lord.

Josh. 24:15

[Guest guest]

In a message dated 8/20/2005 8:02:26 PM Central Standard Time,

angel2cook@... writes:

I found the alternative assessment to be a farce. It is just the schools

way

of not having to count your kids scores. They rarely accept an alternative

assessment as passing. The letter from the state is devastating to get

saying

how poorly your kid did and that they did not do any grade work. The last

time

my son took the test and failed but it did not come with a letter making me

feel bad.

Jean

HI

I thought the same thing until my sister clued me in (she's a middle school

teacher here) If I get this right lol schools are graded in 3 columns, one is

sped ..... I'm guessing the alternate assessment is not the portfolio one.

Now if a school fails in the sped column then it could fail the school. I

was suspicious of this when Sara started having the portfolio done and the

other test was discouraged. Funding could be cut to the schools who fail (like

this makes sense)

I know in Memphis there are several failing schools, all being threatened.

One principal a few years back in an editorial for our newspaper blamed the

sped dept. for their school's low ranking on the TCAP. This was a school

clustered with children who were visually impaired Anyway the alternate

assessment is counted here.

Kathy mom to Sara 13

¸...¸ ___/ /\ \___ ¸...¸

,·´º o`·, /__/ _/\_ \__\ ,·´º o`·,

```)¨(´´´ | | | | | | | | | ```)¨(´´´

¸,.-·²°´ ¸,.-·~·~·-.,¸ `°²·-.¸

As for me and my house, we will serve the Lord.

Josh. 24:15

[Guest guest]

When a school " fails " another option kicks in - students can opt to go to a

non-failing school (and the funding follows the child).

- Becky

HI

I thought the same thing until my sister clued me in (she's a middle school

teacher here) If I get this right lol schools are graded in 3 columns, one

is

sped ..... I'm guessing the alternate assessment is not the portfolio one.

Now if a school fails in the sped column then it could fail the school. I

was suspicious of this when Sara started having the portfolio done and the

other test was discouraged. Funding could be cut to the schools who fail

(like

this makes sense)

[Guest guest]

When a school " fails " another option kicks in - students can opt to go to a

non-failing school (and the funding follows the child).

- Becky

HI

I thought the same thing until my sister clued me in (she's a middle school

teacher here) If I get this right lol schools are graded in 3 columns, one

is

sped ..... I'm guessing the alternate assessment is not the portfolio one.

Now if a school fails in the sped column then it could fail the school. I

was suspicious of this when Sara started having the portfolio done and the

other test was discouraged. Funding could be cut to the schools who fail

(like

this makes sense)