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

[Guest guest]

Hi,

I think that if the short term objectives have been eliminated, then there

are no target dates, just an annual one, which as judi said will make the annual

goals much more comprehensive. I think the elimination of the short term

objectives really sucks- since some of our kids goals can be achieved sooner or

longer and then looked at again.

If sara has alternate assessment, there are still no short term goals just

progress reports probably based on portfolios, teacher observation, etc.

I am soooo not in the school mode yet- but soon will have to deal with it and

hs to boot!

[Guest guest]

Hi,

I think that if the short term objectives have been eliminated, then there

are no target dates, just an annual one, which as judi said will make the annual

goals much more comprehensive. I think the elimination of the short term

objectives really sucks- since some of our kids goals can be achieved sooner or

longer and then looked at again.

If sara has alternate assessment, there are still no short term goals just

progress reports probably based on portfolios, teacher observation, etc.

I am soooo not in the school mode yet- but soon will have to deal with it and

hs to boot!

[Guest guest]

There is a cap for all states because No Child Left

Behind has stipulations that limit the affect that

alternate assessments will have on adequate yearly

progress. If you exceed the % it will not help your

school or districts numbers. They don't want districts

beleiving they can shift students between assessments

to get a better pass rate. In my district only

students in a self contained life skills program get

the alternate assessment.

--- Jill <thrill@...> wrote:

> 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

>

>

> [Non-text portions of this message have been

> removed]

>

>

>

> Click reply to all for messages to go to the list.

> Just hit reply for messages to go to the sender of

> the message.

>

>

>

>

[Guest guest]

There is a cap for all states because No Child Left

Behind has stipulations that limit the affect that

alternate assessments will have on adequate yearly

progress. If you exceed the % it will not help your

school or districts numbers. They don't want districts

beleiving they can shift students between assessments

to get a better pass rate. In my district only

students in a self contained life skills program get

the alternate assessment.

--- Jill <thrill@...> wrote:

> 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

>

>

> [Non-text portions of this message have been

> removed]

>

>

>

> Click reply to all for messages to go to the list.

> Just hit reply for messages to go to the sender of

> the message.

>

>

>

>

[Guest guest]

Alternate assessments in Wa. have to follow the same

subjects that the regular test is. So for 10th grade

that would have a science, math, written language and

reading component. Science goals could be sorting,

classifying, time, money etc. It guides the way we

write IEP's to ensure there is a goal to track for

this purpose. We must provide primary evidence: data

sheets, actual worksheets. Secondary evidence could be

a picture, documentation from a peer. there also is a

generalization component and self determination. Must

show that skill is shown across environments and

student must assist in own educational process like

tracking own progress.

--- wildwards@... wrote:

> 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

>

>

> [Non-text portions of this message have been

> removed]

>

>

__________________________________________________

[Guest guest]

Alternate assessments in Wa. have to follow the same

subjects that the regular test is. So for 10th grade

that would have a science, math, written language and

reading component. Science goals could be sorting,

classifying, time, money etc. It guides the way we

write IEP's to ensure there is a goal to track for

this purpose. We must provide primary evidence: data

sheets, actual worksheets. Secondary evidence could be

a picture, documentation from a peer. there also is a

generalization component and self determination. Must

show that skill is shown across environments and

student must assist in own educational process like

tracking own progress.

--- wildwards@... wrote:

> 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

>

>

> [Non-text portions of this message have been

> removed]

>

>

__________________________________________________