4321.7 District-Wide and State-Wide Assessments of Students with Disabilities

The Board of Education recognizes the importance of offering access and appropriate testing accommodations to eligible students so that they can participate in assessment programs on an equal basis with their non-disabled peers. Two elements that contributes to an effective assessment program are proper use of accommodations and the use in developing and administering tests.

Testing Accommodations

Testing accommodations provide an opportunity for students with disabilities to:

• Participate in the instructional and assessment program;
• Demonstrate their strengths, knowledge and skills without being restricted by their disability; and
• Provide an accurate measure of the standards being assessed so that appropriate instruction and services can be provided.

Testing accommodations are changes made in the administration of the test in order to remove obstacles to the test-taking process that are presented by the disability without changing the constructs being tested. Testing accommodations are neither intended nor permitted to: alter the construct being measured or invalidate the results, provide an unfair advantage for students with disabilities over students taking the test under standard conditions or substitute for knowledge or abilities that the student has not attained.

The Committee on Special Education, the Subcommittee on Special Education or the Committee on Preschool Special Education is responsible for recommending the appropriate test accommodations and including those recommendations on the student’s Individualized Education Program (IEP), Individualized Education Services Program (IESP) or Service Plan (SP). If it is determined that a student should participate in alternative assessments instead of the standard State-Wide or District-Wide tests, the CSE must indicate the reasons for doing so on the IEP, IESP or SP.

The recommendations will be reviewed annually by the CSE, CSE Subcommittee, and/or CPSE. The Board of Education acknowledges the importance of integrating the assessment program with the instructional program and, to that end, encourages effective communication among District staff so that implementation is consistent and fair. The goal is to provide effective assessments that allow students to benefit from their educational program. The Board of Education recognizes the benefits of using design to further the goals of ensuring equal access to District-Wide assessments and to ensure the most accurate measure of the performance of all students.

The Superintendent, or his/her designee, can be incorporated into the District’s assessment program, and to facilitate its use to the extent possible and feasible.

In some situations, a building principal may authorize the use of testing accommodations in accordance with this policy. Those instances are limited to cases where a general education student incurs a disability, such as, but not limited to, a broken arm, without sufficient time for the CSE, CPSE and/or 504 Committee to make a recommendation prior to a test. They do not include cases where the student is already being evaluated to determine his or her eligibility for status as a student with a disability. In exercising this authority, the building principal will rely on his or her professional judgment. He or she also may confer with CSE, CPSE, or 504 Committee members.

Cross-ref:
4321, Programs for Students with Disabilities
4321.5, Confidentiality and Distribution of IEP, IESP and SP
5020.3 Students with Disabilities and Section 504

Ref:
Individuals with Disabilities Education Act (IDEA), 20 USC §§1401(35); 1412(a)(16)(E);
34 CFR §§ 300.44
Assistive Technology Act, 29 USC 3002(19)
8 NYCRR §§ 200.1(jjj); 200.2(b)(13,14); 200.4(d)(2)(vi)

Approved by the Board of Education: 03/19/09
Revision approved by the Board of Education: 12/19/19

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