First, let's understand the broader context. The Every Student Succeeds Act (ESSA) of 2015 ensures that students with disabilities are not excluded from the educational accountability system. This is a fundamental step toward inclusive education, guaranteeing that every student, regardless of their abilities, has the opportunity to participate in state and district-wide assessments.
For students with disabilities on an Individualized Education Program (IEP), inclusion in these assessments is mandatory. The IEP team, which includes educators, parents, and specialists, determines annually how each student will participate—whether it's with accommodations, without accommodations, or through an alternate assessment like the OAAP.
The OAAP mirrors the general assessment system in terms of grade levels and subjects. It uses the Dynamic Learning Maps (DLM) Alternate Assessment System to measure the academic content knowledge of students with significant cognitive disabilities. This ensures that these students are assessed fairly and accurately, according to standards that match their unique learning needs.
Here are some key points about the OAAP:
- It is designed for students with the most significant cognitive disabilities.
- It mirrors the general assessment system in terms of grade levels and subjects.
- It uses the DLM Alternate Assessment System to measure academic content knowledge.
- Students' academic achievement is measured against alternate achievement standards.
- To participate, students must require alternate achievement standards in all content areas and have an IEP with rigorous, measurable goals.
- The IEP team must determine that an alternate assessment is appropriate for the student.
Importantly, the ESSA mandates that no more than 1% of all tested students may participate in an alternate assessment. This ensures that the majority of students are assessed through the general assessment system, promoting inclusivity and equity.
IEP teams play a critical role in this process. Before considering eligibility for the OAAP, they must discuss the accommodations needed for students to participate in the general assessment. This ensures that every possible effort is made to include students in the standard assessment system before moving to an alternate assessment.
In summary, the OAAP is a vital part of Oklahoma's commitment to inclusive education. It ensures that students with significant cognitive disabilities are assessed in a way that reflects their abilities and provides them with the opportunity to demonstrate their academic knowledge. By adhering to the guidelines set forth by the ESSA and the Oklahoma State Department of Education, we can ensure that all students are given the chance to succeed.
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