1. What are some important steps in interpreting data from high-stakes assessments? We say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay After obtaining the data and determining information such as what types of accommodations were used, how many alternative assessments were administered, and what scores were not included in According to the School Improvement Index, educators should examine the data to identify expected outcomes, unexpected outcomes, and common errors among students. Educators should determine how many students with disabilities have taken standardized tests and evaluate their scores. Educators should also consider more detailed information, such as how many students with certain disability categories were tested and how many students received accommodations in each disability category. Comparing scores in a single year at each grade level, in a single year across multiple grades, or across multiple cohorts across multiple grades can provide valuable information to show areas in which students are improving or struggling. Teachers face challenges in interpreting data that include small changes causing large impacts within small groups of students, lack of clear score differentiation in state score reporting, and student transfer between general education and special. The final step in interpreting the data is the creation of teams of teachers who will develop strategies for future improvement based on student performance.2. What does the law say about the education and assessment of students with disabilities? According to the Individuals with Disabilities Education Act (IDEA), educators must create an Individualized Education Program (IEP) for students with disabilities. Because students with special needs must have access to the general curriculum, the IEP describes how the student will be involved in general education. The IEP includes information such as the student's current performance and needs, goals to be measured on an annual basis, progress data, and a description of the student's participation in extracurricular and co-curricular activities with children with and without disabilities. Students with exceptions must be included in evaluation programs but may receive accommodations if necessary. States and local districts should create accommodation policies that include guidelines for alternative assessments for students with disabilities who cannot take part in general assessments. Scores for students with disabilities must be reported along with the students' peers. You may also be interested in Title Generator for Inspiration3. Why is it important for students with disabilities to have access to the general education curriculum? What are some ways to help these students access the general education curriculum? The general education curriculum follows specific content and topic standards, and students with disabilities have the right to access the same standards. Through access to this curriculum, students with disabilities move toward learning the same critical information and skills taught to all students. If the state has mandated that certain content is important for students to learn, this content is also important for students with disabilities. Providing these students with access to general education benefits these students and helps set high expectations for students with.