Table of ContentsIntroductionAssessments and PoliciesAssessments for Students with DisabilitiesStudents with Disabilities and No Child Left BehindSpecific Student NeedsConclusionReferencesIntroductionDuring this project, I will examine the different assessments administered in various counties and states. I will take a close look at how students with disabilities are assessed and whether additional technologies could be added to help them succeed. Additionally, I will research what is already in place to make sure the assessments match their level of understanding and what their pass rates have been over the years, as not all disabilities are cognitive. Say no to plagiarism. Get a custom essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay I will also research multiple disabilities to determine if assessments can even measure their progress and what other steps could administrators take to ensure they are included in state testing standards. I strongly believe that all disabilities should be included in a school's testing and see if it tracks with the state because all students are teachable. Assessments and Policies I currently reside in Statesboro, Georgia in the Bulloch County district where I am employed as a paraprofessional for a self-contained Emotional Behavior Disorders class. Currently in this district, students are assessed by administering the Georgia Milestone Assessment System (GMAS). This assessment begins in a student's third through eighth grade. All public school students in grades three through eight will take the English/Language Arts and Mathematics tests for their assessment level. For fifth and eighth grades, Georgia students will also take exams in the science and social studies regions. The administration of these tests is now mainly done online. Once students move on to high school, they must participate in assessments called end-of-course tests (EOC). Georgia has a specific arrangement of academic expectations or desires at each assessment level for all students. The results provide educators with meaningful data about the academic achievement and progress of each student in their class and help them plan an informative curriculum for their students. Students are not compared to each other, but are evaluated based on their ability to meet academic guidelines. Comprehension achievement in each substance area will be categorized into four levels of performance: beginning learner, developing learner, proficient learner, or distinguished learner. Student exposure to the EOGs will also help decide progression to the next level of assessment for all students. Public school students in grades three, five, and eight who do not follow the necessary performance rules will receive corrective action and be given the opportunity to retake the test. Government and state laws require government-funded schools to evaluate all enrolled students annually. In Georgia, the State Board of Education has determined that the Georgia Milestones Assessment System will satisfy this order; With this in mind, Bulloch County Schools are required to provide all public school students with the opportunity to participate in state assessments. Accommodations are made for students with disabilities who need them. Neither an Individualized Education Program (IEP) group nor a parent may request that a student be excluded from evaluation. Assessments for studentsdisabled Georgia requires all students to participate in statewide assessment programs. For any grade in which all students are assessed, students with disabilities must participate in the regular assessment or the Georgia Alternate Assessment (GAA). In Georgia, three categories of public school students are qualified to benefit from the facilities: students with an individualized education program (IEP), students with an individual accommodation plan (IAP), otherwise known as an arrangement under of Section 504, and English Language Learners with a Testing Interest Plan (ELL/TPC). This manual addresses the use of test accommodations for students with disabilities, students with an IEP or PAI. While researching, I found the requirements for accommodations for students to use them very interesting: Accommodations must allow students to participate more fully in instruction and assessments and to better demonstrate their knowledge and skills. skills, accommodations must be based on each student. needs and not based on a category of disability, a level of education, time spent in general class or the framework of the program, the accommodations must be justified and documented in the student's IEP or IEP, accommodations must be aligned and part of daily teaching; accommodations should not be introduced for the first time during a student's testing, accommodations should promote and facilitate student independence, not dependence. Students with Disabilities and No Child Left Behind Several important laws require the participation of students with disabilities in standards-based education and assessment initiatives. These include federal laws such as No Child Left Behind 2001 (NCLB) and the Individuals with Disabilities Education Improvement Act of 2004 (IDEA). Georgia law also requires the participation of students with disabilities in the evaluation process. The No Child Left Behind Act of 2001 (NCLB) incorporates benefits to children with learning disabilities (LD), as well as certain limitations that may prevent these equivalent students from obtaining a charge outside of the majority of open doors in the law. According to NCLB, appropriate accommodations are characterized by changes in testing materials or methods that ensure that an assessment estimates the child's current information as opposed to his or her disability. IEP groups cannot exempt children from participating in a state's assessment framework. The IEP or 504 group decides how interested a child will be, not whether they will participate. Additionally, out-of-level testing is not permitted by NCLB. Children, including children with disabilities, should be interviewed at the child's relegated assessment level. These provisions will ensure that all children are included and that practices, for example out-of-level testing, begin to disappear. The need for assessment level testing will improve access and introduction to the general educational plan for children with learning disabilities, providing opportunities for accelerated learning to individuals who have previously been exposed to watered-down educational programs and to restricted desires.Specific Student NeedsStudent needs are shortages of explicit abilities that hinder academic, physical, behavioral, and personal development exercises in daily life or social accomplishment. Student needs are dictated by educators or other potential experts (sometimes through appropriate assessments) and in conference with tutors/guardians. Student needs can be adequately met through systems