      |
|
|
|
|
MCAS - High Expectations for All StudentsThe recent release of MCAS school district score cards has turned an educational assessment tool into a competitive horse race. The MCAS spotlight is focused squarely on administrators and their explanation of the "race" results and any reason for low MCAS scores. The Sharon Public Schools MCAS scores were above the state average across the board. I have heard of some school principals in other towns who noted that lower test scores of students with "special learning needs" contributed to lower overall scores for certain grades. Similar conversations have been heard across this state by parents. They have heard these comments from other parents and educators. As school districts compete for the highest MCAS scores, common misconceptions can drive damaging behavior. Communities may mistakenly assume that students with special needs can't learn the same material as everybody else or that they needn't be held to the same high standards. For example, a parent in a very wealthy Metro West town has a daughter with Downs Syndrome. His daughter's teacher informed him that she could no longer devote as much time to teaching his daughter, since she had to make sure that the other kids learned the curriculum for the MCAS tests. Fortunately the Sharon Public Schools don't condone these practices. 99% of students with disabilities in the Sharon Public School system took the MCAS exams and their scores were slightly above the state average for students with disabilities. In addition, current special education law maintains high expectations for students with disabilities. IDEA-97, the federal law governing special education, requires that children with special needs be given access to the general curriculum. In this case, access does not mean just being physically present in a regular classroom. To access the curriculum, students with disabilities may need various supports and may need to learn the "same stuff" using different methods than their non-disabled peers. Federal law also requires that students with special needs participate in statewide assessment testing. This requirement holds school districts accountable for providing quality programs to all students and motivates districts to provide access to the general curriculum for students with disabilities. Overall, MCAS test results for students with disabilities across the state were abysmal. For example, 97% of 4th graders failed to achieve proficiency on English/Language Arts exam, There are a number of reasons for these results. First, the test is immature and unproven, and in the case of the 4th grade English/Language Arts exam, the test may have been faulty. A number of educators believe that 4th grade exam was really geared toward a 10th grade readability level. Second, many students with disabilities took the tests without the benefit of Accommodations or Alternative Assessments, since these testing modifications have not been fully defined by the Mass. DOE. An Accommodation modifies the test without altering the content of what is being tested. Examples of approved Accommodations are: taking the test in short periods with breaks, testing in a small group setting or individually, and taking the test in Braille or having it read by the test administrator. Alternative Assessments are used to gather information on the performance and progress of students who do not participate in the standardized MCAS testing. Alternative Assessments are a different means of assessing what a students knows and can do and must be relevant to the general curriculum and measure the student's progress toward meeting the State standards. Until the last five years, exposing special education students to the general curriculum was not common practice and many students with disabilities may have not had as much exposure to the test content as their non-disabled peers. Although Sharon students with special needs, did slightly better than the State average on the MCAS, the gap between the MCAS scores of students with and without disabilities in Sharon is quite similar to the pattern found in the statewide scores. We need to close this gap. As a school district we must continue to improve the learning environment and set high expectations for all students. Expectations drive behavior. If we think a kid can't learn he won't. Students with special needs have the right to learn the same material as their peers and to be held to the same standards. Students with disabilities come in all shapes, sizes, and abilities. They can amaze you with their intellect, courage, coping mechanisms, and compassion. Expect a lot. You just might get a lot more back.
Suzanne Peyton SSEPAC President |
Copyright ©1997-2006 Sharon Special Education Parent Advisory
Council, all rights reserved.
|
