Testing Deaf Students in an Age of Accountability

Index

Index Page numbers in italics denote figures or tables. ASL interpretation, 122–27, 156, 163, 183– 85, 240–41 accommodations confidence intervals, 108–10, 111–12 data reporting policies, 93–98, 110–11, 154 about, 12–13, 55–57, 67–68, 173–74 ASL interpretation, 122–27, 156, 163, 183– direct vs. indirect assessment, 199, 240–41 early language acquisition, 170–71, 200–1, 85, 240–41 challenges to implementation, 174–77, 185– 223–24, 225, 229, 229n1 English proficiency/reading skills, 52–54, 64, 86, 199–200 current use of, 58–59, 69 74–75, 119, 145, 149–56, 170, 201–2, 231– 32, 240–41 guidelines for, 57, 60–61, 71, 111, 120–27, 133–35, 177–79, 197–99 grade-level testing, 151–56, 159, 202 resource demands, 174–77, 183 modifications comparison, 54–55, 199–200, 202 sample size, 28–29, 107–8, 111, 202 single vs. multiple measures, 146, 159, 162, monitoring systems, 127–29 research needs, 45–46, 51, 56–57, 122, 127, 218, 236 sound-based bias, 67, 70, 120, 143, 171–72, 185 achievement data 198–99, 206, 206n1, 226 test design/validity, 26, 64–72, 136, 144–46, aggregation issues, 26–28, 27n15, 33, 66, 202 California state exam, 230–33 202, 243 AYP (Adequate Yearly Progress) math skills, 41–43, 104–7, 111–12, 230–33 OSEP study, 39–42 about, 20–22, 22n6 reform recommendations, 203 reading skills, 42–43, 53, 104–7, 111–12, 230–33 “safe harbor” principles, 20, 28, 203 schools for the deaf, 98–102, 111 schools for the deaf, 104–7, 111–12 Stanford data, 11–12, 38–40, 42–45 state reporting policies, 93–98, 110–11, 154 Bello, Michael, 181–93 bias advisory committees, 118–19, 160, 162, 182, 197, 227–28, 233 English proficiency/reading skills, 52–54, 64, 74–75, 119, 145, 149–56, 170, 201–2, 231– aggregation of data, 26–28, 27n15, 33, 66, 202 alternate assessments 32, 240–41 sound-based bias, 67, 70, 120, 143, 171–72, about, 21–22, 21n4, 22n6, 31–32, 77–80 controversies, 103–4 198–99, 206, 206n1, 226 types, 66–67, 226 current use of, 23, 26, 79, 80 federal law impact, 82–83, 102–4, 111, See also assessment issues bilingual education, 7, 10, 53, 208 212–13 participation options, 83–90, 172–73 Bosso, Ed, 167–80 portfolio assessments, 78, 187–93 reform recommendations, 234 CAEBER (Center for ASL/English Bilingual Education and Research), 221 research needs, 79–81, 147, 234 Arkansas, 97–98 California, 217–38, 243 Case, Betsy, 12, 51–62, 63–75 ASL (American Sign Language), 53 accommodation issues, 122–27, 156, 163, Cawthon, Stephanie, 92–114 CEASD (Conference of Educational Administra183 –85, 240–41 history of, 7 tors of Schools and Programs for the Deaf), 180, 210–11, 213 non-recognition of, 214 assessment issues Chapman et al. v. California Dept. of Education et al., 235 about, 11–13, 45–47, 170–71, 201–2, 213–15, 229, 240–42 Clerc, Laurent, 3 cochlear implants, 11 accountability for years of failure, 29–30, 33, 170–71, 241–42 cognitive labs, 71 Cogswell, Mason Fitch, 3 aggregation of data, 26–28, 27n15, 33, 66, 202 confidence intervals, 108–10, 111–12 2 4 9 Congress of Milan (1880), 5–6 IEP (Individualized Education Program) planning Costello, Patrick, 181–93 Cued Speech, 6, 7, 7n4, 53 accommodations decisions, 55–57, 120, 133, 174 curriculum changes, 182, 191, 206–11, 220 customized materials, 122–27, 129, 163, 185 assessment option decisions, 79–80 federal law impact, 19 inclusion in school performance reports, data. See achievement data deaf education 102–3 Illinois, 149–66 federal legislation impact, 8–12, 153, 181–82, 191, 214–15, 217–20, 226, 239 Impact of Deafness Kit (Jones), 160–62 interpreting. See educational interpreting history of, 3–8 See also schools for the deaf Delaware, 95–96, 167–80 Jewell-Sherman, Deborah, 32–33 Johnson, Robert, 1–15 diploma options, 219–20, 226–27, 234–36, 243 disability rights litigation, 9–10, 235 Johnstone, Christopher, 63–75 Jones, Michael, 149–66, 239 discrimination. See assessment issues distractor responses, 64, 146 Justesen, Troy, 162 Karchmer, Michael, 198 educational interpreting, 10, 123–25, 154–55, 157 employment, 217–20, 227–28, 243 LaHood, Ray, 162, 163 language acquisition as assessment issue, 170–71, 200–1, 223–24, federal legislation. See specific laws Fischgrund, Joseph, 194–203 225, 229, 229n1 parental impact, 11, 52–53...