Testing Deaf Students in an Age of Accountability

Contents

Contents Foreword ix Joseph “Jay” Innes Acknowledgments xi Introduction 1 Robert C. Johnson and Ross E. Mitchell Part One: Testing and Accountability Issues 1 Accountability in the Education of Deaf Students Under the Individuals With Disabilities Education Act and No Child Left Behind 17 Barbara Raimondo 2 Academic Achievement of Deaf Students 38 Ross E. Mitchell 3 Accommodations to Improve Instruction and Assessment of Deaf Students 51 Betsy J. Case 4 Using Universal Design Research and Perspectives to Increase the Validity of Scores on Large-Scale Assessments 63 Martha L. Thurlow, Christopher Johnstone, Sandra J. Thompson, and Betsy J. Case 5 Alternate Assessments: Leaving No Child Behind Amid Standards-Based Reform 76 Elizabeth Towles-Reeves 6 No Child Left Behind and Schools for the Deaf: Integration Into the Accountability Framework 92 Stephanie W. Cawthon v i i Part Two: Case Studies from Selected States 7 One State’s Perspective on the Appropriate Inclusion of Deaf Students in Large-Scale Assessments 115 Courtney Foster 8 High-Stakes Testing of Deaf Students in North Carolina 136 Jana Lollis 9 Implications and Complications of Including Deaf Students in Statewide Assessments in Illinois 149 Michael Jones 10 Testing, Accountability, and Equity for Deaf Students in Delaware 167 Ed Bosso 11 Participating in the Massachusetts Comprehensive Assessment System 181 Michael Bello, Patrick Costello, and Suzanne Recane 12 Marlon’s Charge: A Journey Into the World of Assessment 194 Joseph E. Fischgrund 13 The Effect of No Child Left Behind at the Maryland School for the Deaf and Nationwide 204 Richard C. Steffan, Jr. 14 The Potential Harm to Deaf Students of High Stakes Testing in California 217 Pat Moore Afterword 239 Contributors 245 Index 249 viii Contents ...