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Appendix E: Six Core Principles
Principle 1. All students with disabilities must be included in a chosen assessment system.
Principle 2. Decisions about how students with disabilities participate in a chosen assessment system are the result of clearly articulated participation, accommodations, and alternate assessment decision-making processes.
Principle 3. All students with disabilities are included when student scores are publicly reported, in the same frequency and format as all other students, whether they participate with or without accommodations or by an alternate assessment.
Principle 4. Assessment performance of students with disabilities have the same impact on a final accountability index as the performance of other students, regardless of how students participate in a chosen assessment system (i.e., with or without accommodations or by an alternate assessment).
Principle 5. There is improvement of both a chosen assessment system and a chosen accountability system over time, through the processes of formal monitoring, ongoing evaluation, and systematic training in the context of emerging research and best practices.
Principle 6. Each policy and practice reflects the belief that all students must be included in state- and district-wide assessment and accountability systems.
Quenemoen, R., Thurlow, M., Moen, R., Thompson, S., & Morse, A. B. (2003). Progress monitoring in an inclusive, standards-based assessment and accountability system (Synthesis Report 53). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
