| Summary |
The purpose of this study was to examine the influence of the North Carolina Alternate Assessment Portfolio on instructional practices and decision-making practices for students with significant disabilities. Specifically, the study addressed the following research questions: 1. What effect has the alternate assessment portfolio had on instructional practices? 2. How do educators use the alternate assessment portfolio to make decisions for Individual Education Plan development and implementation? The significance of this study applied to many groups and individuals. During the study design, input was received from staff members of the North Carolina Department of Public Instruction and faculty members from the East Carolina University College of Education, Department of Curriculum and Instruction on critical issues relating to this area. By receiving feedback in these areas, these departments can make necessary changes to areas of training, professional development, and practice. The study provided special education teachers an opportunity to express their viewpoints and discuss strategies on the use of the alternate assessment portfolio in his or her classroom. Results of this study will assist educators and school administrators in their efforts to improve practice related to assessment, training, professional development, and practice. By applying information from the study, local school systems will have the opportunity to evaluate their practices and consider change. |
