Relating to academic assessment of public school students with significant disabilities.
Impact
The amendment to Section 39.023 of the Education Code signifies a notable shift in how assessments can be administered to students with significant disabilities. By allowing for alternative assessment methods such as portfolio assessments, the bill seeks to provide a more holistic and individualized evaluation approach. This could potentially lead to improved educational outcomes for students who may not be appropriately assessed using traditional methods. Furthermore, it aims to ensure that these students receive the educational opportunities necessary to demonstrate their learning and achievements successfully.
Summary
House Bill 73 addresses the academic assessment of public school students with significant disabilities. The bill proposes that the Texas Education Agency, in conjunction with interested parties, develop alternative methods for assessing these students. This includes creating assessment instruments specifically tailored for significantly cognitively disabled and medically fragile students in special education programs. The bill emphasizes the necessity for these assessments to comply with federal law while ensuring they are adequately aligned to measure student learning and achievement.
Contention
While the bill has received support for its progressive approach to inclusivity in education, there are points of contention surrounding its implementation. Some stakeholders express concerns about the consistency and reliability of alternative assessment methods. The need for clear guidelines and effective training for educators in administering these alternative assessments is crucial to assure that all students receive equitable evaluation opportunities. Critics also highlight that without sufficient resources and training, the effectiveness of the bill's provisions may be compromised.