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- W40232023 abstract "The thought of an eighth grade boy crying over a writing assessment didn't seem possible until Jake. He was a star on the track, wrestling, and football teams, and he had a learning disability. Jake can teach all of us how truly agonizing it is to have a learning disability in written language and deal with the pressure of high-stakes assessments. Standards-based learning has become a way of life for many school districts, states, teachers, and for all students in those school districts. Having a learning disability in the area of the current assessment such as reading, math or written language doesn't preclude a student from meeting district or state standards. Students with disabilities may receive accommodations such as extended time, an environment free of distractions, having standard directions reread, stimuli reduced, teacher direction to remain on-task and possibly other accommodations. However, for Jake, having extended time didn't help him meet the standard on the writing assessment. Jake had been successfully taught to use a word processor for any lengthy written assignment. This was specified in his Individualized Education Plan (IEP) and yet, this accommodation was not recognized under allowable accommodations for testing. The use of a word processor had previously been an allowable accommodation, but in order to align with the state writing assessment, the use of a word processor was removed as an allowable accommodation. This was confusing to many students and parents as they adjusted to the change in accommodations. The frustration he felt as he attempted his retake during the fall of 8th grade without the use of a word processor was shown through his emotions and words. What happens if I don't pass it this time? he managed to say through his frustration, trying to hold back tears. The answer wasn't one he found encouraging. You will get to take it again in the spring. In a high-stakes environment, students know that to get a real diploma they will have to meet the entire district-set standards for all the high school assessments. Middle school students realize that being unable to meet the 7th grade writing assessment correlates with not meeting the 10th grade writing assessment. Parents share their frustration of having a child who will possibly receive a notated diploma that indicates that their son or daughter did not meet all of the standards set by the school district. Students are feeling this frustration first hand during the writing assessments and when they receive the results. After realizing the difficulties that were occurring, some changes in teaching students with disabilities were definitely warranted. Jake's school was considered an inclusion school in which the majority of students received services in the general education setting. The structure of the school day and the demands of the inclusion setting provided very little time for explicit instruction of writing strategies during class time. However, based on the progress of students with learning disabilities in written language, this is what they needed most. If students were utilizing writing strategies, the use of the writing strategies was inconsistent. Jake's method of writing involved writing down all of his ideas as quickly as he could without consideration to conventions. He put down any ideas that were somehow related to the topic. This method of writing has been referred to as the retrieve and write process. Students using this process do not plan before writing and the writing process is without metacognitive control (McCutchen, 1988). He used this strategy when he wrote using a word processor because he had learned that he could go back and take care of some of the errors in conventions through spell checking his work. Jake could also cut and paste to reorganize his work. This method did not always produce an organized piece of writing, but this was the strategy that Jake had utilized for years. …" @default.
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- W40232023 date "2006-06-22" @default.
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- W40232023 title "Students with Disabilities Meeting the Challenge of High-Stakes Writing Assessments" @default.
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