District communication and collaboration with state testing officials, whenever possible, can help promote a clear understanding of accessible and inclusive assessment practices within the district and at the state-level. From the district perspective, a clear understanding of state allowable accommodation and how to provide them will boost the confidence of educators who administer the assessments. State leaders can learn from a district’s experience and perspective when determining assessment protocols. District leaders should create open communication channels with the state to provide a consistent feedback loop.
The Center for Inclusive Technology in Education Systems (CITES) uses an iterative design-thinking process, in partnership with local districts, to identify and refine a set of promising practices that enhance assessments within an inclusive technology ecosystem.
Actions districts can take that support special education and assistive technology professionals’ voices at the state level include:
- Include special education and AT personnel in leadership roles across district activities related to assessment.
- Communicate with state testing coordinators about accessibility of state assessments, including assistive technology accommodations.