Abstract
IDEA 97 legislated a greater emphasis on school, district, and state accountability in special education policy in an effort to ensure the inclusion of all students with disabilities in large-scale assessments. While such reform has been taking place in general education for over a decade, large-scale assessment and accountability efforts are new to special education. The reliability of educational assessments is of utmost importance for those developing alternate assessments for students with significant disabilities unable to participate in general state and district assessments. By drawing from related literatures, we provide a template to assist policy makers in developing and refining reliable large-scale alternate assessments. We also draw upon Kentucky's 10-year experience with its alternate assessment and recent work with several states that are in the process of developing their alternate assessment systems.
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