As school districts strive to measure adequate yearly progress (AYP) for all students and teachers work diligently to address academic content standards, our focus turns to the process of making sound decisions about assessments. All professionals involved in a school or district's measurement of AYP need to not only look at critical instructional elements but also at the decisions being made about assessment participation at IEP team meetings and the use of appropriate assessment accommodations or alternate assessments for students with disabilities.

        A recent article published by the National Center on Educational Outcomes describes in a clear, question and answer format the basic principles and elements of accountability outlined in the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA). The article, published in August 2003 is entitled: "Accountability for Assessment Results in the No Child Left Behind Act: What It Means for Children with Disabilities". To view this document, please visit    http://education.umn.edu/nceo/OnlinePubs/NCLBdisabilities.html