Differentiated Accountability Policy and School Improvement Plans: A Look at Professional Development and Inclusive Practices for Exceptional Students.

Abstract

The Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and the No Child Left Behind Act of 2002 (NCLB) require that students with disabilities have equal access to general education curricula and contexts. Florida’s Differentiated Accountability Program (DAP) is designed to support educators in meeting IDEA and NCLB requirements. The authors reviewed 35 School Improvement Plans (SIP) from the seven largest districts across the state to find evidence of schools participating in the DAP for meeting the needs of students with disabilities. The findings suggest that although a level of consistency was evidenced in certain districts, a great deal of variety remains across the seven districts sampled regarding potentially effective professional development and continuous improvement strategies promoting inclusive practices. The article describes and analyzes localized responses to accountability policy approaches that are reflected globally in trends towards state supported systems that utilize high-stakes measurement metrics and supports to spur more efficient and competitive reforms for all students, including students with disabilities.

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