Teacher Perceptions of Common Core-Based Evaluations for Students With Cognitive Impairments

Teacher Perceptions of Common Core-Based Evaluations for Students With Cognitive Impairments by Pamela M. Majerus MA, University of Tennessee, 1996 BS, University of Tennessee, 1993 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2015 Abstract Education reform in schools has focused on inclusion of all students in general education environments and accountability measures. Students with cognitive impairments are mandated to participate in standards-based alternate assessments. Special education teachers in a school district in a southeastern state in this study have been faced with the challenge of implementing these assessments. A bounded case study design was used to examine their perceptions of the use of standards-based alternate assessments for students with cognitive impairments. Guiding research questions focused on the nature and process of implementing alternate assessments. Resistance to change was the conceptual framework. The bounded case included 3 elementary, 1 middle school, and 4 high school special education teachers who have taught students with mild to moderate cognitive disabilities in self-contained classrooms in the district. Teachers were interviewed and data were coded and analyzed for common themes. Results included implementation concerns such as time for administration, scoring issues, lack of usefulness of assessment results, inappropriate expectations for performance, and lack of validity of assessments for cognitively impaired students. Recommendations included decision makers’ reconsideration of the procedures for implementation and establishing validity andEducation reform in schools has focused on inclusion of all students in general education environments and accountability measures. Students with cognitive impairments are mandated to participate in standards-based alternate assessments. Special education teachers in a school district in a southeastern state in this study have been faced with the challenge of implementing these assessments. A bounded case study design was used to examine their perceptions of the use of standards-based alternate assessments for students with cognitive impairments. Guiding research questions focused on the nature and process of implementing alternate assessments. Resistance to change was the conceptual framework. The bounded case included 3 elementary, 1 middle school, and 4 high school special education teachers who have taught students with mild to moderate cognitive disabilities in self-contained classrooms in the district. Teachers were interviewed and data were coded and analyzed for common themes. Results included implementation concerns such as time for administration, scoring issues, lack of usefulness of assessment results, inappropriate expectations for performance, and lack of validity of assessments for cognitively impaired students. Recommendations included decision makers’ reconsideration of the procedures for implementation and establishing validity and usefulness of standards-based alternate assessments. Findings in this study reflected teachers’ resistance to change, but were informative in providing local decision makers with an opportunity for social change that includes examination of where current policy fails to accommodate students with cognitive impairments and creation of appropriate policy and assessments that actually benefit those students. Teacher Perceptions of Common Core Based-Evaluations for Students With Cognitive Impairments by Pamela M. Majerus MA, University of Tennessee, 1996 BS, University of Tennessee, 1993 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2015 Dedication This doctoral study is dedicated to the professionals working with students with cognitive disabilities who participated in this study. The work you do is important. Thank you. Acknowledgments First, I must thank Dr. Derek Schroll. As one of my first professors and the Committee Chair for my doctoral study your leadership and guidance have been instrumental throughout the completion of this program. Thank you Dr. Schroll for always answering my random questions and your continuous support. I would also like to thank Dr. Marvin (Lewis) Putnam. As my second committee member and former professor, you provided essential guidance I needed to complete this program. Dr. Putnam, you gave me one of the best compliments I’ve ever received on an assignment and your kind words were encouraging long after I left your class. In addition to my committee, thank you to Dr. Karen Hunt whose expertise and critical review of my work were instrumental in the completion of this study. Thank you to my family: Dad & Sandy, Mom & Steve, Linda, Larry & Rosalie, and Alyson, Tim & Meri. I will be glad to get back to family visits, Sunday Supper, and other fun things again. Thank you, Alyson, for an unending supply of Super Bubble. In addition to my wonderful family, I am blessed with brilliant and supportive friends who provided constant words of affirmation. I love and appreciate you so very much: Val, Mitzi, Cira, Marsha, Charlley, Carla, Sandra, Caitlin, Mary, Russell, David, Carrie, Debi, Suzanne, Mindy, JB, Beth, Heather, and Ashley. Finally, thank you to my husband, Randy, and our daughters, Molly and Maggie, who sacrificed a great deal so I could pursue this degree. On top of that, no athlete has had better cheerleaders than I had in my husband and daughters. I love you with all of my heart and then some. i Table of