It is important for educators to collect accurate information on the academic performance of students with the most significant cognitive disabilities who may be assessed with an Alternate Assessment Aligned with Alternate Academic Achievement Standards (AA-AAAS) to inform decisions about resources, programs, instruction, and individualized…

It is important for educators to collect accurate information on the academic performance of students with the most significant cognitive disabilities who may be assessed with an Alternate Assessment Aligned with Alternate Academic Achievement Standards (AA-AAAS) to inform decisions about resources, programs, instruction, and individualized…

The alternate assessment based on alternate academic achievement standards (AA-AAAS) is designed for students with the most significant cognitive disabilities. The 2015 reauthorization of the Elementary and Secondary Education Act (ESEA), known as the Every Student Succeeds Act (ESSA), placed a 1% cap for states on student participation in the…

Despite the repeated documentation of the positive outcomes for students with extensive support needs (ESN) when they are included in general education settings and receive access to state-adopted general education standards, there has been little systemic progress on the inclusion of students with ESN across most states. The purpose of this…

The 2015 reauthorization of the Elementary and Secondary Education Act placed a 1.0% cap on the participation of students with disabilities in the alternate assessment based on alternate academic achievement standards (AA-AAAS). U.S. Department of Education regulations clarified that states must develop participation guidelines and a definition of…

In some instances, a local school district may determine that it cannot provide free appropriate public education (FAPE) for a student with a disability within their district. In partnership with the student's family and teachers, the district may decide that the student would be best served in a private school or facility better suited to meet…

Since the passage of the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 there has been an ongoing debate in the field of special education on the relative importance of students with significant cognitive disabilities participation and progress in the general education curriculum. Some researchers have argued that the core…

This resource describes new reporting requirements and measurement changes to Part B State Performance Plan and Annual Performance Report (SPP/APR) Indicator 3. The majority of students with disabilities participate in regular statewide assessments, and a small percentage of students with the most significant disabilities participate in alternate…

In the years since the 2015 reauthorization of the Elementary and Secondary Education Act (ESEA) as the Every Student Succeeds Act (ESSA) placed a 1.0% cap for states on participation in the alternate assessment based on alternate academic achievement standards (AA-AAAS), states have worked hard to navigate the new restrictions on participation in…

The purpose of educational assessments is to provide an academic check-up and to give educators, parents, students, and policymakers valuable feedback about students' academic strengths, areas that need improvement, how well they are progressing toward college and career readiness, and the effectiveness of the state's educational system. This…

The Individualized Education Program (IEP) is the heart of providing special education services to students with disabilities. It is a complex document that is supposed to include several required components. IEP teams are required to be composed of certain individuals, including "a representative of the district who is qualified to provide…

This report presents the findings of a survey of states that examined the policies, practices, and procedures State Education Agencies (SEAs) used to monitor IEPs for participation decision making in alternate assessments based on alternate academic achievement standards (AA-AAAS). It is imperative that only students with the most significant…

The 2020-2021 school year presented unprecedented challenges for States and local educational agencies (LEAs) throughout the country because of the national pandemic caused by the novel coronavirus disease 2019 (COVID-19). For successful recovery efforts, it is essential to examine the expectations for children with disabilities, English learners…

Questions often arise about how accessible educational materials (AEM) might be included in Individualized Education Programs (IEPs). The two purposes of this article are to (1) help families and educators understand the importance of including AEM in the IEPs of students who require them, and (2) to discuss locations in the IEP where it may be…

According to the Individuals with Disabilities Education Act every student that has a documented disability is required to have an individualized education program (IEP). The IEP comprises core areas, including physical education. The purpose of this article is to clarify 12 myths about physical education for students with disabilities and help…