• NCLB 2001
    develop a Statewide system of accountability to measure whether schools and districts are making  AYP toward enabling all students, including students with disabilities, to meet or exceed the proficiency level on the State assessments
    establish measurable annual objectives, applied separately to students with disabilities, which will specify the minimum percentage of students who must meet or exceed the State’s proficiency level on the State assessments
    institute “high-quality, yearly student academic assessments” that are to be the same for all children and are to be aligned with the State’s content and achievement standards. The implementing regulations add that the assessments must “be designed to be valid and accessible for use by the widest possible range of students, including students with disabilities
    reporting on the results of the assessments and disaggregation by students with disabilities as compared to students without disabilities
    provide for the participation of students with disabilities (as defined under IDEA) with accommodations
    allow for the use of alternate assessments for those children for whom a determination is made by the IEP team that they cannot take part in the assessment, even with appropriate accommodations
    allow States to develop “alternate academic achievement standards” for students with the most significant cognitive disabilities whose performance is assessed by means of an alternate assessment.  Alternate achievement standards must be “aligned with the State’s academic content standards, promote access to the general curriculum, and reflect professional judgment of the highest achievement standards possible” 
    IDEA 2004
    SEAs must establish  performance goals for children with disabilites, including objectives for progress  by children with disabilities, address graduation and droput rates, including other factors established by State
    establish performance indicators to assess progress toward achieving perfomance goals including measurable annual objectives for progress by children with disabilities under NCLB
    provide annual reports on the progress of the State, and of children with disabilities in the State, toward meeting perfomance goals
    All students with disabilities must participate in state and district wide assessments, with appropriate accommodations and alternate assessments, where necessary and as indicated in IEP
    include statement of individual appropriate accommodations necessary to measure  academic achievement and functional performance
    if student will  take alternate assessment, team must  explain why child cannot participate in regular assessment and why alternate assessment was selected as appropriate
    S/LEAs must report, and make available to the public, information concerning number of children with disabilities participating in regular assessment with accommodations, and in alternate assessments, as well as  their perfomance , compared with all children, including students with disabilities
    IEP must describe how  the child's progress toward IEP goals will be measured
    when periodic reports on progress will be made (such as through the use of quarterly or other periodic reports, concurrent with issuance of report cards)
    IEP must be reviewed annually and revised, as appropriate, to address lack of progress toward goals and in general education
Last Modified on May 17, 2017