EXCLUSIVE: ESSA and Special Education: Part 5
EXCLUSIVE: Lamar Alexander’s Staff Explains ESSA: PART 1 | Diane Ravitch's blog http://bit.ly/1QlmO8K
EXCLUSIVE: Senator Alexander’s Staff: ESSA and Teacher Evaluation, Part 2 | Diane Ravitch's blog http://bit.ly/1RzT9Kj
EXCLUSIVE: What Does ESSA Say About Bottom 5% of Schools: Part 3 | Diane Ravitch's blog http://bit.ly/1SzGMOp
Big Education Ape: EXCLUSIVE: How Does ESSA Affect Opt Outs? Part 4 | Diane Ravitch's blog http://bit.ly/23jA1V1
This is the fifth installment in a series of exchanges about the Every Student Succeeds Act. I asked the questions, and David P. Cleary, chief of staff to Senator Lamar Alexander, answered them.
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My question:
How does the law affect the testing of students with disabilities? I have heard that there is a limit of 1% of students who may be given alternative assessments due to their disabilities, but far more than 1% of students have IEPs. What does the law say?
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The response:
The law allows students with the most significant cognitive disabilities to take alternate assessments aligned with alternate academic achievement standards.
The new law includes a cap on the total number of students that can take an alternate assessment aligned with alternate achievement standards. The cap is set at one percent of all students in the state, which equates to roughly 10 percent of students with disabilities. This is the same as the regulation under NCLB that has been in effect since January 8, 2004.
It’s important to remember that the overwhelming majority of students with Individualized Education Plans (IEP) take regular assessments, and do not take an alternate assessment aligned to alternate academic achievement standards.
The new law reaffirms and makes clear that the Individuals with EXCLUSIVE: ESSA and Special Education: Part 5 | Diane Ravitch's blog:
