Limit alternate assessments based on
alternate achievement standards only to students with the most significant cognitive disabilities, up to 1 percent of all students; terminate assessments based on modified achievement standards; and prohibit the use of Individualized Education Programs (IEPs) to measure academic achievement under ESEA.
Not exact matches
NCLB requires states to develop systems for assessing the
achievement of all students against the state's
standards, with
only limited options for
alternate assessments for students with significant disabilities.
USDE further elaborated that at that time, the
only choice for special education students was to either take a grade - level assessment or an
alternate assessment based on
alternate academic
achievement standards and that neither of these options provided an accurate assessment of what these students know and can do.