How will the Departments recent proposed regulations change the policy on assessing and including students with disabilities in school accountability?

Since the regulation permitting a state to develop alternate achievement standards for students with the most significant cognitive disabilities was issued, information and experience in states, as well as important recent research, indicate that there may be an additional number of students who, because of their disability, have significant difficulty achieving grade-level proficiency, even with the best instruction, within the same time frame as other students. The best available research and data indicate that this group of students comprises about 2 percent of the school-age population (or approximately 20 percent of students with disabilities). The progress of these students with disabilities in response to high-quality instruction, including special education and related services designed to address the students individual needs, is such that the students are not likely to achieve grade-level proficiency within the school year covered by the students IEPs.

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