000			01432nam a2200145 4500
008			250825b |||||||| |||| 00| 0 eng d
100			_aSheryl S. Lazarus, PhD
245			_a An Analysis of Changes in State Guidelines for Assigning Students With Disabilities to the Alternate Assessment
300			_app. 198–207
520			_aThe 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 students with the “most significant cognitive disabilities.” States have developed and refined their guidelines and definitions in the years since these regulations. We present an overview of how participation guidelines and definitions have changed by comparing the results of three analyses of states’ materials related to AA-AAAS participation. We highlight key changes and similarities in participation guidelines across analyses and conclude with a discussion of why changes may have occurred.
654			_aAlternate assessent _aassessment policy and law _aacademic assessment _aintellectual disability
700			_aMartha L. Thurlow, PhD,
773	0		_0125279 _9113434 _dNew Delhi _tJournal of Special Education _x0022-4669
942			_cJA
999			_c132565 _d132565