Successes and Challenges in Meeting ESSA's One Percent Cap on Participation on the Alternate Assessment: a Statewide Study

• In Event: Understanding the Impacts of Policy Decisions in K-12 Schools

Abstract

The purpose of the study is to examine the implementation of the Alternate Assessment for students with the most significant cognitive disabilities (AA-AAAS) in a midwestern state and the state’s efforts to meet the one percent participation cap set by the Every Student Succeeds Act (ESSA). The mixed methods study examines the history of the assessment, the characteristics of students who participate, state department guidance and implementation in the field, parent awareness, and the impact of implementation on classroom level practice. The study provides analysis of state and district-level data, comparable national data, the results of a state-wide survey of district administrators and parents, and focus groups and interviews conducted in a sample of school districts. The session is co-presented with colleagues from the Department who will share how the findings and recommendations are informing state and district practices to further reduce the proportion of students assigned to the assessment.

Authors

• Jennifer Meller, Public Consulting Group, LLC

• Amy Howie, Public Consulting Group, LLC

• Matthew Scott, Public Consulting Group, LLC

• CHRISTINE DONIS-KELLER, Public Consulting Group

• Angela Vaughn, Indiana Department of Education

• Traci Hackleman, Indiana Department of Education