15 Questions
What is the purpose of the guidelines established by the State for IEP committees?
To decide which students with the most significant cognitive disabilities will be assessed based on alternate academic achievement standards
What is the main factor in identifying a student as having the most significant cognitive disabilities?
Extensive, direct individualized instruction and substantial supports required for measurable gains on challenging academic content standards
What must Nevada IEP committees consider when making assessment determinations for the Nevada Alternate Assessment (NAA)?
Six guiding questions related to participation in the NAA
What is the purpose of providing a guiding framework of considerations for IEP committees in Nevada?
To guide assessment determinations for the Nevada Alternate Assessment (NAA)
What determines whether a student is identified as having the most significant cognitive disabilities?
Student requiring extensive, direct individualized instruction and substantial supports to achieve measurable gains on challenging academic content standards
What is the purpose of the guidelines established by the State for IEP committees?
To provide a framework for making assessment determinations for the Nevada Alternate Assessment (NAA)
What determines whether a student is identified as having the most significant cognitive disabilities?
Extensive, direct individualized instruction and substantial supports
What must Nevada IEP committees consider when making assessment determinations for the Nevada Alternate Assessment (NAA)?
Six guiding questions provided by Nevada
What is the main factor in identifying a student as having the most significant cognitive disabilities?
Extensive, direct individualized instruction and substantial supports
What is the purpose of providing a guiding framework of considerations for IEP committees in Nevada?
To assist in making assessment determinations for the Nevada Alternate Assessment (NAA)
What did the Every Student Succeeds Act (ESSA) revised in 2015 place a one percent cap on?
The number of students with significant cognitive disabilities who may annually participate in a state’s alternate assessment
According to ESSA, what is the maximum percentage of students with the most significant cognitive disabilities that a state may assess using alternate assessments?
1%
What is the main reason for placing a one percent cap on the number of students with the most significant cognitive disabilities who may annually participate in a state’s alternate assessment?
To align with research showing that some students identified for alternate assessment more appropriately should have been assessed with the general assessment
What do the regulations implementing ESSA at 34 CFR 200 aim to do?
Operationalize ESSA's provisions related to alternate assessments for students with significant cognitive disabilities
According to ESSA, which students are eligible for alternate assessments aligned with alternate academic achievement standards?
Students with the most significant cognitive disabilities
This quiz covers the guidance and regulations for student participation in the alternate assessment according to the Every Student Succeeds Act (ESSA), with a focus on students with the most significant cognitive disabilities. The quiz addresses the one percent cap on student participation and related provisions under ESSA.
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