How should alternate assessments be incorporated into the accountability system?
States typically report accountability assessment results by achievement levels, also known as proficiency or performance levels. Terms such as “novice,” “basic,” “proficient,” “meeting the standard,” “advanced,” or “exceeding the standard” may be used to describe the achievement level of each student. Achievement standards include labels for the various achievement levels, descriptions of competencies associated with each achievement level, and assessment scores (“cut scores”) that differentiate among the achievement levels. Achievement standards must be defined using a rigorous process and must be aligned with academic content standards. The December 9, 2003 ESEA regulations expanded the existing option of developing alternate assessments based on grade-level achievement standards (AA-GLAS) to also permit alternate assessments based on alternate achievement standards (AA-AAS) for students with the most significant cognitive disabilities. The April 9, 2007 ESEA and IDEA regulations al
