Revisiting the Meaning of 'Reduced Depth, Breadth, and Complexity' for AA-AAAS. NCEO Report 441

National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: [email protected]; Web site: https://nceo.info/

N

19

Office of Special Education Programs (OSEP) (ED/OSERS), Research to Practice Division (RTP)

H326G210002

Alternative Assessment; Educational History; Educational Legislation; Equal Education; Federal Legislation; Elementary Secondary Education; Academic Achievement; Academic Standards; Intellectual Disability; Students with Disabilities

Individuals with Disabilities Education Act; Elementary and Secondary Education Act

Alternate assessments aligned to alternate academic achievement standards (AA-AAAS) are designed and implemented for students with the most significant cognitive disabilities. Historically, these assessments have been described as reflecting reduced "depth," "breadth," and "complexity." Yet, the meaning of these terms is often not defined. The purpose of this report is to provide: (1) an overview of relevant history and legislation that address depth, breadth, and complexity of AA-AAAS; and (2) questions for states to consider as they revise or develop new AA-AAAS. This information also can be useful for states submitting evidence for an existing AA-AAAS to the U.S. Department of Education peer review process.

As Provided

2024

ED653121