Statement by James H. Wendorf on Proposed Regulations for Assessment Under the Every Student Succeeds Act

July 6, 2016

Lindsay Jones, Vice President, Chief Policy & Advocacy Officer

Statement by James H. Wendorf on the U.S. Department of Education’s Release of Proposed Regulations to Implement Assessment Provisions of the Every Student Succeeds Act

On behalf of the 1 in 5 children with learning and attention issues and their families, the National Center for Learning Disabilities (NCLD) commends the U.S. Department of Education on the timely release of proposed regulations intended to clarify critical assessment provisions of the Every Student Succeeds Act (ESSA).

Today’s proposal rightfully recognizes the importance of access to high quality assessments for all students, including those with disabilities. Families, educators and policymakers rely on data derived from such assessments as one critical way to measure how students are faring in school.

NCLD is pleased that the Department’s proposed regulations on the Alternate Assessment based on Alternate Academic Achievement Standards (AA-AAAS) echo the consensus reached by the negotiated rulemaking committee, a diverse committee of stakeholders which convened earlier this year.  Ensuring that the AA-AAAS is limited to students with the most significant cognitive disabilities – the population for which it was designed—has been a longtime priority of NCLD.

NCLD will continue to review the proposed regulations to ensure that assessments – including the locally designed, nationally recognized high school assessment and the innovative assessment pilot program – adequately consider the needs of and provide appropriate accommodations for students with learning and attention issues.

The mission of NCLD is to improve the lives of the one in five children and adults nationwide with learning and attention issues—by empowering parents and young adults, transforming schools and advocating for equal rights and opportunities. We’re working to create a society in which every individual possesses the academic, social and emotional skills needed to succeed in school, at work and in life.