Are students with the most significant cognitive disabilities left out of state improvement plans? A recent NCEO report, How Students Who Take the AA-AAAS are Included in State Systemic Improvement Plans (SSIPs); An Analysis of FFY 2021 SSIPs, reveals that many State Systemic Improvement Plans (SSIPs) are overlooking students participating in the Alternate Assessment based on Alternate Academic Achievement Standards (AA-AAAS). Out of 42 states and entities with assessment-related State-identified Measurable Results (SiMRs), only one—the Commonwealth of the Northern Mariana Islands—explicitly mentioned students taking the AA-AAAS in their SiMR statement. Furthermore, just seven states and entities incorporated AA-AAAS results as a data source for their SiMR outcomes, and only Delaware detailed an infrastructure improvement strategy targeting these students.

Why does this matter? Students who take the AA-AAAS have the most significant cognitive disabilities and often face unique challenges in accessing rigorous instruction and inclusive learning environments. Without targeted attention in SSIPs, state level strategies aimed at improving outcomes for all learners may exclude these students.

This report underscores the need for more inclusive planning to ensure that state improvement efforts consider all students with disabilities, especially those with the most significant cognitive disabilities. It also provides guiding questions and recommendations to help states review their SSIP processes and ensure they meaningfully consider all students in both data analysis and improvement strategies.

Explore the full findings and recommendations in NCEO Report 449.