State Assessment Participation Decisions

Every student with a disability participates in state and districtwide assessments. The Individualized Education Program (IEP) Team identifies the appropriate assessment and the supports the student needs. For Alabama’s academic assessments, participation may be in the general assessment or, for a student who meets the state’s criteria for the most significant cognitive disabilities, ACAP Alternate. This decision is individualized and must be reviewed in light of current state guidance.

• IDEA, 20 U.S.C. §1412(a)(16)

• [34 CFR §300.160, participation in assessments https://sites.ed.gov/idea/regs/b/b/300.160 

• [34 CFR §300.320(a)(6), IEP statements about assessment participation  https://sites.ed.gov/idea/regs/b/d/300.320 

• Alabama Administrative Code, Chapter 290-8-9

Start with the student’s current instruction, assessments, communication, and support needs. Review the current ALSDE Guidance for IEP Teams on Participation Decisions for the ACAP Alternate and Alternate Achievement Standards. Discuss whether the student meets the state’s participation criteria and document the evidence supporting the IEP Team’s decision.

A disability category, low achievement, English learner status, challenging behavior, placement, or an anticipated effect on accountability results does not, by itself, justify ACAP Alternate. A student need not first fail the general assessment to be considered for an appropriate alternate assessment. Review the decision at IEP meetings as the student’s needs and evidence change.

If the IEP Team determines that a student will take an alternate assessment instead of a particular general assessment, the IEP must state why the student cannot participate in the general assessment and why the selected alternate assessment is appropriate. Identify any individual accommodations needed for the assessment chosen. Explain the decision to the parent in terms of the student’s instructional program, not a prediction about the student’s score.

• Confirm the assessment and grade or subject being considered.

• Review current ALSDE alternate-participation guidance with the IEP Team.

• Document individualized evidence and the IEP statements required by §300.320(a)(6).

• Coordinate the recorded participation decision with the LEA test coordinator before the state deadline.

• Selecting ACAP Alternate from disability label or placement alone

• Failing to explain in the IEP why a general assessment is not appropriate

• Leaving participation information inconsistent across the IEP and test registration

SES Assessment resources https://www.alabamaachieves.org/special-education/assessment/  current Guidance for IEP Teams on Participation Decisions for the ACAP Alternate and Alternate Achievement Standards).