Alternate AssessmentsAccountability Programs :

Overview
The No Child Left Behind Act of 2001 (NCLB) is designed to ensure that all students in public schools are fully included in state accountability systems and have access to challenging instruction linked to state content standards. A key component of state accountability systems is the state assessment program. The general education assessment, however, does not appropriately measure the knowledge and skills on grade-level content standards of a small number of students with disabilities.

The U.S. Department of Education has authorized the development of alternate assessments based on alternate achievement standards and alternate assessments based on modified achievement standards for students who meet specific eligibility criteria. The purpose of alternate assessments is to measure the extent to which students with disabilities are making progress in the general curriculum. The U.S. Department of Education Website offers federal guidelines and additional information; see Related Links.

An alternate assessment based on alternate achievement standards, the Minnesota Test of Academic Skills (MTAS), is provided for students with the most significant cognitive disabilities. A second alternate assessment, the MCA-Modified, which is based on modified achievement standards, is being developed. The MCA-Modified is being designed for a small group of students whose disability has precluded them from achieving grade-level proficiency. The first operational administration on the MCA-Modified is planned for spring 2011. 

Although the target population, content coverage, rigor and format are very different for these two alternate assessments, there are some important similarities:

• An alternate assessment may only be administered to a student who currently receives special education services.
• The IEP team is responsible for determining, on an annual basis, how a student with a disability will participate in statewide testing. This decision-making process must start with a consideration of the general education assessment.
• Participation in the administration of either alternate assessment is not limited to any particular disability category.
• Both alternate assessments are aligned with grade-level content standards.
• Students must meet all eligibility requirements for a particular assessment before it is selected by the IEP team. Eligibility requirements for the MTAS and MCA-Modified can be found below.

The Alternate Assessment for Writing is used as the alternate assessment for the Written Composition Graduation-Required Assessment for Diploma (GRAD). View information on the Alternate Assessment for Writing in the Special Education Policy section. 

Draft Test Specifications for the Mathematics MTAS, based on the 2007 revision of the K-12 Minnesota Academic Standards in Mathematics, are posted for public comment in the Alternate Assessments Test Specifications section. View the draft of the MTAS Test Specifications.

Participate in an Advisory Panel
Teams of Minnesota educators, including general education teachers and special education teachers, are convened throughout the year to participate in various assessment development activities. Register for an Advisory Panel.

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