Alternate Assessment
ESSA’S 1 PERCENT CAP ON ALTERNATE ASSESSMENT
PARTICIPATION INFORMATION FOR FAMILIES
PARTICIPATION INFORMATION FOR FAMILIES
ESSA’S 1 PERCENT CAP ON ALTERNATE ASSESSMENT
PARTICIPATION INFORMATION FOR FAMILIES![]()
ESSA’S 1 PERCENT CAP ON ALTERNATE ASSESSMENT
PARTICIPATION INFORMATION FOR FAMILIES
PARTICIPATION INFORMATION FOR FAMILIES
WHAT IS ESSA’S 1 PERCENT CAP ON ALTERNATE ASSESSMENT PARTICIPATION?
WHAT IS ESSA’S 1 PERCENT CAP ON ALTERNATE ASSESSMENT PARTICIPATION?![]()
WHAT IS ESSA’S 1 PERCENT CAP ON ALTERNATE ASSESSMENT PARTICIPATION?
The Every Student Succeeds Act (ESSA) authorizes the use of an alternate assessment aligned with the Ohio Extended Standards for students with the most significant cognitive disabilities. In the state of Ohio, this assessment is called the Alternate Assessment. All students with disabilities must participate in either the general assessment (AIR) for the tested grade in which the student is enrolled or the alternate assessment. ESSA limits the number of students who can be assessed statewide using the alternate assessment at one percent of all students tested.
WHAT SHOULD FAMILIES KNOW ABOUT PARTICIPATION IN THE ALTERNATE ASSESSMENT?
WHAT SHOULD FAMILIES KNOW ABOUT PARTICIPATION IN THE ALTERNATE ASSESSMENT?![]()
WHAT SHOULD FAMILIES KNOW ABOUT PARTICIPATION IN THE ALTERNATE ASSESSMENT?
To guide and support individualized education program (IEP) teams in determining whether a student is most appropriately assessed with an alternate assessment, the Ohio Department of Education, in consultation with parents, teachers, administrators and other stakeholders, developed an Alternate Assessment Participation Decision-Making Tool. IEP teams, including the parent, use this tool to determine if a child qualifies for this assessment.
EVIDENCE FOR THE DECISION FOR PARTICIPATING IN THE AASCD IS NOT BASED ON:
EVIDENCE FOR THE DECISION FOR PARTICIPATING IN THE AASCD IS NOT BASED ON:![]()
EVIDENCE FOR THE DECISION FOR PARTICIPATING IN THE AASCD IS NOT BASED ON:
1. A disability category or label
2. Poor attendance or extended absences
3. Native language/social/cultural or economic difference
4. Expected poor performance on the general education assessment
5. Academic and other services student receives 6. Educational environment or instructional setting
7. Percent of time receiving special education
8. English Learner (EL) status
9. Low reading level/achievement level
10. Anticipated disruptive behavior
11. Impact of student scores on accountability system
12. Administrator decision
13. Anticipated emotional duress
14. Need for accommodations (e.g., assistive technology/AAC) to participate in assessment process
