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It provides background on ESSA assessment requirements, explains the 1% participation cap and potential consequences for noncompliance, and sets clear steps for completing Parts A–D. The tool requires reviewing multiple student information sources and signing the documented IEP team decision, with Part A focusing on initial eligibility checks based on current IEP status and IDEA disability categories.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/alternate-assessment-decision-making-tool-for-california-instructions-and-part-a/498790/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/alternate-assessment-decision-making-tool-for-california-instructions-and-part-a/498790.png","ImageObject",300,407,{"name":92,"@type":93},"Jiven","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"When should the IEP team complete this tool?","Question",{"text":112,"@type":113},"The IEP team should complete the process any year before the student participates in California Alternate Assessments (CAAs) or the Alternate ELPAC, and during the period when the student could participate in CAASPP and ELPAC.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is Part A focused on?",{"text":117,"@type":113},"Part A determines initial eligibility by confirming the student has a current IEP and reviewing the student’s identified IDEA disability category.",{"name":119,"@type":110,"acceptedAnswer":120},"What happens if a student does not meet the eligibility criteria?",{"text":121,"@type":113},"If the student does not meet the eligibility criteria after reviewing the information in the tool, the student may not participate in the CAAs for ELA/literacy, mathematics, and science or the Alternate ELPAC.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},498790,1791504705,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099513958607,"https://ap-avatar.wpscdn.com/avatar/100002390cf8733938c?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778829742770036399","Alternate Assessment Decision-Making Tool for California  \nThe individualized education program (IEP) team determines an individual student’s eligibility to participate in an alternate assessment. To guide and support IEP teams in determining whether a student is most appropriately assessed with an alternate assessment, the California Department of Education (CDE) developed this Alternate Assessment Decision-Making Tool after consulting with its Assessment Development and Administration Division and Special Education Division.  \nBackground  \nIn 2015, the Every Student Succeeds Act (ESSA) was signed into law, replacing and updating the No Child Left Behind Act. The purpose of ESSA “ is to provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps.”1 As part of the assessment provisions of ESSA, the law requires that the vast majority of students take a state’s general assessment at various grade levels, as this helps to measure educational progress.2 To help maintain a critical focus on educational equity and excellence for all students, only students with the most significant cognitive disabilities may take an alternate assessment aligned with alternate academic achievement standards. ESSA limits the number of students who may take such assessments to 1 percent of all tested students in a given subject.3  \nWhile many states have been able to meet the 1 percent limit, California has continued to exceed the 1 percent cap.4 Eventually, if California is not able to lower the rate of students taking the alternate assessment, the US Department of Education could withhold Title I, Part A state administrative funds.5  \n1Every Student Succeeds Act. 2015. 20 USC § 1001. [https://www.congress.gov/114/plaws/publ95/PLAW-114publ95.pdf](https://www.congress.gov/114/plaws/publ95/PLAW-114publ95.pdf)[ ](https://www.congress.gov/114/plaws/publ95/PLAW-114publ95.pdf)[2](2US Department of Education. 2017)[US Department of Education. 2017](2US Department of Education. 2017) . Every Student Succeeds Act: Assessments under Title 1, Part A & Title 1, Part B: Summary of Final Regulations.  \n3 Every Student Succeeds Act: Assessments under Title 1, Part A & Title 1, Part B: Summary of Final Regulations (2017):  \n[https://www2.ed.gov/policy/elsec/leg/essa/essaassessmentfactsheet1207.pdf](https://www2.ed.gov/policy/elsec/leg/essa/essaassessmentfactsheet1207.pdf)  \n4 National Center on Educational Outcomes. 2020.“AA-AAS Participation Rate from 2007–08 to 2016–17.” Data Analytics, no.12.  \n[https://tableau.ahc.umn.edu/t/ICI/views/AA-AAStrend0708-1617/Story1?iframeSizedToWindow=true&:embed=y&:showAppBanner=](https://tableau.ahc.umn.edu/t/ICI/views/AA-AAStrend0708-1617/Story1?iframeSizedToWindow=true&:embed=y&:showAppBanner=)[ ](https://tableau.ahc.umn.edu/t/ICI/views/AA-AAStrend0708-1617/Story1?iframeSizedToWindow=true&:embed=y&:showAppBanner=)[false&:display_count=no&:showVizHome=no](false&:display_count=no&:showVizHome=no)  \n5 Rooney, P. , and Ryder, R. 2019.“Information Regarding Consequences for States Not Meeting the Requirement to Assess Not More Than 1.0 Percent of Students on the Alternate Assessment,” memorandum from the US Department of Education, Office of Elementary and Secondary Education [https://www2.ed.gov/admins/lead/account/saa/state1capconsequences19final.pdf](https://www2.ed.gov/admins/lead/account/saa/state1capconsequences19final.pdf)  \nInstructions for Use  \nAny year during which a student could participate in the state’s general California Assessment of Student Performance and Progress (CAASPP) and English Language Proficiency Assessments for California (ELPAC), and prior to the student participating in California Alternate Assessments (CAAs) or the Alternate ELPAC, the IEP team should complete the process of using this tool.  \nThis tool is divided into four parts, Part A through Part D. IEP teams should work though the document, starting with Part A. A","cbCais2Leon679Oa","https://ap.wps.com/l/cbCais2Leon679Oa","pdf",480906,18,"English","# Background\n# Instructions for Use\n# Part A—Determining Initial Eligibility\n## Eligibility Questions\n## Disability Category Designations","[{\"question\":\"When should the IEP team complete this tool?\",\"answer\":\"The IEP team should complete the process any year before the student participates in California Alternate Assessments (CAAs) or the Alternate ELPAC, and during the period when the student could participate in CAASPP and ELPAC.\"},{\"question\":\"What is Part A focused on?\",\"answer\":\"Part A determines initial eligibility by confirming the student has a current IEP and reviewing the student’s identified IDEA disability category.\"},{\"question\":\"What happens if a student does not meet the eligibility criteria?\",\"answer\":\"If the student does not meet the eligibility criteria after reviewing the information in the tool, the student may not participate in the CAAs for ELA/literacy, mathematics, and science or the Alternate ELPAC.\"}]","Alternate Assessment Decision-Making Tool for California - Instructions and Part A | PDF",1790989197,45]