[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-535704-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-535704-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","iep-tip-sheet-participation-in-assessment-tips","IEP Tip Sheet - Participation in Assessment - Tips","","IEP Tip Sheet provides guidance on participation in educational assessments for students with disabilities, including the use of accommodations and alternate assessments. It summarizes key IDEA requirements for how IEP Teams must specify accommodations or explain why a child takes an alternate assessment. Practical tips cover documenting rationale in the IEP, using state-approved accommodations, aligning supports with classroom assessments, selecting based on education needs, and involving students and families. It also points to related resources for further implementation support.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/iep-tip-sheet-participation-in-assessment-tips/535704/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/iep-tip-sheet-participation-in-assessment-tips/535704.png","ImageObject",300,407,{"name":42,"@type":43},"Melati","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-09","2026-10-10",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does IDEA require an IEP to include regarding assessments and accommodations?","Question",{"text":63,"@type":64},"IDEA requires the IEP to include a statement of appropriate individual accommodations needed to measure academic achievement and functional performance on state and districtwide assessments. If an alternate assessment is required, the IEP must state why the child cannot participate in the regular assessment and why the selected alternate assessment is appropriate.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does a testing accommodation change assessment results and expectations?",{"text":68,"@type":64},"Testing accommodations change how students are tested but do not change what a test measures. Students who receive accommodations must take the same assessment and reach the same level of proficiency as students without accommodations.",{"name":70,"@type":61,"acceptedAnswer":71},"What guidance does the tip sheet give for choosing and documenting testing accommodations or alternate assessment participation?",{"text":72,"@type":64},"The tip sheet advises including the rationale in the IEP’s present level of academic and functional performance, using state and district approved accommodations, ensuring accommodations are also available for classroom summative assessments when appropriate, and selecting supports based on education needs rather than current placement or disability category. 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It includes a brief summary of federal regulations and tips for implementation. To learn more, review the additional resources and check with state law for additional requirements.  \nWhat Does IDEA Say?  \nAccording to IDEA Sec. 300.320(a)(6), each child’s individualized education program (IEP) must include –  \n“(i) A statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assessments consistent with section 612(a)(16) of the Act; and  \n(ii) If the IEP Team determines that the child must take an alternate assessment instead of a particular regular State or districtwide assessment of student achievement, a statement of why—  \n(A) The child cannot participate in the regular assessment; and  \n(B) The particular alternate assessment selected is appropriate for the child.”  \nAll students with disabilities should be included in educational accountability systems. Most students with disabilities participate in regular assessments similar to peers without disabilities with or without accommodations. A small percentage (~1% to 2%) of students with significant cognitive disabilities may participate in a State or district alternate assessment based on alternate achievement standards.  \nAsk your state and/or local school district for a copy of their guidelines on the types of accommodations, modifications, and alternate assessments available to students.  \nAlternate assessments offer a form of assessing the learning of students who are unable to participate in the general assessments because of the challenges of their specific disability, particularly those with significant cognitive disabilities.  \nWhat do we mean by testing accommodation?  \n\"Testing accommodations change how students are tested but do not change what a test measures. Students with disabilities who receive testing accommodations are required to take the same assessment and reach the same level of proficiency as students who do not use them. \"( IRIS Center)  \nTips for Success  \nInclude rationale for testing accommodations or participation in the alternate assessment in the IEP’s present level of academic and functional performance.  \nBe aware of approved testing accommodations for your state and district assessments.  \nEnsure that selected testing accommodations are also available to the student for classroom summative assessment, as appropriate.  \nSelect accommodations based on education needs, not current placement or disability category.  \nEngage students and families in decisions about appropriate testing accommodations or participation in alternate assessments.  \nPROGRESS Center at American Institutes for Research  \nPromoting Progress for Students with Disabilities  \nWhere can you learn more?  \nAccommodations: Instructional and Testing Supports for Students with Disabilities (IRIS Center) . This module overviews instructional and testing accommodations for students with disabilities, explains how accommodations differ from other kinds of instructional adaptations, defines the four categories of accommodations, and describes how to implement accommodations and evaluate their effectiveness for individual students.  \nParticipation in General Assessments – FAQ (The National Center on Educational Outcomes) . This resource shared frequently asked questions (FAQs) about participation in general assessment. Additional FAQs focus on accessibility and accommodations and reporting.  \nTaking the Alternate Assessment Does NOT Mean Education in a Separate Setting! (TIES Center) . This parent brief discusses the characteristics of students with the most significant cognitive disabilities and the nature of alternate assessments for these students. The brief also addresses concerns around least restrictive environment","cbCaigGfL7SaW4Cu","https://ap.wps.com/l/cbCaigGfL7SaW4Cu","pdf",671177,"English","# What Does IDEA Say?\n# What do we mean by testing accommodation?\n# Tips for Success\n# Where can you learn more?","[{\"question\":\"What does IDEA require an IEP to include regarding assessments and accommodations?\",\"answer\":\"IDEA requires the IEP to include a statement of appropriate individual accommodations needed to measure academic achievement and functional performance on state and districtwide assessments. If an alternate assessment is required, the IEP must state why the child cannot participate in the regular assessment and why the selected alternate assessment is appropriate.\"},{\"question\":\"How does a testing accommodation change assessment results and expectations?\",\"answer\":\"Testing accommodations change how students are tested but do not change what a test measures. Students who receive accommodations must take the same assessment and reach the same level of proficiency as students without accommodations.\"},{\"question\":\"What guidance does the tip sheet give for choosing and documenting testing accommodations or alternate assessment participation?\",\"answer\":\"The tip sheet advises including the rationale in the IEP’s present level of academic and functional performance, using state and district approved accommodations, ensuring accommodations are also available for classroom summative assessments when appropriate, and selecting supports based on education needs rather than current placement or disability category. It also recommends engaging students and families in these decisions.\"}]","IEP Tip Sheet - Participation in Assessment - Tips | PDF",1791600947]