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Does the student have a current Individualized Education Program (IEP)? |  |  |  |\n| --- | --- | --- | --- |\n| ☐ No, the student does not have an IEP.\u003Cbr>\u003Cbr>Stop here. The student is not eligible for the alternate assessment. |  | ☐ Yes, the student has a current IEP.\u003Cbr>\u003Cbr>Proceed to the next statement. |  |\n| 2. Review the student’s Individuals with Disabilities Education Act ( IDEA) category. |  |  |  |\n| Student meets state eligibility criteria under the following disability category designations:\u003Cbr>☐ Specific Learning Disability\u003Cbr>☐ Emotional Disability\u003Cbr>☐ Speech or Language Impairment (only)\u003Cbr>\u003Cbr>Stop here. The student is not\u003Cbr>eligible for the alternate assessment. | Student meets state eligibility criteria under the following disability category designations:\u003Cbr>☐ Deafness/Hearing\u003Cbr>Impairment ☐ Orthopedic Impairment ☐ Other Health Impairment ☐ Visual Impairment\u003Cbr>A student identified with these disability categories very rarely will be a student with a most significant cognitive disability and therefore rarely, if ever, qualify for the alternate assessment.\u003Cbr>\u003Cbr>Proceed to Part B. |  | Student meets state eligibility criteria under the following disability category designations:\u003Cbr>☐ Autism\u003Cbr>☐ DeafBlind\u003Cbr>☐ Intellectual Disability ☐ Developmental Delay\u003Cbr>☐ Multiple Disabilities\u003Cbr>☐ Traumatic Brain Injury\u003Cbr>A student with any of these disabilities may have a cognitive disability. However, fewer than half of the students in these categories may have a most significant cognitive disability that would qualify them for the alternate assessment.\u003Cbr>\u003Cbr>Proceed to Part B. |\n\nPart B – Determining if the Student has a Most Significant Cognitive Disability  \nThe alternate assessment is intended for students with the most significant cognitive disabilities. These students have intellectual functioning well below average (typically associated with an IQ below 55) that exists concurrently with impairments or deficits in adaptive functioning (e.g. , communications, self-care, home living, social/interpersonal skills, use of community resources, self-directions, functional academic skills, work leisure, health and safety) .  \n\n| Intellectual Functioning |\n| --- |\n| The reference to \"typically associated with an IQ of below 55\" is to help distinguish between students with cognitive disabilities and significant cognitive disabilities from students with the most significant cognitive disabilities. This means that many students with cognitive disabilities will not qualify for the Alternate Assessment of the Illinois Learning Standards Aligned to the Essential Elements. By default, they must take our regular state assessment with or without accommodations. The inclusion of the words \"typically associated with\" allows for some district/ school flexibility. It is by no means an absolute requirement. |\n| Does the student have intellectual functioning well below average (typically an IQ of below 55)?\u003Cbr>☐ Yes. The student has intellectual functioning well below average (typically an IQ of below 55) .\u003Cbr>Proceed to the Adaptive Functioning section.\u003Cbr>☐ No. The student does not have intellectual functioning well below average.\u003Cbr>Stop here. The student is not eligible for the alternate assessment. |\n\nAdaptive Functioning  \nDirections: Select the column in each of three adaptive skills domains (Conceptual, Social , and Practical) that best describes the student’s daily functioning. After reviewing all available data, if the team still is struggling to decide between two columns, presume competence and select the column to the left. (For example, if the team is trying to decide between ","cbCaiq3NZb2r0kWr","https://ap.wps.com/l/cbCaiq3NZb2r0kWr","pdf",577126,"English","# Part A – Determining Initial Eligibility\n## Directions and Question 1: IEP status\n## Question 2: IDEA category review\n# Part B – Determining if the Student has a Most Significant Cognitive Disability\n## Intellectual functioning criteria\n## Adaptive Functioning domains: Conceptual, Social, Practical","[{\"question\":\"How does Part A decide initial eligibility for the alternate assessment?\",\"answer\":\"Part A requires teams to complete the first two questions: whether the student has a current IEP and whether the student meets state eligibility criteria based on the IDEA category. Certain responses stop eligibility immediately; others move to Part B.\"},{\"question\":\"What IQ-related criterion is used in Part B?\",\"answer\":\"Part B focuses on intellectual functioning well below average, described as typically associated with an IQ below 55. A “Yes” answer proceeds to adaptive functioning, while a “No” answer ends eligibility for the alternate assessment.\"},{\"question\":\"How should teams select adaptive functioning columns when unsure?\",\"answer\":\"Teams select the column that best describes daily functioning in each domain (Conceptual, Social, Practical). If the team still struggles between two columns after reviewing data, the tool directs presuming competence and selecting the left column.\"}]","Illinois Alternate Assessment - Participation Decision-Making Tool | PDF",1791603831,25]