Navigating the world of special education can often feel like learning a new language, filled with acronyms and assessments that can leave even the most dedicated parent feeling overwhelmed. One term that frequently comes up for families of children with the most significant cognitive disabilities is “alternate assessment.” But what does it really mean? And how do you know if it’s the right path for your child?
As a parent who has walked this path and a professional who has worked in special education settings, I understand the mix of hope and anxiety that comes with these conversations. You want what’s best for your child, a way for them to truly show what they know and can do, beyond the limitations of traditional standardized tests. This is where the alternate assessment comes in, not as a lesser option, but as a more fitting and empowering one.
This article will be your guide to understanding the alternate assessment, demystifying the process, and empowering you to be your child’s best advocate.
What is an Alternate Assessment?
In simple terms, an alternate assessment is a different way for students with the most significant cognitive disabilities to participate in the statewide testing that is required for all students. Instead of a multiple-choice, timed test that can be inaccessible and frustrating, the alternate assessment is designed to measure a child’s academic progress in a way that is meaningful and appropriate to their individual abilities.
Think of it this way: if a standard test is a rigid, one-size-fits-all ruler, an alternate assessment is a flexible, customized measuring tape that can accurately gauge the growth of a unique and beautiful flower.
In New York State, this is known as the New York State Alternate Assessment (NYSAA). It’s not about lowering expectations; it’s about providing a different, more accessible road to meet high standards. The focus is on a student’s individual progress on grade-level content, but with modified achievement standards.
Who is Eligible for an Alternate Assessment?
This is a key question, and the decision is not made lightly. It’s a collaborative process that happens during your child’s Individualized Education Program (IEP) meeting. The IEP team, which includes you, your child’s teachers, and other school professionals, will have a thorough discussion to determine if the alternate assessment is the most appropriate measure of your child’s learning.
Generally, a child may be eligible if they have a significant cognitive disability that impacts their intellectual functioning and adaptive behavior. This means they require extensive, direct, and individualized instruction and support. It’s important to note that a specific disability diagnosis does not automatically qualify a child for the alternate assessment. The decision is based on a holistic understanding of your child’s unique needs. Note the name of the assessment and the specific format (like a portfolio, performance tasks, or observation-based scoring) may vary from state to state but the fundamental requirement for an alternate assessment exists nationwide in the US.
What Does an Alternate Assessment Look Like in Elementary School?
For many parents, the most confusing part is picturing what this “test” actually looks like. The good news is, it often doesn’t look like a test at all! For grade-school children, the alternate assessment is typically a collection of work, or a portfolio, gathered throughout the school year. It’s a way to showcase your child’s learning in their natural classroom environment.
Here are some examples of what might be included in a 3rd grader’s alternate assessment portfolio for a math standard about sorting objects:
- A short video: Your child might be recorded sorting different colored blocks into groups.
- Work samples with photos: Your child might have a worksheet where they’ve glued pictures of animals into “land” and “water” categories, with photos showing them engaged in the activity.
- Teacher’s observational notes: The teacher might write a detailed note about how your child, with the help of a picture board, successfully sorted their lunch items into “fruits” and “vegetables.
The beauty of this approach is that it allows for a variety of ways for your child to demonstrate their knowledge, using their preferred method of communication, whether that’s verbal, through an assistive technology device, or by pointing to pictures.
The Benefits: Seeing the Whole Child
Opting for the alternate assessment can be a powerful choice for the right child.
Here’s why:
* A True Reflection of Abilities: It allows your child to show what they know without the barriers of a traditional test format.
* Informs Instruction: The results provide teachers with a rich understanding of your child’s strengths and areas where they need more support. This information is then used to tailor their daily instruction.
* Builds Confidence: When children are assessed in a way that makes sense for them, it can boost their self-esteem and willingness to participate in learning.
* Focuses on Progress: The alternate assessment is designed to measure growth over time, celebrating every step forward.
Understanding the Results: A Conversation Starter
When you receive your child’s alternate assessment report, it might look different from a typical score report. Instead of a single number, you’ll likely see descriptions of their performance levels, such as “emerging,” “approaching the target,” or “at target.”
Don’t hesitate to schedule a meeting with your child’s teacher to go over the results together.
Here are some questions you can ask:
* “Can you show me some examples of the work that was included in this assessment?”
* “What does this tell us about what my child has mastered?”
* “How will we use this information to set new goals in their IEP?”
* “What can I be doing at home to support these skills?”
The report is not just a grade; it’s a tool to help everyone on your child’s team work together to support their continued growth.
Your Role as an Empowered Parent
As a parent, you are the expert on your child. Your voice is crucial in the alternate assessment process. Here are some tips to be an effective advocate:
* Ask Questions: Never be afraid to ask for clarification on anything you don’t understand.
* Share Your Insights: You know how your child learns best and what their strengths are. Share this information with the IEP team.
* Collaborate: View the IEP team as your partners in your child’s education.
* Stay Organized: Keep a file of your child’s IEPs, assessment reports, and any communication with the school.
Navigating Graduation Paths: Diplomas and Credentials for Students on Alternate Assessments
A common and important question for families of children with significant disabilities is what graduation will look like for their child. Specifically, if a student is Alternately Assessed, do they receive a high school diploma?
This varies by location so this is an important consideration you should bring up in your IEP meeting when considering changing to alternet assessment. Let’s review a rigid state for an example, in New York State, the answer is no. Students who are eligible for and participate in the NYSAA work toward a specific credential, but not a traditional high school diploma.
Instead of a Local or Regents diploma, these students are eligible to receive the New York State Skills and Achievement Commencement Credential (SACC). This credential was specifically designed for students with the most significant cognitive disabilities who are assessed through the NYSAA.
Here are the key distinctions:
* Purpose of the SACC: The SACC is intended to document a student’s individual skills, achievements, and level of independence. It recognizes the student’s academic and functional progress based on alternate achievement standards. The credential provides a summary of the student’s abilities to help with post-school planning for employment, independent living, and community participation.
* Not a Diploma: It is important for parents and students to understand that the SACC is not equivalent to a high school diploma. It does not meet the requirements for admission to most colleges or universities, nor for enlistment in the U.S. military.
* Eligibility: The decision for a student to be assessed using the NYSAA, and therefore be on a path toward the SACC, is made by the student’s Committee on Special Education (CSE). This decision is based on specific criteria indicating that the student has a significant cognitive disability. Parents must be informed of the implications of this decision, including that their child will not be on a diploma track.
* Continued Education: Students who receive a SACC are still eligible to attend school until they either earn a high school diploma or until the end of the school year in which they turn 21, whichever comes first.
While students on the alternate assessment track do not receive a diploma, they do have the opportunity to earn the Career Development and Occupational Studies (CDOS) Commencement Credential as a standalone credential in addition to the SACC. The CDOS credential recognizes a student’s readiness for entry-level work.
In summary, for students in New York State, participation in the alternate assessment leads to a Skills and Achievement Commencement Credential, a valuable document that outlines their abilities and achievements, but it is distinct from a high school diploma.
The journey of raising a child with special needs is a marathon, not a sprint. The alternate assessment is one of many tools available to ensure your child has every opportunity to learn, grow, and shine in their own unique way.
Feeling a little more empowered? I hope so! This is just the beginning of the conversation.
For more practical tools and resources to support you on your parenting journey, be sure to visit our linked Etsy shop for helpful printables and guides designed with you and your child in mind.
Do you have experience with the alternate assessment? Share your thoughts and questions by contacting us!