How should districts handle the use of alternative assessments for students with significant cognitive disabilities?

• A. Exclude from assessments.
• B. Use recognized alternate assessments aligned with IEP goals, ensure student has appropriate supports, and compare results to alternate benchmarks; ensure alignment with state requirements.
• C. Use standard state-wide assessments with accommodations.
• D. Use random tests not aligned.

Answer: (B)

For students with significant cognitive disabilities, progress should be measured with an assessment designed specifically for them. Districts should use a recognized alternate assessment that is aligned with each student’s IEP goals, and provide the supports and accommodations that make participation meaningful. The results are then interpreted against alternate benchmarks rather than standard grade-level targets, and the process must be in line with state requirements to ensure accountability. This approach ensures that the evidence reflects the student’s real progress toward individualized goals and complies with policy, rather than using a one-size-fits-all test or ignoring assessment altogether. Excluding students from assessment or using standard tests with generic accommodations or random, unaligned tests would not yield valid information about their learning or meet accountability standards.