Appendix B

Alabama

Y

Alaska

Y

Arizona

Arkansas

California

Y

Y

Colorado

Y

Y

Connecticut

Delaware

Y

Y

District of Columbia

Y

Florida

Y

Georgia

Y

Hawaii

Idaho

Y

Illinois

Indiana

Y

Iowa

Y

Kansas

Y

Y

Kentucky

Y

Louisiana

Maine

Y

Maryland

Y

Massachusetts

Y

Y

Michigan

Y

Y

Minnesota

Mississippi

Y

Missouri

Y

Montana

Y

Nebraska

Y

Y

Nevada

Y

New Hampshire

Y

New Jersey

Y

New Mexico

New York

North Carolina

North Dakota

Y

Ohio

Oklahoma

Oregon

Y

Pennsylvania

Rhode Island

Y

South Carolina

Y

Y

South Dakota

Y

Tennessee

Y

Texas

Y

Utah

Y

Vermont

Y

Y

Y

Virginia

Y

Y

Y

Washington

Y

Y

West Virginia

Wisconsin

Wyoming

Total

2

16

5

1

21

3

Alabama

Testing with modifications or non-standard accommodations - Some accommodations are listed as non-standard and result in only raw scores being reported.

Colorado

Combination Participation - Participation in both CSAP and CSAPA by content area is allowed.

Delaware

Selective Participation - ELL students with disabilities may receive exemptions for the reading and writing tests.

Florida

Combination Participation - Students may need certain accommodations on some subtests, but not on others; for example, a student may need extra time and testing in a small group situation to complete extended response questions, but can take a test with multiple-choice questions without accommodations.

Georgia

Testing using unique aggregated accommodations - Conditional and non-standard accommodations: more expansive accommodations that should be used sparingly but do not affect the reporting of scores.

Idaho

Combination Participation - If the IEP team determines that the student meets the criteria for participation in the alternate assessment and the student is working on content standards within the general education curriculum, the student may participate in relevant portions of the regular assessments and participate in appropriate areas in the alternate assessment.

Indiana

Combination Participation - It may be determined by a case conference committee that a student would benefit from participation in both ISTEP+ and ISTAR (alternate assessment). In this case, ISTAR is considered a supplemental assessment to ISTEP+, not an alternate to ISTEP+.

Iowa

Combination Participation - Some students with that classification will take part in the general assessment (probably with accommodations) and some students with disabilities who have other level classifications may take part in the alternate assessment although this would be rare.

Massachusetts

Testing using unique aggregated accommodations - A non-standard accommodation is defined as an accommodation which changes the way an MCAS test is presented or the way a student responds to test questions which may alter a portion of what the test is intended to measure. Performance level results for students with disabilities−whether they take the standard tests with standard or nonstandard accommodations, or without accommodations, or participate through the MCAS-Alt, are aggregated in MCAS reports with the results for students who took the tests without accommodations. Scaled scores for tests taken with either standard or nonstandard accommodations are also aggregated in MCAS reports with scores of tests taken without accommodations.

Michigan

Testing with modifications or non-standard accommodations - Non-standard accommodations change the construct that the assessment is measuring rendering scores that are not valid; students who use nonstandard assessment accommodations will not count as being assessed for the calculation of the NCLB participation rates for both the school and district.

Montana

Testing using unique aggregated accommodations - Nonstandard accommodations. Use makes test invalid and is not included as a part of AYP.

Oregon

Testing with modifications or non-standard accommodations - Modifications. Any change away from a standard administration that is not listed in the Accommodations Tables is considered a modification. A modification is any practice or procedure that compromises the intent of the assessment through a change in the learning expectations, construct, grade-level standard, or measured outcome of the assessment that is not authorized explicitly by the Oregon Accommodations Panel and listed on the state’s Accommodations Table A. . . . Assessments taken under any modified condition are counted as non-participants in all state accountability measures and reports.

South Dakota

Out-of-Level Assessments - This feature allows an instructor to enter a student at the grade level that he/she would like the student to start on either the Math or Reading test.

Vermont

Out-of-Level Assessments - The adapted assessment option is based on out-of-level administrations of the general statewide assessments.
Locally Selected Assessments - The student’s team may select modified assessments or prepare a portfolio of work samples that will be submitted to the Department’s Alternate Assessment Program for review and scoring. A student’s support team can also select two content areas from the Lifeskills Portfolio format to assess using the portfolio method.
Testing with modifications or non-standard accommodations - IEP teams do have the authority to use unapproved accommodations on the assessment for a student; however, these tests will be considered non-comparable to the general assessment and scored as invalid in the school accountability index.

Virginia

Testing with modifications or non-standard accommodations - A student who has passed a Standard of learning assessment utilizing any accommodation, including a non-standard accommodation, has passed for all purposes, including earning verified credit.

Washington

Out-of-Level Assessments - Students take the WASL, with or without accommodations, at a grade level that best matches their abilities.

Alabama

Y

Alaska

Y

Arizona

Y

Arkansas

California

Y

Y

Colorado

Y

Connecticut

Y

Y

Delaware

Y

Y

Y

District of 
Columbia

Y

Florida

Y

Georgia

Y

Hawaii

Y

Y

Y

Y

Y

Idaho

Y

Illinois

Y

Indiana

Y

Y

Iowa

Y

Kansas

Y

Y

Y

Y

Kentucky

Y

Y

Louisiana

Y

Maine

Y

Y

Y

Maryland

Y

Y

Y

Massachusetts

Y

Y

Michigan

Y

Minnesota

Y

Mississippi

Y

Y

Missouri

Y

Montana

Y

Nebraska

Y

Nevada

Y

New Hampshire

Y

Y

New Jersey

Y

New Mexico

New York

Y

North Carolina

Y

North Dakota

Y

Ohio

Y

Oklahoma

Y

Y

Oregon

Y

Pennsylvania

Y

Rhode Island

Y

South Carolina

Y

Y

South Dakota

Y

Tennessee

Y

Texas

Utah

Y

Vermont

Y

Y

Virginia

Y

Washington

Y

West Virginia

Y

Wisconsin

Y

Y

Wyoming

Y

Total

30

6

4

16

0

2

2

12

California

Parent Exemption – Understanding 2009 STAR Program Tests and California Code of Regulations (CCR), Section 852.
Medical Condition/Illness - CCR Section 850(n) defines a significant medical emergency that would preclude participation.

Connecticut

Medical Condition/Illness - Students should be tested unless there are medical constraints or a medical emergency.

Delaware

Absence – May be exempt due to excessive absenteeism.
Other - ELL students with disabilities may be exempt due to: lack of formal education, interrupted education, or transient student.

Hawaii

Other - A student who is receiving services at an out-of-state residential program that is approved by the student’s Individualized Education Program (IEP) or Modification Plan (MP) team, a hearings officer, or a judge cannot be tested because the Department of Education will not allow its secure test materials to be released to a site outside the state. A student who meets the requirements of Regulation 4140, Exceptions to Compulsory School Attendance, will not be tested if the student withdraws from the Hawaii public school and public charter school system before the first day of the official testing window. A student who is dismissed, as opposed to suspended, from school will not be tested.

Indiana

Other - Students in nonpublic schools that are not accredited, including home schooled students, may not participate in ISTEP+ testing in their nonpublic school.

Kansas

Medical Condition/Illness - Catastrophic illness or accident has caused a student to be seriously disabled by accident or illness. Student does not need to be tested.
Absence – If a student is absent due to a medical condition/illness or suspension, the student does not need to be tested.
Other – Students in the following situations do not need to be tested: Long term suspension, dropped out of school, is home schooled, is 19 years or older, or is in jail or special center in an adult facility. ELL criteria for recent arrival to US allows student not to take certain assessments.

Kentucky

Emotional Distress – Exemption may be granted if participation in the state required assessment would jeopardize a student’s mental or emotional well being and a school or district has submitted a request.

Maine

Emotional Distress - Special Consideration may be available when a student’s long-term or emergency condition, physical or mental, prevents the student’s participation in the MEA even with accommodations or through PAAP (terminal illness, injuries, extraordinary medical treatment for either a physical or psychiatric condition).
Medical Condition/Illness - Special Consideration may be available when a student’s long-term or emergency condition, physical or mental, prevents the student’s participation in the MEA even with accommodations or through PAAP (terminal illness, injuries, extraordinary medical treatment for either a physical or psychiatric condition).
Disruptive Behavior - Special Consideration may be available when a student’s long-term or emergency condition, physical or mental, prevents the student’s participation in the MEA even with accommodations or through PAAP (terminal illness, injuries, extraordinary medical treatment for either a physical or psychiatric condition).

Maryland

Emotional Distress - The student has demonstrated by past performance that he/she cannot function in a testing situation (for example, the student exhibits intense or extreme anxiety behaviors during testing).
Medical Condition/Illness - Students may be exempted from the MSA when they cannot take the assessment during the entire testing window, including the make-up dates, because of a significant medical emergency.
Other - The student has had a recent traumatic experience, which has made him/her unable to cope with the testing situation.

Massachusetts

Other - Schools have the option of assessing LEP students who first enrolled in a U.S. school after March 1, 2008, in the English Language Arts test.

Minnesota

Parent Exemption - Parental refusal.

Mississippi

Medical Condition/Illness - Non-Participation Due to Significant Medical Emergency.

Missouri

Other - Students whose IEP teams have determined that MAP-A is the appropriate assessment, and English Language Learner students who have been in the United States 12 months or fewer at the time of administration of MAP assessments may be exempted from taking only the Communication Arts test. All other content areas must be assessed.

Montana

Other - For their first year in the US, LEP students are required to participate only in the mathematics and science tests, they are excluded from the reading assessment. Students not enrolled in an accredited Montana school, a private non-accredited school, or enrolled part-time taking a mathematics, reading, or science course may participate (but are not required to participate).

New
Hampshire

Other - First year LEP students; Enrolled after test window opens, withdrew during test window, placed out-of-state by district and participate in receiving state’s assessment and accountability system; home schooled.

Oklahoma

Medical Condition/Illness - In the event that an unforeseen medical emergency absolutely prevents the student from being available for testing during the state’s testing window, emergency exemption permission must be obtained from the Office of Accountability and Assessments.

Oregon

Parent Exemption - Oregon Administrative Rule 581-022-0612.

Pennsylvania

Parent Exemption - A student may be excused from the assessment if a parent believes the test conflicts with religious beliefs.

South Carolina

Medical Condition/Illness - Homebound students for whom the district has documentation indicating that the student is not physically and/or emotionally able to take the tests.
Other - Expelled students (unless the student has an IEP).

Utah

Emotional Distress - Any student may be excused from participation in statewide assessments in the event of a medical emergency where a student is suffering extreme distress, such as a medical or psychological crisis.
Medical Condition/Illness – See note above.
Other - ELL students enrolled on or after April 15th of the current school year and who are new to the United States (first year of enrollment in any U.S. school) are exempt from all state tests.

Vermont

Medical Condition/Illness - Student must have a written statement from a medical doctor indicating the student cannot participate in the assessment for the entire test administration window.
Other - Students who are experiencing a family emergency or student crisis, students who enroll in the school after the testing window, students who are expelled or suspended for the entire test administration window.

West Virginia

Medical Condition/Illness - Special participation rate exemptions for medically, physically, or mentally fragile students are based on a student’s physical or mental condition and may be available for students suffering from a terminal illness or injuries or receiving extraordinary short-term medical treatment for either a physical or psychiatric condition.

Wisconsin

Medical Condition/Illness - Significant medical emergency.

Alabama

Y

Y

Y

Alaska

Y

Y

Y

Y

Arizona

Y

Y

Y

Y

Y

Arkansas

Y

Y

Y

Y

Y

Y

Y

Y

California

Y

Y

Y

Y

Y

Y

Colorado

Y

Y

Y

Y

Y

Y

Connecticut

Y

Y

Y

Y

Y

Y

Delaware

Y

Y

Y

Y

Y

Y

Y

Y

District 
of Columbia

Y

Y

Y

Y

Y

Y

Florida

Y

Y

Y

Y

Y

Georgia

Y

Y

Y

Y

Y

Hawaii

Y

Y

Y

Y

Y

Idaho

Y

Y

Y

Y

Illinois

Y

Y

Y

Indiana

Y

Y

Y

Y

Y

Y

Y

Iowa

Y

Y

Y

Y

Y

Y

Kansas

Y

Y

Y

Y

Y

Kentucky

Y

Y

Y

Y

Y

Y

Y

Louisiana

Y

Y

Y

Y

Y

Maine

Y

Y

Maryland

Y

Y

Y

Y

Y

Y

Y

Massachusetts

Y

Y

Y

Y

Y

Michigan

Y

Y

Y

Minnesota

Y 

Y

Mississippi

Y

Y

Y

Y

Y

Missouri

Y

Y

Y

Y

Y

Montana

Y

Y

Nebraska

Y

Y

Y

Nevada

Y

New Hampshire

Y

Y

Y

Y

Y

Y

New Jersey

Y

Y 

Y 

Y 

New Mexico

Y

Y

New York

Y

Y

Y

Y

Y

North 
Carolina

Y

Y

Y

Y

Y

Y

Y

North 
Dakota

Y

Y

Y

Y

Ohio

Y

Y

Y

Y

Y

Oklahoma

Y

Y

Y

Y

Y

Y

Y

Y

Oregon

Y

Y

Y

Y

Y

Y

Y

Y

Pennsylvania

Y

Y

Y

Y

Rhode 
Island

Y

Y

Y

Y

Y

South 
Carolina

Y

Y

Y

Y

Y

Y

South 
Dakota

Y

Y

Y

Y

Tennessee

Y

Y

Y

Y

Y

Y

Texas

 Y

 Y

Y

Utah

Y

Y

Y

Vermont

Y

Y

Y

Y

Y

Y

Y

Virginia

Y

Y

Y

Y

Y

Y

Washington

Y

Y

West 
Virginia

Y

Y

Y

Y

Y

Wisconsin

Y

Y

Y

Y

Wyoming

Y

Y

Y

Y

Y

Total

51

23

39

15

4

16

7

33

24

28

8

Alaska

Instructional Relevance/Instruction Goals - Objectives written for the student in the designated content area(s) are less complex than the grade level expectations, making the regular assessment, even with accommodations, inappropriate for this student.
Degree of Adaptations Needed - The modifications needed by the student to participate in the regular assessment would compromise validity of the test.
Student Needs and Characteristics - Cognitive ability and adaptive skill. The student requires extensive, frequent, individualized instruction in multiple settings to acquire, maintain, generalize and demonstrate performance of skills. The student demonstrates cognitive ability and adaptive behavior that require substantial adjustments to the general curriculum.