Tool 11
Student Profiles for Alternate Assessment
Decision Making
Kathy Strunk, Sheryl S. Lazarus, Martha L.
Thurlow, and Mari Quanbeck
A publication of
NATIONAL CENTER ON EDUCATIONAL OUTCOMES
In collaboration with
NCEO’s 1.0% Community of Practice (CoP)
The Center is supported through a Cooperative Agreement (#H326G160001)
with the Research to Practice Division, Office of Special Education
Programs, U.S. Department of Education. The Center is affiliated with the
Institute on Community Integration at the College of Education and Human
Development, University of Minnesota. The contents of this report were
developed under the Cooperative Agreement from the U.S. Department of
Education, but does not necessarily represent the policy or opinions of
the U.S. Department of Education or Offices within it. Readers should not
assume endorsement by the federal government.
Project Officer: David Egnor
All rights reserved. Any or all portions of this document may be
reproduced and distributed without prior permission, provided the source
is cited as:
Strunk, K., Lazarus, S. S., Thurlow, M. L., & Quanbeck, M. (2021). Student
profile examples for determining eligibility for alternate assessments. National Center on Educational Outcomes.
Acknowledgments
This resource was developed through a truly collaborative process with
the 48 states participating in the 1% Cap Community of Practice (CoP)
during its bi-weekly webinar calls in 2020. Although the CoP was formed at
the request of states to provide them the opportunity for private state
conversations, it was with mutual agreement among the CoP members that
this report should be shared publicly on the NCEO website.
The states participating in the 1% Cap CoP are listed here. Many of the
states had multiple representatives on the CoP webinar calls. This
resource would not exist had it not been for their active participation
and sharing during the CoP calls.
Student Profiles for Alternate Assessment Decision Making
Most states and districts provide training that aims to help
individualized education program (IEP) teams make appropriate decisions
about student participation in the alternate assessment. IEP teams use the
state’s alternate assessment participation criteria and consider the
unique characteristics of each student as they make these decisions. Some
states use student profile examples in these trainings. Aspects of student
profile examples are often highlighted to indicate whether students meet
or do not meet the state’s criteria. Trainees can learn to identify the
pieces of a student’s profile or IEP that help inform appropriate
participation decisions. This resource was developed in response to the
National Center on Educational Outcomes (NCEO) 1% Community of Practice’s
(CoP’s) interest in having student profile examples they could use in
their training materials.
CoP members nominated some of the student profiles in this tool; others
were identified through searches of state websites. The profiles are
organized by state, school level, and disability. The names of states’
disability categories may vary. Some state profiles indicated that a
student had a mild mental disability, moderate intellectual disability,
functional mental disability, or cognitive impairment; in this resource
these three groups are included in the “intellectual disability” category.
Table 1 provides a listing of student profiles from states, which are
listed in alphabetical order. When using these profiles, states or
districts may wish to customize the profile to align with their state
disability categories. For each profile, the name of an assessment
(alternate or general) is provided in bold in parentheses following the
student’s age, grade, and disability to indicate the assessment
participation decision for the student. Many states did not indicate a
decision about the assessment in which the student should most likely
participate. For those student profiles, NCEO added the assessment
information because NCEO believes it is helpful to indicate whether the
information about the student seems to point to a decision for the student
to participate in the alternate assessment or in the general assessment.
States were given an opportunity to verify that NCEO had correctly
categorized assessment participation decisions for their state. If a state
indicated that NCEO had not appropriately categorized a student profile,
the information in the table was changed. For training purposes, states or
districts may want to foster discussion about the student rather than
provide the suggested assessment participation decision provided in Table
1.
Table 1. Student Profiles by State
State |
Links and Details |
Alabama |
https://www.alsde.edu/sec/ses/Assessment/Power%20Point%20Presentation%20for%20Training.pptx
- Open PowerPoint. See slides #15-#24.
- Monique,13-year-old 7th grader with intellectual
disability–middle school (alternate)
- Includes information about special education services
received and placement
- Includes information about communication, adaptive
behavior, and intelligence
- Includes information about parent input
- Includes information about academic content
- https://www.alsde.edu/sec/ses/Pages/assessment-all.aspx?navtext=Assessment
- Select “1%” Tab located at the top on the right.
- Select Mateo case study example, the 7th item in left hand
column
- Mateo, 9-year-old 4th grader with autism spectrum
disorder–elementary (alternate)
- Includes information about special education services
received and placement
- Includes information about communication, adaptive
behavior, and intelligence
- Includes information about parent input
- Includes information about academic content
|
Arizona |
https://cms.azed.gov/home/GetDocumentFile?id=5e138e2003e2b31afcf54b19
Open PowerPoint (“Determining Eligibility for Alternate
Assessment”). See slides #15-#19.
- 7th grader with autism spectrum disorder–middle school (slide
#15) [insufficient information to make an
assessment determination; could presume general]
- Includes information about cognitive and academic scores
- Includes information about IEP goals
- 2nd grader with developmental delay–elementary (slide #16) [insufficient
information to make a determination, re-evaluate
before grade 3]
- Includes information about behavior
- 5th grader1 with specific learning disability–elementary (slide #17) [insufficient
information to make a determination, could presume
general, specific learning disability is not a typical
disability category for the alternate]
- Includes information about special education services
received
- Includes information about parent input
- 10th grader with moderate intellectual disability and
speech/language impairment (multiple disabilities)–high school
(slide #18) [alternate]
- Includes information about cognitive, academic, and
adaptive scores
- Includes information about placement
- Includes information about past history of assessments
- 4th grade English learner with disabilities–elementary (slide
#19) [insufficient information to make a
determination, gather documentation that addresses eligibility
criteria]
- Includes information about IEP goals
- Includes information about past history of assessments
|
Georgia |
https://drive.google.com/drive/folders/1ifHUxV3cDV_i3ScaqutfpZGcdLKTpHzp?usp=sharing
- Profile developed by state and not available on public website
- Open Google Drive folder with Martha Case study example
(provided as a Google doc and as a PDF)
- Martha, 12-year-old 6th grader with mild intellectual
disability and speech/language impairment–middle school (alternate)
- Includes information about special education services
received and placement
- Includes information about communication
- Includes information about psychological scores
- Includes information about parent input
|
Hawaii |
https://hsa-alt.alohahsap.org/core/fileparse.php/3344/urlt/HSA_Alt_Participation_Guidelines_Examples_2020-2021.pdf
- Handout (“HAS-Alt Participation Guidelines–Decision Making
Questions and Case Study Examples”) with ten brief examples
beginning on p. #2
- Disabilities are not clearly identified for every case
- Sandra, 13-year-old-middle school (p. #2) [alternate]
- Includes information about academics
- Roger, 13-year-old-middle school (p. #2) [general]
- Includes information about communication
- Includes information about academics
- Raymond, 7th grader-middle school (p. #3) [alternate]
- Includes information about academics
- Includes information about special education services
required
- Sylvia, undisclosed age (p. #3) [general with accommodations]
- Includes information about instructional supports
required
- Jackson, 9-year-old-elementary school (p.#3) [general with no accommodations]
- Includes information about academics
- Caroline, 8th grader-middle school (p. #3) [alternate]
- Includes information about academics
- Includes information about accommodations and
modifications
- Wilson, 8th grader-middle school (p. #3) [general with accommodations]
- Includes information about adaptations
- Paul, 11th grader-high school (p. #4) [on the
cusp, IEP team gathering additional information]
- Includes information about academics
- Includes information about accommodations and supports
- Rochelle, undisclosed age (p. #4) [general]
- Includes information about impairments
- Includes information about learning characteristics
- Josie, undisclosed age (p. #4) [general]
- Includes information about medical history
- Includes information about past performance on
assessments
|
Kentucky |
https://www.hdilearning.org
https://drive.google.com/drive/folders/1U4H6cIoAQHcm5T9cirdBlgEhkhYfUvOw?usp=sharing
To access the profiles go to this Google Drive link. (If the
link does not work, cut and paste it into browser.)
- Google Drive folder with 8 subfolders contains cases pulled
from training. Each subfolder has 3 files: a narrative, data
analysis, and participation guidelines.
- Candace, 8-year-old 3rd grader with mild mental
disability–elementary (general with
accommodations)
- Includes information about special education services
received and placement
- Includes information about accommodations and
supports
- Includes adaptive and cognitive functioning scores
- Includes information about parent input
- Hunter, 16-year-old 10th grader with multiple
disabilities–high school (alternate)
- Includes information about special education services
received and placement
- Includes information about communication
- Includes information about academics
- Mateo, 9-year-old 4th grader with autism spectrum
disorder–elementary (alternate)
- Includes information about special education services
received and placement
- Includes adaptive and cognitive functioning scores
- Includes information about parent input
- Monique, 13-year-old 7th grader with functional mental
disabilities–middle school (alternate)
- Includes information about special education services
received and placement
- Includes adaptive and cognitive functioning scores
- Includes information about parent input
- Nathan, 8-year-old 3rd grader with mild mental
disability–elementary (alternate)
- Includes information about special education services
and placement
- Includes adaptive and cognitive functioning scores
- Includes information about parent input
- Robert, 13-year-old 8th grader with mild mental
disability–middle school (general with
accommodations)
- Includes information about special education services
received and placement
- Includes information about accommodations and
supports
- Includes adaptive and cognitive functioning scores
- Includes information about parent input
- Sophia, 10-year-old 5th grader with mild mental
disability–elementary (general with
accommodations)
- Includes information about special education services
and placement
- Includes adaptive and cognitive functioning scores
- Includes information about parent input
- English learner
- Steven, 12-year-old 6th grader with autism spectrum
disorder–middle school (alternate)
- Includes information about special education services
received and placement
- Includes adaptive and cognitive functioning scores
- Includes information about parent input
|
Louisiana |
https://louisianabelieves.com/docs/default-source/students-with-disabilities/2019-tl-alternate-assessment-comprehensive-handout.pdf?sfvrsn=ff4a9d1f_4
- See pages 3–5 of the PDF file
- 9-year-old 3rd grade female receiving most services in a
separate setting–elementary (p. #3) [alternate]
- Includes information on content and standards
- Includes adaptive and cognitive functioning scores
- Includes information on communication
- 11-year-old 5th grade male with autism spectrum
disorder–elementary (p. #4) [general]
- Includes information on content and standards
- Includes adaptive and cognitive functioning scores
- Includes information on special education services
received
- 16-year-old 10th grader (no name or gender) in a
self-contained special education classroom for most
classes–high school (p. #5) [general]
- Includes information on content and standards
- Includes information on placement
- Includes cognitive functioning score
- Includes information on post-graduation goals
|
Michigan |
https://mdoe.state.mi.us/mdedocuments/AssessmentSelectionGuidelinesTraining/page759.html
- Training site with six online interactive student case
studies
https://mdoe.state.mi.us/mdedocuments/AssessmentSelectionGuidelinesTraining/Assessment%20Selection%20Guidance-Case%20Studies.pdf
- The same six student case studies in the training site
provided as PDF files
- 12-year-old 7th grade male with specific learning
disability–middle school (p. #1) [general]
- Includes information about academics and standards
- Includes information about post-graduation goals
- Includes information about extracurriculars
- 9-year-old 3rd grade female with cognitive
impairment–elementary (p. #2) [alternate]
- Includes information about special education services
received and placement
- Includes information about academics and standards
- Includes information about communication
- 12-year-old 6th grade male with autism spectrum
disorder–middle school (p. #3) [alternate ELA,
general mathematics]
- Includes information about special education services
received and placement
- Includes information about academics and standards
- 9-year-old 3rd grade male in a self-contained special
education program located in a center-based
program–elementary (p. #4) [alternate]
- Includes information about special education services
received and placement
- Includes information about communication
- Includes information about academics and standards
- 16-year-old 10th grade male in a self-contained special
education classroom–high school (p. #5) [alternate]
- Includes information about special education services
received and placement
- Includes information about academics and standards
- Includes information about post-graduation goals
- 8-year-old 2nd grade female with specific learning
disability–elementary (p. #6) [general]
- Includes information about past assessment scores
- Includes information about special education services
received and placement
- Includes information about communication
|
Rhode Island |
https://www.ride.ri.gov/Portals/0/Uploads/Documents/Instruction-and-Assessment-World-Class-Standards/Assessment/Eligibility_Presentation_Pawtucket_2018-19_3.14.2019.pptx?ver=2019-12-20-094138-917
- Download and open PowerPoint Presentation (“Eligibility
Presentation Pawtucket 2018-19”). See Slide #27 for one student
case study example.
- Zack, 4th grader with autism spectrum disorder–elementary
(insufficient information to make a
determination)
- Includes information on special education services
received
- Includes information on placement
- Includes information on communication
|
South Dakota |
https://doe.sd.gov/assessment/documents/Alt-Guidelines-20.pdf
- Guidance document with three examples (pages 13-19)
- Student Example A (p. #13): 13-year-old male with autism
spectrum disorder–middle school (general)
- Includes information about academics and standards
- Includes information about communication
- Student Example B (p. #15): 9-year-old female with autism
spectrum disorder–elementary (alternate)
- Includes information about academics and standards
- Includes information about communication
- Includes intelligence score
- Student Example C (p. #17): 17-year-old male with autism
spectrum disorder–high school (alternate)
- Includes information about academics and standards
- Includes information about communication
- Includes information about placement
|
Washington |
https://drive.google.com/drive/folders/1Us45b_0Xf59DmK7iYRtS0iJiZiSvgrjT?usp=sharing
- Profile developed by state and not available on public
website
- Google Drive folder with a “David’s Story_WA” document and a
“David’s Score Profiles_WA” document. First read David’s story;
then, examine David’s score profiles.
- David, 5th grader with autism spectrum
disorder–elementary (insufficient information to make a determination, use for discussion in training)
- Includes information on special education services
received and placement
- Includes information on IEP goals
- Includes information on history of past assessments
|
Table 2 provides an easy way to access student profiles by school level
for states and districts providing professional development to educators
working within one school level. Each link in this table is to the state
with a student profile at that level. These links go to state entries in
Table 1 where the specific student profile can be identified and accessed.
States may have student profiles at more than one level, so the reader
should use grade information to determine the school level.
Table 2. Student Profiles by School Level
Table 3 provides an easy way to access student profiles by category of
disability (as well as grade level within each category). States and
districts emphasizing decisions for students in a particular category can
use the links in this table to find the student profiles in each category.
Each link in this table is to the state with a student profile for a
student with that categorical label. States may have student profiles for
students in more than one category, so the reader should use the category
label to determine which profiles to use.
Table 3. Student Profiles by Disability
Note: Some students’ disability types were not identified by the state.
Table 4 identifies the available student profiles for students with
disabilities who are also English learners. States and districts
emphasizing decisions for English learners with disabilities can use the
links in this table to find the student profiles for these students. Each
link in this table is to the state with a student profile for an English
learner. States may have student profiles for several students, so the
reader should use the grade level in Table 4 to determine which profile to
use.
Table 4. Student Profiles of English Learners with Disabilities
1 5th graders
are considered elementary school level in this resource.
Top of page