District Testing

Like with state assessments, the IEP team must address the participation level and determine any needed accommodations for any assessment administered throughout the life of the IEP.

Statewide Testing

Any state assessment administered during the life of the IEP must be addressed by the IEP team. If “With Accommodations" the team must determine the appropriate accommodations.

Alternate Assessment

An Alternate Assessment on Alternate Achievement Standards (AA-AAS) is an assessment for students with significant cognitive disabilities who are assessed against alternate achievement standards as they are unable to participate in the general assessment program even with appropriate accommodations. These students are assessed on grade-level content based on their age commensurate with the ages of students who are typically in the tested grades.

To participate in an Alternate Assessment on Alternate Achievement Standards (AA-AAS) a student must meet all of the following criteria:

• demonstrate a significant cognitive disability (at least 2 ½- 3 standard deviations below the mean on both verbal and nonverbal scales) and adaptive skill deficits (at least 2 1/2 -3 standard deviations below the mean in at least two adaptive skill domains), which result in performance that is substantially below grade-level achievement expectations even with the use of accommodations and modifications;


• access the state approved curriculum standards at less complex levels and with extensively modified instruction;


• possess current adaptive skills requiring extensive direct instruction and practice in multiple settings to accomplish the application and transfer of skills necessary for application in school, work, home, and community environments ;


• be unable to apply or use academic skills across natural settings when instructed solely or primarily through classroom instruction; and


• the inability to achieve the state grade-level achievement expectations is not the result of excessive or extended absences or social, cultural, or economic differences.

(Guidance for IEP Teams on Determining Participation in South Carolina Alternate Assessments)

If the student is participating in alternate assessments, the parent must be informed of all differences in assessments and their effects on any alternate participation. The IEP must include an explanation for why the student cannot participate in the general assessment.

If the student is participating in an alternate assessment through the life of the IEP, the IEP team will determine the Participation Level for each applicable assessment, and indicate whether the participation will be "With Accommodations" or "without Accommodations".

To continue to the next step in the IEP Process: Least Restrictive environment (LRE), click Next below.