1. November 18, 2003
    2. MEMORANDUM #03-56

 
FLORIDA DEPARTMENT OF EDUCATION
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STATE BOARD OF EDUCATION
JIM HORNE
Commissioner of Education
F. PHILIP HANDY,
Chairman
T. WILLARD FAIR,
Vice Chairman
Members
SALLY BRADSHAW
LINDA J. EADS, ED.D.
CHARLES PATRICK GARCÍA
JULIA L. JOHNSON
WILLIAM L. PROCTOR, PH.D.
November 18, 2003
MEMORANDUM #03-56
TO:
Exceptional Student Education Directors
Alternate Assessment Coordinators
District Testing Coordinators
FROM:
Michele Polland
SUBJECT: Accountability and Alternate Assessment for Students with Disabilities
The purpose of this memorandum is to provide you with information on accountability and
participation in alternate assessment for students with disabilities. Additional information
included is related to the Accountability and Assessment for Students with Disabilities Project
for 2003-2004.
Consistent with the accountability requirements of No Child Left Behind (NCLB) and the
Individuals with Disabilities Education Act (IDEA), the vast majority of students with
disabilities in Florida are expected to demonstrate mastery of the Sunshine State Standards,
participate in the Florida Comprehensive Assessment Test (FCAT), and graduate with a standard
diploma. In order to achieve this expectation, students with disabilities must be provided access
to the general curriculum to the maximum extent possible with appropriately designed
instruction and accommodations.
Analysis of the 2003 Florida Alternate Assessment Report data indicated that of the 261,553
Florida students with disabilities in grades three through ten, 30,036 students or 11.5% of the
state’s total population of students with disabilities in grades three through ten were assessed
using an alternate assessment. The enclosed charts show statewide participation rates in grades
three through ten for students with disabilities taking alternate assessments in 2002-2003.
MICHELE POLLAND
Acting Chief
Bureau of Instructional Support and Community Services
325 W. GAINES STREET • SUITE 614 • TALLAHASSEE, FL 32399-0400 • (850) 245-0475 • www.fldoe.org

Memo # 03-56 Accountability and Alternate Assessment for Students with Disabilities
November 18, 2003
Page Two
Also displayed is the percentage of these students reported at level 3 or higher on the Florida
Alternate Assessment Report (FAAR).
In order to be excluded from the FCAT, a student must meet the following requirements
according to Rule 6A-1.0943, Florida Administrative Code (FAC):
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The student’s demonstrated cognitive ability prevents the student from completing
required coursework and achieving the Sunshine State Standards, even with appropriate
and allowable course modifications.
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The student requires extensive direct instruction to accomplish the application and
transfer of skills and competencies needed for domestic, community living, leisure and
vocational activities.
Low cognitive ability is defined in Rule 6A-6.03011, FAC, as significantly sub-average general
intellectual functioning existing concurrently with deficits in adaptive behavior and manifested
during the developmental period. If a student meets all of the requirements above, an individual
educational plan (IEP) team may determine that appropriate standards and assessment are the
Sunshine State Standards for Special Diploma and Alternate Assessment.
In the case that a student meets all of the above requirements, but the IEP team determines that
the student is either too young to determine a graduation path or the student is performing above
his/her measured intelligence, the decision that the student will be taught and assessed using the
Sunshine State Standards and FCAT is appropriate.
Identifying the appropriate alternate assessment for a student occurs during the IEP meeting and
must be documented on the IEP. The enclosed chart includes alternate assessment/instruments
frequently used in Florida. The chart also includes the appropriate levels of functioning and
grades for which the alternate assessment may be used.
For the past eight years, school districts have been given additional funding to develop and
implement alternate assessment procedures. Since districts now have well established alternate
assessment procedures, the Accountability and Assessment for Students with Disabilities Project
will not provide funding directly to districts for the 2003-2004 school year. However, support
will continue to be provided by the project through training and materials on appropriate
assessments for students with disabilities whose participation in the FCAT is inappropriate and
who are working toward a special diploma. Project support will include the following:
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providing stipends to area trainers for Alternate Assessment for Special Diploma
(ASSD), Performance Assessment Systems for Students with Disabilities (PASSD), and
Life Centered Career Education (LCCE)
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offering travel expenses for teachers to attend a summer institute
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providing technical assistance materials

Memo # 03-56 Accountability and Alternate Assessment for Students with Disabilities
November 18, 2003
Page Three
A statewide meeting for Alternate Assessment Coordinators has been scheduled for December 5,
2003, 9:00 a.m. - 3:00 p.m., at the Crowne Plaza Westshore, Tampa, Florida. This meeting is for
Alternate Assessment Coordinators, Exceptional Student Education Directors, and District
Testing Coordinators. Agenda items will include the revised Alternate Assessment Handbook
for Teachers, a discussion on cognitive disabilities, and the Florida Alternate Assessment Report
2002-2003 data. Registration information will be sent to Alternate Assessment Coordinators
under separate cover.
We appreciate your support and continued efforts in providing services to students with
disabilities. If you have additional questions, please contact Melissa Adams, Manager,
Accountability and Assessment for Students with Disabilities Project, by telephone at 877-873-
7232 or by electronic mail at adamsm@paec.org or Lezlie Cline, Program Specialist, Florida
Department of Education, by telephone at 850-245-0478 or by electronic mail at
Lezlie.Cline@fldoe.org.
MP/lcr
Enclosure

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