FLORIDA DEPARTMENT OF EDUCATION
?
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.
Contact Persons
Name: Lezlie Cline
Email: Lezlie.Cline@fldoe.org
Phone: 850/245-0478
Name: Melissa Adams
Email: adamsm@paec.org
Phone: 877/873-7232
DPS: 04-055
MEMORANDUM
TO:
District School Superintendents
FROM:
Jim Warford
DATE
: December 29, 2003
SUBJECT: Alternate Assessment for Students with Disabilities
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
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 chart displays the proportions of students with disabilities taking alternate
assessment by primary exceptionality.
JIM WARFORD
K – 12 Chancellor
325 W. GAINES STREET • SUITE 514 • TALLAHASSEE, FL 32399-0400 • (850) 245-0509 • www.fldoe.org
District School Superintendents
December 29, 2003
Page Two
When the determination is made at an early age not to teach and assess a student with disabilities on the
Sunshine State Standards, this decision may limit the student’s access to general education. 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).
Ø
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
Ø
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 as significantly sub-average general intellectual functioning existing
concurrently with deficits in adaptive behavior. 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.
The data collected on students with disabilities assessed using an alternate assessment indicate there were
too many students who took an alternate assessment instead of the FCAT in 2003. If a student’s
curriculum is the regular Sunshine State Standards then the student should be assessed using the FCAT,
not an alternate assessment. Students’ rate of participation in the FCAT is a key data indicator for the
focused monitoring site visits conducted by the Exceptional Student Education Program Monitoring staff
of the Bureau of Instructional Support and Community Services.
School districts have been given additional funding to develop and implement alternate assessment
procedures for the past eight years. Since districts have alternate assessment procedures well established
by now, the Assessment and Accountability for Students with Disabilities Project will not provide
funding directly to the districts this year. However, the project will continue to provide training and
materials to districts on appropriate assessments for students with disabilities whose participation in the
FCAT is inappropriate and who are working toward a special diploma.
Additional information on the Accountability and Assessment for Students with Disabilities Project,
including an announcement for an upcoming meeting for Alternate Assessment Coordinators, has been
sent to Exceptional Student Education Directors 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, Alternate Assessment Project, by telephone at 877/873-7232 or
by electronic mail at adamsm@paec.org.
JW/lcr
Enclosure
cc:
?
Exceptional Student Education Directors
ESE Alternate Assessment Coordinators
District Assessment Coordinators
