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1. The school district will utilize the existing annual review of IEPs or 504 plans to review, on a case-by-case basis, and determine how a student with a disability will participate in statewide testing.
2. Participation decisions will be made separately for mathematics, reading, and science. The assessment options are the Minnesota Comprehensive Assessment (MCA) and the MTAS.
3. Eligibility Requirements
   1. The following requirements must be met for a student with a significant cognitive disability to be eligible for the MTAS:
      1. 1. The IEP team must consider the student’s ability to access the MCA, with or without accommodations;
         2. The IEP must review the student’s instructional program to ensure that the student is receiving instruction linked to the general education curriculum to the extent appropriate. If instruction is not linked to the general education curriculum, the IEP team must review the student’s goals and determine how access to the general curriculum will be provided;
         3. The IEP team determined the student’s cognitive functioning to be significantly below age expectations. The team also determined that the student’s disability has a significant impact on his or her ability to function in multiple environments, including home, school, and community;
         4. The IEP team determined that the student needs explicit and intensive instruction and/or extensive supports in multiple settings to acquire, maintain, and generalize academic and life skills in order to actively participate in school, work, home, and community environments;
         5. The IEP team must document, in the IEP, reasons the MCA is or is not an appropriate measure of the student’s academic progress and how the student would participate in statewide testing.         
   2.  MTAS participation decisions must not be made on the following factors:
      1. 1. Student’s disability category;
         2. Placement;
         3. Participation in a separate, specialized curriculum;
         4. An expectation that the student will receive a low score on the MCA;
         5. Language, social, cultural, or economic differences;
         6. Concern for accountability calculations.

1. 1. The school district will utilize the existing annual review of IEPs or 504 plans to review, on a case-by-case basis, and determine how an identified EL student with a disability will participate in statewide testing.
   2. Eligibility Requirements
      1. The student must be identified as EL in MARSS in order to take an English language proficiency assessment.
      2. The student must have a significant cognitive disability. If the student has been identified as eligible to take the MTAS in mathematics, reading, or science, the student meets this criterion. 
      3. For students in grades where the MTAS is not administered:
         1. the student must have cognitive functioning significantly below age level;
         2. the student’s disability must have a significant impact on his or her ability to function in multiple environments, including home, school, and community; and
         3. the student needs explicit and intensive instruction and/or extensive supports in multiple settings to acquire, maintain, and generalize academic and life skills in order to actively participate in school, work, home, and community environments.
      4. The IEP team must consider the student’s ability to access the ACCESS, with or without accommodations.
      5. The IEP team must document, in the IEP, reasons the MCA is or is not an appropriate English language proficiency assessment for the student.
   3. Alternate ACCESS participation decisions must not be made on the following factors:
      1. 1. student’s disability category;
         2. participation in a separate, specialized curriculum;
         3. current level of English language proficiency;
         4. the expectation that the student will receive a low score on the ACCESS for ELs;
         5. language, social, cultural, or economic differences;
         6. concern for accountability calculations.

C. EL Students New to the United States

II. DEFINITION OF TERMS

Please refer to Administrative Procedure 615.1: GRAD Testing, Accommodations, Modifications, and Exemptions for Individualized Education Programs (IEPs), Section 504 Accommodations and Limited English Proficiency (LEP) Students.

III. GRANTING AND DOCUMENTING ACCOMMODATIONS, MODIFICATIONS, OR EXEMPTIONS FOR TESTING

Please refer to Administrative Procedure 615.1: GRAD Testing, Accommodations, Modifications, and Exemptions for Individualized Education Programs (IEPs), Section 504 Accommodations and Limited English Proficiency (LEP) Students.

IV. RECORDS

All test accommodations, modifications, or exemptions shall be determined through the child study process and/or the counseling department. A process will be arranged for collection of the accommodation, modification, or exemption data in the fall of the school year. All test accommodations, modifications, or exemptions shall be reported to the district assessment coordinator. The district assessment coordinator shall be responsible for keeping a list of all such test accommodations, modifications, and exemptions for school district audit purposes. This will be done yearly by December 1. Testing results will be documented and reported.