Q. Why assess students with disabilities on the alternate assessment?
A. Federal and state laws require all students to participate in statewide assessments, including students with disabilities. Most students participate in standard Massachusetts Comprehensive Assessment System MCAS, with or without accommodations. Only a very small number of students with the most significant cognitive disabilities who are unable to participate meaningfully in the standard assessment, even with accommodations, may be designated to participate in Massachusetts Comprehensive Assessment System Alternate Assessment MCAS-Alt by their Individualized Education Program (IEP) Team.
Massachusetts Comprehensive Assessment System Alternate Assessment MCAS-Alt provides these students with an opportunity to demonstrate their knowledge and skills in relation to the Massachusetts Curriculum Frameworks.
Prior to 1998, learning was not measured or reported for these students. By taking alternate assessments, students become more visible in their school and have a greater chance of being considered when decisions are made to allocate staff and resources. The inclusion of students with the most significant cognitive disabilities in the statewide accountability system helps ensure that their learning is recognized, measured, and reported, and that they continue to have access to meaningful academic instruction and high expectations.
Q. Proper Massachusetts Comprehensive Assessment System Alternate Assessment MCAS-Alt test administration requires some effort. How can educators manage the process efficiently?
A. The Massachusetts Comprehensive Assessment System Alternate Assessment MCAS-Alt process has been streamlined considerably in recent years. For ELA and Mathematics, teachers now collect evidence aligned to Essential Entry Points for Assessment (EEPAs), which are embedded directly within the assessment requirements.
The Department encourages teachers to begin collecting evidence early in the school year and to integrate assessment activities into ongoing instruction whenever possible. Because the evidence collected reflects skills already being taught and assessed throughout the school year, many teachers find that portfolio development becomes a natural extension of their instructional and progress-monitoring practices.
School administrators are encouraged to support educators by providing time, resources, and opportunities for collaboration throughout the assessment process.
The Department encourages all adults who work with a student to be involved in developing his or her portfolio, not only the lead educator.
Q. Do students need to master a skill before evidence can be submitted?
A. No. Massachusetts Comprehensive Assessment System Alternate Assessment MCAS-Alt is designed to measure student performance, not simply mastery.
Students may demonstrate a wide range of performance levels, including developing, emerging, partially independent, or highly independent skills. Evidence submitted should accurately reflect the student's current level of performance on the assessed skill.
In some cases, students may demonstrate rapid progress or mastery of a skill. While this may be appropriate for some students, teams should consider whether the student's overall instructional program and assessment participation remain aligned with the criteria for Massachusetts Comprehensive Assessment System Alternate Assessment MCAS-Alt participation.
Q. Why is the participation criterion for Massachusetts Comprehensive Assessment System Alternate Assessment MCAS-Alt limited to only a very small number of students with disabilities?
A. Massachusetts Comprehensive Assessment System Alternate Assessment MCAS-Alt is intended only for students with the most significant cognitive disabilities who are unable to participate meaningfully in the standard Massachusetts Comprehensive Assessment System MCAS assessment, even with accommodations.
Federal regulations limit alternate assessment participation to a small percentage of the student population. Therefore, Individualized Education Program IEP Teams must carefully review the state's participation criteria and document why the student requires an alternate assessment.
The decision to participate in Massachusetts Comprehensive Assessment System Alternate Assessment MCAS-Alt should be based on the student's disability-related educational needs and not on the student's academic performance, placement, language proficiency, attendance, or need for additional supports.
Last Updated: October 15, 2026