Minnesota Test of Academic Success (MTAS)
When an IEP Team determines that an accommodation (or even a modification in the
case of the BST) is not appropriate, and that the goals and objectives in the student’s IEP
do not overlap even the lowest level of the district or state test, Alternate Assessments
should be used. IDEA requires that states use Alternate Assessments to evaluate
students with IEPs who cannot take statewide or districtwide tests. All students with IEPs must participate in and be accounted for in all statewide assessments as required by No Child Left Behind. Alternate Assessments meet IDEA ‘97
requirements for participation and accountability. Results from Alternate Assessments
are also used in the calculation of Annual Yearly Progress (AYP), a requirement of
NCLB legislation.

Accommodations for Students with IEPs
An alternate assessment may replace the regular MCA, BST, or TEAE when the student
with an IEP:
• Lacks the academic skills necessary to participate at the lowest level of the MCA,
BST, or TEAE;
• Lacks exposure to curricular material within the range and scope of the test; or
• Exhibits severe anxiety in a testing situation.
An alternate assessment should not replace the regular MCA, BST, or TEAE solely on
the basis of:
• Anticipated low scores,
• History of low test scores,
• Presence of cognitive, physical, sensory, emotional, or communicative disability,
• Administrative pressure to exclude a student with an IEP,
• Program placement or setting of services (e.g., self-contained classroom), or
• Disability category.
Teachers use current instructional and assessment information to complete Minnesota’s
Alternate Assessment. The MDE Alternate Assessment is aligned with state standards
and consists of rating scales in four areas: Developmental Academic Skills (reading,
writing, and math) or Functional Skills. The MDE Alternate Assessment instruments are
available on MDE’s special education website at http://education.state.mn.us/.
Developmental Academic Skills
The three Developmental Academic Skills forms of the Alternate Assessment are rating
forms for reading, writing, and math. The special education teacher rates the student on a
continuum that ranges from the Awareness Level (1) to the Application Level (7). These
forms can be used to replace any MCA, BST, or TEAE.

Functional Skills
There is one Functional Skills form for students whose primary goals in school are from
such basic areas as social skills, jobs and training, community participation, and home
living. Teachers should use current information gathered in the assessment process and
from classroom observation to rate the student in each area using the following scale:
Nonparticipation/Full Support, Moderate Participation/Moderate Support, and Full
Participation/No Support.

 Alternate Assessment Download