Students with disabilities must participate in the state End of Course (EOC) assessment. These students must receive appropriate support and accommodations with the goal of mastering course content and passing the EOC assessment. However, a student on an active IEP whose disability interferes with performance on the EOC assessment may demonstrate mastery of core knowledge and skills for that course through the approved alternative performance based assessment.
The IEP team must determine if the disability is likely to have an adverse effect on performance on the EOC assessment. Discussion of the potential need for the alternative performance based assessment may take place at the annual IEP meeting and be appropriately documented. In the event the student fails to earn a passing grade for the course, the alternative performance based rubric will be used to assess the level of mastery of the course content. The student’s level of achievement of the core knowledge and skills for each state end of course test is determined by the teacher of record in consultation with the IEP team and special education providers, using the state approved alternative performance based assessment document.
Results of the performance based assessment will not improve Adequate Yearly Progress calculations for the school, but will count toward graduation rate. Students with disabilities who successfully participate in this process will meet the course requirement leading to a regular high school diploma.