State Testing and IEPs: What You Should Know

As parents and advocates for children with disabilities, navigating the world of standardized testing can feel overwhelming. We want our children to be included, supported, and fairly assessed. But we also want to ensure the testing process reflects who they are and what they truly know. Thankfully, Colorado’s Department of Education (CDE) offers clear guidance to help IEP teams make thoughtful decisions about how students with disabilities participate in state assessments.

Why Participation Decisions Matter

All students in Colorado are expected to take state assessments unless there is a documented reason for an alternate plan. For students with disabilities, deciding how they participate is a crucial part of their Individualized Education Program (IEP). These decisions can affect not only how they are assessed, but how their progress is measured, how instruction is tailored, and how inclusive their overall educational experience is.

The CDE’s Participation Guidelines provide a framework to help IEP teams determine whether a student should:

• Take the general assessment with or without accommodations

• Take the Colorado Alternate Assessment (CoAlt), designed for students with the most significant cognitive disabilities

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What Are Accommodations—and Why Do They Matter?

Accommodations are not shortcuts or advantages. They are supports that give students access to assessments in a way that removes barriers created by their disability—not by their knowledge. Examples include:

• Extended time

• A quiet testing environment

• Read-aloud instructions or questions

• Use of assistive technology

Importantly, any accommodation used during state testing must also be used regularly during classroom instruction and assessments. This alignment ensures students are comfortable with the supports provided and that testing results are valid.

Accommodations fall into four categories:

1. Presentation – how the test is presented (e.g., audio, large print)

2. Response – how the student responds (e.g., speech-to-text, scribe)

3. Timing and Scheduling – extended time, frequent breaks

4. Setting – where and with whom the student tests

   
   

Who Qualifies for the Alternate Assessment?

The CoAlt is not just a different version of the test—it’s a test built for a small population of students who have significant cognitive disabilities and require extensive support across academic and adaptive domains. Eligibility is not based on a disability label alone, but on multiple factors including:

• The student’s instructional content (aligned to alternate academic achievement standards)

• The intensity of support required for learning

• Evidence that the student cannot meaningfully participate in the general assessment, even with accommodations

IEP teams must complete a Participation Determination Form and maintain documentation of the decision-making process. This ensures that alternate assessments are used appropriately and that students are held to high—but individualized—expectations.

Making Informed Decisions as a Team

As a parent, you are a vital part of your child’s IEP team. When it comes time to discuss assessment participation, here are some questions to ask:

• What assessments are required at my child’s grade level?

• What accommodations does my child use regularly in class?

• How do we know these accommodations are effective?

• Does my child’s disability significantly impact their ability to participate in the general assessment—even with accommodations?

• What are the long-term implications of using the alternate assessment?

IEP teams should revisit participation decisions at least annually and make adjustments as needed. These decisions are not set in stone—they evolve as your child grows, gains skills, and learns new ways to access curriculum.