Alternate Assessment vs. General Assessment in New York State

What NYSED Actually Says (In Plain English)

In New York State, assessment pathways are governed by guidance from the New York State Education Department (NYSED).

There are two pathways:

• The General Assessment Pathway
• The New York State Alternate Assessment (NYSAA) Pathway (direct link here)

These are not interchangeable and they are not based on classroom placement alone.

The General Assessment Pathway

Under NYSED regulations, most students with disabilities participate in the same state assessments as their non-disabled peers, with appropriate accommodations.

This means students:

• Are instructed using grade-level learning standards
• Take New York State exams (with accommodations as needed)
• Work toward a Regents, Advanced Regents, or Local Diploma

NYSED is clear that students should remain on the general assessment pathway unless they meet very specific alternative criteria.

Even students with significant needs — including autism, ADHD, anxiety, emotional disabilities, and behavioral challenges — typically remain on this pathway if they are cognitively able to access grade-level standards.

The Alternate Assessment Pathway (NYSAA)

According to NYSED guidance, a student is eligible for alternate assessment only if:

• The student has a severe cognitive disability
• The disability significantly impacts intellectual functioning and adaptive behavior
• The student requires extensive, ongoing supports
• The student is instructed on alternate achievement standards

Click here to see the New York State Alternate Assessment (NYSAA) Decision-Making Tool

NYSED also specifies what does NOT qualify a student for alternate assessment.

A student cannot be placed on alternate assessment solely because of:

• Poor attendance
• Behavior challenges
• Emotional regulation difficulties
• Language differences
• Excessive absences
• Social, cultural, or economic differences
• Specific learning disabilities alone

In other words:

Behavioral challenges do not equal severe cognitive disability.

The Role of Environment in Assessment Decisions

When a student is struggling in school, it is natural to examine all possible factors — including the learning environment.

NYSED guidance states that assessment decisions must not be based on the educational environment or instructional setting. In other words, the classroom structure itself is not a determining factor in alternate assessment eligibility.

This means that if a student is experiencing difficulty accessing instruction, the CSE may first consider whether additional supports or environmental adjustments are appropriate.

Examples may include:

• Increased adult support
• Sensory or regulation supports
• Assistive technology
• Adjusted pacing or instructional modifications
• Behavioral or counseling supports
• Changes within the general assessment continuum of placements

Under federal and state law, students must be provided access to the general curriculum to the greatest extent appropriate.

In many cases, reviewing and adjusting the learning environment can provide important information about how a student responds to additional support.

Assessment pathway decisions are intended to reflect the student’s cognitive and adaptive functioning, not the current classroom structure.

What NYSED Emphasizes

New York State requires that:

• Assessment decisions are made annually by the CSE
• Decisions are based on objective cognitive and adaptive data
• The student’s instructional program aligns with the assessment pathway

Alternate assessment is not intended as a temporary support or behavior strategy.
It is reserved for a small percentage of students with significant intellectual disabilities.

Why This Distinction Matters

Under federal IDEA law, students must be educated in the least restrictive environment and provided access to the general curriculum to the greatest extent appropriate.

If a student can engage with grade-level content — even with significant support — NYSED guidance supports remaining on the general assessment pathway.

Changing to alternate assessment:

• Shifts the academic standards being taught
• Changes diploma eligibility
• Impacts long-term educational trajectory

That is why this decision must be data-driven and carefully considered.

Questions Families Can Ask at a CSE Meeting

If alternate assessment is being discussed, consider asking:

• What cognitive assessment data supports eligibility?
• What adaptive behavior data supports eligibility?
• Is my child currently instructed on grade-level standards or alternate standards?
• How does this align with NYSED alternate assessment criteria?
• How will this impact diploma options?

Instead of asking “What’s the IQ cutoff?” the better question is:

Does this student have a severe cognitive disability that prevents access to grade-level standards even with extensive supports?

If the answer is no, the student should remain on the general assessment pathway with appropriate supports.

The Bottom Line

Alternate assessment is not:

• A behavior solution
• A placement fix
• A response to staff frustration
• A temporary support

It is a legally defined academic pathway reserved for students with the most significant cognitive disabilities.

Understanding that difference protects both support and long-term opportunity.

NYSED is clear:

Alternate assessment is reserved for students with severe cognitive disabilities.

It is not a solution for behavioral challenges, anxiety, or complex regulation needs.

When families understand the difference between general and alternate assessment pathways, and the diploma implications tied to each, they are better positioned to advocate for appropriate support without unnecessary limitation.

You do not have to navigate these decisions alone.

If you would like support, you can learn more about parent coaching and consultation services here:
https://www.collaborativemindsconsulting.com/parent-professionalsupport

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