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Understanding State and District Assessments, Standardized and Non - Standardized Accommodations and Alternate Assessment, and the CAHSEE


General Topic Brief for OSEP, about the state and district assessments

The OSERS has published guidance about provisions in IDEA related to students with disabilities and state and district-wide assessments.

Scribe Guidelines (PDF; 178KB; 6pp.)
Scribe and Manually Coded English and American Sign Language Guidelines

   Accommodations and Modifications 
   Special Education Accommodations/Modifications for California Statewide Assessments.

   Form for Review Process (PDF; 177KB; 3pp.)
   Proposed CAHSEE Variations

What if my child cannot participate in the standardized testing?


All children should participate in state and district assessments. If your child cannot participate in the standardized testing, then your child should be assessed by an alternate assessment method and it should be written in to your child’s IEP. Alternate Assessment 

   California Alternate Performance Assessment (CAPA) Info  

STAR Testing in California:
Test Results Reporting Site    Results for all Tests in the STAR Program.

For information about the California High School Exit Exam:

Frequently Asked Questions
Questions and Answers for Administrators and Facts About the CAHSEE.


California High School Exit Exam (CAHSEE) Results

For more information, please contact CDE's CAHSEE Office at (916) 445-9449 or

The Office of Civil Rights list of accommodations for special education students with disabilities:

Appendix C: Accommodations Used by States Table

This Appendix lists many of the accommodations used in large-scale testing for limited English proficient students and students with disabilities. The list is not meant to be exhaustive, and its use in this document should not be seen as an endorsement of any specific accommodations. Rather, the Appendix is meant to provide examples of the types of accommodations that are being used with limited English proficient students and students with disabilities.



Table 1-  Accommodations for Limited English Proficient Students



Translation of directions into native language
Translation of test into native language
Bilingual version of test (English and native language)
Further explanation of directions
Plain language editing
Use of word lists/ dictionaries
Bilingual dictionary
Large print



Oral reading in English
Oral reading in native language
Person familiar to students administers test
Clarification of directions
Use of technology
Alone, in study carrel
Separate room
With small group
Extended testing time
More breaks
Extending sessions over multiple days



Allow student to respond in writing in native language
Allow st