An eighth grader with autism spectrum disorder (ASD) in general education classes has a math goal and consistently scores at the lowest level on state testing. To support testing, which step should the IEP team take?

• A. determining the student's weaknesses from previous test scores and arranging after-school tutoring
• B. suggesting the MTAS assessment
• C. changing testing conditions and adding accommodations
• D. taking the MCA-Modified version of the test

Answer: (D)

The main idea is matching the assessment to what the student can demonstrate. When a student with ASD in general education consistently shows the lowest level on state math tests, the team should consider using an assessment version that reflects modified or adjusted expectations rather than the standard test.

The MCA-Modified version is designed for students who need altered achievement standards to show their understanding. It provides tasks that align with the student’s current abilities, allowing a fair and accurate measure of progress. Accommodations that change timing or presentation help access the test but don’t change what’s being assessed; if these aren’t enough to capture the student’s true ability, moving to a modified assessment is appropriate.

Other options focus more on instruction or general accommodations, which don’t address the need for an assessment aligned with the student’s demonstrated level.