The National Study on Alternate Assessments (NSAA) was mandated by Section 664(c) of the Individuals With Disabilities Education Improvement Act of 2004 (IDEA). Specifically, the law called for a “study on ensuring accountability for students who are held to alternative achievement standards” to examine the following: “(1) the criteria that States use to determine – (A) eligibility for alternate assessments; and (B) the number and type of children who take those assessments and are held accountable to alternative achievement standards; (2) the validity and reliability of alternate assessment instruments and procedures; (3) the alignment of alternate assessments and alternative achievement standards to State academic content standards in reading, mathematics, and science; and (4) the use and effectiveness of alternate assessments in appropriately measuring student progress and outcomes specific to individualized instructional need.” (P.L. 108-446, 118 Stat. 2784 (2004)) The first three topics were addressed by NSAA in two earlier reports (Cameto et al. 2009a; Cameto et al. 2009b). This report presents information about one component of the fourth mandated topic—the use of alternate assessments. The report examines teachers’ perspectives of school-level implementation of alternate assessments for students with significant cognitive disabilities; it does not address the effectiveness of alternate assessments. SRI International and its partners, the National Center on Educational Outcomes (NCEO) at the University of Minnesota and Policy Studies Associates (PSA), were selected by the Institute of Education Sciences, National Center for Special Education Research to conduct this study. In 2009, SRI and its partners administered a survey to special education teachers in three states whose alternate assessment systems based on alternate achievement standards were approved by the U.S. Department of Education (ED) and had remained unchanged since the 2005–06 school year. This report presents aggregated teachers’ responses to each survey item.