This report discusses the outcomes of a survey that questioned states about their development of alternate assessments for students with disabilities who cannot participate, even with accommodations, in state or district-wide assessment programs. In the survey, states were asked about a variety of developmental features of their alternate assessments. Findings from 37 states indicate: (1) 30 states are working on the identification of curricular or content standards for which an alternate assessment will be developed; (2) 32 states reported progress in the development of eligibility guidelines that will assist local education agencies in making individual determinations about whether a student should take an alternate assessment; (3) 27 states are in the process of identifying specific instruments and approaches for collecting alternate assessment data; (4) 16 states have begun to tackle the establishment of proficiency levels for their alternate assessments; (5) 20 states are determining how scores from alternate assessments should be reported along with scores from their general large-scale assessments; and (6) 10 states with "high stakes" assessments are working on determining how to include scores from students taking alternate assessments. (Contains 10 references.) (CR)