Federal legislation requires that all students, including students with disabilities, be included in all state and district-level accountability systems. Many students can take the regular assessment with or without accommodations, but some students with disabilities need alternate ways to access assessments. For the past several years, states have had alternate assessments based on alternate achievement standards. In April 2007, No Child Left Behind regulations were finalized that gave states the option to develop an alternate assessment based on modified achievement standards (AA-MAS). This assessment option is for a small group of students with disabilities who can make significant progress, but who may not reach grade-level achievement within the time period covered by their Individualized Education Program (IEP) (U.S. Department of Education, 2007). Prior to the finalization of this regulation a few states had developed, or were developing, an assessment they considered to be an AA-MAS--though none had yet been through the U.S. Department of Education's peer review process. This study compiles and summarizes publicly available information about these assessments. The purpose of this report is to provide a snapshot of the characteristics of the AA-MAS in these states at a time shortly after the April 2007 regulations were finalized. Because these states developed their assessments prior to the final regulations, some of the characteristics of these early AA-MAS may not fully comply with the regulations. Contents include: (1) Overview; (2) Process Used to Find Information about States' AA-MAS; (3) Results; (4) Eligibility Criteria; and (5) Discussion. Appended are state documents used in analysis and AA-MAS characteristics by state. (Contains 6 tables and 3 figures.)