This paper highlights eight states that have implemented alternate assessments for children with disabilities who cannot participate in their state and district-wide assessment programs. The alternate assessment systems in Delaware, Florida, Georgia, Indiana, Minnesota, North Dakota, Utah, and West Virginia are briefly described, along with their development status and how the states are handling and using the data from their alternate assessments. Results from the study indicate there are many scoring, reporting, and use decisions yet to be made. Yet, generally, these states have advanced training and staff development systems established and, with the exception of Minnesota, states have taken remarkably similar approaches to staff development for teachers implementing the alternate assessments. Initially, draft training manuals and other materials were prepared and small groups of teachers were convened to hear how the assessment process would work. These field test participants implemented the systems for a short period and returned to provide feedback, which was used to refine the materials before a larger pilot test was implemented. The study also found that most states used a portfolio approach to alternate assessments and chose to base their alternate assessments on a pool of standards drawn from their state general education standards. (CR)