The Alignment of Alternate Assessment Content with Academic and Functional Curricula

Abstract

The 1997 amendments to the Individuals with Disabilities Education Act required states to provide access to the general curriculum and alternate assessments for students with disabilities who were unable to participate in statewide assessments. For this study, we examined the curricular focus of alternate assessments using performance indicators in math, language arts, and functional skills from 31 states. Experts in math education, language arts, and severe disabilities, along with a group of stakeholders (i.e., teachers and administrators), examined the performance indicators relative to their alignment to national standards and curricula. Experts and stakeholders identified states that had alternate assessment performance indicators that were clearly aligned to math or language arts and those that did not. A subgroup also considered the functionality of the indicators. Through a series of discussions, experts and stakeholders identified features of the performance indicators that exemplified alignment with general or functional curricula, including specificity of content, wording, required response, and grade-or age-level appropriateness. The results suggest that alternate assessments have a strong focus on academic skills but also reflect an additive curricular approach linking academic and functional skills.