Alternate assessments based on alternate achievement standards (AA-AAS) have historically lacked broad validity evidence and an overall evaluation of the extent to which evidence supports intended uses of results. An expanding body of validation literature, the funding of two AA-AAS consortia, and advances in computer-based assessment have…

The Dynamic Learning Maps™ Alternate Assessment is based on a different set of guiding principles than other assessments. In this article we describe characteristics of the alternate assessment population and we look at the history of alternate assessment and the problems that have been faced in implementing useful assessment programs for students…

There is a dearth of research describing the small population of students who have significant cognitive disabilities and are also English learners (ELs). This study expands what is known about this population by describing EL students who participated in Dynamic Learning Maps Alternate Assessments in 16 states during the 2016-2017 year. Data…

In the decade since alternate assessments based on alternate achievement standards (AA-AAS) were first required, special education teachers have had to develop content knowledge and pedagogical skills to teach academics to students with significant cognitive disabilities. The purpose of this study is to examine the impact that teachers'…

This article describes an alignment procedure, called Links for Academic Learning (LAL), for examining the degree of alignment of alternate assessments based on alternate achievement standards (AA-AAS) to grade-level content standards and instruction. Although some of the alignment criteria are similar to those used in general education…

In response to federal requirements for general curriculum access and participation in large-scale academic assessments, states have shifted curriculum for students with significant cognitive disabilities from a primarily functional model to one that includes academics. What does academic instruction look like for students with significant…

Based on recent federal legislation, alternate assessments for students with disabilities may now be based on alternate achievement standards, modified achievement standards, or grade-level achievement standards. Although all students with disabilities must access the general curriculum, those with significant cognitive disabilities often do so…

Although many studies have examined the alignment of state standards with large-scale assessment and instruction, fewer have attended to alignment concerning alternate assessments for students with significant disabilities. This study was designed to (1) compare expectations in one state's alternate assessment (AA) with curricular priorities…

Current federal policy requires that students with disabilities participate in large-scale assessments and be included in schools' scores for adequate yearly progress. Students with significant cognitive disabilities may participate in an alternate assessment with alternate achievement standards, but these standards must be linked to grade-level…

With the passage of No Child Left Behind and the start of the high-stakes accountability movement, it has become increasingly important that teachers are able to appropriately assess all students, including those who qualify for alternate assessments. If suitable assessment is occurring, teachers can use these data to help improve student…

The purpose of this year-long, collective case study was to investigate what influences contributed to alternate assessment outcomes for students with significant disabilities. This study of seven students and teachers in two school districts revealed seven main factors that contributed to students' scores on the state's alternate assessment,…

Since the passage of the 1997 amendments to the Individuals with Disabilities Education Act, inclusion of all students with disabilities in accountability systems has been mandatory. By 2001, school personnel began to understand that alternate assessment needed to focus on students' performance on state standards, and nearly all states had created…

The 1997 amendments to the Individuals with Disabilities Education Act (IDEA) required that states provide alternate assessments for students unable to participate in the statewide assessment systems (e.g., those with severe disabilities). IDEA mandated that alternate assessments access the general curriculum. This study examined the curricular…

This article reviews promises, practices, and provisos of alternative assessment as a basis for illustrating what is known about measuring progress of students with disabilities in statewide assessment programs. Nineteen data-based studies have been used to begin to document the effects of alternative assessment. However, it is concluded there are…

This article describes variables that may influence alternate assessment outcomes for students with disabilities and offers recommendations to enhance student achievement. These variables include technical quality, curriculum access, data collection, instructional effectiveness, risk factors, and resources allocated to instruction. Two of four…