Aligning a State's Alternative Standards to Regular Core Content Standards in Reading and Mathematics

Abstract

The No Child Left Behind Act of 2001 allows states to assess students with “significant cognitive disabilities” on “alternative content standards” for determining adequate yearly progress. Alternative standards that align with regular content standards can allow for a continuum of performance expectations from very basic to approaching grade level, therefore tapping into the abilities of students with significant cognitive disabilities. Performance level descriptors were developed in an effort to identify students' level of attainment for each content standard. States must demonstrate that assessments align with articulated alternative standards and that alternative standards align with the state's content standards. The purpose of this study is to examine a methodology for aligning alternative content standards to regular content standards.