Little experience exists on which to base recommendations, but there are different perspectives on how this could be done. One view is that the results from the alternate assessment system should be aggregated and reported separately from those of the general assessment. Another view is that the results from the alternate assessment system should be aggregated and combined with the results from the general assessment system, and then reported. One of the advantages of aggregating the results from the alternate assessment separately is that the results could be used in analyzing and improving special education services. A disadvantage of this approach is that it continues to separate students with disabilities from the majority of the students, and makes it easier to be absolved of responsibility for these students.
Much more study is needed for developing guidelines for appropriate reporting.
The recommendations presented here for developing alternate assessment systems are based on input from those states that currently have alternate assessments, as well as from educators, policymakers, and disability advocates. Define the purpose of the alternate assessment system and who qualifies to participate in it. The purpose of the alternate assessment system should be to measure the learning of those students who are working toward a broader set of standards than those assessed by the general assessment system. Typically, these students should be only those with significant cognitive disabilities whoa re working on educational goals more closely aligned with independent functioning. Identify the common core of learning for the alternate assessment.