Autism, Alternate Assessment, and Transition Planning
Jasmine is a 15-year-old 10th grader with autism spectrum disorder. She reads at about a third-grade level, but her math computation and problem-solving are on grade level. She avoids writing tasks by putting her head down or asking to go to the nurse; in science and math she participates well when text is read aloud. Her IEP includes extended time and a quiet testing room. The general education teachers recommend an alternate assessment and a certificate of completion. Jasmine says she wants to work with animals and has volunteered at a veterinary clinic. Her mother insists on a standard diploma and full inclusion in general education. The IEP team is meeting for the annual review and must decide Jasmine's assessment participation, transition goals, and services. The district uses Oklahoma's alternate assessment based on alternate achievement standards.
1. How should the IEP team decide whether Jasmine should take the alternate assessment? What evidence is relevant, and what is not?
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The team must apply the state's eligibility criteria for the alternate assessment based on alternate achievement standards. The central question is whether Jasmine has a significant cognitive disability that substantially limits her ability to access grade-level content, even with extensive modifications and supports. The label of autism, a low reading level, or a teacher's preference is not enough.
Relevant evidence includes Jasmine's cognitive and adaptive functioning, her performance across academic domains, the degree to which she requires modified curriculum, and her ability to generalize and apply academic skills. Her math performance on grade level is highly relevant and weighs against alternate assessment, because alternate assessment is intended for students with significant cognitive disabilities, not for students with a specific reading deficit. The team should also review data on how she performs when text is read aloud and whether she can demonstrate knowledge through accommodations such as speech-to-text or oral response.
The team should document the decision and the reasons. If it determines that Jasmine is not eligible for the alternate assessment, it must still provide accommodations and intensive reading intervention. If it considers alternate assessment, it must show evidence of significant cognitive disability and extensive curricular modifications, not just difficulty with writing.
2. Draft the key elements of a measurable postsecondary goal and a transition-services plan consistent with Jasmine's strengths and stated interests.
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A measurable postsecondary goal should be based on age-appropriate transition assessment and Jasmine's stated interest in animals. For example: 'After high school, Jasmine will participate in a supported employment program or paid job training at an animal care facility, with supports to follow safety routines and complete assigned tasks.' If the team addresses education or training, it might write: 'After high school, Jasmine will complete a certificate program in animal care or a related area.' The goal should be observable and measurable, not simply 'Jasmine will get a job.'
Transition services should begin by the year she turns 16 at the latest and should include instruction, related services, community experiences, and employment or postsecondary preparation. The plan might include a vocational assessment, a work-based learning placement at the veterinary clinic with a job coach, instruction in self-advocacy and asking for accommodations, transportation training, and a course of study aligned with her goals. The team should identify who is responsible for each activity and how progress will be monitored.
The plan should build on her strengths: she participates well when text is read aloud and has successful volunteer experience. It should also address her writing avoidance and fatigue by teaching self-advocacy and providing appropriate supports, not by lowering her postsecondary expectations.
3. How should the team distinguish accommodations from modifications in Jasmine's general education classes, and what should be documented?
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Accommodations change how Jasmine accesses instruction or demonstrates learning without changing the grade-level expectation. Examples include reading text aloud, extended time, a quiet testing space, speech-to-text, preferential seating, and breaking writing tasks into chunks. Modifications change what she is expected to learn or the level of the standard, such as reducing the number of concepts, using text at a much lower reading level for content instruction, or assessing different content.
The team should review each general education class and identify the grade-level standard, the barrier, and the least intrusive support that allows access. For reading-heavy classes, the team might first try audiobooks, partner reading, and oral response before modifying the curriculum. For writing avoidance, it should teach organizational strategies and allow alternative response formats. The IEP should state the accommodation or modification concretely, identify the setting, and specify who implements it and how often.
The team should also clarify that a standard diploma requires meeting district and state graduation requirements; modifications may affect credit and diploma pathways. The mother's preference for full inclusion should be honored to the extent appropriate, but the team must ensure that Jasmine receives the specialized reading instruction she needs. The final IEP should document both access supports and direct services.