A Statewide Solution for Measuring Progress in Learners with Significant Disabilities
Current Concerns |
Current alternate assessments often measure learners against fixed grade-level standards, not their own growth trajectory—creating equity and validity concerns for learners with the most significant cognitive disabilities.
Research (e.g., Browder et al., 2020; Kleinert et al., 2021) shows that traditional alternate assessments fail to capture authentic growth when learners progress through individualized learning paths. Districts are struggling with “check-box” data that doesn’t inform instruction or transition goals. Traditional statewide alternate assessments measure static performance. |
Possible Solutions |
OATECA’s model fills the national gap by merging assessment and intervention into a single, growth-based framework—demonstrating progress for all learners, targeting those with the most significant disabilities.
The U.S. Department of Education encourages growth-based accountability models that demonstrate progress over proficiency—exactly what OATECA’s ipsative model delivers. OATECA solves this by integrating formative data collection and instructional feedback. |
AVERAGE GROWTH BY GRADE 2020-2025“OATECA gives us a way to assess and provide appropriate instruction for our most severe students. Seeing the progress of making using this system has been great.”
Sarah R. Poteau Public Schools Poteau, Oklahoma |
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IN 24 STATES & GROWING...
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We’d like to partner with your state to pilot OATECA’s Ipsative Assessment in select districts representing diverse populations.
We want to offer a no-risk pilot structure with state data ownership and technical support from OATECA. We want to create a crosswalk between OATECA and the state’s existing alternate assessment framework to demonstrate seamless integration. |
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For 10 years, I taught the K-5th grade self-contained classroom in our district. I was so frustrated with the lack of educational materials that were available for my students. Standardized tests weren’t accurate and grade-level curriculum wasn’t appropriate, so I couldn’t necessarily create a snapshot of a student’s true abilities. As the teacher, I was constantly required to “invent” my own curriculum and it was daunting!
When I moved out of the classroom into a leadership role in special education, I was ecstatic when I learned about OATECA. Over the last several years, we have been able to purchase functional skills kits for three of our classrooms for students with significant cognitive disabilities. The functional assessment and curriculum provided by OATECA was transformative for the teachers as they began to see practical and meaningful ways to evaluate and educate their students. Now this curriculum drives IEP goal writing, lesson planning and daily classroom instruction. My teachers have all embraced this assessment and curriculum and it has changed their classrooms for the better!
When I moved out of the classroom into a leadership role in special education, I was ecstatic when I learned about OATECA. Over the last several years, we have been able to purchase functional skills kits for three of our classrooms for students with significant cognitive disabilities. The functional assessment and curriculum provided by OATECA was transformative for the teachers as they began to see practical and meaningful ways to evaluate and educate their students. Now this curriculum drives IEP goal writing, lesson planning and daily classroom instruction. My teachers have all embraced this assessment and curriculum and it has changed their classrooms for the better!
Carrie S
Director / Sand Springs Public Schools
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I am so excited about the data information that I have already been able to collect for each of my students. I can’t wait to share this information with parents at our Parent/Teacher meetings.
Serentity J
Teacher / El Reno Public Schools
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OATECA provides continuity across our multi-handicap and severe programs. When used from early childhood to post secondary, there is ample data to show a true picture of what that child is capable of, and show growth, even if it is marginal.
Abbye R
Administrator / Pryor Public Schools
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I really love the ease and straightforwardness of this program. The expectations are clearly stated and provide a structure for assessing and implementing guidelines in the classroom. The goals and objectives are written in a way that sets the student up for great scaffolding of skills.
Lyna E
Teacher / Mid-Del Public Schools
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We are so excited to have the ability to find out exactly where our students are, to have the exact goals/objectives written for what they need, and then to be able to work towards those goals and easily track their progress!
Celeste Drost
Special Educator / Deer Creek Public Schools
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