Her primary research and work have focused on the inclusion of students with disabilities in large - scale assessments, with an emphasis on alternate assessments based
on alternate achievement standards.
Limit alternate assessments based on
alternate achievement standards only to students with the most significant cognitive disabilities, up to 1 percent of all students; terminate assessments based on modified achievement standards; and prohibit the use of Individualized Education Programs (IEPs) to measure academic achievement under ESEA.
A subsequent 2003 regulation allowed states to use «
alternate achievement standards» for up to 1 percent of students with the most challenging cognitive disabilities.
For these students with significant cognitive disabilities,
alternate achievement standards have been adopted in multiple states.