Bridging the Gap: Identifying and Supporting Students with Disabilities Transitioning from Alternate to General Assessments

To comply with the 1% cap on alternate assessment participation, some students with disabilities have transitioned to general assessments. This shift presents instructional challenges for educators. This session explores key issues, shares research findings, and offers practical strategies to identify and support these students during the transition process.Participants will be able to: 1. Identify key academic and behavioral characteristics of students with disabilities who are transitioning from alternate to general assessments, and use this understanding to assess instructional readiness and support needs. 2. Apply evidence-based strategies and tools—including differentiated instruction models, curriculum scaffolding techniques, and individualized support planning—to design and deliver instruction that bridges gaps and promotes access to grade-level content. 3. Demonstrate effective collaboration practices between special education and general education staff to ensure consistent implementation of accommodations, modifications, and inclusive supports that improve student engagement and performance.