What’s a Parent to Do?

WESTEST–2 or APTA?

Standard Diploma or Modified Diploma?

Once a student reaches high school, he or she begins to earn credits which count toward graduation with a standard diploma. Some advanced classes in middle school may also count as credits. Credits are based on the Content Standards and Objectives (CSO’s), which are determined by the West Virginia State Legislature. CSO’s lay out what a student is to be taught in each grade level, what is required to advance to the next grade, and eventually what counts as a credit toward a standard diploma.

Unfortunately, some students with disabilities are not able to learn at the level required by the CSO’s. In such cases, the student’s Individualized Education Plain (IEP) team must decide if the student needs a modified curriculum, known as the Alternate Academic Achievement Standards (AAAS). The determination of whether the student will work toward the standard diploma or the modified diploma under the AAAS is generally made when the student begins high school, but can be made later.

The West Virginia Educational Standards Test (WESTEST – 2) is given to all students statewide who pursue the standard diploma in grades three through eleven. The WESTEST includes an Online Writing Assessment which measures the student’s educational ability levels. Students with disabilities are occasionally administered the Alternate Performance Task Assessment (APTA) instead of the WESTEST. Students should be given the APTA only if the student exhibits significant cognitive disabilities and is pursuing a modified diploma under the AAAS. It is important to note that students who take the WESTEST can attain either a standard or modified diploma; however, students who take the APTA are only eligible for a modified diploma.

A modified diploma is awarded to students with disabilities who satisfactorily complete modified graduation requirements. These requirements are extensively modified versions of the CSO’s that consist of functional academics and instruction in daily living skills. A modified diploma is not the same as a standard diploma. A student who receives a modified diploma cannot obtain the credits necessary to graduate with a standard diploma. Therefore, employers, vocational programs, and colleges typically do not accept students who have received a modified diploma.

Generally, when a student’s IEP team comes together to develop the IEP for what will be the student’s third grade year, the discussion of whether the student will be taking the state required WESTEST–2 comes up. Some school district staff might say to the family that it may be stressful or hard for the student to take the WESTEST–2 and suggest that the student take the APTA. Keep in mind that the APTA is for the student who exhibits significant cognitive disabilities and is being instructed through AAAS – not the CSO’s. So, agreeing to the APTA testing opens the door for the future use of the AAAS in place of the CSO’s. In such a situation, the student will not work on the foundational skills that enable the student to progress through the CSO’s during high school.

There are times when the parents and the rest of the IEP team know that a student will not be able to learn the information contained in the CSO’s in order to graduate with a standard diploma. When this occurs, an IEP team can choose to start the use of the Alternate Academic Achievement Standards and APTA testing. If the parents and the rest of the IEP team are unsure and want to challenge the student by setting the bar a little higher, the student can be taught using the standard CSO’s. Even if the team knows the student will not score in the “Mastery” range on the WESTEST–2, the team can still gauge if the student is progressing. However, there are times when a student seems to be caught in the middle.

Keep in mind that a school district is required to offer the least restrictive environment to students with disabilities as well as a variety of educational placements. The IEP team must first try the General Education Environment (GEE) with supports and services (such as co-teaching with a special education teacher in the GEE), then if the student is not successful other options can be tried (such as a resource room or a self contained classroom). It is up to the parent and the other members of the IEP team to decide what is best for each individual student.

So, what’s a parent to do? The answer is found in the intent of the Individuals with Disabilities Education Act (IDEA) and West Virginia Policy 2419. Those laws require that an eligible student be provided with an Individualized Education Plan (IEP) that meets the unique needs of the student through specially designed instruction. There is no clear cut answer. Parents and other members of the IEP team must ensure that the individual and unique needs of each student are met.

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