Worksheet for Determining
Participation in the Alternate
Curriculum and Assessment
Prior to determining if the alternate curriculum is appropriate for a student with a significant cognitive
disability, the admission, review and dismissal (ARD) / Individualized Education Program (IEP)
committee must understand the characteristics of the disability that warrants participation in the
alternate curriculum and the potential future implications of this decision.
In order for the alternate curriculum to be considered the ARD/IEP committee must review these
four criteria. To be eligible to participate in the alternate curriculum, the answer to all four
questions must be "Yes". If the answer to any of the questions is "No", review additional data
including progress made towards IEP goals, classroom work samples and additional information
from the student’s Full and Individual Evaluation (FIE) to determine if accessing the alternate
curriculum is appropriate and necessary for the student.
Decisions regarding participation in the alternate curriculum or transitioning from the alternate
curriculum to a standard curriculum is an ARD/IEP committee decision and should be made when it
is in the best interest of the student.
THE STUDENT:
Exhibits a Full Scale IQ (FSIQ) and two areas of Adaptive Behavior
below 60.

Yes

No

Yes

No

Yes

No

Yes

No

Look at most recent FIE.
Note: The FSIQ threshold of near 70 or below is used for determining
Intellectual Disability. Students with significant cognitive disability typically have
an FSIQ below 60.

Requires supports to access the general curriculum in a variety of
settings that may include assistance involving communication,
response style, physical access, or daily living skills.
Look at most recent FIE, Present Levels of Academic Achievement and
Functional Performance (PLAAFP), IEP goals and objectives .

Demonstrates knowledge and skills routinely in class by methods
other than paper-and-pencil tasks.
Look at teacher observations and current classroom work products.

Demonstrates performance objectives that may include real-life
applications of the grade-level TEKS as appropriate to the student’s
abilities and needs.
Look at IEP goals and objectives.