What Parents Need to Know About the Oklahoma Alternate Assessment Program (OAAP)

If your child has a disability, you’ve likely heard about state assessments. But what if the school says your child should take the Oklahoma Alternate Assessment Program (OAAP) instead of the regular test?

Let’s break it down in everyday language so you can make the best decision for your child’s future.

What is the OAAP?

The OAAP is an alternate version of Oklahoma’s state test. It’s designed only for students with the most significant cognitive disabilities - students who need a very different type of instruction and support. 

Instead of being tested on grade-level academic standards (like most students), students in the OAAP are tested on "alternate achievement standards" through a system called Dynamic Learning Maps (DLM).

How is OAAP different from regular state tests?

• OAAP uses simpler content, designed for students who need intensive, individualized instruction.
• It’s based on Essential Elements (examples of what this means), not the general education standards.
  • Essential Elements focuses on the essential concepts and skills of our state standards while removing the complexity behind them.  This may prompt more questions to ask the school-based IEP team member, such as:
    • How do you know what level is appropriate for my child? 
    • What if they are mastering these very basic concepts? 
• Students in OAAP are not working toward a standard high school diploma in the same way their peers are.

Why does this matter for your child’s future?

Putting your child on the OAAP:

• Limits their access to grade-level curriculum;
• May close doors to certain diplomas, jobs, military service, and college options;
• Can lock them into a life skills track, even if they might benefit from more academic opportunities. Examples include:
  • Reading Example
    • Life Skills Track: Matching picture symbols to familiar words (e.g., "milk" with a picture of milk).
    • Academic Track: Student reads a modified or abridged version of a grade-level story, with vocabulary pre-taught, and uses a graphic organizer to identify characters and setting.
      Supports: Text-to-speech, repeated readings, visual supports, simplified questions.
      Goal: Demonstrate comprehension aligned to grade-level standards, with scaffolds.
  • Math Example
    • Life Skills Track: Identifying coins and using a calculator to add prices for a shopping list.
    • Academic Track: Student learns multiplication facts using manipulatives and repeated practice, and solves simplified multi-step word problems with sentence frames or visuals.
      Supports: Calculator use, anchor charts, reduced number of problems, guided practice.
      Goal: Meet grade-level standards with supports and scaffolded access.

If your child is placed on the life skills track, they may not have access to:

• Advanced coursework (e.g., Algebra, biology, U.S. history);
• State assessments required for a standard diploma;
• Postsecondary education options (college or career tech);
• Opportunities to develop higher-level critical thinking or academic problem-solving.

That doesn’t mean life skills programming is bad. For some students, it’s completely appropriate. But families deserve to understand that it is a different path, and they should be empowered to choose the path that reflects their child’s full potential.

The federal Every Student Succeeds Act (ESSA) says no more than 1% of all students in a state should be given alternate assessments. That’s because it’s meant for a very small group of students. Oklahoma has exceeded this every year, which indicates that there may be some confusion on who actually qualifies for it. 

Who qualifies for the OAAP?

Your child must meet all of the criteria of the checklist (see the guidance rubric for additional information), and the final determination is made by the parents, thanks to Oklahoma House Bill 1393. OAAP criteria are listed below:

• Does the student have significant intellectual disabilities AND significant adaptive behavior deficits?
• Does the student’s IEP require alternate achievement standards in ALL content areas?
• Does the IEP team believe extensive family/community support(s) will be a lifelong requirement, regardless of modifications, accommodations, or adaptations implemented in the student’s program?
• Does the student require intensive and extensive direct instruction in multiple settings to acquire, maintain, generalize, and demonstrate knowledge of skills?
• The decision to place the student on an alternate assessment is based on the student’s disability and NOT on excessive absences, language, social, cultural, or economic differences OR administration reasons such as the student is expected to perform poorly on the regular assessment, the student displays disruptive behaviors, or the student experiences emotional distress during testing.

If even one answer is “no,” your child should take the regular test with supports, not OAAP. 

What can you do as a parent?

You have the right to say yes or no to OAAP placement on an annual basis. Oklahoma House Bill 1393 requires schools to give you a clear, written consent form in your language. They must explain:

• What OAAP is;
• What it means for your child;
• What your options are.

Questions to ask your IEP team:

1. What is defined as a significant cognitive disability? 
2. How does my child’s adaptive behavior compare to same-age peers?
3. What accommodations have been tried for regular tests?
4. How can my child access grade-level content with support (such as accommodations, modifications, and supplementary aids and services)?
5. How will OAAP impact my child’s diploma and future opportunities?
6. If my child’s circumstances change, can we switch back to the regular state testing?
7. What are the long-term goals for my child’s education and independence?
8. Why do I care if my child performs poorly on state testing?

Final Tips

• Always ask for the Criteria Checklist and review it with the team. Review the Guidance Rubric in detail as well. It is best to review both before the IEP meeting.
• Don’t agree to OAAP just because your child “won’t pass the regular test” or because it could be “too hard” for them.  
• Make sure the IEP includes goals for communication, safety, and independence.
• Remember: Your voice matters most. Don’t be afraid to ask questions or say no. Make sure that you fully understand the impact OAAP will have on your child’s education.

Learn More

• Advocacy Institute’s Parent Guide to Alternate Assessments
• Oklahoma OAAP Handbook (2024-2025)
• Council of Parent Attorneys and Advocates (COPAA)
• Or email assessments@sde.ok.gov for direct support from the state assessment team.

Frequently Asked Questions About OAAP and Your Child's Educational Path

1. What happens if things change and my child needs to be placed on OAAP later?

OAAP determination is made on an annual basis. If your child’s needs change significantly, for example, if new evaluations show a significant cognitive and adaptive disability, your IEP team can revisit OAAP eligibility. The team must meet, review current data, and get your written consent before making that change. OAAP decisions are not permanent, but they should be made with great care and clarity about the long-term impact.

2. Can we change our minds at any time? Or only at our yearly IEP meeting?

You can request an IEP meeting at any time, not just during the annual review. If you gave consent for OAAP but later decide it's not the right fit, you can ask the team to meet and move your child back to the general assessment track.

3. How does OSTP score impact their education/future? If they score poorly, will it negatively impact them somehow?

The OSTP (Oklahoma School Testing Program) is used for accountability and progress monitoring. A low score will not punish your child. In fact, federal law requires that all students, including those who struggle, have the right to try the general test with supports. A low OSTP score does not limit your child's diploma or access to services, but being placed on OAAP might. 

4. Does participation in OAAP mean there is no way my child can earn a standard diploma?

In most cases, yes. Students assessed through OAAP are usually not eligible for a standard diploma in Oklahoma. They typically work toward a certificate of completion or alternate diploma, which may not meet the requirements for college, military service, or competitive employment.

5. How does earning an alternate diploma affect future opportunities? Can my child still attend college or get a good-paying job?

An alternate diploma can make some pathways harder. It may limit access to:

• Traditional 2- or 4-year colleges;
• Certain career tech programs;
• Competitive job markets;
• Military enlistment.

However, students can still access community-based transition programs, supported employment, or other adult services. That’s why it’s important to think about OAAP as a long-term decision, not just a short-term solution. 

6. Can my child participate in OAAP and still be included in general education classes and access grade-level curriculum?

Inclusion is possible, but OAAP students are assessed by alternate academic standards, not grade-level standards. While they may be in the same classroom, their instruction will likely be simplified and modified or even completely different. Ask the IEP team how your child’s curriculum and inclusion will be structured if they’re on OAAP.

7. If my child participates in OSTP, can they still have access to an alternative curriculum in a special education setting?

No, a student who is taking the OSTP may not be instructed primarily using an alternate curriculum like TeachTown if that curriculum is not aligned to the grade-level academic standards.

However, the student can receive instruction in a special education setting, with extensive supports, accommodations, modifications, and alternate delivery methods, as long as the standards being targeted remain at grade level.

8. What accommodations are available to help my child be successful while taking the OSTP?

The IEP team can provide accommodations such as:

• Extended time;
• Small group or one-on-one setting;
• Frequent breaks;
• Use of assistive technology;
• Read-aloud for directions or certain items;
• Simplified instructions.

These must be written into the IEP and used on a regular basis, not just on test day.

9. What resources are available to help my child prepare to take the OSTP?

Ask your school about:

• OSTP practice tests;
• Instructional supports aligned with grade-level standards;
• Access to tutoring or intervention services;
• Your child’s progress data throughout the year;
• Special education supports that target reading, math, or writing skills.

10. What accommodations and modifications are available to help my child access a more ambitious grade-level curriculum?

The IEP team can create a plan based on your student’s needs that include:

• Curriculum scaffolding;
• Use of visuals, manipulatives, or models;
• Chunking of tasks;
• Modified assignments that still aim toward grade-level goals;
• Specialized instruction from a special education teacher alongside general education peers.

11. What if we don't consent to OAAP, and my child is struggling with the general education curriculum?

If your child is struggling, the IEP team should convene and discuss:

• Provide more intensive supports;
• Use data to adjust instruction;
• Offer additional supplementary aides and services;
• Review progress.

Struggling is not the same as being ineligible for the general assessment. The law indicates that schools need to try every appropriate support before considering alternate assessment.

12. Where can I find additional information about the OAAP and how it could impact my child’s future?

Here are some trusted resources:

• Advocacy Institute’s Parent Guide to Alternate Assessments
  
  
• Oklahoma OAAP Handbook (2024-2025)
  
  
• Council of Parent Attorneys and Advocates (COPAA)
  
  
• Or email assessments@sde.ok.gov for direct support from the state assessment team.

13. What if the school says my child meets the OAAP criteria, but I disagree?

The school may present evaluation data and recommend OAAP, but you have the right to say no. Under HB 1393, your written consent is required before your child can be placed on OAAP. If you disagree, the school may:

• Try to gather additional data;
• Hold another IEP meeting;
• In rare cases, they may request a due process hearing to override your refusal.

If you're unsure, request a copy of the Criteria Checklist and ask the team to go through it line by line with you.

14. What if we interpret the rubric or criteria differently, especially things like “lifelong supports”?

Words like “lifelong,” “significant,” and “extensive” are open to interpretation. For example, some students may need help into adulthood, but that doesn’t mean they require constant support in all areas, which is what the OAAP criteria imply.

You can ask:

• “What data shows my child needs lifelong care in all adaptive areas?”
• “What supports were tried to increase independence?”
• “How are we documenting that other less restrictive options were exhausted first?”

The IEP team must base their decisions on objective data—not assumptions or prior placements.

15. If my child was on OAAP before, will it hurt them to switch to regular state testing now?

Not at all. You can change your mind and request general state testing at any time. However:

• Your child may have missed exposure to grade-level content;
• It may take time to close learning gaps;
• The school should create a plan to ramp up support and adjust the curriculum to help your child succeed.

Ask the team:

• “What is our reentry plan to help my child transition back to grade-level standards and OSTP testing?”

16. If my child is included in general education but doesn’t take the OSTP, where do they go during testing?

Great question. If your child is not taking the OSTP (because they’re on OAAP or exempted), the school must still provide:

• A safe, supervised alternative setting;
•  Instruction or activities that are meaningful—not just “waiting time”;
• A non-punitive environment (they shouldn’t be singled out or isolated inappropriately).

Ask your school:

•  “What is the plan for my child during state testing days? 
• Who will supervise them, and what will they be doing?”

17. What are my options if I disagree with the IEP team’s decision about OAAP?

You have the final say. You can:

• Request another IEP meeting to bring in new data or perspectives.
• Request an Independent Educational Evaluation (IEE) at district expense, if you disagree with their assessments.
• Use dispute resolution options, including:
  • Request a facilitated IEP meetings (with a neutral facilitator from the Special Education Resolution Center);
  • Request mediation (with a trained mediator from the Special Education Resolution Center);
  • File a formal state complaint with the Oklahoma State Department of Education;
  • File for due process hearing (a legal procedure to resolve disputes under IDEA).
• You have a right to bring an advocate, attorney, or support person to any meeting or hearing. You don’t have to go through this alone.

Reminder:

Your voice is not just important - it is legally protected. You have the final say in whether your child is placed on OAAP. Don’t hesitate to ask hard questions, request data, or push for a more inclusive, ambitious vision for your child.