This study proposes an integrative approach to the development of a standardized American Sign Language – Language Proficiency Assessment (ASL-LPA) by synthesizing four widely used ASL curricula from high schools and colleges/universities in the United States. A detailed comparative analysis was conducted to identify and consolidate shared lexical and grammatical features, which were organized into a centralized database. At this initial stage, the primary focus is on core vocabulary and key grammatical structures, which serve as the foundational categories for building the assessment. Additional grammatical features have been identified but are currently placed on hold for future integration, allowing for a phased development process. This focused approach supports the creation of a scalable and reliable ASL proficiency tool, with implications for curriculum alignment, instructional planning, and standardized assessment practices in Deaf education and interpreter training programs.