Transcript Storyboard – SpEd Teachers

http://ican.doe.state.in.us
Our Journey Thus Far…
• June 1996
– Initial meetings began for the development of
the Indiana Assessment System of
Educational Proficiencies (IASEP), a project
funded by the Indiana Department of
Education, Division of Exceptional Learners
(IDOE/DEL).
• August 1998
– First statewide alternate assessment is
introduced
Our Journey Thus Far…
• Foundations for children aged 3 to 5
published in 2002
• November 2002
– State Board Approves 1st Language for
Participation in Alternate Assessment
• August 2003
– ISTAR assessment is used across the state in
lieu of ISTEP+ for students who meet the
participation criteria for Alternate Assessment
Alternate Achievement
Standard Setting Task Force
August 2005
The cut score setting process allows us to
establish cut scores on a test score scale.
The test score scale represents the ability
of students.
Carve out a SCD passing?
ISTAR
IMAST
Pass
Pass
ISTEP
Pass
(2010)
1%
2%
ISTEP
No
Pass
ISTAR
No
Pass
• May 2008
− Within the 1%, a second, larger group of
students with significant cognitive
disabilities can be be expected to attain
academic skills that would permit them to
independently hold jobs as adults. The
Indiana State Board of Education
approved two sets of criteria for student
participation in the ISTAR assessment:
Independent Functioning and Academic
Competence.
• Summer 2008
− a committee of experts met to design the
assessment for science and social
studies. The committees were given a set
of the Indiana Academic Core Standards
for each grade where the subject was
tested in the general assessment. This
included grade 4, 6, and 10 for science
and grades 5 and 7 for social studies.
• February 2009
− ISTAR was redesigned from the science
and social studies work. Matrices of
performance level descriptors were
created.
• December 2009
− A standard setting committee convened on
December 8 and 9, 2009 to set
achievement standards for grades 3-8 and
10 for Math, Language Arts and Science.
− Indiana Department of Education
assessment content specialists and
alternate assessment specialist are drafting
performance level descriptors incorporating
the committee’s recommendations and they
will be sent for adoption by the State Board
of Education
The Primary Purpose of
Assessment: to make ongoing
educational decisions:
 To inform and support learning
 Show student progress
Identify children who may need
additional services/supports
Common Understanding of
Assessment
• Assessment is inseparable from instruction
• Teachers need to assess first for the purpose
of knowing their students. What do they know,
what do they want them to know, what is
important for them to know, how do they learn
best (Browder, Spooner 2006)
Common Understanding of
Assessment
• Data can be derived from classroom
observations, structured task analysis, student
report measures, and ISTAR
• Synthesizing this data provides a “class map”
of students’ strengths, preferences and need
to drive instructional decision making, such as
how to differentiate instruction, what strategies
to use and what adaptation to the curriculum
need to be made (Wehmeyer, Sands, 2002)
Common Understanding of ISTAR
• Are you familiar with the Indiana State
Standards?
• Do you understand that ISTAR is simply a
direct derivative of these standards?
• Do you see the performance threads in ISTAR
align to the standards as building to long-term
success?
• Do you understand the skill continuum in each
performance thread in ISTAR and can see
where your students are and what needs to
come next?
Alignment of Components
How are we
doing on
accomplishing
the standards?
Indiana Academic
Standards
Curriculum and
Methods of Instruction
Student Learning
How am I
doing in
reaching my
students?
ISTAR
Assessment
Vehicle for measuring growth in standards
Criteria for Determining Participation in the Alternate Assessment
for
Independent Functioning
in lieu of the general education assessment
Consider:
Presence of a Disability: There is empirical
evidence of a significant cognitive disability that
precludes the acquisition of achievement standards
necessary to obtain a high school diploma.
Intensity of Instruction: Even with extensive,
intensive, pervasive, frequent, and individualized
instruction in all settings, the student is unable to
acquire, maintain, generalize and apply academic skills
across environments.
Curricular Outcomes: The goals and objectives
listed in this student’s IEP focus on progress within
functional achievement indicators and extensions to the
Indiana Academic Standards. The student strives to
achieve the most basic self-help and communication
skills and is seeking opportunities throughout the day to
accomplish very individual goals.
Criteria for Determining Participation in the Alternate Assessment
for
Academic Competence
in lieu of the general education assessment
Consider:
Presence of a Disability: There is empirical
evidence of a significant cognitive disability that
precludes the acquisition of achievement standards
necessary to obtain a high school diploma. However,
there is evidence that the student could achieve
academic competence at a basic level.
Intensity of Instruction: Even when provided
access to a differentiated general education curriculum,
the student is unable to derive reasonable educational
benefit without significant individualized modifications to
content and performance
Curricular Outcomes: The goals and objectives
listed in this student’s IEP focus on progress on
academic skills that are prerequisites to the grade in
which the student is enrolled. The student aspires to
obtain skills necessary for entry level employment
Individualized Testing
Decision per discipline
Given annual goals that are written appropriately based on consideration
of the student’s present level of performance, strengths and needs:
Do the annual goals in this
subject include grade level
content standards?
Is it expected that this student will
learn skills that could lead to
independent employment?
NO
YEs
YES
NO
This student will participate in
ISTAR for Independent
Functioning
This student will participate in
ISTAR for Academic
Competence
Do the goals written for this subject:
A) describe essentially
that which is expected
of grade-level peers?
A
B) describe approximations
that give access to the
general curriculum but
require significant
modifications to meet
individual needs.
1%
B
This student will participate
in the Modified Assessment
A
Does the student require
accommodations in order to
access the curriculum and
demonstrate proficiency?
NO
YES
This student will participate in
ISTEP+ with accommodations.
This student will participate in
ISTEP+ without accommodations.
100%
ISTEP+ without
accommodations
The General Assembly requires all students to participate in testing. Many students with
disabilities are able to participate in ISTEP+ without accommodations.
ISTEP+ with
accommodations
Appropriate accommodations may be provided for persons with disabilities in order to collect
valid information on what the student is able to do. Approved accommodations, such as
allowing for extended testing time, are listed in Appendix C of the ISTEP+ manual. These
accommodations must also be provided routinely in classroom experiences.
Modified grade level
assessment
For students with aspirations to receive a high school diploma despite the inability to
demonstrate grade-level proficiency at the same age as peers, the modified assessment gives
access to grade-level content through easier instrumentation. In order to participate in this
assessment, the student’s I.E.P. must include goals that give access to grade-level content
standards.
ISTAR for
Academic
Competency
Students with cognitive disabilities who have the potential to learn basic academic skills and
who aspire to be employed upon graduation can participate in ISTAR for Academic
Competency. This measure will assist in creating learning goals which are relevant to the
student’s individualized strengths and needs. Students who participate in this assessment
expect to earn a certificate of completion upon leaving high school.
ISTAR for
Independent
Functioning
For students with severe cognitive disabilities who are developing the most basic self-help and
communication skills, the ISTAR for Independent Functioning provides the support team with
assessment measures that capture progress toward living a more independent life. Students
who participate in this assessment are seeking opportunities throughout their day to
accomplish very individualized goals on their own.
ISTAR
ISTEP+
IMAST
March 1 – April 30
March 1 – April 30
Participation in Alternate Assessment is a case conference decision. If your
district uses ISTART7, the State Assessment decision from the Outcomes tab will
lock down the options on the List Manager for the ISTAR purpose.
March 1
ISTAR-Alternate Assessment:
Grade Band Assessment 3-5
• Grade 3 – Math and Language Arts
• Grade 4 – Math, Language Arts and Science
• Grade 5 – Math, Language Arts and Social Studies
Grade Band Assessment 6-8
• Grade 6 – Math, Language Arts and Science
• Grade 7 – Math, Language Arts and Social Studies
• Grade 8 – Math and Language Arts
Grade Band Assessment 9-10
• Grade 9 - Math and Language Arts
• Grade 10 – Math and Language Arts
** And functional areas if selected
ISTAR-Alternate Assessment:
• Grade Bands for grades 3-5, 6-8 and 10.
• Academic assessment process includes 14
Performance Threads = continuum of progress
• Optional Performance Threads for functional
and employability skills
• Performance Thread Rubric boxes will act as
“items” and render a score
Academic Standard
Standard Area
Performance
Skills
Performance Thread
NEW
Academic Areas only
Select ALL rubric boxes/skills per
performance thread/row that best represents
the student's demonstrated skills.
Descriptive Rubric Information
Descriptive Rubric Information
Second level Assessment will not
be available on March 1 for
academic areas. It will be added
later in the month.
Performance Thread Note
Performance Thread Notes
Fucntional and Employability Skills Areas
Select one rubric box per performance
thread that best represents the
student's highest level of performance.
Guidelines for completing ISTAR
• Observe child over time engaged in everyday
classroom routines and activities;
• Review the descriptive behavior examples
corresponding to each performance indicator
• Use of anecdotal notes in ISTAR/ISTAR-KR
is one method of providing evidence of the
rating
Completion RULES
1. A child must demonstrate MOST of the
behavior examples to achieve the performance
indicator,
2. If the performance is written in a plural, this
means MORE THAN ONE
3. Achievement of a performance indicator = child
consistently performs the indicator/skill across
environments, materials, people
RULES continued
4. Be clear about what you are measuringaccommodations verses modification
5. When quality of performance is an issue.
Using the Second Level or
Detailed Assessment Criteria
• This can be used as a progress monitoring
tool
• Should be used to support IEP goal setting
• Rubrics are rated within the range of:
introduced, emerging, developing, ongoing,
ongoing, demonstrated, applied
• Curriculum adjustments can be determined
by the rating of the rubric item
• A rubric can be adapted to an efficient rating
scale for classroom observations
Student information tab- Grade can be changed and guardian
information can be added through the
edit option.
ISTAR Reports – View and create ISTAR reports
Academic Area Report
Functional and Employability Skills Report
Karen Stein
[email protected]
317-234-2377
http://ican.doe.state.in.us