Module Description - Instructional Outcomes - Instructional Events
Instructional Evaluation - Discussion List
MODULE DESCRIPTION:
This module is intended to outline the key requirements and considerations regarding the participation of students with disabilities in federally mandated and supplemental state assessments. In addition, participants will explore the utility of the assessment data in planning for improved instruction.
INSTRUCTIONAL OUTCOMES:
Upon completion of this module, the participant will be able to
- Articulate the regulatory impetus and rationale for including students with disabilities in state assessment.
- Recognize accommodations that are considered to be acceptable for students with disabilities who participate in ISTEP+.
- Apply the criteria for determining if a student in grade 3 – 10 is eligible to participate in the alternate assessment (ISTAR) based on alternate achievement standards in lieu of ISTEP+.
- Articulate the regulations regarding the assessment of students in preschool programs.
- Describe the uses for ISTAR as a supplemental assessment.
INSTRUCTIONAL PROFICIENCIES:
The building level administrator promotes the success of all students and staff by
IPSB #1: Facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the greater school community.
Knowledge #4: Understands information sources, data collection, and data analysis strategies.
Disposition #1: Believes in, values, and is committed to the educability of all.
IPSB #2: Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
Performance #1: All individuals are treated with fairness, dignity, and respect.
Performance #16: Multiple sources of information regarding performance are used by staff and students.
Knowledge #7: Understands measurement, evaluation, and assessment strategies.
IPSB #3: Promotes the success of all students and staff by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
Knowledge #7: Understands legal issues impacting school operations.
Knowledge #8: Understands current technologies which support management functions.
INSTRUCTIONAL EVENTS:
Federal laws (NCLB and IDEA) require that all students enrolled in a public or an accredited school in Indiana participate in the state assessment system. For most students in grades 3-10, this means participation in ISTEP+, with or without accommodations.
ACTIVITY 1
ISTEP Program Manual - See Chapter 3 (pp13-14) regarding student participation in ISTEP+. In addition see Appendix C (p.51) for specific accommodations allowed for ISTEP+ testing.
For a small number of students with special needs, it may be determined by the student’s case conference committee (CCC) that ISTEP+ is not an appropriate assessment instrument. In these cases, the alternate assessment ISTAR is utilized. Specific criteria for the use of the alternate assessment have been provided by the Indiana Department of Education. For a student to be eligible to participate in the ISTAR assessment in lieu of ISTEP+, the student’s CCC must document its decision in the student’s IEP based on three criteria outlined in the Criteria for Determining Participation in the Alternate Assessment Based on Alternate Achievement Standards in lieu of ASTEP+.
ACTIVITY 2
Review the exclusion criteria and consider examples of where the exclusionary variables may have effected case conference decisions. Write a two page reflection paper on the advantages and disadvantages of the exclusionary criteria.
ACTIVITY 3
Become familiar with the three criteria for determining participation in ISTAR in lieu of ISTEP+ by viewing a short Power Point . Describe in writing “What does a significant cognitive disability look like”?
ACTIVITY 4
Take a trip to a classroom with students with severe disabilities and a classroom with children who participate in ISTEP+ with accommodations. Interview the teacher(s) in terms of the characteristics of at least five children related to state assessment criteria. Investigate and document the relationship between the assessment data and the instructional decisions for those students.
The Indiana Standards Tool for Alternate Reporting (ISTAR) is the only alternate assessment that is recognized by the Indiana State Board of Education for the purpose of statewide accountability. ISTAR is a web-based system that utilizes teacher ratings to measure the progress of students. Although meant to be a continuous process throughout the year, ISTAR assessments must be updated and completed during the time frame of August 1 through October 31 for students who are participating in ISTAR in lieu of ISTEP+. Students who meet the criteria for participation and whose ISTAR assessment is completed correctly will count as participating in the assessment system. Completed ISTAR assessment records will be reviewed and scored following the October 31st deadline in order to determine passing scores for the purpose of calculating AYP for buildings and corporations throughout the state. The manual for using the ISTAR system is available at the ISTAR website.
In addition, as a condition of eligibility for Part B funds, schools must assess all early childhood students with disabilities with ISTAR. Students served by early childhood programs for at least six months are to be assessed during the quarter of their entry, exit, and birth date of each year.
CASE STUDIES
Using the Criteriafor Determining Participation in the Alternate Assessment Based on Alternate Achievement Standards in lieu of ISTEP+. study the case studies. Using the information in the case study decide, as a member of the CCC, if you would recommend the student participate in ISTEP+ testing or the ISTAR assessment. Justify your recommendation based on data in the case study.
Meeting Individual Student Needs II: Statewide Alternate Assessment (ISTAR)
