ASIST Assigning Students with IEPs to State Tests
PSSA-M GUIDELINES FOR IEP TEAMS
Spring 2010 Administration
Facilitated by: Amanda Kloo, PhD, University of Pittsburgh
PA Department of EducationBureau of Special Education
Bureau of Assessment and Accountability
ASIST Document
Finalized August 2009
Guides IEP teams in making appropriate decisions about the participation of individual students with disabilities in Pennsylvania State Assessments
Introduction of Spring 2010 PSSA-Modified Participation Guidelines
Reiteration of PASA Participation Guidelines2ASIST Guidelines
The ASIST Framework
Introduction Rationale for the participation of SWD in
PA state tests1. Is required by law2. Results in improved instruction3. Promotes “shared” responsibility of
and resources for SWD
3ASIST Guidelines
5 Options for Test Participation in PA1.The PSSA2.The PSSA with accommodations3.The PSSA-Modified
(Spring 2010 Math ONLY; Grades 4-8, 11)
4.The PSSA-Modified with accommodations (Spring 2010 Math ONLY; Grades 4-8, 11)
5.The PASA
The ASIST Framework Continued
4ASIST Guidelines
ASIST Guidelines 5
Important Considerations for Test Assignment
1.These decisions ONLY apply to SWD who require SDI
2.MOST students with IEPs should aim for taking the PSSA with or without accommodations
3.The PSSA-M is a GRADE LEVEL test of GRADE LEVEL skills
4.The PSSA-M is subject specific5.Assignment recommendations/decisions occur
every year
The ASIST Framework Continued
Spot Check…
1. Name one reason why SWD are required to participate in state accountability tests.
2. Tell a partner 2 options for SWD’s test participation in the PA.
3. Are the following considerations about PSSA-M true or false…
1. The PSSA-M is an out-of-grade-level test.2. A student may be assigned to the PSSA-M Math
test with accommodations but also to the PSSA Reading test without accommodations.
3. Most students with disabilities should be assigned to either the PSSA-M or the PASA
ASIST Guidelines 6
ASIST Guidelines 7
Consequences of test assignment decisions
NO consequences for the student None with respect to …1. Test score due to accommodations2. High school graduation3. Eligibility for post-secondary education4. Grade promotion or retention5. Rewards for Proficient or Advance
performance
The ASIST Framework Continued
ASIST Guidelines 8
Consequences of test assignment decisions SOME consequences for the school or district
With respect to …1. PSSA-M: Only 2% of students assessed at a grade
span may be counted as PROFICIENT in the calculation of AYP
2. PASA: ONLY 1% of students assessed at a grade span may be counted as PROFICIENT in the calculation of AYP
3. Over assigning students to alternate assessments may actually result in fewer students who are counted as proficient
The ASIST Framework Continued
Spot Check
1. Are there any consequences of test assignment decisions to students?
a) Check () two of the points listed that you think are particularly important for educators, parents, etc. to remember.
2. Are there any consequences of test assignment to schools or districts?
a) Check () the point that you think is particularly important for educators, parents, etc. to remember.
ASIST Guidelines 9
2010 PSSA-M Participation Decision-Making Guidelines
If considering PSSA-M assignment for a student, the IEP team must account for the following:
1. Opportunity to learn Grade Level Content2. Academic Achievement and Progress
ASIST Guidelines 10
The ASIST Framework Continued
Opportunity to Learn Grade Level Content Potential Evidence:
1. attendance data (the student must have been present for instruction);
2. grade-level standards-aligned IEP goals; 3. instructional accommodations and/or
modifications; 4. intensive research-based interventions
ASIST Guidelines 11
The ASIST Framework Continued
Academic Achievement and Progress Potential Evidence:
1. past state test data;2. PVAAS data;3. Norm-referenced test data;4. grade-level standards-aligned IEPs; 5. classroom achievement data; 6. CBM/CBA data
ASIST Guidelines 12
The ASIST Framework Continued
ASIST Guidelines 13
After thoughtfully reviewing the aforementioned considerations, consequences, and data sources for EACH student with an IEP, IEP teams should sequentially and systematically work through the PSSA-M Participation Decision Framework to recommend the appropriate 2010 state Math test assignment.
The ASIST Framework Continued
Spot Check
Fill in the blank…1. A student being considered for PSSA-M
participation must have had adequate opportunity to learn _______ _______ _________.
2. Multiple sources of evidence show that a target student’s disability hinders his ability to achieve grade level proficiency despite ____________ interventions that are ___________-_______________.
3. Multiple sources of evidence show that a target student is unlikely to achieve grade level proficiency within one year EVEN IF ______________ growth occurs.
ASIST Guidelines 14
ASIST Guidelines 15
Preparation for using the Guidelines
IEP teams should…1. Keep in mind that test assignment
recommendations are individualized and made by IEP team
2. Become familiar with the decision-making checklists for both the PSSA-M and PASA (including each criteria, guideline, and guiding question) to efficiently and appropriately recommend test assignment
3. Review the “Potential Evidence” column and gather relevant evidence sources of the target student’s academic achievement and opportunity to learn
ASIST Guidelines 16
Using the Guidelines Step 1:
Read and consider the 3 explanatory bullet statements proceeding the checklist
ASIST Guidelines 17
• Students must meet 4 out of 4 criteria in order for an IEP team to recommend participation in the PSSA-Modified by subject area.
• If a student does not meet 4 out of 4 criteria by subject area, IEP teams may consider recommending participation in the PSSA with accommodations.
• Potential Evidence may include what is listed below but is not limited to those listed.
ASIST Guidelines 18
Using the Guidelines Step 2:
For each subject area (2010 Math ONLY): Read and consider eligibility Criteria 1 and
participation Guideline 1
Criteria Guideline
1. Ineligible for the PASA
Students considered for the PSSA-M do not have significant cognitive disabilities and should not be held to alternate achievement standards
ASIST Guidelines 19
Using the Guidelines Step 3:
Read and consider what types of Potential Evidence may be necessary to determine whether or not the student satisfies Criteria 1
Potential Evidence
• IEP• PASA Guidelines for Participation
Check () “Yes” if the student meets Criteria 1; Check () “No” if the student does not meet Criteria 1
ASIST Guidelines 20
ASIST Guidelines 21
Using the Guidelines Step 4:
Read and consider eligibility Criteria 2 and participation Guideline 2
Criteria Guideline
2. Standards-Aligned Grade Level Instruction
All students considered for the PSSA-M must have a grade level standards-aligned IEP that clearly documents that the student requires significant instructional accommodations and/or modifications to successfully access grade level content
ASIST Guidelines 22
Using the Guidelines Step 5:
Read and consider what types of Potential Evidence may be necessary to determine whether or not the student satisfies Criteria 2
Potential Evidence
In applicable subject area:• Standards-aligned IEP Goals • SDI documentation• Present levels documentation• Instructional accommodations and modification
documentation/ evidence Check () “Yes” if the student meets Criteria 2;
Check () “No” if the student does not meet Criteria 2
ASIST Guidelines 23
Using the Guidelines Step 6:
Read and consider eligibility Criteria 3 and participation Guideline 3
Criteria Guideline
3. Persistent academic difficulties
Students considered for the PSSA-M have persistent academic difficulties despite having received intensive research-based interventions
ASIST Guidelines 24
Using the Guidelines Step 7:
Read and consider what types of Potential Evidence may be necessary to determine whether or not the student satisfies Criteria 3
Potential Evidence
In applicable subject area:• Progress monitoring data (CBM, CBA)• Intervention documentation
Check () “Yes” if the student meets Criteria 3; Check () “No” if the student does not meet Criteria 3
ASIST Guidelines 25
Using the Guidelines Step 8:
Read and consider eligibility Criteria 4 and participation Guideline 4
Criteria Guideline
4. Lack of academic progress or growth
Students considered for the PSSA-M have established patterns of significantly low performance on multiple valid measures that indicates that even if significant growth occurs, achievement of grade level proficiency is unlikely
ASIST Guidelines 26
Using the Guidelines Step 9:
Read and consider what types of Potential Evidence may be necessary to determine whether or not the student satisfies Criteria 4
Evidence
In applicable subject area:• State level assessment data:
• Patterns of Below Basic performance on the PSSA • PVAAS projection to proficiency of less than 10%
• District/School level assessment data:• Performance well below grade level on a norm-
referenced achievement test• Grade level assessment data• Well below average performance on progress
monitoring or other classroom assessment data
ASIST Guidelines 27
Using the Guidelines Step 9 continued:
Read and consider what types of Potential Evidence may be necessary to determine whether or not the student satisfies Criteria 4
Evidence
In applicable subject area:• State level assessment data:
• Patterns of Below Basic performance on the PSSA • PVAAS projection to proficiency of less than 10%
• District/School level assessment data:• Performance well below grade level on a norm-
referenced achievement test• Grade level assessment data• Well below average performance on progress
monitoring or other classroom assessment data
ASIST Guidelines 28
Using the Guidelines Step 9 continued:
Read and consider what types of Potential Evidence may be necessary to determine whether or not the student satisfies Criteria 4
Evidence
In applicable subject area:• State level assessment data:
• Patterns of Below Basic performance on the PSSA • PVAAS projection to proficiency of less than 10%
• District/School level assessment data:• Performance well below grade level on a norm-
referenced achievement test• Grade level assessment data• Well below average performance on progress
monitoring or other classroom assessment data
ASIST Guidelines 29
Using the Guidelines Step 9 Continued:
Check () “Yes” if the student meets Criteria 4; Check () “No” if the student does not meet Criteria 4
Spot Check
Phew! Turn to a peer (or a peer group) and1. Review Criteria 1, the Guideline, Potential
Evidence, and our discussion pointsa) Summarize one key point in your own words
2. Repeat this task for Criterion 2-43. Questions? Comments? Clarifications?
ASIST Guidelines 30
ASIST Guidelines 31
Using the Guidelines Step 10:
For each subject area (2010 Math ONLY): Make a recommendation about the student’s
participation in the PSSA-M 4/4 Criteria must be met Determine if the student will participate with or without
accommodations If the IEP does NOT recommend that the student
participates in the PSSA-M for a particular subject, indicate which assessment option is most appropriate: The PSSA The PSSA with accommodations The PASA (all subject areas)
ASIST Guidelines 32
Using the Guidelines Step 11:
Complete or update the “Participation in State and Local Assessments” page of the student’s IEP”
ASIST Guidelines 33
Using the Guidelines Step 12:
Congratulate each other on a job well done and thank each other for your excellent and committed work with exceptional children and their families in Pennsylvania!
MIU#4 Insert
How to use PVAAS to find student proficiency projections statistic
See step by step handout
ASIST Guidelines 34
Wrap Up…
Questions? Resources…
PDE Bureau of Special Education http://www.pde.state.pa.us/special_edu/cwp/view.asp?
a=177&Q=49773&g=214&special_eduNav=|3902|3913|&special_eduNav=|2195|&special_eduNav=|3899|
PDE Bureau of Assessment and Accountability http://www.pde.state.pa.us/pas/site/default.asp?
g=0&k12Nav=|1141| http://www.pde.state.pa.us/a_and_t/site/default.asp?
g=0&a_and_tNav=|630|&k12Nav=|1141| PaTTAN
http://www.pattan.net/Standards-BasedIEPs.aspx
ASIST Guidelines 35
Wrap Up…
PDE Contacts… PDE Bureau of Special Education
Lynda A. [email protected]
PDE Bureau of Assessment and AccountabilityDiane [email protected]
ASIST Guidelines 36
Thank You!
Again, thank you for all that you do to improve the educational lives of children with
disabilities in Pennsylvania!
PDE Bureau of Special EducationPDE Bureau of Assessment and AccountabilityPaTTANPSSA-M GSEG
ASIST Guidelines 37
Amanda M. [email protected]
Top Related