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

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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

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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

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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

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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.

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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

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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

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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

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The ASIST Framework Continued

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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.

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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

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Using the Guidelines Step 1:

Read and consider the 3 explanatory bullet statements proceeding the checklist

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• 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.

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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?

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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)

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Using the Guidelines Step 11:

Complete or update the “Participation in State and Local Assessments” page of the student’s IEP”

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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

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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

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Wrap Up…

PDE Contacts… PDE Bureau of Special Education

Lynda A. Balmer-Lupp717-783-6913lylupp@state.pa.us

PDE Bureau of Assessment and AccountabilityDiane Simaska717-705-2343dsimaska@state.pa.us

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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

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Amanda M. Kloodramandakloo@gmail.com