ASIST

1. PSSA-M GUIDELINES FOR IEP TEAMS Spring 2010 Administration PA Department of Education Bureau of Special Education Bureau of Assessment and Accountability ASIST Assigning Students with IEPs to State Tests Facilitated by: Amanda Kloo, PhD, University of Pittsburgh

2. 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 Guidelines ASIST Guidelines

3. The ASIST Framework Introduction • Rationale for the participation of SWD in PA state tests • Is required by law • Results in improved instruction • Promotes “shared” responsibility of and resources for SWD ASIST Guidelines

4. The ASIST Framework Continued 5 Options for Test Participation in PA • The PSSA • The PSSA with accommodations • The PSSA-Modified (Spring 2010 Math ONLY; Grades 4-8, 11) • The PSSA-Modified with accommodations (Spring 2010 Math ONLY; Grades 4-8, 11) • The PASA ASIST Guidelines

5. The ASIST Framework Continued Important Considerations for Test Assignment • These decisions ONLY apply to SWD who require SDI • MOST students with IEPs should aim for taking the PSSA with or without accommodations • The PSSA-M is a GRADE LEVEL test of GRADE LEVEL skills • The PSSA-M is subject specific • Assignment recommendations/decisions occur every year ASIST Guidelines

6. Spot Check… • Name one reason why SWD are required to participate in state accountability tests. • Tell a partner 2 options for SWD’s test participation in the PA. • Are the following considerations about PSSA-M true or false… • The PSSA-M is an out-of-grade-level test. • A student may be assigned to the PSSA-M Math test with accommodations but also to the PSSA Reading test without accommodations. • Most students with disabilities should be assigned to either the PSSA-M or the PASA ASIST Guidelines

7. The ASIST Framework Continued Consequences of test assignment decisions • NO consequences for the student • None with respect to … • Test score due to accommodations • High school graduation • Eligibility for post-secondary education • Grade promotion or retention • Rewards for Proficient or Advance performance ASIST Guidelines

8. The ASIST Framework Continued Consequences of test assignment decisions • SOME consequences for the school or district • With respect to … • PSSA-M: Only 2% of students assessed at a grade span may be counted as PROFICIENTin the calculation of AYP • PASA: ONLY 1% of students assessed at a grade span may be counted as PROFICIENTin the calculation of AYP • Over assigning students to alternate assessments may actually result in fewer students who are counted as proficient ASIST Guidelines

9. Spot Check • Are there any consequences of test assignment decisions to students? • Check () two of the points listed that you think are particularly important for educators, parents, etc. to remember. • Are there any consequences of test assignment to schools or districts? • Check () the point that you think is particularly important for educators, parents, etc. to remember. ASIST Guidelines

10. The ASIST Framework Continued 2010 PSSA-M Participation Decision-Making Guidelines • If considering PSSA-M assignment for a student, the IEP team must account for the following: • Opportunity to learn Grade Level Content • Academic Achievement and Progress ASIST Guidelines

11. The ASIST Framework Continued Opportunity to Learn Grade Level Content • Potential Evidence: • attendance data (the student must have been present for instruction); • grade-level standards-aligned IEP goals; • instructional accommodations and/or modifications; • intensive research-based interventions ASIST Guidelines

12. The ASIST Framework Continued Academic Achievement and Progress • Potential Evidence: • past state test data; • PVAAS data; • Norm-referenced test data; • grade-level standards-aligned IEPs; • classroom achievement data; • CBM/CBA data ASIST Guidelines

13. The ASIST Framework Continued 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. ASIST Guidelines

14. Spot Check • Fill in the blank… • A student being considered for PSSA-M participation must have had adequate opportunity to learn _______ _______ _________. • Multiple sources of evidence show that a target student’s disability hinders his ability to achieve grade level proficiency despite ____________ interventions that are ___________-_______________. • 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

15. ASIST Guidelines

16. Preparation for using the Guidelines • IEP teams should… • Keep in mind that test assignment recommendations are individualized and made by IEP team • 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 • Review the “Potential Evidence” column and gather relevant evidence sources of the target student’s academic achievement and opportunity to learn ASIST Guidelines

17. Using the Guidelines • Step 1: • Read and consider the 3 explanatory bullet statements proceeding the checklist • 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 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 • Check () “Yes” if the student meets Criteria 1; Check () “No” if the student does not meet Criteria 1 ASIST Guidelines

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21. Using the Guidelines • Step 4: • Read and consider eligibility Criteria 2 and participation Guideline 2 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 • 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 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 • 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 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 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 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 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 ASIST Guidelines

30. Spot Check • Phew! Turn to a peer (or a peer group) and • Review Criteria 1, the Guideline, Potential Evidence, and our discussion points • Summarize one key point in your own words • Repeat this task for Criterion 2-4 • Questions? Comments? Clarifications? 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! ASIST Guidelines

34. MIU#4 Insert • How to use PVAAS to find student proficiency projections statistic • See step by step handout ASIST Guidelines

35. 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

36. Wrap Up… • PDE Contacts… • PDE Bureau of Special Education Lynda A. Balmer-Lupp 717-783-6913 lylupp@state.pa.us • PDE Bureau of Assessment and Accountability Diane Simaska 717-705-2343 dsimaska@state.pa.us ASIST Guidelines

37. 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 Education PDE Bureau of Assessment and Accountability PaTTAN PSSA-M GSEG Amanda M. Kloo dramandakloo@gmail.com ASIST Guidelines