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Within the 1%, a second, larger group of students with significant cognitive disabilities can be expected to attain academic.

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Presentation on theme: "Within the 1%, a second, larger group of students with significant cognitive disabilities can be expected to attain academic."— Presentation transcript:

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2 Within the 1%, a second, larger group of students with significant cognitive disabilities can 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. May 2008

3 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. Summer 2008

4 ISTAR was redesigned from the science and social studies work. Matrices of performance level descriptors were created. The ratings are referenced to the continuum of assessment indicators that have been extended directly from the Indiana state academic standards for mathematics, English/language arts, science and social studies. February 2009

5 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 committees recommendations and they will be sent for adoption by the State Board of Education December 2009

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7 ISTAR ISTEP+ IMAST

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9 Consider: Presence of a Disability : There is empirical evidence of a severe disability that precludes the acquisition of Indiana Academic Standards and 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 students 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 INDEPENDENT FUNCTIONING in lieu of the general education assessment

10 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 students 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 Criteria for Determining Participation in the Alternate Assessment for Academic Competence in lieu of the general education assessment

11 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.

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13 If your district does not use ISTART7, the information for the State Assessment decision needs to be added to the List Manager tab on the Student records page under ISTAR purpose.

14 March 1 – April 30

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18 March 1

19 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

20 ** And functional areas if selected

21 Academic Standard Standard Area Performance Thread Performance Skills

22 Academic Areas only Select ALL rubric boxes/skills per performance thread/row that best represents the student's demonstrated skills. NEW

23 Functional and Employability Skills Areas Select one rubric box per performance thread that best represents the student's highest level of performance.

24 Descriptive Rubric Information

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26 Second level Assessment will not be available on March 1 for academic areas. It will be added later in the month.

27 Performance Thread Note

28 Performance Thread Notes

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31 Student Records - Provides an interface for editing student-specific demographics, process/purpose and viewing historic Case Conference reports

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33 Student information tab- Grade can be changed and guardian information can be added through the edit option. ISTAR Reports – View and create ISTAR reports

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35 Academic Area Report

36 Functional and Employability Skills Report

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38 Security Access – manage all access to any of the functions of the program ISTAR List

39 To add another user, click on add item

40 Type the last name of the teacher to which you wish to grant access and click the search icon

41 From the returned results, click the teachers name (even if only one is returned) and a SAVE button will appear (click save).

42 Assign access to newly added teacher by clicking the appropriate checkboxes.

43 Student Access log – view the access log which will display various event and a list of any users who have accessed the student record ISTAR KR List

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45 Karen Stein


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