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
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
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
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
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
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
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.
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