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Use of Assessments with ISD Students
Frequently Asked Questions
Describe the assessment program at ISD.
The purpose of the assessment program at ISD is to initially determine the baseline of the student academic performance level and then to use subsequent assessment to gauge improvement or progress. The results of all assessments of student achievement will be used for the purposes of reporting student progress (both individual and group) and planning the educational program. In order to provide meaningful information on student achievement, a variety of assessments will be used at all levels, preschool through secondary.
When standardized assessments are given, reports will be distributed to teachers for use in planning and to parents to inform of child’s academic progress. The goal is continuous improvement in achievement as measured by the following assessments:
- Indiana Statewide Testing for Educational Progress (ISTEP+)
- Graduation Qualifying Examination (GQE) for Classes of 2009 - 2011
- End of Course Assessments – for Class of 2012 and beyond
- Indiana Standards Tool for Alternate Reporting (ISTAR)
- Northwest Education Association (NWEA) – Measures of Academic Progress (MAP) – for 3rd – 12th graders
- Stanford Achievement Test, 10th Edition (SAT 10) for 1st – 2nd graders
- American College Testing (ACT) or Scholastic Aptitude Test (SAT)
In addition, the assessment program at ISD takes the following forms to measure the alignment of instruction to the Indiana Academic Standards:
- Grade Level Standards-Based Assessments
- Classroom Assessments (paper and pencil tests, projects, presentations, and writing assignments
- Writing Assessments
What legislation requires assessment?
Describe Indiana’s laws that impact assessment.
Public Law 221 (P.L. 221) is Indiana’s comprehensive accountability system for K-12 education. Passed by the legislature in 1999 with broad bipartisan backing and the support of the business and education communities, the law aimed to establish major educational reform and accountability statewide. To measure progress, P.L. 221 places Indiana school corporations and schools into one of five categories based upon “improvement” and “performance” data from the Indiana Statewide Testing for Educational Progress-Plus (ISTEP+).
To get a fact sheet of Public Law 221, the following website may be clicked:
Public Law 221 Fact Sheet:
http://www.doe.in.gov/pl221/2007/2007-PL221-FactSheet.pdf
In this law, it lists two basic following reasons for assessing students:
- To measure progress made by the student.
- To measure how the school is doing in regards to the teaching of Deaf and Hard of Hearing students using the Indiana Academic Standards.
The benefits of assessing progress made by the students include the following:
- To measure overall academic progress of students
- To measure students’ readiness for postsecondary experiences
- To identify students who may need remediation
- To diagnose individual student needs
Second, the school can measure student performance on assessments in order to:
- Assess strengths and weaknesses of school performance
- Assess effects of local educational program and determine need for new or revised educational programs
- Determine overall curriculum development and revision activities
- Compare achievement of students in Indiana to students on a national basis
- Determine training and staff development activities
What Indiana state assessments are used at ISD?
State assessments include:
- Indiana Statewide Testing for Educational Progress (ISTEP+) in English/Language Arts and Mathematics for students in Grades 3 – 9
- Indiana Statewide Testing for Educational Progress (ISTEP+) in Science for students in Grades 5 and 7 (Fall 2008) and in Grades 4 and 6 (Spring 2009)
- Indiana Statewide Testing for Educational Progress (ISTEP+) in Social Studies for students in Grades 5 and 7 (Spring 2009)
- End of Course Assessment (ECA) for the Class of 2012 and beyond
- Graduation Qualifying Examination (GQE) for Classes of 2009 – 2011
- Indiana Standards Tool for Alternate Reporting (ISTAR) for Grades 3 – 10
Core 40: http://www.doe.in.gov/core40/docs/FAQ.doc
How does ISD decide which state assessment the student will take?
Decisions regarding assessment of ISD students are made individually. Such individual decisions are made by the Case Conference Committee in accordance to the Individuals with Disabilities Education Improvement Act, 2004 (IDEIA) and Indiana’s Article 7 Reauthorized, 2008.
- All students in grades 3 -8 will participate in the state assessment program, Indiana Statewide Testing of Educational Progress (ISTEP+), unless the Case Conference Committee determines that it would not be appropriate.
- If the student’s Case Conference Committee determines ISTEP+ would not be appropriate, the only state-accepted alternate assessment is the Indiana Standards Tool for Alternate Reporting (ISTAR) for students in grades 3 - 10.
The Case Conference Committee determines which accommodation would be the most appropriate. The most frequently used accommodation for Deaf and Hard of Hearing students, which is used for all ISD students, is:
“Students provided extended testing time for each testing session (e.g.: 50% more time, double time).”
For Classes of 2009 – 2011, when students do not pass the Graduation Qualifying Examination (GQE), are there other options for satisfying the GQE requirement?
There are three ways students at the Indiana School for the Deaf can earn a diploma. They are as follows:
- The student has passed both sections (English/Language Arts and Mathematics of the Grade 10 Indiana Statewide Testing of Educational Progress (ISTEP+) and completed all the ISD requirements for graduation.
- The student has met the Core 40 requirements and has a grade of C or above in each class.
- The student qualifies for a waiver.
What criteria does ISD use to determine if a student qualifies for a diploma waiver?
The student’s Case Conference Committee will review the following to determine if the student fulfills the graduation requirement:
- Parent/guardian/adult student sends a signed waiver review request form to the High School Supervising Teacher.
- Student’s Teacher of Record collects student portfolio data documenting:
- Achievement of 9th grade Academic Standards in English/Language Arts and/or Mathematics in classroom work;
- The attainment of the 10th grade level – Rausch Unit (RIT) score of 227 or above in Reading and RIT score of 240 or above in Mathematics of the Northwest Evaluation Association (NWEA) – Measure of Academic Progress (MAP) given in the spring.
- Ninety-five percent (95%) attendance rate to the extent required by the IEP, with excused absences not counting against the student’s attendance.
- At least a C or better (2.0 GPA or higher) average in credits required for graduation.
- Completion of the remediation opportunities as determined by the student’s IEP.
- Satisfaction of all state and local graduation requirements.
- Agreement of the School Principal and the Waiver Committee
When students do not satisfy the GQE requirement, what award do students get at graduation?
Students are awarded either a Certificate of Completion or a Certificate of Attendance.
- Certification of Completion: Presented to students who have not passed one or both sections of ISTEP+, who have lower than C grades in the Core 40 required classes,or have passed the 38 required classes, but have not shown the 9th grade equivalency.
- Certifcate of Attendance: Presented to students who have not passed all of the 38 required classes.
Can a student graduate with less than Core 40?
Current high school students and students who entered high school in the fall 2006 are encouraged to complete Core 40 but may earn a General Diploma.
Beginning with students who entered high school in fall 2007 (graduating class of 2011), the completion of Core 40 becomes an Indiana graduation requirement. To graduate with less than Core 40, the following formal opt-out process must be completed:
- The student, the student’s parent or guardian, and the student’s counselor (or another staff member who assists students in course selection) meet to discuss the student’s progress.
- The student’s career and course plan is reviewed.
- The student’s parent or guardian determines if the student will achieve greater educational benefits by completing the general curriculum or the Core 40 curriculum.
- If the decision is made to opt-out of Core 40, the student is required to complete the course and credit requirements for a general diploma and the career-academic sequence that the student will pursue is determined.
How is the opt-out process initiated?
The opt-out process involves a meeting between the student’s parent or guardian and the student's counselor (or another staff member who assists students in course selection). The opt-out process is initiated:
- Upon the request of a student's parent/guardian;
- If the student does not pass at least three (3) courses required under the Core 40 curriculum; student's progress; or
- If a student receives a score on the graduation examination that is in the twenty-fifth percentile or lower when the student takes the graduation examination for the first time.
What happens if the parent does not attend the opt-out meeting with the student and the student’s guidance counselor?
If the parent does not attend the opt-out meeting with the student and the student's counselor after receiving two (2) written requests to attend, the student and the student's counselor shall meet. The student's counselor shall make a recommendation to the student as to whether the student will achieve greater educational benefits by continuing in the Core 40 curriculum or completing the general curriculum, and the student shall determine which curriculum the student will complete.
Opt Out Process: http://www.doe.in.gov/sservices/pdf/sc_opt-out_process.pdf
For the Class of 2012 and beyond:
Will the current Grade 9 students (2008-09 school year) take the ISTEP+ this year?
Grade 9 students (Class of 2012) are expected to take only the End of Course Assessments for the high school courses they complete.
If a Grade 10 student takes the GQE in the fall of 2008 and passes, must the student pass the end of course (ECA) exams in Algebra I, Biology I, and English 10 to graduate?
The new graduation requirement applies to this year’s Grade 9 students (Class of 2012). If current Grade 10 students have passed the GQE, they have met the GQE requirement for testing. If these same Grade 10 students are enrolled in Algebra I, Algebra II, Biology I, or English 11, they take the ECAs in these courses as part of state school accountability under P.L. 221. They do not need to pass the ECAs in these courses to graduate. The P.L. 221 requirement is school participation. For Class of 2012, the graduation requirement will change to meeting the achievement standards for the English 10 and Algebra I ECAs.
If students pass their Algebra I and English 10 ECAs but do not pass the courses, do they still need to earn credit in the courses?
Yes. Granting credit for courses is a local decision.
If students pass their Algebra I and English 10 courses but do not pass the ECAs in these content areas, do they move on in the coursework and just keep retaking the ECAs?
Beginning with the Class of 2012, students must pass the Algebra I and English 10 ECAs as Graduation Qualifying Exams. If a student passes the course and not the ECA, remediation will be handled in a manner similar to the protocol for the current GQE.
Statewide Assessment System: http://www.doe.in.gov/istep/pdf/INStatewideAssessmentSystQA-021808.pdf
What changes have been made to the Graduation Qualifying Exam (GQE) Requirement?
Legislation passed in 2005 and clarified in legislation passed in 2006 immediately adds a “Work-readiness Waiver” (retroactive July 1, 2005) and eliminates the Core 40 Waiver beginning July 1, 2011.
With these changes, there are the following four ways to meet the GQE Requirement:
- Passing the Mathematics and English/Language Arts portions of the ISTEP+/GQE; or
- Fulfilling the requirement for the Core 40 Waiver (until July 1, 2011); or
- Fulfilling the requirements for a GQE “Evidence-based” Waiver (see below); or
- Fulfilling the requirement for a GQE “Work-readiness” Waiver (see below).
GQE “Evidence-based” Waiver (No change to current waiver provision)
A student who does not achieve a passing score on the graduation examination may be eligible to graduate if the student does all of the following:
- Takes the graduation examination in each subject area in which the student did not achieve a passing score at least one (1) time every school year after the school year in which the student first takes the graduation examination;
- Completes remediation opportunities provided to the student by the student's school;
- Maintains a school attendance rate of at least ninety-five percent (95%) with excused absences not counting against the student's attendance;
- Maintains at least a "C" average or the equivalent in the courses comprising the credits specifically required for graduation by rule of the state board;
- Otherwise satisfies all state and local graduation requirements; and
- Obtain a written recommendation from a teacher of the student in each subject area in which the student has not achieved a passing score on the graduation examination. The written recommendation must be concurred by the principal of the student's school and be supported by documentation that the student has attained the academic standard in the subject area based on:
- tests other than the graduation examination; or
- classroom work.
GQE "Evidence-based" Waiver (No change to current waiver provision)
A student who does not achieve a passing score on the graduation examination may be eligible to graduate if the student does all of the following:
- Takes the graduation examination in each subject area in which the student did not achieve a passing score at least one (1) time every school year after the school year in which the student first takes the graduation examination;
- Completes remediation opportunities provided to the student by the student's school;
- Maintains a school attendance rate of at least ninety-five percent (95%) with excused absences not counting against the student's attendance;
- Maintains at least a "C" average or the equivalent in the courses comprising the credits specifically required for graduation by rule of the state board;
- Otherwise satisfies all state and local graduation requirements; and
- Complete the course and credit requirements for a general diploma, including the career academic sequence; a workforce readiness assessment; and, at least one (1) career exploration internship, or cooperative education, or workforce credential recommended by the student's school.
Statewide Assessment System: http://www.doe.in.gov/istep/pdf/INStatewideAssessmentSystQA-021808.pdf
What is the state testing schedule for the ISD students?
2008 – 2009
ISTEP+ September 15 – 22, 2008
Fall GQE September 16 – 18, 2008
Spring GQE March 10 – 12, 2009
ISTEP+ (writing) March 2 -11, 2009
ISTEP+ (multiple choice) April 26 – May 6, 2009
For further reference on the ISTEP+ testing dates, please refer to the following link:
Testing Dates:
http://www.doe.in.gov/istep/pdf/2008-05-08-AssessmentCalendar.pdf
How are ISD students waived from ISTEP+? Is there an alternative assessment?
Decisions regarding assessing ISD students are made individually. Such individual decisions are made by the Case Conference Committee in accordance to the Individuals with Disabilities Education Act (IDEA) and Indiana's Article 7 of IDEA. If the Case Conference Committee determines that ISTEP+ would not be appropriate, the only state accepted alternate assessment is the Indiana Standards Tool for Alternate Reporting (ISTAR).
What is the purpose of ISTAR? How is it used at ISD?
The primary function of ISTAR is to measure the progress of students who are unable to participate in ISTEP+. Teachers document progress using a rubric system indicating level and/or progress made within the Indiana Academic Standards in English/language arts and Mathematics. The rubric system is also used for functional achievement. Information and description of the ISTAR program can be found at the following website address:
ISTAR: https://istar.doe.state.in.us/
What criteria does the Case Conference Committee use to determine participation in ISTAR?
If the Case Conference Committee determines that a student will be assessed using ISTAR, the individualized education program (IEP) must include information and documentation of each of the following 3 criteria:
- Evidence of a Significant Cognitive Disability: There is empirical evidence (e.g. formal testing, M-team evaluation, etc) of a significant cognitive disability that prevents the acquisition of Indiana's Academic Standards necessary to attain a high school diploma.
- Intensity of Instruction: The student is unable to acquire, maintain, generalize, and apply academic skills across environments even with extensive/intensive, pervasive, frequent, and individualized instruction in multiple settings.
- Curricular Outcomes: The goals and objectives listed in the student's IEP focus on progress with functional achievement indicators, and the student's present level of educational performance significantly impedes participation and completion of the general education curriculum even with significant program modifications.
Are there other criteria that can be used to determine participation in the ISTAR?
The Case Conference Committee cannot make determination of ISTAR participation for factors such as:
- Excessive or extensive absences.
- Social, cultural or economic differences.
- Mere existence of an IEP or identification in a specific disability category.
- A specific special education placement or service.
- Emotional, behavioral or physical challenges.
- Anticipated scores on ISTEP+.
- Concern for Adequate Yearly Progress (AYP) calculations.
Can ISTAR be used for diploma-track students?
Yes. Since this alternate reporting system is relatively new, ISD is exploring the use of ISTAR for the following reasons:
- ISTAR is a good tool to measure progress of students made on academic standards in English/language arts and mathematics.
- ISTAR could become an excellent tool to document achievement of academic standards for use in graduation waiver process.
- ISTAR can provide excellent assessment data for curriculum alignment, instructional planning and assessment.
Can ISD students participating in the ISTAR program satisfy the GQE?
At this time, no. There are three ways students at the Indiana School for the Deaf can earn a diploma. They are as follows:
- The student has passed both (English/language arts and Mathematics) sections of the Grade 10 Indiana Statewide Testing of Educational Progress-Plus (ISTEP+) and completed all ISD requirements for graduation.
- The student has met the Core 40 requirements and has a grade of C or above in each class.
- The student qualifies for a waiver. The student's Case Conference Committee will review the following to determine if the student fulfills the graduation requirement:
- Parent/guardian/adult student sends a signed waiver review request form to the High School Supervising Teacher.
- Student's Teacher of Record collects student portfolio data documenting:
- Achievement of 9th grade Academic Standards in English/language arts and/or mathematics in classroom work;
- The attainment of the Advanced I level on the Stanford Achievement Test for the Hearing Impaired (SATHI).
- Ninety-five percent (95%) attendance rate to the extent required by the IEP, with excused absences not counting against the student's attendance.
- At least a C or better (2.0 GPA or higher) average in credits required for graduation.
- Completes remediation opportunities as determined by the student's IEP.
- Satisfies all state and local graduation requirements.
- Agreement of the school Principal and the Waiver Committee.
Are there other assessments used at ISD that are appropriate for Deaf and Hard of Hearing students?
Dedicated to this belief, Northwest Education Association (NWEA) developed Measures of Academic Progress (MAP), a state- aligned computerized adaptive assessment program that provides educators with the information they need to improve teaching and learning. Educators use the growth and achievement data from MAP to develop targeted instructional strategies and to plan school improvement. With the ability to test students up to four times a year, MAP test results help educators make student-focused, data-driven decisions.
More than 3100 school districts and educational partners use MAP Mathematics, Reading, and Language Usage tests to help all students learn. These assessments are unique in that they adapt to each student's ability, accurately measuring what a child knows and needs to learn. In addition, MAP tests measure academic growth over time, independent of grade level or age. Most importantly, the results educators receive have practical application to teaching and learning. MAP test results provide educators with timely information that guides instructional planning and school improvement.
ISD adopted the MAP assessment during the 2007-2008 school year. Students in grades 3 through 12 were given the MAP for the first time in the spring of 2008.
The testing windows for the 2008-2009 school year are as follows:
Fall NWEA – MAP September 29 – October 17, 2008
Spring NWEA – MAP
Reading/Language Usage March 16 – 27, 2009 Mathematics April 6 – 14, 2009
NWEA: http://www.nwea.org/
Can ISD college-bound students take the ACT or SAT?
Yes. As with most colleges and universities, Gallaudet University and the National Technical Institute for Technology at Rochester Institute of Technology have required applicants to take the American College Testing (ACT). The Scholastic Aptitude Test (SAT) is accepted as an option.
ISD was approved as a private testing site for both the ACT and the SAT. Private means that this site will be open to only Deaf or hard of hearing students (15 seats per test date).
Students have been taking the ACT on site, at ISD, since 2001-02. Taking the ACT or SAT on site allows students to access information from the testing administrator directly. In previous years, ISD students had taken the ACT or SAT in public schools through the use of interpreting services.
ACT: http://www.act.org/aap/
SAT: http://www.collegeboard.com/
Revised on September 12, 2008
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