Standardized Testing Requirements...Using STAR?

[sweetpea3829]

I'm having a hard time getting good info on this and thought perhaps the Hive could help.

 

DD10 has an IESP with the local district.  We are in NY State which requires us to submit Standardized test scores as early as 4th grade and no later than 5th.  DD was listed on her IHIP as a 3rd grade student and our plan was to administer the 4th grade test later this summer (so...the beginning of her 4th grade year) and then the 5th grade test at the end of her 5th grade year.  As long as she scored the same or higher, she would have demonstrated a "year of growth" and met the requirements.

 

The problem is that DD is nowhere NEAR ready to sit a 4th grade Standardized test.  Not in math.  Not even close.  Neither do I wish to have her sit a test that will have large amounts of content that she is not ready to see.  Because stressful.  

 

So I discussed it with her IESP team and they were unclear how the State Regs interacted with her IESP, etc.  They suggested I speak with the District Assistant Superintendent, who handles all of the homeschooling documentation and what not.

 

Long story longer...he is suggesting DD take the STAR standardized test, as it adjusts to the student's answers and would not give her much content above her ability, as determined by the assessment during the process.  

 

 

I have very little knowledge of STAR and what it is.  I do not hear it talked about often, if at all.  Is there anything I need to know before I commit my daughter to this particular standardized test?  

 

 

 

 

[VinNY]

My child took the STAR test in public school. It is computerized and I am not adverse to it but I do not consider it a good diagnostic tool. My daughter never showed improvement on math with it because she couldn't use her calculator (as per her IEP). So it never truly showed her growth even while in public school. You have other choices besides : 

  the Iowa Test of Basic Skills, the California Achievement Test, the Stanford Achievement Test, the Comprehensive Test of Basic Skills, the Metropolitan Achievement Test, a State Education Department test, or another test approved by the State Education Department.

 

Please read:

 

http://www.nyhen.org/addl-tests.pdf

 

There are diagnostic tests like the Woodcock and Key Math that are helpful.  There is the PASS and Kaufman. I would read up on these alternatives. We have some former special ed teachers now homeschooling, who administer the tests for the local community. 

 

You get immediate results with the STAR and if the school is willing to administer it to him, you may want him to try it. Otherwise, do they do diagnostic testing for your son every year for his IESP?

 

[Hilltopmom]

I saw your post on the yahoo group & looked it up, since we are in the same boat. If they'll let u use it, it's probably fine. If you're looking for more useful info, I'd go with something else. If u just need to check the testing box & they're offering it, then yeah, maybe.

 

We do the CAT & I let her use all of her accomodations. She is not anywhere near grade level, but this year, I decided to test at the level of curriculum she is actually doing, not her "grade on paper if she were in school". (Which isn't what we're really supposed to do- but I agree, why test on stuff she's neber covered?!)

Technically, she had her full eval this year & I may just use those results.

 

I'm so happy you posted about having her IESP be the "remediation" plan if scoring under the 33rd percentile, that's something that had never occured to me! As she gets older, if I test at grade level, there's no chance of a year growth or scoring above 33.

 

It's not what we are "supposed" to do, but the regs arent really written to address kids with more severe special needs. My dd has not made "a years growth" in math, in several years put together.

Edited May 14, 2016 by Hilltopmom

[sweetpea3829]

I saw your post on the yahoo group & looked it up, since we are in the same boat. If they'll let u use it, it's probably fine. If you're looking for more useful info, I'd go with something else. If u just need to check the testing box & they're offering it, then yeah, maybe.

 

We do the CAT & I let her use all of her accomodations. She is not anywhere near grade level, but this year, I decided to test at the level of curriculum she is actually doing, not her "grade on paper if she were in school". (Which isn't what we're really supposed to do- but I agree, why test on stuff she's neber covered?!)

Technically, she had her full eval this year & I may just use those results.

 

I'm so happy you posted about having her IESP be the "remediation" plan if scoring under the 33rd percentile, that's something that had never occured to me! As she gets older, if I test at grade level, there's no chance of a year growth or scoring above 33.

 

It's not what we are "supposed" to do, but the regs arent really written to address kids with more severe special needs. My dd has not made "a years growth" in math, in several years put together.

 

 

Yeah, this is definitely a matter of being able to check that state requirement box.    

 

She has already had diagnostic testing done, including the re-eval this year (which indicated a 19 point drop in IQ...so that just goes to show how useful THAT testing was).  

 

As for the IESP being the remediation plan...that's what OUR superintendent said.  Because the Regs do not adequately address kids like my daughter and yours, another district may have a completely different approach.  But it's definitely something you might want to bring up at your daughter's next meeting.  

 

I'm going to be meeting with our Super next week.  For one, I want my daughter to get used to the test site.  Part of why she scored so low on her recent diagnostic testing was because she was overly distracted by all of the bright shiny new things to see at the school.  Plus all of the kids.  My very social daughter (and, for that matter, the boys) see the school as a Candyland.  

 

So I want DD to see the test site..click around the computers, etc.  

 

The whole thing is very frustrating.  That we have to put our kids in these situations, just to appease the "requirements" of the State...honestly, it borders on abuse, imo, to make a low-performing kid sit a standardized test that's going to make them feel like crap more than they already may.  

 

But our Super says STAR is designed differently so...we'll see.

 

I'm a little surprised nobody on NYHEN responded!  And for that matter, I don't think I see STAR mentioned on NYHEN much at all.  Is STAR the assessment module that all of the PS parents have been opting their kids out of?  

[sweetpea3829]

Oh and my DD hasn't made a year of growth in math since she started schooling....lol.  She's making ok procedural progress with MUS (she can DO the math), but her conceptual growth has been very minimal.  I recently looped her back to 1st grade with Math Mammoth and she's struggling with a lot of their basic conceptual stuff.  

 

I worry for her, I really do.  I'm hoping that, when she hits the next phase of cognitive development, that she'll at least be able to overcome her inability to reason, infer and intuit.    

[Hilltopmom]

No, star is not the testing people are opting out of.

Star is just used to measure RTI & place kids in remedial pullout groups, as far as I know (former sped teacher).

The assessments they're opting out of are the full weeks worth of testing in ELS, math, science, etc.

 

My district has no clue about special or homeschooling, super rural area.

I did ask at her eval mtg & it was like deer in headlights- they had no clue. I offered up a few ideas, but for now just going with testing accomodations. Eventually, as she ages, I'll have to broach it with the super, there's no way she'll be doing high school level work in a few years (if ever).

 

But they follow the basic regs & just want a test. the sped office doesn't talk to the super's office about IESPs, there's no connect there.

I typed up a general paragraph this year at the top of her IHIP saying she's a student with a disability & has an IESP on file & that although she's in x grade, her work will be at the x/ x level due to her disabilities. When I send in her test results, I'll put something similar on there I guess, I dunno.

 

It makes sense though to use your IESP as your "remedial" plan if it comes to that, although ours just lists testing accomodations & mentions that we use modified or alternate materials, but having the test scores to back up "why" is the key.

 

I'd prefer the regs accommodated our kids somehow, not sure how to solve that issue. They could include alternate assessment means for all years for students with IESPs , that would be nice.

 

I have another child who is untestable & there is no provision for that in the regs at all. Definately written with the average child in mind. Public schools have alternate assessments, but only for the most severe kids- nonverbal very low iq mainly... Everyone else has to take the regular ones.

 

I see very few posts on nyhen about kids with severe learning disabilities. I wish the special needs list was more active there, since it's state specific. It comes up much more often on our local group, but I'd like more info from state wide sources.

Edited May 14, 2016 by Hilltopmom

[sweetpea3829]

Our IESP team and "Homeschool Office" (ie the Superintendent's office) do not communicate either.  In fact, for the last couple of years, at DDs IESP meetings, I've mentioned a number of different things and they've not known how to answer because the IESP team knows very very little (if anything) about the State requirements for homeschoolers.  

 

It would make sense that the Superintendent (in our case the Assistant Super) would attend the IESP meetings and I think I'm going to request that at her next meeting.  

 

I can't really complain about either the IESP team or the Superintendent's office, as both have been really great to work with and are doing what they can to accommodate DD.  But the problem is...they really don't know exactly what they CAN do.  

 

You know who we could probably get better info from?  Are you a member of LEAH?  They have a group that's part of LEAH but separate called PICC-LEAH.  It's specific for kids with disabilities.  I was a member of LEAH for a year or two but dropped out because I didn't really have the time for it, but PICC-LEAH (and the lady that was heading it, Mary Frateriani (sp?)) would probably have good info on this.  

 

IMO, these State Regs penalize kids like our DDs.  If my DD took the state-mandated testing while enrolled in public school, and failed to perform up to their standards, what would happen to the school?  Nada.  

 

But if she takes them as a homeschooled student, and fails to meet benchmarks...we risk academic probation.  

 

I talked this over with the Super in our district and he assured me DD would NOT be at risk of probation because of the IESP in place (calling that the remediation plan) and because we've established a long history of her LD and a long history of working towards meeting her learning challenges, etc.  So that was a HUGE load off my shoulders.  Not to mention, it will impact how I teach her as I will no longer feel like I MUST teach her the next level because she's got to test.  

 

At least now I know I can continue teaching her at HER level.  

 

Anyways...so the STAR Assessments would not be a good choice for my NT learners, then?  

 

 

 

 

[Hilltopmom]

From looking at their website, it said something about being a quick "20 minute screening tool" or something like that.

 

I think I will talk to our super & maybe gave her come to next year's mtg (& the principal, as that's who she designates to review homeschool paperwork), they should get up to speed on the sped part & the CSE office should learn about homeschooling:)

[momof4inco]

This is my first time posting on this particular board, but I look a lot. My special son is still in public school right now.

 

The school convinced me to let my son take the STAR test this year. I have opted him out of all other standardized testing. They said he timed out on most questions and didn't even complete the test. Basically, he sat there until they finally gave up...

 

I have watched my other kids take it here at home (our virtual school required it for this school year). It's not a super stressful test and it does adjust to their level (it obviously doesn't adjust enough for my son who is at least 2-3 grade levels behind). I'm not sure how it takes to time out on the questions. It took them about 20-30 minutes each for the reading and math tests.

 

As far as standardized tests go, it's not the worst for time required. I don't know your child's specific needs... At least it does eventually time out if they can't do it. I picture my son still sitting there if it didn't! :laugh:

 

I don't know if I helped, I just wanted to put my two cents in :)

Edited May 16, 2016 by momof4inco

[sweetpea3829]

This is my first time posting on this particular board, but I look a lot. My special son is still in public school right now.

 

The school convinced me to let my son take the STAR test this year. I have opted him out of all other standardized testing. They said he timed out on most questions and didn't even complete the test. Basically, he sat there until they finally gave up...

 

I have watched my other kids take it here at home (our virtual school required it for this school year). It's not a super stressful test and it does adjust to their level (it obviously doesn't adjust enough for my son who is at least 2-3 grade levels behind). I'm not sure how it takes to time out on the questions. It took them about 20-30 minutes each for the reading and math tests.

 

As far as standardized tests go, it's not the worst for time required. I don't know your child's specific needs... At least it does eventually time out if they can't do it. I picture my son still sitting there if it didn't! :laugh:

 

I don't know if I helped, I just wanted to put my two cents in :)

 

 

That's good to know that it does time out.  DD will likely have somebody sitting with her for whatever parts they allow that for.  Mostly because I want to make sure she's not randomly guessing just to avoid the question...lol.  

[SparklyUnicorn]

Not in this boat, but I always wondered how this would work in these situations (I'm in NY).  It sounds like your district is very reasonable.

 

 

[sweetpea3829]

Not in this boat, but I always wondered how this would work in these situations (I'm in NY).  It sounds like your district is very reasonable.

 

 

So far, so good.  They've really been awesome to work with.  I hope it stays this way and that future staff turnover does not result in a changed approach from within the district.  

 

I've heard others within NY that have not had such pleasant experiences.  And for that matter, when we were in RI, we dealt with a nightmare Student Services Administrator.  

[VinNY]

She has already had diagnostic testing done, including the re-eval this year (which indicated a 19 point drop in IQ...so that just goes to show how useful THAT testing was).

 

 

What diagnostic testing was done? When my child was homeschooled and receiving services through the district, we used the diagnostic tests the school administered for re-eval to fulfill standardized testing purposes. They used the Woodcock and KEY Math. 

[sweetpea3829]

She has already had diagnostic testing done, including the re-eval this year (which indicated a 19 point drop in IQ...so that just goes to show how useful THAT testing was).

 

 

What diagnostic testing was done? When my child was homeschooled and receiving services through the district, we used the diagnostic tests the school administered for re-eval to fulfill standardized testing purposes. They used the Woodcock and KEY Math. 

 

She had the initial evaluation with the school department in 2011/2012.  They identified her as a student with a LD and began the process of putting in place a CSE plan.  I asked for an IEE at their expense, which was completed in the fall of 2012.  That gave us the full neuropsych evaluation with a battery of different assessments.  It took place once a week over the course of three weeks.  

 

That was how we got her official LD medical diagnoses (because the school can't actually label the diagnosis).  

 

 

I wasn't aware that the school's diagnostic tests could be utilized for standardized testing purposes.

[VinNY]

You said she was re-evaluated this year. What tests did the school administer for reading and math?

 

 

[VinNY]

see my post above but yes diagnostic tests are allowed :

TESTING INFORMATION FOR HOME INSTRUCTION

The following tests were approved by the Division of Educational Testing on the dates indicated for use in individual testing situations in compliance with CR 100.10:

6/29/90 Stanford Diagnostic Reading Test and Woodcock-Johnson tests used together

2/11/91 NYC math exam and DRP-PCT in reading 3/5/91 ERB
9/11/91 Peabody Individual Achievement Test-Revised

Kaufman Test of Education Achievement (brief or comprehensive form)

Woodcock Reading Mastery Tests-Revised together with KeyMath Revised: A Diagnostic Inventory of Essential Mathematics

5/3/91 Test of Achievement and Proficiency (TAP)
) 3/6/95 PASS
SECONDARY LEVEL TESTS:
Iowa Tests of Basic Skills, Forms G and H
Stanford Achievement Test Series, Eighth Edition Metropolitan Achievement Tests 6 - Advanced 1 and 2 California Achievement Tests E and F

CTBS Forms U and V 

 

[Hilltopmom]

You should be able use her re eval testing for "this" year (since it's much more thorough than just a CAT anyways), but I think you were ultimately wondering what to use in the future from year to year to show a year's growth, right?

 

My dd had a full eval this year too, but I'm still having her do the CAT next week, since it's what we'll use next year. I do let Her know that on this, & other standardized tests in the future, there will be things she hasn't done before, so she doesn't freak out & panic when she sees unfamiliar stuff.

Edited May 18, 2016 by Hilltopmom