Tools Help Individualized Educational Program (IEP) Teams Decide Which Assessments to Use for Students with Disabilities

by Peggy Dutcher

The Individuals with Disabilities Education Act (IDEA) requires that all students with disabilities be assessed at the state level. In addition, the federal No Child Left Behind Act (NCLB) calls for a single statewide accountability system that includes students with disabilities. If the state’s general assessment is not appropriate, even with assessment accommodations, the individualized educational program (IEP) team must determine how the student will be assessed.

This FOCUS on Results document highlights new tools available from the Michigan Department of Education to help IEP teams choose which state assessment is most appropriate for a student with a disability.

Michigan’s State Board of Education Approved an Inclusive Assessment System

Michigan is committed to helping all students access and progress in the general curriculum. To do that, the state must set clear expectations for students with disabilities and develop tools to measure their progress.

To that end, in October 2001 the Michigan State Board of Education approved the Michigan Educational Assessment System (MEAS). This system includes a timeline for assessing all students, including those with special needs. The MEAS includes four ways for students to be assessed (see Figure 2).

Begin with Decisions

IEP teams have decisions to make before choosing which assessment to use. First, the IEP team must decide when the student will be assessed. During the 2003-04 school year, Phase 1 MI-Access switched from an age-based schedule to a grade-based schedule due to No Child Left Behind requirements. Figure 1 shows which grade-level assessment should be administered to a Phase 1 student if s/he is ungraded.

Second, the IEP team must identify the student’s level of independence. The student’s “level of independence” refers to how independently s/he is expected to function cognitively as an adult. An IEP team may begin by asking five general questions:

1. Where will this student live and with what supports?
2. In what daily activities will this student be involved and with what supports?
3. In what community experiences will this student be involved and with what supports?
4. What post-secondary educational opportunities will this student have and with what supports?
5. In what environment will this student be employed and with what supports?

These questions relate directly to a student’s transition from school to adult life roles. The Addressing the Unique Educational Needs of Students with Disabilities (AUEN) documents, which were used as a framework for developing Phase 1 MI-Access assessment activities, describe four levels of independence students may reach in adult life roles:

1. Full Independence
2. Functional Independence
3. Supported Independence
4. Participation.

Use Checklist to Choose the Right Assessment for the Student

Once these questions have been answered, IEP teams can use the following checklist to choose the best state-level assessment:

• Review the assessment options in the MEAS (see Figure 2).
• Use the student’s level of independence to determine which state assessment program—the MEAP or MI-Access—is most appropriate for her/him.
• If the team chooses the MEAP, determine if the student will take one or more of the MEAP assessments required at that grade level. You must decide this content area by content area.
• For each content area, determine whether the student will need assessment accommodations, and specify which ones the IEP team recommends. Keep in mind that some accommodations are considered “standard” while others are considered “nonstandard.” If the team chooses nonstandard accommodations, the student’s score will not be eligible for Michigan Merit Awards. In addition, the score will be counted as a zero or “not proficient” in Adequate Yearly Progress calculations.
• As required by the Individuals with Disabilities Education Act (IDEA), if the IEP team determines that it is inappropriate for the student to participate in a MEAP content-area assessment (English language arts, for example), the Interim Phase 2 BRIGANCE® must be administered to all Phase 2 students until Phase 2 MI-Access assessments are developed and implemented.
• Indicate in the student’s IEP why the MEAP content-area assessment(s) is inappropriate for her/him.
• If the team chooses MI-Access as the student’s state assessment program, determine whether MI-Access Participation, MI-Access Supported Independence, or Phase 2 MI-Access is most appropriate.
• If the team chooses MI-Access Participation, use the checklist in the state guidelines (see Resources) to provide the student’s teacher with guidance on how the student behaves in specific situations. The behavior should reflect the student’s curriculum and instruction.
• If the team chooses MI-Access Supported Independence, review the “Levels of Allowable Assistance” table in the state guidelines to see what assistance the student will be allowed during the assessment. Levels of allowable assistance vary by student age.
• If the team determines that the student should participate in the Phase 2 MI-Access, arrange for the Interim Phase 2 BRIGANCE® to be administered to the student until the Phase 2 assessments are developed.

Resources

Draft Guidelines for Determining Participation in State Assessments for Students

Includes detailed information to help IEP teams determine which state-level assessment to use for a student with disabilities. It includes helpful tools such as:

• “Four Levels of Independence” at a glance.
• Standard vs. Nonstandard Accommodations.
• Checklist for providing guidance on how the student behaves in specific situations.
• “Levels of Allowable Assistance” table.

Download the Guidelines at www.michigan.gov/mi-access. Or call the MI-Access Hotline at (888) 382-4246.

In Michigan, All Kids Count! PREVIEW

This video explains MI-Access, why it was developed, and how it is administered. All District MI-Access Coordinators have copies for viewing.

Michigan Transition Resources

(517) 373-0923; www.cenmi.org/tspmi

Addressing the Unique Educational Needs of Students with Disabilities (AUEN)

Can help IEP teams determine a student’s expected level of independence and can guide teams in helping students with disabilities access the Model Content Standards and Benchmarks in the Michigan Curriculum Framework. Order the documents from CEN at www.cenmi.org; or call (800) 593-9146.

Peggy Dutcher is Coordinator of State Assessment for Students with Disabilities, Michigan Department of Education. For more information, contact Peggy at Michigan Department of Education, Office of Educational Assessment, P.O. Box 30008, Lansing, MI 48909; www.michigan.gov/mi-access; phone (517) 241-4416; fax (517) 373-7504; e-mail dutcherp@michigan.gov.

TOP of Page