Keystones and
Students with Disabilities
Dr. Christine Bunce
Bureau of Special Education
Essential Question:
• What should the IEP team consider to prepare a student for
assessments, graduation and transition?
Balancing Instruction, Assessment & the IEP
Standards
Curriculum
Instruction
Assessment
Change
Status
Quo
IEP
www.education.state.pa.us
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Purposes of Keystone Exams
Accountability
Keystone
Exams
Graduation
Class of
2017
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Federal Accountability
ESEA explicitly calls for the participation in such
assessments of all students [Sec. 1111 (3) (C) (i)].
(The term “such assessments” refers to a set of
high-quality, yearly student academic
assessments.) It also requires that these
assessments provide for the reasonable adaptations
and accommodations for students with disabilities—
as defined under Section 602(3) of IDEA—
necessary to measure the academic achievement of
such students relative to state academic content
and state student academic achievement standards
[Sec. 1111 (3) (C)(ii)].
www.education.state.pa.us
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State Accountability
Chapter 14
§ 14.102. Purposes. (a) It is the intent of the Board that children
with disabilities be provided with quality special education services
and programs. The purposes of this chapter are to serve the
following:
(1) To adopt Federal regulations by incorporation by reference to
satisfy the statutory requirements under the Individuals with
Disabilities Education Act (20 U.S.C.A. §§ 1400--1482) and to
ensure that:
(i) Children with disabilities have available to them a free appropriate
public education which is designed to enable the student to
participate fully and independently in the community, including
preparation for employment or higher education.
(ii) Children with disabilities have access to the general curriculum,
and participate in State and local assessments as established and
described in Chapter 4 (relating to academic standards and
assessment).
www.education.state.pa.us
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Keystone Exams for Accountability



The Keystone Exams for Algebra 1, Biology and Literature
administered at the end of course replace the 11th grade PSSA.
All students with disabilities in high school participate in one of
the following as determined by the IEP Team:
 Keystone Exams without accommodations
 Keystone Exams with accommodations
 PASA
All students participate in either Keystone Exams no later than
11th grade or PASA in 11th grade for the purpose of Accountability.
www.education.state.pa.us
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Guidance for IEP Teams - Accountability
• Students with Individualized Education
Programs (IEPs) participate in the
Keystone Exam with/without
accommodations as necessary
immediately following completion of the
related course. Students who qualify for
the PASA would take it during the PASA
Assessment Window. This IEP team
decision is indicated in Section IV of the
IEP.
www.education.state.pa.us
Test Features and Accommodations
• Test Features – Online and Paper and Pencil
• Accommodations – Online and Paper and Pencil
– Included the IEP and aligned across
Present Ed Levels, Assessment and SDI
– Used as part of the daily instructional
program
– Monitored to assure they are needed and
work for the student
www.education.state.pa.us
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2/21/13 Accommodations Guidelines:
• http://www.portal.state.pa.us/portal/server.pt/community/
state_assessment_system/20965/pennsylvania_system_of
_school_assessment_(pssa)/1190526
Addition addresses Concussions
www.education.state.pa.us
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Purposes of Keystone Exams
Accountability
Keystone
Exams
Graduation
Class of 2017
www.education.state.pa.us
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Keystone Exams for Graduation
Purposes
§ 4.24. High school graduation requirements.
[(e)] (f) Special education students. Children with disabilities
who satisfactorily complete a special education program developed
by an Individualized Education Program team under the Individuals
with Disabilities Education Act and this part shall be granted and
issued a regular high school diploma by the school district of
residence. This subsection applies if the special education program
of a child with a disability does not otherwise meet the requirements
of this chapter.
This section of Chapter 4 has been maintained within the revisions
to Chapter 4.
www.education.state.pa.us
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Class of 2017
Questions to consider:
1.How will districts provide access to the content? (e.g.
K-12 curriculum, multiple courses, online support,
supplemental instruction)
2.How may students demonstrate learning? (e.g.
retake of Keystone, Project Based Assessment, across
years progress monitoring, end of course assessments)
3.How does the content and or the need to
demonstrate proficiency connect to students’ transition
goals?
www.education.state.pa.us
Graduation Guidance for IEP Teams
A student with a disability will have the
same opportunity as the non-disabled
student to “test out” of the course by
passing a Keystone Exam and scoring
“advanced” if the school district has made
this allowance. The student may be
awarded credit for the course without
actually taking the course if the school
district allows this.
www.education.state.pa.us
Graduation Guidance for IEP Teams
• IEP Teams consider options that support the
student’s transition plan and are in
alignment with the present ed levels.
• IEP Teams consider the long term as well as the
current year as transition is planned.
• All members of the IEP Team including the parent
and student are aware of options.
www.education.state.pa.us
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Graduation Guidance for IEP Teams
• Transition Planning begins during the IEP year the
student turns 14.
• What skills, training, knowledge, High School record will the
student need to accomplish his/her Post – High School
Goals?
– Based on information gathered on interests and
preferences and address as needed Post Secondary
Education/Training/ Employment /Independent Living
– Identifies where the student will be AFTER high School
– Based on Present Ed Levels
– Participation in Keystones and graduation
requirements should align with the student’s
transition plan to post high school opportunities.
www.education.state.pa.us
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Project-Based Assessment
A student who does not achieve proficiency on a Keystone
Exam may complete a project-based assessment.
Projects will be:
•
Aligned with Keystone Exam modules
•
Developed by the department and administered by school staff
•
Scored by regional panels of educators
Purposes of Keystone Exams
Accountability
Keystone
Exams
Graduation
www.education.state.pa.us
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Transition to PACC for Keystone Exams and PSSA
 Keystone End-of-Course Exams
 Already aligned to PA CCSS (crosswalk with
PACC Standards)
 More complex text
 More rigorous open-ended
 English Composition (2014-15)
 PACC Aligned PSSA Math and ELA Tests
 Field testing 2013 & 2014
 Operational 2015
 More complex text
 Passage-based essay; grades 4-8 (2015)
 Composition & Language skills for all
grades 3-8 (2015)
 Science PSSA test: transition not scheduled
www.education.state.pa.us
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Questions, Challenges, and Opportunities
 Must all students with IEPs participate in the Keystone
Exams?
 YES except for students who take the PASA.
 What will courses look like for students who must take the
Keystone Exams?
 This will require special education and curriculum leaders to work
together to assure that all students have access to the necessary
curriculum and instruction.
Additional Questions
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Acknowledging Change is difficult
http://fundraisinggoodtimes.files.wordpress.com/2011/04/changenextexit.jpg
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www.education.state.pa.us
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Contact Us:
For more information, questions,
or comments about
Pennsylvania’s new Graduation
Requirements email
ra-gradreq@state.pa.us
For more information on the Keystone Exams, statewide
assessments and graduation please visit PDE’s website at
www.education.state.pa.us
www.education.state.pa.us >
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