Transcript Slide 1

ARD Committee
Decision-Making Process
for the 2008-2009
Texas Assessment Program
2008-2009 Texas Education Agency Training for
Service Centers and School Districts
Education
Agenda


Purpose of Training
General Information
– Assessment Requirements
– No Child Left Behind Act (NCLB) of 2001
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Components of the 2008 Assessment Program
ARD Assessment Decisions
Accommodations
LEP Students in Special Education
Student Success Initiative (SSI)
Resources and Contact Information
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Purpose of Training

To help admission, review, and dismissal
(ARD) committee members
– make decisions about student placement in
the Texas Student Assessment Program by
using the Texas Essential Knowledge and
Skills (TEKS) curriculum as documented in
each student’s individualized education
program (IEP)
Reference Page 7
3
General Information
Reference Page 12-13
4
State Assessment in the NCLB
World
Description of Assessments
Allowed under NCLB
General Assessment with
or without
accommodations
Alternate Assessment
based on Modified EGL
Academic Achievement
Standards
Alternate Assessment
based on Alternate EGL
Academic Achievement
Standards
Texas Assessments
Proficiency for AYP
TAKS
(Including
TAKS-Acc and
TAKS LAT)
Met Standard
(2100 Scale Score)
TAKS-M
Met Standard – Up to a number that
equals 2% of all students enrolled in
grades 3-8 and 10
TAKS-Alt
Met Standard – Up to a number that
equals 1% of all students enrolled in
grades 3-8 and 10
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State Assessment in the NCLB
World
Description of Assessments
Allowed under NCLB Regs
General Assessment with
or without
accommodations
Alternate Assessment
based on Modified EGL
Academic Achievement
Standards
Alternate Assessment
based on Alternate EGL
Academic Achievement
Standards
Texas Assessments
Proficiency for AYP
TAKS
(Including
TAKS-Acc and
TAKS LAT)
Who takes? About
Met Standard
65%-70% of SpEd students
(2100 Scale Score)
TAKS-M
Met Standard – Up to a number that
Who takes? About
equals 2% of all students enrolled in
20%-25%
of SpEd
students
grades 3-8 and
10 in the
LEA
TAKS-ALT
Met Standard (24 out of 42) – Up to a
Who takes? About
number that equals 1% of all students
5%-10%
SpEd
students
enrolled
in gradesof3-8
and 10
in the LEA
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No Child Left Behind Act
(NCLB) of 2001
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Detailed information about the federal
cap process found online in the 2008
AYP Guide at
http://www.tea.state.tx.us/ayp/
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Components of the 2008
Texas Assessment Program
Reference Page 8-9
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Texas Assessment of
Knowledge and Skills (TAKS)
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General assessment based on grade-level
academic achievement standards
Measures a student’s mastery of the statemandated curriculum, the Texas Essential
Knowledge and Skills (TEKS) in
–
–
–
–
–
–
Grades 3–9 reading (3-6 Spanish)
Grades 3–10 and exit level mathematics (3-6 Spanish)
Grades 4 and 7 writing (4 Spanish)
Grade 10 and exit level English language arts (ELA)
Grades 5, 8, 10, and exit level science (5 Spanish)
Grades 8, 10, and exit level social studies
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TAKS (Accommodated)
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General assessment based on the same gradelevel academic achievement standards as TAKS
A form of TAKS for students receiving special
education services who meet the eligibility criteria
for specific accommodations
Includes format changes (larger font, fewer items
per page) and contains no embedded field-test
items
Available in the same grades and subjects as
TAKS, including retests
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TAKS–Modified (TAKS–M)
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Alternate assessment based on modified academic
achievement standards
For students receiving special education services who
meet participation requirements for TAKS–M
Covers same grade-level content as TAKS, but has been
changed in format (larger font, fewer items per page, etc.)
and test design (fewer answer choices, simpler vocabulary
and sentence structure, etc.)
Administered at the same grades and subjects as TAKS,
including Student Success Initiative (SSI) retest
opportunities
Spanish tests and retest opportunities for grade 11 are not
available
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TAKS–Alternate (TAKS–Alt)
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Alternate assessment based on alternate academic
achievement standards and is designed for students
with significant cognitive disabilities receiving special
education services who meet the participation
requirements
Not a traditional paper or multiple-choice test. Instead,
it involves teachers observing students as they
complete assessment tasks that link to the grade-level
TEKS curriculum
Teachers then score student performance using the
TAKS–Alt rubric and submit results and evidence
through an online instrument
Administered at the same grades and subjects as TAKS.
However, SSI and grade 11 retests are not applicable
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ARD Assessment
Decisions
Reference Page 12-26
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Step 1: Review student’s current
information to determine present level
of functioning
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Information should include:
– IEP: which contains current levels of educational
performance in relation to grade-level curriculum and
applicable information from other people
– CSR (if applicable): which shows the results from the
previous test administration including a listing of
student performance by objective
– Other relevant information: may include a collection
of student work samples, informal teacher assessments,
norm-referenced and criterion-referenced tests,
diagnostic testing, or data collection recording forms
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Step 1: Review student’s current
information to determine present level
of functioning
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ARD committee should
– verify enrolled grade of student
– determine extent of modifications to TEKS
curriculum or level at which student is
accessing TEKS through prerequisite skills
– determine accommodations and supports
that student routinely uses in classroom
instruction and testing
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Step 2: Determine how student
receives TEKS instruction and student’s
level of performance on grade-level
curriculum
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ARD committees
– must determine student’s individual skills
and level of progress in the TEKS for the
student’s enrolled grade
– should look at the extent of the
modifications provided that have enabled
student to progress (accessed the TEKS
through accommodations and/or
modifications or through prerequisite
skills)
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Step 3:Access to the General
Education Curriculum
Determine the appropriate assessment for the
student:
 -TAKS
 - TAKS-ACCOMMODATED
 - TAKS LAT
 -TAKS-M
 -TAKS-ALT
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Chart on next page clarifies which
description of the TEKS curriculum is most
appropriate for each assessment
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18
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Page 17 of Manual
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TAKS-M
Participati
on Criteria
Page 45
of Manual
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19
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TAKS-Alt
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Page 47 of
Participatio
n Criteria
Manual
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Summary of ALL state
wide assessments
Eligibility
Format
Passing Standards
Accommodations
Accountability
English Language Learner
Student Success Initiative
Graduation Requirements
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Page 10 of
Manual
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Step 4: Document assessment and all
allowable/approved testing
accommodations
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ARD committees must document the following in a
student’s IEP when an alternate assessment is selected:
– why the student cannot participate in TAKS,
including TAKS (Accommodated),
– why the selected alternate assessment is
appropriate, and
– what accommodations are necessary to measure the
student’s academic achievement and functional
performance
*Accommodations by Category pgs. 25-33
*Dyslexia Bundle pgs. 65-66
*Accommodations At A Glance pgs. 71-72
*Supplemental Aids pgs. 101-103
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Step 4: Document appropriate
assessment including all allowable or
approved testing accommodations
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Refer to 2008-2009 Accommodations Manual
for specific information about accommodations
and the request process
Accommodations documented for a student
should be accommodations that student
receives routinely in class and are listed in IEP
as instructional accommodations
Plan for ongoing evaluation and improvement
of student’s use of accommodations
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The Four Steps Summarized
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LEP Students in
Special Education
Reference Page 27-30
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ARD Committee & Language
Proficiency Assessment Committee
(LPAC)
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When a student receiving special
education services is LEP, the student’s
ARD committee must work in
conjunction with the student’s LPAC to
ensure that issues related to both the
student’s disability and language
proficiency are carefully considered
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LEP Exemptions & LAT
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Some ELLs may qualify for a LEP exemption
(an exemption based on limited English
proficiency) from
– TAKS
– TAKS (Accommodated)
– TAKS–M
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LEP exemption decisions should be made in
spring, prior to testing
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LEP Exemptions & LAT
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Detailed information about LEP exemptions
found online in the LPAC Decision-Making
Process for the Texas Assessment Program
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manual at
http://www.tea.state.tx.us/student.assessm
ent/admin/rpte/
Updated manual for the 2008-2009 school
year to be posted by December 2008
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TELPAS Reading Tests
Grades 2-12
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LEP students in grades 2-12, including LEP
students whose parents have denied
bilingual/ESL services, must be assessed
annually through the TELPAS reading tests
No LEP exemptions from TELPAS
TELPAS reading should be an appropriate
assessment for most LEP students served
by special education who are receiving
TEKS instruction in reading
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TELPAS Holistically Rated
Components
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Based on student class work and observations
of students in daily instruction
Grades K–1: listening, speaking, reading, and
writing
Grades 2–12: listening, speaking, and writing
LEP students in grades K–12, including LEP
students whose parents have denied
bilingual/ESL services, are required to be
assessed annually with the holistically rated
components of TELPAS
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TELPAS Holistically Rated
Components
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LEP students receiving special education
services should be observed and rated in a
domain if their IEP includes TEKS
instruction in that domain on at least a
kindergarten level
The decision to administer holistically rated
assessments in one or more domains
should be addressed by ARD committee in
conjunction with LPAC and documented in
student’s IEP and permanent record file
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Accommodations &
TELPAS Reading
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Students with special needs may be eligible
to use accommodations on TELPAS reading
tests
See 2008-2009 Accommodations Manual for
more information
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Student Success Initiative
(SSI)
Reference Page 31-37
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Background Information
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Composed of three initiatives that support
academic achievement in reading and
mathematics
– Texas Reading Initiative
– Texas Mathematics Initiative
– grade advancement requirements in grade 3
reading and grades 5 and 8 reading and
mathematics
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Students for Whom SSI Applies
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Student Success Initiative (SSI) applies to
– students who take TAKS, TAKS
(Accommodated), and TAKS–M
– non-exempt ELLs who take TAKS, including
TAKS (Accommodated), in English or Spanish, or
TAKS–M
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SSI does NOT apply to
– students who take TAKS–Alt
– ELLs who participate in LAT
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Decision-Making
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Decisions are made by the grade
placement committee (GPC)
– For students who receive special education
services, the ARD committee functions as
the GPC
– For ELLs who also receive special education
services, the ARD and LPAC should
collaborate to determine appropriate
assessment options
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Decision-Making
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ARD committee (GPC) must make decisions based on
student’s specific disability-related needs regarding
appropriate
– assessment
– accelerated instruction
– grade placement
ARD committee (GPC) decision regarding grade
placement does not have to be unanimous but must
follow general rules governing ARD committee decisionmaking as set forth in 19 TAC §89.1050
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General Timeline of Events:
Before Testing
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School notifies parents of SSI general
requirements at start of school year
School continues with instructional and
evaluation planning and services required
by Texas Reading Initiative
School notifies parents of students
identified to be at risk of failure on the
first administration of TAKS, TAKS
(Accommodated), or TAKS–M
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General Timeline of Events:
First Administration
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Passes
– Student’s IEP and local policy relating to
grade advancement are reviewed by and ARD
committee determines promotion/retention
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Fails/Absent
– parents notified of student’s failure, possible
retention, and provides accelerated
instruction
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General Timeline of Events:
Second Administration
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Passes
– Student’s IEP and local policy relating to
grade advancement are reviewed by and ARD
committee determines promotion/retention
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Fails/Absent
– teacher and parents notified of student’s
failure and ARD committee (GPC) meeting
– ARD committee (GPC) prescribes appropriate
accelerated instruction and determines
appropriate assessment for 3rd administration
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General Timeline of Events:
Parent Waives 3rd Retest
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If parent waives 3rd administration, ARD
committee (GPC) must still
– determine promotion or retention based upon
test scores, grades, progress toward current
goals and objectives, and other facts and
circumstances
– develop accelerated instruction plan (AIP)
whether student is retained or promoted
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General Timeline of Events:
3rd Administration
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Passes
–
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Student’s IEP and local policy relating to grade
advancement are reviewed by and ARD committee
determines promotion/retention
Fails/Absent
–
–
determine promotion or retention based upon test
scores, grades, progress toward current goals and
objectives, and other facts and circumstances
develop AIP whether student is retained or
promoted
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Student Success Initiative
(SSI)
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Some important things to remember about SSI
requirements for students receiving special education
services
– student allowed three testing opportunities to meet passing
standard
– ARD committee can change an assessment between SSI retest
administrations (substitute test)
– Decisions regarding promotion and retention are made by ARD
committee, taking into account student's test scores, grades,
progress on current goals and objectives, and other facts and
circumstances
– Whether student is retained or promoted, ARD committee must
develop an accelerated instruction plan (AIP) for student
– ARD committee must determine most appropriate accelerated
instruction for each student based on student’s IEP
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Student Success Initiative
(SSI)
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Detailed information about SSI grade
advancement requirements can be found
online in the Grade Placement Committee
Manual for Grade Advancement
Requirements of the Student Success
Initiative (GPC manual) at
http://www.tea.state.tx.us/student.assess
ment/resources/ssi/
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GREEN
:Subject and
Grade
Evaluated by
AYP
BOLD
Not
evaluated
by AEIS
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Available at: http://www5.esc13.net/assessment/index.html
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ARD Manual Resources
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Page 1-5: List of assessments and
administration dates
Page 10: Assessment Comparison Chart
Page 39-41: Sample forms
Page 43-47: Participation Requirements
Page 49-54: Accommodation Information
Page 55-62: Sample Confidential Student
Reports (CSR)
Page 69-74: Glossary
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Contact Information

Student Assessment Division
– Phone: 512-463-9536
– Website:
http://www.tea.state.tx.us/student.assessment/special_education/index.h
tml
– E-mail: [email protected]
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Division of IDEA Coordination
– Phone: 512-463-9414
– Website: http://www.tea.state.tx.us/special.ed/
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Texas Legislature Online
– Website: http://www.legis.state.tx.us/

No Child Left Behind
– Website: http://www.ed.gov/nclb/landing.jhtml
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