Transcript Document

ARD
Decision-Making
Update 2006
ARDC Decision Making Training
2006-07
1
Campus ARD Committee
Decision Making Training
•Must be implemented prior to February
19 (the first testing date).
•Any potential ARD decision-maker must
attend training--2nd grade and up.
•Updated PowerPoint and/or video will
be provided with printable
certificate at end to show completion
of training.
ARDC Decision Making Training
2006-07
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Components of the 2007
Texas Assessment Program
Texas Assessment of Knowledge and Skills
(TAKS)
 TAKS is an assessment that measures a student’s
mastery of the state-mandated curriculum, the Texas
Essential Knowledge and Skills (TEKS), for:

Grades 3–9 reading

Grades 3–10 and Exit Level mathematics

Grades 4 and 7 writing

Grade 10 and Exit Level English language arts (ELA)

Grades 5, 8, 10, and Exit Level science

Grades 8, 10, and Exit Level social studies
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Components of the 2007
Texas Assessment Program
TAKS Inclusive (TAKS-I)
 TAKS-I is an assessment that measures the academic
progress of students receiving special education services for
whom TAKS, even with allowable accommodations, is not an
appropriate measure of academic progress. Students may
take TAKS-I tests only at their enrolled grade level. TAKS-I
will be administered for students receiving special education
services in the TEKS curriculum on or near grade level in:





Exit Level mathematics
Exit Level ELA
Grades 5, 8, 10, and Exit Level science
Grades 5 Spanish science
Making
Training
Grades 8, 10, andARDC
ExitDecision
Level
social
studies
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Components of the 2007
Texas Assessment Program
Spanish TAKS
 Spanish TAKS also measures a student’s mastery
of the TEKS. The Spanish TAKS is aligned with
the TAKS test and is administered in Spanish.
Spanish TAKS is administered for:




Grades 3–6 reading
Grades 3–6 mathematics
Grade 4 writing
Grade 5 science
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Components of the 2007
Texas Assessment Program
State-Developed Alternative Assessment
II (SDAA II)
 SDAA II is aligned with TAKS and measures the degree to
which students understand the TEKS. SDAA II measures the
academic progress of students receiving special education
services for whom TAKS, even with allowable accommodations,
is not an appropriate measure of academic progress. These
students are receiving instruction in the TEKS at Instructional
Levels K–9 in reading, K–10 in mathematics, K–9 in writing,
and 10 in ELA. SDAA II is administered for:
 Enrolled Grades 3–9 reading
 Enrolled Grades 3–10 mathematics
 Enrolled Grades 4 and 7 writing
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 Enrolled Grade 10 ELA 2006-07
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Components of the 2007
Texas Assessment Program
Locally Determined Alternate Assessment
(LDAA)
 A TEKS-based LDAA measures the learning of a student receiving special education
services when TAKS, TAKS-I, and SDAA II are not appropriate because the student
requires non-allowable accommodations. These students must be given a TEKS-based
LDAA if they are enrolled in grades where TAKS tests are administered.
 A “functional” LDAA will no longer be an assessment option. The TAKSAlternate (Alt) field tests have replaced the “functional” LDAA as an
assessment option.
 The SDAA II assessments do not include science, social studies, or Exit Level
tests. When TAKS-I assessments are not appropriate, LDAAs are administered
to students receiving special education services for:
 Grade 5 science
 Grade 8 science and social studies
 Grade 10 science and social studies
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Decisionlanguage
Making Training
 Grade 11 (Exit Level) for
English
arts, mathematics, science, and
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social studies
Components of the 2007
Texas Assessment Program
TAKS-Alternate (TAKS-Alt) Field Test
TAKS-Alt is an assessment designed for students with significant
cognitive disabilities. Unlike other state wide assessments in Texas,
TAKS-Alt is not a traditional paper-and-pencil or multiple-choice
test. Instead, the assessment involves teachers observing students
as they complete teacher-designed activities that link to the gradelevel TEKS curriculum. Teachers then score student performance
using the TAKS-Alt rubric and submit results and evidence through
an online instrument.
 Students who meet the participation requirements for TAKSAlt MUST participate in the TAKS-Alt spring 2007 field
tests.
 Students taking TAKS-Alt must take all assessments as a
TAKS-Alt. They are not allowed to take a combination of
assessment levels. ARDC Decision Making Training
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Components of the 2007
Texas Assessment Program
Texas English Language Proficiency
Assessment System (TELPAS)
 TELPAS is designed to assess the progress that
limited English proficient (LEP) students make in
learning the English language. TELPAS has the
following components:

Reading Proficiency Tests in English (RPTE) are one
part of TELPAS. RPTE measures annual growth in the
English language proficiency of LEP students for:
• Grades 3–12 reading
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Components of the 2007
Texas Assessment Program

Texas Observation Protocols (TOP) are also a part of
TELPAS. These assessments enable teachers to
holistically rate a LEP student’s English language
proficiency level based on daily interactions and
observations of the student during classroom
instruction. TOP is administered for:
• Grades K–2 listening, speaking, reading,
and writing
• Grades 3–12 listening, speaking, and writing
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Components of the 2007
Texas Assessment Program
Linguistically Accommodated Testing
(LAT)
 LAT is an alternative assessment process for
students who are LEP exempt in mathematics
and, therefore, eligible to participate in LAT
administrations of the TAKS mathematics
tests. LAT administrations are available for:
 Grades 3–8 mathematics
 Grade 10 mathematics
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Assessment Decision
Considerations
Students working on or close to their enrolled grade
level may benefit from being assessed with TAKS. TAKS
should always be the first consideration when making
assessment decisions.
 All students have the right to be exposed to as
much of the TEKS curriculum as possible to reach
their academic potential.
 Instructional decisions made by the ARD committee
and documented in the IEP must always guide
assessment decisions.
 Each subject area is considered separately when
making assessment decisions (except for those
students who meet
the participation requirements
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for TAKS-Alt).
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Choosing the Appropriate Assessment for Students
Receiving
Special Education Services in Subjects Tested by SDAA II
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Choosing the Appropriate Assessment for
Students Receiving Special Education Services
in Subjects Not Tested by SDAA II
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Overview of Setting Appropriate Achievement
Level Expectations for Students Taking SDAA II
Reading and/or Mathematics
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Overview of Setting Appropriate Achievement
Level Expectations for Students Taking SDAA
II Writing/ELA
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Summary of Steps for Making Assessment
Decisions and Setting Appropriate Achievement
Level Expectations
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LEP Students Who Receive
Special Education Services
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LEP Students Who
Receive
Special Education Services
ARD committees make assessment
decisions for every student served by
special education, including LEP
students.
The ARD committee must include a
school representative who is a member
of the student’s
LPAC.
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LEP Students Who Receive
Special Education Services
Exemptions


ARD-exempt: An ARD committee exempts a
student from SDAA II or TAKS-I for reasons
associated with the student’s special education
needs
LEP-exempt: An ARD committee exempts a
student from state assessments for reasons
associated with the student’s limited English
proficiency
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More LEP Information
LEP exemptions have certain
eligibility requirements. (Refer to
LPAC Manual for more information.)
Frequently Asked Questions
concerning LEP students are located
on pages 95-96 of the ARD Manual.
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Student Success
Initiative
Grades 3 & 5
Extends to Grade 8 next year.
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Student Success Initiative (SSI)
This Student Success Initiative (SSI) section of the ARD manual
provides a summary of the grade advancement requirements as
they pertain to students served by special education.
`
For more information about the grade advancement requirements
of the Student Success Initiative for all students, including those
receiving special education services, consult the Grade Placement
Committee Manual for Grade Advancement Requirements of the
Student Success Initiative (GPC manual) located on the TEA
website at tea.state.tx.us/student.assessment
In addition to the GPC manual, the SSI section of the website also
includes sample forms, parent notification letters, and periodic
updates about the program.
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SSI Important Information to
Review
 SSI
Grade Advancement Requirements
for Students Served by Special Education
Reference Manual Page 74
 SSI
General Flowcharts
Reference Manual Pages 76-78
 SSI
Flowcharts for Students Served by
Special Education
Reference Manual Pages 80-82
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SSI Important Information
to Review
 Students
Who Take an LDAA or the TAKSAlt field tests for Reading and/or Math
Reference Manual Page 83
 Student
Scenarios
Reference Manual Page 84
 SSI
Questions and Answers
Reference Manual Pages 97-99
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Dyslexia Bundled Accommodations
Proper nouns, two day testing period, and orally
read questions and answer choices
For students using the dyslexia bundled
accommodations, the state will provide the
documents in a pre-bundled format to ensure
that the test extends over a two day period.
This option is only available for Grades 3-8.
Option may be extended to other grade
levels at a later date.
This accommodation is for students taking
TAKS only. ARDC Decision Making Training
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Benchmarks & Released
Tests
At each campus the released test
environment should mirror the real
test as much as possible.
Assign small groups and oral
administrations to the administrator that
you plan to have do it for the live
administration.
Practice should match reality.
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Non-Negotiables
Give all released tests to every student to see
how he/she can perform on this kind of
assessment.
Use these data to support your ARD decisions.
 Continue to send all special education teachers to the same
training where you send your general education teachers.
Also include them in all training offered by intervention
specialists.
 Change to the academic coach model for every possible
student.
 If you have a student that needs an accommodation not listed
as allowable, you must request the use of that
accommodation through TEA. Contact your campus testing
coordinator who will contact Laurie O’Donnell.
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The New Paradigm
for all students
2007-2008
TAKS / TAKS - I. . . . . . . . 97%
TAKS – M. . . . . . . . . . . . 2%
TAKS – Alt. . . . . . . . . . . . 1%
This is by district percentage not by campus and / or grade.
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2007-2008 Assessment of Students
with Disabilities
USDE Requirements for the
Assessment of Students with
Disabilities
General Assessment
State Assessments
TAKS
General assessment with
accommodations (97%)
TAKS with allowable
accommodations
Alternate assessment based on
grade-level achievement standards
TAKS-Inclusive (TAKS-I)
Alternate assessment based on modified
grade-level achievement standards (2%)
TAKS- Modified (TAKS-M)
(pending final regulations from
USDE)
Alternate assessment based on alternate
TAKS-Alternate (TAKS-Alt)
achievement standardsARDC
(1%)Decision Making Training
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TAKS / TAKS – I (97%)
Description & Participants
•Texas Assessment of Knowledge and Skills
Appropriate assessment for all general education students
– Appropriate assessment for all special
education students that are either
mainstreamed, full inclusion, SI, OHI, ED
and/or LD, etc.
– Appropriate assessment for any special
education student working at or one to two
instructional levels below grade level
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TAKS / TAKS – I
Appropriate Accommodations (97%)
Any accommodation considered for
testing should be used routinely in
class with the student
Large print should only be used with
visually impaired students. Please do
not order these tests for students that
‘might’ do better with a larger font.
Braille tests must be ordered well in
advance (2-3ARDC
months).
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TAKS / TAKS – I Appropriate
Accommodations Cont. (97%)
 Signing/translating oral instructions and writing
prompt
 Colored transparency/magnifying device/place marker
 Small-group/individual administration
 Large print/Braille
 3rd grade may receive reading assistance for math
 Alternate methods of response (If a student has a
temporary or permanent disabling condition that
interferes with his or her ability to record the answer,
the student may orally respond and the transcriber
must transcribe the answer verbatim.)
 Accommodation Request Form
Only examinees served by special education or 504 may
receive oral administration of the TAKS / TAKS-I, oral
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Making Training
administration is different
reading assistance.
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TAKS-I (97%)
TAKS Inclusive
Description and Participants
Developed for grades and subjects not tested by SDAA II
 This test is an actual TAKS test with a different
format:
field test items removed, larger font, more white space per
page, and fewer questions per page
Appropriate assessment for only special
education students
Appropriate assessment for students working on
or 1-2 instructional levels below assigned grade
level
 In 2007-2008 TAKS-I will be available for all
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grades and all subjects.
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TAKS Inclusive (TAKS-I) Cont.
TAKS – I scoring is equivalent to TAKS.
 The TAKS-I results will not be included
in the state accountability base
indicators used for district and campus
ratings in 2007.
 Expanded Accommodations
 Students two grade levels below at
Achievement level 2 or 3 should be
strongly considered
to take TAKS-I
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TAKS – I
acceptable
accommodations
are the same as
TAKS
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TAKS-M (2%)
TAKS Modified
Description and Participation
This test will take the place of the SDAA II;
however, it will only be available to 2% of
the tested population
 Appropriate
assessment for students
working well below grade level—2 or
more instructional levels
 Appropriate
assessment for high
functioning life skills students
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TAKS – M *
Description Continued
 Same content as TAKS but reduced in breadth and depth
Reading assistance
Simplified vocabulary
Simplified sentences
Fewer steps
*Pending USDE regulations
not currently available
 Different format
Larger font
More white space
Fewer questions per page
Only three answer choices
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TAKS-Alt (1%)
TAKS Alternative
Description and Participation
 This test is not a paper-pencil test for
students. Rather, it is a structured activity,
designed by the teacher using essence
statements as a guide. The teachers record
and submit observations.
 DISD is training a core team in TAKS-Alt.
Appropriate assessment for students
working on functional IEPs or those that
cannot take a paper/pencil test (e.g.,
IMPACT, START, some SLC)
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Late-Breaking news on the TAKS-Alt
During the November 7, 2006 TETN regarding the Texas Assessment of Knowledge and Skills–
Alternate (TAKS–Alt), a PowerPoint was presented that is now available for viewing on the TAKS–Alt
Resource Page at
http://www.tea.state.tx.us/student.assessment/resources/taksalt/index.html
Some information regarding selection of the essence statements was given during that presentation
and now has been updated.
For the TAKS–Alt field test beginning on January 8, 2007 and ending on April 13, 2007, teachers will
be able to select only one essence statement from each objective. For example, if the state-required
essence statements are from Objectives 1 and 3, teachers could only choose from Objectives 2, 4, 5
and 6 for their teacher-selected essence statements. The only exception to this is Grade 9 Reading
which contains only 3 objectives. For this grade and subject, teachers will have one objective that
requires two essence statements to be selected.
No math clusters will be provided on the field test, therefore teachers can select essence statements
from any of the objectives other than the two objectives that are state required.
During the operational TAKS–Alt administration in August 2007-April 2008, the state-required essence
statements may vary from those selected in the field test. A list of the operational test essence
statements will be posted in early summer, so that teachers will have the complete list of options at
the beginning of the 2007-2008 school year.
Additional TETN presentations have been scheduled to provide more information regarding TAKS–Alt.
January 9, 2007
1:00 -3:00 P.M. – Event #24582 - Training Module 4
January 30, 2007
1:00 -3:00 P.M. – Event #24635 - Preparation for 2007 Field Test and
opportunity to ask questions
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Alternate Assessment Based on
Alternate Achievement Standards (1%)
TAKS-Alternate (TAKS-Alt)
Activities aligned to the enrolled grade-level
TEKS
 Online observation/documentation instrument
State-selected activities
Teacher-selected activities
Rubric
 Online trainingARDC Decision Making Training
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SDAA II Implications
for Spring 06-07 school year
AYP cap going from 3% to 2%
 Any student on grade level or one grade level below
should take TAKS, TAKS-I on grade level. Those
students are not subject to the cap .
 Any student taking an off grade level SDAA II is
subject to the 2% cap for AYP.
 Consider putting all other SDAA II examinees if
possible on grade level at achievement level I.
 Students placed at Out of District facilities should
take SDAA II.
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LDAA Recommendations
Most LDAA takers will take TAKS-Alt this year.
Each student will count as a participant, but will
count as a failure for performance for AYP.
 Some students will continue to need to take an LDAA
instead of the TAKS-Alt.
 Continue to consider every DISD student for taking at
least one SDAA II subject area test. You also need to
consider that these students will count in the 2% and not
the 1%, so be very judicious with this choice.
 Choose a grade level commensurate to functioning level
and consider predicting an achievable achievement level.
Primary consideration for:
IMPACT, START, some SLC students
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If a student took _______________ last year.
TAKS
PASSED
DID NOT
PASS
TAKS
SDAA II
(on level)
TAKS-I
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TAKS
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If a student took _______________ last year…
SDAA II
On Level
Off Level
or
(2 or more
1 instructional
instructional
level below
levels)
Did Not Meet
Met ARD
ARD
expectations
expectations
Did Not Meet
ARD
expectations
Met ARD
expectations
III
II
I
III
On Level
Consider
SDAA II w/
TAKS
Achievement
On level SDAA II
Achievement
Level I
level II or III
Consider on
One instructional level
level SDAA II
higher at an acheivement
level 2
or
or
2 instructional
One
Next
Consider on
instructional
instructional
levels higher at
two instructional levels
level SDAA II
level higher at
level higher at
achievement
higher at achievement
or
an acheivement
achievement
level 1
level I
level I
2007-08 2007-08
2007-08
2007-08
2007-08
2 instructional
level 2
levels higher at
or
or
achievement
two
on instructional
level I
TAKS
or
TAKS - I
I
II
instructional
level at
levels higher at
instructional
level
I
achievement
or
2 instructional
levels higher at
achievement
level I
One instructional level
higher at an achievement
level I
2007-08
level I
TAKS - I
Consider on
level SDAA II
2007-08
2007-08
TAKS - M
TAKS - I
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2007-08
TAKS - M
2007-08
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If a student took _______________ last year.
SDAA II
On Level
or
1 instruction al
level below
Did Not Meet
ARD
expectations
Met ARD
expectations
I II
Consider
TAKS
II
On Level
SDAA I I w/
Achievem ent
level I I or II I
2007- 08 2007- 08
I
On level SDA A II
Achievem ent
Level I
or
One instructional level
higher at an acheivem ent
level 2
2 instructiona l
levels higher at
achievem ent
level I
two instructional levels
higher at achievem ent
level I
Consider on
level SDAA II
2007- 08
2007- 08
TAKS
or
TAKS - I
or
2007- 08
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TAKS - I
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If a student took _______________ last year.
SDAA II
Of f Level
( 2 or m ore
instructional
levels)
Did Not Meet
ARD
expectations
Met ARD
expectations
I II
Consider on
level SDAA I I
or
2 instructional
levels higher a t
achievem ent
level I
I
II
One
instructional
level higher at
an acheivem ent
level 2
Next
instructional
level higher at
achievem ent
level 1
or
or
two
instructional
levels higher a t
achievem ent
level I
on instructiona l
level at
instructional
level I
Consider on
level SDAA I I
or
One instruction al level
higher at an achievem ent
level I
2 instructional
levels higher a t
achievem ent
level I
2007- 08
2007- 08
2007- 08
TAKS - I
2007- 08
2007- 08
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TAKS - M
TAKS - M
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If a student took _______________ last year.
LDAA
TAKS-Alt
LDAA
2007- 08
2007- 08
TAKS -ALT
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Scenario 1
If a student took SDAA II last year at
one instructional level below grade
level and received a three, consider
giving the student regular TAKS or
SDAA II on grade level at a I or II
achievement level.
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Scenario 2
If a student took SDAA II last year
three instructional levels below grade
level and made a III, consider giving
that child the SDAA II either on level
at achievement level I, or 2 levels
higher at achievement level I.
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Scenario 3
If a Life Skills student took SDAA II
well below grade level last year,
consider giving them the TAKS-Alt
field test.
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Directions for printing certificate
File
Print
Slides: 53
Print and sign name
Turn in ONLY slide 53 to your lead
teacher by December 15
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Certificate of Completion
My signature below indicates that I have viewed the ARDC
Decision Making PowerPoint and understand my responsibilities
associated with the Texas Assessment Program as it relates to
ARDC decision making.
Printed Name: ______________________
Signature:
______________________
(Signature)
Completed on this day: __________________
Campus: _______________
Print and complete this certificate and turn into the lead teacher on your campus.
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