Transcript Slide 1

ARD Committee
Decision-Making Process for the
Texas Assessment Program
Somerset Independent School
District
Special Education Department
Administration
TAKS Primary Administration
 TAKS-Inclusive (TAKS-I)
 SDAA II
 LDAA
 TELPAS
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LDAA Reporting Deadlines
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LDAA can be administered on dates other
than state-mandated test dates
ARDC may consider designating a window
of time appropriate for administering an
LDAA
LDAA performance MUST be recorded on
the corresponding TAKS or SDAA II
answer documents
Test Dates for
9th & 10th Grade
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Instructional Level 9 reading test
must be administered on February
22, 2006
Students will not take two test on the
same day
Purpose of the ARD Manual
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How to make assessment decisions by
using the TEKS curriculum as
documented in the student’s IEP
How to determine what
accommodations documented in the
IEP are appropriate and allowable; and
How to set a student’s expected
achievement level on an SDAA II
assessment
Who needs to be trained?
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Campus Level-Grades 3-10
District Level
 Principals
Superintendents
 Diagnosticians & LSSP
Administrators
 Counselors
Special Education
 Special Education Staff
Administrators
Testing Coordinators  General Education Staff
 Testing Coordinators
 Test administrators
 Parents
Components of 2006
Texas Assessment Program
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Texas Assessment of Knowledge and Skills
(TAKS)
TAKS Inclusive (TAKS-I)*
Spanish TAKS
State-Developed Alternative Assessment II
(SDAA II)
Locally Determined Alternate Assessment
(LDAA)
Texas English Language Proficiency
Assessment System (TELPAS)
Linguistically Accommodated Testing (LAT)
TAKS-I
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Assessment that measures progress for
students who receive special education
services for whom TAKS, even with allowable
accommodations, is not an appropriate
assessment
Students may take TAKS-I test only at their
enrolled grade level
TAKS-I is intended for students receiving
instruction in the state-mandated TEKS
curriculum at or near grade level
LDAA is still an option for those students
whose ARDC has determined that TAKS and
TAKS-I are inappropriate
TAKS-I Tested Areas
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Exit Level Math
Exit Level ELA
Grades 5, 8, 10, and Exit Level
Science
Grade 5 Spanish Science
Grades 8, 10, and Exit Level Social
Studies
Characteristics of TAKS-I
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TAKS-I will consist of the same items
that appear on the TAKS science,
social studies, and Exit level tests
TAKS-I will not include embedded field
test items (shorter that standard
TAKS)
Modifications to the format such as
larger font size and fewer items per
page will be made
Expanded accommodations similar to
SDAA II will be used
TAKS-I Standards
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TAKS-I will use TAKS Met Standard and
Commended cut scores
ARD Committees do not have to set
expected achievement levels for students
who take TAKS-I
TAKS-I refers to assessments as Exit
Level, but this is not a state-mandated
requirement for graduation, UNLESS the
ARDC makes that determination
The Four Steps
Making Assessment Decisions and Setting
Appropriate Achievement Level Expectations
1.
2.
Review student’s current information to
determine the student’s present level of
functioning.
Determine student’s TEKS mastery level
and appropriate assessment (TAKS,
TAKS-I, SDAA II or LDAA).
Step 3 & 4
If SDAA II is the appropriate assessment, go to Step
3:
3.
4.
Determine the appropriate SDAA II
instructional level.
Select an SDAA II expected achievement
level based on the student’s growth
expectations.
Questions to Consider
1.
2.
3.
4.
At the time of testing, is the student
enrolled in Grades 3-11?
Is the student receiving instruction using
on- or near grade level TEKS, modified
TEKS, or an alternate curriculum?
What accommodations will be used?
Which assessment is most appropriate
after answering questions 1-3?
Choosing the Appropriate Assessment for Students Receiving
Special Education Services in Subjects Tested by SDAA II
Reference Manual Page 22
15
Choosing the Appropriate Assessment for Students Receiving
Special Education Services in Subjects Not Tested by SDAA II
Reference Manual Page 23
16
3. SDAA II Instructional Levels
Which SDAA II instructional level test
would be most appropriate to match the
students instruction in:
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Reading (K-9 and 10 ELA)
Mathematics (K-10)
Writing (K/1, 2, 3/4, 5, 6/7, 8/9, 10 ELA)
Instructional Level 10 ELA
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Students taking the SDAA II
Instructional Level 10 ELA test must take
both sections
Students may NOT take only the reading
section or only the writing section
4. SDAA II Achievement Levels
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Instructional decisions made by the
ARDC and documented in the IEP should
be based on the TEKS and guide all
assessment decisions
ARDC should determine the amount of
expected growth from one test
administration to the next
4. Setting Appropriate Achievement Expectations
Achievement Level I
Minimal Knowledge and Skills
(Beginning)
Instructional
Level
Achievement Level II
Adequate Knowledge and Skills
(Developing)
Achievement Level III
Strong Knowledge and Skills
(Proficient)
First Question with regard to
Achievement Level
Is the student expected to progress
through the TEKS curriculum at this
instructional level with minimal
(beginning) knowledge and skills?
If yes, then . . . Achievement Level I
If no, then . . . consider Achievement
Level II
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Second Question with regard
to Achievement Level
Is the student expected to progress
through the TEKS curriculum at this
instructional level with adequate
(developing) knowledge and skills?
If yes, then . . . Achievement Level II
If no, then . . . consider Achievement
Level III
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Third Question with regard to
Achievement Level
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Is the student expected to progress
through the TEKS curriculum at this
instructional level with strong (proficient)
knowledge and skills?
If yes, then . . . Achievement Level II
Met TAKS
Equivalency Standard
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SDAA II includes TAKS Equivalency
Standard for reading, ELA, and
mathematics assessments
Students meet TAKS Equivalency
Standard if test on grade level and earn a
score that places them at Achievement
Level III
Documentation
ARDC must document:
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Why the student cannot participate in
TAKS;
Why the selected alternate assessment is
appropriate for the student; and
What accommodations are necessary
Sample forms provided in the
Appendix
SDAA II Writing/ELA
Instructional Level K/1
The K/1 writing test is a performance
comprised of five tasks. The score for the
first four tasks-writing numbers (1-50), writing
first and last name, writing letters (lower and
uppercase), and labeling pictures of common
objects-is determined by the student’s degree
of literacy development. Below is a graphic
representing different points on a
developmental continuum.
Emergent
Developing
Developed
SDAA II Writing K/1
The fifth task-responding to a picture promptis based on the language level the student is
able to use to write his or her response.
Development of language is divided into six
levels for this task with 1 as the least
developed and 6 as the highest.
The student’s achievement level (combined
performance on all five tasks) should
represent the student’s overall stage of
literacy development in writing at the time of
the assessment.
SDAA II Writing
Instructional Level 2
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Written Composition
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Objectives 1-3 assess a composition the
student writes in response to a picture
prompt.
Multiple Choice
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Objectives 4-5 assesses the ability to identify
correct and effective sentences and use basic
proofreading skills
SDAA II Writing
Instructional Levels 3-9
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Written Composition
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Objectives 1 and 2 assess a composition the
student writes in response to a picture
prompt.
Multiple Choice
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Objectives 3-6 assesses the ability to
recognize organization of ideas, identify
correct and effective sentences, ability to
apply basic grammar and use basic
proofreading skills.
Reference Manual
Page 45
See Appendix A
Instructional Level 10 ELA
Thematically linked set of selections (triplet) for
the students to read and analyze
What is a triplet?
 Published literary selection
 Published expository (informational)
selection
 One-page viewing representing piece
Instructional Level 10 ELA
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Reading: Multiple Choice Items
Reading: Open-Ended Items
Written Composition
Revising and Editing: Multiple Choice
Items
Documentation
ARDC must document:
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Why the student cannot participate in
TAKS;
Why the selected alternate assessment is
appropriate for the student; and
What accommodations are necessary
Sample forms provided in the
Appendix
SDAA II
Conversion Charts
from Spring 2005
Please review the following at
http://www.tea.state.tx.us/studen
t.assessment/scoring/convtables/2
005/sdaa/Read_final.pdf
LEP Students Receiving Special
Education Services
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The ARDC must include a school
representative who is a member of the
student’s LPAC
For more specific information about
testing requirements for LEP students,
refer to the LPAC Decision- Making
Process for the Texas Assessment
Program (Grades 3-12)
Choosing Appropriate Assessment for
LEP/Special Education Students
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LEP students served by special education
who are not eligible for a LEP
exemption should be assessed with
TAKS, TAKS-I, SDAA II, or LDAA
Assessment decisions based on TEKS
instruction and allowable accommodations
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Spanish TAKS available (Grades 3-6)
Spanish Science TAKS-I at Grade 5
No Spanish SDAA II available
LEP/Special Education
Exemptions
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LEP Exemption: An ARDC must
collaborate with LPAC members to
determine exemption eligibility based on
limited English proficiency (criteria in the
LPAC manual)
ARD Exemption: An ARDC exempts a
student for reasons associated with the
student’s special education need.
Linguistically Accommodated Testing
(LAT)
in Mathematics for Grades 3-8 and 10
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NCLB requires all LEP students participate in
math assessments used in the calculation of AYP
LAT process was developed for students who are
LEP exempt in mathematics
LEP-exempt special education students may
participate in LAT administration of TAKS at their
enrolled grade, or LDAA at their instructional
level, as determined by the ARDC
LAT administrations of SDAA II are no longer
available
LAT Accommodations
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Linguistic simplification
Oral translation
Bilingual dictionaries
Bilingual glossaries
English and Spanish TAKS used together
Texas English Language Proficiency
Assessment System (TELPAS) Components
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Reading Proficiency Tests in English (RPTE)
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LEP exemptions are not allowed
ARD exemptions are allowed for students who
need a braille version and students whose
reading instruction is below the level of reading
simple words and simple sentences
LEP exempt students in special education must
take RPTE, but are not required to take an LDAA
reading assessment
Texas English Language Proficiency
Assessment System (TELPAS)
Components
Texas Observation Protocols (TOP)
Based on classroom observations and daily
interactions that correspond to the student’s level
of instruction in the following areas:
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Grades K-2 listening, speaking, reading, and
writing
Grades 3-12 listening, speaking, and writing
ARD exemptions should be rare and be
considered on a domain-by-domain basis
Allowable Accommodations for
TAKS
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Signing/Translating
Oral Instructions
Signing the Writing
Prompt
Colored
Transparency/Place
Maker/Magnifying
Device
Large Print/Braille
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Methods of Response
Tape-Recorded
Written Composition
Typed Written
Composition and
Responses to OpenEnded Items
Small
Group/Individual
Administration
To request permission to use a specific accommodation, submit the
Accommodation Request Form (Page 123) at least 2 weeks prior to testing
Oral Administration for TAKS
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Only students served by special education or
Section 504 may receive oral administration
in the following areas:
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Mathematics
Social Studies
Science
Oral administration must be documented in
the student’s IEP or individual
accommodation plan (IAP)
Oral Administration Procedures
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Small group/individual administration
Test administrator will need test booklet
Each question and set of answer choices
may be read as many times as necessary
Test items and answer choices must not
be rephrased
Voice inflection must be kept neutral
All security measures must be followed
Dyslexia Bundled
Accommodations
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Only students in Grade 3, 4, or 5 who have
been identified with dyslexia and receive
services through special education, Section
504 or a dyslexia program
Decision to use accommodations should be
made by the ARDC, student placement
committee, or student’s teacher who routinely
uses reading accommodations
Dyslexia Bundled Accommodations
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All three accommodations must be used:
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Orally reading all proper nouns before students
begin reading the passage
Orally reading all questions and answer choices
Extending the testing time over two-days
TAKS Nonallowable
Accommodations
The following accommodations are NOT allowed:
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Reading assistance, except Grade 3
mathematics
Oral administration on writing, reading, or ELA
tests
Use of foreign-language reference materials
Use of calculators on Grades 3-8 math or Grade
5 & 8 science test
Translation of test items or reading & writing
selections
Rephrasing or clarifying of test questions,
answer choices, selections, and writing prompts
Other accommodations that would invalidate
the test
Related Testing Procedure
for TAKS
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Reference materials
Grade 3 Mathematics reading assistance
Use of highlighters
Graphing calculators for TAKS Mathematics
Reference Manual Page 64-See Appendix A
Testing Accommodations
for TAKS-I and SDAA II
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ARDC should consider:
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the needs of the student; and
whether the student routinely receives the
accommodation in classroom instruction and
testing
Accommodations documented in the
IEP that are necessary to address the
student’s instructional needs, but do
NOT invalidate the test may be used.
TAKS-I and SDAA II
Nonallowable Accommodations
The following accommodations are NOT
allowed:
 Direct or indirect assistance or reinforcement
 Translation (except in sign language) of test
questions, answer choices, and writing
prompt
 Rephrasing or clarifying test questions,
answer choices, selections, and writing
prompts
 Reduction in the number of answer choices
 Reading aloud the SDAA II reading, writing,
and ELA tests (except writing prompt) at IL
Oral Administration Procedures
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Small group/individual administration
Test administrator will need test booklet
Each question and set of answer choices
may be read as many times as necessary
Test items and answer choices must not
be rephrased
Voice inflection must be kept neutral
All security measures must be followed
Related Testing Procedure for
TAKS-I and SDAA II
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Reference materials
English-language dictionaries and thesauruses must be provided for
the following assessments:
• The written composition portion of the SDAA-II
Instructional Levels 5, 6/7, and 8/9 writing tests
•The SDAA II Instruction Level 9 reading test
•The reading and written composition portions of the SDAA II
Instructional Level 10 ELA
Calculators for Mathematics and Science
Instructional Levels K-8
Students may use calculators only if this accommodation is
routinely used in instruction and testing and is documented in
the IEP
Instructional Levels 9 and 10
• Districts must ensure that each student has a graphing
calculator during the administration of Instructional Level 9 and
Instructional Level 10 mathematics tests
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Large Print & Braille
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Available for a student who has a visual
impairment and routinely receives this
accommodation in the classroom
Decision to use large print or braille test
booklets should be made by the ARDC,
student placement committee, or student’s
teacher who routinely uses this
accommodation
SDAA II Field Test
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All students who take SDAA II must
participate in the field tests
The ARDC does not have to meet to
determine field test placement or
accommodations
Districts will not receive results from field
tests
Large-print and braille test booklets are
not available. Accommodation Request
Form may be used to request this
accommodation
Student Success Initiative (SSI)
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The ARDC determines the following SSI
decisions:
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appropriate assessment options
accelerated instruction
promotion/retention
The ARDC serves as the Grade Placement
Committee (GPC) for students served by
special education and does not meet SSI
assessment expectations
SSI Grade Advancement
Requirements
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Students who take LDAA are not subject
to SSI requirements
TEKS-based formal or informal
assessments are the two additional
testing opportunities for students taking
SDAA II
Alternate assessment to TAKS is an
assessment for students who have not
met the passing standard on the first two
TAKS testing opportunities
SSI
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SSI General Flowcharts-Reference Manual
Pages 78-84
Student Scenarios-Reference Manual Page
86
For more information, consult the Grade
Placement Committee Manual for Grade
Advancement Requirements of the Student
Success Initiative (GPC manual)
Example of Similar Test Format
5th Grade TAKS
SDAA II – Level 5
Mark answers on a separate machine- Mark answers on a separate machinescorable answer document
scorable answer document
Any items may include application
context, and extraneous information
Some items may include application
context, and extraneous information
Most items will be in a multiplechoice format with four answer
choices.
Most items will be in a multiple-choice
format with four answer choices.
One to two columns per page and Not
here or a variation of this phrase
may be used as the fourth answer
choice when appropriate.
One to two columns per page and Not
here or a variation of this phrase may
be used as the fourth answer choice
when appropriate.
There may be limited number of
griddable response items. For these
items a four-column grid(with the
last column designated as a fixed
decimal point) will be provided for
the students to record and bubble
their answers.
There may be limited number of
griddable response items. For these
items a four-column grid(with the last
column designated as a fixed decimal
point) will be provided for the students
to record and bubble their answers.
ACCOUNTABILITY
Federal Accountability
Adequate Yearly
Progress (AYP)-SDAA II
Performance-Based
Monitoring Analysis
System (PBMAS)- SDAAII
Included for Reading &
Mathematics Performance:
■ On-Grade Level: Proficient if
ARD Expectations are Met
■ Below Grade Level: Proficient
if ARD Expectations are Met and
Subject to the 5% Cap for 200405 (3% for 2005-06)
(SDAA-II is used for Participation
on AYP)
■ Special Education SDAA II Only
Participation Rate
■ Special Education: SDAA II Gap
Closure Grades 3-8 (District
Percentage of Student Taking SDAA-II
at Grade Level or One Grade Level
Below Enrolled Grade Level)
■ Special Education: SDAA II Gap
Closure Grades 3-10 (District
Percentage of Student Taking SDAA-II
at Grade Level or One Grade Level
Below Enrolled Grade Level)
■ LEP TAKS/SDAA II Passing Rate
Frequently Asked Questions
(see Appendix A)
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Test Selection-Pages 88-89
Accommodations-Pages 90-93
Implications-Pages 94-95
LDAA-Page 96
Reporting & Accountability-Page 97
LEP-Pages 98-99
SSI-Pages 100-102
Other-Page 103