2006-2007 ard training

Reference Manual Page 68 1

2006-2007 ARD Training

Education Service Center

and

School District Training TEA Student Assessment Division

Reference Manual Cover 2


Agenda

Introductions/General Information Purpose of the Training Components of the 2007 Assessment Program Subject Area Assessment Information Writing/ELA Achievement Levels LEP Students in Special Education Testing Accommodations Student Success Initiative (SSI) Resources Future Assessments for Students Served by Special

Education


Purpose of Training

How to make decisions about student placement in the Texas Assessment Program by using the TEKS curriculum as documented in the student’s IEP;

How to determine which of the accommodations documented in the IEP are appropriate and allowable for the assessments; and How to set student expected achievement levels (ARD

expectations) on an SDAA II assessment. Updates to the assessment program for the 2006-2007 school

year.


Who Needs to Be Trained? Region Level

ESC Staff District Level

Superintendents Administrators Special Ed.

Administrators Testing Coordinators

Campus Grades 3-11 Principals and other

administrators Ed. Diagnosticians Licensed Specialist in School Psychology Counselors Special Ed. Staff General Ed. Staff Testing Coordinators Test Administrators Parents


Components of the 2007 Texas Assessment ProgramTexas 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


Components of the 2007Texas Assessment ProgramTAKS 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 Grades 8, 10, and Exit Level social studies


Components of the 2007 Texas Assessment ProgramSpanish 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


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 Enrolled Grade 10 ELA


Components of the 2007Texas Assessment ProgramLocally 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 TAKS-Alternate (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 Grade 11 (Exit Level) for English language arts, mathematics, science, and social studies

11

Components of the 2007Texas Assessment ProgramTAKS-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 grade-level 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 TAKS-Alt MUST participate in the TAKS-Alt spring 2007 field tests.


Components of the 2007 Texas Assessment ProgramTexas 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


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


Components of the 2007 Texas Assessment ProgramLinguistically 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


15


Subject-Area Assessment Information Reading Mathematics Writing English Language Arts Social Studies Science

Reference Manual 17

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 for TAKS-Alt).

Reference Manual Pages 18–21 18

Making Assessment Decisions

Step 1: Review the student’s current information to determine the student’s present level of functioning (IEP, work samples, informal and formal assessments, CSR).

Step 2: Determine student’s TEKS mastery level and appropriate assessment (TAKS, TAKS-I, SDAA II, TAKS-Alt field tests, or LDAA). Stop here if TAKS, TAKS-I, TAKS-Alt field tests, or LDAA is to be given.


Reference Manual Page 221819

Choosing the Appropriate Assessment for Students Receiving Special Education Services in Subjects Tested by SDAA II


Choosing the Appropriate Assessment for Students Receiving Special Education Services in Subjects Not Tested by SDAA II



Setting Appropriate SDAA II Achievement Expectations Step 3: Determine the appropriate SDAA II

instructional level.


2007 SDAA II Available Instructional LevelsReading and Mathematics


2007 SDAA II Available Instructional Levels Writing/ELA

Reference Manual Page 28-31 25

Setting Appropriate SDAA II Achievement Level Expectations Step 4: Select an SDAA II expected

achievement level based on the student’s growth expectations.

Reference Manual Page 28-31 26

Setting Appropriate SDAA II Expectations Determine if a student is receiving on- or

near-grade-level TEKS curriculum, modified TEKS curriculum, or curriculum that is linked to the grade-level TEKS.

Determine if the student has mastered few, some, many, or all of the objectives for the TEKS curriculum the student is receiving.

Reference Manual Page 28–31 27

Setting Appropriate SDAA II Expectations Determine which allowable accommodations will be

used during testing. Set the expected achievement level (ARD

expectation) for each SDAA II subject area test based on expected growth from one test administration to the next administration.

Document in the IEP the rationale for all assessment decisions including why a student can not participate in TAKS and why the chosen alternative assessment is appropriate.

Reference Manual 28

Achievement Levels for Reading and/or Math


Overview of Setting Appropriate Achievement Level Expectations for Students Taking SDAA II Reading and/or Mathematics



Sample ARD Committee Documentation Reading


Sample ARD Committee Documentation

Mathematics


Writing/ELA Achievement Levels

Reference Manual Pages 37 33

SDAA II Achievement Level DescriptionsWriting SDAA II Writing Achievement Level Descriptions

are provided to assist ARD committees in determining an achievement level which best represents a student’s likely performance on the SDAA II writing test.

This section describes typical student performance at each writing instructional level cluster and achievement level.


Emergent Developing Developed

The K/1 writing test is comprised of five tasks. The score for the first four tasks (writing numbers, writing name, writing letters, and labeling pictures) is determined by the student’s degree of literacy development. The graphic below depicts the way in which this development is charted for each student:

SDAA II Writing Performance Instructional Levels K/1


The fifth task (responding to a picture prompt) is 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 level and 6 as the highest.

The student’s achievement level (combined performance on all five tasks) should represent his or her overall stage of literacy development in the fundamentals of writing at the time of assessment.

SDAA II Writing Performance Instructional Levels K/1


Overview of Setting Appropriate Achievement Level Expectations for Students Taking SDAA II Writing/ELA



SDAA II Writing Performance by

Achievement Level for Instructional Levels 2-8/9


SDAA II Writing Performance by

Achievement Level for Instructional Level 10


Sample ARD Committee Documentation Writing/ELA

Summary of Steps for Making Assessment Decisions and Setting Appropriate Achievement Level Expectations



LEP Students Who Receive Special Education Services


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.


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


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.


Testing Accommodations


Testing AccommodationsTAKS

Allowable Accommodations Reference Manual Pages 60-61

Oral Administration Reference Manual Pages 62-63

Dyslexia Bundled Accommodations Reference Manual Page 64

Nonallowable Accommodations Reference Manual Page 65

Related Testing Procedures Reference Manual Page 66

Large Print and Braille Test Booklets Reference Manual Page 71

* Please check the 2007 District and Campus Coordinator Manual for any updates to this information.


Testing Accommodations TAKS-I and SDAA II Allowable Accommodations

Reference Manual Page 67 Non-allowable Accommodations


Oral Administration Reference Manual Page 68

Related Testing Procedures Reference Manual Pages 69-70

Large Print and Braille Test booklets Reference Manual Page 71

* Please check the 2007 District and Campus Coordinator Manual for any updates to this information.


Student Success Initiative


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 www.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.


SSIImportant Information to Review

SSI Grade Advancement Requirements for Students Served by Special Education


SSI General FlowchartsReference Manual Pages 76-78

SSI Flowcharts for Students Served by Special EducationReference Manual Pages 80-82


SSIImportant Information to Review

Students Who Take an LDAA or the TAKS-Alt field tests for Reading and/or MathReference Manual Page 83

Student ScenariosReference Manual Page 84

SSI Questions and AnswersReference Manual Pages 97-99


Resources


Resources Test Administration Calendars Reference Manual Pages 4-10

Frequently Asked QuestionsReference Manual Pages 86-100

Sample FormsReference Manual Pages 102-116Accommodations Request Form Page 117

GlossaryReference Manual Pages 119-123


Resources Appendices

Test Development Process Pages 124-125Confidential Student Reports Pages 126-137

Contact InformationReference Manual Pages 138-141TEA Website: www.tea.state.tx.us/student.assessmentStudent Assessment Division: (512) 463-9536

55

Future Assessments for Students Served by Special Education

2006-2007 ard training

Documents

alternative assessment

texas assessment programstate

exit level sciencegrades

students mastery

academic progress of

exit level mathematicsgrades

students iephow

taks test