ARD Committee Decision-Making Process

for the 2008-2009 Texas Assessment

Program

2008-2009 Texas Education Agency Training for Education Service Centers and School Districts

22

AgendaAgenda

Purpose of TrainingPurpose of Training General InformationGeneral Information

– Assessment RequirementsAssessment Requirements– No Child Left Behind Act (NCLB) of 2001 No Child Left Behind Act (NCLB) of 2001

Components of the 2008 Assessment Components of the 2008 Assessment ProgramProgram

ARD Assessment DecisionsARD Assessment Decisions AccommodationsAccommodations LEP Students in Special EducationLEP Students in Special Education Student Success Initiative (SSI)Student Success Initiative (SSI) Resources and Contact Information Resources and Contact Information

33

Purpose of Training 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

44

General Information General Information

Reference Page 12-13

55

State Assessment in the State Assessment in the NCLB WorldNCLB World

Description of Description of Assessments Allowed Assessments Allowed

under NCLB under NCLB

Texas Texas AssessmentsAssessments Proficiency for AYPProficiency for AYP

General Assessment General Assessment with or without with or without

accommodationsaccommodations

TAKSTAKS(Including(Including

TAKS-Acc andTAKS-Acc andTAKS LAT)TAKS LAT)

Met StandardMet Standard(2100 Scale Score)(2100 Scale Score)

AlternateAlternate AssessmentAssessment based on based on ModifiedModified EGL EGL

Academic Achievement Academic Achievement StandardsStandards

TAKS-MTAKS-MMet Standard – Up to a number Met Standard – Up to a number that equals that equals 2%2% of all students of all students enrolled in grades 3-8 and 10 enrolled in grades 3-8 and 10

AlternateAlternate AssessmentAssessment based on based on AlternateAlternate EGL EGL Academic Achievement Academic Achievement

StandardsStandards

TAKS-AltTAKS-AltMet Standard – Up to a number Met Standard – Up to a number that equals that equals 1%1% of all students of all students enrolled in grades 3-8 and 10 enrolled in grades 3-8 and 10

66

State Assessment in the State Assessment in the NCLB WorldNCLB World

Description of Description of Assessments Allowed Assessments Allowed

under NCLB Regsunder NCLB Regs

Texas Texas AssessmentsAssessments Proficiency for AYPProficiency for AYP

General Assessment General Assessment with or without with or without

accommodationsaccommodations

TAKSTAKS(Including(Including

TAKS-Acc andTAKS-Acc andTAKS LAT)TAKS LAT)

Met StandardMet Standard(2100 Scale Score)(2100 Scale Score)

AlternateAlternate AssessmentAssessment based on based on ModifiedModified EGL EGL

Academic Achievement Academic Achievement StandardsStandards

TAKS-MTAKS-M

Met Standard – Up to a number Met Standard – Up to a number that equals 2% of all students that equals 2% of all students

enrolled in grades 3-8 and 10 in enrolled in grades 3-8 and 10 in the LEAthe LEA

AlternateAlternate AssessmentAssessment based on based on AlternateAlternate EGL EGL Academic Achievement Academic Achievement

StandardsStandards

TAKS-ALTTAKS-ALT

Met Standard (24 out of 42) – Up to Met Standard (24 out of 42) – Up to a number that equals 1% of all a number that equals 1% of all

students enrolled in grades 3-8 and students enrolled in grades 3-8 and 10 in the LEA10 in the LEA

Who takes? About65%-70% of SpEd students

Who takes? About20%-25% of SpEd students

Who takes? About5%-10% of SpEd students

TAKS-Alt

1%

TAKS-M

2%

TAKS/TAKS-Acc

/TAKS LAT

97%

77

No Child Left Behind Act No Child Left Behind Act (NCLB) of 2001(NCLB) of 2001

Detailed information about the federal cap process found online in the 2008 AYP Guide at http://www.tea.state.tx.us/ayp/

88

Reference Page 8-9

Components of the 2008 Components of the 2008 Texas Assessment Texas Assessment

ProgramProgram

99

Texas Assessment of Knowledge and Skills (TAKS)

General assessment based on grade-level academic achievement standards

Measures a student’s mastery of the state-mandated 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)

General assessment based on the same grade-level 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

1111

TAKS–Modified (TAKS–M)

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

1212

TAKS–Alternate (TAKS–Alt)

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

1313

Reference Page 12-26

ARD Assessment ARD Assessment DecisionsDecisions

1414

Step 1: Step 1: Review student’s current information to determine present level of functioning

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

1515

Step 1: Step 1: Review student’s current information to determine present level of functioning

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

1616

Step 2: Step 2: Determine how student receives TEKS instruction and student’s level of performance on grade-level curriculum

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)

1717

Step 3:Access to the Step 3:Access to the General Education General Education CurriculumCurriculum

Determine the appropriate assessment for the Determine the appropriate assessment for the student:student:

-TAKS-TAKS - TAKS-ACCOMMODATED- TAKS-ACCOMMODATED - TAKS LAT- TAKS LAT -TAKS-M-TAKS-M -TAKS-ALT-TAKS-ALT Chart on next page clarifies which

description of the TEKS curriculum is most appropriate for each assessment

181818

Page 17 of Page 17 of ManualManual

191919

TAKS-M TAKS-M ParticipatiParticipation Criteriaon Criteria

Page 45 Page 45 of of ManualManual

202020

TAKS-Alt TAKS-Alt ParticipatioParticipationn Criteria Criteria

Page 47 Page 47 of of ManualManual

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Page 10 of Page 10 of ManualManual

Summary of ALL state wide assessments

Eligibility

Format

Passing Standards

Accommodations

Accountability

English Language Learner

Student Success Initiative

Graduation Requirements

2222

Step 4: Step 4: Document assessment and all allowable/approved testing accommodations

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

2323

Step 4: Step 4: Document appropriate assessment including all allowable or approved testing accommodations

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 The Four Steps SummarizedSummarized

2525

LEP Students LEP Students in in Special EducationSpecial Education

Reference Page 27-30

2626

ARD Committee & Language Proficiency Assessment Committee (LPAC)

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 & LEP Exemptions & LATLAT

Some ELLs may qualify for a LEP exemption (an exemption based on limited English proficiency) from – TAKS – TAKS (Accommodated) – TAKS–M

LEP exemption decisions should be made in spring, prior to testing

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LEP Exemptions & LEP Exemptions & LATLAT

Detailed information about LEP exemptions found online in the LPAC Decision-Making Process for the Texas Assessment Program manual at http://www.tea.state.tx.us/student.assessment/admin/rpte/

Updated manual for the 2008-2009 school year to be posted by December 2008

2929

TELPAS Reading Tests TELPAS Reading Tests Grades 2-12Grades 2-12

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

3030

TELPAS Holistically TELPAS Holistically Rated ComponentsRated Components

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 TELPAS Holistically Rated ComponentsRated Components

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

3232

Accommodations &Accommodations &TELPAS ReadingTELPAS Reading

Students with special needs may be Students with special needs may be eligible to use accommodations on eligible to use accommodations on TELPAS reading testsTELPAS reading tests

See See 2008-2009 Accommodations 2008-2009 Accommodations ManualManual for more information for more information

3333

Student Success Student Success Initiative (SSI)Initiative (SSI)

Reference Page 31-37

3434

Background Background Information Information

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

3535

Students for Whom SSI Students for Whom SSI AppliesApplies

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

SSI does NOT apply to – students who take TAKS–Alt– ELLs who participate in LAT

3636

Decision-MakingDecision-Making

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

3737

Decision-MakingDecision-Making

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 decision-making as set forth in 19 TAC §89.1050

3838

General Timeline of Events: Before Testing

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

3939

General Timeline of Events: First Administration

Passes– Student’s IEP and local policy relating to

grade advancement are reviewed by and ARD committee determines promotion/retention

Fails/Absent– parents notified of student’s failure,

possible retention, and provides accelerated instruction

4040

General Timeline of Events: Second Administration

Passes– Student’s IEP and local policy relating to

grade advancement are reviewed by and ARD committee determines promotion/retention

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

4141

General Timeline of Events: Parent Waives 3rd Retest

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

4242

General Timeline of Events: 3rd Administration

Passes– 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

4343

Student Success Student Success Initiative (SSI)Initiative (SSI)

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

4444

Student Success Student Success Initiative (SSI)Initiative (SSI)

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.assessment/resources/ssi/

4545

Available at: http://www5.esc13.net/assessment/index.html

GREEN :Subject and Grade Evaluated by AYP

BOLD Not evaluated by AEIS

4646

4747

ARD Manual ResourcesARD Manual Resources

Page 1-5: List of assessments and Page 1-5: List of assessments and administration datesadministration dates

Page 10: Assessment Comparison ChartPage 10: Assessment Comparison Chart Page 39-41: Sample formsPage 39-41: Sample forms Page 43-47: Participation RequirementsPage 43-47: Participation Requirements Page 49-54: Accommodation Page 49-54: Accommodation

Information Information Page 55-62: Sample Confidential Page 55-62: Sample Confidential

Student Reports (CSR)Student Reports (CSR) Page 69-74: GlossaryPage 69-74: Glossary

4848

Contact Information Contact Information Student Assessment DivisionStudent Assessment Division

– Phone:Phone: 512-463-9536512-463-9536 – Website:Website:

http://www.tea.state.tx.us/student.assessment/special_ehttp://www.tea.state.tx.us/student.assessment/special_education/index.htmlducation/index.html

– E-mail: E-mail: Assessment.StudentsWithDisabilities@tea.state.tx.usAssessment.StudentsWithDisabilities@tea.state.tx.us

Division of IDEA CoordinationDivision of IDEA Coordination– Phone: 512-463-9414Phone: 512-463-9414– Website: Website: http://http://www.tea.state.tx.us/special.edwww.tea.state.tx.us/special.ed//

Texas Legislature Online Texas Legislature Online – Website: Website: http://http://www.legis.state.tx.uswww.legis.state.tx.us//

No Child Left BehindNo Child Left Behind– Website: Website: http://http://www.ed.gov/nclb/landing.jhtmlwww.ed.gov/nclb/landing.jhtml