ARD Committee Decision-Making Process for the Texas Assessment Program Texas Education Agency Training for Education Service Centers and School Districts

2 Agenda Purpose of Training Purpose of Training General Information General Information –Assessment Requirements –No Child Left Behind Act (NCLB) of 2001 Components of the 2008 Assessment Program Components of the 2008 Assessment Program ARD Assessment Decisions ARD Assessment Decisions Accommodations Accommodations LEP Students in Special Education LEP Students in Special Education Student Success Initiative (SSI) Student Success Initiative (SSI) Resources and Contact Information Resources and Contact Information

3 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

4 General Information Reference Page 12-13

5 State Assessment in the NCLB World Description of Assessments Allowed under NCLB Texas Assessments Proficiency for AYP General Assessment with or without accommodations TAKS(Including TAKS-Acc and TAKS LAT) Met Standard (2100 Scale Score) Alternate Assessment based on Modified EGL Academic Achievement Standards TAKS-M Met Standard – Up to a number that equals 2% of all students enrolled in grades 3-8 and 10 Alternate Assessment based on Alternate EGL Academic Achievement Standards TAKS-Alt Met Standard – Up to a number that equals 1% of all students enrolled in grades 3-8 and 10

6 State Assessment in the NCLB World Description of Assessments Allowed under NCLB Regs Texas Assessments Proficiency for AYP General Assessment with or without accommodations TAKS(Including TAKS-Acc and TAKS LAT) Met Standard (2100 Scale Score) Alternate Assessment based on Modified EGL Academic Achievement Standards TAKS-M Met Standard – Up to a number that equals 2% of all students enrolled in grades 3-8 and 10 in the LEA Alternate Assessment based on Alternate EGL Academic Achievement Standards TAKS-ALT Met Standard (24 out of 42) – Up to a number that equals 1% of all students enrolled in grades 3-8 and 10 in the LEA Who takes? About 65%-70% of SpEd students Who takes? About 20%-25% of SpEd students Who takes? About 5%-10% of SpEd students TAKS-Alt 1% TAKS-M 2% TAKS/TAKS-Acc /TAKS LAT 97%

7 No Child Left Behind Act (NCLB) of 2001 Detailed information about the federal cap process found online in the 2008 AYP Guide at

8 Reference Page 8-9 Components of the 2008 Texas Assessment Program

9 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

10 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

11 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

12 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

13 Reference Page ARD Assessment Decisions

14 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

15 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

16 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)

17 Step 3:Access to the General Education Curriculum Determine the appropriate assessment for the 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

18 Page 17 of Manual Page 17 of Manual

19 TAKS-M Participati on Criteria TAKS-M Participati on Criteria Page 45 of Manual Page 45 of Manual

20 TAKS-Alt Participatio n Criteria TAKS-Alt Participatio n Criteria Page 47 of Manual Page 47 of Manual

21 Page 10 of Manual Page 10 of Manual Summary of ALL state wide assessments Eligibility Format Passing Standards Accommodations Accountability English Language Learner Student Success Initiative Graduation Requirements

22 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 *Dyslexia Bundle pgs *Accommodations At A Glance pgs *Supplemental Aids pgs

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

24 The Four Steps Summarized

25 LEP Students in Special Education Reference Page 27-30

26 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

27 LEP Exemptions & LAT 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

28 LEP Exemptions & LAT Detailed information about LEP exemptions found online in the LPAC Decision-Making Process for the Texas Assessment Program manual at ent/admin/rpte/ ent/admin/rpte/ Updated manual for the school year to be posted by December 2008

29 TELPAS Reading Tests Grades 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

30 TELPAS Holistically Rated 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

31 TELPAS Holistically Rated 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

32 Accommodations & TELPAS Reading Students with special needs may be eligible to use accommodations on TELPAS reading tests Students with special needs may be eligible to use accommodations on TELPAS reading tests See Accommodations Manual for more information See Accommodations Manual for more information

33 Student Success Initiative (SSI) Reference Page 31-37

34 Background 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

35 Students for Whom SSI Applies 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

36 Decision-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

37 Decision-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 §

38 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

39 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

40 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 3 rd administration

41 General Timeline of Events: Parent Waives 3 rd Retest If parent waives 3 rd 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

42 General Timeline of Events: 3 rd 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

43 Student Success 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

44 Student Success 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 ment/resources/ssi/ ment/resources/ssi/

45 Available at: GREEN :Subject and Grade Evaluated by AYP BOLD Not evaluated by AEIS

46

47 ARD Manual Resources Page 1-5: List of assessments and administration dates Page 1-5: List of assessments and administration dates Page 10: Assessment Comparison Chart Page 10: Assessment Comparison Chart Page 39-41: Sample forms Page 39-41: Sample forms Page 43-47: Participation Requirements Page 43-47: Participation Requirements Page 49-54: Accommodation Information Page 49-54: Accommodation Information Page 55-62: Sample Confidential Student Reports (CSR) Page 55-62: Sample Confidential Student Reports (CSR) Page 69-74: Glossary Page 69-74: Glossary

48 Contact Information Student Assessment Division Student Assessment Division –Phone: –Website: tml tml tml – Division of IDEA Coordination Division of IDEA Coordination –Phone: –Website: Texas Legislature Online Texas Legislature Online –Website: No Child Left Behind No Child Left Behind –Website: