1. Participation Requirements
SELN Conference
October 14, 2011
Laura Abbott
Joy Hunsucker
Ann Jacobson

2. What do these things have in common?

3. They are all ways to make State Assessment Decisions.
not

5. What happens if we don’t have a process in place?

6. ONLY ON
REGION XIII

7. Accommodations
Curriculum
Services
Test
Graduation

8. Accommodations
STAAR
Curriculum
Services
Test
Graduation

9. Accommodations
Modified
Curriculum
Services
Test
Graduation

10. Accommodations
Alternate
Curriculum
Services
Test
Graduation

11. 3

12. 5

13. Based on educational need and instruction Why STAAR is not appropriate
Not solely based on:
disability category/race/SES/attendance service time/service location
Why STAAR is not appropriate
Why Modified/Alternate is appropriate
All eligibility criteria are met
Based on multiple sources of data
Not based solely on previous state assessment
ARD Committee decision
Not cap-driven administrative decision

14. Are you sure about your district?
Participation
Requirements:
Are you sure about your district?

15. Participation Requirements:
Raise your hand!
Raise your hand!
If you…

17. So what can we do?

19. Goals Objectives Benchmarks
GOBs:
academic
Goals Objectives Benchmarks
functional
modify
prerequisite

20. Functional Performance
Present Levels of
Academic Achievement and
Functional Performance

21. How is the student performing on academic tasks that are affected by his or her disability?

22. A “well-rounded picture of the whole student”
Parents
Student
Teachers
Service Providers

23. PLAAFP should Provide a focus or a spotlight on the child’s needs
Serve as a preview as to which skills will need some instructional support and focus
Provide specific baseline data supporting their area of need

24. Plaafp-lac You do not want…. based on data Noun:
The absence of a well-written PLAAFP
based on data

25. General Curriculum 
Disability
Involvement 
Progress 
How does the student’s disability affect involvement and progress in the general education curriculum?

26. TEKS Expectations Can the student tackle the
grade level TEKS as written? or
Does the student’s disability
affect his/her ability to
master the grade level TEKS? 
Enrolled
Gr. Level
Modified TEKS
Prerequisite
Skills

27. The Gen. Ed. / Spec. Ed. Team

29. Accommodations

30. instruction and testing
Accommodations
Changes to instructional materials, procedures, or techniques that allow a student with disabilities to participate in grade-level
instruction and testing
Individualized for each student
Used routinely in instruction and testing
Evaluated regularly for effectiveness

32. SERVICES

33. General Education Setting Special Education Setting Co-teach
Indirect Support
Co-teach
Support Fac.

35. Additional Information

38. STAAR Modified
STAAR Alternate
STAAR L

39. Assessment Decision Process
Does the student receive instruction in the grade-level TEKS for this subject with or without accommodations?
If yes, then the student takes STAAR for this subject.

40. Assessment Decision Process
Does the student access the grade-level TEKS for this subject through modifications (modified content)?

42. Modified Question #1: Multiple Years Behind Grade-level
Rate of Progress

44. Modified Question #2:
Modified
Enrolled Grade Level
Content

46. Modified Question #3: Direct, Intensive Instruction
Acquire, Maintain, Transfer Skills

48. Assessment Decision Process
Does the student have a significant cognitive disability that requires the student to access the grade-level TEKS through prerequisite skills?

50. Alternate Question #1: Significant Cognitive Disability
As determined by his FIE ( ) and ARD Committee meeting (5-2-11), Aaron meets the criteria as having the disability condition of an intellectual disability.

52. Specialized supports to access grade-level curriculum
Alternate Question #2:
Specialized supports to access grade-level curriculum

54. Intensive, Individualized Instruction Variety of Settings
Alternate Question #3:
Intensive, Individualized Instruction Variety of Settings

56. Alternate Question #4:
Prerequisite Skills

57. Framework
Vertical Alignment

58. GOBs

60. Alternate Question #5: Primarily Demonstrates Knowledge
through Performance Tasks

64. Graduation is affected by:
Curriculum modification
High School credits
Special education setting
State Assessment selection/completion
The path we establish in elementary affects students’ chances of graduating like their non-disabled peers…

65. Participation Requirements Graduation Assurance

67. Does it
align?

71. Does it align?

72. Why not?

76. STAAR Modified Slots – $500 per 2% slot OBO.

77. Compliance, Inclusion, and Access
ESC Region XIII
Special Education
Compliance, Inclusion, and Access
Laura Abbott
Joy Hunsucker
Ann Jacobson