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Participation Requirements

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Presentation on theme: "Participation Requirements"— Presentation transcript:

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

4

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…

16

17 So what can we do?

18

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

28

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

31

32 SERVICES

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

34

35 Additional Information

36

37

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)?

41

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

43

44 Modified Question #2: Modified Enrolled Grade Level Content

45

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

47

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?

49

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.

51

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

53

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

55

56 Alternate Question #4: Prerequisite Skills

57 Framework Vertical Alignment

58 GOBs

59

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

61

62

63

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

66

67 Does it align?

68

69

70

71 Does it align?

72 Why not?

73

74

75

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


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