1. TAKS-Alt ReportingInformation for Parents Copyright © 2007, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency.

2. What is the Texas Assessment of Knowledge and Skills – Alternate (TAKS-Alt)? An alternate assessment to TAKS for students with significant cognitive disabilities An alternate assessment to TAKS for students with significant cognitive disabilities An assessment based on the TEKS curriculum that is linked to grade-level student expectations through prerequisite skills An assessment based on the TEKS curriculum that is linked to grade-level student expectations through prerequisite skills An observation of student performance on teacher-created instructional activities – not a traditional paper-and-pencil test An observation of student performance on teacher-created instructional activities – not a traditional paper-and-pencil test

3. TAKS-Alt is available for: Mathematics for Students Enrolled in Grades Mathematics for Students Enrolled in Grades3-11 Reading for Students Enrolled in Grades 3-9 Reading for Students Enrolled in Grades 3-9 Writing for Students Enrolled in Grades 4 and 7 Writing for Students Enrolled in Grades 4 and 7 English Language Arts (ELA) for Students Enrolled in Grade 10 and 11 English Language Arts (ELA) for Students Enrolled in Grade 10 and 11 Science for Students Enrolled in Grades 5, 8, 10, and 11 Science for Students Enrolled in Grades 5, 8, 10, and 11 Social Studies for Students Enrolled in Grades 8, 10, and 11 Social Studies for Students Enrolled in Grades 8, 10, and 11

4. Why TAKS-Alt? Federally mandated by the Federally mandated by the Individuals with Disabilities Education Act (IDEA) and No Child Left Behind Act of 2001 (NCLB) ALL students must have access to grade-level curriculum; in Texas this is the Texas Essential Knowledge and Skills (TEKS) curriculum. ALL students served by special education must be included in the state assessment program, with appropriate accommodations; in Texas this is the Texas Assessment of Knowledge and Skills (TAKS) – of which TAKS-Alt is a part.

5. There are NOexemptions! As required by federal law – ALL means ALL

6. What’s the difference between TAKS and TEKS? TAKS = assessment TAKS = assessment TEKS = curriculum TEKS = curriculum All TAKS tests, including TAKS-Alt, are divided into test objectives. All TAKS tests, including TAKS-Alt, are divided into test objectives. Objectives are “umbrella statements” that serve as headings under which the TEKS knowledge and skills statements and student expectations are grouped. Objectives are “umbrella statements” that serve as headings under which the TEKS knowledge and skills statements and student expectations are grouped.

7. Here’s an example from 3 rd grade reading: TAKS Objective 1: The student will demonstrate a basic understanding of culturally diverse written texts. TEKS Knowledge and Skills Statement (3.5) Reading/word identification. The student uses a variety of word identification strategies. The student is expected to (D) use root words and other structural cues such as prefixes, suffixes, and derivational endings to recognize words; and (E) use knowledge of word order (syntax) and context to support word identification and confirm word meaning. This is what is tested on TAKS as well as TAKS-Alt. This is specifically what is taught from the curriculum and what your child is required by law to have access to.

8. TAKS-Alt summarizes the Knowledge and Skills Statement and student expectations into an essence statement.

9. A student should either Your child will either directly access the essence statement through grade-level student expectations access the curriculum through a prerequisite skill. OR

10. If your child is able to directly access one of the grade-level student expectations such as the ones in the box below, then... no prerequisite skill is chosen and the following is recorded in the prerequisite field: N/A The student will directly access the essence statement through grade-level student expectations. The teacher will then create an activity to address the essence statement.

11. Students taking TAKS-Alt will most likely need to access the curriculum through a prerequisite skill. If so, then the teacher will... target an appropriate prerequisite skill and develop an activity to address it. The prerequisite skill will be recorded in the prerequisite field.

12. So, what does a TAKS-Alt activity look like? NOTE:

13. Activities should include all needed supports Activities should include ALL needed supports.

14. What are predetermined criteria? Academic behaviors that the teacher will observe during an activity to determine whether your child is successful Academic behaviors that the teacher will observe during an activity to determine whether your child is successful Must be 3 per instructional activity Must be 3 per instructional activity Must be observable and measurable Must be observable and measurable Must be developed prior to the observation Must be developed prior to the observation

15. Predetermined Criteria These are the observable actions Sam must perform in the previous activity. These make the actions measurable.

16. How is TAKS-Alt scored? Teachers record observation notes about the student’s performance on the predetermined criteria THEN score student performance using the TAKS-Alt rubric.

17. TAKS-Alt Rubric Demonstration of Skill is one dimension on the rubric. Your child will be scored from 1 to 3 based on the number of predetermined criteria completed. Level of Support is another dimension on the rubric. Your child will be scored from 1 to 3 based on the type of additional support needed to complete the predetermined criteria.

18. Generalization of Skill Generalization is an additional dimension of the rubric. If your child earns a score with any combination of Demonstrated and/or Developing, then a generalization opportunity must be provided. Generalization is an additional dimension of the rubric. If your child earns a score with any combination of Demonstrated and/or Developing, then a generalization opportunity must be provided.

19. Generalization of Skill Must occur in a different context such as in a new location, with a different person, or with different materials Must occur in a different context such as in a new location, with a different person, or with different materials Must be observed for at least one of the predetermined criteria Must be observed for at least one of the predetermined criteria Must be performed at the same level as in the primary observation Must be performed at the same level as in the primary observation Must be at or above the same level of support Must be at or above the same level of support

20. Teachers document successful generalization and give the student an additional score point on the activity. Generalization of Skill

21. How long does the assessment take? TAKS-Alt began on Oct. 1 and ends on April 18. TAKS-Alt began on Oct. 1 and ends on April 18. Your child is required to complete 6 essence statements (or instructional activities) per grade and subject. Your child is required to complete 6 essence statements (or instructional activities) per grade and subject. Your child should not even know he or she is being assessed. Your child should not even know he or she is being assessed.

22. How will I know how my child performed on TAKS-Alt? Parents will receive Confidential Student Reports (CSRs) in May after the assessment has been finalized. Parents will receive Confidential Student Reports (CSRs) in May after the assessment has been finalized. By examining your child’s CSR, you will find the score the teacher gave your child on each instructional activity in each tested subject area, as well as a total score for each subject area tested. By examining your child’s CSR, you will find the score the teacher gave your child on each instructional activity in each tested subject area, as well as a total score for each subject area tested.

23. TAKS-Alt Performance Categories There are 3 student performance categories: Commended Performance (39 out of a possible 42 points per subject area) Commended Performance (39 out of a possible 42 points per subject area) Met Standard (24 out of a possible 42 points) Met Standard (24 out of a possible 42 points) Did Not Meet Standard (less than 24 points out of a possible 42) Did Not Meet Standard (less than 24 points out of a possible 42)

24. Commended Performance This category represents strong academic achievement. Students in this category performed with success at a mostly independent level that was considerably above the state passing standard. Students were able to generalize a number of skills in a different context. Students demonstrated consistent understanding of the knowledge and skills that are linked to content measured at this grade. This category represents strong academic achievement. Students in this category performed with success at a mostly independent level that was considerably above the state passing standard. Students were able to generalize a number of skills in a different context. Students demonstrated consistent understanding of the knowledge and skills that are linked to content measured at this grade.

25. Met Standard This category represents satisfactory academic achievement. Students in this category performed with moderate success at a level that was at or somewhat above the state passing standard and may have required some additional cueing and prompting. Students may have generalized skills in a different context. Students demonstrated a sufficient understanding of the knowledge and skills that are linked to content measured at this grade. This category represents satisfactory academic achievement. Students in this category performed with moderate success at a level that was at or somewhat above the state passing standard and may have required some additional cueing and prompting. Students may have generalized skills in a different context. Students demonstrated a sufficient understanding of the knowledge and skills that are linked to content measured at this grade.

26. Did Not Meet Standard This category represents emerging academic achievement. Students in this category performed with limited success at a level that was below the state passing standard and most likely required cueing and prompting. Students demonstrated a beginning understanding of the knowledge and skills that are linked to content measured at this grade. This category represents emerging academic achievement. Students in this category performed with limited success at a level that was below the state passing standard and most likely required cueing and prompting. Students demonstrated a beginning understanding of the knowledge and skills that are linked to content measured at this grade.

27. Confidential Student Report Student Identification Information Test Objectives Subjects Student Results

28. The total score on all objectives/essence statements per subject determines the performance category. Confidential Student Report Six essence statements are required per subject. Some objectives will have two essence statements assessed to reach the total of six.

29. Confidential Student Report If a + is recorded in place of a numeral in any of the score slots, it indicates that the essence statement was not assessed. The student will receive a partial score when less than 6 essence statements are assessed. A partial response may occur when a student moves into the district without enough time to complete the assessment or when a student has a medical condition or emergency that results in an incomplete assessment.

30. Confidential Student Report A student may receive a “No Response Observed” score if unable to display any observable or purposeful change in affect or movement due to an ongoing medical condition or the severity of the student’s disability.

31. What is the role of the ARD committee in assessment decisions? To decide if your child meets the participation requirements for the recommended assessment To decide if your child meets the participation requirements for the recommended assessment To determine which assessment from the state options is the best for your child To determine which assessment from the state options is the best for your child To review the state-required essence statements and give input into the teacher-selected essence statements if TAKS-Alt is selected To review the state-required essence statements and give input into the teacher-selected essence statements if TAKS-Alt is selected

32. TAKS-Alt Contacts and Additional Information TAKS-Alt Contacts and Additional Information For additional information regarding TAKS-Alt, including materials and For additional information regarding TAKS-Alt, including materials and PowerPoint presentations on: PowerPoint presentations on: Fall 2007 ESC TAKS-Alt Training Writing Predetermined Criteria Accurate scoring refer to the TEA TAKS-Alt website at http://tea.state.tx.us/student.assessment/resources/taksalt http://tea.state.tx.us/student.assessment/resources/taksalthttp://tea.state.tx.us/student.assessment/resources/taksalt To review the TAKS-Alt Training Modules, ask your school for password To review the TAKS-Alt Training Modules, ask your school for password information, then refer to https://pearson.learn.com information, then refer to https://pearson.learn.comhttps://pearson.learn.com To contact a member of the TAKS-Alt team at TEA for additional questions: To contact a member of the TAKS-Alt team at TEA for additional questions: Phone: (512) 463-9536 (Pat Otto, Debbie Owens, Janet Borel) E-mail : Assessments.StudentswithDisabilities@tea.state.tx.us Assessments.StudentswithDisabilities@tea.state.tx.us