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2010-2011 ARD Committee Decision-Making Process for the Texas Assessment Program (ARD Manual)

2010-2011 ARD Committee Decision-Making Process for the Texas Assessment Program (ARD Manual). Training presented at Special Education Assessments TETN #7930 September 15, 2010. Manual available online only on the ARD Committee Resources page at

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2010-2011 ARD Committee Decision-Making Process for the Texas Assessment Program (ARD Manual)

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  1. 2010-2011ARD Committee Decision-Making Process for the Texas Assessment Program (ARD Manual) Training presented at Special Education Assessments TETN #7930 September 15, 2010 Manual available online only on the ARD Committee Resources page at http://www.tea.state.tx.us/student.assessment/resources/ard (Copy as needed for educational/training purposes)

  2. Disclaimer • These slides have been prepared and approved by the Student Assessment Division of the Texas Education Agency. • If any slide is amended or revised for use in local or regional trainings, please remove the TEA footer at the bottom of the slide. 9/15/2010 TETN #7930 TEA Student Assessment Division

  3. Agenda • Purpose, Training, and What’s New? • Federal and State Requirements • Components of the 2010 Texas Assessment Program • The Four Steps in Making Assessment Decisions • ELLs Receiving Special Education Services • SSI Requirements for Students Receiving Special Education Services • Graduation Flowcharts for Students Receiving Special Education Services • Miscellaneous 9/15/2010 TETN #7930 TEA Student Assessment Division

  4. Purpose, Training, and What’s New?

  5. Purpose of the ARD Manual • Provide guidance to ARD committees about how to make state assessment decisions based on how a student accesses the state-mandated curriculum (TEKS), as documented in the student’s IEP. 9/15/2010 TETN #7930 TEA Student Assessment Division

  6. Who Needs to be Trained? • Anyone who attends ARD committee meetings should be aware of and have access to the ARD manual and these training slides. This training should not replace reading the manual. 9/15/2010 TETN #7930 TEA Student Assessment Division

  7. What’s New in the 2010-2011 ARD Manual? • An icon has been used throughout the manual to direct the reader to additional materials that may assist educators when making assessment decisions. • The four steps to making appropriate assessment decisions have been expanded and clarified. More emphasis has been placed on using the instruction documented in the IEP as the basis for making appropriate assessment decisions. 9/15/2010 TETN #7930 TEA Student Assessment Division

  8. What’s New in the 2010-2011 ARD Manual? • Information has been added in Step 2 of Making Assessment Decisions about the differences between accommodations and modifications. • An explanation of a significant cognitive disability has been added in Step 3 of Making Assessment Decisions. • A new section titled “Changing the Assessment Decision During the School Year” has been included in Step 3 of Making Assessment Decisions. 9/15/2010 TETN #7930 TEA Student Assessment Division

  9. Federal and State Requirements

  10. The Elementary and Secondary Education Act of 1965 (ESEA) • Also known as No Child Left Behind (NCLB) • ESEA limits number of proficient assessment results from alternate assessments that may be included in federal AYP performance calculations • TAKS–M proficient results = cap of 2% of tested population • TAKS–Alt proficient results = cap of 1% of tested population The limit on proficient alternate assessment results is referred to as the AYP federal cap 9/15/2010 TETN #7930 TEA Student Assessment Division

  11. The Elementary and Secondary Education Act of 1965 (ESEA) • There are no student-level consequences for exceeding cap limit. • The federal cap does NOT limit the number of students with disabilities who can take alternate assessments • decisions regarding appropriate assessments for students with disabilities should be made based on policies and procedures outlined in the ARD manual. 9/15/2010 TETN #7930 TEA Student Assessment Division

  12. Components of the 2010Texas Assessment Program

  13. General AssessmentsTAKS and TAKS (Accommodated) • TAKS & TAKS (Accommodated)* are administered in English for • Grades 3–9 reading, including SSI retests at grades 5 & 8 • Grades 3–10 and exit level mathematics, including SSI retests at grades 5 & 8 and exit level retests • Grades 4 and 7 writing • Grade 10 and exit level ELA, including exit level retests • Grades 5, 8, 10, and exit level science, including exit level retests • Grades 8, 10, and exit level social studies, including exit level retests • TAKS & TAKS (Accommodated)* are administered in Spanish for • Grades 3–5 reading, including SSI retests at grade 5 • Grades 3–5 mathematics, including SSI retests at grade 5 • Grade 4 writing • Grade 5 science *TAKS (Accommodated) is for students receiving special education services who meet the eligibility criteria for specific accommodations. 9/15/2010 TETN #7930 TEA Student Assessment Division

  14. Alternate AssessmentsTAKS–M and TAKS–Alt • TAKS–M • Administered in English in same grades and subjects as TAKS • Not available in Spanish • No exit level assessments but grade 11 assessments • Includes all SSI retest opportunities but no grade 11 retest opportunities • TAKS–Alt • Administered in same grades and subjects as TAKS • No exit level assessments but grade 11 assessments • No SSI retest opportunities and no grade 11 retest opportunities • Can be administered using any language or other communication method routinely used with student 9/15/2010 TETN #7930 TEA Student Assessment Division

  15. Linguistically Accommodated Testing (LAT) • Is available for • Grades 3-8 reading and grade 10 ELA • Grades 3-8 and 10 mathematics • Grades 5, 8, and 10 science • Assessment process for immigrant English language learners (ELLs) who meet eligibility criteria in accordance with state and federal law • Enables eligible immigrant ELLs to take TAKS, including TAKS (Accommodated), and TAKS-M with linguistic accommodations that help them better understand the language used on tests 9/15/2010 TETN #7930 TEA Student Assessment Division

  16. Texas English Language Proficiency Assessment System (TELPAS) • Measures the progress ELLs make in learning English • Composed of multiple-choice tests and holistically rated assessments based on ongoing classroom observations and written student work • Grades 2-12 reading tests are administered as an online testing program (in rare cases a paper-based administration may be approved by TEA for a student) • Grades K-1 reading and K-12 listening, speaking, and writing are administered holistically 9/15/2010 TETN #7930 TEA Student Assessment Division

  17. Excellent source of information at a glance: “TAKS Assessment Comparison Chart for Students Receiving Special Education Services” page 6

  18. The Four Steps in Making Assessment Decisions

  19. Step 1: Review the student’s present level of academic achievement and functional performance (PLAAFP). Parent Information Additional Supports • A student’s PLAAFP is the basis of the IEP because it defines where a student is, both academically and functionally. PLAAFP statements can be created using various types of information. • Formal Evaluation Data • Classroom Data • Accommodations and Modifications • Knowing where the student is currently, both academically and functionally, will inform the ARD committee’s assessment decision. 9/15/2010 TETN #7930 TEA Student Assessment Division

  20. Step 1: Review the student’s present level of academic achievement and functional performance (PLAAFP). • A resource relevant to Step 1 is indicated with in the ARD manual. • Standards-Based IEPs Goal Development Online Training 2009-2010 • Available through Region 20 Education Service Center 9/15/2010 TETN #7930 TEA Student Assessment Division

  21. Step 2: Review the student’s instructional plan, including accommodations, modifications, or supports the student will need in order to access the grade-level TEKS. • An instructional plan takes into consideration a student’s PLAAFP and the grade-level TEKS. It provides a detailed look at how the student accesses the grade-level curriculum, specifically whether the student is receiving instruction in the: • grade-level TEKS (with or without accommodations) • grade-level TEKS accessed through modifications (with or without accommodations) • grade-level TEKS accessed through prerequisite skills • Members of the ARD committee must be familiar with the state-mandated curriculum for each grade level. • Instructional decisions made by the ARD committee and documented in the IEP must always guide assessment decisions. 9/15/2010 TETN #7930 TEA Student Assessment Division

  22. Step 2: Review the student’s instructional plan, including accommodations, modifications, or supports the student will need in order to access the grade-level TEKS. • Understanding the differences between accommodations and modifications is important when determining how the student accesses the grade-level curriculum. • Accommodations provide a student access to grade-level instruction and assessment but do not reduce learning expectations. • Modifications refer to practices that do change, lower, or reduce learning expectations; they may allow students to participate more meaningfully and productively in learning. • The chart, “Access to the Grade-Level Curriculum,” is designed to clarify the connection between the state assessments and instructional strategies that allow a student to access the grade-level curriculum. 9/15/2010 TETN #7930 TEA Student Assessment Division

  23. Access to the Grade-Level Curriculum, ARD manual page 13 • Grade-level, state-mandated curriculum with or without accommodations • TAKS or TAKS (Accommodated) • Providing extra time to complete assignments • TEKS instruction using modifications • TAKS-M • Reducing the complexity of problems by limiting the number of steps in multi-step problems • Scaffolding skills or lessons to facilitate student understanding • TEKS instruction focusing on academic prerequisite skills • TAKS-Alt • Providing varying levels of cueing and prompting to ease the student toward independence

  24. Step 2: Review the student’s instructional plan, including accommodations, modifications, or supports the student will need in order to access the grade-level TEKS. • Resources relevant to Step 2 are indicated with in the ARD manual. • The Texas Essential Knowledge and Skills (TEKS) • Standards-Based IEPs Goal Development Online Training 2009-2010 • Available through Region 20 Education Service Center 9/15/2010 TETN #7930 TEA Student Assessment Division

  25. Step 3: Determine the appropriate assessment for the student: TAKS, TAKS (Accommodated), TAKS–M, or TAKS–Alt. Understanding the Assessment Options ARD committee members must be knowledgeable about the differences between the state assessments. TAKS TAKS (Accommodated) TAKS–M TAKS–Alt Brief descriptions of the four assessment options can be found on page 14 of the 2010-2011 ARD Manual. 9/15/2010 TETN #7930 TEA Student Assessment Division 27

  26. Step 3: Determine the appropriate assessment for the student: TAKS, TAKS (Accommodated), TAKS–M, or TAKS–Alt. Choosing the Assessment Based on Student Access Assessment decisions ARE based on individual student needs as determined by ARD committee. Assessment decisions ARE NOT determined administratively. Assessment decisions ARE NOT based solely on student’s disability category or placement setting. 9/15/2010 TETN #7930 TEA Student Assessment Division

  27. Step 3: Determine the appropriate assessment for the student: TAKS, TAKS (Accommodated), TAKS–M, or TAKS–Alt. • Participation in one of the general assessments, TAKS or TAKS (Accommodated), should be the first consideration when determining the appropriate assessment for a student. The ARD committee must address the following questions: • Does the student receive instruction in the grade-level TEKS for this subject with or without accommodations? If yes, then the student takes TAKS for this subject. • Does the student receive instruction in the grade-level TEKS for this subject with specific accommodations that are allowed or approved for use on TAKS (Accommodated)? If yes, then the student takes TAKS (Accommodated) for this subject. 9/15/2010 TETN #7930 TEA Student Assessment Division

  28. Step 3: Determine the appropriate assessment for the student: TAKS, TAKS (Accommodated), TAKS–M, or TAKS–Alt. If an alternate assessment, TAKS–M or TAKS–Alt, is being considered, the ARD committee must review the participation requirements on pages 17-19 in the ARD Manual. The ARD committee cannot recommend an alternate assessment if the student does not meet the participation requirements. Does the student access the grade-level TEKS for this subject through modifications? Does the student meet all of the participation requirements forTAKS–M? If yes, then the ARD committee may decide that the student’s knowledge and skills for this subject can best be assessed with TAKS–M. Does the student have a significant cognitive disability that requires the student to access the grade-level TEKS through prerequisite skills? Does the student meet all of the participation requirements for TAKS–Alt? If yes, then the ARD committee may decide that the student’s knowledge and skills can best be assessed with TAKS–Alt. 9/15/2010 TETN #7930 TEA Student Assessment Division

  29. Step 3: Determine the appropriate assessment for the student: TAKS, TAKS (Accommodated), TAKS–M, or TAKS–Alt. • A significant cognitive disability affects the overall learning potential for an individual and limits what an individual may be able to achieve. • A student with a learning disability does have the learning potential to achieve grade-level expectations; however, the individual may have difficulty reaching his or her potential due to the disability. • A student with a learning disability is not considered a student with a significant cognitive disability. 9/15/2010 TETN #7930 TEA Student Assessment Division

  30. Step 3: Determine the appropriate assessment for the student: TAKS, TAKS (Accommodated), TAKS–M, or TAKS–Alt. • Students taking TAKS–Alt will take TAKS–Alt for all subjects assessed at the student’s enrolled grade. • In some rare instances a student with a significant cognitive disability may access the grade-level curriculum through modifications for some subjects and through prerequisite skills linked to the grade-level TEKS for other subjects. When this occurs, the ARD committee must determine which assessment is best for this student overall, since a student cannot be assessed with TAKS–M in some subjects and TAKS–Alt in other subjects. 9/15/2010 TETN #7930 TEA Student Assessment Division

  31. Step 3: Determine the appropriate assessment for the student: TAKS, TAKS (Accommodated), TAKS–M, or TAKS–Alt. Changing the Assessment Decision During the School Year As part of the ongoing process of monitoring the special education program for a student, the ARD committee may feel the assessment decision made at a previous meeting needs to be changed because of a change in the student’s instructional plan. This change may be due to a change in how the student accesses the grade-level curriculum, a revision to the student’s instructional goals, or the addition or removal of certain accommodations. Simply passing or failing a state assessment is not a sufficient reason to justify revising the assessment decision in the IEP. 9/15/2010 TETN #7930 TEA Student Assessment Division

  32. Step 3: Determine the appropriate assessment for the student: TAKS, TAKS (Accommodated), TAKS–M, or TAKS–Alt. • An assessment decision may also need to be changed when a student is dismissed from special education services. • A student who is dismissed from special education services must perform satisfactorily on TAKS, as only students receiving special education services are eligible to participate in TAKS (Accommodated), TAKS–M, or TAKS–Alt. • An ARD committee should have confidence that a student who is dismissed from special education will be able to successfully complete all of the requirements for high school graduation, including satisfactory performance on the statewide exit level assessments. 9/15/2010 TETN #7930 TEA Student Assessment Division

  33. Step 3: Determine the appropriate assessment for the student: TAKS, TAKS (Accommodated), TAKS–M, or TAKS–Alt. • Any changes to assessment decisions must be considered carefully because • the requirements of different assessments may impact a student (e.g., SSI requirements for multiple testing opportunities, requirements for graduating on the Recommended or Distinguished high school program). • the student must be given adequate time to learn the content that is included on the specific assessment that will be administered. • adequate time for repeated observations will need to be considered when TAKS–Alt is selected as the student’s assessment, since a TAKS–Alt assessment observation can be repeated until the student demonstrates a typical performance or to provide a generalization opportunity.

  34. Step 3: Determine the appropriate assessment for the student: TAKS, TAKS (Accommodated), TAKS–M, or TAKS–Alt. Resources relevant to Step 3 are indicated with in the ARD manual. Released test/items and TAKS information booklets can be found on the Student Assessment webpage. TAKS–M Resources webpage and TAKS–Alt Resources webpage Module 1, “Overview of the TAKS–Alt Assessment,” can be found on the TAKS–Alt Resources webpage. 9/15/2010 TETN #7930 TEA Student Assessment Division

  35. Step 4: Document the appropriate assessment, including the accommodations or supports the student will need during the assessment. • ARD committees must document the following in a student’s IEP when an alternate assessment is selected: • why the student cannot participate in TAKS or TAKS (Accommodated), • why the selected alternate assessment is appropriate, and • what accommodations are necessary to measure the student’s academic achievement. 9/15/2010 TETN #7930 TEA Student Assessment Division

  36. Step 4: Document the appropriate assessment, including the accommodations or supports the student will need during the assessment • For TAKS–Alt, ARD committees determine and document if a student has a significant cognitive disability and meets all the participation requirements. Instructional materials, strategies, accommodations, and supports should also be documented in the student’s IEP. 9/15/2010 TETN #7930 TEA Student Assessment Division

  37. Step 4: Document the appropriate assessment, including the accommodations or supports the student will need during the assessment. • Resources relevant to Step 4 are indicated with in the ARD manual. • “Summary of ARD Assessment Decisions” form and “2011 Student Roster” on the ARD Committee Resources webpage • 2010-2011 Accommodations Manual on the Accommodations Resources webpage • “Assessment Decision Process for the Texas Assessment of Knowledge and Skills–Alternate (TAKS–Alt)” document on the TAKS–Alt Resources webpage 9/15/2010 TETN #7930 TEA Student Assessment Division

  38. Student Scenarios • 9 student examples are described on pages 21-23 of the ARD Manual to assist ARD committees in determining whether TAKS, TAKS (Accommodated), TAKS–M, or TAKS–Alt is the most appropriate assessment. These examples illustrate how assessment decisions should be made using information about a student’s individualized instruction, including the accommodations, modifications, or supports the student requires in order to access the grade-level TEKS. 9/15/2010 TETN #7930 TEA Student Assessment Division

  39. ELLs Receiving Special Education Services

  40. Making Assessment Decisions for ELLs Receiving Special Education Services • These students have special needs related to a disability as well as needs related to second language learning. • The ARD committee and the LPAC must— • work together to ensure that instruction is tailored to meet each student’s linguistic and special education needs • collaborate on assessment decisions for these students, both in terms of appropriate participation in assessments and appropriate use of accommodations during testing (19 TAC §101.1009 (b)) The term ELLs is used interchangeably with LEP students

  41. ELLs Served by Special Education Note that… There are some differences for: • ELLs who are LEP-exempt (an exemption on the basis of limited English proficiency) • ELLs who qualify forspecial provisions as unschooled asylees or refugees With few exceptions, ELLs who receive special education services have the same assessment requirements as other students receiving special education services. 9/15/2010 TETN #7930 TEA Student Assessment Division

  42. LEP Exemptions & LAT • State-defined criteria are used to determine the need for a LEP exemption. • A student may be LEP-exempt from TAKS, TAKS (Accommodated), or TAKS–M. • There are no LEP exemptions for TAKS–Alt because it can be administered using any language or other communication method routinely used with the student. • To meet federal requirements, LEP-exempt students take LAT administrations of TAKS, TAKS (Accommodated), or TAKS–M in certain grades and subjects. 9/15/2010 TETN #7930 TEA Student Assessment Division

  43. LEP Exemptions & LAT • State regulations that went into effect in the 2009–2010 school year include extended LAT testing provisions for a small number of students determined to be unschooled ELL asylees and refugees who are beyond the LEP exemption period. For more information, see the LPAC Decision-Making Process for the Texas Assessment Program manual. 9/15/2010 TETN #7930 TEA Student Assessment Division

  44. TELPAS • Required by federal law for LEP students in grades K–12. • Because its purpose is to measure growth in English language acquisition, TELPAS should be an appropriate assessment tool for the vast majority of ELLs served by special education. • In very rare cases the ARD committee and the LPAC may determine that a student should not be assessed in one or more domains due to a student’s particular disability. • See the LPAC Decision-Making Process for the Texas Assessment Program manual for more information about appropriate participation in TELPAS of ELLs receiving special education services. 9/15/2010 TETN #7930 TEA Student Assessment Division

  45. SSI Requirements forStudents Receiving Special Education Services

  46. Student Success Initiative (SSI) • Applies to students in grades 5 & 8 who take TAKS, TAKS (Accommodated), and TAKS–M reading and mathematics tests • Does not apply to students who take TAKS-Alt or students who qualify for LAT • ARD committee* functions as the grade placement committee (GPC) to make decisions regarding appropriate assessment, accelerated instruction, and grade placement. • ARD committee decisions do not have to be unanimous but must follow the general rules governing ARD committee decision-making as set forth in 19 TAC, Chapter 89, Subchapter AA. *In the case of an ELL receiving special education services, the student’s LPAC and ARD committee should collaborate to make assessment decisions. 9/15/2010 TETN #7930 TEA Student Assessment Division

  47. Student Success Initiative (SSI) • A resource relevant to the Student Success Initiative (SSI) is indicated with in the ARD Manual. • The Grade Placement Committee Manual for Grade Advancement Requirements of the Student Success Initiative (GPC Manual) 9/15/2010 TETN #7930 TEA Student Assessment Division

  48. Graduation Flowcharts for Students Receiving Special Education Services

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