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

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.. 2. 9/15/2010 TETN

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

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    1. 2010-2011 ARD Committee Decision-Making Process for the Texas Assessment Program (ARD Manual)

    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. 2 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 3 9/15/2010 TETN #7930 TEA Student Assessment Division Change to “Receiving Special Education Services” – matches manual chapter and is more PCChange to “Receiving Special Education Services” – matches manual chapter and is more PC

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

    5. 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? 6 9/15/2010 TETN #7930 TEA Student Assessment Division

    7. 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. 7 What’s New in the 2010-2011 ARD Manual? 9/15/2010 TETN #7930 TEA Student Assessment Division

    8. 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. 8 9/15/2010 TETN #7930 TEA Student Assessment Division What’s New in the 2010-2011 ARD Manual?

    9. Federal and State Requirements

    11. 11 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 9/15/2010 TETN #7930 TEA Student Assessment Division

    12. 12 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

    13. Components of the 2010 Texas Assessment Program

    14. 14 General Assessments TAKS 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 9/15/2010 TETN #7930 TEA Student Assessment Division

    15. 15 Alternate Assessments TAKS–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 Change to read Retest opportunities for grade 11 and Spanish-version tests are not available (I wouldn’t cap not)Change to read Retest opportunities for grade 11 and Spanish-version tests are not available (I wouldn’t cap not)

    16. 16 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

    17. 17 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 Need en-dashNeed en-dash

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

    19. The Four Steps in Making Assessment Decisions

    20. 20

    21. Formal Evaluation Data Classroom Data Accommodations and Modifications Parent Information Additional Supports 21 9/15/2010 TETN #7930 TEA Student Assessment Division

    22. 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 22 9/15/2010 TETN #7930 TEA Student Assessment Division

    23. 23 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

    24. 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. 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

    25. Access to the Grade-Level Curriculum, ARD manual page 13 25

    26. 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 26 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. 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. 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

    28. 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. 28 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. 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. 29 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. 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 for TAKS–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. 30 9/15/2010 TETN #7930 TEA Student Assessment Division

    31. 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. 31 9/15/2010 TETN #7930 TEA Student Assessment Division

    32. 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. 32 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. 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. 33 9/15/2010 TETN #7930 TEA Student Assessment Division

    34. 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. 34 9/15/2010 TETN #7930 TEA Student Assessment Division

    35. 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. 35

    36. 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. 36 9/15/2010 TETN #7930 TEA Student Assessment Division

    37. 37 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

    38. 38 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. Step 4: Document the appropriate assessment, including the accommodations or supports the student will need during the assessment 9/15/2010 TETN #7930 TEA Student Assessment Division

    39. 39 9/15/2010 TETN #7930 TEA Student Assessment Division Step 4: Document the appropriate assessment, including the accommodations or supports the student will need during the assessment.

    40. 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. 40 9/15/2010 TETN #7930 TEA Student Assessment Division

    41. ELLs Receiving Special Education Services Change to “Receiving Special Education Services”Change to “Receiving Special Education Services”

    42. 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)) 42

    43. Note that… There are some differences for: ELLs who are LEP-exempt (an exemption on the basis of limited English proficiency) ELLs who qualify for special provisions as unschooled asylees or refugees 43 ELLs Served by Special Education 9/15/2010 TETN #7930 TEA Student Assessment Division

    44. 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. 44

    45. 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. 45

    46. 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. 46 TELPAS 9/15/2010 TETN #7930 TEA Student Assessment Division

    47. SSI Requirements for Students Receiving Special Education Services

    48. 48 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

    49. 49 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) Student Success Initiative (SSI) 9/15/2010 TETN #7930 TEA Student Assessment Division

    50. Graduation Flowcharts for Students Receiving Special Education Services

    51. There were minor changes to the flowcharts from last year’s manual, but no policy changes. Flowchart A: Exit level/grade 11 testing requirements for students who entered grade 9 in 2008–2009 school year, including all students who enter grade 9 after 2008–2009 Students must pass TAKS or TAKS (Accommodated) exit level assessments to graduate under Distinguished or Recommended high school programs. Flowchart B: Exit level/grade 11 testing requirements for students who entered grade 9 prior to the 2008–2009 school year Requirements of Commissioner’s Rules do not apply. 51 Graduation Flowcharts 9/15/2010 TETN #7930 TEA Student Assessment Division

    52. TAKS–Alt and TAKS–M are not exit level assessments, but are grade-level assessments Retest opportunities for grade 11 are not applicable. Repeating 11th graders take the appropriate assessment every year they are enrolled in grade 11. Alternate assessments are not administered to students in grade 12. When considering dismissal from special education, ARD committees should have confidence that the student will be able to successfully complete all requirements for high school graduation, including satisfactory performance on all statewide exit level assessments. 52 Graduation Flowcharts 9/15/2010 TETN #7930 TEA Student Assessment Division

    53. Miscellaneous

    54. Updates and training opportunities can be found on the ARD Committee Resources page at http://www.tea.state.tx.us/student.assessment/resources/ard. Informati0n to help ARD Committees prepare for the STAAR program beginning in 2011-2012 will be posted on the Special Education Assessments webpage as it becomes available. http://www.tea.state.tx.us/student.assessment/special-ed/index.html 54 9/15/2010 TETN #7930 TEA Student Assessment Division Miscellaneous

    55. 8/18/2010 (#7928) 2010-2011 Accommodations Manual Training 9/1/2010 (#7929) TAKS–Alt training and general updates 9/15/2010 (#7930) 2010-2011 ARD Manual Training 9/16/2010 (#7871) Fall ELL Assessment Update 10/8/2010 (#8301) Accessing TAKS–Alt Online System 12/16/2010 (#8126) Annual LPAC Manual Training 1/5/2011 (#7932) Accountability updates/info and updates to TAKS–Alt procedures 1/7/2011 (#8302) TELPAS Spring Online Training System 2/11/2011 (#8237) LAT Procedures 3/24/2011 (#7933) Questions concerning upcoming tests and the close of the TAKS–Alt submission window 5/12/2011 (#7960) Special Education Assessments preview for 2011-2012 2010-2011 Student Assessment TETN Schedule

    56. 56 TEA Student Assessment Division Contact Information Phone: (512) 463-9536 Fax: (512) 463-9302 Website: http://www.tea.state.tx.us/student.assessment Special Education Assessments website: http://www.tea.state.tx.us/student.assessment/special-ed/index.html General e-mail: student.assessment@tea.state.tx.us Accommodations e-mail: test.accommodations@tea.state.tx.us TAKS (Accommodated) and TAKS-M e-mail: assessment.studentswithdisabilities@tea.state.tx.us TAKS-Alt e-mail: taksalt@tea.state.tx.us ELL e-mail: ell.tests@tea.state.tx.us

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