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2005-2006 Training

The ARD Committee Decision-Making

Process for the Texas Assessment Program

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Agenda Introductions/General Information Purpose of the Training Components of the 2006 Assessment Program Highlights of the 2006 Changes to the Manual Subject Area Assessment Information Writing/ELA Achievement Levels LEP Students in Special Education Testing Accommodations Field Tests Student Success Initiative (SSI) Resources

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Purpose of Training

How to make decisions about student placement in the Texas Assessment Program by using the TEKS curriculum as documented in the student’s IEP;

How to determine which of the accommodations documented in the IEP are appropriate and

allowable for the assessments; and

How to set student expected achievement levels (ARD expectations) on an SDAA II assessment.

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Objectives Definitions of accommodations and

modifications

How accommodations and modifications fit into the process of planning and implementing the Individual Education Plan (IEP) and making state assessment

decisions.

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Objectives Definition of measurable annual goals

How measurable annual goals fit into the process of planning and implementing the Individual Education Plan (IEP) and making state assessment

decisions.

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Who Needs to Be Trained? Region Level

ESC Staff District Level

Superintendents Administrators Special Ed.

Administrators Testing Coordinators

Campus Grades 3-11 Principals and other

administrators Ed. Diagnosticians Licensed Specialist in School Psychology Counselors Special Ed. Staff General Ed. Staff Testing Coordinators Test Administrators Parents

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Student Achievement Pyramid

Full and Individual Evaluation

Present Levels of Performance

Measurable Annual Goals

Accommodations/Modifications

Placement

Student Achievement

LR

E C

on

sid

erat

ion

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Federal LRE Requirements34 C.F.R. Section 300.114

(new proposed regulations)

Each public agency shall ensure –

(i) That to the maximum extent

appropriate, children with disabilities, …

are educated with children who are

nondisabled;

and

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Federal LRE Requirements

(ii) That special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

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Federal LRE Requirements34 C.F.R. 300.116

(e) A child with a disability is not

removed from education in age-appropriate

regular classrooms solely because of

needed modifications in the general

curriculum.(Authority: 20 U.S.C. 1412 (a)(5))

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Full and Individual Evaluation Multi-disciplinary Comprehensive Child focused Designed to give information about

how the child learns and what he is able to perform

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Present Levels of Performance Academic Achievement Functional Performance How the disability affects involvement

and progress in the general curriculum Assistive Technology as an

accommodation should be considered at this point

Testing benchmark data is important

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Measurable Annual Goals

Write goals based on Write goals based on PLOP for identified PLOP for identified needs.needs.

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Measurable Annual Goal Look at what the student can do today Look at his learning history Look at how far he can progress in a year’s

time (measurable terms—what does it look like, what does sound like, what can he do)

Look at the standards that he is expected to achieve

Write an achievable goal always pointing toward those standards

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Measurable Annual Goals Academic Functional Needs that result from the disability Involvement and progress in the

general curriculum Other needs that result from the

disability

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Example

PLOP: Throws every fourth paper onto the roof.

GOAL: Given a bag full of folded newspapers and a neighborhood street, be able to throw a paper onto the roof of each house.

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Example

PLOP: Student is alert 20% of the school day.

GOAL: Student will be alert 50% of the school day as indicated on daily chart.

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Example

PLOP: While supine in turtle, and given resistance against his feet, will push 80 feet 2 of 5 data days.

GOAL: While supine in turtle, and given resistance against his feet, will push 80 feet 4 of 6 data days.

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Standards If you don’t know where you are

going, you never know when you arrive.

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Accommodations:The How

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Modifications:The What

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Terminology

Terms in use for many years No legal definition of these terms Best practice definitions for

accommodations and modifications widely accepted since IDEA ‘97

No longer interchangeable terms

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Accommodations An accommodation allows a student to

complete the same assignment or test as other students, but with a change in the timing, formatting, setting, scheduling, response and/or presentation. This accommodation does not alter in any significant way what the test or assignment measures.

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Modifications A modification is an adjustment to

an assignment or a test that changes the standard or what the test or assignment is supposed to measure. They are changes in what the student is expected to learn and demonstrate in the content area.

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Modifications or Accommodations

Snooze alarm? 9-hole golf course? Riding lawnmower? Speed dial? E-mail? DayTimer? PDA?

How

What

How

How

How

How

How

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Accommodations When do I accommodate? Why should that accommodation go

into the IEP? Should I make sure that every

accommodation that I make in my classroom is written down?

How does this relate to decisions about the state assessment program?

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Student Placement Where are the opportunities in the

general education classroom for the student to participate in activities to achieve these goals, supported by the accommodations and/or modifications?

Continuum of alternative placements

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Student Achievement Placement without expected

achievement is management, not education.

Plans need to be re-evaluated! Frequent and accurate assessment

is vital.

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Highlights of the 2006 Changes New Terms (page iii)• TEKS Curriculum-the state-mandated curriculum • Modified TEKS Curriculum-access to the TEKS curriculum by using adaptations and modifications in instructional strategies• Alternate TEKS Curriculum-access to the TEKS curriculum by using supports and

structure needed for the functional level of students

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Highlights of the 2006 Changes New Supports (page iii)• “Assessment by Grade level and Subject Area” Page 2• “2005-2006 LDAA Reporting Deadlines” Page 7• “Considerations for ARD Assessment Decisions” sample forms per subject Pages 106-111

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Components of the 2006Texas Assessment Program Texas Assessment of Knowledge and

Skills (TAKS) (p. 13) Grades 3-9 reading Grades 3-10 and exit level math Grades 4 and 7 writing Grade 10 and exit level English language

arts Grades 5, 8, 10, and exit level science Grades 8, 10, and exit level social studies

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Components of the 2006 Texas Assessment Program

TAKS-Inclusive (TAKS-I) (p. 13) For special education students Only at enrolled grade level For those grades and subjects for

which there is not SDAA II Exit level math Exit level ELA Grades 5, 8, 10, and exit level science Grades 8, 10, and exit level social studies

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TAKS-I (p. 13)

If student requires accommodations not allowed on the TAKS

Same allowable accommodations as SDAA II

Same test items as TAKS No field test items on the test Only available at enrolled grade level Larger font and fewer items per page Will use TAKS scoring criteria, not ARD

expectation

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Components of the 2006 Texas Assessment Program

State-Developed Alternative Assessment II (SDAA II) (p. 14) For special education students

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SDAA II Terms (p. )

Enrolled grade level Instructional level

The level of instruction that the student is receiving is the instructional level chosen for the test

There are three achievement levels within each instructional level

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SDAA II Terms (p. )

Achievement level There are three achievement levels within

each instructional level Level I (beginning) minimal knowledge and skills Level II (developing) adequate knowledge and

skills Level III (proficient) strong knowledge and skills

Level III meets TAKS equivalency standard if tested on enrolled grade level

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SDAA II (p. 14)

Available for instructional levels K-10 mathematics

Administered during enrolled grades 3-10

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SDAA II (p. 14)

Available for instructional levels K-9 reading

Administered during enrolled grades 3-9

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SDAA II (p. 14)

Available for instructional levels K-9 writing

Administered during enrolled grades 4 and 7 writing

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SDAA II (p. 14)

Available for instructional level 10 ELA

Administered during enrolled grade 10 ELA

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Components of the 2006 Texas Assessment Program

Locally Determined Alternate Assessment (LDAA) (p. 14) The ARD Committee should choose an

assessment that most closely aligns to the instruction the student is receiving

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Components of the 2006 Texas Assessment Program

Spanish TAKS (p. 13) Grades 3-6 reading Grades 3-6 math Grade 4 writing Grade 5 science

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Components of the 2006 Texas Assessment Program Texas English Language Proficiency

Assessment System (TELPAS) (p. 15)

Reading Proficiency Tests in English (RPTE)Grades 3-12 reading

Texas Observation Protocols (TOP)Holistic observational ratingsGrades K-2 listening, speaking, reading, and writingGrades 3-12 listening, speaking, and writing

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Components of the 2006 Texas Assessment Program

Linguistically Accommodated Testing (LAT) (p. 15) For students who are LEP exempt in

math Grades 3-8 math Grade 10 math

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Subject-Area Assessment Information

Reading Mathematics Writing English Language Arts Social Studies Science

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Assessment Decision Considerations Students working on or close to their

enrolled grade level may benefit from being assessed with TAKS.

All students have the right to be exposed to as much of an on-grade- level curriculum as possible to reach their academic potential.

Instructional decisions made by the ARD committee and documented in the IEP must always guide assessment decisions.

Each subject area is considered separately when making assessment decisions.

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Setting Appropriate SDAA II Achievement Expectations

Step 1: Review the student’s current information to determine the student’s present level of functioning (IEP, work samples, informal and formal assessments, CSR).

Step 2: Determine student’s TEKS mastery level and appropriate assessment (TAKS, TAKS-I, SDAA II, or LDAA). Stop here if TAKS, TAKS-I, or LDAA is to be given.

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Insert Chart from page 22 of manual.

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Insert Chart from page 23

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Setting Appropriate SDAA II Achievement Expectations

Step 3: Determine the appropriate SDAA II instructional level.

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Chart from Manual Page 26

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Setting Appropriate SDAA II Achievement Expectations

Step 4: Select an SDAA II expected achievement level based on the student’s growth expectations.

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Achievement Levels for Reading and/or Math

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Insert chart from page 31 of manual

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Sample ARD Committee Documentation - Reading

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Sample ARD Committee Documentation - Mathematics

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Reference Manual Page 68 60

Writing/ELA Achievement Levels

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SDAA II Writing Achievement Level Descriptions

SDAA II Writing Achievement Level Descriptions are provided to assist ARD committees in determining an achievement level which best represents a student’s likely performance on the SDAA II writing test.

This section describes typical student performance at each writing instructional level cluster and achievement level.

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Emergent Developing Developed

The K/1 writing test is comprised of five tasks. The score for the first four tasks (writing numbers, writing name, writing letters, and labeling pictures) is determined by the student’s degree of literacy development. The graphic below depicts the way in which this development is charted for each student:

SDAA II Writing Performance

for Instructional Levels K/1

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The fifth task (responding to a picture prompt) is based on the language level the student is able to use to write his/her response. Development of language is divided into six levels for this task with 1 as the least developed level and 6 as the highest.

The student’s achievement level (combined performance on all five tasks) should represent his/her overall stage of literacy development in the fundamentals of writing at the time of assessment.

SDAA II Writing Performance

for Instructional Levels K/1

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SDAA II Writing Performance by Achievement Level for Instructional Levels 2-8/9

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SDAA II Writing Performance by Achievement Level for Instructional Level 10

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Level 9 Reading/Level 10 ELA Triplet

Reading selections have multiple-choice and open-ended items

Thematically linked reading selections

1. Published literary selection2. Published informational selection3. One page viewing and representing

piece

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Level 10 ELA Multiple-choice revising and

editing items Grade 10 writing prompt is

thematically linked to the reading triplet

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Insert chart from page 49 of manual.

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ARD Documentation

Insert chart from page 50

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ARD Documentation

Insert chart from page 50

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Reference Manual Page 68 72

LEP Students Who Receive Special Education Services

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LEP Students Who Receive Special Education Services

ARD committees make assessment decisions for every student served by special education, including LEP students.

The ARD committee must include a school representative who is a member of the student’s LPAC.

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LEP Students Who Receive Special Education ServicesExemptions ARD-exempt: An ARD committee exempts

a student from state assessments for reasons associated with the student’s special education needs

LEP-exempt: An ARD committee exempts a student from state assessments for reasons associated with the student’s limited English proficiency

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More LEP Information LEP exemptions have certain

eligibility requirements. (Refer to LPAC Manual for more information.)

Frequently Asked Questions concerning LEP students are located on pages 98-99 of the ARD Manual.

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Choosing the Appropriate Assessment for Students Not Eligible for LEP Exemption

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Components of the 2006 Texas Assessment Program

Linguistically Accommodated Testing (LAT) (p. 15) For students who are LEP exempt in

math Grades 3-8 math Grade 10 math

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LAT Accommodations

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Components of the 2006 Texas Assessment Program Texas English Language Proficiency

Assessment System (TELPAS) (p. 15)

Reading Proficiency Tests in English (RPTE)Grades 3-12 reading

Texas Observation Protocols (TOP)Holistic observational ratingsGrades K-2 listening, speaking, reading, and writingGrades 3-12 listening, speaking, and writing

Reference Manual Page 68 80

Testing Accommodations

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Testing Accommodations for TAKS

Allowable Accommodations Reference Manual Pages 59 & 60

Oral Administration Reference Manual Page 61

Nonallowable Accommodations Reference Manual Page 64

Related Testing Procedures Reference Manual Page 65

Dyslexia Bundled Accommodations for Grades 3,4,5 Reading Reference Manual page 63 Large Print and Braille Test Booklets Reference Manual Page 70

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Dyslexia Bundled Accommodations

Spring 2006 Three additional accommodations

for use while administering the TAKS reading tests

For students in grades 3, 4, & 5: Identified with dyslexia and Served under 504, in a campus dyslexia

program, OR in special education

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What are the new accommodations?

Orally reading all proper nouns associated with each passage before students begin reading the passage;

Orally reading all questions and answer choices to students; and

Extending the testing time over a two-day period.

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Dyslexia Bundled Accommodations

The accommodations can be used with both the English and Spanish-version of the TAKS reading tests

The accommodations can be used on all three SSI administrations at grades 3 and 5

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Reading proper nouns

Proper nouns are often idiosyncratic Helps reduce the decoding difficulties

specifically associated with dyslexia Proper nouns do not contribute to

understanding the meaning of the passage

Reading proper nouns reduces the reliance on decoding skills without invalidating the test

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The TAKS reading test is a comprehension assessment that determines how well the student understands the passage he/she reads

The determination of comprehension is not dependent on the student’s ability to read the comprehension questions

Reading comprehension questions and answer choices

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No “read aloud” accommodation can be provided while the student actually reads the TAKS passage; however,

The comprehension questions and answer choices can be read to the student, thus reducing demands on word decoding skills in students with dyslexia

Reading comprehension questions and answer choices

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Dyslexia Study: Recommendations

Students in special education who have word reading difficulties should benefit from this accommodation package to the extent that students are similar to those evaluated in the study.

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Why are the accommodations referred to as “bundled accommodations?”

MUST use the accommodations as a “bundled package”

Test administrator MUST administer the reading test using all three accommodations

The accommodations CANNOT be separated

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Testing Accommodations for TAKS-I and SDAA II

Allowable Accommodations Reference Manual Page 66

Oral Administration Reference Manual Page 67

Non-allowable Accommodations

Reference Manual Page 66 Related Testing Procedures

Reference Manual Page 68 & 69 Large Print and Braille Test booklets Reference Manual page 70

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SDAA II Field Tests

Considerations: Although the current IEP should be

referenced, the ARD committee does not need to convene to determine field-test placement, accommodations, and/or modifications

Districts will NOT receive results from field tests

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Student Success Initiative (SSI)

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SSIImportant Information to Review

SSI Grade Advancement Requirements for Students Served by Special Education

Reference Manual Pages 76 & 77

SSI General FlowchartsReference Manual Pages 78-80

SSI Flowcharts for Students Served by Special Education

Reference Manual Pages 82-84

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SSI

Important Information to Review Students Who Take an LDAA for Reading

and/or MathReference Manual Page 85

Student ScenariosReference Manual Page 86

SSI Questions and AnswersReference Manual Pages 100-102

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Where to find: Frequently Asked Questions

Reference Manual Page 88-103 Sample Forms

Reference Manual Page 105-123 Accommodations Request Form page 123

Glossary Reference ManualReference Manual Pages 125-129

AppendicesReference Manual Pages 130-147

Test Administration Calendars Reference Manual Pages 4-10

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Resources

TEA Student Assessment Division

www.tea.state.tx.us/student.assessment Student Assessment Division

(512) 463-9536

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Contact Information Jan Barry

903-988-6903, jbarry@esc7.net Linda Dunlap

903-988-6766, ldunlap@esc7.net Sharon Lusk

903-988-6908, slusk@esc7.net Diana McBurnett

903-988-6909, dmcburnett@esc7.net Robert Smith

903-988-6890, rsmith@esc7.net