2009-2010 ard manual - denton isd...graduation flowchart b: guidelines for ard committees regarding...

Changes to 2009–2010 ARD Manual pp. 6 and 13: On October 14, text regarding access to the grade-level TEKS curriculum for students eligible for TAKS–M was updated (changed from “through modifications and/or accommodations” to

“through modifications and accommodations”) and the manual was reposted to the TEA website.

The manual begins on the next page. Please scroll down.

ARD Committee

Decision-Making Process

for the

Texas Assessment Program

Revised Reference Manual for the 2009–2010 Testing Year

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2009–2010 ARD Committee Decision-Making Process for the Texas Assessment Program i

Table of Contents

Introduction Purpose of the ARD Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Components of the Texas Student Assessment Program. . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Chart: Assessments by Grade Level and Subject Area. . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Chart: TAKS Assessment Comparison Chart for Students Receiving Special Education Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Assessment Decisions Overview of Assessment Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

The Four Steps: Making Assessment Decisions and Considering Needed Accommodations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Step 1 of Making Assessment Decisions: Review the student’s present level of academic achievement and functional performance (PLAAFP). . . . . . . . . . . . . 11

Step 2 of Making Assessment Decisions: Determine in what manner the student will receive instruction in the grade-level TEKS based on the student’s PLAAFP. . 12

Chart: Access to the General Education Curriculum . . . . . . . . . . . . . . . . . . . . . . . . 13

Step 3 of Making Assessment Decisions: Determine the appropriate assessment for the student: TAKS, TAKS (Accommodated), TAKS–M,or TAKS–Alt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Chart: Format of Assessment Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Chart: Participation Requirements Comparison Chart . . . . . . . . . . . . . . . . . . . . . . 15

Chart: Descriptors for the Participation Requirements for TAKS–M . . . . . . . . . . . 16

Chart: Descriptors for the Participation Requirements for TAKS–Alt. . . . . . . . . . . 17

TAKS, TAKS (Accommodated), TAKS–M, or TAKS–Alt:Which Assessment Is Appropriate? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Step 4 of Making Assessment Decisions: Document the appropriate assessment, including all allowable or approved accommodations that the student will need during testing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Limited English Proficient (LEP) Students Receiving Special Education Services

Making Assessment Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

LEP Exemptions for Students Receiving Special Education Services . . . . . . . . . . . . . 25

Linguistically Accommodated Testing (LAT) Administrationsfor LEP-Exempt Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Texas English Language Proficiency Assessment System (TELPAS) . . . . . . . . . . . . . . 26

ii 2009–2010 ARD Committee Decision-Making Process for the Texas Assessment Program

Student Success Initiative (SSI) and Graduation Overview of the Student Success Initiative (SSI) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Graduation Flowcharts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Graduation Flowchart A: Guidelines for ARD Committees Regarding Testing Requirements for Students Who Entered Grade 9 IN 2008–2009 (and thereafter). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Graduation Flowchart B: Guidelines for ARD Committees Regarding Testing Requirements for Students Who Entered Grade 9 PRIOR TO 2008–2009. . . . . . . 31

2009–2010 ARD Committee Decision-Making Process for the Texas Assessment Program 1

INTRODUCTION

2 2009–2010 ARD Committee Decision-Making Process for the Texas Assessment Program

Introduction

Purpose of the ARD ManualAdmission, review, and dismissal (ARD) committee members should use this reference manual to make decisions about placement in the Texas Student Assessment Program for students receiving special education services for the 2009–2010 school year. This manual explains to ARD committees how to make these decisions by using the state-mandated curriculum, the Texas Essential Knowledge and Skills (TEKS), as documented in each student’s individualized education program (IEP). Additional information (e.g., glossary, sample forms, links to other manuals) can be found on the ARD Committee Resources page at http://www.tea.state.tx.us/student.assessment/resources/ard.

Who Needs to Be Trained

Regional Level Education service center staff

District Level Superintendents Testing coordinatorsCurriculum directorsSpecial education administratorsBilingual/English as a second language (ESL) coordinators

Campus Level Principals and other administratorsTesting coordinatorsTest administratorsEducational diagnosticiansLicensed specialists in School PsychologyCounselorsTeachersSpecial education staffBilingual/ESL staffParents


Introduction

Components of the Texas Student Assessment Program

The • Texas Assessment of Knowledge and Skills (TAKS) measures a student’s mastery of the state-mandated curriculum, the Texas Essential Knowledge and Skills (TEKS). TAKS includes a form called TAKS (Accommodated) for students receiving special education services who meet the eligibility criteria for specific accommodations. This is a general assessment based on the same grade-level academic achievement standards as TAKS. The TAKS (Accommodated) form includes format changes (larger font, fewer items per page) and contains no embedded field-test items. TAKS (Accommodated) is administered in the same grades and subjects as TAKS, including all Student Success Initiative (SSI) and exit level retest opportunities.

TAKS, including TAKS (Accommodated), is administered in English for

Grades 3–9 reading

Grades 3–10 and exit level mathematics

Grades 4 and 7 writing

Grade 10 and exit level English language arts (ELA)

Grades 5, 8, 10, and exit level science

Grades 8, 10, and exit level social studies

TAKS, including TAKS (Accommodated), is administered in Spanish for


Grades 3–5 mathematics

Grade 4 writing

Grade 5 science

TAKS–Modified (TAKS–M) • is an alternate assessment based on modified academic achievement standards and is designed for students receiving special education services who meet participation requirements for TAKS–M. Each test covers the same grade-level content as TAKS, but TAKS–M tests have been changed in format (larger font, fewer items per page, etc.) and test design (fewer answer choices, simpler vocabulary and sentence structure, etc.).

TAKS–M is administered in English for

Grades 3–9 reading, including SSI retest opportunities in grades 5 and 8

Grades 3–11 mathematics, including SSI retest opportunities in grades 5 and 8


Grades 10 and 11 English language arts (ELA)

Grades 5, 8, 10, and 11 science

Grades 8, 10, and 11 social studies


Introduction

TAKS–Alternate (TAKS–Alt) • is an alternate assessment based on alternate academic achievement standards and is designed for students with significant cognitive disabilities receiving special education services who meet the participation requirements for TAKS–Alt. This assessment is not a traditional paper or multiple-choice test. Instead, it involves teachers observing students as they complete state-developed assessment tasks that link to the grade-level TEKS. Teachers then evaluate student performance based on the dimensions of the TAKS–Alt rubric and submit results through an online instrument. This assessment can be administered using any language or other communication method routinely used with the student.

TAKS–Alt is administered for


Grades 3–11 mathematics


Grades 10 and 11 English language arts (ELA)

Grades 5, 8, 10, and 11 science

Grades 8, 10, and 11 social studies

Linguistically accommodated testing (LAT) • is an assessment process for eligible immigrant English language learners (ELLs) who are granted a limited English proficiency (LEP) exemption under state law but are required to be assessed in certain grades and subjects under federal law. The LAT process enables eligible immigrant ELLs to be assessed with linguistic accommodations that help them better understand the language used on the tests.

LAT administrations are available for

Grades 3–8 reading and grade 10 ELA

Grades 3–8 and 10 mathematics

Grades 5, 8, and 10 science

LAT administrations are available for LEP-exempt immigrant students receiving special education services for whom TAKS, including TAKS (Accommodated), and TAKS–M are appropriate. Spanish-version LAT forms are available in grades 3–5 for TAKS, including TAKS (Accommodated).

The • Texas English Language Proficiency Assessment System (TELPAS) assesses the progress that ELLs make in learning the English language. TELPAS is composed of holistically rated assessments and multiple-choice tests. The TELPAS holistically rated assessments are based on student observations and written student work.

These assessments are administered for

Grades K–1 listening, speaking, writing, and reading

Grades 2–12 listening, speaking, and writing

The TELPAS multiple-choice reading assessments for grades 2–12 are administered as an online testing program.


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Introduction

TAKS–AltTAKS–MTAKS(Accommodated)TAKS

TAKS Assessment Comparison Chart for Students Receiving Special Education Services

Yes; for information see http://www.tea.state.tx.us/student.assessment/scoring/pstandards

Yes; for information see http://www.tea.state.tx.us/student.assessment/scoring/pstandards

Yes; for information see http://www.tea.state.tx.us/student.assessment/resources/taksm

Yes; for information see http://www.tea.state.tx.us/student.assessment/resources/taksalt

PassingStandard

State: grades 3–11 tested subjects

Federal (AYP): grades 3–8 and 10 reading/ELA and mathematics

State: grades 3–11 tested subjects

Federal (AYP): grades 3–8 and 10 reading/ELA and mathematics

State: not included until at least 2011

Federal (AYP): same as TAKS, subject to 2% cap on proficient results

State: not included until at least 2011

Federal (AYP): same as TAKS, subject to 1% cap on proficient results

Accountability

Student who passes TAKS may graduate under the Distinguished, Recommended, or Minimum high school program, as determined by curriculum and credit. Refer to the separate Graduation Flowcharts in this manual.

Student who passes TAKS (Accommodated) may graduate under the Distinguished, Recommended, or Minimum high school program, as determined by curriculum and credit. Refer to the separate Graduation Flowcharts in this manual.

Student who takes at least one TAKS–M subject-area test in grade 11 graduates under the Minimum high school program. Refer to the separate Graduation Flowcharts in this manual.

Student graduates under the Minimum high school program. Refer to the separate Graduation Flowcharts in this manual.

Graduation

TEKS at enrolled grade level with or without accommodations

TEKS at enrolled grade level with accommodations

TEKS at enrolled grade level with modifications and accommodations

TEKS at enrolled grade level accessed through prerequisite skills

Curriculum

Multiple choice/written exam; embedded field-test items; New Century Schoolbook 10–12 point font

Multiple choice/written exam; no embedded field-test items;Verdana 12–13 point font; more white space and fewer items per page

Multiple choice/written exam;no embedded field-test items;Verdana 12–13 point font; fewer items and answer choices; simplified passages and items; no thematically linked passages, open-ended responses, or griddable items

Not a traditional paper or multiple-choice test; teachers observe as students complete assessment tasks; teachers evaluate student performance based on the dimensions of the TAKS–Alt rubric; results are submitted through an online instrument

Format

Three testing opportunities to pass grades 5 and 8 reading and mathematics assessments; ARD committee determines promotion or retention and accelerated instruction



Does not apply to students eligible to take this assessment

StudentSuccessInitiative

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Must be documented in IEP; routinely used in classroom instruction and testing; allowable accommodations listed in the Accommodations Manual; others must be approved through Accommodation Request Form



Supports that are routinely used by the student should be recorded in the Presentation Supports/Materials section of the documentation form; no Accommodation Request Form required

Accommodations

TAKS if not LEP-exempt; LAT if meet exemption criteria in mathematics and reading/ELA in grades 3–8 and 10 and science in grades 5, 8, and 10; LEP exemptions if meet criteria for writing, social studies, and grade 9 tests; LEP postponement from exit level if meet criteria.

Spanish tests available at grades 3–5 (all subjects)

TAKS (Accommodated) if not LEP-exempt; LAT if meet exemption criteria in mathematics and reading/ ELA in grades 3–8 and 10 and science in grades 5, 8, and 10; LEP exemptions if meet criteria for writing, social studies, and grade 9 tests; LEP postponement from exit level if meet criteria.

Spanish tests available at grades 3–5 (all subjects)

TAKS–M if not LEP-exempt; LAT if meet exemption criteria in mathematics and reading/ELA in grades 3–8 and 10 and science in grades 5, 8, and 10; LEP exemptions if meet criteria for writing, social studies, grade 9 tests, and grade 11 tests.

No Spanish tests available

TAKS–Alt for all subjects in grades 3–11. No LEP exemptions or LAT. Observational assessments can be developed using any language or other communication method routinely used with the student.

EnglishLanguageLearners

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General education; receiving 504 services; receiving special education services; grades 3–exit level

Receiving special education services; ARD committee decision based on accommodations eligibility; grades 3–exit level

Receiving special education services and has a disability that significantly affects academic progress; ARD committee decision based on participation requirements; grades 3–11

Receiving special education services and has a significant cognitive disability; ARD committee decision based on participation requirements; grades 3–11

Eligibility

REVISED: September 2009

http://www.tea.state.tx.us/student.assessment/scoring/pstandards




http://www.tea.state.tx.us/student.assessment/resources/taksm

http://www.tea.state.tx.us/student.assessment/resources/taksm

http://www.tea.state.tx.us/student.assessment/resources/taksalt



ASSESSMENT DECISIONS


Assessment Decisions

Overview of Assessment Decisions

The current Texas Student Assessment Program not only reflects the rigor of the state-mandated curriculum but also seeks to include as many students as possible in TAKS, while providing alternate assessments for students whose academic achievement and progress cannot be measured appropriately with TAKS.

TAKS, the general assessment option that includes TAKS (Accommodated) for students receiving special education services, should be the assessment that is administered to the majority of students in Texas. It is the responsibility of the state as well as that of districts, campuses, and classroom teachers to provide instruction, learning opportunities, and support to students to promote success on the general assessment. However, for those students who cannot be assessed with TAKS and/or TAKS (Accommodated), the state has developed two alternate assessments. Both TAKS–M and TAKS–Alt have specific participation requirements that must be carefully considered when recommending these assessments for students receiving special education services. It is the responsibility of the district, campus, and classroom teacher to allow students access to as much of the grade-level TEKS as possible so that they can reach their academic potential. The participation requirements for the alternate assessments describe the type of grade-level instruction of the TEKS (modified or accessed through prerequisite skills) that a student should be receiving in order to participate in the specific alternate assessment.

Federal Requirements for the Assessment of Students with State Assessments Disabilities

General assessment (with or TAKS, including without accommodations) TAKS (Accommodated)

Alternate assessment based on modified academic TAKS–M achievement standards

Alternate assessment based on alternate academic TAKS–Alt achievement standards

For students receiving special education services, assessment decisions are made by the ARD committee. The members of the committee must weigh the benefits of rigorous and challenging expectations with the possibilities of success, given each student’s individual strengths, needs, instruction, and accommodations. Keeping these high standards in mind, the ARD committee must choose the assessment that best matches the educational needs of each individual student. ARD committees should promote high expectations in determining the annual measurable goals documented in each student’s IEP. It is important to emphasize that the academic instructional decisions made by the ARD committee and documented in the IEP must always guide assessment decisions. Assessment decisions should be based on each student’s IEP, the previous year’s Confidential Student Report (CSR), and other relevant



information such as student work samples, informal assessments, and data collection entries. ARD committees should use these documents along with the four steps on the following pages to identify the most appropriate test for a student in each subject area under consideration.

Federal AYP Performance Calculations

The No Child Left Behind (NCLB) regulations limit the number of proficient assessment results from alternate assessments that may be included in the federal Adequate Yearly Progress (AYP) performance calculations. The limit on proficient alternate assessment results is referred to as the AYP federal cap. However, the federal cap does NOT limit the number of students with disabilities who can take alternate assessments. Decisions regarding the appropriate assessment for students with disabilities should be made based on the policies and procedures outlined in this manual. Also note that students are reclassified from proficient to non-proficient status only for use in AYP performance results that are specifically used to evaluate AYP. There is no effect on the AYP participation calculations. Other state performance results and state accountability ratings are not affected by the federal cap. There are no student-level consequences (for SSI or graduation) for exceeding the cap limit.

The federal cap is applied to two types of assessment results: the Texas Assessment of Knowledge and Skills–Modified (TAKS–M) proficient results are subject to a cap of 2% of the tested population, and the TAKS–Alternate (TAKS–Alt) proficient results are subject to a cap of 1% of the tested population. The limit is calculated for each school district and applies to proficient results on TAKS–M and TAKS–Alt only. Proficient results over the district limit are reclassified as non-proficient and reported as such in AYP performance results at the campus, district, and state levels. School districts with results from alternate assessments that do not exceed the district limit are not affected by the cap, and all student proficient results remain proficient in the AYP performance calculations. Detailed information about the federal cap process can be found online in the 2009 AYP Guide at http://www.tea.state.tx.us/ayp.

It is important to remember that each subject area tested in TAKS, TAKS (Accommodated), and TAKS–M should be considered separately when making assessment decisions, since a student’s skill level may vary across subjects. TAKS–Alt is an exception to this rule. A student who meets the participation requirements for TAKS–Alt will take TAKS–Alt for all subjects required for the student’s enrolled grade.

The following section outlines the four-step process that ARD committees should follow to identify the appropriate assessment to meet each student’s educational needs.



The Four Steps: Making Assessment Decisions and Considering Needed Accommodations

In order to make assessment decisions, the ARD committee should follow these steps. Reading, mathematics, writing, ELA, science, and social studies must be considered separately. If the decision is made to administer TAKS–Alt to a student, he or she will take all applicable subject-area tests at the enrolled grade level.

Step 1

Review the student’s present level of academic achievement and functional performance (PLAAFP).

Step 2

Determine in what manner the student will receive instruction in the grade-level TEKS based on the student’s PLAAFP.

Step 3

Determine the appropriate assessment for the student: TAKS, TAKS (Accommodated), TAKS–M, or TAKS–Alt.

Step 4

Document the appropriate assessment, including all allowable or approved accommodations that the student will need during testing.



Step 1 of Making Assessment Decisions

Review the student’s present level of academic achievement and functional performance (PLAAFP).

District and campus personnel share responsibility to ensure that all necessary information on a given student is available so that the ARD committee can consider a student’s strengths and weaknesses in relation to the TEKS when making assessment decisions. This information should include the following:

A student’s IEP and PLAAFP statements • , which contain the current levels of educational performance in relation to the grade-level TEKS. The IEP provides a detailed look at a student’s progress in the curriculum, including whether the student is receiving grade-level instruction with no modifications, modified grade-level instruction, or grade-level instruction that is accessed through prerequisite skills. Information from other people, such as parents, legal guardians, teachers, counselors, assessment specialists, administrators, and other professionals or paraprofessionals, may also be documented.

A student’s CSR • , which shows the results from the previous test administration. The listing of student performance by objective provides a more detailed look at a student’s progress in the grade-level TEKS. It is important for ARD committees to understand that a student’s test results are just one piece of information to be considered when making assessment decisions. Changes in assessment decisions should not be made simply because a student failed a test. If the ARD committee does not have a CSR for a student, committee members should review other information described below.

Other relevant information, • which may include a collection of student work samples, informal teacher assessments, norm-referenced and criterion-referenced tests, diagnostic testing, or data collection recording forms.

Using this information, the ARD committee should verify the enrolled grade of the student, determine the extent of modifications to the grade-level TEKS or the level at which the student is accessing the TEKS through prerequisite skills, and the accommodations and supports that the student routinely uses in classroom instruction and testing.




Determine in what manner the student will receive instruction in the grade-level TEKS based on the student’s PLAAFP.

Continuing to use the information collected in Step 1, the ARD committee must determine the student’s individual skills and level of progress in the grade-level TEKS. The ARD committee should also look carefully at the extent of the modifications to the grade-level TEKS that have enabled the student to progress. The ARD committee must determine if the student accessed the TEKS through accommodations and/or modifications or through prerequisite skills. Using this information, the ARD committee will determine if TAKS, TAKS (Accommodated), TAKS–M, or TAKS–Alt is the appropriate assessment for the student.

Information to help ARD committees understand the grade-level, state-mandated curriculum that is assessed can be found in the TAKS Information Booklets available at http://www.tea.state.tx.us/student.assessment/taks/booklets. The booklets contain specific information about the tested objectives and student expectations as well as sample items and test blueprints for TAKS, including TAKS (Accommodated). The blueprints list the number of items addressing each objective and the number of items on the test as a whole. Sample items and test blueprints for TAKS–M can be found on the TAKS–M Resources page at http://www.tea.state.tx.us/student.assessment/resources/taksm. Information about TAKS–Alt can be found on the TAKS–Alt Resources page at http://www.tea.state.tx.us/student.assessment/resources/taksalt.

The chart on the next page is designed to clarify the connection between instructional strategies that allow a student to access the grade-level curriculum and the state assessments. A flowchart called “Choosing the Appropriate Assessment for Students Receiving Special Education Services” briefly summarizes the link between instruction and assessment. It can be found on the ARD Committee Resources page at http://www.tea.state.tx.us/student.assessment/resources/ard.

http://www.tea.state.tx.us/student.assessment/taks/booklets

http://www.tea.state.tx.us/student.assessment/taks/booklets





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Determine the appropriate assessment for the student: TAKS, TAKS (Accommodated), TAKS–M, or TAKS–Alt.

Assessment decisions are based on individual student needs as determined by the ARD committee; they should not be determined administratively nor be based solely on a student’s disability category or placement setting. After considering how the student participates in the grade-level TEKS, the ARD committee can determine the most appropriate assessment. A brief description of each assessment is provided below.

GENERAL ASSESSMENTS

TAKSThis assessment is administered statewide on a specific date and measures a student’s mastery of the grade-level TEKS. The format of the test is mainly multiple choice; however, there are also griddable mathematics and science items, open-ended reading responses, and a writing task for the writing and ELA assessments.

TAKS (Accommodated)This assessment is for students receiving special education services. It is administered statewide on a specific date and measures a student's mastery of the grade-level TEKS. TAKS (Accommodated) contains the same items as TAKS but does not include embedded field-test items. It also contains format changes such as larger font and fewer test items per page. This test allows for additional accommodations that address individualized needs.

ALTERNATE ASSESSMENTS

TAKS–ModifiedThis alternate assessment for students receiving special education services is administered statewide on a specific date. TAKS–M covers the same grade-level TEKS as TAKS, but has been changed in format and test design. These changes include larger font, fewer test items and answer choices, simplified sentence structure and vocabulary, deletion of extraneous information, and reduced complexity of graphics. In addition, on TAKS–M mathematics and science tests, there are no griddable items. On TAKS–M reading/ELA tests, there are no thematically linked selections or associated crossover questions, open-ended reading responses, and visual representations.

TAKS–AlternateThis alternate assessment for students receiving special education services is administered statewide during a specific testing window. It involves teachers observing students with significant cognitive disabilities as they complete assessment tasks that link to the grade-level TEKS. After observing students, teachers evaluate student performance based on the TAKS–Alt rubric and submit results through an online instrument. Teachers may submit test results at any time during the assessment window.

Format of Assessment Options



Participation in the general assessment should be the first consideration when determining the appropriate assessment for a student. For cases in which an alternate assessment is considered to be the best option for a student, the ARD committee must review the participation requirements outlined for both TAKS–M and TAKS–Alt. Below is a chart that is intended to help ARD committees understand the differences between participation requirements for TAKS–M and TAKS–Alt. More specific clarification of the requirements for each alternate assessment is located on the following pages of this manual. In addition, Module 1, “Overview of the TAKS–Alt Assessment,” has information on selecting the appropriate assessment for students with significant cognitive disabilities. Module 1 can be accessed at http://www.tea.state.tx.us/student.assessment/resources/taksalt.

Requirement TAKS–Modified TAKS–Alternate

Federal Requirement

Participation Requirements Comparison Chart

• Students receiving special education services who have a disability that significantly affects academic progress in the grade-level curriculum and precludes the achievement of grade-level proficiency within a school year will be assessed with TAKS–M.

• Students receiving special education services who have the most significant cognitive disabilities and are unable to participate in the other statewide assessments even with substantial accommodations and/or modifications will be assessed with TAKS–Alt.

Descriptor Criteria • The ARD committee may decide that a student’s knowledge and skills in one or more subject areas can best be assessed with TAKS–M if the student meets all of the TAKS–M participation criteria.

• The ARD committee may decide that a student’s knowledge and skills can best be assessed with TAKS–Alt if the student meets all of the TAKS–Alt participation criteria.

Participation Requirement: Access to the Curriculum

• The student needs extensive modifications and accommodations to classroom instruction, assignments, and assessments to access and demonstrate progress in the grade-level TEKS.

• The student meets some but not all of the participation criteria of TAKS–Alt.

• The student accesses and participates in the grade-level TEKS through activities that focus on prerequisite skills.

Participation Requirements: Instruction

Participation Requirement: Other

• The student requires an alternate form of TAKS that is more closely aligned with instructional modifications in order to demonstrate knowledge of the grade-level TEKS.

• The student demonstrates academic progress in such a way that even if significant growth occurs during the school year, the ARD committee is reasonably certain that the student will not achieve grade-level proficiency as demonstrated by multiple valid measures of evidence.

• The student demonstrates knowledge and skills routinely in class by methods other than paper-and-pencil tasks.

• The student demonstrates performance objectives that may include real-life applications of the grade-level TEKS as appropriate to the student’s abilities and needs.

• The student requires direct, intensive, individualized instruction in a variety of settings to accomplish the acquisition, maintenance, and generalization of skills.

• The student requires supports to the general curriculum that may include assistance involving communication, response style, physical access, or daily living skills.



Texas Assessment of Knowledge and Skills–Modified(TAKS–M)

Descriptors for the Participation Requirements for TAKS–M

Students receiving special education services who have a disability that significantly affects academic progress in the grade-level curriculum and precludes the achievement of grade-level proficiency within a school year are assessed with TAKS–M.

Students qualifying for TAKS–M must first meet the description provided in the box at the left before the four bulleted requirements listed below are considered. It is important to keep in mind that TAKS–M is intended for a very small number of students and that the decision to administer TAKS–M is not based solely on disability category or placement setting, and is not determined administratively, but rather by the ARD committee.

Every student should have an IEP that reflects access to the grade-level TEKS, including documentation of the modifications and accommodations that the student needs during classroom instruction and assessment. Modifications are practices and procedures that change the nature of the task or target skill, while accommodations are intended to reduce or eliminate the effects of a student’s disability but not reduce learning expectations.

Multiple valid measures of evidence may include, but are not limited to, state-developed assessments, informal and formal classroom assessments, norm-referenced tests, and criterion-referenced tests.

An example of a student who meets some but not all of the participation criteria of TAKS–Alt may include but is not limited to the following: a student may require supports to access the general curriculum and/or require direct, intensive, individualized instruction over a period of time to ensure that he or she learns and retains grade-level skills.

▲

The ARD committee has determined that even with accommodations, the student is unable to participate in TAKS, which includes TAKS (Accommodated). The student routinely receives modifications to the grade-level curriculum that more closely resemble those offered on TAKS–M. This may include, but is not limited to, reduced number of items and answer choices or simpler vocabulary and sentence structure.

▲▲

▲▲

Admission, review, and dismissal (ARD) committees may decide that a student’s knowledge and skills in one or more subject areas can best be assessed with TAKS–M if the student meets all of the following participation criteria.

The student

• needs extensive modifications and accommodations to classroom instruction, assignments, and assessments to access and demonstrate progress in the grade-level Texas Essential Knowledge and Skills (TEKS);

• demonstrates academic progress in such a way that even if significant growth occurs during the school year, the ARD committee is reasonably certain that the student will not achieve grade-level proficiency as demonstrated by multiple valid measures of evidence;

• meets some but not all of the participation criteria of TAKS–Alternate (TAKS–Alt); and

• requires an alternate form of TAKS that is more closely aligned with instructional modifications in order to demonstrate knowledge of the grade-level TEKS.



Texas Assessment of Knowledge and Skills–Alternate(TAKS–Alt)

Descriptors for the Participation Requirements for TAKS–Alt

Students receiving special education services who have the most significant cognitive disabilities and are unable to participate in the other statewide assessments even with substantial accommodations and/or modifications are assessed with TAKS–Alt.

Students qualifying for TAKS–Alt must first meet the description provided in the box at the left before the five bulleted requirements listed below it are considered. Significant cognitive disability is determined by the ARD committee and is not linked to a specific disability. The student must have a documented cognitive disability that affects intellectual potential.

The way a student is routinely assessed (multiple choice or performance-based) should be considered when the ARD committee is determining a student’s TAKS–Alt eligibility.

According to federal regulations all students must be assessed on grade-level curriculum. To access the TEKS students with significant cognitive disabilities may need specialized academic help as well as help throughout the day in areas such as expressing his/her needs, getting from place to place, eating lunch, negotiating social situations and/or taking care of personal needs.

The student needs specialized instruction and techniques over a period of time to ensure that he or she can learn, retain information, and transfer skills to other settings.

▲

The student may be able to perform some paper-and-pencil tasks (tracing words, copying spelling words, completing simple worksheets, even writing simple phrases or sentences). However, these students are typically evaluated by methods other than paper and pencil, such as by observing student performance while the student manipulates items, verbalizes responses, eye gazes, or activates an augmentative communication device.

▲▲

▲▲

▲▲

Admission, review, and dismissal (ARD) committees may decide that a student’s knowledge and skills can best be assessed with TAKS–Alt if the student meets all of the following participation criteria.

The student

• requires supports to access the general curriculum that may include assistance involving communication, response style, physical access, or daily living skills;

• requires direct, intensive, individualized instruction in a variety of settings to accomplish the acquisition, maintenance and generalization of skills;

• accesses and participates in the grade-level Texas Essential Knowledge and Skills (TEKS) through activities that focus on prerequisite skills;

• demonstrates knowledge and skills routinely in class by methods other than paper-and-pencil tasks; and

• demonstrates performance objectives that may include real-life applications of the grade-level TEKS as appropriate to the student’s abilities and needs.

Access to the TEKS is mandated by the federal government. Students with significant cognitive disabilities may require access through prerequisite skills that are linked to the grade-level curriculum.

The student may demonstrate academic skills by applying them in environments where the needed skill may naturally occur, such as the use of reading, math and science skills during a cooking activity in a kitchen.



TAKS, TAKS (Accommodated), TAKS–M, or TAKS–Alt:Which Assessment Is Appropriate?

Navigating the state assessment choices may prove challenging for ARD committees. Decisions regarding assessment should be made based on the type of instruction the student is receiving and the accommodations and/or modifications the student requires in order to access the grade-level TEKS. To assist ARD committees in making appropriate assessment decisions, several student scenarios are described on the next few pages. These student scenarios are provided to help clarify the main issues that may complicate these decisions. Student scenarios are not meant to describe exact situations that may be encountered. These scenarios are intended to serve as examples of general issues that may be discussed during ARD committee meetings.

Student Description Assessment Decision/Rationale

STUDENT SCENARIOS

A grade 10 student was dismissed from special education services the previous year. The student is currently served by the district under Section 504 with the following classroom accommodations: use of highlighters and large-print materials.

The student must take TAKS. Only students receiving special education services may take TAKS (Accommodated), TAKS–M, or TAKS–Alt.

A grade 9 student receives one hour of special education services per day in reading. The student routinely uses the following classroom accommodations in reading: larger font, fewer questions on assignments, and less text on a page.

After reviewing the student’s strengths and weaknesses and the need for accommodations in reading, the ARD committee determines that the student should take TAKS (Accommodated). Since the student only receives special education services in the subject area of reading, the ARD committee determines that TAKS is the most appropriate assessment for mathematics.

A grade 11 student receives one hour of special education services per day in English language arts and one hour per day in mathematics. The student also attends an inclusion class for science and social studies. Accommodations in all classes include small-group instruction, use of a timer, use of computer and spell check for all written tasks, and fewer questions on every assignment.

After considering the student’s strengths and weaknesses, the ARD committee reviews the previous year’s assessment results. TAKS is not an appropriate option in any subject because some of the needed accommodations such as spell check and fewer questions are not allowed on TAKS. The ARD committee considered TAKS–M but, after reviewing the participation requirements, decided that TAKS–M was not an appropriate assessment. The student’s greatest need is in the area of accommodations, which may be allowed on TAKS (Accommodated). The ARD committee determines that TAKS (Accommodated) is the most appropriate assessment for the student to take in all subject areas and reviews the 2009–2010 Accommodations Manual for allowable accommodations on each assessment.




STUDENT SCENARIOS

A grade 5 student receives one hour of special education services per day in both reading and mathematics. The student requires modified reading materials because of difficulties associated with decoding and comprehension. Accommodations and modifications given in reading include providing pre-reading strategies and a simplified vocabulary. The student also needs modifications in mathematics and science that include limiting extraneous information on charts and graphs, simplifying numbers, and providing formulas when necessary.

Due to the student’s difficulty with decoding and comprehension and the need for extensive accommodations and modifications, the ARD committee determines that neither TAKS nor TAKS (Accommodated) would be an appropriate testing option. After reviewing the participation requirements for TAKS–M, the ARD committee agrees that the student can best be assessed with TAKS–M in reading, mathematics, and science.

A grade 8 student receives two hours of special education services per day in language arts and one hour a day in mathematics. Due to a specific learning disability, the student requires extensive modifications to the language arts curriculum and some modifications to the mathematics curriculum, depending on the skill. The student receives science and social studies instruction in the regular classroom and also requires some modifications to the content in order to be successful. The student also requires accommodations such as the use of manipulatives and a calculator in mathematics, frequent breaks and verbal reminders to stay on task, and reading support.

The ARD committee first addresses the student’s instructional goals and objectives as compared to the student’s enrolled grade-level curriculum. The committee reviews results from diagnostic testing, classroom grades, and scores from past state assessments to determine the student’s strengths and needs. Based on this information, the ARD committee decides that TAKS and TAKS (Accommodated) may not be appropriate in any subject area given the modifications the student receives in all tested content areas. This decision drives the ARD committee members to review the participation requirements for TAKS–M. The committee determines that the student needs significant modifications to the curriculum in language arts and meets the participation requirements for TAKS–M in this subject. However, the student demonstrates progress in the grade-level mathematics, science, and social studies curriculum in the general education classroom. The ARD committee decides that the student should take TAKS (Accommodated) in these subjects and reviews the 2009–2010 Accommodations Manual for allowable accommodations on each assessment.




STUDENT SCENARIOS

A grade 7 student with autism receives one and one-half hours of special education services per day in reading comprehension and written language. Throughout the rest of the day, she receives behavioral support from a teaching assistant in the general education classroom. Due to both expressive language and fine motor difficulties, the student requires modified instruction in reading and writing. The following accommodations are also provided in all subjects: use of a computer for written responses, use of a calculator, shortened assignments, reduced visual input, and visual cue cards for behavior.

After reviewing the strengths and weaknesses of the student, the ARD committee determines that TAKS would not be the most appropriate assessment in any subject area, even with allowable accommodations (e.g., use of a computer, visual cue cards). Since the curriculum in mathematics is not modified, the committee determines that TAKS (Accommodated) is the appropriate assessment for mathematics. This assessment best supports her need for shortened assignments and fewer items per page to reduce visual input. Since the student does need modifications to the curriculum in the areas of reading and writing, the ARD committee reviews the participation requirements for TAKS–M and determines that this is the most appropriate assessment for these subjects. The ARD committee reviews the 2009–2010 Accommodations Manual for allowable accommodations on each assessment.

A grade 3 student receives two hours of special education services per day in language arts, one hour in mathematics, and one hour of functional skills. Additionally, he receives support for social skills from a teaching assistant when in general education classes. Most instruction occurs in a small-group setting using a modified curriculum with the following accommodations and modifications: simplified directions and language, reduced complexity of written assignments, simplified steps, manipulatives, and extended time for task completion.

After discussing the student’s strengths and needs, the ARD committee determines that TAKS and TAKS (Accommodated) would not be appropriate assessments due to the student’s need for a modified curriculum as well as extensive accommodations and modifications to address his learning style. The committee reviews the participation requirements for both TAKS–M and TAKS–Alt. Although the committee agrees that the student meets the criteria of a student with a significant cognitive disability, at this point in time the student is still accessing the curriculum through accommodations and modifications rather than only through prerequisite skills. The committee decides that TAKS–M would be the most appropriate assessment for the student.

A grade 8 student receives six hours of special education services per day in language arts, mathematics, science, social studies, and self-help skills. Additionally, the student receives assistance with communication and mobility skills from a teaching assistant when in general education classes. Most instruction occurs in a one-to-one or small-group setting using prerequisite skills to access the curriculum. Significant modifications to all instruction and materials are required for the student to be successful.

The ARD committee discusses the student’s strengths and needs, as well as the participation requirements for both TAKS–M and TAKS–Alt. Because the student accesses the curriculum through prerequisite skills with extensive modifications and meets all other participation requirements, including that of a student with a significant cognitive disability, the committee determines that TAKS–Alt is the most appropriate assessment and will be given in all subject areas.




STUDENT SCENARIOS

As the result of a recent car accident, a grade 6 student's physical movement of all extremities and expressive language skills are limited. Because the student responds using eye gaze, assistive technology is being considered as a learning device. He now receives special education services for one hour in reading and one hour in mathematics per day. Additionally, he attends general education classes in all subject areas with extensive adult support. Since the student’s present level of functioning is under evaluation, he currently receives instruction with a combination of grade-level TEKS, grade-level TEKS accessed through accommodations and modifications, and grade-level TEKS accessed through prerequisite skills.

After discussion of the student’s strengths and needs, the ARD committee determines that TAKS and TAKS (Accommodated) would not be appropriate assessments due to the student’s specific disability. The committee discusses the participation requirements for both TAKS–M and TAKS–Alt. Formal assessment of the student’s skills has been difficult to obtain, and the committee is uncomfortable identifying the student as having a significant cognitive disability. Without agreement on a cognitive disability, the student does not meet the requirements for TAKS–Alt. However, the committee does not feel the student can participate in any of the other assessment options and is unable to make an assessment decision. A member of the committee contacts the TEA Student Assessment Division for guidance.




Document the appropriate assessment, including all allowable or approved accommodations that the student will need during testing.

According to the Individuals with Disabilities Education Improvement Act of 2004 (IDEA), 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. •

The questions below are provided to help guide campus- and district-level staff in the selection of appropriate accommodations for students who need them.

What are the student’s learning strengths and in which areas are improvements needed? •

How do the student’s learning needs affect the ability to master the grade-level TEKS? •

What specialized instruction (e.g., learning strategies, organizational skills, reading skills, •linguistic accommodations tailored to English language proficiency level) does the student need to master the grade-level TEKS?

What accommodations will increase the student’s access to appropriate instruction and •assessment by addressing the student’s learning needs and reducing the effect of the student’s disability or limitation? These may be new accommodations or accommodations the student is currently using.

Does the student have the opportunity to learn how to use the accommodation in the •classroom setting?

What accommodations are regularly used by the student during instruction and •assessments?

Are the student’s accommodations effective (e.g., compare results for assignments and •assessments when accommodations are used and not used)?

What difficulties does the student experience when using accommodations? •

What are the perceptions of the student, parents, teachers, and specialists about how well •the accommodation works?

What data support the continued use of an accommodation, or should the •accommodation be changed or discontinued?

Is the accommodation allowed for use on the state assessment? •



The student’s accommodations should be a routine part of classroom instruction and testing. In some cases students need ample experience with accommodations for them to be effective. Be sure to plan for the ongoing evaluation of the student’s use of accommodations in order to determine what accommodations are needed each year.

To help ARD committees document in the IEP the rationale for all assessment decisions, including why a student cannot participate in TAKS or TAKS (Accommodated) and why the particular alternate assessment is appropriate, a sample form has been created. This form, called “Summary of ARD Assessment Decisions,” may assist school personnel in recording ARD committee decisions for each student. In addition, as ARD committees go through the steps for each student, they may want to record their decisions directly on the Student Roster. Both of these sample forms can be found on the ARD Committee Resources page at http://www.tea.state.tx.us/student.assessment/resources/ard.

The accommodations needed for testing should be accommodations that the student receives routinely in class and are listed in the IEP as instructional accommodations. Adding a test accommodation that is not routinely used in class may prove to be more confusing than helpful for a student.

For detailed information regarding allowable accommodations for specific assessments, see the Accommodations Resources page at http://www.tea.state.tx.us/student.assessment/resources/ard. If the ARD committee determines that a student needs an accommodation that requires the submission and approval of an Accommodation Request Form or that is not listed among the allowable accommodations for that assessment, the district should submit a request with objective evidence of student need. Only accommodations used on a routine basis and documented in the student’s IEP will be considered for review. Districts should submit accommodation requests through the online system at http://www.etesttx.com/af. Requests can also be faxed to TEA on an Accommodation Request Form, which can be found in the 2009–2010 Accommodations Manual. It is important for ARD committees to discuss and document that the submission of an Accommodation Request Form does not constitute an approval. Therefore, any accommodation that requires the submission and approval of an Accommodation Request Form must be documented as “pending TEA approval.”

For TAKS–Alt, ARD committees determine if a student has a cognitive disability and meets all the participation requirements. Instructional materials, strategies, accommodations, and supports are documented in the student’s IEP. Determining which complexity level should be used to access a special essence statement is the role of the teacher, not the ARD committee. After instructing the student, the teacher will determine which one of the state-developed assessment tasks to use during the assessment observation. The teacher will plan out the specific supports, materials, and response modes to be allowed during the observation and document them on the locally kept documentation form.

Teachers and administrators need to notify the district or campus testing coordinators when the ARD committee has decided that a student will be assessed with TAKS–Alt. The district or campus coordinator will need to enter the student into the online system at the student’s enrolled grade level.

http://www.etesttx.com/af

http://www.etesttx.com/af


LIMITED ENGLISH PROFICIENT (LEP)STUDENTS RECEIVING

SPECIAL EDUCATION SERVICES


LEP Students Receiving Special Education Services

Making Assessment Decisions

Students who are limited English proficient (LEP) and receive special education services have special needs related to a disability as well as needs related to second language learning. It is important for ARD committees and LPACs to work together to ensure that instruction is tailored to meet each student’s linguistic and special needs. It is also important for ARD committees and LPACs to collaborate on the assessment decisions for these students. As such, state regulations under 19 TAC §101.1009 (b) require the two committees to work in conjunction to make assessment decisions for LEP students receiving special education services, both in terms of appropriate participation in assessments and appropriate use of accommodations during testing.

Unless a LEP student receiving special education services qualifies for a LEP exemption (an exemption on the basis of limited English proficiency), the student is subject to the same assessment requirements as other students receiving special education services, as described in this manual.

LEP Exemptions for Students Receiving Special Education ServicesThe state LEP exemption policy applies to eligible immigrant LEP students, including those receiving special education services. Eligible immigrant LEP students receiving special education services may qualify for a LEP exemption from TAKS, TAKS (Accommodated), or TAKS–M on the basis of limited English proficiency in accordance with state-defined criteria.

The state-defined LEP exemption criteria are found in the TEA publication titled LPAC Decision-Making Process for the Texas Assessment Program, which is updated annually in December and made available at http://www.tea.state.tx.us/student.assessment/admin/rpte. The LPAC and ARD committee should work in conjunction to determine LEP exemption eligibility by using the criteria defined in the LPAC manual. If a student is LEP-exempt from an assessment, the ARD committee must document the reason for the exemption in the student’s IEP, and the LPAC must document the reason for the exemption in the student’s permanent record file.

LEP students make steady progress in learning English during the school year. Consequently, LEP exemption decisions should not be made until the spring of the year prior to the administration of the assessment in question.

Linguistically Accommodated Testing (LAT) Administrations for LEP-Exempt Students

Federal law requires that students who are LEP-exempt from TAKS, TAKS (Accommodated), or TAKS–M participate in linguistically accommodated testing (LAT) administrations of these assessments in designated grades and subjects. When taking a LAT administration, LEP-exempt immigrants receiving special education services are able to receive accommodations that address both their special education needs and needs as English language learners. Note that LEP exemptions and LAT administrations do not apply to immigrant students who qualify for TAKS–Alt. Because of the design of TAKS–Alt, these provisions are not necessary. Observational assessments can be developed using any language or other communication method routinely used by the student.



Additional information about LAT can be found in the 2009–2010 Accommodations Manual and the LAT test administrator manual, which are located at http://www.tea.state.tx.us/student.assessment.

Texas English Language Proficiency Assessment System (TELPAS)Federal law requires states to administer annual statewide English language proficiency assessments to show the progress of LEP students in grades K–12 in the domains of listening, speaking, reading, and writing. TELPAS measures the learning of English according to a second language acquisition continuum that reflects distinct stages of second language development. TELPAS is composed of multiple-choice reading tests and holistically rated assessments.

TELPAS Grades 2–12 Reading Tests

TELPAS reading tests for grades 2–12 are designed to determine where LEP students are on the continuum of English-language reading proficiency and to measure their growth from year to year. This proficiency continuum starts with an initial understanding of high-frequency English words and phrases and culminates with the ability to read and understand texts similar to those written for English-proficient students. The TELPAS reading tests in grades 2–12 are administered as an online testing program.

TELPAS Holistically Rated Components

The TELPAS holistically rated assessments are based on student classwork and observations of students in daily instruction. These assessments are administered to K–1 students in listening, speaking, reading, and writing and to students in grades 2–12 in all domains except reading. For these assessments, teachers use TELPAS Proficiency Level Descriptors (PLDs) to holistically rate students’ English language proficiency. The English language writing proficiency of students in grades 2–12 is based on a collection of student writing assignments.

Detailed information about TELPAS is available in the District and Campus Coordinator Manual and the TELPAS Manual for Raters and Test Administrators, located at http://www.tea.state.tx.us/student.assessment.

LEP students, including LEP students whose parents have declined bilingual/ESL program services, participate in TELPAS assessments annually until they meet exit criteria and are reclassified as non-LEP.


Because the purpose of TELPAS 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 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.

More information about appropriate participation in TELPAS of LEP students receiving special education services is found in the LPAC decision-making manual.

http://www.tea.state.tx.us/student.assessment

http://www.tea.state.tx.us/student.assessment


STUDENT SUCCESS INITIATIVE (SSI) AND GRADUATION


SSI and Graduation

Overview of the Student Success Initiative (SSI)

The Student Success Initiative (SSI) was enacted by the 76th Texas Legislature in 1999 and modified by the 81st Texas Legislature in 2009. The three initiatives of SSI support on-grade-level student achievement in reading and mathematics for every student. These three initiatives, as originally designed, were the Texas Reading Initiative, the Texas Mathematics Initiative, and the grade advancement requirements in reading at grades 3, 5, and 8 and in mathematics at grades 5 and 8. In 2009, the 81st Texas Legislature amended the SSI initiatives to eliminate the grade 3 advancement requirements.

Students who take TAKS, TAKS (Accommodated), and TAKS–M are subject to SSI requirements. Students taking TAKS–Alt are not subject to SSI requirements because multiple testing opportunities are included in the TAKS–Alt process. LEP-exempt students are not subject to SSI requirements. However, non-exempt ELLs taking TAKS, including TAKS (Accommodated), in English or Spanish, or TAKS–M are subject to the SSI requirements. In the case of an ELL receiving special education services, the ARD committee and the language proficiency assessment committee (LPAC) should collaborate to make assessment decisions.

Under the SSI requirements, a student who takes TAKS, TAKS (Accommodated), or TAKS–M is allowed three testing opportunities to meet the passing standard. If the student does not meet the passing standard, a grade placement committee (GPC) is formed to develop an accelerated instruction plan (AIP) and make promotion decisions for the student. This system of support is structured to ensure that all students gain sufficient understanding of the state-mandated curriculum, the TEKS. For students receiving special education services, the ARD committee functions as the GPC.

The role of the ARD committee in making decisions about students subject to SSI requirements is defined in the Texas Administrative Code (19 TAC §101.2003). Districts are encouraged to carefully weigh the individual needs of students with disabilities as they consider decisions pertaining to the procedures outlined in this manual. For the students described in 19 TAC §101.2003, a duly constituted ARD committee must make decisions regarding appropriate (1) assessment, (2) accelerated instruction, and (3) grade placement based on a student’s specific disability-related needs. The ARD committee decision regarding grade placement does 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.

For more information about the SSI requirements for all students, including those receiving special education services, consult the Grade Placement Committee Manual for Grade Advancement Requirements of the Student Success Initiative (GPC Manual) located at http://www.tea.state.tx.us/student.assessment/resources/ssi.

http://www.tea.state.tx.us/student.assessment/resources/ssi

http://www.tea.state.tx.us/student.assessment/resources/ssi


SSI and Graduation

Graduation Flowcharts

On December 3, 2004, IDEA Amendments of 2004 were signed into law. These amendments contain many changes to the federal law pertaining to the education of students with disabilities. The United States Department of Education, Office of Special Education Programs, published related federal regulations which became effective October 13, 2006. As a result of the changes to the federal special education law and regulations, Commissioner’s Rule, 19 TAC §89, Adaptations for Special Populations, Subchapter AA, Special Education Services, was amended in order to ensure school district compliance with new procedural and reporting requirements.

Based on the requirements of these Commissioner’s Rules, the following two flowcharts give guidance to ARD committees regarding how assessment decisions and test results affect graduation plans for students receiving special education services.

Graduation Flowchart A addresses testing requirements for students who entered grade 9 •in the 2008–2009 school year, including all students who enter grade 9 after 2008–2009. Students entering grade 9 in 2008–2009 and thereafter must demonstrate satisfactory performance on TAKS or TAKS (Accommodated) exit level assessments to graduate under the Distinguished or Recommended high school programs.

Graduation Flowchart B addresses testing requirements for students who entered grade 9 •prior to the 2008–2009 school year. ARD committees should not apply the requirements of the Commissioner’s Rules to students who began completing the Distinguished or Recommended high school program requirements prior to November 2007, the effective date of this rule.

According to federal regulations regarding graduating high school students, students who take TAKS–M are not held to the same graduation requirements as students who take TAKS. “[B]ecause of these students’ disabilities, their IEP Teams [ARD committees] are reasonably certain they will not achieve grade-level proficiency within the year covered by their IEPs” (72 Fed. Reg. 17749 [April 9, 2007]). Therefore, TAKS–M grade 11 assessments are NOT exit level assessments. They are only administered once a year (during the primary administration) to students enrolled in grade 11 who meet participation requirements for TAKS–M. TAKS–M operational assessments are not administered to students in grade 12.

Note that 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 assessment.


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2009-2010 ard manual - denton isd...graduation flowchart b: guidelines for ard committees regarding...

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