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ARD Committee Decision-Making Process for the Texas Assessment Program 2009-2010. Manual available online only on the ARD Committee Resources page at http://www.tea.state.tx.us/student.assessment/resources/ard (Copy as needed for educational purposes) November 6, 2009. - PowerPoint PPT Presentation
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Educational Needs
Statewide/Districtwid
e Assessmen
t
ARD Committee Decision-Making Process
for theTexas Assessment Program
2009-2010
Manual available online only on the ARD Committee Resources page at
http://www.tea.state.tx.us/student.assessment/resources/ard
(Copy as needed for educational purposes)
November 6, 2009
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This training should NOT
replace reading the manual.
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1. Purpose of Training2. Federal and State Requirements3. Components of the Texas
Assessment Program4. The Four Steps in Making
Assessment Decisions5. ELLs Receiving Special Education
Services6. SSI Requirements for Students
Receiving Special Education Services7. Graduation Flowcharts for Students
Receiving Special Education Service3
Agenda
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Purpose Understand state assessment
options for 2009-2010 Review changes and/or
revisions to state assessments that that impact ARD Committee decision-making
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Provide guidance to ARD committees for the 2009-2010 school year
How to use the state-mandated curriculum (TEKS) to make assessment decisions for students receiving special education services, including ELLs and students affected by SSI requirements
How assessment decisions affect graduating high school students receiving special education services
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Purpose
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Federal and State Requirements
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Texas Assessment Program: General Assessments
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
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Texas Assessment Program:General Assessments
TAKS & TAKS (Accommodated) are administered in Spanish forGrades 3–5 reading, including SSI
retests at grade 5Grades 3–5 mathematics,
including SSI retests at grade 5Grade 4 writingGrade 5 science
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ONLY for students receiving special education services
ONLY at Enrolled Grade Level (EGL)
Same test items that appear in corresponding TAKS tests – reformatted to Verdana font, larger, more white space
Fewer test items – does not include embedded field test items
Allowable accommodations (in addition to the formatting accommodations) described in 2009-2010 Accommodations Manual
TAKS-Accommodated
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TAKS–M is administered in English forGrades 3–9 reading, including SSI
retests at grades5 & 8
Grades 3–11 mathematics, including SSI retests at grades 5 & 8
Grades 4 and 7 writingGrades 10 and 11 English
language arts (ELA)Grades 5, 8, 10, and 11 scienceGrades 8, 10, and 11 social
studies
Texas Assessment Program: Alternate Assessment
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Students taking TAKS-M or TAKS-Alt MUST meet
participation requirements.
Texas Assessment Program: Alternate Assessment
11
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Updated TAKS–M Participation Requirements Original (old) language:
The student needs extensive modifications and/or accommodations to classroom instruction, assignments, and assessments…
Updated language:The student needs extensive
modifications and accommodations to classroom instruction, assignments, and assessments… 12
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Updated TAKS-M Participation Requirements
A modified state assessment is only appropriate for students who receive modified instruction, assignments, or classroom assessments to access the grade–level TEKS.
TAKS-M is not the appropriate assessment for a student who only receives extensive accommodations but no modifications to instruction, assignments, or classroom assessments. 13
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Updated TAKS-M Participation Requirements
If an ARD committee determined that a student met the original TAKS-M participation requirements only because of extensive accommodations (and not modifications), the ARD committee should address this at the next regularly scheduled meeting to reconsider whether the student meets the updated TAKS-M participation requirements.
14
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TAKS–Alt is administered forGrades 3–9 readingGrades 3–11 mathematicsGrades 4 and 7 writingGrades 10 and 11 English
language arts (ELA)Grades 5, 8, 10, and 11 scienceGrades 8, 10, and 11 social studies
Can be administered using any language or other communication method routinely used with student
Texas Assessment Program: Alternate Assessment
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Texas Assessment Program: Alternate
Assessment TAKS-Alt
Only for students receiving special education services with the most significant cognitive disabilities • Aligned with enrolled grade level
(EGL) TEKS• Based on access activities that are
designed to measure student’s mastery of prerequisite skills aligned to the essence of EGL TEKS
Alternate assessment based on alternate academic achievement standards
Students MUST meet participation requirements
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Linguistically Accommodated Testing (LAT) is available for◦ Grades 3-8 reading◦ Grades 3-8 and 10 mathematics ◦ Grade 10 ELA◦ Grades 5, 8, and 10 science
Assessment process for immigrant English language learners (ELLs) who are eligible to take tests with linguistic accommodations that help them better understand the language used on TAKS, TAKS-Accom, and TAKS-M
17
Texas Assessment Program
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Texas English Language Proficiency Assessment System (TELPAS) ◦ K-12 assessments of listening, speaking,
reading and writing that measure the progress ELLs make in learning English
◦ Composed of multiple-choice reading tests for grades 2-12 and holistically rated assessments based on student 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) 18
Texas Assessment Program
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Excellent source of
information at a glance:
“TAKS Assessment Comparison
Chart for Students Receiving Special
Education Services”, p. 6
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The Four Steps in Making
Assessment
Decisions
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All necessary information on a given student should be available so ARD committee can consider a student’s strengths and weaknesses in relation to the TEKS when making assessment decisions
◦ IEP and PLAAFP statements: Describes how student currently accesses and
progresses in grade-level TEKS◦ CSRs (if available):
Previous test results, including student performance by objective
Just one piece of information to be considered - changes in assessment decisions should NOT be made simply because a student failed a test
◦ Other relevant information: Examples: work samples, informal teacher assessments,
norm-referenced and criterion-referenced tests, diagnostic testing, data collection recording forms 21
Step 1: Review student’s present level of academic achievement and functional
performance (PLAAFP)
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Using information in Step 1, the ARD committee must ◦ Determine student’s individual skills and
level of progress in grade-level TEKS◦ Determine extent of modifications to
grade-level TEKS that have enabled student to progress Access TEKS through
accommodations? Access TEKS through modifications? Access TEKS through prerequisite
skills?22
Step 2: Determine in what manner student will receive instruction in grade-level TEKS based on student’s PLAAFP
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Helpful resources for this step◦ TAKS Information Booklets ◦ TAKS–M and TAKS-Alt Resources web
pages◦ “Access to the General Education
Curriculum” chart in ARD Manual (p. 13)◦ “Choosing the Appropriate Assessment
for Students Receiving Special Education Services” flowchart on ARD Committee Resources web page
23
Step 2: Determine in what manner student will receive instruction in
grade-level TEKS based on student’s PLAAFP
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Assessment decisions ARE based on individual student needs as determined by ARD committee
Assessment decisions ARE NOT determined administratively and are not based solely on student’s disability category or placement setting
TAKS or TAKS (Accommodated) should be first consideration
If TAKS-M or TAKS-Alt is being considered, review participation requirements
24
Step 3: Determine appropriate assessment for student
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Helpful resources for this step“Participation Requirements
Comparison Chart” in ARD Manual (p. 15)
Descriptors for the Participation Requirements for TAKS–M and TAKS-Alt in ARD Manual (pp. 16-17)
Student scenarios in ARD Manual (pp. 18-21)
Released testsAccommodations Manual
25
Step 3: Determine appropriate assessment for student
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If TAKS-M or TAKS-Alt is selected, IEP documentation must include:Why student cannot participate in
TAKS or TAKS-Accomm Why selected alternate
assessment is appropriate What accommodations are
necessary to measure student’s academic achievement
26
Step 4: Document appropriate assessment and testing
accommodations
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Helpful resources for this step– “Summary of ARD
Assessment Decisions” form on ARD Committee Resources web page
– “Student Roster” on ARD Committee Resources web page
– Accommodations Manual 27
Step 4: Document appropriate assessment and testing
accommodations
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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 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))
28Term ELLs is used interchangeably with LEP
students
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Note that—
unless an ELL who is receiving special education services is LEP-exempt (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 the ARD manual
29
ELLs Served by Special Education
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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-Accomm, 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.
• Federal law requires that LEP-exempt students take LAT administrations of TAKS, TAKS (Accommodated), or TAKS-M in certain grades and subjects.
30
See the TEA manual titled LPAC Decision-Making Process for the Texas Assessment Program for information about LEP exemption criteria.
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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 LPAC Decision-Making Process for the Texas Assessment Program for more information about appropriate participation in TELPAS of LEP students receiving special education services.
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TELPAS
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Applies to students in grades 5 & 8 who take TAKS, TAKS (Acc), and TAKS–M reading and mathematics tests ◦ Does not apply to students who take TAKS-
Alt or students who are LEP-exempt ARD committee functions as grade
placement committee (GPC) to make decisions regarding appropriate ◦ Assessment (three testing opportunities to
meet passing standard)◦ Accelerated instruction◦ Grade placement based on a student’s
specific disability-related needs 32
Student Success Initiative
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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
ARD committees should use the ARD Manual to appropriately place students in the Texas Assessment Program, but must also use the Grade Placement Committee Manual for Grade Advancement Requirements of the Student Success Initiative (GPC Manual) to determine how SSI requirements affect students in grades 5 & 8
33
Student Success Initiative
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Graduation Flowcharts: Historical Perspective
IDEA Amendments
of 2004 signed into law
USDE Office
of Special Educati
on Progra
ms publish
es related federal regulati
ons
Commissioner’s
Rule amende
d to ensure school district compliance with
new procedural and reportin
g requirements
Graduation
flowcharts
created based
on requirements
of Commissioner’s Rules
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No substantive changes to flowcharts from last year’s manual
Flowchart A: 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: testing requirements for students who entered grade 9 prior to the 2008–2009 school year◦ Requirements of Commissioner’s Rules do not
apply35
Graduation Flowcharts: Explanation
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TAKS-Alt and TAKS-M are not exit level assessments; ARE grade level tests◦ Retest opportunities for grade 11 are not applicable ◦ Repeating 11th graders take assessment every year
they are enrolled in grade 11 ◦ Operational tests not administered to students in
grade 12
When considering dismissal from special education, ARD committee should have confidence that student will be able to successfully complete all requirements for high school graduation, including satisfactory performance on general exit level assessment
36
Graduation Flowcharts: Reminders
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37
Assessment Districtwide Assessments
Norm/criterion referenced assessments
District developed/administered assessments
Example: District benchmarks
ARD COMMITTEE MUST ADDRESS HOW STUDENT WILL PARTICIPATE IN DISTRICTWIDE ASSESSMENT
Process followed by ARD Committee will be similar to process followed for statewide assessments
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Student Scenarios
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Student Scenarios
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Student Scenarios
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Student Scenarios
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Student Scenarios
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Student Scenarios
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Student Scenarios
These scenarios are based on real students currently receiving special education services. The information included for each student was based
on the actual IEP.
44
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Student #1: Present Level of Performance
45
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Student #1: Assessment Decision
7 = The student has a significant cognitive disability and meets all of the state’s participation requirements for TAKS-Alt
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Student #1: Documentation Clear
Student’s strengths and needs in relation to the grade-level curriculum are provided for reading, math, and writing
Some accommodations are listed Unclear
How student’s present academic functioning relate to the assessment decision for TAKS-Alt; how student meets each criterion in the participation requirements for TAKS-Alt
How the committee determined the student has a significant cognitive disability
Current progress in science and social studies TEKS is not addressed
47
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Student 2: Present Level of Performance
48
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Student #2: Assessment Decision
9 = The student is receiving TEKS instruction on grade level with or without approved or allowed accommodations (TAKS or TAKS-Acc). 4
9
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Student #2: Documentation
ClearStudent’s strengths and needs in relation to
the grade-level curriculum are provided for reading, math, and writing
Modified TEKS are needed Instructional arrangement is describedAccommodations are listed
UnclearHow student’s present academic functioning
relate to the assessment decision for TAKS (Accommodated)
How accessing curriculum through modified TEKS leads to TAKS (Accommodated)
50
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TEA 12/10/08
52
Student #3: Assessment Decision
6 = The student has a disability that significantly affects academic progress in the grade level curriculum and meets all of the state’s participation requirements for TAKS-M.
9 = The student is receiving TEKS instruction on grade level with or without approved or allowed accommodations (TAKS or TAKS-Acc).
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Student #3: Documentation Clear
Assessment decisions match student’s current performance in each subject area
Accommodations used routinely in instruction are appropriate for assessment chosen
Unclear Would be helpful to see documentation of
how student meets each criterion in the participation requirements for TAKS-M in reading and writing
Although no assessment decisions are needed for science or social studies, student performance in these areas would help decision-making the following year 53
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AssessmentGeneral Principles
Instructional decisions made by the ARDC must always guide assessment decisions
It is the ARDC’s responsibility to promote and maintain high expectations for student performance
Each subject for each grade must be considered separately when determining appropriate assessment (except for TAKS-Alt)
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Is There Too Much
Emphasis on TAKS?
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Questions?Martha Blanton