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ARDC Decision Making Training 2006-071 ARDDecision-Making Update 2006 Update 2006.

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Presentation on theme: "ARDC Decision Making Training 2006-071 ARDDecision-Making Update 2006 Update 2006."— Presentation transcript:

1 ARDC Decision Making Training ARDDecision-Making Update 2006 Update 2006

2 ARDC Decision Making Training Any potential ARD decision-maker must attend training--2 nd grade and up. Updated PowerPoint and/or video will be provided with printable certificate at end to show completion of training. Campus ARD Committee Decision Making Training Must be implemented prior to February 19 (the first testing date).

3 ARDC Decision Making Training Components of the 2007 Texas Assessment Program  TAKS is an assessment that measures a student’s mastery of the state-mandated curriculum, the Texas Essential Knowledge and Skills (TEKS), 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 Texas Assessment of Knowledge and Skills (TAKS)

4 ARDC Decision Making Training Components of the 2007 Texas Assessment Program  TAKS-I is an assessment that measures the academic progress of students receiving special education services for whom TAKS, even with allowable accommodations, is not an appropriate measure of academic progress. Students may take TAKS-I tests only at their enrolled grade level. TAKS-I will be administered for students receiving special education services in the TEKS curriculum on or near grade level in:  Exit Level mathematics  Exit Level ELA  Grades 5, 8, 10, and Exit Level science  Grades 5 Spanish science  Grades 8, 10, and Exit Level social studies TAKS Inclusive (TAKS-I)

5 ARDC Decision Making Training Components of the 2007 Texas Assessment Program  Spanish TAKS also measures a student’s mastery of the TEKS. The Spanish TAKS is aligned with the TAKS test and is administered in Spanish. Spanish TAKS is administered for:  Grades 3–6 reading  Grades 3–6 mathematics  Grade 4 writing  Grade 5 science Spanish TAKS

6 ARDC Decision Making Training Components of the 2007 Texas Assessment Program  SDAA II is aligned with TAKS and measures the degree to which students understand the TEKS. SDAA II measures the academic progress of students receiving special education services for whom TAKS, even with allowable accommodations, is not an appropriate measure of academic progress. These students are receiving instruction in the TEKS at Instructional Levels K–9 in reading, K–10 in mathematics, K–9 in writing, and 10 in ELA. SDAA II is administered for:  Enrolled Grades 3–9 reading  Enrolled Grades 3–10 mathematics  Enrolled Grades 4 and 7 writing  Enrolled Grade 10 ELA State-Developed Alternative Assessment II (SDAA II)

7 ARDC Decision Making Training Components of the 2007 Texas Assessment Program  A “functional” LDAA will no longer be an assessment option. The TAKS- Alternate (Alt) field tests have replaced the “functional” LDAA as an assessment option.  The SDAA II assessments do not include science, social studies, or Exit Level tests. When TAKS-I assessments are not appropriate, LDAAs are administered to students receiving special education services for:  Grade 5 science  Grade 8 science and social studies  Grade 10 science and social studies  Grade 11 (Exit Level) for English language arts, mathematics, science, and social studies Locally Determined Alternate Assessment (LDAA)  A TEKS-based LDAA measures the learning of a student receiving special education services when TAKS, TAKS-I, and SDAA II are not appropriate because the student requires non-allowable accommodations. These students must be given a TEKS-based LDAA if they are enrolled in grades where TAKS tests are administered.

8 ARDC Decision Making Training Components of the 2007 Texas Assessment Program  Students who meet the participation requirements for TAKS- Alt MUST participate in the TAKS-Alt spring 2007 field tests.  Students taking TAKS-Alt must take all assessments as a TAKS-Alt. They are not allowed to take a combination of assessment levels. TAKS-Alternate (TAKS-Alt) Field Test  TAKS-Alt is an assessment designed for students with significant cognitive disabilities. Unlike other state wide assessments in Texas, TAKS-Alt is not a traditional paper-and-pencil or multiple-choice test. Instead, the assessment involves teachers observing students as they complete teacher-designed activities that link to the grade- level TEKS curriculum. Teachers then score student performance using the TAKS-Alt rubric and submit results and evidence through an online instrument.

9 ARDC Decision Making Training Components of the 2007 Texas Assessment Program  TELPAS is designed to assess the progress that limited English proficient (LEP) students make in learning the English language. TELPAS has the following components:  Reading Proficiency Tests in English (RPTE) are one part of TELPAS. RPTE measures annual growth in the English language proficiency of LEP students for: Grades 3–12 reading Texas English Language Proficiency Assessment System (TELPAS)

10 ARDC Decision Making Training Components of the 2007 Texas Assessment Program  Texas Observation Protocols (TOP) are also a part of TELPAS. These assessments enable teachers to holistically rate a LEP student’s English language proficiency level based on daily interactions and observations of the student during classroom instruction. TOP is administered for: Grades K–2 listening, speaking, reading, and writing Grades 3–12 listening, speaking, and writing

11 ARDC Decision Making Training Components of the 2007 Texas Assessment Program  LAT is an alternative assessment process for students who are LEP exempt in mathematics and, therefore, eligible to participate in LAT administrations of the TAKS mathematics tests. LAT administrations are available for:  Grades 3–8 mathematics  Grade 10 mathematics Linguistically Accommodated Testing (LAT)

12 ARDC Decision Making Training Assessment Decision Considerations  All students have the right to be exposed to as much of the TEKS 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 (except for those students who meet the participation requirements for TAKS-Alt). Students working on or close to their enrolled grade level may benefit from being assessed with TAKS. TAKS should always be the first consideration when making assessment decisions.

13 ARDC Decision Making Training Choosing the Appropriate Assessment for Students Receiving Special Education Services in Subjects Tested by SDAA II

14 ARDC Decision Making Training Choosing the Appropriate Assessment for Students Receiving Special Education Services in Subjects Not Tested by SDAA II

15 ARDC Decision Making Training Overview of Setting Appropriate Achievement Level Expectations for Students Taking SDAA II Reading and/or Mathematics

16 ARDC Decision Making Training Overview of Setting Appropriate Achievement Level Expectations for Students Taking SDAA II Writing/ELA

17 ARDC Decision Making Training Summary of Steps for Making Assessment Decisions and Setting Appropriate Achievement Level Expectations

18 ARDC Decision Making Training LEP Students Who Receive Special Education Services

19 ARDC Decision Making Training LEP Students Who Receive Special Education Services  The ARD committee must include a school representative who is a member of the student’s LPAC.  ARD committees make assessment decisions for every student served by special education, including LEP students.

20 ARDC Decision Making Training LEP Students Who Receive Special Education Services Exemptions ARD-exempt: An ARD committee exempts a student from SDAA II or TAKS-I 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

21 ARDC Decision Making Training 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 of the ARD Manual.

22 ARDC Decision Making Training Student Success Initiative Grades 3 & 5 Extends to Grade 8 next year.

23 ARDC Decision Making Training Student Success Initiative (SSI) In addition to the GPC manual, the SSI section of the website also includes sample forms, parent notification letters, and periodic updates about the program. This Student Success Initiative (SSI) section of the ARD manual provides a summary of the grade advancement requirements as they pertain to students served by special education. ` For more information about the grade advancement requirements of the Student Success Initiative 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 on the TEA website at tea.state.tx.us/student.assessmenttea.state.tx.us/student.assessment

24 ARDC Decision Making Training SSI Important Information to Review  SSI Grade Advancement Requirements for Students Served by Special Education Reference Manual Page 74  SSI General Flowcharts Reference Manual Pages  SSI Flowcharts for Students Served by Special Education Reference Manual Pages 80-82

25 ARDC Decision Making Training SSI Important Information to Review  Students Who Take an LDAA or the TAKS- Alt field tests for Reading and/or Math Reference Manual Page 83  Student Scenarios Reference Manual Page 84  SSI Questions and Answers Reference Manual Pages 97-99

26 ARDC Decision Making Training Dyslexia Bundled Accommodations  For students using the dyslexia bundled accommodations, the state will provide the documents in a pre-bundled format to ensure that the test extends over a two day period.  This option is only available for Grades 3-8. Option may be extended to other grade levels at a later date.  This accommodation is for students taking TAKS only. Proper nouns, two day testing period, and orally read questions and answer choices

27 ARDC Decision Making Training Benchmarks & Released Tests Assign small groups and oral administrations to the administrator that you plan to have do it for the live administration. Practice should match reality. At each campus the released test environment should mirror the real test as much as possible.

28 ARDC Decision Making Training Non-Negotiables  Continue to send all special education teachers to the same training where you send your general education teachers. Also include them in all training offered by intervention specialists.  Change to the academic coach model for every possible student.  If you have a student that needs an accommodation not listed as allowable, you must request the use of that accommodation through TEA. Contact your campus testing coordinator who will contact Laurie O’Donnell. Give all released tests to every student to see how he/she can perform on this kind of assessment. Use these data to support your ARD decisions.

29 ARDC Decision Making Training The New Paradigm for all students TAKS – M % TAKS – Alt % TAKS / TAKS - I % This is by district percentage not by campus and / or grade.

30 ARDC Decision Making Training Assessment of Students with Disabilities Assessment of Students with Disabilities USDE Requirements for the Assessment of Students with Disabilities State Assessments General AssessmentTAKS General assessment with accommodations (97%) TAKS with allowable accommodations Alternate assessment based on grade-level achievement standards TAKS-Inclusive (TAKS-I) Alternate assessment based on modified grade-level achievement standards (2%) TAKS- Modified (TAKS-M) (pending final regulations from USDE) Alternate assessment based on alternate achievement standards (1%) TAKS-Alternate (TAKS-Alt)

31 ARDC Decision Making Training Appropriate assessment for all general education students –Appropriate assessment for all special education students that are either mainstreamed, full inclusion, SI, OHI, ED and/or LD, etc. –Appropriate assessment for any special education student working at or one to two instructional levels below grade level TAKS / TAKS – I (97%) Description & Participants Texas Assessment of Knowledge and Skills

32 ARDC Decision Making Training TAKS / TAKS – I Appropriate Accommodations (97%)  Large print should only be used with visually impaired students. Please do not order these tests for students that ‘might’ do better with a larger font.  Braille tests must be ordered well in advance (2-3 months). Any accommodation considered for testing should be used routinely in class with the student

33 ARDC Decision Making Training TAKS / TAKS – I Appropriate Accommodations Cont. (97%)  Signing/translating oral instructions and writing prompt  Colored transparency/magnifying device/place marker  Small-group/individual administration  Large print/Braille  3 rd grade may receive reading assistance for math  Alternate methods of response ( If a student has a temporary or permanent disabling condition that interferes with his or her ability to record the answer, the student may orally respond and the transcriber must transcribe the answer verbatim.)  Accommodation Request Form Only examinees served by special education or 504 may receive oral administration of the TAKS / TAKS-I, oral administration is different from reading assistance.

34 ARDC Decision Making Training TAKS-I (97%) TAKS Inclusive Description and Participants  This test is an actual TAKS test with a different format: field test items removed, larger font, more white space per page, and fewer questions per page Appropriate assessment for only special education students Appropriate assessment for students working on or 1-2 instructional levels below assigned grade level  In TAKS-I will be available for all grades and all subjects. Developed for grades and subjects not tested by SDAA II

35 ARDC Decision Making Training TAKS Inclusive (TAKS-I) Cont.  The TAKS-I results will not be included in the state accountability base indicators used for district and campus ratings in  Expanded Accommodations  Students two grade levels below at Achievement level 2 or 3 should be strongly considered to take TAKS-I TAKS – I scoring is equivalent to TAKS.

36 ARDC Decision Making Training TAKS – I acceptable accommodations are the same as TAKS

37 ARDC Decision Making Training TAKS-M (2%) TAKS Modified Description and Participation  Appropriate assessment for students working well below grade level—2 or more instructional levels  Appropriate assessment for high functioning life skills students This test will take the place of the SDAA II; however, it will only be available to 2% of the tested population

38 ARDC Decision Making Training  Same content as TAKS but reduced in breadth and depth Reading assistance Simplified vocabulary *Pending USDE regulations Simplified sentencesnot currently available Fewer steps  Different format Larger font More white space Fewer questions per page Only three answer choices TAKS – M * Description Continued

39 ARDC Decision Making Training TAKS-Alt (1%) TAKS Alternative Description and Participation  This test is not a paper-pencil test for students. Rather, it is a structured activity, designed by the teacher using essence statements as a guide. The teachers record and submit observations.  DISD is training a core team in TAKS-Alt. Appropriate assessment for students working on functional IEPs or those that cannot take a paper/pencil test (e.g., IMPACT, START, some SLC)

40 ARDC Decision Making Training Late-Breaking news on the TAKS-Alt During the November 7, 2006 TETN regarding the Texas Assessment of Knowledge and Skills– Alternate (TAKS–Alt), a PowerPoint was presented that is now available for viewing on the TAKS–Alt Resource Page at Some information regarding selection of the essence statements was given during that presentation and now has been updated. For the TAKS–Alt field test beginning on January 8, 2007 and ending on April 13, 2007, teachers will be able to select only one essence statement from each objective. For example, if the state-required essence statements are from Objectives 1 and 3, teachers could only choose from Objectives 2, 4, 5 and 6 for their teacher-selected essence statements. The only exception to this is Grade 9 Reading which contains only 3 objectives. For this grade and subject, teachers will have one objective that requires two essence statements to be selected. No math clusters will be provided on the field test, therefore teachers can select essence statements from any of the objectives other than the two objectives that are state required. During the operational TAKS–Alt administration in August 2007-April 2008, the state-required essence statements may vary from those selected in the field test. A list of the operational test essence statements will be posted in early summer, so that teachers will have the complete list of options at the beginning of the school year. Additional TETN presentations have been scheduled to provide more information regarding TAKS–Alt. January 9, :00 -3:00 P.M. – Event # Training Module 4 January 30, :00 -3:00 P.M. – Event # Preparation for 2007 Field Test and opportunity to ask questions

41 ARDC Decision Making Training Alternate Assessment Based on Alternate Achievement Standards (1%) Activities aligned to the enrolled grade-level TEKS  Online observation/documentation instrument State-selected activities Teacher-selected activities Rubric  Online training TAKS-Alternate (TAKS-Alt)

42 ARDC Decision Making Training SDAA II Implications for Spring school year  Any student on grade level or one grade level below should take TAKS, TAKS-I on grade level. Those students are not subject to the cap.  Any student taking an off grade level SDAA II is subject to the 2% cap for AYP.  Consider putting all other SDAA II examinees if possible on grade level at achievement level I.  Students placed at Out of District facilities should take SDAA II. AYP cap going from 3% to 2%

43 ARDC Decision Making Training LDAA Recommendations  Some students will continue to need to take an LDAA instead of the TAKS-Alt.  Continue to consider every DISD student for taking at least one SDAA II subject area test. You also need to consider that these students will count in the 2% and not the 1%, so be very judicious with this choice.  Choose a grade level commensurate to functioning level and consider predicting an achievable achievement level. Primary consideration for: IMPACT, START, some SLC students Most LDAA takers will take TAKS-Alt this year. Each student will count as a participant, but will count as a failure for performance for AYP.

44 ARDC Decision Making Training If a student took _______________ last year.

45 ARDC Decision Making Training If a student took _______________ last year… level I Met ARD expectations Consider on level SDAA II or 2 instructional levels higher at achievement level I One instructional level higher at an achievement level I Did Not Meet ARD expectations TAKS or TAKS - I TAKS - M

46 ARDC Decision Making Training If a student took _______________ last year.

47 ARDC Decision Making Training If a student took _______________ last year.

48 ARDC Decision Making Training If a student took _______________ last year.

49 ARDC Decision Making Training Scenario 1 If a student took SDAA II last year at one instructional level below grade level and received a three, consider giving the student regular TAKS or SDAA II on grade level at a I or II achievement level.

50 ARDC Decision Making Training Scenario 2 If a student took SDAA II last year three instructional levels below grade level and made a III, consider giving that child the SDAA II either on level at achievement level I, or 2 levels higher at achievement level I.

51 ARDC Decision Making Training Scenario 3 If a Life Skills student took SDAA II well below grade level last year, consider giving them the TAKS-Alt field test.

52 ARDC Decision Making Training Directions for printing certificate File Print Slides: 53 Print and sign name Turn in ONLY slide 53 to your lead teacher by December 15

53 ARDC Decision Making Training Certificate of Completion My signature below indicates that I have viewed the ARDC Decision Making PowerPoint and understand my responsibilities associated with the Texas Assessment Program as it relates to ARDC decision making. Printed Name: ______________________ Signature: ______________________ ( Signature) Completed on this day: __________________ Campus: _______________ Print and complete this certificate and turn into the lead teacher on your campus.


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