Presentation on theme: "ARD Committee Training for the 2013–2014 Texas Assessment Program"— Presentation transcript:
1ARD Committee Training for the 2013–2014 Texas Assessment Program
2Training-Related Acronyms PLAAFP - Present Level of Academic Achievement and Functional PerformanceRHSP - Recommended High School ProgramSSI – Student Success InitiativeSTAAR - State of Texas Assessments of Academic ReadinessSTAAR L - Linguistically accommodated version of STAARTAC - Texas Administrative CodeTAKS - Texas Assessment of Knowledge and SkillsTEA - Texas Education AgencyTEKS - Texas Essential Knowledge and SkillsTELPAS - Texas English Language Proficiency Assessment SystemTETN - Texas Education Telecommunication NetworkARD - Admission, Review, andDismissalDAP - Distinguished Achievement ProgramELL - English Language LearnerELPS - English Language Proficiency StandardsEOC - End-of-CourseFIE - Full Individual EvaluationGPC - Grade Placement CommitteeIDEA - Individuals with Disabilities Education ActIEP - Individualized Education ProgramLEP - Limited English ProficiencyLPAC - Language Proficiency Assessment CommitteeMHSP - Minimum High School ProgramNRO – no response observedPEIMS - Public Education Information Management System
3Texas Assessment Program Overview of theTexas Assessment Program
4What state assessments are available to students in Texas? STAARSTAAR SpanishTAKS exit level retestsTELPASSTAAR AlternateSTAAR ModifiedSTAAR LTAKS (Accommodated) exit level retests
5STAAR Spanish – available for eligible students in grades 3-5 What STAAR assessments are available to students receiving special education services in 2014?STAAR – for students first enrolled in grade 9 or below in the school yearSTAAR Spanish – available for eligible students in grades 3-5STAAR L – available for eligible ELL students requiring linguistically accommodated STAAR assessments for grades 3-8 and EOC mathematics, science, and social studies
6What STAAR assessments are available to students receiving special education services in 2014? STAAR Modified – available in grades 3-8 and EOC for students who receive special education services and meet the participation requirements for an alternate assessment based on modified academic achievement standardsThe USDE has informed states that assessments based on modified standards for students served by special education cannot be used for accountability purposes after the 2013–2014 school year. Therefore, all STAAR Modified assessments will be administered for the final time during the 2013–2014 assessment cycle.STAAR Alternate – available in grades 3-8 and EOC for students who have significant cognitive disabilities and meet the participation requirements for an alternate assessment based on alternate academic achievement standards
7What STAAR assessments can ELLs receiving special education services take? STAAR Spanish (grades 3-5)STAAR Modified or STAAR AlternateSTAAR LSTAAR L – linguistically accommodated STAAR assessments for eligible ELLsAvailable for mathematics, science, and social studies, grade 3 and above, including EOCNo STAAR L forms of STAAR Modified but linguistic accommodations available for eligible ELLs who take STAAR ModifiedParticipation requirements available on STAAR L Resources webpage at
8What TAKS assessments are available to students receiving special education services? Exit level TAKS/TAKS (Accommodated) retests – available for students graduating under the TAKS requirementsIf a student was absent for or failed an exit level TAKS or TAKS (Accommodated) assessment, he or she must retest unless the ARD committee has determined otherwise.For more information, refer to the TAKS Graduation Flowcharts atTAKS Modified (TAKS–M) – no longer availableMeeting the passing standard on TAKS–M is not a requirement for graduation, so participating in additional testing opportunities is not necessary.Students who are graduating under the TAKS requirements and meet the TAKS–M participation requirements do not test.
9What TAKS assessments can ELLs receiving special education services take? Exit level TAKS/TAKS (Accommodated) retests – available for students graduating under the TAKS requirementsFor the TAKS program, no changes to theLEP postponements for exit levelParticipation requirements for unschooled asylees/refugeesMore information on the LPAC Resources webpage at
10What is TELPAS? For ELLs grades K–12 Listening, speaking, reading, writingMeasures annual growth in English language acquisitionIn very rare cases the ARD committee and LPAC may determine that a student should not be assessed in one or more domains due to the student’s particular disabilityMore information is available on the TELPAS Resources webpage at
12With or without accommodations Through modified TEKS-based instruction The ARD committee reviews the student's PLAAFP and instructional goals and determines how the student accesses the grade-level/course curriculum (TEKS).With or without accommodationsTAKS (Accommodated)STAARTAKSThrough modified TEKS-based instructionSTAAR ModifiedThrough prerequisite skillsSTAAR Alternate
13What does “access” mean? Access = a means of approach… how a teacher exposes a student to the grade-level/course TEKSInstructional FocusAccess MethodInstructional ExamplesInstruction covers all of the required curriculumAccommodationsExtra time, formatting changes, manipulatives, spelling assistance, transcribing, calculatorTAKS/TAKS (Accommodated)STAAR
14Instructional Examples Instructional FocusAccess MethodInstructional ExamplesExposure to all of the curriculum; IEP goals may focus on select student expectations or address all student expectations but in a broad, simplified mannerModificationsDeleting extraneous information, limiting number of steps in questions, simplifying decoding level, simplifying numbers, defining difficult vocabularyIndividualized instruction that exposes the student to selected knowledge and skills statements through aligned student expectations from earlier gradesPrerequisite skills linked to grade-level/ course curriculumIndividualized supports, materials, and response modes to compensate for the student's disabilitySTAARModifiedSTAARAlternate
15What should an ARD committee know prior to making an assessment decision for a student? ARD committees must understand:What state assessments are required and availableAssessed TEKS and/or ELPSParticipation requirements for specific assessmentsDesign and format of each state assessmentAccommodation policies for the STAAR or TAKS programsImplications of taking a particular state assessment
16What should an ARD committee consider first when making assessment decisions? Participation in the general assessment should be the first consideration when determining the appropriate assessment for a student receiving special education services.General assessments = STAAR, TAKS, TAKS (Accommodated)Most students receiving special education services in Texas are assessed with the general assessment, with or without accommodations. Students should be challenged with the most rigorous assessment possible.
17The First Consideration = The General Assessment ARD committees must determine whether the general assessment is the most appropriate by:Reviewing the student’s present level of academic achievement and functional performance (PLAAFP)The PLAAFP should provide the committee members with a clear understanding of the student’s performance in the grade- level/course TEKS, including strengths, current areas of need, and accommodations, modifications, or supports used.Reviewing the student’s instructional planThis is the basis for making appropriate assessment decisions.The ARD committee must have a clear understanding of how the student will access the grade-level/course curriculum, including accommodations, modifications, or supports needed.
18What should be documented in the student’s IEP when considering the general assessment? If STAAR, with or without accommodations, is appropriate for a student, the ARD committee must document this decision and the testing accommodations the student will receive.Documented testing accommodations must be consistent with state accommodation policies.It is important to note that there are different accommodation policies for the STAAR and TAKS programs Refer to the Accommodations Resources webpage.For accommodations that require TEA approval through submission of an Accommodation Request Form, document “pending TEA approval.”If STAAR, with or without accommodations, is not appropriate for a student, the ARD committee must review the participation requirements for one of the alternate assessments.
20STAAR Modified and STAAR Alternate Participation Requirements The STAAR Modified and STAAR Alternate Participation Requirements arestate-required documentation forms that must be completed and included in the IEP.
21State-Required Documentation Forms For both STAAR Modified and STAAR Alternate, the district personnel completing the form needs to be identified by name on the form, along with his or her position.The district personnel named in the form is responsible for making sure the ARD committee discusses each section.The district personnel who completes these forms should be a member of the ARD committee (e.g. ARD facilitator, administrator). These forms should be completed during the ARD committee meeting when assessment decisions are made.
22To be eligible to participate in either STAAR Modified or STAAR Alternate, the answer to all of the eligibility questions on page one of the participation requirements must be “Yes.”If the answer to any of these eligibility questions is “No,” the student is not eligible to participate in that assessment and must participate in one of the other state assessments.
23Step I: Review the Eligibility Criteria for STAAR Modified Circle the subject(s) or course(s) for which STAAR Modified is being considered.Circle NA, not applicable, for subjects/courses that do not apply to the student such asSubjects/courses for which STAAR Modified is not being consideredSubjects that are not tested at the student’s gradeCourses that the student is not enrolled in for the school year under consideration
24Step I: Review the Eligibility Criteria for STAAR Modified The ARD committee must review each of the three eligibility questions for every subject or course being considered, circle “Yes,” “No,” or “NA,” and document a justification for all “Yes” responses. This justification should be the page number or section of the IEP that contains evidence that the student meets the criterion.Do the student’s present level of academic achievement and functional performance (PLAAFP) statements in the IEP lead the ARD committee to conclude that the student is multiple years behind grade-level or course expectations and will not progress at the same rate and level of rigor as their nondisabled peers?Does the student’s IEP contain standards-based (TEKS-based) goals indicating the modified content the student requires in order to access the grade-level or course curriculum?Does the student require direct and intensive instruction in order to acquire, maintain, and transfer skills to other contexts?
25Step I: Review the Eligibility Criteria for STAAR Modified – Question 1 STAAR Modified is intended for a small number of students receiving special education services whose disability significantly affects academic progress in certain subjects or courses.Proficiency in these subjects or courses will likely not be reached in the same time frame as nondisabled peers.The ARD committee should review the PLAAFP to determine whether a student meets this criterion.Examples:p. 3section 2PLAAFP section
26Step I: Review the Eligibility Criteria for STAAR Modified – Question 2 Every IEP should reflect access to the state-mandated grade-level or course curriculum, the TEKS.Students who access the curriculum through modifications may receive instruction that changes, lowers, or reduces learning expectations.IEP goals indicating modified content should be specific to the student’s area of need and address how the content will be modified so that the student can continue progressing in the curriculum.IEP goals could include how the grade-level or course content is simplified or scaffolded to facilitate student understanding.IEP goals do not have to incorporate the entire curriculum.“No” indicates that the student is not eligible to participate in STAAR Modified in the subject or course.
27Step I: Review the Eligibility Criteria for STAAR Modified – Question 3Instruction must be direct (small group or individualized) and intensive (continuous and focused) in order for the student to show progress in the curriculum.Specialized instruction and techniques are required over a period of time in order for the student to acquire and apply academic knowledge and skills.The student needs frequent reminders to transfer knowledge and skills to other contexts.“NA” indicates that the subject or course is not applicable for the current school year.
28Step I: Review the Eligibility Criteria for STAAR Alternate Eligibility is considered for all assessed subjects in the student’s enrolled grade or all assessed courses the student is enrolled in.If the student is eligible to take STAAR Alternate, then he/she must take this assessment for all subjects/courses. Mixing assessments is not allowed.
29Step I: Review the Eligibility Criteria for STAAR Alternate The ARD committee must answer “Yes” to these five eligibility questions in order for the assessment to be considered appropriate for a student.Does the student have a significant cognitive disability?Does the student require specialized supports to access the grade- level curriculum and environment?Does the student require intensive, individualized instruction in a variety of instructional settings?Does the student access and participate in the grade-level TEKS through prerequisite skills?Does the student primarily demonstrate knowledge and skills through performance tasks?
30Step I: Review the Eligibility Criteria for STAAR Alternate – Question 1A significant cognitive disability is determined by the ARD committee and must be based on evaluation information performed by a qualified evaluation team.The disability must affect the student’s intellectual potential and be documented in the student’s IEP.A student with a significant cognitive disability has limited potential to reach grade-level expectations.While a student with a learning disability may have academic challenges, he or she has the intellectual potential to reach grade-level expectations and, therefore, is not eligible to take STAAR Alternate.Justification (Example): Based on Amy’s most current FIE, her full scale IQ falls well below 70 indicating a limitation in intellectual functioning. Adaptive behavior scales indicate significant deficits in the following domains: self-care, socialization, and communication skills. The team agrees that she meets the eligibility criteria foa student with an intellectual disability.Each “Yes” answer requires a justification that contains evidence that the student meets the criteria. The recorded justification does not have to be referenced by IEP page numbers, but should be based on quantifiable evidence.
31Step I: Review the Eligibility Criteria for STAAR Alternate – Question 2Federal regulations mandate that all students have access to and be assessed on grade-level curriculum.To access the grade-level curriculum, a student with a significant cognitive disability needs specialized academic instruction.Additionally, a student eligible for STAAR Alternate requires support throughout the day in areas such as communicating needs, navigating the classroom or school building, eating lunch, negotiating social situations, and/or taking care of personal needs.Justification (Example): Amy has difficulty attending to tasks and requires numerous redirections to stay focused. When in a large group for instruction, Amy is easily distracted and does not process language well. Her expressive language delays make it difficult for Amy to express her needs in a large group. Because of this, Amy requires specialized instruction in a small group setting for academic skills. Amy’s weak language skills also make it difficult for her to respond appropriately in social situations; therefore, she requires assistance during nonacademic school activities. Amy requires assistance to perform all self-care skills.
32Step I: Review the Eligibility Criteria for STAAR Alternate – Question 3The student needs specialized academic instruction and techniques over a period of time to learn and retain information.Instruction in a variety of settings is required in order for the student to transfer skills (generalize).Justification (Example): Amy’s short attention span and distractibility require her to need numerous repetitions and drill in order to retain knowledge. Additionally, she acquires and retains knowledge best when skills are taught in the setting or situation in which the skill naturally occurs. For example, to address a social studies prerequisite skill involving economics, Amy was more successful in purchasing an item in the school store rather than in a classroom simulation.
33Step I: Review the Eligibility Criteria for STAAR Alternate – Question 4Access to the grade-level curriculum is mandated by the federal government.A student with a significant cognitive disability requires access to the TEKS through prerequisite skills.Prerequisite skills are student expectations from previous grades that are linked to the grade-level curriculum.Justification (Example): Although Amy shows relative strengths in the areas of math calculation and math reasoning, she is performing skills that are several grade levels behind her grade 8 peers in all academic areas. Her access to the grade-level TEKS is through prerequisite skills.
34Step I: Review the Eligibility Criteria for STAAR Alternate – Question 5Although a student may be able to perform some academic tasks such as writing simple phrases or sentences, reading short sentences, or calculating mathematics problems, he or she is typically evaluated by methods other than paper and pencil.A one-day, multiple-choice test would not be an appropriate format to effectively measure what a student has learned.Observation of student performance while the student manipulates items, verbalizes responses, eye gazes, or activates an augmentative communication device provides more accurate measurement of skills.Justification (Example): Amy has limited writing skills, is easily frustrated with writing tasks, and produces written work only through the use of assistive technology. If allowed to demonstrate skills through manipulation or technology, Amy is much more successful. A one-day multiple choice test is not appropriate to show mastery of skills. Amy’s teachers routinely take data on IEP goals after observing performance tasks.
35Step II: Discuss Assurances for STAAR Modified and STAAR Alternate If “Yes” is indicated for all of the eligibility questions for STAAR Modified or STAAR Alternate, the ARD committee must discuss the assurances in Step II, and the district personnel completing the form must initial each one after it is discussed.
36Step II: Discuss Assurances for STAAR Modified and STAAR Alternate When an alternate assessment is selected, IDEA and The Legal Framework for the Child-Centered Special Education Process require ARD committees to document in the IEP:A statement of why the student cannot participate in the general assessment, with or without allowable accommodations, AND…
37A statement of why an alternate assessment is appropriate for the student, including evidence from the IEP that confirms that the answer to each of the questions for STAAR Modified or STAAR Alternate is “Yes,” AND…A list of testing accommodations consistent with the state accommodation policies posted on the TEA Accommodations Resources webpage for STAAR Modified or on the STAAR Alternate Resources webpage for STAAR Alternate.In order to make appropriate accommodation decisions from year to year, their effectiveness should be assessed.Collect data on how the student performs with and without the accommodation.Make available to the student a variety of instructional strategies to see which are most effective.For accommodations on STAAR Modified that require TEA approval through submission of an Accommodation Request Form, document “pending TEA approval.”For STAAR Alternate, accommodations noted in the IEP will be the basis for the STAAR Alternate presentation supports, materials, and response modes provided during the assessment observation and recorded on page 1 of the STAAR Alternate Documentation Form of Student Performance.
38Step II: Discuss Assurances for STAAR Modified and STAAR Alternate It is not appropriate to make an assessment decision simply because a student passed or failed a previous state assessment.Example: If a student achieved Advanced Academic Performance on STAAR Modified, this does not automatically mean that the student should now take STAAR. Other factors must be considered.Example: If a student achieved Satisfactory Academic Performance on STAAR Alternate at Complexity Level 3, this does not mean that the student should now take STAAR Modified. Other factors must be considered.Example: If a student received an Unsatisfactory Academic Performance on STAAR Modified, this does not automatically mean that the student should now take STAAR Alternate. Students must meet eligibility criteria for STAAR Alternate.
39Step II: Discuss Assurances for STAAR Modified and STAAR Alternate ARD committee decisions should be based only on the educational needs of a student.If a student meets the participation requirements for STAAR Modified or STAAR Alternate, then he or she should be administered that assessment.
40Step II: Discuss Assurances for STAAR Modified and STAAR Alternate Students receiving special education services for any qualifying disability category are eligible to take STAAR Modified if the answer to all three eligibility questions is “Yes.” Only students with significant cognitive disabilities are eligible to take STAAR Alternate and all five eligibility questions must be answered “Yes.”Students taking STAAR Modified or STAAR Alternate may be receiving instruction in any setting (e.g., inclusion, resource, self-contained) or for any amount of time.
41Step II: Discuss Assurances for STAAR Modified and STAAR Alternate
42Step II: Discuss Assurances for STAAR Modified and STAAR Alternate For elementary and middle school students, the ARD committee must understand the future implications that could result if a student is receiving modified instruction or instruction based on prerequisite skills from year to year.As cited in TAC §74.61(e), a high school student who takes at least one STAAR Modified EOC assessment is receiving a different type of instruction (e.g., modified) than his or her nondisabled peers. Therefore, the student will graduate on the MHSP even if the student took STAAR for the other EOC courses.To graduate on the Recommended or Distinguished Programs, a student must have successful completion on all five of the general STAAR assessments.Modified instruction in high school orinstruction based on prerequisite skills = MHSP
43Step II: Discuss Assurances for STAAR Modified and STAAR Alternate Students are only eligible to take STAAR Modified if they are accessing the curriculum through modified instruction.Students are only eligible to take STAAR Alternate if they are accessing the curriculum through prerequisite skills linked to the grade-level curriculum.For high school students, these courses are denoted by a special PEIMS code.
44STAAR Modified PEIMS codes for each course required on the MHSP STAAR Alternate PEIMS codes for each course required on the MHSP
45Step III: Summarize Assessment Decisions for STAAR Modified Indicate the subjects in which the student will take STAAR Modified if the eligibility criteria has been met.
46Step III: Summarize Assessment Decisions for STAAR Alternate The ARD committee should indicate the subject(s) or course(s) in which the student is enrolled and for which STAAR Alternate assessments will be given.The student will take STAAR Alternate for all required subjects or enrolled high school courses.
47Complexity Level Choice Boxes Student Characteristics for the STAAR Alternate Complexity LevelsAfter STAAR Alternate has been determined as the most appropriate assessment for a student, the ARD committee will use this chart to find the best description of the student’s performance before determining the complexity level or combinations of levels to be used for the assessment.Complexity Level Choice BoxesLevel 3Indicators of Progress for Level 3Level 2Indicators of Progress for Level 2Level 1NRO
48Students in elementary through high school may need an access point to the TEKS curriculum at any of the three developmental levels. The STAAR Alternate complexity levels reflect these three levels of cognitive ability.Level 3 Complexity LevelStudent:Decides which materials are needed for a specific task on his or her own or from a wide array of appropriate and inappropriate optionsDevelops or adjusts strategies to accomplish a specific taskInterprets or analyzes informationFormulates original responses to questions requiring higher-level thinking skillsApplication of knowledgeLevel 2 Complexity LevelStudent:Correctly makes choices when at least three options are providedDistinguishes the varying characteristics of itemsAnswers literal questions posed to him or herRecalls information previously learnedLevel 1 Complexity LevelStudent:Authentically responds to stimuli after experiencing them through the sensesIs unable to make a choice when two options are offeredCannot answer questions posed to him or herCommunicates in subtle changes in affect or body movementBasic understandingBeginning awareness
49No Response Observed (NRO) For students who are not displaying characteristics for the Level 1 complexity level, the characteristics for No Response Observed may be applicable.No Response Observed (NRO)Student:Is unable to make an authentic response to any stimuliMoves due to internal stimuli rather than stimuli presented to him or herTracks or fixates on objects that are not part of the taskVocalizes intermittently before, during, and after the task
50Indicators of Progress for Level 1 Level 1 will be the decision. For students who have developed beyond a complexity level, but have not consistently been able to display characteristics at the next higher complexity level, indicators of progress characteristics have been developed to help identify those students.No combinations of levels for students between NRO and Level 1 is possible. If a student can provide an authentic response to any of the predetermined criterion, the student must be assessed at Level 1 for all tasks for that subject.Indicators of Progress for Level 1Student:Begins to show response to a stimuli belatedly or inconsistentlyBecomes still or remains quiet when a specific noise or item is nearIncreases vocalizations or movements in the presence of a specific stimuliLevel 1 will be the decision.
51If the ARD committee feels that the student meets the characteristics defining NRO, the committee can select NRO as the complexity level for all the tasks.The test administrator will then plan one Level 1 task per subject and attempt the observation to verify that the student cannot authentically respond to the academic stimuli.If the student is able to respond during the assessment observation, the test administrator must request an ARD meeting to review the student’s IEP and assessment decisions so Level 1 can be considered.
52Combinations of Level 1 and Level 2 are allowed. Level 1 Complexity LevelStudent:Authentically responds to stimuli after experiencing them through the sensesIs unable to make a choice when two options are offeredCannot answer questions posed to him or herCommunicates in subtle changes in affect or body movementLevel 2 Complexity LevelStudent:Correctly makes choices when at least three options are providedDistinguishes the varying characteristics of itemsAnswers literal questions posed to him or herRecalls information previously learnedIndicators of Progress for Level 2Student:Begins to show interest and seeks out the same object or taskFocuses on and more readily acknowledges objects or representationsPerforms tasks similar to Level 2 tasks in daily instructionNeeds less cueing and prompting for Level 1 tasksCombinations of Level 1 and Level 2 are allowed.
53Combinations of Level 2 and Level 3 are allowed. Level 3 Complexity LevelStudent:Decides which materials are needed for a specific task on his or her own or from a wide array of appropriate and inappropriate optionsDevelops or adjusts strategies to accomplish a specific taskInterprets or analyzes informationFormulates original responses to questions requiring higher-level thinking skillsLevel 2 Complexity LevelStudent:Correctly makes choices when at least three options are providedDistinguishes the varying characteristics of itemsAnswers literal questions posed to him or herRecalls information previously learnedIndicators of Progress for Level 3Student:Begins to see relationships between groupsCan sometimes predict outcomesProvides responses without choicesNeeds less cueing and prompting for Level 2 tasksPerforms tasks similar to Level 3 tasks in daily instructionCombinations of Level 2 and Level 3 are allowed.
54Making the Complexity Level Decision for STAAR AlternateThe first step in selecting the complexity level is to pinpoint which characteristics from the complexity level or indicators of progress box best describe the student’s maximum performance for a given subject.This decision should be based on challenging expectations and be indicative of how the student is expected to perform after instruction.The ARD committee will make the decision for which complexity level or combinations of complexity levels are appropriate for a student for each subject being assessed.
55ARD Considerations for STAAR Alternate If the student is clearly described by the characteristics in one of the complexity level boxes, it is inappropriate to assess that student at a lower complexity level.It is also inappropriate to assess a student at a lower complexity level just to improve his or her score on the assessment.Students who demonstrate skills on tasks with cueing should not be automatically moved to a lower complexity level.Students who cannot successfully demonstrate all three predetermined criteria should not be automatically moved to a lower complexity level.
56ARD Considerations for STAAR Alternate If a combination of complexity levels is noted, the teacher will determine which tasks at the two levels will be observed. At least one task at the higher level must be observed when combinations of complexity levels are chosen.When the ARD committee makes the decision regarding the complexity level or levels to be used for the assessment, the decision must be noted on page 2 of the STAAR Alternate Participation Requirements and the teacher must abide by the decision.If the student progresses or regresses during the year so that the complexity level is no longer appropriate, an ARD must be reconvened to address any changes to the complexity level.
57ARD Considerations for STAAR Alternate The ARD committee must ensure the assessment decision and accommodations needed to measure the student’s academic achievement have been documented in the student’s IEP. These accommodations will be the basis for the STAAR Alternate presentation supports, materials, and response modes provided during the assessment observation and recorded on page 1 of the documentation form.
58State-Required Documentation Form, and For both STAAR Modified and STAAR Alternate, the ARD committee is required to discuss the participation requirements, complete theState-Required Documentation Form, andinclude this document in the IEP.All assessment information must be communicated to the campus testingcoordinator in preparation for state testing.
59Factors to Consider When Making State Assessment Decisions
60How does the Student Success Initiative (SSI) apply to students with disabilities? Students taking STAAR, STAAR Modified, and STAAR L are subject to SSI requirements.The ARD committee will determine which assessment is appropriate for the individual student in each SSI content area and grade level (5 and 8) and will make all decisions involving accelerated instruction and promotion.In the case where a student’s IEP states that the student is to take one of these assessments and the student does not meet the passing standard on the assessment, the ARD committee will serve as the GPC.
61This flowchart for students receiving special education services taking STAAR can be located at the following website:
62This flowchart for students receiving special education services taking STAAR Modified can be located at the following website:
63Students taking STAAR Alternate are not subject to SSI requirements. Due to the design of STAAR Alternate, teachers make observations throughout the academic year using preplanned instructional supports and are expected to provide any necessary remediation during the course of the academic year. There is no need for retests as observations can be repeated if needed due to special circumstances.Typically, students taking STAAR Alternate are already receiving intensive, individualized instructional support on a daily basis that takes into account the pace and amount of material appropriate for the student.Additional information regarding SSI requirements can be located at the following website:
64What are the graduation requirements for students taking a STAAR test? Graduation flowcharts for students receiving special education services taking STAAR, STAAR Modified, or STAAR Alternate will NOT be updated and will no longer be posted.If the student meets curriculum requirements and passes all five STAAR EOC tests, the student may graduate on the DAP or RHSP.If the student does not pass all five STAAR EOC tests, the student graduates on the MHSP.If the student takes at least one STAAR Modified EOC assessment, the student graduates on the MHSP.If the student takes STAAR Alternate EOC assessments, the student graduates on the MHSP.
65What are the graduation requirements for a student taking a TAKS test? Graduation flowcharts A and B are posted on the ARD Committee Resources webpage under “TAKS.”Flowchart A: For students taking TAKS who entered grade 9 in 2008–2009 and thereafter.Flowchart B: For students taking TAKS who entered grade 9 prior to 2008–2009.
671. Can the participation requirements documents for STAAR Modified and STAAR Alternate be completed online?TEA can grant permission to a public school district to enter the STAAR Alternate and STAAR Modified participation requirements (in their entirety, meaning all of the components) electronically. The copyright allows public schools to use anything posted to the TEA website for educational purposes.Permission, however, cannot be granted to a vendor.
682. What if the assessment decision made at a previous ARD meeting needs to be revised prior to testing?If the assessment decision made at a previous meeting needs to be revised, it must be based on a change in instruction.There must be a difference in how the student accesses the grade-level or course curriculum.Simply passing or failing a prior state assessment is not sufficient reason to justify revising the assessment decision in the IEP.The committee must consider if the student has received adequate instruction or has had the opportunity to learn the skills that will be assessed.
693. What if the STAAR Alternate complexity level decision made at a previous ARD meeting needs to be revised prior to testing?If the teacher feels at any time that the complexity level decision made by the ARD committee needs to be reviewed either due to student progress or regression, the ARD committee must reconvene, full or brief, and determine the new complexity level decision following the same process as outlined in this presentation.
704. What additional steps are needed to make assessment decisions for ELLs receiving special education services?These students have special needs related to adisability as well as needs related to second language learning.The ARD committee and LPAC must:work together to ensure that instruction is tailored to meet each student’s special education and second language acquisitionneedscollaborate on assessment and accommodation decisions and document the decisions appropriately (for ARD committee, in IEP; for LPAC, document in student’s permanent record file)More information on the ARD committee and LPAC collaboration:
715. Can the ARD committee recommend assessments and/or accommodations, regardless of TEA policy? No. The ARD committee’s state assessment and accommodation decisions must be within the parameters set forth in federal and state requirements and guidance.It is a testing violation to provide a nonallowable accommodation during a state assessment, and could result in the student’s test results being invalidated.
726. Must the ARD committee address the STAAR Modified and STAAR Alternate Participation Requirements for all special education students?No. The ARD committee should only address the participation requirements for students for whom STAAR Modified or STAAR Alternate is being considered. Most special education students take the general assessment.Only the participation requirements document for the assessment selected by the ARD committee needs to be included in the student’s IEP.
737. Is the STAAR Modified or STAAR Alternate science or social studies assessments appropriate for a student when the IEP only addresses reading skills, with no goals specific to science or social studies?No. For STAAR Modified, the ARD committee is required to confirm that the “student’s IEP contains standards- based (TEKS-based) goals indicating the modified content the student required in order to access the grade- level or course curriculum.”No. For STAAR Alternate, the ARD committee is required to document that the IEP addresses prerequisite skills linked to grade-level content. Since a cognitive disability is pervasive for all academic tasks, the student must take STAAR Alternate for all subjects or courses.
748. If a student takes STAAR Modified in high school but is dismissed from special education before graduating, will the student now have to take STAAR?Yes. The student is now held to the same curriculum and assessment requirements as all other general education students for the remaining subjects and assessments.Assessments and course requirements met while the student was in special education do not need to be redone.The student will continue on the MHSP, as only students meeting curriculum requirements for the RHSP or DAP and performing successfully on all five STAAR EOC assessments can graduate on these programs.
759. If a student takes TAKS–M in high school but is dismissed from special education beforegraduating, will the student now have to take TAKS?Yes. The student will need to take and pass TAKS exit level ELA, mathematics, science, and social studies in order to receive a Texas high school diploma.
7610. If a student takes TAKS (Accommodated) in high school but is dismissed from special educationbefore graduating, will the student now have to takeTAKS?If the student passed TAKS (Accommodated) exit level ELA, mathematics, science, and social studies, he or she does NOT have to take and pass TAKS after special education dismissal. TAKS (Accommodated) is also considered the general assessment.If the student failed one or more of the TAKS (Accommodated) exit level assessments, he or she WOULD have to take and pass TAKS in that subject(s) in order to receive a Texas high school diploma.
7711. How do I use the modified and alternate high school PEIMS codes? Direct all specific PEIMS questions to TEA’s Curriculum Division at orUse the codes for ALL students receiving special education services and completing a course with modified or alternate content. This includes those students who are graduating under the TAKS requirements. For more information see the PEIMS Data Standards at
7812. If a high school student takes STAAR Modified in some subjects, STAAR in others, and is therefore on the MHSP, why would the ARD committee determine that the student must continue taking the STAAR tests he/she failed?Making appropriate assessment decisions provides a clear picture of the student’s strengths and weaknesses.If a student decides he/she wants to graduate on the DAP or RHSP, meeting the passing standard on STAAR will be required for all five EOC assessments.
7913. If a student fails a STAAR Modified EOC assessment, is he/she required to continue testing until he/she passes?It is not necessary for a student to retest if he/she failed a STAAR Modified EOC assessment or if he/she was absent during testing.According to federal and state regulations regarding graduating high school students, students who take a modified assessment are not held to the same graduation requirements as students who take the general assessment. Meeting the passing standard on a STAAR Modified EOC assessment is not a graduation requirement, so participating in additional testing opportunities is not necessary.In addition, students taking a STAAR Modified EOC only have one opportunity in a school year to take the assessment, since it is only administered in the spring.
8014. Since 2014 is the last year that STAAR Modified will be administered, what do ARD committees document in the IEP regarding assessment for next year?Decisions about 2015 testing should not be made at this time for this population of students.Further information regarding plans for the inclusion of this population of students in the general assessment program beginning with the 2014–2015 school year will be forthcoming.