20052006 Training

1
2005-2006 Training The ARD Committee
Decision-Making Process for the Texas Assessment
Program
2
Agenda

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

3
Purpose of Training

• How to make decisions about student placement in
  the Texas Assessment Program by using the TEKS
  curriculum as documented in the students IEP
• How to determine which of the accommodations
• documented in the IEP are appropriate and
  allowable
• for the assessments and
• How to set student expected achievement levels
  (ARD expectations) on an SDAA II assessment.

4
Objectives

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

5
Objectives

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

6
Who Needs to Be Trained?

• Region Level
• ESC Staff
• District Level
• Superintendents
• Administrators
• Special Ed. Administrators
• Testing Coordinators

• Campus Grades 3-11
• Principals and other administrators
• Ed. Diagnosticians
• Licensed Specialist in
• School Psychology
• Counselors
• Special Ed. Staff
• General Ed. Staff
• Testing Coordinators
• Test Administrators
• Parents

7
Student Achievement Pyramid
Full and Individual Evaluation
8
Federal LRE Requirements34 C.F.R. Section
300.114(new proposed regulations)

• Each public agency shall ensure
• (i) That to the maximum extent
• appropriate, children with disabilities,
• are educated with children who are
• nondisabled
• and

9
Federal LRE Requirements

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

10
Federal LRE Requirements34 C.F.R. 300.116

• (e) A child with a disability is not
• removed from education in age-appropriate
• regular classrooms solely because of
• needed modifications in the general
• curriculum.
• (Authority 20 U.S.C. 1412 (a)(5))

11
Full and Individual Evaluation

• Multi-disciplinary
• Comprehensive
• Child focused
• Designed to give information about how the child
  learns and what he is able to perform

12
Present Levels of Performance

• Academic Achievement
• Functional Performance
• How the disability affects involvement and
  progress in the general curriculum
• Assistive Technology as an accommodation should
  be considered at this point
• Testing benchmark data is important

13
Measurable Annual Goals

• Write goals based on PLOP for identified needs.

14
Measurable Annual Goal

• Look at what the student can do today
• Look at his learning history
• Look at how far he can progress in a years time
  (measurable termswhat does it look like, what
  does sound like, what can he do)
• Look at the standards that he is expected to
  achieve
• Write an achievable goal always pointing toward
  those standards

15
Measurable Annual Goals

• Academic
• Functional
• Needs that result from the disability
• Involvement and progress in the general
  curriculum
• Other needs that result from the disability

16
Example

• PLOP Throws every fourth paper onto the roof.
• GOAL Given a bag full of folded newspapers and a
  neighborhood street, be able to throw a paper
  onto the roof of each house.

17
Example

• PLOP Student is alert 20 of the school day.
• GOAL Student will be alert 50 of the school day
  as indicated on daily chart.

18
Example

• PLOP While supine in turtle, and given
  resistance against his feet, will push 80 feet 2
  of 5 data days.
• GOAL While supine in turtle, and given
  resistance against his feet, will push 80 feet 4
  of 6 data days.

19
Standards

• If you dont know where you are going, you never
  know when you arrive.

20
Accommodations The How
21
Modifications The What
22
Terminology

• Terms in use for many years
• No legal definition of these terms
• Best practice definitions for accommodations and
  modifications widely accepted since IDEA 97
• No longer interchangeable terms

23
Accommodations

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

24
Modifications

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

25
Modifications or Accommodations

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

How
What
How
How
How
How
How
26
Accommodations

• When do I accommodate?
• Why should that accommodation go into the IEP?
• Should I make sure that every accommodation that
  I make in my classroom is written down?
• How does this relate to decisions about the state
  assessment program?

27
Student Placement

• Where are the opportunities in the general
  education classroom for the student to
  participate in activities to achieve these goals,
  supported by the accommodations and/or
  modifications?
• Continuum of alternative placements

28
Student Achievement

• Placement without expected achievement is
  management, not education.
• Plans need to be re-evaluated!
• Frequent and accurate assessment is vital.

29
Highlights of the 2006 Changes

• New Terms (page iii)
• TEKS Curriculum-the state-mandated
• curriculum
• Modified TEKS Curriculum-access to
• the TEKS curriculum by using adaptations
• and modifications in instructional
  strategies
• Alternate TEKS Curriculum-access to the
• TEKS curriculum by using supports and
  structure
• needed for the functional level of
  students

30
Highlights of the 2006 Changes

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

31
Components of the 2006Texas Assessment Program

• Texas Assessment of Knowledge and Skills (TAKS)
  (p. 13)
• Grades 3-9 reading
• Grades 3-10 and exit level math
• Grades 4 and 7 writing
• Grade 10 and exit level English language arts
• Grades 5, 8, 10, and exit level science
• Grades 8, 10, and exit level social studies

32
Components of the 2006 Texas Assessment Program

• TAKS-Inclusive (TAKS-I) (p. 13)
• For special education students
• Only at enrolled grade level
• For those grades and subjects for which there is
  not SDAA II
• Exit level math
• Exit level ELA
• Grades 5, 8, 10, and exit level science
• Grades 8, 10, and exit level social studies

33
TAKS-I (p. 13)

• If student requires accommodations not allowed on
  the TAKS
• Same allowable accommodations as SDAA II
• Same test items as TAKS
• No field test items on the test
• Only available at enrolled grade level
• Larger font and fewer items per page
• Will use TAKS scoring criteria, not ARD
  expectation

34
Components of the 2006 Texas Assessment Program

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

35
SDAA II Terms (p. )

• Enrolled grade level
• Instructional level
• The level of instruction that the student is
  receiving is the instructional level chosen for
  the test
• There are three achievement levels within each
  instructional level

36
SDAA II Terms (p. )

• Achievement level
• There are three achievement levels within each
  instructional level
• Level I (beginning) minimal knowledge and skills
• Level II (developing) adequate knowledge and
  skills
• Level III (proficient) strong knowledge and
  skills
• Level III meets TAKS equivalency standard if
  tested on enrolled grade level

37
SDAA II (p. 14)

• Available for instructional levels K-10
  mathematics
• Administered during enrolled grades 3-10

38
SDAA II (p. 14)

• Available for instructional levels K-9 reading
• Administered during enrolled grades 3-9

39
SDAA II (p. 14)

• Available for instructional levels K-9 writing
• Administered during enrolled grades 4 and 7
  writing

40
SDAA II (p. 14)

• Available for instructional level 10 ELA
• Administered during enrolled grade 10 ELA

41
Components of the 2006 Texas Assessment Program

• Locally Determined Alternate Assessment (LDAA)
  (p. 14)
• The ARD Committee should choose an assessment
  that most closely aligns to the instruction the
  student is receiving

42
Components of the 2006 Texas Assessment Program

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

43
Components of the 2006 Texas Assessment Program

• Texas English Language Proficiency Assessment
  System (TELPAS) (p. 15)
• Reading Proficiency Tests in English (RPTE)
• Grades 3-12 reading
• Texas Observation Protocols (TOP)
• Holistic observational ratings
• Grades K-2 listening, speaking, reading, and
  writing
• Grades 3-12 listening, speaking, and writing

44
Components of the 2006 Texas Assessment Program

• Linguistically Accommodated Testing (LAT) (p. 15)
• For students who are LEP exempt in math
• Grades 3-8 math
• Grade 10 math

45
Subject-Area Assessment Information

• Reading
• Mathematics
• Writing
• English Language Arts
• Social Studies
• Science

46
Assessment Decision Considerations

• Students working on or close to their enrolled
  grade level may benefit from being assessed with
  TAKS.
• All students have the right to be exposed to as
  much of an on-grade- level curriculum as possible
  to reach their academic potential.
• Instructional decisions made by the ARD committee
  and documented in the IEP must always guide
  assessment decisions.
• Each subject area is considered separately when
  making assessment decisions.

47
Setting Appropriate SDAA II Achievement
Expectations

• Step 1 Review the students current information
  to determine the students present level of
  functioning (IEP, work samples, informal and
  formal assessments, CSR).
• Step 2 Determine students TEKS mastery level
  and appropriate assessment (TAKS, TAKS-I, SDAA
  II, or LDAA). Stop here if TAKS, TAKS-I, or LDAA
  is to be given.

48

• Insert Chart from page 22 of manual.

49

• Insert Chart from page 23

50
Setting Appropriate SDAA II Achievement
Expectations

• Step 3 Determine the appropriate SDAA II
  instructional level.

51

• Insert Chart from page 25

52

• Chart from Manual Page 26

53
Setting Appropriate SDAA II Achievement
Expectations

• Step 4 Select an SDAA II expected achievement
  level based on the students growth expectations.

54
Achievement Levels for Reading and/or Math
55

• Insert chart from page 31 of manual

56
(No Transcript)
57
Sample ARD Committee Documentation - Reading
58
Sample ARD Committee Documentation - Mathematics
59
(No Transcript)
60
Writing/ELA Achievement Levels
61
SDAA II Writing Achievement Level Descriptions

• SDAA II Writing Achievement Level Descriptions
  are provided to assist ARD committees in
  determining an achievement level which best
  represents a students likely performance on the
  SDAA II writing test.
• This section describes typical student
  performance at each writing instructional level
  cluster and achievement level.

62
SDAA II Writing Performance for Instructional
Levels K/1
The K/1 writing test is comprised of five tasks.
The score for the first four tasks (writing
numbers, writing name, writing letters, and
labeling pictures) is determined by the students
degree of literacy development. The graphic
below depicts the way in which this development
is charted for each student
Emergent Developing Developed
63
SDAA II Writing Performance for Instructional
Levels K/1
The fifth task (responding to a picture prompt)
is based on the language level the student is
able to use to write his/her response.
Development of language is divided into six
levels for this task with 1 as the least
developed level and 6 as the highest. The
students achievement level (combined performance
on all five tasks) should represent his/her
overall stage of literacy development in the
fundamentals of writing at the time of assessment.
64
SDAA II Writing Performance by Achievement Level
for Instructional Levels 2-8/9
65
SDAA II Writing Performance by Achievement Level
for Instructional Level 10
66
Level 9 Reading/Level 10 ELA

• Triplet
• Reading selections have multiple-choice and
  open-ended items
• Thematically linked reading selections
• Published literary selection
• Published informational selection
• One page viewing and representing piece

67
Level 10 ELA

• Multiple-choice revising and editing items
• Grade 10 writing prompt is thematically linked to
  the reading triplet

68

• Insert chart from page 49 of manual.

69
ARD Documentation

• Insert chart from page 50

70
ARD Documentation

• Insert chart from page 50

71
(No Transcript)
72
LEP Students Who Receive Special Education
Services
73
LEP Students Who Receive Special Education
Services

• ARD committees make assessment decisions for
  every student served by special education,
  including LEP students.
• The ARD committee must include a school
  representative who is a member of the students
  LPAC.

74
LEP Students Who Receive Special Education
Services

• Exemptions
• ARD-exempt An ARD committee exempts a student
  from state assessments for reasons associated
  with the students special education needs
• LEP-exempt An ARD committee exempts a student
  from state assessments for reasons associated
  with the students limited English proficiency

75
More LEP Information

• LEP exemptions have certain eligibility
  requirements. (Refer to LPAC Manual for more
  information.)
• Frequently Asked Questions concerning LEP
  students are located on pages 98-99 of the ARD
  Manual.

76
Choosing the Appropriate Assessment for Students
Not Eligible for LEP Exemption
77
Components of the 2006 Texas Assessment Program

• Linguistically Accommodated Testing (LAT) (p. 15)
• For students who are LEP exempt in math
• Grades 3-8 math
• Grade 10 math

78
LAT Accommodations
79
Components of the 2006 Texas Assessment Program

• Texas English Language Proficiency Assessment
  System (TELPAS) (p. 15)
• Reading Proficiency Tests in English (RPTE)
• Grades 3-12 reading
• Texas Observation Protocols (TOP)
• Holistic observational ratings
• Grades K-2 listening, speaking, reading, and
  writing
• Grades 3-12 listening, speaking, and writing

80
Testing Accommodations
81
Testing Accommodations for TAKS

• Allowable Accommodations
• Reference Manual Pages 59 60
• Oral Administration
• Reference Manual Page 61
• Nonallowable Accommodations
• Reference Manual Page 64
• Related Testing Procedures
• Reference Manual Page 65
• Dyslexia Bundled Accommodations for Grades
  3,4,5
• Reading
• Reference Manual page 63
• Large Print and Braille Test Booklets
• Reference Manual Page 70

82
Dyslexia Bundled Accommodations

• Spring 2006
• Three additional accommodations for use while
  administering the TAKS reading tests
• For students in grades 3, 4, 5
• Identified with dyslexia and
• Served under 504, in a campus dyslexia program,
  OR in special education

83
What are the new accommodations?

• Orally reading all proper nouns associated with
  each passage before students begin reading the
  passage
• Orally reading all questions and answer choices
  to students and
• Extending the testing time over a two-day period.

84
Dyslexia Bundled Accommodations

• The accommodations can be used with both the
  English and Spanish-version of the TAKS reading
  tests
• The accommodations can be used on all three SSI
  administrations at grades 3 and 5

85
Reading proper nouns

• Proper nouns are often idiosyncratic
• Helps reduce the decoding difficulties
  specifically associated with dyslexia
• Proper nouns do not contribute to understanding
  the meaning of the passage
• Reading proper nouns reduces the reliance on
  decoding skills without invalidating the test

86

Reading comprehension questions and answer
choices

• The TAKS reading test is a comprehension
  assessment that determines how well the student
  understands the passage he/she reads
• The determination of comprehension is not
  dependent on the students ability to read the
  comprehension questions

87

Reading comprehension questions and answer
choices

• No read aloud accommodation can be provided
  while the student actually reads the TAKS
  passage however,
• The comprehension questions and answer choices
  can be read to the student, thus reducing demands
  on word decoding skills in students with dyslexia

88
Dyslexia Study Recommendations

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

89
Why are the accommodations referred to as
bundled accommodations?

• MUST use the accommodations as a bundled
  package
• Test administrator MUST administer the reading
  test using all three accommodations
• The accommodations CANNOT be separated

90
Testing Accommodations for TAKS-I and SDAA II

• Allowable Accommodations
• Reference Manual Page 66
• Oral Administration
• Reference Manual Page 67
• Non-allowable Accommodations
• Reference Manual Page 66
• Related Testing Procedures
• Reference Manual Page 68 69
• Large Print and Braille Test booklets
• Reference Manual page 70

91
SDAA II Field Tests

• Considerations
• Although the current IEP should be referenced,
  the ARD committee does not need to convene to
  determine field-test placement, accommodations,
  and/or modifications
• Districts will NOT receive results from field
  tests

92

• Insert Chart from page 73

93
Student Success Initiative (SSI)
94
SSI

• Important Information to Review
• SSI Grade Advancement Requirements for Students
  Served by Special Education
• Reference Manual Pages 76 77
• SSI General Flowcharts
• Reference Manual Pages 78-80
• SSI Flowcharts for Students Served by Special
  Education
• Reference Manual Pages 82-84

95
SSI

• Important Information to Review
• Students Who Take an LDAA for Reading and/or Math
• Reference Manual Page 85
• Student Scenarios
• Reference Manual Page 86
• SSI Questions and Answers
• Reference Manual Pages 100-102

96
Where to find

• Frequently Asked Questions
• Reference Manual Page 88-103
• Sample Forms
• Reference Manual Page 105-123
• Accommodations Request Form page 123
• Glossary Reference Manual
• Reference Manual Pages 125-129
• Appendices
• Reference Manual Pages 130-147
• Test Administration Calendars
• Reference Manual Pages 4-10

97
Resources

• TEA Student Assessment Division
• www.tea.state.tx.us/student.assessment
• Student Assessment Division
• [phone]

98
Contact Information

• Jan Barry
• 903-988-6903, jbarry_at_esc7.net
• Linda Dunlap
• 903-988-6766, ldunlap_at_esc7.net
• Sharon Lusk
• 903-988-6908, slusk_at_esc7.net
• Diana McBurnett
• 903-988-6909, dmcburnett_at_esc7.net
• Robert Smith
• 903-988-6890, rsmith_at_esc7.net