ARD Committee Training for the 2012–2013 Texas Assessment Program Presented at TETN #14279 August...

ARD Committee Training for the 2012–2013

Texas Assessment Program

Presented at TETN #14279 August 22, 2012

• These slides have been prepared and approved by the Student Assessment Division of the Texas Education Agency and serve as state guidance about how ARD committees should make and document in an IEP statewide assessment decisions for students receiving special education services. ▫This information takes the place of a published manual

and should be made available to all region, district, and campus staff, as well as parents, who participate in ARD committee meetings.

▫Additional ARD Committee resources can be found at http://www.tea.state.tx.us/student.assessment/ard/.

• If any slide is amended or revised for use in local or regional trainings, please remove this slide as well as the TEA footer at the bottom of each slide.

Texas Education Agency's Student Assessment Division

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

Table of ContentsTexas Education Agency's Student Assessment Division 3

Slide 7 Training-related Acronyms

Slides 8-13 Overview of the Texas Assessment Program

Slides 14- 22 Making the Statewide Assessment Decision

Slides 23-47 Participation Requirements

Slides 48-54 Factors to Consider When Making Statewide Assessment Decisions

Slide 49 Student Success Initiative (SSI)

Slide 50 Commissioner's Rule on Substitute High School Courses

Slide 51 Cumulative Score Requirements

Slide 52 15% Grading Requirement

Slides 53-54 Graduation


Slide 55-69 Frequently Asked Questions

Slide 56 1. What if the assessment decision made at a previous ARD meeting needs to be revised prior to testing?

Slide 57 2. What additional steps are needed to make assessment decisions for ELLs receiving special education services?

Slide 58 3. Can the ARD committee recommend assessments and/or accommodations, regardless of TEA policy?

Slide 59 4. Must the ARD committee address the STAAR Modified and STAAR Alternate Participation Requirements for all special education students?

Slide 60 5. Is the STAAR Modified science assessment appropriate for a student when the IEP only addresses reading skills, with no goals specific to science?

Slide 61 6. If a student takes STAAR Modified in high school but is dismissed from special education before graduation, will the student now have to take STAAR?


Slide 55-69 Frequently Asked Questions

Slides 62-63 7. How do I use the modified and alternate high school PEIMS codes?

Slide 64 8. A student was a 10th grader last year and is a 12th grader this year. He meets TAKS–M participation requirements for all subjects. What tests does he take?

Slide 65 9. 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 testing in STAAR to meet the cumulative score requirement?

Slide 66 10. Why would an ARD committee determine that a student is eligible for STAAR Modified in Algebra II, chemistry, or physics if no modified assessment exists for these?

Slide 67 11. The MHSP requires students to take World History or World Geography. What test does the student take if he/she is enrolled in both courses?

Table of Contents

Texas Education Agency's Student Assessment Division 6

Slides 55-69 Frequently Asked Questions

Slide 68 12. If a student is enrolled in a modified U.S. History or English III course in the 2012–2013 school year, does that student have to take STAAR Modified when it becomes available in 2014?

Slide 69 13. Who takes STAAR Modified during the December 2012 administration?

Slides 70-73 Contact Information and Resources

Training-Related Acronyms ARD - Admission, Review , and

Dismissal DAP - Distinguished Achievement

Program ELL - English Language Learner EOC - End-of-Course IDEA - Individuals with Disabilities

Education Act IEP - Individualized Education Program LAT – TAKS linguistically

accommodated testing LEP - Limited English Proficiency LPAC - Language Proficiency

Assessment Committee MHSP - Minimum High School

Program STAAR - State of Texas Assessments

of Academic Readiness

STAAR L - Linguistically accommodated version of STAAR

TAC - Texas Administrative Code TAKS - Texas Assessment of

Knowledge and Skills TAKS–Alt - Texas Assessment of

Knowledge and Skills Alternate TAKS–M - Texas Assessment of

Knowledge and Skills Modified TEA - Texas Education Agency TEKS - Texas Essential Knowledge

and Skills TETN - Texas Education

Telecommunication Network PEIMS - Public Education Information

Management System RHSP - Recommended High School

Program


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Who Takes STAAR, STAAR Spanish, STAAR L, STAAR Modified, or STAAR Alternate?

STAAR, STAAR Spanish, STAAR L, and STAAR Modified Students who were first enrolled in grade 9 or below in the

2011–2012 school year For unique situations that don’t fit this guideline, contact

TEA’s Student Assessment Division.

STAAR Alternate Students in grades 3 and above who have significant

cognitive disabilities and meet the participation requirements for an alternate assessment based on alternate academic achievement standards will take STAAR Alternate. TAKS–Alt is no longer available.


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What STAAR Assessments Do ELLs Receiving Special Education Services Take?

STAAR in English STAAR in Spanish (grades 3-5) STAAR Modified or STAAR Alternate STAAR L in English

STAAR L – linguistically accommodated STAAR tests for eligible ELLs

Available for math, science, and social studies, grade 3 and above, including EOC

No STAAR L forms of STAAR Modified but linguistic accommodations available for eligible ELLs who take STAAR Modified

STAAR L participation criteria somewhat different from old TAKS LAT

Participation criteria available on STAAR L Resources webpage at http://www.tea.state.tx.us/student.assessment/ell/staarl/

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

TAKS, TAKS (Accommodated), and TAKS–M

Exit level TAKS and TAKS (Accommodated) primary tests and retests ARE available.

TAKS–M grade 11 tests ARE available.

TAKS–M grade 11 assessments are not exit level tests. They are only administered once a year during the primary administration to students enrolled in grade 11 who meet participation requirements. TAKS–M retests are not available. TAKS–M grade 11 assessments are not administered to students in

grade 12.

TAKS, TAKS (Accommodated), and TAKS–M grade 10 tests are no longer available.


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What TAKS Assessments Do ELLs Receiving Special Education Services Take?

Same tests as on previous TAKS slide.

For TAKS program, no changes toLEP postponements for exit levelParticipation requirements for unschooled

asylees/refugees

More information on LPAC Resources webpage at http://www.tea.state.tx.us/student.assessment/ell/lpac/

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mailto:[email protected]


TELPAS

For ELLs grades K–12

Listening, speaking, reading, writing

Measures annual growth in English language acquisition

In very rare cases ARD committee and LPAC may determine that student should not be assessed in one or more domains due to student’s particular disability

More information to be posted in 2012-2013 TELPAS Decision-Making Guide for LPACS. Posting in the fall at http://www.tea.state.tx.us/student.assessment/ell/lpac/.


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What does “access” mean?

Access = a means of approach… how a teacher exposes a student to the grade-level/course TEKS


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Instructional Focus Instructional Approach

Instructional Examples

Instruction covers all of the required curriculum

Accommodations Extra time, formatting changes, small group, manipulatives, spelling assistance, transcribing


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Instructional Focus Instructional Approach Instructional Examples

Although student is exposed to all of the curriculum, IEP goals may focus on select student expectations or address all student expectations but in a broad/simplified manner.

Modifications Deleting extraneous information, limiting number of steps in questions, simplifying decoding level, simplifying numbers, defining difficult vocabulary

Individual supports and materials compensate for the student’s disability and allow access to all of the curriculum.

Prerequisite skills linked to grade-level/course curriculum

Performance tasks to determine mastery at three varying complexity levels

The First Consideration = General Assessment

Participation in the general assessment should be the first consideration when determining the appropriate assessment for a student.

General assessments in the Texas Assessment Program STAAR STAAR Spanish TAKS TAKS (Accommodated)


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The First Consideration = the General Assessment To determine whether the general assessment is

the most appropriate, ARD committees must review the student’s

present level of academic achievement and functional performance (PLAAFP). Provides a clear understanding of student’s

performance in the grade-level/course TEKS, including strengths, current areas of need, and accommodations, modifications, or supports used.


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The First Consideration = the General Assessment

ARD committees must review the student’s instructional plan. This is the basis for making appropriate assessment

decisions. Provides a clear understanding of how student will

access the grade-level/course curriculum, including accommodations, modifications, or supports needed.


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The First Consideration = the General Assessment

ARD committees must understand What statewide assessments are required and available

(STAAR, STAAR Spanish, STAAR L, STAAR Modified, STAAR Alternate, TAKS, TAKS (Accommodated), TAKS–M, LAT)

Assessed TEKS Design and format of each statewide assessment Accommodation policies Implications of taking a particular statewide assessment


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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 posted on Accommodations Resources web page.

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 participation requirements for one of the alternate assessments.


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TAKS–M

Should be used only for students in grade 11 during the 2012–2013 school year Grade 10 TAKS, TAKS

(Accommodated), and TAKS–M tests will no longer be administered.


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STAAR Modified and STAAR AlternateTexas Education Agency's Student Assessment Division

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State-Required Documentation Forms

The STAAR Modified and STAAR Alternate Participation Requirements are state-required documentation forms that must be completed and retained by the district when eligibility for either assessment is confirmed. This document may be filed at the campus level or in the IEP (although it is not a required part of the IEP).


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State-Required Documentation Forms

The district personnel who completes these forms should be a member of the ARD committee (e.g., special education teacher, ARD facilitator, administrator). These forms should be completed during the ARD committee meeting when assessment decisions are made.


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Step I: Review the Eligibility CriteriaSTAAR 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 Subjects/courses for which STAAR Modified is not being

considered Subjects that are not tested at the student’s grade or courses

that the student is not enrolled in for the school year under consideration


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Step I: Review the Eligibility Criteria

STAAR Alternate Eligibility is being considered for all tested subjects

in the student’s enrolled grade or all 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.


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Step I: Review the Eligibility CriteriaSTAAR Modified The ARD committee must review each of the three questions

for every subject or course being considered and circle YES or NO. 1. 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 non-disabled peers?

2. 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?

3. Does the student require direct and intensive instruction in order to acquire, maintain, and transfer skills to other contexts?


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Step I: Review the Eligibility CriteriaSTAAR Alternate The ARD committee must review each of the five

questions if STAAR Alternate is being considered, and circle YES or NO.1. Does the student have a significant cognitive disability?

2. Does the student require specialized supports to access the grade-level curriculum and environment?

3. Does the student require intensive, individualized instruction in a variety of instructional settings?

4. Does the student access and participate in the grade-level TEKS through prerequisite skills?

5. Does the student primarily demonstrate knowledge and skills through performance tasks?


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Step I: Review the Eligibility Criteria

To be eligible to participate in either STAAR Modified or STAAR Alternate, the answer to all of the applicable questions must be Yes. If the answer to any of the questions is No,

the student is not eligible to participate in STAAR Modified/STAAR Alternate and must participate in one of the other statewide assessments.


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Each Yes answer requires a justification that references the page number or section of the IEP that contains evidence that the student meets the criterion.


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STAAR Alternate

Pg. 2

STAAR Modified

PLAAFP section PLAAFP section PLAAFP section

Step II: Discuss Assurances

If Yes is indicated for all of the eligibility criteria, the ARD committee must discuss the assurances in Step II and the district personnel completing the form must initial each one.


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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 student cannot participate in general assessment with or without allowable accommodations, AND…


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A statement of why an alternate assessment is appropriate for student, including evidence from IEP that confirms that answer to each of the questions for STAAR Modified is Yes, AND…

A list of testing accommodations consistent with state accommodation policies posted on Accommodations Resources webpage 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 is most effective. For accommodations that require TEA approval through

submission of an Accommodation Request Form, document “pending TEA approval.”


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It is not appropriate to make an assessment decision simply because a student passed or failed a previous statewide 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.


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ARD committee decisions should be based only on the educational need of a student.

If a student meets the participation requirements for STAAR Modified or STAAR Alternate, then he/she should be administered this assessment.


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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.

For STAAR Alternate, the ARD committee will focus on evidence of a significant cognitive disability and how the student accesses the grade-level or course curriculum. They will rule out students who have a learning disability and receive modified instruction.

Students taking STAAR Modified or STAAR Alternate may be receiving instruction in any setting (e.g., inclusion, resource, self-contained).


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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 through prerequisite skills from year to year. Modified instruction and instruction through

prerequisite skills in high school = MHSP


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As cited in TAC §74.61(e), a high school student who takes STAAR Alternate or at least one STAAR Modified EOC assessment is receiving a different type of instruction (e.g., prerequisite skills, modified) than his/her peers. Therefore, the student will graduate on the MHSP.

To graduate on the Recommended or Distinguished Programs, a student must have successful completion on STAAR.


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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.


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For high school students, these courses are denoted by a special PEIMS code for

each course required on the MHSP.

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Step III: Summarize Assessment Decisions

STAAR Modified Indicate the subjects in which the student will take

STAAR Modified if the eligibility criteria has been met. This step was updated this year to include World History,

which will be administered for the first time in spring 2013. This step will be updated next year to include English III

and U.S. History, which will be administered for the first time in spring 2014. If a student is enrolled in these courses in 2012–2013 and receives modified instruction, eligibility for STAAR Modified should still be determined. If the student meets participation requirements for STAAR

Modified, the student will not be assessed since these tests are not available.

If the student does not meet participation requirements for STAAR Modified OR if eligibility is not determined for these courses, then the student will take STAAR.


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Step III: Summarize Assessment Decisions

STAAR Modified continued STAAR Modified assessments for Algebra II, chemistry,

and physics will never be available because the courses are not required on the MHSP. However, eligibility for STAAR Modified should still be determined if a student is enrolled in these courses and receives modified instruction. If the student meets participation requirements for STAAR

Modified, the student will not be assessed since these tests are not available.

If the student does not meet participation requirements for STAAR Modified OR if eligibility is not determined for these courses, then the student will take STAAR.


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Step III: Summarize Assessment Decisions 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 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.

The student will take STAAR Alternate for all required subjects or enrolled high school courses on the MHSP.


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The ARD committee is required to discuss the participation requirements, complete the State-Required Documentation Form,

and file it in a designated place (not a required document in the IEP).

All assessment information must be communicated to campus testing

coordinator in preparation for statewide testing.

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Student Success Initiative (SSI)

Multiple SSI administrations are listed on the 2012-2013 testing calendar revised June 1, 2012. http://www.tea.state.tx.us/student.assessment/calendars/

Districts will be notified when updated SSI material becomes available.Consideration for special populations will be

included in the new material districts will receive.


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

Commissioner’s Rule on Substitute High School Courses

TAC §89.1070(b)(3) Districts are allowed to provide locally developed

substitute courses for those required on the MHSP for some students receiving special education services.

The content of these locally developed substitute courses must be fully aligned to the TEKS for the courses they replace.

Students will be required to participate in an EOC assessment (general, modified, or alternate) for the course that has been substituted.


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Cumulative Score Requirement For students receiving special education services

who take STAAR EOC assessmentsARD committee determines whether or not

student has to meet cumulative score requirement in order to graduate. This decision has bearing on whether student can

graduate on the DAP, RHSP, or MHSP.

Current legislation does not include a cumulative score requirement for students taking STAAR Modified or STAAR Alternate EOC assessments


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15% Grading Requirement For students taking STAAR

The 2/22/12 To the Administrator Addressed letter regarding the 15% Grade Deferral applied only to the 2011-2012 school year.

Currently, the assumption is that the 15% grading requirement is in effect for the 2012-2013 school year. Review the Frequently Asked Questions for more information. Under consideration is whether the 15% grading requirement

applies to the 2012 December test administrations.

Districts are not required to count STAAR Modified or STAAR Alternate EOC assessment results as 15% of the student’s course grade since current legislation does not include this requirement for students taking a modified or alternate assessment.


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Graduation: STAAR

You can access the external link to the Special Education Graduation Flowcharts from the ARD Committee Resources web page.

Review the presentation link that walks you through the flowchart.


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Graduation: TAKS

Graduation flowcharts A and B are posted on the ARD Committee Resources web page 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.


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1. 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.


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These students have special needs related to a disability 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 acquisition needs

collaborate 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 ARD committee and LPAC collaboration: http://ritter.tea.state.tx.us/special.ed/guidance/ardlpac.html

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http://ritter.tea.state.tx.us/special.ed/guidance/ardlpac.html

3. Can the ARD committee recommend assessments and/or accommodations, regardless of TEA policy?

No. The ARD committee’s statewide 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 statewide assessment, and could result in the student’s test results being invalidated.


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4. 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 these participation requirements for students for whom STAAR Modified or STAAR Alternate is being considered. Most special education students take the general assessment.


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5. Is the STAAR Modified science assessment appropriate for a student when the IEP only addresses reading skills, with no goals specific to science?

No. 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.”


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6. If a student takes STAAR Modified in high school but is dismissed from special education before graduation, 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.


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7. How do I use the modified and alternate high school PEIMS codes?

Direct all specific PEIMS questions to TEA’s Curriculum Division at 512-463-9581 or [email protected].

Use the new 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 2012-2013 Addendum, code table C022 at http://www.tea.state.tx.us/index4.aspx?id=2147505610.


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http://www.tea.state.tx.us/index4.aspx?id=2147505610

2012-2013 PEIMS Data Standards(high-school math example)

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8. A student was a 10th grader last year and is a 12th grader this year. He meets TAKS–M participation requirements for all subjects. What tests does he take?

There is no TAKS–M for 12th graders. Meeting the passing standard on a grade 11 TAKS–M assessment is not considered a graduation requirement. For this reason, TAKS–M grade 11 assessments are not called “exit level” tests. Since these are only grade-level assessments, they are not administered to students in grade 12. Therefore, a student who never took a grade 11 TAKS–M assessment is still eligible for graduation if the ARD committee determines that all other curriculum and credit requirements under the MHSP are satisfied.


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9. 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 testing in STAAR to meet the cumulative score requirement?

Making appropriate assessment decisions provides a clear picture of the student’s strengths and weaknesses.

The Academic Achievement Record should reflect the appropriate courses and assessments the student took.

If a student decides he/she wants to graduate on the DAP or RHSP, the cumulative score requirement for STAAR will have to be met in all required courses.


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10. Why would an ARD committee determine that a student is eligible for STAAR Modified in Algebra II, chemistry, or physics if no modified assessment exists for these?

TEC §39.025 (a) Students on MHSP are required to take assessments for courses for which they are enrolled and for which an EOC assessment exists. Example: If a student receiving special education

services is enrolled in a modified Algebra II, chemistry, or physics course because he/she receives modified instruction, the ARD committee may determine that the student meets STAAR Modified participation requirements and he/she would not be assessed since STAAR Modified is not available for these courses.


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11. The MHSP requires students to take World History or World Geography. What test does the student take if he/she is enrolled in both courses?

The student would take both the World History and the World Geography tests since students are required to take the assessments for courses for which they are enrolled and for which an EOC assessment exists.


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12. If a student is enrolled in a modified U.S. History or English III course in the 2012–2013 school year, does that student have to take STAAR Modified when it becomes available in 2014?

No. Students are required to take assessments for courses for which they are enrolled and for which an EOC assessment exists. If a student is enrolled in a modified U.S. History or English III course in the 2012–2013 school year, he/she will not be assessed since STAAR Modified does not exist for these courses.

Make sure the Participation Requirements reflect that the student is eligible to take STAAR Modified in these courses. If not, the student will have to take STAAR.


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13. Who takes STAAR Modified during the December 2012 administration?

Students who meet the participation requirements for STAAR Modified and who are completing coursework during the first semester for World Geography modified, Algebra I modified, English I modified, or Biology modified should be assessed with STAAR Modified during the December 2012 administration. STAAR Modified English II and Geometry will not be administered in December

2012.

It is not necessary for a student to take STAAR Modified in December 2012 if he/she failed a STAAR Modified EOC assessment or if he/she was absent in spring 2012 . 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 or a cumulative score requirement on a STAAR Modified EOC assessment is not a graduation requirement, so participating in additional testing opportunities is not necessary.


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Contact Information and Resources •Student Assessment Division▫Phone: (512) 463-9536▫FAX: (512) 463-9302▫E-mail: [email protected]

• 2012-2013 Student Assessment Division TETN Schedule: http://www.tea.state.tx.us/student.assessment/training/tetn-schedule/

•Curriculum Division▫Phone: (512) 463-9581

•Division of Federal and State Educational Policy (Special Education) ▫Phone: (512) 463-9414

Texas Education Agency's Student Assessment Division 70


http://www.tea.state.tx.us/student.assessment/training/tetn-schedule/

http://www.tea.state.tx.us/student.assessment/training/tetn-schedule/

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