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

ARDC Decision Making Training 2006-07

1

ARD ARD

Decision-MakingDecision-Making

Update 2006Update 2006


2

•Any potential ARD decision-maker must attend training--2nd grade and up.

•Updated PowerPoint and/or video will be provided with printable

certificate at end to show completion of training.

Campus ARD Committee Decision Making Training

•Must be implemented prior to February 19 (the first testing date).


3

Components of the 2007 Texas Assessment Program

TAKS is an assessment that measures a student’s mastery of the state-mandated curriculum, the Texas Essential Knowledge and Skills (TEKS), for: Grades 3–9 reading Grades 3–10 and Exit Level mathematics Grades 4 and 7 writing Grade 10 and Exit Level English language

arts (ELA) Grades 5, 8, 10, and Exit Level science Grades 8, 10, and Exit Level social studies

Texas Assessment of Knowledge and Skills (TAKS)


4

Components of the 2007Texas Assessment Program

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

TAKS Inclusive (TAKS-I)


5


Spanish TAKS also measures a student’s mastery of the TEKS. The Spanish TAKS is aligned with the TAKS test and is administered in Spanish. Spanish TAKS is administered for: Grades 3–6 reading Grades 3–6 mathematics Grade 4 writing Grade 5 science

Spanish TAKS


6


SDAA II is aligned with TAKS and measures the degree to which students understand the TEKS. SDAA II measures the academic progress of students receiving special education services for whom TAKS, even with allowable accommodations, is not an appropriate measure of academic progress. These students are receiving instruction in the TEKS at Instructional Levels K–9 in reading, K–10 in mathematics, K–9 in writing, and 10 in ELA. SDAA II is administered for: Enrolled Grades 3–9 reading Enrolled Grades 3–10 mathematics Enrolled Grades 4 and 7 writing Enrolled Grade 10 ELA

State-Developed Alternative Assessment II (SDAA II)


7


A “functional” LDAA will no longer be an assessment option. The TAKS-Alternate (Alt) field tests have replaced the “functional” LDAA as an assessment option.

The SDAA II assessments do not include science, social studies, or Exit Level tests. When TAKS-I assessments are not appropriate, LDAAs are administered to students receiving special education services for: Grade 5 science Grade 8 science and social studies Grade 10 science and social studies Grade 11 (Exit Level) for English language arts, mathematics, science, and

social studies

Locally Determined Alternate Assessment (LDAA)

A TEKS-based LDAA measures the learning of a student receiving special education services when TAKS, TAKS-I, and SDAA II are not appropriate because the student requires non-allowable accommodations. These students must be given a TEKS-based LDAA if they are enrolled in grades where TAKS tests are administered.


8


Students who meet the participation requirements for TAKS-Alt MUST participate in the TAKS-Alt spring 2007 field tests.

Students taking TAKS-Alt must take all assessments as a TAKS-Alt. They are not allowed to take a combination of assessment levels.

TAKS-Alternate (TAKS-Alt) Field TestTAKS-Alt is an assessment designed for students with

significant cognitive disabilities. Unlike other state wide assessments in Texas, TAKS-Alt is not a traditional paper-and-pencil or multiple-choice test. Instead, the assessment involves teachers observing students as they complete teacher-designed activities that link to the grade-level TEKS curriculum. Teachers then score student performance using the TAKS-Alt rubric and submit results and evidence through an online instrument.


9


TELPAS is designed to assess the progress that limited English proficient (LEP) students make in learning the English language. TELPAS has the following components:

Reading Proficiency Tests in English (RPTE) are one part of TELPAS. RPTE measures annual growth in the English language proficiency of LEP students for:• Grades 3–12 reading

Texas English Language Proficiency Assessment System

(TELPAS)


10


Texas Observation Protocols (TOP) are also a part of TELPAS. These assessments enable teachers to holistically rate a LEP student’s English language proficiency level based on daily interactions and observations of the student during classroom instruction. TOP is administered for:

• Grades K–2 listening, speaking, reading, and writing

• Grades 3–12 listening, speaking, and writing


11


LAT is an alternative assessment process for students who are LEP exempt in mathematics and, therefore, eligible to participate in LAT administrations of the TAKS mathematics tests. LAT administrations are available for: Grades 3–8 mathematics Grade 10 mathematics

Linguistically Accommodated Testing (LAT)


12

Assessment Decision Considerations

All students have the right to be exposed to as much of the TEKS curriculum as possible to reach their academic potential.

Instructional decisions made by the ARD committee and documented in the IEP must always guide assessment decisions.

Each subject area is considered separately when making assessment decisions (except for those students who meet the participation requirements for TAKS-Alt).

Students working on or close to their enrolled grade level may benefit from being assessed with TAKS. TAKS should always be the first consideration when making assessment decisions.


13

Choosing the Appropriate Assessment for Students Receiving

Special Education Services in Subjects Tested by SDAA II


14

Choosing the Appropriate Assessment for Students Receiving Special Education

Services in Subjects Not Tested by SDAA II


15

Overview of Setting Appropriate Achievement Level Expectations for Students Taking SDAA II Reading and/or Mathematics


16

Overview of Setting Appropriate Achievement Level Expectations for Students Taking SDAA II Writing/ELA


17

Summary of Steps for Making Assessment Decisions and Setting Appropriate Achievement Level Expectations


18

LEP Students Who Receive Special Education Services


19

LEP Students Who Receive

Special Education Services

The ARD committee must include a school representative who is a member of the student’s LPAC.

ARD committees make assessment decisions for every student served by special education, including LEP students.


20

LEP Students Who Receive

Special Education Services Exemptions

ARD-exempt: An ARD committee exempts a student from SDAA II or TAKS-I for reasons associated with the student’s special education needs

LEP-exempt: An ARD committee exempts a student from state assessments for reasons associated with the student’s limited English proficiency


21

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 95-96 of the ARD Manual.


22

Student Success Initiative

Grades 3 & 5

Extends to Grade 8 next year.


23

Student Success Initiative (SSI)

In addition to the GPC manual, the SSI section of the website also includes sample forms, parent notification letters, and periodic updates about the program.

This Student Success Initiative (SSI) section of the ARD manual provides a summary of the grade advancement requirements as they pertain to students served by special education.

`

For more information about the grade advancement requirements of the Student Success Initiative for all students, including those receiving special education services, consult the Grade Placement Committee Manual for Grade Advancement Requirements of the Student Success Initiative (GPC manual) located on the TEA website at tea.state.tx.us/student.assessment


24

SSI Important Information to Review

SSI Grade Advancement Requirements for Students Served by Special Education

Reference Manual Page 74

SSI General FlowchartsReference Manual Pages 76-78

SSI Flowcharts for Students Served by Special EducationReference Manual Pages 80-82


25

SSI Important Information to Review

Students Who Take an LDAA or the TAKS-Alt field tests for Reading and/or MathReference Manual Page 83

Student ScenariosReference Manual Page 84

SSI Questions and AnswersReference Manual Pages 97-99


26

Dyslexia Bundled Accommodations

For students using the dyslexia bundled accommodations, the state will provide the documents in a pre-bundled format to ensure that the test extends over a two day period.

This option is only available for Grades 3-8. Option may be extended to other grade levels at a later date.

This accommodation is for students taking TAKS only.

Proper nouns, two day testing period, and orally read questions and answer choices


27

Benchmarks & Released Tests

Assign small groups and oral administrations to the administrator that you plan to have do it for the live administration.

Practice should match reality.

At each campus the released test environment should mirror the real test as much as possible.


28

Non-Negotiables

Continue to send all special education teachers to the same training where you send your general education teachers. Also include them in all training offered by intervention specialists.

Change to the academic coach model for every possible student.

If you have a student that needs an accommodation not listed as allowable, you must request the use of that accommodation through TEA. Contact your campus testing coordinator who will contact Laurie O’Donnell.

Give all released tests to every student to see how he/she can perform on this kind of

assessment. Use these data to support your ARD

decisions.


29

The New Paradigmfor all students

2007-2008

TAKS – M. . . . . . . . . . . . 2%

TAKS – Alt. . . . . . . . . . . . 1%

TAKS / TAKS - I. . . . . . . . 97%

This is by district percentage not by campus and / or grade.


30

2007-2008 Assessment of Students with Disabilities

2007-2008 Assessment of Students with Disabilities

USDE Requirements for the Assessment of Students with

DisabilitiesState Assessments

General Assessment TAKS

General assessment with accommodations (97%)

TAKS with allowable accommodations

Alternate assessment based on grade-level achievement standards

TAKS-Inclusive (TAKS-I)

Alternate assessment based on modified grade-level achievement standards (2%)

TAKS- Modified (TAKS-M)(pending final regulations from

USDE)

Alternate assessment based on alternate achievement standards (1%)

TAKS-Alternate (TAKS-Alt)


31

Appropriate assessment for all general education students

– Appropriate assessment for all special education students that are either mainstreamed, full inclusion, SI, OHI, ED and/or LD, etc.

– Appropriate assessment for any special education student working at or one to two instructional levels below grade level

TAKS / TAKS – I (97%)

Description & Participants

•Texas Assessment of Knowledge and Skills


32

TAKS / TAKS – IAppropriate Accommodations

(97%)

Large print should only be used with visually impaired students. Please do not order these tests for students that ‘might’ do better with a larger font.

Braille tests must be ordered well in advance (2-3 months).

Any accommodation considered for testing should be used routinely in

class with the student


33

TAKS / TAKS – I Appropriate Accommodations Cont. (97%)

Signing/translating oral instructions and writing prompt Colored transparency/magnifying device/place marker Small-group/individual administration Large print/Braille 3rd grade may receive reading assistance for math Alternate methods of response (If a student has a

temporary or permanent disabling condition that interferes with his or her ability to record the answer, the student may orally respond and the transcriber must transcribe the answer verbatim.)

Accommodation Request Form

Only examinees served by special education or 504 may receive oral administration of the TAKS / TAKS-I, oral administration is different from reading assistance.


34

TAKS-I (97%)TAKS Inclusive

Description and Participants

This test is an actual TAKS test with a different format:

field test items removed, larger font, more white space per page, and fewer questions per pageAppropriate assessment for only special education studentsAppropriate assessment for students working on or 1-2 instructional levels below assigned grade level

In 2007-2008 TAKS-I will be available for all grades and all subjects.

Developed for grades and subjects not tested by SDAA II


35

TAKS Inclusive (TAKS-I) Cont.

The TAKS-I results will not be included in the state accountability base indicators used for district and campus ratings in 2007.

Expanded Accommodations

Students two grade levels below at Achievement level 2 or 3 should be strongly considered to take TAKS-I

TAKS – I scoring is equivalent to TAKS.


36

TAKS – I

acceptable

accommodations

are the same as

TAKS


37

TAKS-M (2%)TAKS Modified

Description and Participation

Appropriate assessment for students working well below grade level—2 or more instructional levels

Appropriate assessment for high functioning life skills students

This test will take the place of the SDAA II; however, it will only be available to

2% of the tested population


38

Same content as TAKS but reduced in breadth and depth

Reading assistance

Simplified vocabulary *Pending USDE regulations Simplified sentences not currently availableFewer steps

Different formatLarger fontMore white spaceFewer questions per pageOnly three answer choices

TAKS – M *Description Continued


39

TAKS-Alt (1%)TAKS Alternative

Description and Participation

This test is not a paper-pencil test for students. Rather, it is a structured activity, designed by the teacher using essence statements as a guide. The teachers record and submit observations.

DISD is training a core team in TAKS-Alt.Appropriate assessment for students

working on functional IEPs or those that cannot take a paper/pencil test (e.g., IMPACT, START, some SLC)


40

Late-Breaking news on the TAKS-AltDuring the November 7, 2006 TETN regarding the Texas Assessment of Knowledge and Skills–Alternate (TAKS–Alt), a PowerPoint was presented that is now available for viewing on the TAKS–Alt Resource Page at http://www.tea.state.tx.us/student.assessment/resources/taksalt/index.html

Some information regarding selection of the essence statements was given during that presentation and now has been updated.

For the TAKS–Alt field test beginning on January 8, 2007 and ending on April 13, 2007, teachers will be able to select only one essence statement from each objective. For example, if the state-required essence statements are from Objectives 1 and 3, teachers could only choose from Objectives 2, 4, 5 and 6 for their teacher-selected essence statements. The only exception to this is Grade 9 Reading which contains only 3 objectives. For this grade and subject, teachers will have one objective that requires two essence statements to be selected.

No math clusters will be provided on the field test, therefore teachers can select essence statements from any of the objectives other than the two objectives that are state required.

During the operational TAKS–Alt administration in August 2007-April 2008, the state-required essence statements may vary from those selected in the field test. A list of the operational test essence statements will be posted in early summer, so that teachers will have the complete list of options at the beginning of the 2007-2008 school year.

Additional TETN presentations have been scheduled to provide more information regarding TAKS–Alt.January 9, 2007 1:00 -3:00 P.M. – Event #24582 - Training Module 4January 30, 2007 1:00 -3:00 P.M. – Event #24635 - Preparation for 2007 Field Test and

opportunity to ask questions


41

Alternate Assessment Based on Alternate Achievement Standards

(1%)

Activities aligned to the enrolled grade-level TEKS

Online observation/documentation instrumentState-selected activities Teacher-selected activitiesRubric

Online training

TAKS-Alternate (TAKS-Alt)


42

SDAA II Implicationsfor Spring 06-07 school year

Any student on grade level or one grade level below should take TAKS, TAKS-I on grade level. Those students are not subject to the cap .

Any student taking an off grade level SDAA II is subject to the 2% cap for AYP.

Consider putting all other SDAA II examinees if possible on grade level at achievement level I.

Students placed at Out of District facilities should take SDAA II.

AYP cap going from 3% to 2%


43

LDAA Recommendations

Some students will continue to need to take an LDAA instead of the TAKS-Alt.

Continue to consider every DISD student for taking at least one SDAA II subject area test. You also need to consider that these students will count in the 2% and not the 1%, so be very judicious with this choice.

Choose a grade level commensurate to functioning level and consider predicting an achievable achievement level. Primary consideration for:

IMPACT, START, some SLC students

Most LDAA takers will take TAKS-Alt this year. Each student will count as a participant, but

will count as a failure for performance for AYP.


44

TAKS

PASSEDDID NOT

PASS

TAKS SDAA II

(on level)TAKSTAKS-I

If a student took _______________ last year.


45

If a student took _______________ last year…

III II I

III II I

2007-08

2007-08 2007-08

2007-08 2007-08

2007-08 2007-08

2007-08 2007-08 2007-08

SDAA II

Consider

TAKS

On Level

SDAA II w/

Achievement

level II or III

On level SDAA II

Achievement

Level I

On Level

or 1 instructional

level below

Off Level

(2 or more

instructional

levels)

Met ARD

expectations

Consider on

level SDAA II

or 2 instructional

levels higher at

achievement

level I

One instructional level

higher at an acheivement

level 2

or two instructional levels

higher at achievement

level I

Did Not Meet

ARD

expectations

Consider on

level SDAA II

or 2 instructional

levels higher at

achievement

level I

One

instructional

level higher at

an acheivement

level 2

ortwo

instructional

levels higher at

achievement

level I

Next

instructional

level higher at

achievement

level 1

oron instructional

level at

instructional level I

Met ARD expectations

Consider on level SDAA II

or 2 instructional levels higher at achievement

level I

One instructional level higher at an achievement

level I

Did Not Meet ARD

expectations

TAKSor

TAKS - ITAKS - I

TAKS - I TAKS - M

TAKS - M


46


III II I

2007-08 2007-08

2007-08 2007-08 2007-08

SDAA II

Consider TAKS

On Level SDAA II w/ Achievement level II or III

On level SDAA II Achievement

Level I

On Level

or 1 instructional

level below




level I

One instructional level higher at an acheivement

level 2

or two instructional levels higher at achievement

level I

Did Not Meet ARD

expectations

TAKS

or TAKS - I

TAKS - I


47


III II I

2007-08

2007-08 2007-08

2007-08 2007-08

SDAA II

Off Level (2 or more

instructional levels)



level I

One instructional level higher at

an acheivement level 2

ortwo

instructional levels higher at achievement

level I

Next instructional level higher at achievement

level 1

oron instructional

level at instructional

level I




level I

One instructional level higher at an achievement

level I

Did Not Meet ARD

expectations

TAKS - ITAKS - M

TAKS - M


48

2007-08 2007-08

LDAA

TAKS-Alt LDAA

TAKS -ALT



49

Scenario 1

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


50

Scenario 2

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


51

Scenario 3

If a Life Skills student took SDAA II well below grade level last year, consider giving them the TAKS-Alt field test.


52

Directions for printing certificate

FilePrintSlides: 53Print and sign nameTurn in ONLY slide 53 to your lead teacher by December 15


53

Certificate of Completion

My signature below indicates that I have viewed the ARDC Decision Making PowerPoint and understand my responsibilitiesassociated with the Texas Assessment Program as it relates to ARDC decision making.

Printed Name: ______________________

Signature: ______________________ (Signature)

Completed on this day: __________________

Campus: _______________

Print and complete this certificate and turn into the lead teacher on your campus.

Date post:	01-Apr-2015
Category:	Documents
Upload:	savannah-leyman
View:	225 times
Download:	1 times

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

Documents