2012 ard committee training elem, int, ms

ARD COMMITTEE TRAINING
FOR THE 2012–2013
TEXAS ASSESSMENT PROGRAM
Presented at TETN #14279
August 22, 2012

OVERVIEW OF THE
TEXAS ASSESSMENT
PROGRAM
Texas Education Agency's Student Assessment Division 2

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.

What STAARAssessments 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/
4

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/.

MAKING THE STATEWIDE
ASSESSMENT DECISION

7
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
accommodations
STAAR
TAKS
TAKS
(Accommodated)
Through modified
TEKS-based
instruction
STAAR Modified
TAKS–M
Through
prerequisite skills
STAAR Alternate

What does “access” mean?
 Access = a means of approach… how a teacher exposes a
student to the grade-level/course TEKS
Instructional Focus Instructional
Approach
Instructional
Examples
Instruction covers all of
the required curriculum
Accommodations Extra time, formatting
changes, small group,
manipulatives, spelling
assistance, transcribing

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)

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.

The First Consideration = the GeneralAssessment
 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.

The First Consideration = the GeneralAssessment
 ARD committees must understand
 What statewide assessments are required and
available
 Assessed TEKS Readiness vs Supporting
Standards
 Design and format of each statewide
assessment
 Accommodation policies
 Implications of taking a particular statewide
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 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.

PARTICIPATION
REQUIREMENTS
STAAR MODIFIED
STAAR ALTERNATE
TAKS–M

STAAR Modified and STAAR Alternate

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).

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.

Step I: Review the Eligibility Criteria
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
 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

STAAR 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?

 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.

 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.
Texas Education Agency's Student
22
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.

 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 in the IEP of why student cannot
participate in general assessment with or without
allowable accommodations, AND…

 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.”

 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.

 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.
 AYP Caps (2% or 3%) are not a part of the decisions

 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).

 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

•Students on minimum plan must start
their college journey at a community
college or trade school &
•Students on a minimum plan are not
eligible for some State Financial aide
(TEXAS GRANT)

 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.
For high school students, these courses
are denoted by a special PEIMS code for
each course required on the MHSP.

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.

33
• 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.

FACTORS TO CONSIDER
WHEN MAKING STATEWIDE
ASSESSMENT DECISIONS

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.

FREQUENTLY ASKED
QUESTIONS

1. What if the assessment decision made at a previousARD
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.

 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
38

3. Can theARD 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.

4. Must theARD committee address the STAAR Modified
and STAARAlternate 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.

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.”

ACCOMMODATION RESOURCES
•When considering an accommodation,
please read the entire page to make
sure you understand the intent
•&
•Ask students for feedback periodically
to see how they feel about the
accommodation

Contact Information and Resources
• Cheryl Villanueva
• Godley ISD Testing Coordinator
• 817-373-3207
• cvillanueva@godleyisd.net
• Student Assessment Division
▫ Phone: (512) 463-9536
▫ FAX: (512) 463-9302
▫ E-mail: assessment.studentswithdisabilities@tea.state.tx.us
• 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

2012 ard committee training elem, int, ms

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