accommodations for student assessment revised ard decision making process

Accommodations for Student Assessment Revised ARD Decision Making Process

Type your school name here

Presenters Name Here

Today’s Purpose

To provide an update of the Accommodations Manual To provide an update of the revised manual to

seasoned ARDC trainers.

To emphasize critical concepts in the process of making appropriate assessment decisions for students receiving special education services.

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RemindersThis session does not replace the need for

you to thoroughly read the

2008-2009 Accommodations Manual

“Revised ARD Committee Decision-Making Process for the Texas Assessment Program – Reference Manual for the 2008-2009 Testing Year”

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Who Needs to be Trained District Level

Superintendents Testing coordinators Curriculum directors Special education administrators Bilingual/English as a Second Language (ESL)

coordinators

Campus Level Principals and other administrators Testing coordinators Test administrators Educational Diagnosticians Licensed Specialists in School Psychology Counselors Teachers Special education staff Bilingual/ESL staff Parents

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2008-2009

Components of the 2008–2009 Texas Student Assessment ProgramTexas Assessment of Knowledge and Skills (TAKS)

measures a student’s mastery of the state-mandated curriculum, the Texas Essential Knowledge and Skills (TEKS).

TAKS includes a form called TAKS (Accommodated) for students receiving special education services who meet the eligibility criteria for specific accommodations. This is a general assessment based on the same grade-level academic achievement standards as TAKS. The TAKS (Accommodated) form includes format changes (larger font, fewer items per page) and contains no embedded field-test items. TAKS Accommodated) is administered in the same grades and subjects as TAKS, including all retest opportunities.Provided by: Education Service Center Region XI

• 3001 North Freeway • Fort Worth • Texas • 76106 • www.esc11.net 7

Components of the 2008–2009 Texas Student Assessment ProgramTAKS, including TAKS (Accommodated), is

administered in English forGrades 3–9 readingGrades 3–10 and exit level mathematicsGrades 4 and 7 writingGrade 10 and exit level English language arts (ELA)Grades 5, 8, 10, and exit level scienceGrades 8, 10, and exit level social studies

TAKS, including TAKS (Accommodated), is administered in Spanish forGrades 3–6 readingGrades 3–6 mathematicsGrade 4 writingGrade 5 science

Provided by: Education Service Center Region XI • 3001 North Freeway • Fort Worth • Texas • 76106 • www.esc11.net 8

Components of the 2008-2009 Texas Student Assessment ProgramTAKS–Modified (TAKS–M) is an alternate

assessment based on modified academic achievement standards and is designed for students receiving special education services who meet participation requirements for TAKS–M. Each test covers the same grade-level content as TAKS, but TAKS–M tests have been changed in format (larger font, fewer items per page, etc.) and test design (fewer answer choices, simpler vocabulary and sentence structure, etc.).


Components of the 2008-2009 Texas Student Assessment ProgramTAKS–M is administered at the same

grades and subjects as TAKS, with Student Success Initiative (SSI) retest opportunities offered beginning in spring 2009. Students who take TAKS–M are still eligible to receive the benefits of SSI such as accelerated instruction and remediation as appropriate. However, retest opportunities for grade 11 will not be available for TAKS–M.


Components of the 2008-2009 Texas Student Assessment ProgramTAKS–Modified (TAKS–M)

According to federal regulations, students who take TAKS–M are not held to the same graduation requirements as students who take TAKS.

Because of these students’ disabilities, their IEP Teams [ARD committees] are reasonably certain they will not achieve grade-level proficiency within the year covered by their

IEPs.” 72 Fed. Reg. 17749 (April 9, 2007)


Components of the 2008–2009 Texas Student Assessment Program TAKS–Alternate (TAKS–Alt)An alternate assessment based on alternate academic

achievement standards Administered at the same grades and subjects as TAKSDesigned for students with significant cognitive

disabilities receiving special education services who meet the participation requirements.

Not a traditional paper or multiple-choice test Involves teachers observing students as they complete

state-developed assessment tasks that link to the grade-level TEKS curriculum

Teachers evaluate student performance based on the dimensions of the TAKS–Alt rubric

Teachers submit results through an online instrumentSSI and grade 11 retests are not applicable to this

population of students or this form of assessment.Provided by: Education Service Center Region XI • 3001 North Freeway • Fort Worth • Texas • 76106 • www.esc11.net 12

Components of the 2008–2009 Texas Student Assessment Program Linguistically Accommodated Testing (LAT)An assessment process for recent immigrant

English language learners (ELLs) who are granted a limited English proficiency (LEP)exemption from TAKS under state law but are required to be assessed in certain grades and subjects under the federal No Child Left Behind Act (NCLB). LAT administrations are available forGrades 3–8 reading and grade 10 ELAGrades 3–8 and 10 mathematicsGrades 5, 8, and 10 science


Components of the 2008–2009 Texas Student Assessment Program LAT administrations are available for LEP-

exempt recent immigrant ELLs receiving special education services for whom TAKS, including TAKS Accommodated), and TAKS–M are appropriate.

Spanish-version LAT forms are available for TAKS, including TAKS (Accommodated), in grades 3–6 but are not available for TAKS–M.


Components of the 2008–2009 Texas Student Assessment ProgramTexas English Language Proficiency

Assessment System (TELPAS) assesses the progress that ELLs make in learning the English language. TELPAS is composed of holistically rated assessments and multiple-choice assessments. The TELPAS holistically rated assessments are based on student observations and written student work. These assessments are administered for

Grades K–1 listening, speaking, writing, and reading Grades 2–12 listening, speaking, and writing

The TELPAS multiple-choice reading assessments for grades 2–12 will be administered as an online testing program beginning in spring 2009.

Provided by: Education Service Center Region XI • 3001 North Freeway • Fort Worth • Texas • 76106 • www.esc11.net15

Student Success Initiative Students who take TAKS, TAKS (Accommodated), and

TAKS–M are part of the SSI grade advancement requirements.

TAKS–Alt will continue to be unaffected by the SSI requirements because the testing window is January 5–April 10, 2009, and multiple testing opportunities are already part of the TAKS–Alt process.

English language learners (ELLs) who participate in LAT are not subject to SSI requirements.


Student Success Initiative However, non-exempt ELLs who take TAKS,

including TAKS (Accommodated), in English or Spanish, or TAKS–M are subject to the SSI grade advancement requirements.

In the case of a student receiving special education services, the ARD and the language proficiency assessment committee (LPAC) should collaborate to determine appropriate assessment options.


Student Success Initiative A student who takes TAKS, TAKS (Accommodated), or TAKS–

M is allowed three testing opportunities to meet the passing standard.

If the student does not meet the passing standard, a GPC is formed to develop an accelerated instruction plan (AIP) and make promotion decisions for the student. For students receiving special education services, the ARD committee functions as the GPC.

The role of the ARD committee in making decisions about students subject to SSI requirements is defined in the following Texas Administrative Code 101.2003. (See page 32.) Provided by: Education Service Center Region XI


Texas Student Assessment Texas Student Assessment Program Program

2008 - 20092008 - 2009Accommodations ManualAccommodations Manual

Guidelines for Selecting, Administering, and Guidelines for Selecting, Administering, and Evaluating the Use of Accommodations Evaluating the Use of Accommodations

for All Studentsfor All Students

Provided by: Education Service Center Region XI • 3001 North Freeway • Fort Worth • Texas • 76106 • www.esc11.net

Purpose of Manual To provide guidance in selecting, administering, and

evaluating the use of accommodations in instruction and assessment to ARD committees,Section 504 committees,LPACs,administrators, and district/campus-level assessment staff.


Purpose of Manual To help districts understand the importance of:

Achieving grade-level academic standards Learning about accommodations for assessment Selecting accommodations for assessment of

individual students Administering appropriate accommodations

during assessment Evaluating and improving accommodations use

Achieving Grade-Level Academic

Content Standards



Achieving Grade-Level Academic Content Standards The Texas Student Assessment Program is designed to

reflect the rigor of the TEKS and meet federal and state requirements for holding schools accountable for helping students achieve grade-level academic content standards. Assessments must meet requirements of NCLB (2001), IDEA (2004), Section 504 of the Rehabilitation Act (1973), and Texas Education Code.

Learning About Accommodations for Assessment

Provided by: Education Service Center Region XI • 3001 North Freeway • Fort Worth • Texas •

76106 • www.esc11.net


Learning About Accommodations for AssessmentWhy are accommodations needed?

To provide equitable access to grade-level curriculum during instruction and assessment for all students,

To reduce or eliminate the effects of the student’s disability or limitation on without reducing learning expectations,

To give students accommodations they will need at home, in the community, in post secondary studies and the workplace.

It is critical to note that although some accommodations may be appropriate for instructional use, they may not be appropriate to use on a standardized assessment.



Four Accommodations Categories –

1. Presentation (P) – allow students to access information in alternate formats to regular print. These alternate modes of access include auditory, multi-sensory, tactile, and visual

2. Response(R) - allow students to complete activities, assignments, and assessments using methods other than paper-and-pencil or machine-scorable responses. May also include allowing students to solve or organize problems using some type of supplemental aid (e.g., multiplication chart, blank graphic organizer).



Four Accommodations Categories (continued)

3. Setting (S)- change the location in which a test or assignment is given or the conditions of the assessment setting.

4. Timing and Scheduling (T)- increase the standard length of time to complete an assignment or assessment or possibly change the way the time is organized.

Selecting Accommodations for Assessment of

Individual Students

Provided by: Education Service Center Region XI • 3001 North Freeway • Fort Worth • Texas •

76106 • www.esc11.net


Selecting Accommodations for Assessment of Individual Students

Educators must be knowledgeable about the TEKS and state and district assessments to ensure that students with disabilities are engaged in standards-based instruction and assessment.


Selecting Accommodations for Assessment of Individual StudentsEffective decision making about the provision

of appropriate accommodations begins with making good instructional decisions.

Making appropriate instructional decisions is facilitated by gathering and reviewing good information about the student’s disability or linguistic needs and present level of performance in relation to the TEKS.



Decisions should be based on individual needs, not for a whole class or a particular disability.

Selection is more than checking boxes on “compliance” documents.



Teachers, parents, students, ARDC members, and/or LPAC committee in coordination with appropriate school and district personnel select accommodations for instruction and assessment.

Questions to guide the selection of appropriate accommodations are on pages 22-23 of the Accommodations Manual.



Plan how and when the student will learn to use each new accommodation.

Be certain there is ample time for the student to learn to use instructional and assessment accommodations before an assessment takes place.

Plan for ongoing evaluation and improvement of the student’s use of accommodations.

Teacher Tools 1, 2, and 3 in Appendix C provide additional assistance in selecting appropriate accommodations.


Selecting Accommodations for Assessment of Individual Students Documenting Accommodation Use

Decisions to use specific accommodations should take into account the needs of the student and whether the student routinely receives the accommodation in classroom instruction and testing.

Documentation for students receiving special education services or Section 504 services must be in the student’s IEP or individual accommodation plan (IAP).

Linguistic accommodations for a LEP-exempt student must be documented by the LPAC and kept in the student’s permanent record.

Documentation for other students should be kept according to local policies.

Selecting Accommodations for Assessment of Individual StudentsDocumenting Accommodation Use

Accommodations approved for use on statewide assessments must be recorded by category on the scorable document.

For ELLs receiving special education services, the ARD and the LPAC should work together to determine how best to address each student’s linguistic and special education needs during instruction and assessment.

When an accommodation requires the submission and approval of an Accommodation Request Form, documentation should specify that the accommodation may only be used on state assessment pending approval from TEA.



Selecting Accommodations for Assessment of Individual StudentsInvolving Students in Selecting, Using and Evaluating

Accommodations For success in school and life it is critical for all students to

understand their strengths and weaknesses and learn self advocacy strategies.

Student will more likely use accommodations if they’re involved in selecting, using and evaluating allowable accommodations.

Students need opportunities to learn which accommodations are most helpful to them and how to make use of those in their classes.

More information about involving students in accommodation decisions is reflected in Teacher Tools 3 & 5 in Appendix C.


Selecting Accommodations for Assessment of Individual StudentsAccommodations by Category Charts describe accommodations, eligible tests, conditions

for use, and Accommodation Request Form requirements.

Presentation Accommodations – Pages 25 - 28Response Accommodations – Pages 29 - 33Setting Accommodations – Page 34Timing and Scheduling Accommodations – Pages 35 – 36


These abbreviations represent the accommodation category that should be bubbled on the scorable document. In most cases, the abbreviation will correspond to the four accommodation categories of presentation, response, setting, and timing and scheduling (P, R, S, or T). For large print, braille, the Dyslexia Bundle, and oral administration, though, the test administrator will bubble LP, BR, DB, and/or OA, respectively. It is not necessary to bubble any other category unless the student received additional accommodations.

For online administrations, the test administrator would record the accommodation category after testing is completed.


Checkmarks indicate whether an accommodation may be used by an eligible student during TAKS, TAKS (Accommodated), TAKS–M, or 2-12 TELPAS reading administrations. In most cases, the accommodations listed for TAKS, TAKS (Accommodated), and TAKS–M are available for eligible students who participate in LAT administrations of these assessments.


The asterisk means that this accommodation is applicable only for paper administrations of grades 2-12 TELPAS reading tests.


Eligibility for use of accommodations is described by the conditions listed below each accommodation.

In some cases, it is the responsibility of the school to determine whether the student meets these conditions. If the conditions are met, no request is required.

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Italicized text appears when an accommodation requires the submission and approval of an Accommodation Request Form prior to student use. Read this text carefully since the submission of a request applies to specific groups of students (e.g., certain grades only).


Some accommodations (DB, OA) have specific eligibility criteria found in the appendix that students must meet in order to use the accommodation. In these cases, eligibility is determined locally and no Accommodation Request Form is required.

Key Changes to Accommodation

Policy


Large Print (page 25)No changes to policy Separate eligibility page has been deleted

and information has been included in the “Accommodations by Category” chart

Accommodation Request Form is not required if a student has a visual impairment and routinely uses large-print materials in the classroom


Reading Aloud Questions and Answers on TAKS-M Reading (p.27)An accommodation beginning this year

No longer a required part of test administrationARD committees have determined student need and routine

use

Not necessary to convene a special ARD committee meeting to address this accommodation, but at next scheduled meeting ARD committees must determinewhether this accommodation is necessary if student needs all test questions and answer choices read or

if the accommodation will be provided as needed per student request

An Accommodation Request Form is not required.Provided by: Education Service Center Region XI • 3001 North Freeway • Fort Worth • Texas • 76106 • www.esc11.net

Sign/Translate Directions (p.28) Included once again as an allowable accommodationNo policy changesDirections given orally before or after test may be

signed to a student who is deaf or hard of hearingtranslated into the native language of a student

with limited English proficiencyAn Accommodation Request Form is not requiredTranslating directions into native language of student is not

considered an accommodation for an ELL taking TELPAS reading


Other Methods of Response (p. 29) Clarifying language included to explain role

of scribe during different administrations Written compositionOpen-ended reading responsesComputation and notes


Spelling Assistance (p. 30)This accommodation not allowed on revising and editing This accommodation applies only to written composition (4

& 7 writing, 10 & 11 ELA) and open-ended reading responses (9 reading)

TAKS (Accommodated) and TAKS-M Grade 4: word lists allowed per ARD committee decision

and no Accommodation Request Form required Grades 7, 9, 10, 11: various types of spelling assistance

allowed per ARD committee decision and no Accommodation Request Form required


Required dictionaries/thesaurus for certain grades and subjects are not considered Required dictionaries/thesaurus for certain grades and subjects are not considered an accommodation but a required part of test administration proceduresan accommodation but a required part of test administration procedures

Calculation Devices (p. 31)Specific conditions must be met

Disability affecting math calculation, not reasoningDisability affecting physical reproduction of numbers

TAKS (Accommodated)Accommodation Request Form required for grades 3-6

mathematics and 5 science ARD committee decision and no Accommodation

Request Form required for 7-8TAKS-M

ARD committee decision and no Accommodation Request Form required for 3-8


Required calculators for certain grades and subjects are not considered an Required calculators for certain grades and subjects are not considered an accommodation but a required part of test administration proceduresaccommodation but a required part of test administration procedures

Manipulatives (page 32)Assists students with visualizing abstract conceptsMust serve as a tool, meaning manipulative cannot provide

direct answers to the TEKS being testedList of manipulatives that are allowable for eligible students

in the “Accommodations by Category” chart TAKS (Accommodated)

Accommodation Request Form required for all grades if the aid is not listed

TAKS-M ARD committee decision and no Accommodation Request

Form required for all grades


Extended Time (2 days to test) (p. 35)Clarification to policy only

Approved only for small number of students in unique situations

Accommodation Request Form required for all students taking any assessment

Prior to submitting an Accommodation Request Form, schools should consider other, less restrictive accommodations (e.g., individual

or small-group administration, frequent breaks, dividing test into short sections, use of a scribe, oral administration if eligible)

the assessment the student is taking (i.e. format changes, fewer items)

If a student is approved for two-day testing, specific procedures must be followed in order to maintain test security and confidentiality



Selecting Accommodations for Assessment of Individual StudentsTAKS-Alt Testing Accommodations

Students assessed with TAKS Alt may have whatever accommodations and supports are routinely and successfully used for the student to access grade-level content and be as independent as possible. Supports should not alter the complexity level of the assessment task.

Examples of TAKS-Alt Presentation Supports/Materials- p. 37

Supplemental Aids (page 32)Student must be able to understand content but needs

assistance recalling some of itMust be a tool, meaning aid cannot provide direct answers to

the TEKS being testedSeparate appendix lists aids that are allowable for eligible

students for TAKS (Accommodated) without an Accommodation Request Form (Appendix F, pages 101-103)

TAKS (Accommodated) - Accommodation Request Form required for all grades if the aid is not listed in appendix

TAKS-M - ARD committee decision and no Accommodation Request Form required for all grades




Accommodations Request Process (Appendix D pages 81 – 90 )

Accommodation Request Process

The District Testing Coordinator is responsible forreviewing and submitting to TEA only those

Accommodation Request Forms (ARF) that are necessary and appropriate according to the information in the Accommodations Manual,

providing information about accommodations to campus testing coordinators and/or school personnel, and

answering questions from schools. Provided by: Education Service Center Region XI • 3001 North Freeway • Fort Worth • Texas • 76106 • www.esc11.net



Requests may be submitted for accommodations not covered in this manual accommodations that require the submission

of an ARF as indicated by italicized textstudents who do not meet the listed conditions

but have such a unique situation that the use of the accommodation may be needed

Submit Accommodation Request Forms online starting December 2008by faxE-mail: [email protected] by mail in rare situations


Objective Evidence shouldbe provided with every request clearly indicate why the student needs the

accommodationbe individualized, specific, and relevant

Never include confidential student information (e.g., first and last name, social security, etc.)

Request must be received by TEA at least two weeks prior to testing to ensure enough time to respond

If an accommodation requires the submission of an Accommodation Request Form, the student may not use the accommodation unless approved by TEA



Administering Assessments with Accommodations

Accommodations During Assessment Ensure that test administrators:

know what accommodations each student will use, and

how to administer the accommodations properly.

Staff administering accommodations must adhere to specific guidelines so that the student scores are valid.

All educators must know and understand the requirements, procedures and consequences related to administering district and state assessments, including the use of accommodations.


Evaluating and Improving the Use of AccommodationsCollecting and analyzing data on the use and

effectiveness of accommodations helps ensure the meaningful participation of all students in state and district wide assessments.

Campus or district data may reveal questionable patterns of accommodations use or may support the continued use of some accommodations but require the rethinking of others.

Examination of data may indicate areas in which personnel need additional training or support.


Evaluating and Improving the Use of Accommodations

Districts may also want to gather information at the student level to evaluate the use of accommodations through ARD, LPAC, and Section 504 committees.

Observations, interviews, test results, and other data can be used to guide the formative evaluation process and decisions at the district, campus and student level.

Linguistically Accommodated Testing (LAT)

Detailed information about linguistic accommodations is included in this year’s accommodations manual.

The LAT process is used to meet federal testing requirements for math, science, and reading/ELA tests administered in grades 3–8 and 10.


Beginning in 2009, TELPAS reading tests for grades 2–12 will be administered as an online testing program

In rare instances a student may need an accommodation not available in an online administration

A paper test booklet may be used in such cases if approved by TEA

An Accommodation Request Form must be submitted to request a paper administration

At least 2 weeks are needed for TEA to process the request; approximately 1 additional week is needed for ordering and shipping approved paper materials


TELPAS Reading Online


Appendix A Participation Requirements, by AssessmentTAKS-M Participation Requirements (Page 59)

TAKS-Alt Participation Requirements (Page 60)

LAT Participation Requirements (Page 61)

TELPAS Participation Requirements (Page 62)


Appendix B – Eligibility Criteria for Specific Accommodations

Dyslexia Bundled Accommodations – TAKS and TAKS (Accommodated) Reading (Pages 65-66)

Oral Administration – TAKS, TAKS (Accommodated) and TAKS – M in Mathematics, Science and Social Studies (Pages 67-68)


Appendix C – Teacher Tools

Teacher Tool 1: Accommodations at a Glance (p. 71-72) Teacher Tool 2: Guidelines When Selecting Accommodations (p.

73) Teacher Tool 3: Access Needs that May Require Accommodations

(p. 74-75) Teacher Tool 4: Logistics Planning Checklist (p. 76) Teacher Tool 5: Accommodations from the Student’s Perspective

(p. 77) Teacher Tool 6: Assessment Accommodation Plan (p. 78) Teacher Tool 7: Assessment Accommodation Agreement (p. 79)


Accommodations Request Process (pages 83 – 86)

Sample and blank Accommodation Request Form (pages 87 – 89)

Appendix D – Accommodations Request Process

General Instructions for Administering Braille and Large-Print Tests (pages 93 – 97)


Appendix E – General Instructions for Braille and Large-Print Tests

Appendix F – Examples of Allowable Supplemental Aids for TAKS (Accommodated)


TAKS Point Sizes (page 107)

TAKS (Accommodated) Point Sizes (page 108)

TAKS – M Point Sizes (page 109)

Appendix G – Point Size and Font Matrix

Appendix H – GlossaryTerms Defined as Used in the Texas Student

Assessment Program (pages 113 – 116)



Appendix I – ResourcesResource list (page 119 – 121)

TAKS Information Booklets TELPAS Reading Information Booklet Grade Placement Committee (GPC) Manual LPAC Decision-Making Process for the Texas Assessment Program

Procedural Manual TAKS Study Guides ARD Decision-Making Process for Texas Assessment Program

Manual TEA website information

TAKS-M and TAKS-Alt pages Technical Digest Interpreting Assessment Reports

Assessment Decisions for the

Special Education Student

Assessment DecisionsTexas Student Assessment Program:

reflects rigor of the TEKS curriculum

seeks to include as many students as possible in TAKS

provides alternative assessments for students whose academic achievement and progress cannot be measured appropriately by TAKS


Assessment DecisionsTAKS (including TAKS Accommodated) should be the

assessment administered to the majority of students

Districts, campuses, and classroom teachers are responsible to provide instruction, opportunities, and support to students to promote success on the general curriculum

All students have the right to be exposed to as much of the TEKS curriculum as possible so that they can reach their academic potential)


Assessment Decisions

TAKS -M and TAKS-Alt have specific participation requirement that must be carefully considered

The participation requirements describe the type of grade-level instruction of the TEKS (modified or accessed through prerequisite skills)


Assessment DecisionsFederal Requirements for the

Assessment of Students with Disabilities

State Assessments

General assessment (with or without accommodations)

TAKS, including TAKS (Accommodated)

Alternate assessment based on modified academic achievement

standards (2%) TAKS–M

Alternate assessment based on alternate academic achievement

standards (1%) TAKS–Alt


Assessment DecisionsARD Committees must choose the assessment

that best matches the educational needs of each student.

ARD Committees should promote high expectation in determining annual measurable goals documented in each student’s IEP.

Academic instructional decisions documented in the IEP must always guide assessment decisions.

Assessment decisions should be based on the IEP, CSR, and other relevant information.


Assessment DecisionsAssessment decisions for each subject area

test should be considered separately.

Exception…TAKS-Alt – A student who meets the

participation requirements will take TAKS-Alt for all subjects required for the enrolled grade.


What Happens in the ARD Meeting?

Items are covered in a logical order!!

Topics are discussed and they build upon one

another … THE AGENDA

The Four Steps: Making Assessment Decisions and Considering Needed AccommodationsStep 1

Review the student’s current information to determine the student’s present level of functioning.

Step 2 Determine how the student receives TEKS instruction

and the student’s level of performance on the grade-level curriculum.

Step 3 Determine the appropriate assessment for the student:

TAKS, TAKS (Accommodated), TAKS–M, or TAKS–Alt.Step 4

Document the appropriate assessment along with all allowable or approved accommodations that the student will need during testing.


Making Assessment Decisions and Considering Needed AccommodationsStep 3 (continued)

Determine the appropriate assessment for the student: TAKS, TAKS (Accommodated), TAKS–M, or TAKS–Alt.

Scenarios – pages 20 – 23


LEP Students Receiving Special Education -Making Assessment Decisions

When a student receiving special education services is limited English proficient (LEP), the student’s ARD committee must work in conjunction with the student’s language proficiency assessment committee (LPAC) to ensure that issues related to both the student’s disability and language proficiency are carefully considered.

Depending on the amount of English they have acquired, some LEP students may qualify for a LEP exemption (i.e., an exemption based on limited English proficiency) from TAKS, including TAKS (Accommodated), or from TAKS–M.


LEP Exemptions for Students Receiving Special Education ServicesThe state LEP exemption policy, which applies to immigrant

LEP students, includes immigrant LEP students receiving special education services.

Eligible immigrant LEP students receiving special education services may qualify for a LEP exemption from TAKS, TAKS (Accommodated), or TAKS–M during their first three years of enrollment in U.S. schools.

The LPAC and ARD committee are to work in conjunction to determine LEP exemption eligibility by using the criteria defined in the LPAC manual. If a student is LEP-exempt from an assessment, the ARD committee must document the reason for the exemption in the student’s IEP, and the LPAC must document the reason for the exemption in the student’s permanent record file.Provided by: Education Service Center Region XI


LEP Exemptions for Students Receiving Special Education ServicesLEP-exempt recent immigrants receiving special education

services who receive TEKS instruction must participate in LAT administrations in designated grades and subjects.

LEP-exempt immigrants receiving special education services are able to receive accommodations that address both their special education needs and needs as recent immigrant English language learners.

LAT administrations of TAKS, including TAKS (Accommodated), and TAKS–M are available in the following grades and subjects: Reading/ELA and mathematics, grades 3–8 and 10 Science, grades 5, 8, and 10Provided by: Education Service Center Region XI


LEP Exemptions for Students Receiving Special Education ServicesSpanish-version assessments are available in grades 3–6

for LAT administrations of TAKS, including TAKS (Accommodated). LAT administrations of TAKS–M are not available in Spanish.

Test booklets used for LAT administrations are available in large print. With the exception of TAKS–M, braille versions of LAT administrations are not available.

Neither LEP exemptions nor LAT administrations apply to recent immigrants who qualify for TAKS–Alt.


LEP Exemptions for Students Receiving Special Education ServicesThe linguistic accommodations used in LAT administrations

must be consistent with the linguistic accommodations used with the student in routine reading/ELA, mathematics, and science instruction and testing. ARD committees and LPACs must work in conjunction on decisions regarding LAT assessments and accommodations.

For a LEP-exempt recent immigrant receiving special educationservices, the ARD committee must document LAT decisions in the student’s IEP, and the LPAC must document decisions in the student’s permanent record file


It is important to note that LEP students who do not qualify for an exemption on the basis of limited English proficiency are subject to the same assessment

requirements as non-LEP students.

Texas English Language ProficiencyAssessment System (TELPAS) ComponentsTELPAS measures the learning of English

according to a second language acquisition continuum that reflects distinct stages of second language development.

TELPAS is composed of multiple-choice reading tests and holistically rated assessments.


Participation Guidelines for the TELPAS Grades 2–12 Reading TestsTELPAS reading tests for grades 2–12 are

designed to determine where LEP students are on the continuum of English-language reading proficiency and to measure their growth from year to year.

With rare exceptions, as of the 2008–2009 school year the TELPAS reading tests will be administered exclusively online.


Participation Guidelines for the TELPAS Grades 2–12 Reading TestsLEP exemptions (exemptions on the basis of limited English

proficiency) are not permitted from the TELPAS reading tests, as these tests are designed specifically for English language learners.

TELPAS reading should be an appropriate assessment for most LEP students receiving special education services who are receiving TEKS instruction in reading. Exceptions include students who need a braille version (since braille versions of TELPAS reading tests are not available) and students whose reading instruction is below the level of reading simple words and sentences.

In such cases, the ARD committee and LPAC may collaboratively decide that the student’s special education needs prevent an appropriate measurement of growth in English reading proficiency and an exemption will be allowed.Provided by: Education Service Center Region XI


Participation Guidelines for the TELPAS Holistically Rated Components

LEP students receiving special education services should be observed and rated in a domain if their IEP includes TEKS instruction in that domain on at least a kindergarten level.

The decision to administer the holistically rated assessments in one or more domains should be addressed by the ARD committee in conjunction with the LPAC and documented in the student’s IEP and permanent record file.


AppendicesAppendix A – Participation RequirementsAppendix B – AccommodationsAppendix C – Confidential Student ReportsAppendix D – ChartsAppendix E – GlossaryAppendix F – Contact Information,

Resources, Laws


Recommended pages to use for your campus training.

Accommodations Manual Pages 25 - 36 Pages 101 – 103

ARD Decision Making Manual Pages 2, 4, 5, 10, 14 Pages 15-25 Pages 45, 47, 50

accommodations for student assessment revised ard decision making process

Documents

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