Special Education Accountability All Means AllNew Territory

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Special EducationAccountabilityAll Means
AllNew Territory

• Ervin Knezek
• ervin.knezek_at_esc13.txed.net
• PowerPoint and materials available at
• www.esc13.net/cc/inclusion.html

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Assessment and Accountability Two Systems - Two
scores

• Ervin Knezek
• ESC Region 13
• ervin.knezek_at_esc13.txed.net

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• The Rules of the Game
• New Assessments
• Instructional Issues
• Staff Issues
• Resources

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The Forces of Transition
Federal
State
Local
Leadership
Data/Information/Updates
Refocus, Renew, Retool
Abandon
Transition
Adopt
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The Context

• Two systems
• State (AEIS, State Compensatory, PBMAS)
• Federal (AYP/AMAOs/Technology)
• Assessments
• TAKS
• SDAA
• On enrolled grade level
• Off enrolled grade level
• LDAA (Locally Determined Alternate Assessment)
• RPTE
• TELPAS (RPTE TOP)

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Mark Your Calendars!

• August 1 State Accountability Ratings
• August 10 AYP Ratings
• End of Sept PBMAS (including AMAOs)

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Texas Accountability Systemfor 2005 and
BeyondCommissioner of Education
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Rating Labels

• Campuses and districts are assigned the same
  rating labels
• Exemplary
• Recognized
• Academically Acceptable
• Academically Unacceptable

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State Accountability Indicators

• Performance
• TAKS
• SDAA II
• Completion Rate (grades 9-12)
• Annual Dropout Rate (grades 7-8)

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Student Performance IndicatorsTexas Assessment
of Knowledge and Skills (TAKS)State Developed
Alternative Assessment (SDAA)
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Student Groups

• TAKS performance is evaluated for All Students
  and for the following student groups meeting
  minimum size requirements
• African American
• Hispanic
• White
• Economically Disadvantaged
• SDAA performance is evaluated for All Students
  only

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Minimum Size forStudent Groups

• TAKS (Reading/ELA, Writing, Math, Science, Social
  Studies)
• 30/10/50
• Student groups are evaluated if the campus or
  district has test results for at least 30
  students in the group (summed across grades) for
  the subject and that represents at least 10 of
  all tests takers in that subject, or test results
  for at least 50 students in the group
• SDAA (Reading, Writing, Math)
• 30 tests
• Tests may represent as few as 10 students

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STATE Performance Standards
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State Accountability

• Annual Drop Out Rate
• GPA
• Comparable Improvement
• College Readiness Texas Success Initiative (TSI)
  (Replaces TASP/TAAS)
• Data Quality
• Academically Unacceptable

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NCES Dropout Definition
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Adopting theNCES Dropout Definition

• State statute requires Texas to adopt the NCES
  dropout definition for 2005-06 leavers
• Students leaving school to enter an alternative
  program to work toward a HS diploma or GED
  certificate are not completers and may be a
  dropout under the NCES definition

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When do students drop out of school?

• Physically
• Emotionally
• Instructionally
• What data sets help inform us of that?

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Collecting the right data

• Consecutive failers
• By grade level
• By content area

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Completion Rate(Grades 9-12)

• Completion Rate
• GEDS not considered completers with the 2006
  system
• District rate
• Standards

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Annual Dropout Rate(Grades 7-8)
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NCLBThe Federal Accountability System
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Objectives

• Provide an overview of the federal accountability
  system AKA AYP
• Examine special issues associated with assessment
  of students with disabilities

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NCLB The Big Picture

• Ratified by congress in December 2001 and signed
  by President Bush on January 8, 2002
• Four key elements
• Stronger accountability for results
• Expanded flexibility and local control
• Expanded options for parents
• Emphasis on research-based methods

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NCLB Accountability Provisions

• Stronger academic standards
• Tests aligned with rigorous state standards
• Adequate Yearly Progress (AYP)
• Results reported according to student groups
• Access to Highly Qualified teachers

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What is AYP?

• Under the No Child Left Behind Act (NCLB), public
  school districts, campuses, and the state are
  evaluated annually for Adequate Yearly Progress
  (AYP).

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What Does AYP Measure?

• Performance of students in Reading/Language Arts
  and Mathematics
• Participation of students in the assessment
  system
• One additional measure
• Attendance
• (elementary/middle school)
• Graduation Rate
• (high school)

Evaluated at the ALL STUDENT level only , UNLESS
needed for improvement measure
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How Does AYP Compare to the State Accountability
System?

• Includes LEP and Special Education student groups
• Different performance standards
• Fewer subject areas evaluated
• Sanctions for Title I campuses
• Limitation on of scores reported as
  proficient when assessed against alternate
  standards

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What Tests are Included?

• TAKS
• Reading Proficiency Test in English (RPTE)
• State Developed Alternative Assessment (SDAA)
• Locally Determined Alternative Assessment (LDAA)

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Texas AYP Targets Reading/English Language Arts
and Mathematics
Grades 3-8 and 10 summed across grade levels by
subject for reading/language arts and mathematics
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Texas AYP Targets Reading/English Language Arts
and Mathematics
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What Student Groups are Assessed for AYP?

• All students
• White
• Hispanic
• African-American
• Economically Disadvantaged
• Special Education
• Limited English Proficient (LEP)

Demographic Groups
Program Groups
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How Do Campuses and Districts Meet AYP?

• Did all student groups meet the performance
  standard for Reading and Mathematics?
• Did at least 95 of the students enrolled on test
  date participate in testing?
• Did the campus meet the Attendance or Graduation
  standard?

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Is There A Performance Improvement Option?

• Used when did not meet absolute performance
  standard
• Did the campus or district
• Reduce prior year failure by 10?
• See an improvement of at least 0.1 on Attendance
  or Graduation Rate?

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What Are Some of the Issues Related to the
Assessment of Students with Disabilities?

• A unique accountability group
• Performance on all assessments rather than the
  results of SDAA as an accountability indicator
• Limitation on scores counted as proficient
  against alternate (off grade level) standards at
  the district level

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NCLBAssessment of students with disabilities
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Title I Monitoring Visit Findings and TEA
Response
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Title I Monitoring Visit Findings and TEA
Response
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Title I Monitoring Visit Findings and TEA
Response
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Title I Monitoring Visit Findings and TEA
Response
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Title I Monitoring Visit Findings and TEA
Response
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Redistribution of Scores That Exceed 1 Limitation

• Scores above the 1 limitation will be
  reclassified as not proficient and will be
  redistributed to the campus
• Impacts all student groups represented by the
  score

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What are the Sanctions for Campuses Not Meeting
AYP?

• Campus requirements by year
• School Choice
• Supplemental Education Services
• Corrective Action
• Restructuring
• Alternative Governance

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Title I Districts Not Meeting AYP

• Stage 1 Revise District Improvement
  Plan
• Stage 2 Implement revised District
  Improvement Plan
• Stage 3 Improvement Requirements
• Defer programmatic funds or reduce administrative
  funds
• Implement significant curricular and professional
  development activities
• Replace the district personnel relevant to the
  district not meeting AYP

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Stage 3 Continued

• Stage 3 Improvement Requirements
• Remove particular schools from the jurisdiction
  of the district and establish alternative
  arrangements for public governance
• Appoint a receiver or trustee to administer the
  affairs of the district place of the
  superintendent and school board
• Abolish or restructure the school district
• Authorize student transfers from a school
  operated by the school district to a higher
  performing public school operated by another
  school district and provide transportation, and
  implement at least one additional corrective
  action

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Collecting the right data

• Texas Growth Index (TGI)
• By intervention
• By teacher
• By student group

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AYP Planning for 2005-06

• 1 cap
• 2 cap
• SDAA II
• ARD Decision making
• Fifth Year Students
• Continuing students
• Score code accuracy
• LDAA

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An AYP Process (Bentley, Pflugerville ISD)

• Use PEIMS data to generate a list of who is
  served in special education and what their
  enrolled grade level is
• Practice test high target students tested low
  last year
• Rerun numbers for AYP based on inclusion of these
  students

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An AYP Process (Bentley, Pflugerville ISD)

• Use on level released TAKS to baseline for SDAA
  II
• Work with staff to project what is possible in
  terms of assessment
• Plan for tutorials, other intervention
• Reset ARD expectations
• Remember your own expectations

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Thinking through your data
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Purpose Bernhardt

• Understand current and future needs of the
  school, students, parents, teachers and the
  community.
• Determine how well current processes meet needs.
• Identify ways in which the school and community
  are changing.
• Identify the root causes of problems.
• Determine types of programs and expertise which
  will be required in the future.

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Purpose Bernhardt

• Make sure students dont fall through the
  cracks.
• Meet federal and state requirements.
• Provide students with feedback on their
  performance.
• Measure program success and effectiveness.
• Determine teachers, parents, students,
  graduates and administrators perceptions of the
  learning environment.

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Kinds of Data (Bernhardt)

• Student Learning
• Demographic
• School Processes
• Perception
• Work in your table group, what are data sources
  for each?

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Assessment of Students with Disabilities TAKS to
SDAA II (and LDAA)
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Objectives

• Discuss changes in assessment of students with
  disabilities
• Determine appropriate use of accommodations and
  modifications
• Discuss using the ARD process to increase the
  level of rigor

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How did we get here?
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An example from a district
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• Instructional decisions should always inform and
  guide assessment decisions.

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Differences Between SDAA II and TAKS

• Larger font size
• More white space
• Slightly shorter reading and writing passages
• More illustrations accompanying passages and test
  items
• Slightly fewer items on some tests

• SDAA II assesses ALMOST all the same TEKS as TAKS
  (see SDAA II/TAKS/TEKS Correlation Guide)
• Differences between TAKS and SDAA II do not
  affect level of TEKS curriculum assessed

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Blueprints
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Blueprints
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A Tool
Sorting Cards!
TAKS
SDAA II
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A Tool
Think about how to get the right answer. Think
about how to get the wrong answer!
Thinking Thing
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Develop a Common Vocabulary!

• Intervention
• Strategies for strengthening processes for
  learning
• Does NOT change the content of instruction.
• Accommodation
• a change in teaching or learning strategies based
  on the specific needs of a student with a
  disability (e.g., oral testing, highlighted
  textbooks, short answer tests) (strategy to
  bypass a process)
• Does NOT change the content of instruction.
• Modification
• a change in the curriculum of a course (e.g.,
  eliminating one or more of the TEKS or changing
  the grade level of certain TEKS)
• Changes the content of instruction

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Understanding the difference

• Intervention
• Strengthen
• Link material to previous learning
• Chunking
• Mnemonics
• Tutoring

• Accommodation
• By-pass
• Copy of notes
• Recorded text
• Highlighted text
• Shortened assignment

• Modification
• Change
• Reduce the number of TEKS to be mastered
• Off grade level instruction

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Accommodations Analysis or Paralysis?

• How do we prepare students for success?

State Assessment
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A Tool
Frequently Accommodating
How long has the student had the accommodation?
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How do we accommodate?

• Presentation Accommodations
• Response Accommodations
• Timing/Scheduling Accommodations
• Setting Accommodations

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?
?
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Youre not ready
Rigor of content
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Using the modifications sheet (or is it an
accommodations sheet?)

• Working with your table team, use the assessment
  guide from your toolkit (p. 15) to highlight the
  non-allowable accommodations.
• Which of these are ones frequently used on your
  campus?
• Choose one and discuss how you can scaffold it?

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Math Test/Assignment Activity
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Unit Accommodations Rubric
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Getting on the Same Page with the TEKS

• Key vocabulary
• Language of instruction
• Level of rigor

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What Are the Priority Standards?

• EEssential Most Critical 50 of Objectives
• IImportant Next 30
• Important now but master later
• CCondensed Last 20
• Scaffolded objectives
• Less instructional time required

• Plan for the essential first, never compromise on
  time with essentials
• The more students are at risk, the more time
  allocated to essentials
• Focus on essentials for remediation and
  acceleration

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SDAA II TAKS RPTE Correlation Guide

• Which Student Expectations (SEs)are assessed on
  each test?
• Which SEs are assessed on both TAKS and SDAA?
• What is the content?
• What is the context?
• What is the cognitive level?

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Organization of SDAA II

• Instructional Levels
• Objectives (Umbrella Statements)
• Presented across grade levels
• Information Booklets
• Information that clarifies how to read the TEKS
• An overview of the subject within the context of
  SDAA II
• A blueprint of the testthe number of items under
  each objective and the number of items on the
  test as a whole
• The reasons each objective and its TEKS student
  expectations are critical to student learning and
  success
• Additional information about each objective that
  will help educators understand how it might be
  assessed on SDAA II
• Sample items that show some of the ways
  objectives might be assessed
• FOR YOUR INFORMATION

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Where do we start?

• The Student
• The TEKS
• The IEP

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When in ARDWhich test? Which level?
Instruction
Assessment Decision
Instruction
Previous Assessment Formative AND Summative
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A Tool
Instruction Assessment?
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Another Tool
Use your SDAA II Reports!
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IDEA 2004
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Thinking about instruction
Vary in Intensity, Duration, Purpose

• There is not a separate pedagogy for struggling
  learners (Turner, 2005)
• Staff expectations and beliefs influence student
  outcomes
• Achievement gains are more consistent when
  instruction is
• structured, explicit, and teacher directed for
  new learning (Darling-Hammond, 1992)
• at the appropriate level of challenge (Vygotsky)
• Respectful activities (Tomlinson)
• at the appropriate level of challenge (Vygotsky)
• at the appropriate level of challenge (Vygotsky)
• scaffolded (Chang, 2002)
• mastered before moving on (Ellis, 1997)
• repeated
• presented in discreet steps
• monitored

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Reading

• (AND Listening)

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SDAA II - Reading

• Instructional Levels
• K
• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• Passage lengths somewhat shorter
• IL K-1 objectives represent learning to read
  tasks
• IL 2-8 objectives represent a direct correlation
  with TAKS on content, context, cognitive level

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SDAA II Reading

• Reading Selections
• Narrative
• Expository
• Mixed (starting at IL 2)
• Paired (starting at IL 4)
• Triplets (Starting at IL 9)

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Expository Text (Quinn)

• Science
• Social Studies
• Mathematics

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SDAA II Reading IL K
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SDAA II Reading IL 1
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SDAA II Reading IL 2
TAKS!
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SDAA II IL 3 -8

• Beginning at Instructional Level 3, paragraphs
  are numbered
• When appropriate, each selection is preceded by a
  title.
• At Instructional Levels 6, 7, and 8, narratives
  are formatted so that students have the option of
  taking notes.

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SDAA II
TAKS
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SDAA II
TAKS
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SDAA II IL 9

• Triplet of three published pieces
• Narrative
• Expository
• Viewing and Representing
• Multiple Choice
• Open ended items
• Dictionary

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SDAA II IL 9
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Scaffold

• Instructional
• Teacher does, student watches
• Teacher does, student helps
• Student does, teacher helps
• Study Guides
• Advance Organizers
• Graphic organizers
• Tiered Activities

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A ResourceSpecial Connectionshttp//www.specialc
onnections.ku.edu/
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Reading Overview

• Longer passages at all grades
• More expository text
• Paired selections except at grade three
• Narrative, expository, mixed passages
• Areas to look for
• True summary
• Context
• Dictionary usage
• Fact and Opinion
• Conclude!
• Graphic organizers
• Viewing and Representing

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Supporting Students with Disabilities for
Success on SDAA II or TAKS Reading

• Connected text
• VOCABULARY!
• Scaffolded materials
• Cognitive walkthrough
• Talkbacks
• Construct of text
• Paragraph stop points

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You Cant Tutor What HasntBeen Taught

• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught

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The three most important words for the struggling
reader

• VOCABULARY
• VOCABULARY
• VOCABULARY
• Words-words-words-words-words-words-words-words-wo
  rds-words-words-words-words-words-words-words-word
  s-words-words-words-you get it!!!!

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What Words to TeachBringing Words to LifeROBUST
Vocabulary InstructionIsabel Beck ,Nancy MacKowen

• First tier words Words that you wish students
  knew, hope they can get, but you dont have time
  to teach.
• Second tier words High utility words that they
  need to know in your class, and everyone elses.
• Third tier words Extremely specific words in your
  content area that require considered, deliberate
  and in depth instruction.

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Struggling Older Reader

• Incomplete beginning reading instruction
• Lacks metacognitive strategies
• Limited prior knowledge
• Limited word study skills and spelling
• No text available at level of success
• No adults modeling reading
• No history of reading success

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Writing and ELA (IL 10)

• And Speaking

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Writing is important because it

• Contributes to intelligence.
• It requires analysis and synthesis of
  information.
• Develops initiative.
• The writer must supply EVERYTHING.
• Develops courage.
• The writer must give up ANONYMITY.
• Increases personal knowledge and self esteem.
• Encourages reading skills.
• From Donald Graves

The vulnerable writer
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Writing

• Instructional Levels
• K/1
• 2
• 3/4
• 5
• 6/7
• 8/9

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SDAA II Writing IL K/1
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SDAA II Writing IL 2
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SDAA II IL 2 Writing Rubric

• Focus and Coherence
• Organization
• Development
• of Ideas
• Convention

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SDAA II Writing IL 3/4 through 8/9
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SDAA II Writing Rubric

• Focus and Coherence
• Organization
• Development
• of Ideas
• Voice
• Conventions

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SDAA II Revising and Editing
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SDAA II ELA IL 10

• Triplet
• Narrative
• Expository
• Viewing and Representing
• Writing prompt
• Student must be on level in both reading and
  writing

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Supporting Students with Disabilities for
Success on SDAA II or TAKS Writing

• Multiple journal writing opportunities
• Joke telling
• Connections with reading passages
• Multiple story telling opportunities
• Peer review
• Emphasis on voice
• Structuring revising and editing based on high
  success opportunities

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A Tool

• The student sample

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Mathematics
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What do we know about characteristics of students
with math problems?(Bryant, 2003)

• Significant differences on
• Basic skills
• Higher order mathematical problem solving

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What do we know about characteristics of students
with math problems?(Bryant, 2003)

• Skills ranked as most problematic for students
  with learning disabilities and math weaknesses
• Has difficulty with word problems
• Has difficulty with multi-step problems
• Has difficulty with the language of math

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Sound like any of your students?

• Fails to verify answers and settles for first
  answer
• Cannot recall number facts automatically
• Takes a long time to complete calculations
• Makes "borrowing" (i.e., regrouping, renaming)
  errors
• Counts on fingers
• Reaches "unreasonable" answers
• Calculates poorly when the order of digit
  presentation is altered
• (Bryant, Bryant, Hammill, 2000)

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Sound like any of your students?

• Orders and spaces numbers inaccurately in
  multiplication and division
• Misaligns vertical numbers in columns
• Disregards decimals
• Fails to carry (i.e., regroup) numbers when
  appropriate
• Fails to read accurately the correct value of
  multi-digit numbers because of their order
• and spacing
• Misplaces digits in multi-digit numbers
• Misaligns horizontal numbers in large numbers
• Skips rows or columns when calculating
• (Bryant, Bryant, Hammill, 2000)

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SDAA II Mathematics

• Instructional Levels
• K
• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• Increased rigor
• Very few differences from TAKS

Not tested at IL K or 1
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SDAA II Mathematics

• Some items may include application context and
  extraneous information.
• Each item will extend across the page rather than
  appear in a multicolumn format.
• Most items will be in a multiple-choice format
  with four answer choices.
• There may be a limited number of open-ended
  griddable items.
• Mathematics charts

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IL 3
IL 5
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A Tool

• Charting Progress!
• Content knowledge
• Instructional Resources
• Usage Patterns

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Polygon Tree
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Charts Side by SideMath volume on charts
Gr. 6
Gr. 7
Gr. 8
Gr. 9
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IL 8
IL 7
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SDAA II Mathematics IL 9/10
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Supporting Students with Disabilities for
Success on SDAA II or TAKS Math
8

• Structure of math text
• Viewing and representing
• TEKS vocabulary particularly object naming/math
  vocabulary confusion
• Deconstruction of passage
• Number
• Process
• Using released tests
• Paired talk throughs
• Deconstructing distractors

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Which Direction?

• Closed Task One way and one answer
• Open-Middle Task More than one
  way or
• one correct answer
• 
  
• Open Ended Task More than one
  way or more than one answer

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Tools and Resources

• http//www.esc13store.net/
• TAKS Side by Sides
• Griddies
• Charts
• Assessment of Students with Disabilities Toolkit
  for Leaders
• TAKS off level
• Smart Teaching Tools
• http//www.dcschools.com/TAKS/default.asp
• Special Connections
• http//www.specialconnections.ku.edu/

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Inclusion

• What is it?
• What isnt it?

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Inclusion

• Write your definition of inclusion.
• Share with your table partners.
• Underline key words and/or phrases.
• Look for similarities and differences.

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Inclusion is

• A philosophy or belief system that represents a
  commitment that each student with a disability be
  educated in a neighborhood school and, when
  possible, in the class that the student would
  have attended had he/she not had a disability.

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Inclusion is

• IDEA 2004 does not use the word inclusion,
  however it does address what education for
  identified children should look like
• A philosophy about how students are educated
• with same age peers as much as possible
• meaningful access to general education curriculum
• not just a presence in the classroom
• accountability for results
• minimal participation in alternative assessment,
  only for the most severe
• greater parental participation
• two hats
• access by all students to resources
• blending of funds and services to meet the needs
  of children

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Inclusion is not

• A person (inclusion teacher)
• A place (inclusion classroom)
• A thing (inclusion school)

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Monitoring the Inclusive Classroom

• Five types of co-teaching (Friend, Reising, and
  Cook, 1993)
• Lead and Support
• Station Teaching
• Parallel Teaching
• Alternative Teaching
• Team Teaching

Who needs to know the curriculum content?
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Successful Cooperative Teaching

• Presence
• Planning
• Presenting
• Processing
• Problem-solving

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Elements of Cooperative Teaching
Cooperative problem-solving/processing/
presenting/planning/presence Cooperative
presenting/planning/ presence Cooperative
planning/presence Cooperative presence
Cooperative Teaching
Cooperative Instructing
Cooperative Working
Cooperative Existing
Low
High
Levels of Involvement
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www.powerof2.org
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Professional Development

• Planning
• TEKS
• Assessment
• Evaluation

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Planning Time

• A focus on the curriculum
• Assigned tasks demonstrating that teachers are
  sharing materials and resources
• Common assessments being developed
• Discussion of student work around a priority
  objective

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Making use of Teacher Leader TeamsWho is on your
staff?
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ARD Committee Decision-Making Process
161

• Instructional decisions should always inform and
  guide assessment decisions.

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Putting the Assessment Decisions in Context

• Components of Effective ARD Committee Decision
  Making
• Required ARDC Members
• Eligibility
• Educational Needs
• Educational Program/Placement
• Statewide/Districtwide Assessment

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Required ARDC Members

• Parent(s)
• At least one general education teacher of the
  student (if the student is, or may be,
  participating in the general education
  environment)
• At least one special education teacher/service
  provider of the student
• A representative of the district who
• Is qualified to provide or supervise the
  provision of specially designed instruction
• Is knowledgeable about the general curriculum
• Is knowledgeable about the availability of
  resources in the district, AND
• Has the administrative authority to commit the
  resources of the district
• An individual who can interpret the instructional
  implications of evaluation data
• Other individuals with knowledge or special
  expertise regarding the student (e.g.,
  AI/VI/CATE/LPAC representative)
• The student, if appropriate

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Questions for Discussion
Required ARDC Members

• How will the required members of the ARDC impact
  the decision-making process for state assessment?
• What processes need to be in place at your campus
  so all members come to the ARDC meeting prepared?
• Who should sit as the district representative at
  your ARDC meetings?

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Eligibility

• At each meeting, the ARDC must consider whether
  the student is, or continues to be, eligible to
  receive special education services.
• Eligibility involves
• Is there a disability?
• Is there a need for special education services
  (and possibly related services) as a result of
  the disability?

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Questions for Discussion
Eligibility

• How does the students disability impact the
  decision making about instruction?
• How does the students disability impact the
  decision making about assessment?

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Present Levels of Educational Performance
Educational Needs

• TEKS level
• Performance in current curriculum/IEP
• Services necessary to continue to progress
  in/access TEKS
• Benchmark data
• Curriculum based measures
• Response to instructional intervention
• Language acquisition (LEP)

169
Educational Needs
Performance on Statewide and Districtwide
Assessments

• Confidential Student Report
• Benchmark data
• Grades
• Which assessment did the student take last year?
  Performance level?
• Did the assessment level last year match the
  curriculum stated in the IEP?
• How far off enrolled grade level was the
  curriculum for the IEP set?

170
Questions for Discussion
Educational Needs

• How does information about current educational
  performance impact decisions regarding current
  year instruction?
• What processes are in place to ensure that the
  instructional levels are based on educational
  need?

171
Educational Program and Placement

• Each year, the ARDC must determine the
  educational program for the student for the
  upcoming year
• This involves decision-making relating to
• Curriculum
• TEKS
• Individualized goals and objectives
• Accommodations
• Specially designed instructional services
  (special education services)

172
Educational Program and Placement

• Data Sources that are used in determining
  appropriate instruction/curriculum
• FIE
• Classroom performance
• Curriculum based measures
• Performance on past statewide assessments (by
  objective)
• Performance on district benchmarks

173
Questions for Discussion
Educational Program and Placement

• What is the current program?
• To what extent is the student accessing the
  general curriculum/TEKS?
• What kinds of accommodations have been used that
  have realized the greatest success?
• Are we accommodating or modifying?
• Which TEKS will form the basis for this years
  goals and objectives?

174
Questions for Discussion
Educational Program and Placement

• On your campus, do most IEPS developed on your
  campus
• Accommodate instruction?
• Modify content of instruction? To what extent?
• How will this inform placement decisions later
  on?
• What is the relationship between your placement
  decisions and the goals and objectives?
• What is the relationship between your placement
  decisions and assessment?

175
Educational Program and Placement

• Instructional decisions should always inform and
  guide assessment decisions.

176
Statewide and Districtwide Assessment

• Students with disabilities who are receiving
  special education services are included in
  statewide AND districtwide assessments
• A student with a disabilitys IEP must include
• A statement of any individual accommodations that
  are needed in order for the student to
  participate in statewide or districtwide
  assessments of student achievement
• 2. IF the ARDC determines that a student is not
  going to participate in a statewide or
  districtwide assessment, the IEP must specify
• Why the assessment is inappropriate, and
• How the student will be assessed

177
Statewide and Districtwide Assessment

• Statewide Assessments
• TAKS
• TAKS/Spanish TAKS (without accommodations)
• TAKS/Spanish TAKS (with accommodations)
• SDAA II
• SDAA II (without accommodations)
• SDAA II (with accommodations)
• LDAA
• LDAA TEKS-based
• LDAA Functional
• RPTE
• Texas Observation Protocols (TOP)
• Early Reading Assessment (TPRI/Tejas Lee)

178
Statewide and Districtwide Assessment

• District Assessments
• TO BE DETERMINED BY DISTRICT
• Other norm/criterion referenced assessments
• District developed/administered assessments
• Process followed by ARDC will be similar to
  process followed for statewide assessments

179
What decisions?
Statewide and Districtwide Assessment

• Which assessment?
• Which version?
• Which level?
• Instructional
• Achievement
• What accommodations?

180
A Tool
181
Statewide and Districtwide Assessment

• Instructional decisions should always inform and
  guide assessment decisions.

182
Statewide and Districtwide Assessment
Determining which State Assessment to
Administer
183
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184
Questions
185

• Contact Information
• ervin.knezek_at_esc13.txed.net
• www.esc13.net/cc/inclusion.html