The ongoing evaluation used by appropriately qualified personnel throughout the period of a child’s eligibility to identify the child’s unique needs and strengths, the family’s concerns, priorities, and resources, and the supports and services necessary to enhance developmental needs of the child, and the nature and extent of intervention services needed by the child and the family in order to address the determinations.
Criterion-Referenced Test
Measures students based on a predetermined standard. Most teacher-made tests are criterion-referenced, as is the STAAR test. Most criterion-referenced tests have a cut core that determines “pass”/ “fail.”
Examples at ILTexas:
STAAR/EOC and STAAR ALT 2
ISIP (I-station Indicators of Progress)
TELPAS
End of Cycle Assessments (ECAs)
Norm-Referenced Tests
Norm-referenced tests assess students in comparison to other students in a similar sample group. Scores are normally percentiles and are based on a bell curve.
Examples of Norm-referenced tests at ILTexas:
PSAT
ASVAB
Woodcock-Munoz
MAP – Measures of Academic Progress
Student Reading Inventory (SRI)
STAAR/EOC and STAAR ALT 2
Must pass EOC for English I and II, Biology, Algebra I, and U.S. History
https://tea.texas.gov/student-assessment/testing/staar/staar-resources
Participation Only – The ARDC determines if the student does not require satisfactory performance on the required state (STAAR) assessment. Students being considered for participation only must have documentation completed and reviewed by the Participation committee before the ARD proposal.
When the ARD committee determines that a student has met the participation requirements and will not be required to retake a STAAR/EOC assessment for a subject area, the Campus Coordinator must inform the student's guidance counselor and the individual on campus responsible for testing that the student is exempt from retaking the STAAR/EOC assessment for the subject area(s).
A student entering Grade 9 in the 2014-2015 school year and thereafter who receives special education services may graduate and be awarded a regular high school diploma if the student meets one of the following conditions:
The student has demonstrated mastery of the required state standards (or district standards if greater) in Chapters 110-118, 126-128, and 130 of this title and satisfactorily completed credit requirements for graduation under the Foundation High School Program specified in §74.12 of this title (relating to Foundation High School Program) applicable to students in general education as well as satisfactory performance as established in the TEC, Chapter 39, on the required state assessments unless the student's admission, review, and dismissal (ARD) committee has determined that satisfactory performance on the required state assessments is not necessary for graduation.
The student has demonstrated mastery of the required state standards (or district standards if greater) in Chapters 110-118, 126-128, and 130 of this title and satisfactorily completed credit requirements for graduation under the Foundation High School Program specified in §74.12 of this title through courses, one or more of which contain modified curriculum that is aligned to the standards applicable to students in general education, as well as satisfactory performance as established in the TEC, Chapter 39, on the required state assessments, unless the student's ARD committee has determined that satisfactory performance on the required state assessments is not necessary for graduation. The student must also successfully complete the student's individualized education program (IEP) and meet one of the following conditions:
Consistent with the IEP, the student has obtained full-time employment, based on the student's abilities and local employment opportunities, in addition to mastering sufficient self-help skills to enable the student to maintain employment without direct and ongoing educational support from the local school district.
Consistent with the IEP, the student has demonstrated mastery of specific employability skills and self-help skills that do not require direct ongoing educational support from the local school district.
The student has access to services that are not within the legal responsibility of public education or employment or educational options for which the student has been prepared by the academic program.
The student no longer meets age eligibility requirements.
STAAR Assessment Recommendation
STAAR Online Testing Platform vs. Paper-Based STAAR
Before recommending a STAAR assessment platform, the case manager is required to observe the student using the provided tutorials to ensure that this testing platform is the most appropriate for the student.
Examples of students who may not benefit from the online testing platform:
A student who receives oral administration and has pacing issues while testing.
A student who does not know how to type using a keyboard.
A student who is distracted by clicking and opening tabs and playing with graphical features.
Tutorials
The tutorials are the first step for students to learn about the online testing environment. The tutorials show students how to navigate through the test, respond to the different question types, and access the available tools.
Once the ARD committee has recommended that a student take the Online Testing Platform, the case manager is required to give the student opportunities to take the provided practice tests and to address observed deficits.
Practice Tests
The practice tests are the second step for students to learn about the online testing environment. The practice tests are released STAAR test forms that have been previously administered. These tests provide students with an opportunity to interact with the test interface, respond to questions, and locate and use available tools.
Accelerated Instruction and Intensive Programs of Instruction
All students who do not achieve approaches or higher on STAAR grades 3 through 8 or EOC assessments MUST be provided accelerated instruction. These requirements provide that qualifying students must be:
Assigned a TIA designated teacher for the subsequent school year in the applicable subject area;
OR
Provided supplemental instruction aligned with the research on high impact tutoring in the TEKS for the applicable grade levels and subject area in the following manner:
No less than 15 or 30 hours depending on student performance and is provided in the summer or at least once per week in the school year;
Limited to two subjects per year, prioritizing math and RLA;
Provided in a group of no more than four students, unless the parent or guardian of each student in the group authorizes a larger group;
Designed to assist the student in achieving satisfactory performance in the applicable grade level and subject area and includes effective instructional materials designed for supplemental instruction;
Provided by a person with training in the applicable instructional materials for the supplemental instruction and provided by one person for the entirety of their accelerated instruction.
Accelerated Instruction and the Student Success Initiative (SSI)
The Student Success Initiative (SSI) requires a school district to provide students in third through eighth grade who do not perform satisfactorily on a state assessment with accelerated instruction in the applicable subject area. TEC §28.0211
Accelerated instruction must be provided each time a student fails a state assessment. These requirements also apply to students in special education, including those who take alternate state assessments.
if a student in special education who is in fifth or eighth grade does not perform satisfactorily on a reading or math state assessment, the statute requires that the student’s ARD committee determine: (1) the manner in which the student will participate in an accelerated instruction program; and (2) whether the student will be promoted to the next grade or retained in the current grade.
The Accelerated instruction must be provided to the student before the next administration of the applicable assessment.
Accelerated Reading Instruction
School districts must administer reading instruments to kindergarten through second grade students. (TEC) §28.006
A school district must implement an accelerated reading instruction program for students who are determined, on the basis of their reading instrument results, to be at risk for dyslexia or other reading difficulties.
In the case of a student in special education who does not perform satisfactorily on a reading instrument, the student’s ARD committee must determine the manner in which the student will participate in an accelerated reading instruction program.
Accelerated Instruction for High School Students
A school district must provide accelerated instruction in the applicable subject area to a student who does not pass an end-of-course (EOC) assessment administered under TEC §39.023(c). TEC §28.0217, §29.081, and §39.025(b-1)
The accelerated instruction must be provided before the next administration of the applicable assessment. This also applies to students in special education, including those who take alternate state assessments.
Any special education student who has not met satisfactory performance on a state assessment.
This is required to be addressed by the ARD committee. Can be addressed in a brief ARD or IEP amendment.
If the student did not perform satisfactorily on the state/alternative assessment, he or she will be provided an accelerated instruction plan.
The ARD committee discusses and designs this plan that meets the student’s needs statement must be written regarding the intensive program of instruction (accelerated instruction plan) in the yellow text box at the bottom of the screen.
The plan Must:
Be in addition to IEP services and align with goals and/or objectives
Can require the student to participate before or after school and can also be during designated tutorial times for all students.
Can not increase instructional arrangement
Be research-based and must be small group instruction (10:1)
Instruction can be provided by a general education teacher or special education teacher.
ISIP meets the criteria for reading (30 minutes per day)
Source: https://tea.texas.gov/WorkArea/DownloadAsset.aspx?id=25769809755
Special Education students taking STAAR in grades 5 and 8.
The ARD committee takes the place of the Grade Placement Committee.
For the 5th and 8th grades, the students are allowed three administrations to pass STAAR.
STAAR-ALT 2 students are exempt from SSI but not accelerated instruction.
STAAR Administrations
If the student does not pass:
After the 1st Administration:
if the student will have a second administration, an ARD Amendment must occur to
(1) review progress on goals and/or objectives and
(2)complete an accelerated instruction plan and documentation.
If the ARD committee will consider whether the student will not have a second administration, a fully constituted ARD must occur and
(1) review progress on goals and/or objectives,
(2) justify and provide documentation for the decision,
(3) decide whether the student will be promoted or retained
If promoted: (1) determine Intensive Accelerated Instruction Plan
If retained: (1) determine Accelerated Instruction Plan
If the student passes the 2nd administration, no further action is necessary.
After the 2nd Administration:
if the student will have a third administration, an ARD Amendment must occur to
(1) review progress on goals and/or objectives and
(2) complete an accelerated instruction plan and documentation.
Notify the Special Education Instructional Coach of the ARD
If the ARD committee will consider whether the student will not have a third administration, a fully constituted ARD must occur and
(1) review progress on goals and/or objectives,
(2) justify and provide documentation for the decision,
(3) decide whether the student will be promoted or retained
If promoted: (1) determine Intensive Accelerated Instruction Plan
If retained: (1) determine Accelerated Instruction Plan
Notify the Special Education Instructional Coach of the ARD
If the student passes the 2nd administration, no further action is necessary.
After 3rd Administration:
If the student does not pass the 3rd administration:
Notify the Special Education Instructional Coach of the ARD
A fully constituted ARD must occur and
(1) review progress on goals and/or objectives,
(2) justify and provide documentation for the decision,
(3) decide whether the student will be promoted or retained
If promoted:(1) determine Intensive Accelerated Instruction Plan
If retained: (1) determine Accelerated Instruction Plan