ARD Committee Decision-Making Process for the Texas

ARD Committee

Decision-Making Process

for the

Texas Assessment Program

Reference Manual for the 2005–2006 Testing Year(Enrolled Grades 3–11)

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Copyright © 2005, Texas Education Agency. All rights reserved.

HIGHLIGHTS:2006 CHANGES TO THE

TEXAS ASSESSMENT PROGRAMAND THE ARD PROCESS

2005–2006 ARD Committee Decision-Making Process for the Texas Assessment Programwww.tea.state.tx.us/student.assessment i

Highlights: 2006 Changes to the Texas Assessment Program and the ARD Process

The Texas Education Agency (TEA) is developing and will implement, upon approval of the U.S.Department of Education (USDE), an assessment system that meets the requirement that students withdisabilities be included in all statewide assessments. When this assessment system is fully implemented,the Texas assessment program will be in compliance with state requirements under Section 39.023 of theTexas Education Code and with federal requirements under the Individuals with Disabilities EducationImprovement Act of 2004 (IDEA) and the No Child Left Behind Act. Some of the changes to the testingprogram are described below, along with other changes that have been made to this manual.

New Testing Program: TAKS Inclusive (TAKS-I)In 2006, TAKS Inclusive (TAKS-I), an assessment that will meet the IDEA 2004 requirements for thosesubjects and grade levels that are currently assessed with the Texas Assessment of Knowledge and Skills(TAKS) but not with the State-Developed Alternative Assessment II (SDAA II), will be made available as areplacement for the Locally Determined Alternate Assessment (LDAA) for students working on or neargrade level in the content areas listed below. Students who receive special education services and forwhom TAKS, even with allowable accommodations, is not an appropriate assessment could beadministered the TAKS-I.

TAKS-I will measure the academic progress of students receiving special education services in the state-mandated Texas Essential Knowledge and Skills (TEKS) curriculum on or near grade level in:

• Science at Grades 5, 8, 10, and Exit Level;*

• Spanish science at Grade 5;

• Social studies at Grades 8, 10, and Exit Level;*

• Exit Level English language arts (ELA);* and

• Exit Level mathematics.*

Students may take TAKS-I tests only at their enrolled grade level.

TAKS-I does not replace the subject-area tests currently administered under SDAA II; rather, it isintended to broaden the alternate assessments available to students served in special education. Inaddition, LDAA is still an option for those students whose ARD committee has determined that bothTAKS and TAKS-I are not appropriate.

Characteristics of TAKS-I:

• TAKS-I tests will generally consist of the same test items that appear on the TAKS science,social studies, and Exit Level* tests for corresponding content areas and grades.

• TAKS-I will contain fewer test items than the corresponding TAKS tests because TAKS-I testswill not include embedded field-test items.

* Please note that the TAKS-I Exit Level administrations are not state-mandated graduation requirements forstudents receiving special education services. The ARD committee’s role has not changed; the ARDcommittee will continue to determine a student’s graduation requirements. The term Exit Level is used inreference to TAKS-I to avoid confusion and remain consistent with the corresponding TAKS administrations.

2005–2006 ARD Committee Decision-Making Process for the Texas Assessment Programwww.tea.state.tx.us/student.assessment ii

• Appropriate modifications to the format of the tests will be made, such as the use of largerfont sizes and fewer items per page.

• Expanded accommodations that are similar to those currently allowed for SDAA II but notfor the TAKS tests will also be permitted.

• TAKS-I will not use SDAA II achievement levels, but will instead use the TAKS “MetStandard” and “Commended” cut scores. ARD committees do not have to set expectedachievement levels for students who take TAKS-I.

• TAKS-I tests will be administered on the same date as the comparable TAKS assessment(primary administrations only). See page 5 for the TAKS-I administration schedule.

IDEA 2004 allows “the parent of a child with a disability and a local educational agency (LEA) to usealternative means of meeting participation, such as video conferences and conference calls”; therefore,LEAs may contact parents via telephone to address the option of TAKS-I for some students. Parents andLEAs may agree not to convene an ARD committee meeting to make changes to the student’sindividualized education program (IEP), and instead may develop a written document to amend ormodify the child’s current IEP. Upon request, a parent shall be provided with a revised copy of the IEPwith the amendments. IEPs must include a statement of any accommodations that are necessary tomeasure the academic achievement and functional performance of the student on statewide anddistrictwide assessments. If the ARD committee determines that the student shall take an alternateassessment on a particular statewide or districtwide assessment of student achievement, the IEP mustcontain a statement of why the child cannot participate in the regular assessment and why the particularalternate assessment selected is appropriate for the child.

New TermsIn making assessment decisions for 2006, ARD committees will determine the instructional level of thestudent receiving special education services as well as the type of TEKS curriculum the student isreceiving. The types of curriculum can be defined as follows.

• TEKS Curriculum: the Texas Essential Knowledge and Skills, the state-mandated curriculum

• Modified TEKS Curriculum: access to the TEKS curriculum provided by using adaptationsand modifications in instructional strategies that address the learning styles and needs ofstudents with disabilities

• Alternate TEKS Curriculum: access to the TEKS curriculum provided by using supports andstructure needed for the functional level of students with disabilities who take an LDAA(also referred to as alternate curriculum)

New Supports for ARD Committees• Charts:

° “Assessments by Grade Level and Subject Area” shows at a glance all of the assessmentsrequired by the Texas Assessment Program at each grade level and subject area.(See page 2.)

° “2005–2006 LDAA Reporting Deadlines” gives reporting deadlines for LDAA results. Italso notes which type of answer document should be used to report assessment resultsfor a student taking an LDAA in each subject area. (See page 7.)

2005–2006 ARD Committee Decision-Making Process for the Texas Assessment Programwww.tea.state.tx.us/student.assessment iii

• Sample Forms:

° New sample forms “Considerations for ARD Assessment Decisions” have beenincluded in this manual to assist the ARD committee in following the four-step processfor making assessment decisions. (See pages 106–111.) These sample forms alsoreflect new IEP documentation requirements from IDEA 2004, as described onpage iii. The information recorded on these forms is helpful in documenting therationale for all assessment decisions, including expected achievement level.

Other Changes• Dyslexia bundled accommodations are available for eligible students taking the English or

Spanish TAKS Grade 3, 4, or 5 reading test.

• LAT administrations are no longer available for State-Developed Alternative Assessment(SDAA II) mathematics.

• Two charts, “Administration Schedule for Enrolled Grade 9 Students Receiving SpecialEducation Services in Reading” (pages 8 and 34) and “Administration Schedule forEnrolled Grade 10 Students Receiving Special Education Services in ELA” (pages 9 and 51),appear twice in the manual. The charts are duplicated to assist ARD committees during thescheduling phase and during the decision-making phase.

• The following information is readily available online at www.tea.state.tx.us/student.assessmentand is not included in the ARD manual.

° Federal and State Laws

° Test Blueprints

° Summary Reports

• Future of Alternate Assessment

TEA is currently working with the USDE to address concerns and questions regarding theassessment of students receiving special education services. The USDE is expected torelease regulations to implement policy that a limited number of students with disabilities(approximately 2 percent of the school-age population) will be allowed to take tests thatare specifically geared toward their abilities through modified achievement standards.Upon receipt of these regulations, TEA will begin the process of defining the eligibilityrequirements, developing specifications, and implementing alternate assessments basedon modified achievement standards. The SDAA II reading, mathematics, and writing testswill continue to be administered until the transition is made to the assessments based onmodified achievement standards.

TEA will develop and implement alternate assessments that will meet federalrequirements for students with the most significant cognitive disabilities. These new state-developed assessments would replace the LDAA for Grades 3–9 reading; Grades 3–10 andExit Level mathematics; Grades 4 and 7 writing; Grades 5, 8, 10, and Exit Level science;Grades 8, 10, and Exit Level social studies; and Grade 10 and Exit Level English languagearts (ELA). This transition is proposed to take place during the 2007–2008 school year.There will be field-testing activities, however, during the 2006–2007 school year.

2005–2006 ARD Committee Decision-Making Process for the Texas Assessment Programwww.tea.state.tx.us/student.assessment iv

Table of Contents

HIGHLIGHTS: 2006 CHANGES TO THE TEXAS ASSESSMENT PROGRAM AND THE ARD PROCESS . . . . . .ii

ASSESSMENTS BY GRADE LEVEL AND SUBJECT AREA . . . . . . . . . . . . .2

TEST ADMINISTRATION DATES2005–2006 TAKS Primary Test Administration Dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

2005–2006 TAKS-I Test Administration Dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

2005–2006 SDAA II Test Administration Dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

2005–2006 LDAA Reporting Deadlines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Administration Schedule for Enrolled Grade 9 Students Receiving Special Education Services in Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Administration Schedule for Enrolled Grade 10 Students Receiving Special Education Services in ELA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

2005–2006 TELPAS Test Administration Dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

INTRODUCTIONPurpose of the ARD Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Who Needs to Be Trained . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Components of the 2006 Texas Assessment Program . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

SUBJECT-AREA ASSESSMENT INFORMATIONAssessment Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

The Four Steps: Making Assessment Decisions and Setting AppropriateAchievement Level Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Step 1: Review student’s current information to determine the student’s present level of functioning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Step 2: Determine the student’s TEKS mastery level and appropriate assessment (TAKS, TAKS-I, SDAA II, or LDAA). . . . . . . . . . . . . .20

Flowchart: Choosing the Appropriate Assessment for Students Receiving Special Education Services in Subjects Tested by SDAA II . . . . . . . . . . . . . . .22

Flowchart: Choosing the Appropriate Assessment for Students Receiving Special Education Services in Subjects Not Tested by SDAA II . . . . . . . . . . . .23

2005–2006 ARD Committee Decision-Making Process for the Texas Assessment Programwww.tea.state.tx.us/student.assessment v

Step 3: Determine the appropriate SDAA II instructional level. . . . . . . . . . . . . . . . . .24

Flowchart: 2006 SDAA II Reading and Mathematics Available Instructional Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Flowchart: 2006 SDAA II Writing/ELA Available Instructional Levels . . . . . .26

Step 4: Select an SDAA II expected achievement level based on the student’s growth expectations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Flowchart: Summary of Steps for Making Assessment Decisions and Setting Appropriate Achievement Level Expectations . . . . . . . . . . . . . . . . . . .31

Flowchart: Overview of Setting ARD Expectations for Students Taking SDAA II in Reading and/or Mathematics . . . . . . . . . . . . . . .32

ARD Committee Documentation for SDAA II Reading and Mathematics . . .33

Flowchart: Administration Schedule for Enrolled Grade 9 Students Receiving Special Education Services in Reading . . . . . . . . . . . . . . . . . . . . . . .34

ACHIEVEMENT LEVEL DESCRIPTIONS FOR SDAA IIWRITING/ELA

SDAA II Writing/ELA Achievement Level Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . .36

Instructional Level K/1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Instructional Levels 2–9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

SDAA II Instructional Level 9 Reading and Instructional Level 10 English Language Arts (ELA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

Achievement Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

Flowchart: Overview of Setting Appropriate Achievement Level Expectations for Students Taking SDAA II in Writing/ELA . . . . . . . . . . . . . . . . . . . . . . .49

ARD Committee Documentation for SDAA II Writing/ELA . . . . . . . . . . . . . . . . . . . . . . .50

Flowchart: Administration Schedule for Enrolled Grade 10 Students Receiving Special Education Services in ELA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51

LEP STUDENTS RECEIVING SPECIAL EDUCATION SERVICESChoosing the Appropriate Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53

LEP Exemptions for Students Receiving Special Education Services . . . . . . . . . . . . . . . .54

Linguistically Accommodated Testing (LAT) in Mathematics at Grades 3–8 and 10 . . .55

Texas English Language Proficiency Assessment System (TELPAS) Components . . . . .56

RPTE Participation Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

Texas Observation Protocols (TOP) Participation Guidelines . . . . . . . . . . . . . . . . . . .56

TESTING ACCOMMODATIONSAllowable Accommodations for TAKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59

Oral Administration for TAKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

2005–2006 ARD Committee Decision-Making Process for the Texas Assessment Programwww.tea.state.tx.us/student.assessment vi

Dyslexia Bundled Accommodations for Grades 3, 4, and 5 TAKS Reading . . . . . . . . . . .63

Nonallowable Accommodations for TAKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64

Related Testing Procedures for TAKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65

Testing Accommodations for TAKS-I and SDAA II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66

Oral Administration for TAKS-I and SDAA II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67

Related Testing Procedures for TAKS-I and SDAA II . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68

Large-Print and Braille Test Booklets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70

SDAA II FIELD TESTSIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72

Flowchart: SDAA II Field-Test Participation for Students Receiving Special Education Services in Reading, Mathematics, and/or Writing/ELA . . . . . . . . . .73

STUDENT SUCCESS INITIATIVEIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75

SSI Grade Advancement Requirements for Students Served by Special Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76

Students Who Take TAKS Reading and/or Mathematics . . . . . . . . . . . . . . . . . . . . . . . . .77

Flowchart: SSI Grade Advancement Requirements for Enrolled Grade 3 StudentsTaking TAKS Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78

Flowchart: SSI Grade Advancement Requirements for Enrolled Grade 5 StudentsTaking TAKS Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79

Flowchart: SSI Grade Advancement Requirements for Enrolled Grade 5 StudentsTaking TAKS Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80

Students Who Take SDAA II Reading and/or Mathematics . . . . . . . . . . . . . . . . . . . . . . .81

Flowchart: SSI Grade Advancement Requirements for Enrolled Grade 3 StudentsReceiving Special Education Services for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . .82

Flowchart: SSI Grade Advancement Requirements for Enrolled Grade 5 StudentsReceiving Special Education Services for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . .83

Flowchart: SSI Grade Advancement Requirements for Enrolled Grade 5 StudentsReceiving Special Education Services for Mathematics . . . . . . . . . . . . . . . . . . . . . . . .84

Students Who Take an LDAA for Reading and/or Mathematics . . . . . . . . . . . . . . . . . . .85

Student Scenarios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86

FREQUENTLY ASKED QUESTIONSTest Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88

Accommodations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90

Implications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94

2005–2006 ARD Committee Decision-Making Process for the Texas Assessment Programwww.tea.state.tx.us/student.assessment vii

2005–2006 ARD Committee Decision-Making Process for the Texas Assessment Programwww.tea.state.tx.us/student.assessment viii

Locally Determined Alternate Assessment (LDAA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96

Reporting and Accountability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97

Students with Limited English Proficiency (LEP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98

Student Success Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100

Other . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103

SAMPLE FORMSSummary of ARD Assessment Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105

Considerations for ARD Assessment Decision: Reading . . . . . . . . . . . . . . . . . . . . . . . . .106

Considerations for ARD Assessment Decision: Mathematics . . . . . . . . . . . . . . . . . . . . . .107

Considerations for ARD Assessment Decision: Writing . . . . . . . . . . . . . . . . . . . . . . . . . .108

Considerations for ARD Assessment Decision: ELA . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109

Considerations for ARD Assessment Decision: Science . . . . . . . . . . . . . . . . . . . . . . . . . .110

Considerations for ARD Assessment Decision: Social Studies . . . . . . . . . . . . . . . . . . . . .111

SDAA II Selection Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112

2006 TAKS-I Subject-Area Rosters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113

2006 SDAA II Subject-Area Rosters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117

2006 SDAA II Field-Test Subject-Area Rosters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120

Accommodation Request Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123

GLOSSARYGlossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125

APPENDICESAppendix A

Test Development Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .130

Appendix BSample Confidential Student Report—All Instructional Levels . . . . . . . . . . . . . . . . . . .132

Writing Sample Confidential Student Report—Instructional Level K/1 . . . . . . . . . . . .135

Writing Sample Confidential Student Report—Instructional Levels 2–9 . . . . . . . . . . . .138

English Language Arts Sample Confidential Student Report—Instructional Level 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141

Appendix CContact Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .145

ASSESSMENTS BY GRADE LEVEL AND SUBJECT AREA

2005–2006 ARD Committee Decision-Making Process for the Texas Assessment Programwww.tea.state.tx.us/student.assessment 1

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Test Administration Dates


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Administration Schedule for Enrolled Grade 9 Students Receiving Special Education Services in Reading

* Because some students enrolled in Grade 10 may be required to take both an SDAA II Instructional Level 9reading test and an SDAA II writing test at a lower instructional level, the SDAA II Instructional Level 9reading test must be administered on February 22, 2006. Students will not be required to take two tests onthe same day.

Student is receiving TEKS instruction on or near grade level with allowable TAKS accommodations or without any accommodations.

TAKS on February 21, 2006

Student is receiving TEKS instruction on or near grade level with accommodations that are nonallowable for TAKS.

SDAA II Instructional Level 9 on February 22, 2006*

Student is receiving modified TEKS instruction with allowable SDAA II accommodations or without any accommodations.

SDAA II Instructional Levels K–8 on April 19, 2006*

Student is receiving modified or alternate TEKS instruction with accommodations that are nonallowable for SDAA II.

LDAA(given on a schedule set by the ARD committee prior to submission

of the corresponding TAKS or SDAA II answer documents)





Administration Schedule for Enrolled Grade 10 Students Receiving Special Education Services in ELA


SDAA II Instructional Level K/1, 2, 3/4, 5, 6/7, or 8/9 writing on February 21, 2006

and

SDAA II Instructional Level 9 reading on February 22, 2006* or SDAA IIInstructional Level K, 1, 2, 3, 4, 5, 6, 7, or 8 reading on April 19, 2006


TAKS Grade 10 ELA on February 21, 2006


SDAA II Instructional Level 10 ELA on February 21, 2006

Student is receiving reading and/or writing modified TEKS instruction with allowable SDAA II accommodations or without any accommodations.




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INTRODUCTION

Purpose of the ARD ManualARD committee members should use this reference manual to guide their decisions regardingplacement in the Texas Assessment Program for students receiving special education services. A glossaryis provided beginning on page 125 to explain terms used in this manual. This manual explains to ARDcommittees

• how to make decisions about a student’s placement in the Texas Assessment Program byusing the TEKS curriculum as documented in the student’s IEP;

• how to determine which of the accommodations documented in the IEP are appropriateand allowable for the assessments; and

• how to set a student’s expected achievement level (ARD expectation) on an SDAA IIassessment.

Who Needs to Be Trained

Region Level Education Service Center staff

District Level Superintendents AdministratorsSpecial education administratorsTesting coordinators

Campus Level Principals and other administrators(Grades 3–10) Educational diagnosticians

Licensed Specialists in School Psychology (LSSP)CounselorsSpecial education staffGeneral education staffTesting coordinatorsTest administratorsParents

Introduction


Introduction


Components of the 2006 Texas Assessment Program

• Texas Assessment of Knowledge and Skills (TAKS) is an assessment that measures astudent’s mastery of the state-mandated curriculum, the Texas Essential Knowledge andSkills (TEKS), for:

Grades 3–9 reading

Grades 3–10 and Exit Level mathematics

Grades 4 and 7 writing

Grade 10 and Exit Level English language arts (ELA)

Grades 5, 8, 10, and Exit Level science

Grades 8, 10, and Exit Level social studies

• TAKS Inclusive (TAKS-I) is an assessment that measures the academic progress of studentsreceiving special education services for whom TAKS, even with allowable accommodations,is not an appropriate measure of academic progress. Students may take TAKS-I tests only attheir enrolled grade level. TAKS-I will be administered for students receiving specialeducation services in the TEKS curriculum on or near grade level in:

Exit Level mathematics*

Exit Level ELA*

Grades 5, 8, 10, and Exit Level science*

Grades 5 Spanish science

Grades 8, 10, and Exit Level social studies*

• Spanish TAKS also measures a student’s mastery of the TEKS. The Spanish TAKS is alignedwith the TAKS test and is administered in Spanish. Spanish TAKS is administered for:


Grades 3–6 mathematics

Grade 4 writing

Grade 5 science


• State-Developed Alternative Assessment II (SDAA II) is aligned with TAKS and measures thedegree to which students understand the TEKS. SDAA II measures the academic progress ofstudents receiving special education services for whom TAKS, even with allowableaccommodations, is not an appropriate measure of academic progress. These students arereceiving instruction in the TEKS at Instructional Levels K–9 in reading, K–10 inmathematics, K–9 in writing, and 10 in ELA. SDAA II is administered for:

Enrolled Grades 3–9 reading

Enrolled Grades 3–10 mathematics

Enrolled Grades 4 and 7 writing

Enrolled Grade 10 ELA

• Locally Determined Alternate Assessment (LDAA) measures the learning of a studentreceiving special education services when TAKS, TAKS-I, and SDAA II are not appropriate—either because the student is receiving an alternate curriculum or because the studentrequires nonallowable accommodations. These students must be given an LDAA if they areenrolled in grades where TAKS tests are administered.

The SDAA II assessments do not include science, social studies, or Exit Level tests. WhenTAKS-I assessments are not appropriate, LDAAs are administered to students receivingspecial education services for:

Grade 5 science

Grade 8 science and social studies

Grade 10 science and social studiesGrade 11 (Exit Level) for English language arts, mathematics, science, and social studies

Currently, there are no state-developed LDAAs, nor is there a state-mandated or state-approved list of appropriate LDAAs. The ARD committee should choose the assessment thatmost closely aligns to the instruction the student is receiving in the TEKS. If the student isreceiving an alternate curriculum, an LDAA still must be administered. Some schooldistricts choose to use portfolios, final exams, anecdotal records with work samples, releasedtests, or off-the-shelf tests. It is the responsibility of the school district and, ultimately, thestudent’s ARD committee to determine which assessment would be most appropriate to useas an LDAA for each individual student. The ARD committee is responsible for determiningwhat assessment will be used for the LDAA and what mastery criteria will be expected foreach student.

An operational TAKS, TAKS-I, or SDAA II test cannever be used as an LDAA.

Introduction


• Texas English Language Proficiency Assessment System (TELPAS) is designed to assess theprogress that limited English proficient (LEP) students make in learning the Englishlanguage. TELPAS has the following components:

° Reading Proficiency Tests in English (RPTE) are one part of TELPAS. RPTE measuresannual growth in the English language proficiency of LEP students for:


° Texas Observation Protocols (TOP) are also a part of TELPAS. These assessmentsenable teachers to holistically rate a LEP student’s English language proficiency levelbased on daily interactions and observations of the student during classroominstruction. TOP is administered for:

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

Grades 3–12 listening, speaking, and writing

• Linguistically Accommodated Testing (LAT) is an alternative assessment process for students who are LEP exempt in mathematics and, therefore, eligible to participate in LATadministrations of the TAKS mathematics tests. LAT administrations are available for:

Grades 3–8 mathematics

Grade 10 mathematics

Introduction


SUBJECT-AREA ASSESSMENT INFORMATION

ReadingMathematics

WritingEnglish Language Arts

Social StudiesScience


Assessment Decisions

The current Texas assessment program not only reflects the rigor of the Texas Essential Knowledge andSkills (TEKS) curriculum but also seeks to include as many students as possible in the Texas Assessmentof Knowledge and Skills (TAKS) while providing alternatives for students whose academic achievementand progress cannot be measured appropriately with TAKS. While many students with disabilities arecurrently being assessed with SDAA II, some of these students are working on or close to their enrolledgrade level and may benefit academically from being assessed with TAKS. For students working belowtheir enrolled grade level, it is the responsibility of all of us—the state as well as the districts, campuses,and classroom teachers—to work with parents and other members of the community to understand andprovide the support these students need to close the achievement gap. All students have the right to beexposed to as much of an on-grade-level curriculum as possible so that they can reach their academicpotential. For students receiving special education services, these considerations and decisions lie withthe admission, review, and dismissal (ARD) committee, the members of which must weigh the benefits ofrigorous and challenging expectations with the possibilities of success, given each student’s individualstrengths, needs, instruction, and accommodations.

Keeping these high standards in mind, ARD committees must choose the assessment that matches theeducational needs of each individual student receiving special education services. ARD committeesshould promote high expectations in determining the annual measureable goals documented in thestudent’s IEP. It is important to emphasize that the instructional decisions made by the ARD committeeand documented in the IEP must always guide assessment decisions. The ARD committee must weighthe benefits of rigorous and challenging expectations with the possibilities of success given eachstudent’s individual strengths, needs, instruction, and accommodations. TAKS should be considered firstwhen making assessment decisions.

The assessment decisions for students receiving special education services are made by ARD committeesand are based on each student’s IEP, the previous year’s Confidential Student Report (CSR), and otherrelevant information, such as student work samples and teacher assessments. (See Appendix B forsample CSRs that include detailed explanations for mathematics, reading, and writing/ELA.) ARDcommittees will use these documents along with the four steps beginning on page 18 to identify the mostappropriate test for the student in each subject area under consideration.

It is important to remember that each subject area tested is considered separately when makingassessment decisions. A separate process must be followed for two reasons. First, a student’s skill levelsmay vary across subjects. Second, the process and the available testing options vary by subject area.

The following section outlines a four-step process that ARD committees should follow to identify theappropriate assessment to meet each individual student’s educational needs. Flowcharts are included,and SDAA II achievement levels are described. (For information about setting the appropriateachievement levels, see page 32 for reading and mathematics and pages 36–51 for writing/ELA.)

Subject-Area Assessment Information


The Four Steps: Making Assessment Decisions and SettingAppropriate Achievement Level Expectations*

In order to make assessment decisions and/or set appropriate achievement level expectations (whenapplicable), the ARD committee must follow these steps. (Note that Steps 3 and 4 are only necessarywhen SDAA II is determined to be the appropriate assessment.) Reading, mathematics, writing, Englishlanguage arts, science, and social studies must be considered separately.

Step 1: Review student’s current information to determine the student’s present level offunctioning.

Step 2: Determine student’s TEKS mastery level and appropriate assessment (TAKS, TAKS-I,SDAA II, or LDAA).

Step 3: Determine the appropriate SDAA II instructional level.

Step 4: Select an SDAA II expected achievement level based on the student’s growthexpectations.

ARD committees must document in the IEP the rationale for all assessment decisions including why astudent cannot participate in TAKS and why the particular alternate assessment is appropriate. Sampleforms, “Considerations for ARD Decisions,” have been included in this manual on pages 106–111 toassist in recording the ARD committee decisions for each student as the steps are followed. In addition,as ARD committees go through the four steps for each student, they may want to record their decisionsdirectly onto a TAKS-I or SDAA II Student Roster.

Step 1: Review student’s current information to determine the student’s presentlevel of functioning.The ARD committee must review the student’s IEP, other relevant information such as student worksamples and teacher assessments, and the student’s CSR, if available, from the previous school year.Using these documents, the ARD committee must consider the student’s strengths and weaknesses inrelation to the TEKS.

Districts and/or campuses share responsibility to ensure that all necessary information on a givenstudent is available so that the ARD committee can make appropriate assessment decisions. Thisinformation should include the following.

• A student’s IEP includes the current levels of educational performance as well asinformation related to the TEKS level at which the student is receiving instruction. TheIEP provides a detailed look at a student’s progress in the curriculum at the appropriateinstructional level for each subject area. Information from other people—such as parents,legal guardians, teachers, counselors, diagnosticians, administrators, and otherprofessionals or paraprofessionals—may also be documented.

• Other relevant information may include a collection of student work, such as actual worksamples and assignments, informal teacher assessments, and formal teacher assessmentscreated from or provided with instructional materials.

* There is a summary flowchart of the steps on page 31.



• A student’s CSR includes the results from the previous test administration. The listing ofstudent performance by objective provides a more detailed look at a student’s progress inthe curriculum. If the ARD committee does not have a CSR for a student, review otherinformation as previously mentioned.

ARD committees should review all of the information listed in Step 1 to answer the followingquestions.

At the time of testing, will the student be enrolled in Grades 3–11 (as reported to the Public EducationInformation Management System [PEIMS])?

The student must be enrolled in Grades 3–11 and be receiving special education services atthe time of testing.

Is the student receiving instruction using on- or near-grade-level TEKS curriculum, modified TEKScurriculum, or alternate curriculum?

• If the student is receiving instruction using on- or near-grade-level TEKS curriculum, thestudent may be able to take TAKS, TAKS-I, or SDAA II.

• If the student is receiving instruction using modified TEKS curriculum, the student maybe able to take TAKS-I or SDAA II.

• If the student is receiving instruction using an alternate curriculum, the student shouldtake an appropriate SDAA II or LDAA assigned by the ARD committee.

Which allowable accommodations will be used?

To determine when a testing accommodation is needed for a student, keep the followingquestions in mind. If the answer to all of these questions is “yes,” then the accommodationmay be considered.

• Does the student routinely use the accommodation in classroom instruction and testing?

• Is the accommodation documented in the student’s IEP?

• Will the accommodation give the student the opportunity to demonstrate knowledge ofthe TEKS curriculum eligible for assessment?

• Is the accommodation allowable? Some accommodations that are appropriate for use inthe classroom may invalidate the test and are not allowable.

To request permission to use specific accommodations not addressed on pages 59–70, submit to TEA the Accommodation Request Form found in the Sample Forms section on page 123 and on theTEA website at www.tea.state.tx.us/student.assessment. Requests must be submitted at least two weeksprior to testing to ensure a response before testing begins.

Once you have collected all the relevant information and have identified the student’s present level offunctioning and the allowable accommodations, go on to Step 2.



Step 2: Determine the student’s TEKS mastery level and appropriate assessment(TAKS, TAKS-I, SDAA II, or LDAA).Continuing to use the information collected in Step 1, the ARD committee must determine the student’sindividual skills and level of progress in relation to the TEKS. The ARD committee must determine if thestudent has mastered few, some, many, or all of the objectives and student expectations for the TEKScurriculum the student is receiving. With this information, the ARD committee will determine if TAKS,TAKS-I, SDAA II, or LDAA is the appropriate assessment in a given subject area.

Information to help ARD committees understand how the objectives and TEKS student expectations areassessed can be found in the 2004 TAKS Information Booklets and 2004 SDAA II Information Booklets, whichare available on the TEA website at www.tea.state.tx.us/student.assessment. The booklets contain specificinformation about the vertical alignment of the SDAA II test objectives and TEKS student expectationsas well as sample items and test blueprints. The blueprints list the number of items addressing eachSDAA II objective and the number of items on the test as a whole.

The ARD committee should use the flowcharts following Step 2 on pages 22 and 23 to answer thequestion below and to complete the sample forms “Considerations for ARD Decisions.” For informationabout testing accommodations and related testing procedures, see pages 59–70.

Which assessment is most appropriate for the student based on the level of TEKS instruction andneeded accommodations?

Reading, Mathematics, and Writing

• If the student is receiving instruction using on- or near-grade-level TEKS curriculum, thestudent takes TAKS with or without allowable accommodations.

• If the student is receiving instruction using on- or near-grade-level TEKS curriculum forreading, mathematics, and/or writing, but the accommodations documented in the IEPwould invalidate TAKS, the student takes SDAA II.

• If the student is receiving instruction using modified TEKS curriculum for reading,mathematics, and/or writing, the student takes SDAA II with or without allowableaccommodations as documented in the IEP.

• If the student is receiving instruction using modified TEKS curriculum for reading,mathematics, and/or writing but the accommodations documented in the IEP wouldinvalidate SDAA II, the student takes an appropriate LDAA assigned by the ARDcommittee.

• If the student is receiving instruction using an alternate curriculum in reading,mathematics, and/or writing, the student takes an appropriate LDAA assigned by theARD committee. The ARD committee is responsible for determining what assessment willbe used for the LDAA and what mastery criteria will be expected for each student.





Science, Social Studies, and Exit Level*

• If the student is receiving instruction using on- or near-grade-level TEKS curriculum, thestudent takes TAKS with or without allowable accommodations.

• If the student is receiving instruction using on- or near-grade-level TEKS curriculum forscience, social studies, and/or Exit Level content areas but the accommodationsdocumented in the IEP would invalidate TAKS, the student takes TAKS-I.

• If the student is receiving instruction using an alternate curriculum in science, socialstudies, and/or Exit Level content areas, the student takes an appropriate LDAA assignedby the ARD committee.

According to current changes in IDEA 2004, ARD committees need to document the following in astudent’s IEP if an alternate assessment is selected:

• why the student cannot participate in TAKS;

• why the selected alternate assessment is appropriate for the student; and

• what accommodations are necessary to measure the academic achievement and functionalperformance of the student.

If TAKS, TAKS-I, or LDAA is determined to be the appropriate assessment, no further decisions need tobe made. If SDAA II is determined to be the appropriate assessment, go to Step 3.


Students may take TAKS-I tests only at their enrolled grade level.

Choosing the Appropriate Assessment for Students Receiving Special Education Services

in Subjects Tested by SDAA II

ReadingThe student must be enrolled in Grades 3–9 at the time of testing.

MathematicsThe student must be enrolled in Grades 3–10 at the time of testing.

Writing/ELAThe student must be enrolled in Grade 4, 7, or 10 at the time of testing.

Is the student receiving TEKS instruction on or near grade level with

no accommodations that would invalidate TAKS?


accommodations (documented in the IEP)

that would invalidate TAKS?

Is the student receiving modified TEKS instruction with no accommodations

that would invalidate SDAA II?

Is the student receiving instruction using modified TEKS curriculum with accommodations (documented in the IEP) that would invalidate SDAA II?

Is the student receiving instruction using an alternate

TEKS curriculum?

The student takes the Texas Assessment of Knowledge

and Skills (TAKS).

The student takes the State-Developed Alternative

Assessment II (SDAA II).

The student takes the State-Developed Alternative

Assessment II (SDAA II).

The student takes an appropriate locally determined alternate

assessment (LDAA) assigned by the ARD committee.



Yes

Yes

Yes

Yes

Yes

No

No

No

No



Choosing the Appropriate Assessment for Students Receiving Special Education Services

in Subjects Not Tested by SDAA II

* Students may take TAKS-I tests only at their enrolled grade level.

ScienceThe student must be enrolled in Grade 5, 8, 10, or 11 at the time of testing.

Social StudiesThe student must be enrolled in Grade 8, 10, or 11 at the time of testing.

Exit Level ELAThe student must be enrolled in Grade 11 at the time of testing.

Exit Level MathematicsThe student must be enrolled in Grade 11 at the time of testing.


no accommodations that would invalidate TAKS?

Is the student receiving on- or near-grade-level or modified TEKS instruction with accommodations

(documented in the IEP) that would invalidate TAKS?

Is the student receiving instruction using modified TEKS curriculum with accommodations (documented in the

IEP) that would invalidate TAKS-I?

Is the student receiving instruction using an

alternate TEKS curriculum?

The student takes the Texas Assessment of Knowledge

and Skills (TAKS).

The student takes the TAKS Inclusive (TAKS-I).*





Yes

Yes

Yes

Yes

No

No

No



Step 3: Determine the appropriate SDAA II instructional level.Now that the ARD committee has examined the student’s present level of functioning and determinedthat SDAA II is the appropriate assessment, it is time to identify the appropriate SDAA II instructionallevel assessment for the upcoming test administration.

Instructional decisions made by the ARD committee and documented in the IEP should always guidefuture assessment decisions. The committee must always take into consideration the student’s strengths,needs, instruction, and accommodations.

The ARD committee should look at the TEKS instruction the student is receiving as well as the CSR fromthe previous test administration, if available. Is the student receiving TEKS instruction at a higher levelthan tested on last year’s SDAA II? The ARD committee should determine the most appropriate SDAA IIinstructional level for testing based on each student’s individual educational needs.

If an ARD committee selected an SDAA II test at a specific instructional level, only to find out after thestudent has taken the test that the test was inappropriate, then the ARD committee should select a moreappropriate test for the following year.

If a student’s IEP for an assessed subject area lists TEKS objectives for more than one instructional level,the ARD committee should determine the most appropriate instructional level for testing based on themajority of TEKS instruction.

To complete Step 3 and the sample forms “Considerations for ARD Assessment Decisions”(pages 106–111), the ARD committee should answer the following questions.

Which SDAA II instructional level test would be most appropriate to match the student’s reading,mathematics, and/or writing instruction?

Reading and Mathematics

• Consult the student’s IEP to determine the TEKS instruction the student is receiving ineach subject area tested. The flowchart on page 25 shows the available SDAA IIinstructional level tests for reading and mathematics.

Writing/ELA

• Note that the SDAA II writing tests at Instructional Levels K/1, 3/4, 6/7, and 8/9 areorganized to contain TEKS curriculum for two grades in one form. Instructional Levels 2and 5 writing are assessed independently. Students working in the TEKS for Grade 10 willbe assessed in writing as part of SDAA II Instructional Level 10 ELA. The flowchart onpage 26 shows the available SDAA II instructional level tests for writing/ELA.

• Students taking the SDAA II Instructional Level 10 ELA test must take both sections;students may not take only the reading section or only the writing section.

° If the student is receiving modified TEKS curriculum instruction for writing but on- or near-grade-level TEKS curriculum instruction for reading, the student musttake the appropriate SDAA II writing test and the SDAA II Instructional Level 9reading test.

° If the student is receiving modified TEKS curriculum instruction for reading but on- or near-grade-level TEKS curriculum instruction for writing, the student must take theappropriate SDAA II reading test and the SDAA II Instructional Level 8/9 writing test.



2006 SDAA II Reading and MathematicsAvailable Instructional Levels

*For a complete explanation of English language arts (ELA), see pages 36–51.

The SDAA II instructional level chosen for testing should reflect theTEKS instruction the student is receiving, as documented in the IEP.

The student must be enrolled in Grades 3–10 at thetime of testing for the reading and/or mathematics test.

ReadingInstructional

Level

MathematicsInstructional

Level

K 1 2 3 4 5 6 7 8 9 10 ELA* K 1 2 3 4 5 6 7 8 9 10





2006 SDAA II Writing/ELAAvailable Instructional Levels

* The TAKS Grade 10 ELA and SDAA II Instructional Level 10 ELA tests both include reading and writingcomponents. Students are required to answer multiple-choice and short-answer questions based on twopublished reading selections and a visual representation, write a composition on a specific topic, and answermultiple-choice revising and editing questions based on passages that resemble student writing.

** The TAKS Grade 10 ELA test and the SDAA II Instructional Level 10 ELA test include both reading andwriting components. Students for whom the SDAA II Instructional Level 10 ELA test is appropriate musttake both the reading and writing components. The ARD committee must consider reading and writingtogether when determining the appropriate instructional level test for enrolled Grade 10 students.

The SDAA II instructional level chosen for testing should reflect theTEKS instruction the student is receiving, as documented in the IEP.

The student must be enrolled in Grade 4, 7, or 10* at the time of testing for the writing/ELA test.

Writing/ELA Instructional

Level

K/1 3/4 5 6/7 8/9 10 ELA**2

Step 4: Select an SDAA II expected achievement level* based on the student’sgrowth expectations.The ARD committee must set the expected achievement level (ARD expectation) for each SDAA IIsubject-area test. The ARD committee should determine the amount of expected growth from one testadministration to the next for a student who takes SDAA II. The student’s overall achievement level asreported in the CSR for any one year will provide information to the ARD committee for use in settingappropriate expected achievement levels for the next administration. If a CSR for the student is notavailable from the previous administration, the ARD committee must use the other information fromStep 1. Instructional decisions made by the ARD committee and documented in the IEP should alwaysguide assessment decisions.

The score the student received on the most recent administration of SDAA II (as reported in the CSR) isonly one piece of information that the ARD committee should review. SDAA II results reflect how thestudent performed, not why the student performed in the way he or she did. The ARD committeeshould discuss all the possible circumstances surrounding the student when establishing an instructionallevel and a growth expectation. The amount of expected growth is guided primarily by the currentinstruction the student is receiving in the TEKS and the projected instruction in the TEKS for the nextIEP period.

ARD committees should promote high expectations based on the goals and objectives documented inthe student’s IEP. A student’s strengths, needs, instruction, and accommodations must always be takeninto consideration while the ARD committee determines appropriate achievement level expectations.The instructional decisions made by the ARD committee and documented in the IEP should be basedon the TEKS and will guide assessment decisions, including setting appropriate achievement levelexpectations.

The achievement level has two purposes: (1) it describes a student’s performance on the SDAA II, and(2) it allows for an evaluation of a student’s progress from year to year. There are three achievementlevels within each instructional level. Each achievement level spans a range of student skill levels in theTEKS student expectations at a given instructional level as displayed in the graphic below.

* For detailed information on setting achievement level expectations for writing/ELA, see pages 36–51.

Achievement Level IMinimal Knowledge and Skills

(Beginning)

Achievement Level IIAdequate Knowledge and Skills

(Developing)

Achievement Level IIIStrong Knowledge and Skills

(Proficient)

InstructionalLevel

Met TAKSEquivalencyStandard (if testingon grade level)



A student’s expected achievement level is projected from the student’s skill level in the TEKS. Eachachievement level describes the progression of the student’s understanding and skills in the TEKScurriculum at the specific instructional level. A description of the performance associated with eachachievement level follows.

Achievement Level I

A student scoring at this achievement level demonstrates minimal knowledge and skills related tothe TEKS student expectations at the appropriate instructional level. Performance at this levelindicates that the student is considered to be beginning and has an understanding of few of therequired concepts in the TEKS curriculum being assessed.

Achievement Level II

A student scoring at this achievement level demonstrates adequate knowledge and skills related tothe TEKS student expectations at the appropriate instructional level. Performance at this levelindicates that the student is considered to be developing and has an understanding of some of therequired concepts in the TEKS curriculum being assessed.

Achievement Level III

A student scoring at this achievement level demonstrates strong knowledge and skills related tothe TEKS student expectations at the appropriate instructional level. Performance at this levelindicates that the student is considered to be proficient and has an understanding of most or all ofthe required concepts in the TEKS curriculum being assessed.

Met TAKS Equivalency Standard

The SDAA II testing program includes a TAKS Equivalency Standard for the reading, Englishlanguage arts, and mathematics assessments. Students for whom SDAA II is the most appropriateassessment may demonstrate performance that is equivalent to “Met Standard” on TAKS if they aretesting on grade level and earn a score that places them at Achievement Level III. A student’sperformance on SDAA II at the TAKS Equivalency Standard does not necessarily imply that astudent would have performed at or above Met Standard on TAKS. Further, meeting the TAKSEquivalency Standard on SDAA II does not imply that a student who took SDAA II should havetaken TAKS or should take TAKS in the future. SDAA II provides a measure of academic progressthat is sensitive to the needs of students with disabilities by allowing for most accommodations thatmeet the needs of these students. The ARD committee must continue to determine whichassessment is most appropriate for each student based on the IEP.

The ARD committee must identify the progress of the student’s understanding and skills in theobjectives and student expectations. The ARD committee must determine whether the student hasmastered few, some, many, or all of the TEKS objectives and student expectations.

Information to help ARD committees understand how the objectives and TEKS student expectationsmay be assessed on SDAA II can be found in the relevant 2004 SDAA II Information Booklets. Theinformation booklets contain specific information about the vertical alignment of the SDAA II testobjectives and TEKS curriculum as well as sample items and test blueprints.



SDAA II measures academic growth of the individual student from one test administration to the next.The explanation and graphics below illustrate two ways that an ARD committee might determine studentgrowth. It is important to note that the ARD committee can identify a different assessment goal thanthose set forth in the following examples.

Example 1: Student progresses to aninstructional level that shows more thanone year’s growth (for example, growthfrom 3-II to 5-I).

The ARD committee may be acceleratingthe instruction of a student working belowgrade level by helping the student progressat the rate of more than one instructionallevel per year. If a student is expected toprogress through the TEKS curriculum (as documented in his or her IEP) fasterthan one instructional level per year, thenexpected growth as reflected on SDAA IIshould be more than one year. In this case,the achievement level may differ from theprevious year.

Example 2: Student progresses to the sameachievement level in the next instructionallevel, which shows one year’s growth (forexample, growth from 3-II to 4-II).

If a student is expected to progress throughthe TEKS curriculum (as documented in hisor her IEP) at the rate of one instructionallevel per year, then expected growth asreflected on SDAA II should represent oneyear. A student scoring 3-II on the previousyear’s test may be expected to achieve arating of 4-II the following year.

The ARD committee may decide to have a student test at the next instructional level but not maintainthe same achievement level. This is, of course, a decision the ARD committee can make; however, therecommendation is to maintain the same achievement level if the next instructional level is chosen.

I

II

III

I

II

III

I

II

III

Expected AchievementLevel: 4-II

Previous Year Score:3-II

InstructionalLevel 3



Ach

ieve

men

t Lev

els

I

II

III

I

II

III

I

II

III

Expected AchievementLevel: 5-I

Previous Year Score:3-II




Ach

ieve

men

t Lev

els





To complete Step 4 and the sample forms “Considerations for ARD Assessment Decisions”(pages 106–111), the ARD committee should answer the following question.

If SDAA II will be used, what is an appropriate expected achievement level (ARD expectation) for thestudent?

• The ARD committee must review each student’s IEP, CSR from the previousadministration, and other relevant information (such as student work samples and teacher assessments) to determine appropriate achievement expectations.

New sample forms “Considerations for ARD Assessment Decisions” (pages 106–111)have been included in this manual to assist the ARD committee in following thefour-step process for making assessment decisions. The information recorded onthese forms is helpful in documenting the rationale for all assessment decisions,including expected achievement level.

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

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

Select an SDAA II expected achievement level based on a student’s growth expectations.

Determine student’s TEKS mastery level and appropriate assessment (TAKS, TAKS-I, SDAA II, or LDAA).

Determine the appropriate SDAA II instructional level.

Is the student expected to progress through the TEKS curriculum at this instructional level with minimal (beginning) knowledge and skills?

Achievement Level I

Is the student expected to progress through the TEKS curriculum at this instructional level with strong (proficient) knowledge and skills?

No

Yes

Step 1

Step 2

Step 3

Step 4

Is the student expected to progress through the TEKS curriculum at this instructional level with adequate (developing) knowledge and skills?

No

YesYes

Achievement Level II Achievement Level III



Overview of Setting ARD Expectations for Students TakingSDAA II in Reading and/or Mathematics

* For detailed information on setting achievement level expectations for writing/ELA, see pages 36–51.

The ARD committee must document its findings.

If the student is expectedto progress through theTEKS curriculum at theseinstructional levels withstrong knowledge and skillsby the time of testing, thenthe student is consideredto be proficient and will beexpected to perform atAchievement Level III.

If the student is expectedto progress through theTEKS curriculum at theseinstructional levels withadequate knowledge andskills by the time oftesting, then the studentis considered to bedeveloping and will beexpected to perform atAchievement Level II.

If the student is expectedto progress through theTEKS curriculum at theseinstructional levels withminimal knowledge andskills by the time of testing,then the student isconsidered to be beginningand will be expected toperform at Achievement Level I.

The ARD committee should choose the appropriateinstructional level test for SDAA II reading and/ormathematics based on the level of TEKS instructionas documented in the student’s IEP.

The student must be enrolled in Grades 3–9 at thetime of testing for reading* and enrolled inGrades 3–10 at the time of testing for mathematics.



ARD Committee Documentationfor SDAA II Reading and Mathematics

ARD committees must document the rationale for all assessment decisions, including expectedachievement level. Several sample forms have been included in this manual to assist in recording theARD committee decisions. These sample forms also reflect new IEP documentation requirements fromIDEA 2004. For more detailed information about the new IEP documentation requirements, seepage 21. The information gathered from these forms would be especially helpful to the testingcoordinator. The following portions of the Summary of ARD Assessment Decisions illustrate where to recordthe expected achievement level for a student for his or her SDAA II administration. The entire form canbe found in the Sample Forms section on page 105. Please note that this is a sample form for illustrationpurposes; the manner of documentation is a local decision.

State-Developed Alternative Assessment II (SDAA II)For each subject that applies, record the instructional level and the accommodations

documented in the IEP. Note the expected achievement level (ARD expectation).

MathematicsInstructional Level:

ARD Expectation:

Rationale for ARD Expectation:________________________________________________________________________________________________________________________________________________________________________________________________________________

Rationale: (Check one for each appropriate subject.)

MathematicsThe student is receiving TEKS instruction on ornear grade level but needs accommodations(documented in the IEP) that would invalidateTAKS.

The student is receiving modified TEKSinstruction, making TAKS inappropriate.

Other (specify) ___________________________

Accommodations:____________________________________________________________________________________________________________________________________

Student will continue instruction in 3rd grade TEKS,and continued improvement is expected.

3✓

multiplication facts chart; individualadministration

III



Reading Instructional Level:

ARD Expectation:

Rationale for ARD Expectation:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

By the time of testing, student will have had 4 months of instruction in 6th grade TEKS.


ReadingThe student is receiving TEKS instruction on ornear grade level but needs accommodations(documented in the IEP) that would invalidateTAKS.


Other (specify) ___________________________

Accommodations and/or modifications:____________________________________________________________________________________________________________________________________

✓

place marker

II6



Administration Schedule for Enrolled Grade 9 Students Receiving Special Education Services in Reading



TAKS on February 21, 2006


SDAA II Instructional Level 9 on February 22, 2006*

Student is receiving modified TEKS instruction with allowable SDAA II accommodations or without any accommodations.

SDAA II Instructional Levels K–8 on April 19, 2006*






ACHIEVEMENT LEVEL DESCRIPTIONSFOR SDAA II WRITING/ELA


SDAA II Writing/ELA Achievement Level Descriptions

The ARD committee will select an instructional level and set an expected achievement level for eachGrade 4 and Grade 7 student taking SDAA II writing and each Grade 10 student taking SDAA II ELA orwriting. Three achievement levels, with Achievement Level I as the lowest level and Achievement LevelIII as the highest, are used to describe students’ development in writing/ELA on each instructional leveltest (K/1, 2, 3/4, 5, 6/7, 8/9 [writing], and 10 [ELA]). Before setting an expected achievement level,committee members should review the following descriptors of each level to determine which level bestrepresents the student’s likely performance on the SDAA II writing or ELA test.

Instructional Level K/1The description below has two purposes: first, it provides an overview of the developmental nature of theK/1 writing assessment. Second, it establishes a context for understanding the characteristics of studentperformance that represent the literacy-development range within each achievement level.

The K/1 writing test is a performance assessment comprised of five tasks. The score for each of the firstfour tasks—writing numbers (1–50), writing first and last name, writing letters (both uppercase andlowercase), and labeling pictures of common objects—is determined by the student’s degree of literacydevelopment. Below is a graphic of the way in which this development is charted for each student.

Emergent Developing Developed

These descriptors represent different points on a developmental continuum. By comparing the student’soverall performance on a task to the criteria that define each developmental stage for this task, scorersare able to build a picture of where the student is on this continuum. Performance on each task ischarted this way to provide information about the degree to which the student has developed thefoundational writing skills assessed.

The fifth task—responding to a picture prompt—is based on the language level the student is able to useto write his or her response. Development of language is divided into six levels for this task, with l as theleast developed level and 6 as the highest. At Language Level 1, for example, the student is able torespond to the prompt, but only through scribbling or drawing. As the student’s capacity to use languagedevelops, he or she is able to write letters and words and may even attempt to write in sentences, eventhough this attempt may initially be unsuccessful. At Language Level 6, however, the student is able towrite complete sentences, demonstrating an understanding of the boundaries between one sentence andthe next.

The achievement level is determined for each student by looking across all five tasks, noting whichdevelopmental stage best represents the student’s likely performance on tasks 1 through 4 and whichlanguage level the student is most capable of using in responding to the prompt on task 5. Thisachievement level should represent the student’s overall stage of literacy development in writingfundamentals at the time of assessment.

Writing/ELA Achievement Levels


Achievement Level IAchievement Level I performance is characterized by most of the following.

• The student has difficulty correctly forming a series of one- and two-digit numbers (1–50)when orally prompted. The student may be just beginning to learn to conceptually linkthese numbers with their unique symbols, or the student may be in the process of learningthis skill. In either case, the student’s ability to write numbers is limited. (Note: Writingnumbers is included in this assessment because the ability to conceptually link a numberto its appropriate symbol is a necessary precursor to mathematics skill development.)

• The student’s ability to write his or her first and last name is limited. In some cases thestudent’s inability to write his or her name arises directly from an inability (or limitedability) to write the letters of the alphabet. In other cases the student may be able to writehis or her first or last name but not both. In still other cases the student may be able towrite both names but not be able to spell either correctly. In all of these instances, thestudent cannot yet write and correctly spell his or her first and last name.

• The student has difficulty correctly forming the uppercase and/or lowercase letters of thealphabet when orally prompted. The student may be just beginning to learn that eachletter of the alphabet is represented by a unique written symbol, or the student may be inthe process of learning this skill. In either case the student’s ability to write uppercaseand/or lowercase letters of the alphabet is limited.

• The student has difficulty showing the ability to conceptually link a series of pictures ofcommon objects to the words those pictures represent. (The words used on theassessment are within the K/1 writing vocabulary.) This skill is based not on the student’sability to correctly spell words but on his or her ability to generate words that arerecognizable as appropriate descriptors of the objects pictured.

• The student’s ability to respond to a picture prompt in written English is limited. In somecases, a student may be able to respond only through scribbling or drawing because his orher language development is pre-alphabetic. In other cases, the student may be able togenerate some written English, but this response is limited to writing individual letters orwords. At this achievement level, the student is not yet able to link words in a meaningfulway.

Achievement Level IIA broader range of performance is seen in Achievement Level II than in Achievement Level I.Achievement Level II performance is characterized by most of the following.

• The student demonstrates progress toward conceptually linking the numbers 1–50 withtheir appropriate written symbols. In some cases the student’s responses may show moremastery of one-digit numbers than of two-digit numbers. In other cases the student’sresponses reflect a nearly developed understanding of this concept.



• The student’s ability to write his or her first and last name is progressing. In some casesthe student may be able to write and correctly spell his or her first or last name, but notboth. In other cases the student may be able to write both names but not be able to spellboth correctly. In both of these instances, the student cannot yet write and correctly spellhis or her first and last name.

• The student demonstrates that he or she is learning to conceptually link both theuppercase and lowercase letters of the alphabet with their appropriate written symbols.The student is developing an understanding of the relationship between each letter of thealphabet and its unique written symbol, although the student’s ability to form uppercaseletters when orally prompted may differ from his or her ability to form lowercase letters.

• The student is making progress toward being able to conceptually link a series of picturesof common objects to the words those pictures represent. (The words assessed are withinthe K/1 writing vocabulary.) In some cases the student may be unable to generate theappropriate word; however, this inability is usually caused by the fact that the word containsa digraph (such as sock), a diphthong (such as toy), a blend (such as stamp), or acombination of these (such as bread). In other cases the student may have difficulty with aparticular word because it represents writing vocabulary at the upper end of the K/1developmental continuum.

• The student is able to respond to a picture prompt in written English. In some cases astudent’s language development may be limited to the use of individual words. In othercases the student is beginning to develop the ability to link words in a meaningful way,although he or she may show little or no ability to write sentences. Students at thisachievement level range from those who are able to write only individual words to thosewho have some understanding of sentence boundaries and are therefore able to write acombination of sentences and either fragments or run-on sentences.

Achievement Level IIIAchievement Level III performance is characterized by most of the following.

• The student demonstrates, for the most part, the ability to conceptually link the numbers1–50 with their appropriate written symbols. In some cases the student’s responses reflectminor conceptual gaps in understanding (such as inappropriate spacing between digits intwo-digit numbers). In other cases the student’s responses show that he or she hascompletely developed this foundational writing skill.

• The student demonstrates the ability to write his or her first and last name. In some casesthere may be minor problems in one name or the other (such as a letter reversed ormissing). In other cases the student is able to write and correctly spell both his or her firstand last name.

• The student demonstrates that he or she is able to conceptually link the uppercase andlowercase letters of the alphabet with their appropriate written symbols. In some cases thestudent’s responses reflect minor conceptual gaps in understanding (such as letterreversals). In other cases the student’s responses show that he or she has completelydeveloped this foundational writing skill.



• The student is able to conceptually link a series of pictures of common objects to thewords those pictures represent. (The words assessed are within the K/1 writingvocabulary.) The student’s inability to label a particular illustration is usually caused by thefact that the word the picture represents is at the upper end of the K/1 developmentalcontinuum.

• The student is able to respond to a picture prompt in written English. In some cases thestudent’s understanding of sentence boundaries is still developing; his or her response maybe a combination of sentences, fragments, and run-on sentences. In other cases the studentis able to respond in complete sentences representing a more developed understanding ofsentence boundaries. In both of these instances the student shows some ability tomeaningfully connect one thought or idea to the next.





Instructional Levels 2–9The description below has two purposes. First, it provides a general overview of the writing assessment atInstructional Levels 2–9. Second, it establishes a context for understanding the characteristics of studentperformance within each achievement level.

The writing tests at Instructional Levels K/1, 3/4, 6/7, and 8/9 are organized to contain twoinstructional levels in one form. Instructional Levels 2 and 5 are assessed independently.

Instructional Level 2 has five objectives, while Instructional Levels 3/4, 5, 6/7, and 8/9 have sixobjectives. At Instructional Level 2, a student’s performance on Objectives 1–3 is assessed through awritten composition, while his or her performance on Objectives 4 and 5 is assessed through a multiple-choice section. At Instructional Levels 3/4, 5, 6/7, and 8/9, a student’s performance on Objectives 1–2is assessed through a written composition; his or her performance on Objectives 3–6 is assessed througha multiple-choice section. Thus the tests provide two snapshots of the student’s progress in writing. Themultiple-choice section allows educators and parents to evaluate the degree to which the student hasmastered the knowledge and skills related to standard written English conventions. The writtencomposition reflects the student’s ability to communicate clearly and effectively to a reader other thanthe student writer.

Multiple Choice—Instructional Level 2The multiple-choice section assesses

• the ability to identify correct and effective sentences, standard usage, and appropriateword choice (Objective 4); and

• the ability to use basic proofreading skills to correct spelling, capitalization, andpunctuation errors (Objective 5).

Multiple Choice—Instructional Levels 3/4, 5, 6/7, and 8/9The multiple-choice section assesses

• the ability to recognize appropriate organization of ideas (Objective 3);

• the ability to identify correct and effective sentences (Objective 4);

• the ability to apply basic grammar and usage rules (Objective 5); and

• the ability to use basic proofreading skills to correct spelling, capitalization, andpunctuation errors (Objective 6).

Each multiple-choice objective is assessed in the context of written text. However, the length of this textvaries from passages of approximately one-half page at Instructional Level 2 to passages of approximatelyone and one-half pages at Instructional Level 8/9. In addition to these length differences, there are alsodifferences in the knowledge and skills assessed from one test to the next. The English languageconventions assessed on each test not only are developmentally appropriate for that instructional levelbut also represent the knowledge and skills that students have had adequate opportunity to master.

Written CompositionEach student’s composition is scored on a scale of 1 to 4, with 1 as the lowest score and 4 as the highest.A student may also receive a rating of 0, which indicates that the response could not be scored. Allcompositions are scored using a process called focused holistic scoring. This scoring system is “holistic”because each piece of writing is considered as a whole. It is “focused” in that the writing is evaluatedaccording to pre-established criteria.

Instructional Level 2Objectives 1 through 3 are assessed through a composition the student writes in response to a pictureprompt. The composition assesses

• the ability to produce an effective composition for a given purpose (Objective 1);

• the ability to produce a piece of writing that demonstrates a command of the conventionsof spelling, capitalization, punctuation, grammar, usage, and sentence structure(Objective 2); and

• the ability to produce a piece of writing that demonstrates correct letter formation andappropriate size, spacing, and use of margins (Objective 3).

Instructional Levels 3/4, 5, 6/7, and 8/9Objectives 1 and 2 are assessed through a composition the student writes in response to a prompt. Thecomposition assesses

• the ability to produce an effective composition for a given purpose (Objective 1); and

• the ability to produce a piece of writing that demonstrates a command of the conventionsof spelling, capitalization, punctuation, grammar, usage, and sentence structure(Objective 2).

The overall quality and effectiveness of a student’s composition are dependent on the degree to which astudent can apply these criteria to his or her own writing.

At every instructional level the prompt will allow each student to choose the approach that bestexpresses his or her ideas about the topic. Students are free to address the prompt as they choose as longas the finished product is a composition in standard English prose. (Note: Poetry is not an acceptableform of response.) Under these guidelines students choose their own purpose or combination ofpurposes for writing.





SDAA II Instructional Level 9 Reading and Instructional Level 10 English Language Arts (ELA)

What Is a Triplet?The SDAA II Instructional Level 9 Reading and Instructional Level 10 ELA test are based on athematically linked set of selections for the student to read and analyze. The term triplet is used todescribe this set of three selections. The components of a triplet are as follows:

• a published literary selection

• a published expository (informational) selection

• a one-page viewing and representing piece

Both the literary and expository (informational) selections are published works or excerpts frompublished works. The selections must not appear in any of the state-adopted high school Englishtextbooks. The combined length of a triplet is approximately 2,000–3,000 words, and the paragraphs ofthe literary and expository selections are numbered for easy reference. The readability of the selectionsis appropriate for students working at Instructional Level 10, and the selections overall reflect culturaldiversity. The term culturally diverse simply means “pertaining to a variety of backgrounds andperspectives.” Selections should represent, as much as possible, the wide range of backgrounds,perspectives, and experiences of Texas students. At the same time, each selection must be accessible toall students, regardless of ethnicity or background.

Viewing and representing pieces are one-page pieces with minimal text. These visual representationsfocus on media literacy; they may include, but are not limited to, a created advertisement, a created orpublished cartoon, a page from a created website, a photograph, or a graphic piece, such as a chart.*

The components of each triplet are thematically linked; that is, there is a strong connection across thethree pieces in terms of a common theme or idea. Because of this connection, students are not readingrandom selections that would require them to “shift gears” between pieces. The triplet concept formsthe basis of a focused and unified test and provides a rich built-in context for the reader as he or shemoves from piece to piece.

Reading: Multiple-Choice Items• A multiple-choice item may be based on one of the selections or the viewing and

representing piece; in addition, an item may address both the literary and expositoryselections. Items based on the literary and expository selections assess Objectives 1, 2, or 3;items based on the viewing and representing piece assess Objective 3 only.

• Items reflect authentic questioning; that is, they reflect the ways that teachers naturallyand routinely ask questions during instruction.

• Item stems include specific paragraph and/or text references when appropriate. Aparagraph and/or text reference is necessary if it would be too time-consuming forstudents to find the relevant section of text in order to answer the question.

* The visual representation cannot be reproduced in braille. In the braille version of the test, a note to thestudent is inserted, indicating that the visual representation and its corresponding items have been omitted.



Reading: Open-Ended Items• Open-ended, or short answer, items require students to write a short response. One open-

ended item assesses the literary selection (Objective 2), one assesses the expositoryselection (Objective 3), and one bridges the two selections (Objective 3). No open-endeditems are included for the viewing and representing piece.

• For open-ended items that address one selection, students have five lines to respond onthe answer document. However, for items that ask students to make a connection betweenthe two selections, students have eight lines to respond.

• Open-ended items have no one correct answer; however, all open-ended items requirestudents to generate clear, reasonable ideas about various aspects of a text and to supportthese ideas with relevant evidence from the text. Text evidence may take the form of adirect quotation, a paraphrase, or a specific synopsis. The best text evidence clearlysupports a student’s analysis.

• Student responses to open-ended items are scored based on content; writing conventionsare not taken into consideration unless the frequency and/or severity of errors causesclarity problems.

• Possible scores for open-ended responses are 0 (insufficient), 1 (partially sufficient), and 2(sufficient).

Written Composition• Students may address the prompt as they choose as long as the finished product is a

composition in standard English prose. (Note: Poetry is not an acceptable form ofresponse.) Students’ ability to use their own experience, perspective, and knowledge ofthe world will help them effectively express their ideas.

• The prompt is thematically linked to the triplet. In this way, students have a built-incontext that they may draw on as they plan their composition. Note, however, that whilestudents may choose to specifically analyze or refer to a part or parts of the triplet in thecomposition, students are not required to address the triplet.

• The composition is evaluated using focused holistic scoring on a scale from 1 to 4.Compositions are scored for both rhetorical effectiveness (Objective 4) and theconventions of standard written English (Objective 5). Scorers use a rubric, or set ofspecific criteria at each score point, to identify characteristics of the composition. At thesame time, scorers evaluate the student’s writing as a whole, taking into account thelimitations imposed by the testing situation.

The following information applies only to SDAA II Instructional Level 10 ELA.



Revising and Editing: Multiple-Choice Items• These items assess Objective 6. Students read passages designed to resemble student

writing. Multiple-choice questions about these passages require students to indicate how aparticular sentence might be corrected or improved or how the organization ordevelopment of a paragraph might be improved. This task parallels what studentsfrequently do in class when they read one another’s writing to check for problems withorganization, sentence boundaries, word choice, usage, punctuation, spelling, etc. Suchpeer-editing activities are a central part of an effective process-based classroom.

• Sentences within each passage are numbered so that students can easily find the sentencethey need to reference as they are answering an item.

• Passages are written to be appropriate for students working at Instructional Level 10 withregard to subject matter, vocabulary, and interest. In recognition of the wide range ofstudents’ backgrounds, perspectives, and experiences, the passages represent culturaldiversity as much as possible.

• As students learn the writing process, they become familiar with common terminology.Some of this terminology is routinely used in the wording of the revising and editingitems. Students should be able to read and understand such terms as revise (or revising orrevision), edit, peer editing, organization, transition, improve, combine, delete, add, and insert.

Achievement LevelsPerformance on each instructional-level test (2, 3/4, 5, 6/7, 8/9 [writing], and 10 [ELA]) is measured bythree achievement levels.

For Instructional Levels 2, 3/4, 5, 6/7, and 8/9, the expected achievement level is determined for eachstudent by looking across the writing test, noting the percentage of multiple-choice items the student islikely to answer correctly as well as the composition score he or she is most capable of achieving. Theexpected achievement level should represent the student’s overall expected performance in writing atthe time of the assessment.

The chart below summarizes the projected combinations of student performance on the multiple-choiceand written composition portions of the writing test in terms of achievement levels.

For Instructional Level 10 ELA, the expected achievement level is determined for each student bylooking across the reading and writing items and noting the percentage of multiple-choice reading andwriting items the student is likely to answer correctly as well as the reading open-ended scores and thecomposition score he or she is most capable of achieving. The expected achievement level shouldrepresent the student’s overall performance in reading and writing at the time of the assessment.

The chart below summarizes the projected combinations of student performance on the reading andwriting multiple-choice items, the reading open-ended items, and the written composition portion of theELA test in terms of achievement levels.

* These percent correct ranges are included to help conceptualize performance at each achievement level.The actual percent correct ranges for spring 2006 may vary slightly from these projected percentages.

** Each open-ended reading item equals two multiple-choice reading items.

Written Composition Scores

II

I

I

I

40–1 2 3

I II

II

II

II

III

III

III

Mul

tipl

e C

hoic

e/O

pen-

ende

d**

(Per

cent

Cor

rect

)*

0–49%

50–79%

80–100%

Projected Writing Performance by Achievement Level forInstructional Level 10 ELA Written Composition Scores

Written Composition Scores

II

I

I

I

40–1 2 3

I II

II

II

II

III

III

IIIMul

tipl

e C

hoic

e(P

erce

nt C

orre

ct)*

0–49%

50–79%

80–100%

Projected Writing Performance by Achievement Level forInstructional Levels 2, 3/4, 5, 6/7, and 8/9



For Instructional Level 10 ELA, Objectives 1, 2, and 3 are assessed through multiple-choice items basedon two published reading selections and a visual representation that are all thematicaly linked. Inaddition, Objectives 2 and 3 are assessed through three open-ended (short answer) items. Objective 6 isassessed through multiple-choice revising and editing items.

The ARD committee must review the student’s IEP, previous performance on the SDAA IIwriting/reading assessments, and other relevant information, such as a collection of student work(actual work samples, assignments, student essays), informal teacher assessments, and formal teacherassessments created from or provided with instructional materials. The student’s strengths andweaknesses in relation to the reading, writing, and viewing and representing TEKS must be considered.

The following sections describe typical student performance by achievement level in more detail.

Achievement Level IThis achievement level should be expected if the student’s performance on the writing or ELA test willlikely result in one of the following combinations:

• 0–49% of the multiple-choice items answered correctly combinedwith a rating of 0, 1, or 2 on the written composition; or

• 50–100% of the multiple-choice items answered correctly combinedwith a rating of 0 or 1 on the written composition.

In the first combination, the student demonstrates little or no mastery of the knowledge and skillsrelated to standard written English conventions on the revising and editing portion of the test. However,performance on the written composition may vary: the student’s response may be nonscorable (0),ineffective (1), or somewhat effective (2).

In the second combination, a student’s performance on the revising and editing portion of the test mayvary; for example, mastery of the knowledge and skills related to the conventions of standard writtenEnglish may range from partial (50% of the items) to complete (100% of the items). However, if thestudent’s written composition is likely to be nonscorable (0) or ineffective (1), the student is not yet ableto apply the TEKS related to composition to his or her own writing. Because the student’s compositionskills are minimal, he or she cannot be considered to be at more than a beginning level in writing.

For Instructional Level 10 ELA, the multiple-choice items include reading and revising and editingitems. In addition, the reading open-ended items must be considered. Open-ended items require thestudent to generate a reasonable answer to reading questions and to support those answers with relevant,strongly connected textual evidence. Three scores are possible on each open-ended item. A 0 is aninsufficient response, a 1 is partially sufficient, and a 2 is sufficient. Each of the three open-ended itemsis equivalent to two multiple-choice items. The score on the open-ended items should be included in thepercentage of multiple-choice items answered correctly.





Achievement Level IIThis achievement level should be expected if the student’s performance on the writing or ELA test willlikely result in one of the following combinations:

• 0–49% of the multiple-choice items answered correctly combined with a score of 3 or 4 on the written composition;

• 50–79% of the multiple-choice items answered correctly combined with a score of 2 or 3 on the written composition; or

• 80–100% of the multiple-choice items answered correctly combined with a score of 2 on the written composition.

In the first combination, the student demonstrates little or no mastery of the knowledge and skillsrelated to standard written English conventions on the revising and editing portion of the test. However,the score of 3 on the written composition indicates that the student’s response is generally effective and,for the most part, clear, controlled, and developed. A score of 4 on the written composition indicatesthat the student’s response is highly effective and that it is clear, controlled, complete, and thoroughlydeveloped. Although a score of 3 or 4 on the written composition is theoretically possible in thiscombination, it is unlikely that a student would achieve this score if he or she could correctly answerfewer than 50% of the multiple-choice items. The reason for this is simple: if a student has little or nomastery of the knowledge and skills related to standard written English, it is doubtful that a studentcould effectively apply the TEKS related to composition to his or her own writing.

In the second combination, a student’s performance on the multiple-choice portion of the test indicatesthat the student is progressing toward mastery of the knowledge and skills related to standard writtenEnglish conventions. At the lower end of the percentage range (50% of the items), this mastery may justbe developing; at the upper end (79% of the items), this mastery is more nearly complete. In addition,the student’s written composition response may be somewhat effective (2) or generally effective (3). Asin the multiple-choice portion of the test, these scores indicate that the student is learning how to applythe knowledge and skills related to composition to his or her own writing.

In the third combination, a student’s performance on the multiple-choice portion of the testdemonstrates a high degree of mastery of the knowledge and skills related to standard written Englishconventions. However, the score of 2 on the written composition indicates that the student’s response isonly somewhat effective. The student’s ability to apply the knowledge and skills related to composition tohis or her own writing is adequate but not yet strong.

For Instructional Level 10 ELA, the multiple-choice items include reading and revising and editingitems. In addition, the reading open-ended items must be considered. Open-ended items require thestudent to generate a reasonable answer to reading questions and to support those answers with relevant,strongly connected textual evidence. Three scores are possible on each open-ended item. A 0 is aninsufficient response, a 1 partially sufficient, and a 2 sufficient. Each of the three open-ended items isequivalent to two multiple-choice items. The score on the open-ended items should be included in thepercentage of multiple-choice items answered correctly.



Achievement Level IIIThis achievement level should be expected if the student’s performance on the writing or ELA test willlikely result in one of the following combinations:

• 50–100% of the multiple-choice items answered correctly combinedwith a score of 4 on the written composition; or

• 80–100% of the multiple-choice items answered correctly combinedwith a score of 3 or 4 on the written composition.

In the first combination, a student’s performance on the multiple-choice portion of the test indicatesthat the student is progressing toward mastery of the knowledge and skills related to standard writtenEnglish conventions. At the lower end of the percentage range (50% of the items), this mastery may justbe developing; at the upper end (100% of the items), this mastery is complete. A score of 4 on thewritten composition is highly effective and indicates that the student’s response is clear, controlled,complete, and thoroughly developed. The student can apply the knowledge and skills related tocomposition to his or her own writing.

In the second combination, a student’s performance on the multiple-choice portion of the testdemonstrates a high degree of mastery of the knowledge and skills related to the conventions ofstandard written English. The score of 3 on the written composition indicates that the student’s responseis generally effective and, for the most part, clear, controlled, and developed. A score of 4 on the writtencomposition is highly effective and indicates that the student’s response is clear, controlled, complete,and thoroughly developed. The student can apply, for the most part, the knowledge and skills related tocomposition to his or her own writing.

For Instructional Level 10 ELA, the multiple-choice items include reading and revising and editingitems. In addition, the reading open-ended items must be considered. Open-ended items require thestudent to generate a reasonable answer to reading questions and to support those answers with relevant,strongly connected textual evidence. Three scores are possible on each open-ended item. A 0 is aninsufficient response, a 1 partially sufficient, and a 2 sufficient. Each of the three open-ended items isequivalent to two multiple-choice items. The score on the open-ended items should be included in thepercentage of multiple-choice items answered correctly.

Met TAKS Equivalency StandardThe SDAA II testing program includes a TAKS Equivalency Standard for the reading, English language arts,and mathematics assessments. Students for whom SDAA II is the most appropriate assessment maydemonstrate performance that is equivalent to “Met Standard” on TAKS if they are testing on grade leveland earn a score that places them at Achievement Level III. A student’s performance on SDAA II at theTAKS Equivalency Standard does not necessarily imply that a student would have performed at or above MetStandard on TAKS. Further, meeting the TAKS Equivalency Standard on SDAA II does not imply that astudent who took SDAA II should have taken TAKS or should take TAKS in the future. SDAA II provides ameasure of academic progress that is sensitive to the needs of students with disabilities by allowing for mostaccommodations that meet the needs of these students. The ARD committee must continue to determinewhich assessment is most appropriate for each student based on the IEP.

For complete information about each score point for the reading open-endeditems and the written composition, see the rubrics in the SDAA II InformationBooklet for writing on the TEA website at www.tea.state.tx.us/student.assessment.

Overview of Setting Appropriate Achievement LevelExpectations for Students Taking SDAA II in Writing/ELA

* Enrolled Grade 10 students who are receiving modified TEKS instruction in reading and/or writing musttake an appropriate instructional level SDAA II test in both reading and writing.

The ARD committee must document its findings.

If the student is expectedto progress through theTEKS curriculum at theseinstructional levels withstrong knowledge and skillsby the time of testing, thenthe student is consideredto be proficient and will beexpected to perform atAchievement Level III.

If the student is expectedto progress through theTEKS curriculum at theseinstructional levels withadequate knowledge andskills by the time oftesting, then the studentis considered to bedeveloping and will beexpected to perform atAchievement Level II.

If the student is expectedto progress through theTEKS curriculum at theseinstructional levels withminimal knowledge andskills by the time of testing,then the student isconsidered to be beginningand will be expected toperform at Achievement Level I.

The ARD committee should choose the appropriateinstructional-level test for SDAA II writing/ELA basedon the level of TEKS instruction as documented in thestudent’s IEP.

The student must be enrolled in Grade 4, 7,or 10 at the time of testing for writing/ELA.



ARD Committee Documentationfor SDAA II Writing/ELA

ARD committees must document the rationale for all assessment decisions, including expectedachievement level. Several sample forms are included in this manual to assist in recording the ARDcommittee decisions. These sample forms also reflect new IEP documentation requirements fromIDEA 2004. For more detailed information about the new IEP documentation requirements, seepage 21. The information gathered from these forms would be especially helpful to the testingcoordinator. The following portion of the Summary of ARD Assessment Decisions illustrates where to recordthe expected achievement level for a student for his or her next SDAA II administration. The entireform can be found on page 105. Please note that this is a sample form for illustration purposes; themanner of documentation is a local decision.


WritingThe student is receiving TEKS instruction on ornear grade level but needs accommodations(documented in the IEP) that would invalidateTAKS.


Other (specify) ___________________________

Accommodations:____________________________________________________________________________________________________________________________________

State-Developed Alternative Assessment II (SDAA II)

For each subject that applies, record the instructional level and the accommodations

documented in the IEP. For writing, note the instructional level and the expected

achievement level (ARD expectation).

Writing/ELA (Grades 4, 7, or 10) Instructional Level:ARD Expectation:

Rationale for ARD Expectation:____________________________________________________________________________________________________________________________________________________________________________________________________________

III8/9

By the time of spring testing, we expect thestudent to have mastered the majority of the 8thgrade writing TEKS.

Student will use a dictionary for the entiretest (including the revising and editingsection).

✓


WritingThe student is receiving TEKS instruction on ornear grade level but needs accommodations(documented in the IEP) that would invalidateTAKS.


Other (specify) ___________________________

Accommodations:

State-Developed Alternative Assessment II (SDAA II)

For each subject that applies, record the instructional level and the accommodations

documented in the IEP. For writing, note the instructional level and the expected

achievement level (ARD expectation).

Writing/ELA (Grades 4, 7, or 10) Instructional Level:ARD Expectation:

Rationale for ARD Expectation:____________________________________________________________________________________________________________________________________________________________________________________________________________

III6/7

By the time of spring testing, we expect thestudent to have mastered the majority of the 7thgrade writing TEKS.

Student will use his list of commonlymisspelled words.

✓



Administration Schedule for Enrolled Grade 10 Students Receiving Special Education Services in ELA


SDAA II Instructional Level K/1, 2, 3/4, 5, 6/7, or 8/9 writing on February 21, 2006

and

SDAA II Instructional Level 9 reading on February 22, 2006* or SDAA IIInstructional Level K, 1, 2, 3, 4, 5, 6, 7, or 8 reading on April 19, 2006


TAKS Grade 10 ELA on February 21, 2006


SDAA II Instructional Level 10 ELA on February 21, 2006

Student is receiving reading and/or writing modified TEKS instruction with allowable SDAA II accommodations or without any accommodations.






LEP STUDENTS RECEIVINGSPECIAL EDUCATION SERVICES


Choosing the Appropriate Assessment*The ARD committee is responsible for determining the appropriate participation in state assessments forevery student served by special education, including limited English proficient (LEP) students whoreceive special education services. When a student served through special education is limited Englishproficient, the ARD committee must include a school representative who is a member of the student’slanguage proficiency assessment committee (LPAC) to ensure that issues related to both the student’sspecial education needs and language proficiency are carefully considered. The following informationwill guide ARD committees when reviewing data to make assessment decisions for LEP students.

The guidelines for assessing students served by special education who have limited English proficiencydiffer somewhat from the guidelines for assessing students who are not limited English proficient.Certain limited English proficient students may qualify for a LEP exemption. The assessment guidelinesdo not differ if the LEP student does not meet the eligibility criteria for a LEP exemption.

Summarized below are the guidelines for determining whether LEP students served by special educationwho are not eligible for a LEP exemption should be assessed with TAKS, TAKS-I, SDAA II, or an LDAA.

* For more specific information about choosing the appropriate assessment, refer to pages 20–23 of thismanual.

For more specific information about testing requirements for LEP students, refer to theTexas Education Agency publication titled LPAC Decision-Making Process for the TexasAssessment Program (Grades 3–12). The annual update of this publication will be available inlate fall 2005 on the TEA student assessment website.

TAKS1. LEP participants in special education programs take the TAKS test in English or Spanish when the

student’s individualized education program (IEP) indicates that• TEKS instruction is provided on or near grade levelon or near grade level, and• testing accommodations documented in the IEP are allowable on TAKS.

SDAA II and TAKS-I2. SDAA II may be the appropriate reading, mathematics, and writing assessment for LEP students

whose IEP indicates that TEKS instruction is on or near grade level but testing accommodations documented in the IEP are not allowable on TAKS.

3. SDAA II may be the appropriate reading, mathematics, and writing assessment for LEP students enrolled in Grades 3–10 who receive special education services if• the student’s IEP indicates that the student is receiving modified TEKS instruction, and• testing accommodations documented in the IEP would not invalidate SDAA II.

4. TAKS-I may be the appropriate science, social studies, and Exit Level assessment for LEP students whose IEP indicates that TEKS instruction is on or near grade level but testing accommodations documented in the IEP are not allowable on TAKS.

Note that a Spanish version of SDAA II is not available.

LDAA5. If TAKS, TAKS-I, and SDAA II are not appropriate, the ARD committee must select an appropriate

locally determined alternate assessment (LDAA) to be administered.

LEP Students Receiving Special Education Services




LEP Exemptions for StudentsReceiving Special Education Services

The state LEP exemption policy applies to immigrant LEP students whether or not they receive specialeducation services. The provisions for LEP exemptions are detailed in §101.1007 and §101.1009 of thecommissioner of education rules found in the Texas Administrative Code, Chapter 101. Assessment,Subchapter AA.

According to the exemption provisions, certain immigrant LEP students may qualify for a LEPexemption from TAKS, TAKS-I, or SDAA II during their first three years of enrollment in U.S. schools, ifnecessary. A LEP exemption is permitted only on the basis of limited English proficiency and inaccordance with clearly defined criteria that must be documented in each student’s IEP.

Specific exemption criteria and procedures are found in the LPAC manual titled LPAC Decision-MakingProcess for the Texas Assessment Program (Grades 3–12). The ARD committee must collaborate with LPACmembers to determine LEP-exemption eligibility by using the criteria defined in the LPAC manual. If astudent is LEP exempt from the assessment, the reason, as specified in the LPAC manual, must bedocumented in the student’s IEP by the ARD committee and in the student’s permanent record file bythe LPAC.

Linguistically Accommodated Testing (LAT) in Mathematics for Grades 3–8 and 10

The federal No Child Left Behind Act of 2001 (NCLB) requires that all limited English proficient (LEP)students, including recent immigrants, participate in mathematics assessments used in the calculation ofadequate yearly progress (AYP). To fulfill these requirements, the Linguistically Accommodated Testing(LAT) process has been developed for recent immigrant students who are LEP exempt in mathematicsunder Texas policy and enrolled in Grades 3–8 and 10, the grades used in the calculation of AYP. TheLAT process enables these students to take mathematics tests with linguistic accommodations that helpthem better understand the language used on the tests.

LEP-exempt recent immigrants served by special education who receive TEKS instruction mayparticipate in a LAT administration of TAKS at their enrolled grade, or they may take an LDAA inmathematics at their instructional level, as determined by their ARD committee and documented intheir IEP. LAT administrations of SDAA II are no longer available.

The linguistic accommodations used in LAT administrations must be consistent with the linguisticaccommodations used with the student in routine mathematics instruction and testing. The linguisticaccommodations provided during LAT administrations must not include explanations, definitions, orexamples related to mathematical terminology, concepts, or skills assessed since such assistance wouldinvalidate the test results.

The following linguistic accommodations are allowable during LAT administrations. The linguisticaccommodations must be documented in the student’s IEP by the ARD committee and in the student’spermanent record file by the LPAC.

• Linguistic simplification—using simpler words, pictures, or gestures to help the studentunderstand unfamiliar words

• Oral translation—orally translating words, phrases, and sentences that the student doesnot understand

• Reading assistance—reading aloud words, phrases, or sentences that the student is havingdifficulty reading

• Bilingual dictionaries—allowing the student to use a bilingual dictionary to find thetranslation of unfamiliar words

• Bilingual glossaries—allowing the student to use a locally developed bilingual glossary tofind the translation of unfamiliar words

• English and Spanish TAKS used together—referring to both the English and SpanishTAKS test questions to enhance comprehension (available in Grades 3–6)

Based on educator input, the LAT process will be enhanced in several ways for the2005–2006 school year. More information will be available in the TEA publicationtitled LPAC Decision-Making Process for the Texas Assessment Program (Grades 3–12), instate trainings, and in the test administration manuals.



Texas English Language Proficiency Assessment System (TELPAS) Components

RPTE Participation GuidelinesThe Reading Proficiency Tests in English (RPTE) are part of the Texas English Language ProficiencyAssessment System (TELPAS). RPTE is designed to determine where LEP students are on a continuumof English-language reading proficiency and to measure their growth from year to year. The proficiencycontinuum starts with an initial understanding of high frequency English words and phrases andculminates with the ability to read and understand texts similar to those written for English-proficientstudents. LEP exemptions (exemptions on the basis of limited English proficiency) are not permittedfrom RPTE, as this test is designed specifically for second language learners.

Because the span of reading ability is so broad on RPTE and the purpose is to measure annual growth inEnglish acquisition, RPTE should be an appropriate tool for most LEP students served by specialeducation who are receiving TEKS instruction in reading. Exceptions include students who need abraille version (since a braille version of RPTE is not available) and students whose reading instruction isbelow the level of reading simple words and simple sentences. In such cases, an ARD exemption fromRPTE would be appropriate because the student’s special education needs would prevent an appropriatemeasurement of growth in English reading proficiency.

Note that LEP students in special education programs who meet the criteria for a LEP exemption fromTAKS, TAKS-I, or SDAA II but take RPTE are not required to take an LDAA for reading.

Texas Observation Protocols (TOP) Participation GuidelinesTOP is the other component of TELPAS. Under Title III of the federal No Child Left Behind Act of 2001(NCLB), states are required to administer annual statewide English language proficiency assessments toshow the progress of LEP students in the domains of listening, speaking, reading, and writing. Inresponse to these federal testing requirements, the TOP was developed for teachers to use to holisticallyrate the English language proficiency of students based on classroom observations and daily interactionswith the students.

A benchmark administration of TOP was conducted in spring 2004 to measure the domains and gradesshown below. TOP was fully implemented in spring 2005.

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

• Grades 3–12 listening, speaking, and writing*

LEP students in Grades K–12, including LEP students with parental denials, are required to be assessedusing TOP. In rare cases it may be necessary for an ARD committee to exempt a LEP student served byspecial education on the basis of his or her disability. ARD exemptions should be considered on adomain-by-domain basis. LEP students receiving special education services should be observed and ratedif their IEP includes TEKS instruction in the domain.

* RPTE assesses the domain of reading in Grades 3–12.



Teachers rating students served by special education will use the observation protocols that correspondto the student’s level of instruction in the domain.

The decision to administer TOP or grant an ARD exemption in one or more domains should beaddressed by the ARD committee and documented in the student’s IEP.



TESTINGACCOMMODATIONS


Testing Accommodations


Allowable Accommodations for TAKS

The decision to use a particular accommodation with any student should be made on an individual basisand should take into consideration (a) the needs of the student and (b) whether the student routinelyreceives the accommodation in instruction and testing. If a student receives special education services,all testing accommodations that are not part of the standard assessment procedures must bedocumented in the student’s IEP. Testing accommodations that are part of the standard assessmentprocedures available to all students (for example, the use of highlighters) are not required to bedocumented in the student’s IEP.

Test administration procedures that do not invalidate test results may be used. Information about testingaccommodations, especially those accommodations specifically documented in the student’s IEP, shouldbe communicated to test administrators and other appropriate individuals. Documenting testingaccommodations in the IEP should ensure that the student is provided his or her appropriateaccommodations during the test administration. Information about testing accommodations has alsobeen included in the test administrator manuals.

Signing/Translating Oral InstructionsInstructions given orally before or after the test may be signed to a student who is deaf or hard-of-hearing or translated into the native language of a student with limited English proficiency.

Signing the Writing PromptThe writing prompt may be signed to a student who is deaf or hard-of-hearing, but no elaboration on theprompt may be provided.

Colored Transparency/Place Marker/Magnifying DeviceA student may place a colored transparency or a magnifying device over the test or use a blank placemarker with the test and the answer document. Test booklets are secure documents and may not bephotocopied onto colored paper due to security issues. Answer documents, which are not secure, may becopied onto colored paper; however, they must be transcribed verbatim onto a standard answerdocument for scoring.

Small Group/Individual AdministrationA student may be tested in a small group or receive an individual administration. In an individualadministration the student may read aloud while working or read the subject-area tests into a taperecorder during testing and play the tape back while working. A test administrator must be present inthe testing room at all times. All tape recordings must be returned with the nonscorable materials.

Large Print/BrailleA student may use a large-print or braille version of the test.

Methods of ResponseIf a student has a temporary or permanent disabling condition that interferes with his or her ability torecord machine-scorable responses, the student may respond orally to test items, mark responses in thetest booklet, type responses, or record responses on a dry erase board, chalkboard, or scratch paper. An

individual administration may be necessary to ensure that test security is maintained. The testadministrator must record these responses verbatim on a scorable answer document and write“Transcribed by (NAME) because (REASON)” at the top of the answer document. Transcription must bedone in No. 2 pencil. Test responses cannot be scored unless they appear on the answer document.

Tape-Recorded Written CompositionA student may have a temporary or permanent disabling condition that interferes with his or her abilityto write the composition or responses to open-ended test items. In these circumstances the student maytape-record the open-ended responses or composition while composing and then play the tape back forthe test administrator, noting spelling, capitalization, and punctuation. Afterward the student must beallowed to read over the short-answer responses or essay and indicate where he or she would like tomake corrections. The test administrator must record the work verbatim on a standard answer documentand write “Transcribed by (NAME) because (REASON)” at the top of the appropriate answer documentpage(s). Transcription must be done in No. 2 pencil. Test responses cannot be scored unless they appearon the answer document. All tape recordings must be returned with the nonscorable materials.

Typed Written Composition and Responses to Open-Ended ItemsAn eligible student may type the written composition or the responses to open-ended test items on atypewriter, portable word processor, or a computer but may not use features such as spell check or theword predictability function. In addition, student responses may not be saved to a disk or hard drive.The composition or responses must be transcribed verbatim onto a standard answer document forscoring. The test administrator must write “Transcribed by (NAME) because (REASON)” at the top ofthe appropriate answer document. Transcription must be done in No. 2 pencil. Test responses cannot bescored unless they appear on the answer document. After the composition or responses have beentranscribed, the typed version of the work must be returned with the nonscorable materials.

Some accommodations that are appropriate for use in the classroom may invalidatethe test and are not allowable. To request permission to use specific accommodationsnot addressed on pages 59–70, submit to TEA the Accommodation Request Formfound in the Sample Forms section of this manual (page 123) or on the TEA websiteat www.tea.state.tx.us/student.assessment. Requests must be submitted at leasttwo weeks prior to testing to ensure a response before testing begins.



Oral Administration for TAKS

Oral Administration InstructionsThe instructions below provide general information concerning oral administration procedures.

• Students who receive an oral administration may need to be tested individually so thatother students will not be disrupted or distracted. However, a test may be orallyadministered to a small group if there are not enough test administrators available forindividual administrations.

• The test administrator will need a test booklet from which to read test questions. Make surethe test booklet form number is the same as the form number on the booklet used by thestudent(s).

EligibilityOnly students served by special education or Section 504 may receive an oraladministration of TAKS.

A test administrator may read aloud or sign the test questions and answer choicesfor mathematics, social studies, and/or science tests to

• an eligible TAKS student identified as having a disability that affects thestudent’s reading and who regularly receives this accommodation in theclassroom; or

• a student who is deaf or hard-of-hearing and whose IEP requires thesigning of daily instruction.

An oral administration is allowable only for the mathematics, social studies, andscience tests. It is not allowed for the reading, writing, or ELA tests.

Authority for DecisionFor students who meet either eligibility criteria outlined above, the decision toprovide an oral administration should be made by

• the student’s ARD committee and must be documented in the student’sIEP; or

• the student’s placement committee required by Section 504 of theRehabilitation Act of 1973 and must be documented in the student’sindividual accommodation plan (IAP).



• Test administrators should follow standard administration directions found in the testadministrator manual. When reading the administration directions to the student(s), the testadministrator should read the sample items in the same manner as he or she will read theactual test items.

• Each question and set of answer choices may be read as many times as necessary.

• No verbal or nonverbal assistance may be provided to students.

• Test items and answer choices must not be rephrased.

• Voice inflection must be kept neutral during the reading of test questions and answerchoices, though it is permissable to emphasize words that are boldfaced or printed entirely incapital letters.

• All security measures must be followed.

At any time during testing, the student may ask the test administrator to change the degree of readingsupport being provided. For example, if the test administrator is currently reading aloud all testquestions and answer choices, the student may ask that the test administrator read only words ornumbers that the student finds troublesome.

Refer to the appropriate TAKS administrator manual for guidelineson reading aloud various types of test items.





Dyslexia Bundled Accommodations for Grades 3, 4, and 5 TAKS Reading

Dyslexia Bundled AccommodationsDistricts choosing to use these accommodations with their eligible students with dyslexia who are takingTAKS Grade 3, 4, or 5 reading tests must use them as a “bundled” package; that is, the test administratormust administer the reading test using all three accommodations, which include the following:

• orally reading all proper nouns associated with each passage before students beginreading that passage; and

• orally reading all questions and answer choices to students; and

• extending the testing time over a two-day period.

These accommodations can be used to administer both the English- and Spanish-version reading tests,including all three SSI administrations at Grades 3 and 5.

Students who qualify to receive these bundled accommodations may be tested individually or in smallgroups.

EligibilityOnly students who meet the following criteria are eligible to receive the dyslexiabundled accommodations:

• students must be in Grade 3, 4, or 5; and

• students must be previously identified with dyslexia; and

• students must be receiving services through special education,Section 504, or a dyslexia program.

Authority for DecisionFor students who meet eligibility criteria outlined above, the decision to provideaccommodations for students with dyslexia should be made by

• the student’s ARD committee and must be documented in the student’s IEP; or

• the student’s placement committee required by Section 504 of theRehabilitation Act of 1973 and must be documented in the student’sindividual accommodation plan (IAP); or

• the student’s teacher(s) who routinely uses reading accommodations asdocumented in the students’ records.

Nonallowable Accommodations for TAKS

• Students may not receive any reading assistance on TAKS, with the exception of Grade 3 mathematics.*

• Students may not receive an oral administration of the writing, reading,* or ELA tests.

• Students may not use foreign-language reference materials.

• Students may not use a calculator on the mathematics tests at Grades 3–8 or on thescience test at Grades 5 and 8.

• Neither test items nor reading and writing selections may be translated. However, if astudent is eligible for an oral administration of a mathematics, science, or social studiestest, then the oral administration may be interpreted in sign language.

• Test questions, answer choices, selections, and writing prompts may not be rephrased orclarified.

• Other accommodations that would invalidate the test are prohibited.

* Specific bundled accommodations will be made available to students identified with dyslexia. For moreinformation, see page 63 in this manual.



Related Testing Procedures for TAKS

Reference MaterialsEnglish-language dictionaries and thesauruses must be provided to students for the written compositionportion of the TAKS Grade 7 writing test, the entire Grade 9 reading test, and the written compositionand reading portions of the Grade 10 and Exit Level English language arts (ELA) tests. Students may notuse dictionaries or thesauruses on the revising and editing portion of either the Grade 7 writing test orthe Grade 10 and Exit Level ELA tests. The Grade 7 writing test and the ELA tests contain two sealedsections: the first section is for the written composition portion (Grade 7 writing) or the writtencomposition and reading portions (Grade 10 and Exit Level ELA), and the second sealed section is forthe revising and editing portion. After a student completes the first sealed section, the test administratorwill collect the student’s dictionary and thesaurus. The student may then break the seal on the secondsealed section and begin the revising and editing portion of the test.

There must be at least one dictionary and one thesaurus for every five students. Students may also use acombination dictionary/thesaurus.

Grade 3 Mathematics Reading AssistanceTAKS mathematics reading assistance is permitted on an individual basis for any Grade 3 student whorequests it. Test administrators may provide assistance by reading any word, phrase, or sentence in amathematics test question with which that student is experiencing difficulty. Reading assistance may notbe provided for answer choices.

Use of HighlightersIEP documentation is not necessary for the use of highlighters for students enrolled in Grades 4–11. Theuse of highlighters should be based on a student’s need and prior experience using highlighters duringclassroom instruction. Providing highlighters during the administration of a state assessment forstudents with no classroom experience using them may confuse students.

Graphing Calculators for TAKS MathematicsDistricts must provide each student with a graphing calculator for use during the entire administrationof the Grade 9, Grade 10, and Exit Level mathematics tests. Any graphing calculator may be used exceptone with a typewriter-style keypad (known as QWERTY) or one that includes a computer algebra system(CAS). Handheld minicomputers, personal digital assistants (PDAs), or laptop computers may not beused. All types of memory, including standard memory, ROM, and flash ROM, must be cleared to factorydefault both before and after testing. In addition, any programs or applications must be removed priorto the test administration.



Testing Accommodations for TAKS-I and SDAA II

Allowable AccommodationsA testing accommodation is a change to the testing environment to assist a student with special needs sothat assessment mirrors classroom instruction as much as possible without invalidating test results. TheARD committee must make and document the decision to allow any accommodations.

The ARD committee should consider

• the needs of the student; and

• whether the student routinely receives the accommodation in classroom instruction andtesting.

With the exception of the nonallowable accommodations listed below, accommodations documented inthe IEP that are necessary to address the student’s instructional needs based on his or her disability butdo not invalidate the assessment may be used. Any accommodation made must be documented in thestudent’s IEP.

Nonallowable AccommodationsThe following accommodations are nonallowable because they would invalidate the test results.

• The test administrator may not provide any direct or indirect assistance or reinforcementthat identifies or aids in the identification of the correct response to an item.

• Test questions, answer choices, and the writing prompt may not be translated (except insign language), rephrased, or clarified.

• The student may not have the number of answer choices for an item reduced.

• The SDAA II reading, writing, and ELA tests (with the exception of the writing prompt)may not be read aloud to students at Instructional Levels 2–10.

• The TAKS-I Exit Level ELA (with the exception of the writing prompt) may not be readaloud to students.

• Other accommodations that would invalidate the test are prohibited.

• Some accommodations that are appropriate for use in the classroommay invalidate the test and are not allowable. To request testingaccommodations, please fax the Accommodation Request Form(page 123) to the TEA Student Assessment Division at 512-463-9302.

• Please submit a separate request form for each student.

• Requests must be submitted at least two weeks prior to testing toensure a response before testing begins.



Oral Administration for TAKS-I and SDAA II

If an oral administration is routinely used in the classroom and is documented in the student’s IEP, thisaccommodation may be provided for the mathematics, science, and social studies tests. A testadministrator may read aloud or sign the test questions and answer choices of these tests to students whoregularly receive this accommodation in the classroom. Oral administration is not allowable for readingor writing with the exception of the writing prompt.

Oral Administration InstructionsThe instructions below provide general information concerning oral administration procedures.

• Students who receive an oral administration may need to be tested individually so thatother students will not be disrupted or distracted. However, a test may be orallyadministered to a small group if there are not enough test administrators available forindividual administrations.

• The test administrator will need a test booklet from which to read test questions. Make surethe test booklet form number is the same as the form number on the booklet used by thestudent(s).

• Test administrators should follow standard administration directions found in the testadministrator manual. When reading the administration directions to the student(s), the testadministrator should read the sample items in the same manner as he or she will read theactual test items.

• Each question and set of answer choices may be read as many times as necessary.

• No verbal or nonverbal assistance may be provided to students.

• Test items and answer choices must not be rephrased.

• Voice inflection must be kept neutral during the reading of test questions and answerchoices, though it is permissable to emphasize words that are boldfaced and/or printedentirely in capital letters.

• All security measures must be followed.

At any time during testing, the student may ask the test administrator to change the degree of readingsupport being provided. For example, if the test administrator is currently reading aloud all testquestions and answer choices, the student may ask that the test administrator read only words ornumbers that the student finds troublesome.

Refer to the appropriate test administrator manuals for guidelines on reading aloudvarious types of test items.



Related Testing Procedures for TAKS-I and SDAA II

Reference MaterialsEnglish-language dictionaries and thesauruses must be provided for the following assessments.

• The written composition portion of the SDAA II Instructional Levels 5, 6/7, and 8/9writing tests

• The SDAA II Instructional Level 9 reading test

• The reading and written composition portions of the SDAA II Instructional Level 10 ELAtest

• The TAKS-I Exit Level ELA test

Reference Materials Procedures

• There should be at least one dictionary and one thesaurus for every five students testing.

• Students may use a separate dictionary and thesaurus or a combinationdictionary/thesaurus.

• The Instructional Levels 5, 6/7, and 8/9 writing tests contain two sealed sections. The firstsection is for the written composition portion. The second section is for the revising andediting portion.

• The SDAA II and TAKS-I ELA tests contain two sealed sections. The first section is for thereading and written composition portions. The second sealed section is for the revisingand editing portion.

• After a student completes the first sealed section, the test administrator will collect thestudent’s dictionary and thesaurus. The student may then break the seal on the secondsealed section and begin the revising and editing portion of the test. Students may not usedictionaries or thesauruses for the revising and editing portion of these tests unless theaccommodation is documented in the IEP.



Calculators for Mathematics and Science

SDAA II Instructional Levels K–8 Mathematics

• Students may use calculators only if this accommodation is routinely used in instructionand testing and is documented in the IEP.

SDAA II Instructional Levels 9 and 10 Mathematics and TAKS-I Exit Level Mathematics and Grade 10 and Exit Level Science

• Districts must ensure that each student has a graphing calculator during the entireadministration of the Instructional Level 9 and Instructional Level 10 mathematics tests.

• Any graphing calculator may be used except one with a typewriter-style keypad (known asQWERTY) or one that includes a computer algebra system (CAS).

• Handheld minicomputers or personal digital assistants (PDAs) may not be used.

• All types of memory, including standard memory, ROM, and flash ROM, must be clearedto factory default both before and after testing.

• Any programs or applications must be removed prior to the test administration.



Large-Print and Braille Test Booklets

AvailabilityLarge-print test booklets are available for all TAKS, TAKS-I, SDAA II, and RPTE operationaladministrations.

Braille test booklets are only available for:

• All TAKS operational administrations

• Operational administrations of SDAA II writing at Instructional Levels 3/4–8/9, readingat Instructional Levels 2–9, ELA at Instructional Level 10, and mathematics atInstructional Levels K–10

Braille test booklets are not available for:

• RPTE administrations

Large-print and braille test booklets are not available for any field-test administrations. Districts may fillout an Accommodation Request Form located on page 123 to enlarge field-test booklets for studentswho meet eligibility criteria and require a large-print test.

EligibilityOnly students that meet the eligibility requirements below may be administered alarge-print or braille assessment.

A large-print or braille test may be ordered for a student who

• is identified as having a visual impairment; and

• regularly receives this accommodation in the classroom.

Authority for DecisionFor students who meet the eligibility criteria outlined above, the decision toprovide a large-print or braille test booklet should be made by

• the student’s ARD committee and must be documented in the student’s IEP; or

• the student’s placement committee required by Section 504 of theRehabilitation Act of 1973 and must be documented in the student’sindividual accommodation plan (IAP); or

• the student’s teachers who routinely use this accommodation in theregular classroom.



SDAA II FIELD TESTS


Introduction

The test-development process of SDAA II includes the field-testing of items that have been reviewed andrevised by item review committees of Texas educators. The approved items are eligible to be field-testedon a large representative sample of students. SDAA II field tests are administered on a separate field-testschedule with forms constructed to be similar to the SDAA II tests. Because the SDAA II programpopulation is small, it is not possible to include enough embedded field-test items in an operational test,as is done with TAKS. Because field tests are intended to evaluate test items for potential use on futureSDAA II tests, students do not receive scores on the field tests. Once the field tests are scored and field-test data are analyzed, data review committees of Texas educators review the field-test items withassociated student performance data and make judgments about which items are appropriate forinclusion on operational tests.

The purpose of this section is to explain to district personnel

• how to make decisions about a student’s placement in the field test by using the TEKS asdocumented in the student’s IEP; and

• how to determine which of the accommodations documented in the IEP are appropriateand allowable for the field test.

Field-Test Considerations• All students who take SDAA II must participate in the SDAA II field tests.

• The ARD committee is not required to convene to determine field-testplacement or accommodations. The current IEP should contain enoughinformation to assign the appropriate subject-area and instructional-levelfield test(s).

• All proper testing procedures must be followed during the field-testadministrations. Consult the 2006 District and Campus Coordinator ManualSupplement—2006 SDAA II Field Test for specific information regardingproper testing procedures.

• Districts will not receive results from field tests.

• Large-print and braille test booklets are not available for TAKS, TAKS-I,SDAA II, and RPTE field-test administrations. Districts may fill out anAccommodation Request Form located on page 123 to enlarge field-testbooklets for students who meet eligibility criteria and require a large-printtest.

SDAA II Field Tests


SDAA II Field-Test Participation for Students Receiving Special Education Services* in Reading, Mathematics, and/or Writing/ELA**

* For information relating to LEP students receiving special education services, see pages 53–57.

** For a complete explanation of the Instructional Level 10 ELA test, which is for enrolled Grade 10 studentsonly, see page 42–44.

At the time of field-testing, thestudent must be enrolled in

Grades 3–10 for reading and mathor enrolled in Grades 4, 7, or 10

for writing/ELA.

YesIs the student receiving TEKS instruction onor near grade level with no accommodations

that would invalidate TAKS?

The student takes the TAKS and does not

participate in the SDAA II field test.

Is the student receiving TEKS instruction on

or near grade level withaccommodations

(documented in the IEP) that would invalidate TAKS?

Is the student receiving modified TEKS instruction with no accommodations

that would invalidate SDAA II?

OR The student participates in the SDAA II field test.

Yes

The student is receiving an alternate curriculum, orthe student is receiving TEKS-based instruction with

accommodations that would invalidate SDAA II.

The student does not

participate in the SDAA II field test.

No

No

SDAA II Field Tests


STUDENT SUCCESS INITIATIVE


Introduction

The Student Success Initiative (SSI) is composed of three initiatives that, together, support academicachievement in reading and mathematics for every student. These three initiatives are the Texas ReadingInitiative, the Texas Mathematics Initiative, and the grade advancement requirements in Grade 3reading, in Grade 5 reading and mathematics, and beginning in 2007–2008, in Grade 8 reading andmathematics. Under the SSI grade advancement requirements, a student who takes TAKS or SDAA II isallowed three testing opportunities to meet assessment expectations. If the student does not performsatisfactorily, a grade placement committee (GPC), composed of the principal or principal’s designee,the teacher in the subject tested, and the parent or guardian, is formed to develop an acceleratedinstruction plan (AIP) and make promotion decisions for the student. This system of support isstructured to ensure that all students gain mastery of the Texas Essential Knowledge and Skills (TEKS).

The academic support provided under the Student Success Initiative takes many forms. Students who areidentified as being at risk must be provided additional targeted instruction prior to the first SSI testadministration. Students who do not meet SSI assessment expectations on the first testing opportunitymust receive accelerated instruction before each subsequent testing opportunity. In addition, a copy of aTAKS study guide is provided by the state to any student who does not meet the standard on a TAKSassessment. Funding and instructional support for the Student Success Initiative are also providedthrough the Texas Reading Initiative and Texas Mathematics Initiative.

The purpose of this section is to explain to ARD committees

• how the SSI grade advancement requirements affect enrolled Grade 3 and Grade 5students served by special education; and

• how to make SSI decisions concerning accelerated instruction, alternate assessments, andpromotion/retention for students served by special education.

This Student Success Initiative (SSI) section of the ARD manual provides asummary of the grade advancement requirements as they pertain to studentsserved by special education. Additional information is located in the SSI section ofFrequently Asked Questions (pages 100–102) in this manual.

For more information about the grade advancement requirements of the StudentSuccess Initiative for all students, including those receiving special educationservices, consult the Grade Placement Committee Manual for Grade AdvancementRequirements of the Student Success Initiative (GPC manual) located on the TEAwebsite at www.tea.state.tx.us/student.assessment.

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

SSI Grade Advancement Requirements


SSI Grade Advancement Requirements for Students Served by Special Education

In 2005–2006, enrolled Grade 3 and Grade 5 students who are served by special education and take TAKS or SDAA II in an applicable subject area are subject to the SSI grade advancement requirements.The ARD committee of each student receiving special education services will determine appropriateassessment options for the individual student and make any decision involving accelerated instructionand promotion. In the case where a student’s IEP states that the student is to take TAKS or SDAA II and the student does not meet SSI assessment expectations, the ARD committee will serve as the GPC.Note: For an explanation of the reasons that the SDAA II tests are available for only one administration,see the SSI section of Frequently Asked Questions (pages 100–102) in this manual.

For each SSI grade level and subject area listed below, the ARD committee will determine whichassessment is appropriate for the individual student.

Reading Assessments at Grade 3

• TAKS Grade 3 reading

• SDAA II reading at Instructional Levels K–3

• LDAA

Reading Assessments at Grade 5

• TAKS Grade 5 reading

• SDAA II reading at Instructional Levels K–5

• LDAA

Mathematics Assessments at Grade 5

• TAKS Grade 5 mathematics

• SDAA II mathematics at Instructional Levels K–5

• LDAA



Students Who Take TAKS Reading and/or Mathematics

Enrolled Grade 3 Students Receiving Special Education Services Who Take TAKS Grade 3 ReadingBased on the ARD committee decision, some Grade 3 students receiving special education services whoare instructed in Grade 3 reading TEKS will take TAKS. The flowchart for TAKS Grade 3 reading onpage 78 outlines how the SSI grade advancement requirements affect all students who take the TAKSGrade 3 reading test, including students served by special education. The 2006 Grade 3 TAKS readingassessment will first be administered on February 21, 2006. Additional testing opportunities will beoffered April 19, 2006, and June 28, 2006.

Enrolled Grade 5 Students Receiving Special Education Services Who Take TAKS Grade 5 ReadingBased on the ARD committee decision, some Grade 5 students receiving special education services whoare instructed in Grade 5 reading TEKS will take TAKS. The flowchart for TAKS Grade 5 reading onpage 79 outlines how the SSI grade advancement requirements affect all students who take the TAKSGrade 5 reading test, including students served by special education. The 2006 Grade 5 TAKS readingassessment will first be administered on February 21, 2006. Additional opportunities will be offered April 19, 2006, and June 28, 2006.

Enrolled Grade 5 Students Receiving Special Education Services Who Take TAKS Grade 5 MathematicsBased on the ARD committee decision, some Grade 5 students receiving special education services whoare instructed in Grade 5 mathematics TEKS will take TAKS. The flowchart for the 2006 TAKS Grade 5mathematics assessment on page 80 outlines how the SSI grade advancement requirements affect allstudents who take the TAKS Grade 5 mathematics tests, including students served by special education.The 2006 Grade 5 TAKS mathematics assessment will first be administered on April 4, 2006. Additionalopportunities will be offered May 16, 2006, and June 27, 2006.

The ARD committee is responsible for all assessment decisions, acceleratedinstruction, and placement decisions required under SSI for studentsreceiving special education services, including those who take TAKS.



SSI Grade Advancement Requirements for Enrolled Grade 3 Students

Taking TAKS Reading

School continues with instructional and evaluation planning and services required byTexas Reading Initiative. School notifies parents of students identified to be at risk offailure on the first administration of TAKS.

GPC may promote student if it concludes by unanimous decision, uponreview of all facts and circumstances and in light of local school board standards, that student is likely to perform on grade level givenadditional accelerated instruction during the next school year.

3rd grader takes the TAKS reading test—February 2006

School notifies parents of student’s failure and provides acceleratedinstruction; the time, date, and type of accelerated instruction to beprovided; and information about the child’s possible retention.1

See sample SSI letters in the GPC manual

Fails

Abs

ent

Principal notifies teacher and parents of student’s failure. Notice mustinclude a description of the purpose and responsibilities of the GPC2 and thetime and place for the GPC meeting. GPC meets to prescribe appropriateaccelerated instruction and determines whether student will take TAKS or analternate assessment (state approved) in accordance with local policy.

See sample SSI letters in the GPC manual

Parent waives 3rd assessment

opportunitySee sample

parent waiver(English or Spanish)

Retakes the TAKS reading test—June 2006OR

Takes alternate assessment—June/July 2006

The student is retained in the third grade. School must notify parents that the child willbe retained and give the parents written notice of their right to appeal.

See sample SSI letters, including parent appeal in the GPC manual

PassesRetakes the 3rd grade TAKS reading test—April 2006

Parent doesNOT appeal

Parent appeals3

Student isautomatically

retained

Meets localpolicy

Does NOT meetlocal policy

Promoted tofourth grade

Retained in third grade

Local policy relating to grade advancement is reviewed

GPC must meet to develop accelerated instruction plan (AIP) for student whether retainedor promoted. In addition to accelerated instruction, the plan shall include interim progressreports to parents and the opportunity for parent consultation with teacher and/or principalas needed. See sample AIP in the GPC manual (English or Spanish)

RETAIN PROMOTE4

1 An accelerated instruction pull-out groupmay have no higher than a 10 to 1pupil/teacher ratio.

2 The grade placement committee consistsof principal (or designee), student’s parent(or guardian), and student’s readingteacher. The committee consults with theLPAC for LEP students. The ARDcommittee determines the plan foracceleration for students served by specialeducation.

3 Either parent may appeal.

4 GPC decision to promote is still subjectto local policy relating to gradeadvancement.

School notifies parents of Student Success Initiative generalrequirements—start of school year

See sample SSI Parent Notification Letter and SSI Brochure in the GPC manual

Passes

Passes

Fails

Abs

ent

Fails

Abs

ent



SSI Grade Advancement Requirementsfor Enrolled Grade 5 Students

Taking TAKS Reading

School continues with instructional and evaluation planning and services required byTexas Reading Initiative. School notifies parents of students identified to be at risk offailure on the first administration of the TAKS.


5th grader takes TAKS reading test—February 2006


See sample SSI letters in the GPC Manual

Fails

Abs

ent






The student is retained in the fifth grade. School must notify parents that the child willbe retained and give the parents written notice of their right to appeal.


PassesRetakes 5th grade TAKS reading test—April 2006


Parent appeals3


retained

Meets localpolicy


Promoted tosixth grade

Retained in fifth grade



RETAIN PROMOTE4


2 The grade placement committee consistsof principal (or designee), student’s parent(or guardian), and student’s readingteacher. The committee consults with theLPAC for LEP students. The ARDcommittee determines the plan foracceleration for students served by specialeducation. A separate GPC meeting mustbe held for mathematics if a student fails tomeet the passing standard on themathematics assessment.


4 GPC decision to promote is still subjectto local policy. Students must also meetSSI grade advancement requirements inmathematics.



Passes

Passes

Fails

Abs

ent

Retakes the TAKS reading test—June 2006OR


Fails

Abs

ent

Meets SSIgrade

advancementrequirements

in reading




Taking TAKS Mathematics

School continues to monitor student’s progress in mathematics. School notifies parentsof students identified to be at risk of failure on the first administration of the TAKS.


5th grader takes TAKS mathematics test—April 2006



Fails

Abs

ent



The student is retained in the fifth grade. School must notify parents that the child willbe retained and give the parents written notice of their right to appeal.


PassesRetakes the 5th grade TAKS mathematics test—May 2006


Parent appeals3


retained


RETAIN PROMOTE4


2 The grade placement committee consistsof principal (or designee), student’s parent(or guardian), and student’s mathematicsteacher. The committee consults with theLPAC for LEP students. The ARDcommittee determines the plan foracceleration for students served by specialeducation. A separate GPC meeting mustbe held for mathematics if a student fails tomeet the passing standard on the readingassessment.


4 GPC decision to promote is still subjectto local policy. Students must also meetSSI grade advancement requirements inreading.



Passes

Passes

Fails

Abs

ent




Retakes the TAKS mathematics test—June 2006OR


Fails

Abs

ent

Meets localpolicy


Promoted tosixth grade

Retained in fifth grade


Meets SSIgrade

advancementrequirements

in mathematics



Students Who Take SDAA II Reading and/or Mathematics

Enrolled Grade 3 Students Receiving Special Education Services Who TakeSDAA II ReadingBased on the ARD committee decision, some Grade 3 students will be assessed with SDAA II reading.The flowchart for Grade 3 reading on page 82 outlines how the SSI grade advancement requirementsaffect students served by special education, including those students who take SDAA II reading atInstructional Levels K, 1, 2, or 3. SDAA II reading will be administered on April 19, 2006.

Enrolled Grade 5 Students Receiving Special Education Services Who TakeSDAA II ReadingBased on the ARD committee’s decision, some Grade 5 students will be assessed with SDAA II reading.The flowchart for Grade 5 reading on page 83 outlines how the SSI grade advancement requirementsaffect students served by special education, including those students who take SDAA II reading atInstructional Levels K, 1, 2, 3, 4, or 5. SDAA II reading will be administered on April 19, 2006.

Enrolled Grade 5 Students Receiving Special Education Services Who TakeSDAA II MathematicsBased on the ARD committee’s decision, some Grade 5 students will be assessed with SDAA IImathematics. The flowchart for Grade 5 mathematics on page 84 outlines how the SSI gradeadvancement requirements affect students served by special education, including those students whotake SDAA II mathematics at Instructional Levels K, 1, 2, 3, 4, or 5. SDAA II mathematics will beadministered on April 18, 2006.

All students who take TAKS or SDAA II must be given three opportunities to meetSSI grade advancement requirements. Because SDAA II is only administered once,districts must provide two additional testing opportunities, as needed, using a formalor informal TEKS-based assessment. If the first testing opportunity is provided priorto the SDAA II administration and a student performs satisfactorily, the studentmeets SSI requirements but still takes SDAA II as required in the student’s IEP. If thestudent does not perform satisfactorily on the first testing opportunity, acceleratedinstruction must be offered, and the student takes SDAA II as the second testingopportunity. See the flowcharts on pages 82–84 for more information. The ARDcommittee is responsible for determining the expected achievement level that wouldindicate satisfactory performance on SDAA II or a TEKS-based formal or informalassessment.




Receiving Special Education Services for Reading

ARD determines thatstudent takes TAKS reading test

• •

SEE FLOWCHART FORGRADE 3

TAKS READING

ARD determines thatstudent is exempt andtakes LDAA for reading

Studentí s grade placement isNOT affected by this policy

*Important note on three testingopportunities for SSI grade advancement:ARDs determine schedule of these testsand have the option to provide the firsttesting opportunity prior to SDAA II, using aTEKS-based formal or informalassessment. If a student performssatisfactorily on this assessment, then thatstudent meets SSI requirements but stilltakes the SDAA II reading test on April 19, 2006, as required in IEP. If a student does not perform satisfactorily, the student receives accelerated instruction and takes SDAA II as the second test opportunity required under SSI.

Student takes TEKS-basedassessment

(date determined by ARD)

Student is subject to SSI grade advancementrequirements and takes SDAA II (April 2006) as one of

three testing opportunities under SSI*

Student meetsgrade advancementrequirements asdetermined by ARD

ARD members determine• Accelerated instruction plan• Additional testing opportunity with appropriate

TEKS-based informal or formal assessment

Did student perform satisfactorily on SDAA II reading test?

Student does not perform satisfactorily asdetermined by ARD

ARD members meet to determine• Accelerated instruction plan (AIP)• TEKS-based assessment• Consider waivers and grade placement

Accelerated instruction plan (AIP)

Student takes TEKS-based assessment(date determined by ARD)

ARD members meet to determine• Accelerated instruction plan (AIP)• Grade placement

Student performssatisfactorily and meetsgrade advancementrequirements asdetermined by ARD

Student does not perform satisfactorily asdetermined by ARD.

Student performssatisfactorily and meetsgrade advancementrequirements for readingas determined by ARD

ARD determines that student takes SDAA II reading test at Instructional Level K, 1, 2, or 3

Regularly scheduled ARD develops IEP for student served by special education and determines appropriate ongoing

assessments (formal and informal measures)

NO YES




Receiving Special Education Services for Reading

ARD determines thatstudent takes TAKS reading test

• • •

• •

SEE FLOWCHART FOR GRADE 5

TAKS READING

ARD determines thatstudent is exempt andtakes LDAA for reading

Student’s grade placement isNOT affected by this policy

Regularly scheduled ARD develops IEP for student servedby special education and determines appropriate ongoing


*Important note on three testingopportunities for SSI grade advancement:ARDs determine schedule of these testsand have the option to provide the firsttesting opportunity prior to the SDAA II, usinga TEKS-based formal or informalassessment. If a student performssatisfactorily on this assessment, then thatstudent meets SSI requirements but stilltakes the SDAA II reading test on April 19, 2006, as required in IEP. If student does not perform satisfactorily, the student receives accelerated instruction and takes SDAA II as the second test opportunity required under SSI.





Student meetsgrade advancementrequirements for reading as determined by ARD



Did student perform satisfactorily on the SDAA II reading test?






Student performssatisfactorily and meetsgrade advancementrequirements for reading asdetermined by ARD


Student performs satisfactorily and meets grade advancement requirements for reading as determined by ARD

ARD determines that studenttakes SDAA II reading testat Instructional Level K,1, 2, , 4, or 5 3.

NO YES




Receiving Special Education Services for Mathematics

ARD determines thatstudent takes TAKS mathematics test

SEE FLOWCHART FOR GRADE 5 TAKS MATHEMATICS

ARD determines thatstudent is exempt andtakes LDAA for mathematics

Student’s grade placement isNOT affected by this policy

*Important note on three testingopportunities for SSI grade advancement:ARDs determine schedule of these testsand have the option to provide the firsttesting opportunity prior to the SDAA II, usinga TEKS-based formal or informalassessment. If a student performssatisfactorily on this assessment, thenstudent meets SSI requirements but stilltakes the SDAA II mathematics test on April 18, 2006, as required in IEP. If student does not perform satisfactorily, the student receives accelerated instruction and takes SDAA II as the second test opportunity required under SSI.

ARD determines that studenttakes SDAA II mathematicsat Instructional Level K,1, 2, , 4, or 53.





Student meetsgrade advancementrequirements for mathematicsas determined by ARD



Did student perform satisfactorily on the SDAA II mathematics test?






Student performssatisfactorily and meetsgrade advancementrequirements for mathematics as determined by ARD


Student performs satisfactorily and meets grade advancement requirements for mathematics as determined by ARD

Regularly scheduled ARD develops IEP for student servedby special education and determines appropriate ongoing


NO YES



Students Who Take an LDAA* for Reading and/or Mathematics

Enrolled Grades 3 and 5 Students Receiving Special Education Services Who Takean LDAA for ReadingBased on the ARD committee’s decision, some Grade 3 students will be assessed with an LDAA forreading. Students who take an LDAA are not subject to SSI requirements, and their grade placement isnot affected.

Enrolled Grade 5 Students Receiving Special Education Services Who Take anLDAA for ReadingBased on the ARD committee’s decision, some Grade 5 students will be assessed with an LDAA forreading. Students who take an LDAA are not subject to SSI requirements, and their grade placement isnot affected.

Enrolled Grade 5 Students Receiving Special Education Services Who Take anLDAA for MathematicsBased on the ARD committee’s decision, some Grade 5 students will be assessed with an LDAA formathematics. Students who take an LDAA are not subject to SSI requirements, and their gradeplacement is not affected.

*No specific date is set for an LDAA; however, LDAAs must be administered and the student’s performancerecorded on the appropriate answer document by the time the scorable materials are returned for therespective administration. (See page 7 for LDAA reporting deadlines.)

Important Points of Clarification• LDAA is a locally determined alternate assessment used to measure the

learning of a student receiving special education services whose ARDcommittee has determined that both TAKS and SDAA II are inappropriate.Students who take an LDAA are not subject to SSI requirements.

• TEKS-based formal or informal assessment is an assessment that the ARDcommittee determines is appropriate for a student who takes SDAA II andneeds multiple testing opportunities to meet the SSI requirements. A TEKS-based formal or informal assessment is not an LDAA because studentswho take an LDAA are not subject to SSI requirements.

• Alternate assessment to TAKS is an assessment for students who have not metthe passing standard on the first two TAKS testing opportunities. Thealternate assessment is only an alternate for students who take TAKS. It is notappropriate for students who take SDAA II or an LDAA. The alternateassessment must be chosen from the state-approved list and must be adoptedby the school district and approved by the GPC before it is administered.



Sam is a student served by special educationwho did not meet the standard on the firsttwo administrations of TAKS. What fundsare available to provide additional support?

Latisha takes the Grade 5 TAKSmathematics test, does not meet thestandard, and is then referred for testing tosee if she qualifies for special educationservices. If she qualifies, is she subject to theSSI grade advancement requirements?

Javier is taking an SDAA II reading test for the first time. How is satisfactory performancedetermined with regard to SSI?

Jeanie did not meet the standard on the firstadministration of TAKS. Her parents call anARD meeting to request that she not takeTAKS for other administrations. Is thisallowable?

Question

All students who do not meet the standardare eligible for support through a variety offunding sources, including acceleratedreading instruction (ARI) and acceleratedmathematics instruction (AMI) funds.

Ana is an enrolled Grade 3 student served byspecial education and is also classified as LEP.Do the SSI grade advancement requirementsapply to her?

If she is taking the TAKS or SDAA IIreading test, then the SSI requirementsapply.

Yes. Students served by special education whoare enrolled in Grade 5 and take either theTAKS or the SDAA II tests are subject to theSSI grade advancement requirements. If Latisha qualifies for special educationservices, the ARD committee will determineappropriate testing and acceleratedinstruction and serve as the GPC as needed.

Yes. For the second administration, Jeanietakes the TAKS test or is given an SDAA IItest, as determined through the ARDprocess. If she takes SDAA II for the secondadministration and does not meet theperformance expectations established by theARD committee, she must be providedaccelerated instruction and must take aTEKS-based formal or informal assessmentfor the third testing opportunity. Likewise, ifan ARD committee determines that TAKS is not appropriate for a student who did notmeet the standard on the second TAKSadministration, that student must beprovided accelerated instruction and must be administered a TEKS-based formal orinformal assessment for the third testingopportunity.

Satisfactory performance on SDAA II isdetermined by Javier’s ARD committee.Similarly, Javier’s progress on a TEKS-basedformal or informal assessment is determinedthrough the ARD decision-making process.

Answer

Student Scenarios



FREQUENTLY ASKEDQUESTIONS


Test Selection

1. Are students who receive special education services permitted to take TAKS in someacademic areas and TAKS-I, SDAA II, or LDAA in others?

Yes. Each assessed subject area must be considered separately. The ARD committee’sdecision should be based on two considerations: the level of the TEKS curriculum at whichthe student is receiving the majority of his or her instruction and the testingaccommodations needed by the student.

2. Why does SDAA II span Instructional Levels Kindergarten through 10?

SDAA II takes into account the varied instructional levels of individual students receivingspecial education services. The multiple instructional levels of SDAA II allow the ARDcommittee to choose the most appropriate assessment to measure individual studentprogress in the TEKS curriculum.

3. Who can set or change a student’s instructional level for SDAA II?

Only the ARD committee can set or revise the student’s instructional level as documented inthe IEP. Any changes in the student’s instructional level must be documented in the IEP andreported to the campus testing coordinator for the purpose of ordering test booklets. Thisinformation must be reviewed annually or more frequently if necessary.

4. Is the SDAA II available for science and social studies?

No, there is no SDAA II for science or social studies.

Grades 5, 8, and 10 students take the TAKS or TAKS-I science test, and Grade 8 and 10students take the TAKS or TAKS-I social studies test with or without allowableaccommodations, as documented in the IEP.

If the ARD committee determines the student cannot take TAKS or TAKS-I in science orsocial studies, then the committee must choose an appropriate LDAA.

5. Are there SDAA II Exit Level tests?

No, there are no SDAA II Exit Level tests. However, Grade 11 students take Exit Level TAKSor TAKS-I without any accommodations or with allowable accommodations, as documentedin the IEP. Note that the TAKS-I Exit Level administrations are not state-mandatedgraduation requirements for students receiving special education services. The ARDcommittee’s role has not changed; the ARD committee will continue to determine astudent’s graduation requirements. The term Exit Level is used in reference to TAKS-I toavoid confusion and remain consistent with the corresponding TAKS administrations. TheARD committee is responsible for determining what assessment will be used for the LDAAand what mastery criteria will be expected for each student.

If the ARD committee determines the student cannot take an Exit Level TAKS or TAKS-I,then the committee must choose an appropriate LDAA.

Frequently Asked Questions


6. Why is there a separate SDAA II field test every year?

The population of students who take SDAA II is small compared to the population ofstudents who take TAKS. Because the number of students taking SDAA II is so small, aseparate field test is required to yield field-test data that are valid and reliable.

7. Who must participate in the SDAA II field test?

All students assessed by SDAA II in a particular subject area must participate in the SDAA IIfield tests for that subject area.



Accommodations

8. Who determines the accommodations required for a student receiving special educationservices to participate in the Texas Assessment Program?

The ARD committee makes decisions regarding the assessment participation of studentsreceiving special education services, including the accommodations. The ARD committeeshould refer to the accommodations sections of this manual for TAKS (pages 59–65) and for TAKS-I and SDAA II (pages 66–70).

9. May students use highlighters in TAKS, TAKS-I, or SDAA II test booklets?

State and federal special education rules require the IEP to include only those testingaccommodations that are not part of the standard assessment procedures. Use ofhighlighters in test booklets to emphasize important information on any subject-area test isan optional test administration procedure.

IEP documentation is not necessary for the use of highlighters for students enrolled inGrades 4–11. The use of highlighters should be based on a student’s need and priorexperience using highlighters during classroom instruction. Providing highlighters duringthe administration of a state assessment for students with no classroom experience usingthem may confuse students. For detailed information about the use of highlighters inspecific SDAA II instructional level test booklets, see the 2006 District and Campus CoordinatorManual.

10. May students use manipulatives, assistive devices such as calculators, and mathematicscharts for SDAA II and Exit Level TAKS-I mathematics?

SDAA II Instructional Levels K–8Students may use manipulatives, assistive devices such as calculators, and mathematicscharts in addition to the charts provided by the state only if documented in their IEPand routinely used in instruction and testing. A mathematics chart other than the chart provided by the state must meet each individual student’s needs. In addition, amathematics chart must be a tool and not a source of direct answers. To requestpermission to use specific accommodations not addressed on page 69, submit to TEA the Accommodation Request Form found in the Sample Forms section of thismanual (page 123) or on the TEA website at www.tea.state.tx.us/student.assessment.Requests must be submitted at least two weeks prior to testing to ensure a responsebefore testing begins.

SDAA II Instructional Levels 9 and 10, and TAKS-I Exit levelStudents may use manipulatives or assistive devices only if documented in their IEP androutinely used in instruction and testing. However, districts must provide each student witha graphing calculator for use throughout the mathematics test.



11. May students use reference books such as dictionaries for TAKS?

Students must be provided English-language dictionaries and thesauruses for (a) the writtencomposition portion of the Grade 7 writing test, (b) the entire Grade 9 reading test, and (c)the reading and written composition portion of the Grade 10 and Exit Level Englishlanguage arts (ELA) tests.

Students may not use a dictionary on the revising and editing portion of either the Grade 7writing test or the Grade 10 and Exit Level ELA tests. The Grade 7 writing test and the ELAtests contain two sealed sections; the first section is for the written composition portion(Grade 7 writing) or the reading and written composition portion (Grade 10 and Exit LevelELA), and the second sealed section is for the revising and editing portion. After a studentcompletes the first sealed section, the test administrator will collect the student’s dictionary.The student can then break the seal on the second sealed section and begin the revisingand editing portion of the test.

There must be at least one dictionary and one thesaurus for every five students. Studentsmay also use a combination dictionary/thesaurus.

12. May students use reference books such as dictionaries for SDAA II?

English-language dictionaries and thesauruses must be provided for the followingassessments.

• The written composition portion of the SDAA II Instructional Levels 5, 6/7, and 8/9writing tests

• The SDAA II Instructional Level 9 reading test

• The reading and written composition portions of the SDAA II Instructional Level 10 ELA test

Reference materials procedures are as follows:

• There should be at least one dictionary and one thesaurus for every five students testing.

• Students may use a separate dictionary and thesaurus or a dictionary/thesauruscombination.

• The Instructional Levels 5, 6/7, and 8/9 writing tests contain two sealed sections. The firstsection is for the written composition portion. The second section is for the revising andediting portion.

• The Instructional Level 10 ELA test contains two sealed sections. The first section is forthe reading and written composition portions. The second sealed section is for therevising and editing portion.

• After a student completes the first sealed section, the test administrator will collect thestudent’s dictionary and thesaurus. The student can then break the seal on the secondsealed section and begin the revising and editing portion of the test.



English-language dictionaries or other reference materials may not be used for thefollowing assessments, unless this accommodation is specifically documented in thestudent’s IEP.

• SDAA II Instructional Levels K/1, 2, and 3/4 writing tests and Instructional Levels K–8reading tests.

• The revising and editing portion of the SDAA II Instructional Levels 5, 6/7, and 8/9writing tests.

• The revising and editing portion of the SDAA II Instructional Level 10 ELA test.

13. When is reading aloud a TAKS or TAKS-I Exit Level English language arts test permitted?

An oral administration is not allowed for these assessments, with the exception of thewriting prompt.

14. When is reading aloud an SDAA II reading test permitted?

Reading aloud an SDAA II reading test is permitted only for Instructional Level K andportions of Instructional Level 1. These tests were specifically designed to be read aloud tostudents, as this is developmentally appropriate. For these instructional levels, reading thetest questions aloud is a part of standard administration procedures, and IEPdocumentation of oral administration or reading assistance is not necessary.

15. When is reading aloud a TAKS or TAKS-I mathematics, social studies, or science testpermitted?

Only students served by special education or Section 504 may receive an oral administrationof TAKS or TAKS-I mathematics, social studies, and science tests. A test administrator mayread aloud or sign the test questions and answer choices for mathematics, social studies,and/or science tests to

• a student identified as having a disability that affects the student’s reading and whoregularly receives this accommodation in the classroom; or

• a student who is deaf or hard-of-hearing and whose IEP requires the signing of dailyinstruction.

16. When is reading aloud an SDAA II mathematics test allowed?

Instructional Levels K, 1, and 2The test administrator is instructed to read aloud the SDAA II mathematics test atInstructional Levels K, 1, and 2. These tests were specifically designed to be read aloud tostudents, as this is developmentally appropriate. The test administrator may read aloud thetest questions and answer choices as many times as necessary. For these instructional levels,reading the test questions aloud is a part of standard administration procedures, and IEPdocumentation of oral administration or reading assistance is not necessary.



Reading AssistanceSDAA II mathematics reading assistance is appropriate for Instructional Levels 3–10. As anaccommodation, test administrators may provide assistance by reading any word, phrase, orsentence in an SDAA II mathematics test question on which a student is experiencingdifficulty. Reading assistance may not be provided for mathematics answer choices.Mathematics reading assistance is permitted for students who request it during testadministration, as long as it is routinely used in the classroom and is documented in thestudent’s IEP.

Oral AdministrationAs an accommodation, a student may receive an oral administration of an entire SDAA IImathematics test at Instructional Levels 3–10. In an oral administration, both the testquestions and answer choices are read aloud to the student. A student may receive an oraladministration of the mathematics test only if this accommodation is routinely used in theclassroom and is documented in the student’s IEP. At any time during testing, the studentmay ask the test administrator to change the degree of reading support being provided. Forexample, if the test administrator is currently reading aloud all test questions and answerchoices, the student may ask that the test administrator read only words or numbers that thestudent finds troublesome. Refer to the test administrator manuals for guidelines onreading aloud various types of mathematics test items.

17. When is reading aloud an SDAA II writing test permitted?

Reading aloud an SDAA II writing test is permitted only for Instructional Level K/1. Thistest was specifically designed to be read aloud to students, as this is developmentallyappropriate. For this instructional level, reading the performance tasks aloud is part ofstandard administration procedures, and IEP documentation of oral administration orreading assistance is not necessary.

For Instructional Levels 2, 3/4, 5, 6/7, and 8/9 writing, and 10 ELA, the test administrator isinstructed to read the writing prompt. The revising and editing section, though, is not to beread aloud.



Implications

18. Can a student in Grades 3–11 take a different test this year than he or she took last year?

Each year the ARD committee must determine the most appropriate assessment in theassessed subject areas (reading, mathematics, writing/ELA, science, and/or social studies)for students in Grades 3–12. The assessment decision may change from year to year. Forexample, the ARD committee may determine that a student should take SDAA II inmathematics in fifth grade, but if the student makes significant academic growth in themathematics TEKS curriculum, the ARD committee may determine that the student shouldtake the TAKS mathematics test the following year in sixth grade.

19. What are the assessment implications for enrolled Grade 11 students who took SDAA orSDAA II in Grades 3–10?

The ARD committee must decide whether the Exit Level TAKS tests are appropriate for anenrolled Grade 11 student. If the student is exempt from Exit Level TAKS, the ARDcommittee must select and document an appropriate LDAA.

20. What are the graduation implications for students who do not take Exit Level TAKS?

Students who complete graduation requirements but who do not take Exit Level TAKSreceive the same diplomas as students who pass Exit Level TAKS. The student’s transcriptwill reflect whether or not the student took TAKS. A student’s ARD committee usesassessment results and other school records to determine whether the student has metgraduation requirements.

21. What are the graduation implications for students who take Exit Level TAKS-I?

The TAKS-I Exit Level administrations are not state-mandated graduation requirements forstudents receiving special education services. The ARD committee’s role has not changed;the ARD committee will continue to determine a student’s graduation requirements. Theterm Exit Level is used in reference to TAKS-I to avoid confusion and remain consistent withthe corresponding TAKS administrations.

22. What are the higher education implications for students who do not take Exit Level TAKS?

Consult the Texas Higher Education Coordinating Board, the agency responsible foroverseeing the Texas Success Initiative (TSI), to obtain information regarding the entrancerequirements for public institutions of higher education in Texas. (See Appendix C forcontact information.)

23. Can students who receive special education services be retained based on theirperformance on TAKS, TAKS-I, or SDAA II?

The ARD committee makes decisions about promotion and retention. If the student isenrolled in a grade that is affected by the Student Success Initiative (SSI), refer to theStudent Success Initiative section of this manual or the GPC manual.



24. Can student performance on state assessments be used to dismiss a student from specialeducation services?

No. State assessments will not be used by themselves. However, the ARD committee may use testinginformation in conjunction with other information typically used in making dismissal decisions.



Locally Determined Alternate Assessment (LDAA)

25. When and where should LDAA performance information be reported for each student?

The ARD committee is responsible for determining what assessment will be used for theLDAA and what mastery criteria will be expected for each student. LDAA performanceinformation should be recorded on an appropriate answer document. Districts shouldreturn these answer documents with their scorable materials. For further informationregarding LDAAs, see page 7 in this manual or refer to the 2006 District and CampusCoordinator Manual.

26. What if a student is absent on the day his or her LDAA is administered?

Because an LDAA can be administered on dates other than the state-mandated test dates,districts should administer the LDAA when the student returns to school. ARD committeesmay consider documenting a window of time that would be appropriate for administeringan LDAA. However, LDAA performance must be recorded on the corresponding TAKS orSDAA II answer documents prior to returning the scorable materials. (See page 7 in thismanual for LDAA reporting deadlines.)

27. Can an LDAA be administered on the same day as TAKS or SDAA II?

Yes. However, LDAA performance must be recorded on the corresponding TAKS or SDAA II answer documents prior to returning the scorable materials.

28. What if the ARD committee sets a schedule for an LDAA administration that does notcoincide with the reporting schedule?

The ARD committee must reconvene to determine a new testing schedule.

29. Does LDAA information need to be reported for Grade 12 students who did not meetexpectations for an LDAA in Grade 11?

No. Grade 11 students whose ARD committees determine that TAKS is inappropriate musttake an LDAA. Once the LDAA information is reported, the testing requirement has beenfulfilled. In other words, students who do not meet their ARD expectation on the LDAA inGrade 11 have already fulfilled the testing requirement for student assessment purposes.However, the ARD committee must then consider if the student has met the ARDexpectations and must decide if additional testing is still required at the local level.



Reporting and Accountability

30. How will SDAA II results be used for accountability?

SDAA II results will be incorporated in the state accountability system (both standardand alternative education accountability procedures) and the federal adequate yearlyprogress (AYP) system. For detailed information about the use of SDAA II in the stateaccountability system, refer to the 2005 Accountability Manual, which is online atwww.tea.state.tx.us/perfreport/account/2005/manual. For detailed informationabout the use of SDAA II in AYP, refer to the 2005 Adequate Yearly Progress Guide, whichis online at www.tea.state.tx.us/ayp.

31. How will TAKS-I results be used for federal accountability?

TAKS-I results will not be used for accountability because TAKS-I fulfills IDEA 2004requirements and assesses grades and subjects that are not currently a part ofadequate yearly progress (AYP). For more information regarding accountability, seethe TEA website at www.tea.state.tx.us/student.assessment.

32. Will there be a way to compare one student to another student using the results of SDAA II?

The purpose of SDAA II is not to compare one student to another student. SDAA II isdesigned to provide information both on the progress each individual student is makingtoward mastering the TEKS curriculum and on the effectiveness of instructional programsand special education services at the campus and district levels.

33. Will there be a certain score that determines whether students pass or fail SDAA II?

No, there will not be a single predetermined score that indicates passing or failing on SDAA II. According to Section 39.024 of the TEC, the ARD committee will determine theARD expectation considered to be satisfactory for each individual student.

34. Is there a report showing the number of students receiving special education services testedat each instructional level, including achievement level percentages?

Yes, Summary Reports are produced for reading, mathematics, and writing. (See the TEA website: www.tea.state.tx.us.)



Students with Limited English Proficiency (LEP)

35. Is there a Spanish version of SDAA II?

No, a Spanish version of SDAA II is not available.

36. Are limited English proficiency (LEP) students who are eligible for SDAA II but receiveinstruction in a language other than English required to take SDAA II if they no longerqualify for a LEP exemption?

Yes. LEP students who are eligible for SDAA II are required to take SDAA II in English ifthey no longer qualify for a LEP exemption. The ARD committee should select theinstructional level that is best matched to the instruction received and most appropriate forevaluating annual growth.

37. Are LEP students who receive special education services required to take RPTE?

Yes, unless the student’s special education needs would prevent appropriate measurementof growth in English reading proficiency as determined by the ARD committee anddocumented in the IEP. For more information, see page 56.

38. If a LEP student receiving special education services takes RPTE, is that student alsorequired to take the SDAA II reading test?

Yes, in many cases the student is required to take the SDAA II reading test. SDAA II isadministered to all LEP students in special education who are not eligible for a LEPexemption and who are eligible for SDAA II rather than TAKS.

39. May immigrant LEP students receiving special education services be exempted from SDAA II based on their limited English proficiency?

Yes. The state LEP exemption policy applies to immigrant LEP students whether or not theyreceive special education services. These students may be exempted as long as they meet thestate LEP exemption criteria delineated in the TEA publication titled LPAC Decision-MakingProcess for the Texas Assessment Program (Grades 3–12). Both the LPAC and the ARD committeewill document the reason for the LEP exemption in the student’s permanent record file.For more information concerning LEP exemptions, see page 54.



40. Is the ARD committee responsible for making assessment decisions for LEP students whoreceive special education services?

Yes. The ARD committee makes assessment decisions for students served by specialeducation, including those who are classified as limited English proficient. A member of thelanguage proficiency assessment committee (LPAC) must be included on the ARDcommittee to ensure that issues related to the student’s special education needs andlanguage proficiency are carefully considered.

41. Does the ARD committee need to document in the IEP whether a LEP student served byspecial education should be observed and rated in the Texas Observation Protocols (TOP)assessment process?

Yes. The decision to include the student in the TOP process or grant an exemption in oneor more domains should be addressed by the ARD committee and documented in thestudent’s IEP.

42. Can a LEP student receiving special education services take RPTE at a level other than theenrolled grade?

No. Because the span of reading ability on RPTE is very broad and the purpose is tomeasure annual growth in English acquisition, all LEP students must take RPTE at theirenrolled grade level.

43. Are LEP-exempt recent immigrants served by special education enrolled in Grades 3–8 and10 eligible to participate in LAT mathematics administrations?

These students may participate in a LAT administration of TAKS at their enrolled grade, orthey may take an LDAA in mathematics at their instructional level, as determined by theirARD committee and documented in their IEP. For more information, see page 55 of thismanual. More detailed information about the LAT assessment process is included in the test administration manuals and the annual update of the TEA publication titled LPACDecision-Making Process for the Texas Assessment Program (Grades 3–12), which will be availableon the TEA Student Assessment Division website in late fall 2005.



Student Success Initiative

44. What action must the school take if the student does not meet expectations on the firstadministration of an assessment required under the SSI?

A student who has not met expectations on the first administration must be provided appropriateaccelerated instruction to help prepare the student for the second testing opportunity. (For moreinformation, see pages 75–86 in this manual.)

45. What are the specific SSI responsibilities of the GPC (ARD committee) if a student does notmeet expectations on the second administration of an assessment required under the SSI?

The GPC (ARD committee) must meet if the student does not pass the second opportunity.The GPC will

• review parent waiver request for the third test opportunity, if applicable (see FAQ 46);

• review assessment options for students who take TAKS for the third administration. Theseoptions include taking the TAKS during the June administration or an alternateassessment from the state-approved list (if adopted as an option within the local boardpolicy). The decision to take an alternate assessment (not to be confused with SDAA II oran LDAA) must be unanimous; otherwise, the student must take TAKS;

• determine TEKS-based formal or informal assessment for students who take SDAA II; and

• determine the accelerated instruction plan (AIP) for the student as required byTEC §28.0211.

46. What is a parental waiver request, and does it apply to students receiving special educationservices?

A parent or guardian may request that a student not participate in the third testingopportunity due to potential harm to the student. Documentation must be provided thatspecifies the potential harm, the student’s need, and other appropriate information. If aparental waiver is granted, the student must still participate in all required acceleratedinstruction. Parents of children receiving special education services may request a waiver forthe third administration of any assessment that is required under SSI. (See the sample waiverform in the appendix of the Grade Placement Committee Manual for Grade AdvancementRequirements of the Student Success Initiative.)

47. What action must the school take if the student fails to pass or waives the thirdadministration of an assessment required by SSI?

The GPC (ARD committee) must convene for any student who does not meet achievementexpectations on the third administration of an assessment required under SSI. Thecommittee is responsible for making promotion decisions and determing an acceleratedinstruction plan for the upcoming school year, whether the student is retained or promoted.



48. What assessment information must be documented in the IEP for SSI requirements?

• appropriate TEKS-based formal or informal assessment to be used for additionaladministrations if student does not meet the ARD expectation level set for SDAA II

• the mastery level for the TEKS-based formal or informal assessment

• an accelerated instruction plan prior to additional test administrations

• ARD committee decisions regarding grade placement

• Appropriate test accommodations to be provided for each test based on theaccommodations that the student receives routinely in the classroom

49. Since SDAA II is only administered once, how does the student taking an SDAA IIassessment have three opportunities to perform satisfactorily?

All students, regardless of whether they take TAKS or SDAA II, must be given threeopportunities to meet the grade advancement requirements of the Student Success Initiative.For students who take an SDAA II test, the three opportunities are

• the April administration of SDAA II; and

• two other TEKS-based formal or informal assessments, selected and scheduled by the ARDcommittee.

SDAA II will be administered in April 2006 to all students served by special education whoare not taking TAKS or an LDAA. It is important to note that ARD committees have theoption to provide a testing opportunity prior to the SDAA II administration, using a TEKS-based formal or informal assessment. If the student performs satisfactorily on thisprior assessment, the student meets SSI grade advancement requirements but still takesSDAA II in April as required by his or her IEP. If the student does not perform satisfactorilyon this prior assessment, the student must receive appropriate accelerated instruction andtake SDAA II in April as the second testing opportunity required under SSI.

50. Since SDAA II does not have a state-mandated passing standard, how is satisfactoryperformance determined on an SDAA II reading and/or mathematics test?

The determination of whether the student performed satisfactorily on SDAA II or a TEKS-based formal or informal assessment must be made by the ARD committee in theirresponsibility to monitor student progress for the student’s IEP. When the test results arereceived, a Grade 3 or Grade 5 student who took SDAA II and who met the ARD committee’sexpectations will have satisfied the requirements for grade advancement under SSI.

51. If the student does not pass the Grade 3 or 5 TAKS reading and/or mathematics tests, canthe ARD committee choose a different assessment?

Yes. However, if a new assessment is chosen, the ARD committee must address whatinstructional changes are anticipated or have been implemented to justify changes in thechosen assessment.



52. Is a student who is served by special education subject to the automatic retentionrequirements of the SSI?

The grade advancement requirements stipulate that a student may advance to the nextgrade level only by passing the tests required under SSI or, if the student does not pass and aparent appeals the retention, by unanimous decision of the GPC.

Although all of the SSI requirements apply to students who take TAKS or SDAA II, retentionand promotion decisions for students receiving special education services are made by theARD committee. The ARD committee serves as the GPC for students who receive specialeducation services and have not passed TAKS or met achievement expectations on SDAA II.

53. Since the ARD committee serves as the GPC for students served by special education, dopromotion decisions made by the ARD have to be unanimous?

No. The ARD committee decision regarding promotion does not have to be unanimous but must follow the general rules governing ARD committee decision making as set forth in19 TAC §89.1050.

54. Why is there only one SDAA II administration for Grade 3 reading and Grade 5 reading andmathematics when there are three TAKS administrations?

Texas legislators mandated the development of an alternate assessment for those studentsparticipating in special education programs whose admission, review, and dismissal (ARD)committees have determined they should not take TAKS. An important part of theassessment process to create valid and reliable tests is to field-test all the items before theyare included on an actual test. Since the population of students participating in specialeducation is very small, the number of field-test opportunities is greatly reduced. In order toincrease the field-test opportunities, the tests would need to be lengthened dramatically,defeating the purpose of providing shorter tests to students in special education programs.Therefore, to create multiple forms for a small population would jeopardize the validity ofthe test.

Even though having only one form may seem unfair, it may actually be a better way for theARD committee to make assessment decisions. For instance, the ARD may decide that usinganother assessment tool, such as portfolios and informal reading inventories, may be abetter vehicle for students to show what they know rather than a multiple-choice format test.Thus, educators have more freedom to choose an assessment tool that would be moreappropriate for the students in order to comply with the requirements of the StudentSuccess Initiative (SSI) to be promoted to the next grade level.



Other

55. Are charter schools required to administer state assessments?

Yes. Charter schools, just like all Texas public schools, are required to administer stateassessments to students whose ARD committees determine it to be appropriate.

56. Do private schools and home schools have access to the assessments developed by the state?

Yes. TEA will make available for administration to private schools and home schools thesecure TAKS tests at a per-student cost that does not exceed the cost of administering thesame test to a Texas public school student. To obtain a copy of the agreement packet forthis assessment, contact Pearson Educational Measurement (PEM) at (800) 252-9186.

Private schools and home schools may also administer any tests that have been released to the public. These also may be ordered by contacting PEM or may be downloaded free of charge from the TEA website at the following link:www.tea.state.tx.us/student.assessment/resources/release/

57. When will SDAA II be released to the public?

As required by Section 39.023 of the TEC, the tests will be released following the scheduledetermined by the State Board of Education. See the TEA website for the latest informationregarding the release schedule.



SAMPLE FORMS


Summary of ARD Assessment Decisions

Locally Determined Alternate Assessment(s) (LDAA)The ARD committee assigns other alternate assessment(s) for the student.

Assessment(s) used:

_____________________________________________________

_____________________________________________________

_____________________________________________________

Student: ______________________________________ Date: _____________________________Enrolled grade at testing: _________

Texas Assessment of Knowledge and Skills (TAKS)(Note: Spanish when applicable.)

Check appropriate subjects: Accommodations:

Reading ________________________Mathematics ________________________Writing/ELA ________________________Science ________________________Social Studies ________________________



Reading

Instructional Level:

ARD Expectation:

Rationale for ARD Expectation:

___________________________________________________________

___________________________________________________________

__________________________________________________________

MathematicsInstructional Level:

ARD Expectation:


___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Writing/ELA (Grades 4, 7, and 10 ELA only)

Instructional Level:ARD Expectation:


___________________________________________________________

___________________________________________________________

__________________________________________________________

___________________________________________________________

Rationale:

The student is receiving TEKS instruction on or near gradelevel and does not need any accommodations that wouldinvalidate TAKS.


ReadingThe student is receiving TEKS instruction on or near grade levelbut needs accommodations (documented in the IEP) that wouldinvalidate TAKS.

The student is receiving modified TEKS instruction, makingTAKS inappropriate.

Other (specify) ________________________________________

Accommodations: _________________________________________

________________________________________________________

MathematicsThe student is receiving TEKS instruction on or near grade levelbut needs accommodations (documented in the IEP) that wouldinvalidate TAKS.


Other (specify) ________________________________________

Accommodations: _________________________________________

________________________________________________________

WritingThe student is receiving TEKS instruction on or near grade levelbut needs accommodations (documented in the IEP) that wouldinvalidate TAKS.


Other (specify) ________________________________________

Accommodations: _______________________________________ __

________________________________________________________

Rationale:The student participates in alternate curriculum in the assessedsubject areas (reading, mathematics, and/or writing), makingTAKS, TAKS-I, and SDAA II inappropriate.

The student requires test accommodations that would invalidateTAKS-I and/or SDAA II.

Other (specify) ________________________________________

Rationale:

The student is receiving TEKS instruction on or near gradelevel but needs accommodations (documented in the IEP) thatwould invalidate TAKS.

TAKS Inclusive (TAKS-I)(Enrolled grade only)

(Note: Spanish when applicable.)

Check appropriate subjects: Accommodations:Science ________________________Spanish Science ________________________Social Studies ________________________Exit Level Math ________________________Exit Level ELA ________________________

Sample Forms


Considerations for ARD Assessment Decision: Reading

Student Name: _____________________________________________ Date: _________________________

Enrolled grade at time of testing: ___________

Step 1: Review current information to determine the student’s present level of functioning.

List information used to make assessment decisions:______________________________________________________

________________________________________________________________________________________________

At the time of testing, will the student be enrolled in Grades 3–9* (as reported by PEIMS)? ____ yes ____ no*ELA for Grades 10–11 are on a separate form

What instruction is the student receiving?

____ on-grade-level TEKS curriculum

____ modified TEKS curriculum at Instructional Level ____

____ alternate curriculum

What allowable accommodations** will be needed for this test administration?________________________________

_______________________________________________________________________________________________**Refer to pages 59–70 in the ARD manual to determine if an accommodation is allowable.

Step 2: Determine the student’s TEKS mastery level and appropriate assessment.

Using the information collected in Step 1, the ARD committee must choose the appropriate assessment for READING.

____ TAKS with or without allowable accommodations (STOP HERE)

____ TAKS-I (enrolled grade only) with or without allowable accommodations (STOP HERE)

____ SDAA II with or without allowable accommodations (GO TO STEP 3)

____ LDAA: determine what type of assessment will be used and the expected mastery level (STOP HERE)


Is a CSR available from last year’s SDAA II READING assessment? ____ yes ____ no

If so, what was the result? _________________________________________________________________________

Is the student receiving TEKS instruction at a higher instructional level than that tested on last year’s SDAA II?

____ yes ____ no

Circle the SDAA II instructional level that will be most appropriate for the student’s assessment in READING.

K 1 2 3 4 5 6 7 8 9

Step 4: Select an expected SDAA II achievement level based on student’s growth expectations.

In selecting the appropriate achievement level, the ARD committee should discuss the student’s current instruction andprojected growth through the TEKS mastery level determined in Step 1.

____ Achievement Level I ____ Achievement Level II ____ Achievement Level III

Summary of ARD Assessment Decision: Reading

ASSESSMENT ACCOMMODATIONS____ TAKS____ TAKS-I____ SDAA II: Instructional Level ___, Achievement Level _______ LDAA: ______________

NA

NA

Sample Forms


Considerations for ARD Assessment Decision: Mathematics

Student Name: _____________________________________________ Date: ____________________________



List information used to make assessment decisions:_________________________________________________________

___________________________________________________________________________________________________

At the time of testing, will the student be enrolled in Grades 3–11 (as reported by PEIMS)? ____ yes ____ no


___ on- or near-grade-level TEKS curriculum

___ modified TEKS curriculum at Instructional Level ____

___ alternate curriculum

What allowable accommodations* will be needed for this test administration?___________________________________

__________________________________________________________________________________________________*Refer to pages 59–70 in the ARD manual to determine if an accommodation is allowable.


Using the information collected in Step 1, the ARD committee must choose the appropriate assessment for MATHEMATICS.


____ TAKS-I (Grade 11 Exit level only) with or without allowable accommodations (STOP HERE)




Is a CSR available from last year’s SDAA II MATHEMATICS assessment?___ yes ___ no

If so, what was the result? _________________________________________________________________________


____ yes ____ no

Circle the SDAA II instructional level that will be most appropriate for the student’s assessment in MATHEMATICS.

K 1 2 3 4 5 6 7 8 9




Summary of ARD Assessment Decision: Mathematics

ASSESSMENT ACCOMMODATIONS____ TAKS____ TAKS-I (Enrolled Grade 11 only)____ SDAA II: Instructional Level ___, Achievement Level _______ LDAA: ______________

Sample Forms


Considerations for ARD Assessment Decision: Writing





________________________________________________________________________________________________

At the time of testing, will the student be enrolled in Grade 4 or 7* (as reported by PEIMS)? ____ yes ____ no*ELA for Grades 10–11 are on a separate form

What instruction is the student receiving?____ on- or near-grade level TEKS curriculum____ modified TEKS curriculum at Instructional Level ________ alternate curriculum

What allowable accommodations** will be needed for this test administration?________________________________

_______________________________________________________________________________________________**Refer to pages 59–70 in the ARD manual to determine if an accommodation is allowable.


Using the information collected in Step 1, the ARD committee must choose the appropriate assessment for WRITING.____ TAKS with or without allowable accommodations (STOP HERE)____ TAKS-I with or without allowable accommodations (STOP HERE)____ SDAA II with or without allowable accommodations (GO TO STEP 3)____ LDAA: determine what type of assessment will be used and the expected mastery level (STOP HERE)


Is a CSR available from last year’s SDAA II WRITING assessment? ____ yes ____ no

If so, what was the result? __________________________________________________________________________

What achievement level did the student receive? ____


____ yes ____ no

Circle the SDAA II instructional level that will be most appropriate for the student’s assessment in WRITING.

K/1 2 3/4 5 6/7 8/9




N/A

Summary of ARD Assessment Decision: Writing

ASSESSMENT ACCOMMODATIONS____ TAKS____ TAKS-I (Enrolled Grade 11 only.)____ SDAA II: Instructional Level ___ Achievement Level _______ LDAA: ______________

N/A

Sample Forms


* The SDAA II Instructional Level 10 ELA test includes both reading and writing components. Students forwhom the SDAA II Instructional Level 10 ELA test is appropriate must take both the reading and writingcomponents.

** For enrolled Grade 10 students who are receiving modified instruction, the ARD committee must choose aseparate reading and writing assessment.

Considerations for ARD Assessment Decision: ELA*Student Name: _____________________________________________ Date: _________________________

Enrolled grade at time of testing: 10 11 (Circle one.)



________________________________________________________________________________________________

At the time of testing, will the student be enrolled in Grade 10 or 11 (as reported by PEIMS)? ____ yes ____ no

What instruction is the student receiving?____ on- or near-grade-level TEKS curriculum____ modified TEKS curriculum (Fill out separate reading and writing forms.**)____ alternate curriculum

What allowable accommodations*** will be needed for this test administration?________________________________

_______________________________________________________________________________________________***Refer to pages 59–70 in the ARD manual to determine if an accommodation is allowable.


Using the information collected in Step 1, the ARD committee must choose the appropriate assessment for ELA.____ TAKS with or without allowable accommodations (STOP HERE)____ TAKS-I with or without allowable accommodations for enrolled Grade 11 only (STOP HERE)____ SDAA II with or without allowable accommodations for enrolled Grade 10 students taking Instructional level 10

only (GO TO STEP 4)____ LDAA: determine what type of assessment will be used and the expected mastery level (STOP HERE)

Step 3: Determine the appropriate SDAA II instructional level. (Enrolled Grade 10 students taking Instructional

Level 10 only.)

Is a CSR available from last year’s assessment? ____ yes ____ no

If so, at what instructional level did the student test? ____

What achievement level did the student receive? ____

Is the student receiving TEKS instruction at the same instructional level tested on last year’s SDAA II?____ yes ____ no

Is the student receiving TEKS instruction at a higher instructional level than that tested on last year’s SDAA II?____ yes ____ no

Circle the SDAA II instructional level that will be most appropriate for the student’s assessment in ELA. 10

Step 4: Select an expected SDAA II achievement level based on student’s growth expectations. (Enrolled Grade 10 students taking Instructional Level 10 only.)



Summary of ARD Assessment Decision: ELA

ASSESSMENT ACCOMMODATIONS____ TAKS____ TAKS-I (Enrolled Grade 11 only.)____ SDAA II: Enrolled Grade 10 only Achievement Level _______ LDAA: ______________

X

Sample Forms


Considerations for ARD Assessment Decision: Science





________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

At the time of testing, will the student be enrolled in Grades 8, 10, 11 (as reported by PEIMS)? ____ yes ____ no


____ on- or near-grade-level TEKS curriculum



What allowable accommodations* will be needed for this test administration?__________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________*Refer to pages 59–70 in the ARD manual to determine if an accommodation is allowable.


Using the information collected in Step 1, the ARD committee must choose the appropriate assessment for SCIENCE.


____ TAKS-I with or without allowable accommodations (STOP HERE)



Step 3: Not appropriate for Science.

Step 4: Not appropriate for Science.

N/A

N/A

Summary of ARD Assessment Decision: Science

ASSESSMENT ACCOMMODATIONS____ TAKS____ TAKS-I____ SDAA II____ LDAA: ______________

Sample Forms


Considerations for ARD Assessment Decision: Social Studies

Student Name: ___________________________________________________ Date: ____________________




________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

At the time of testing, will the student be enrolled in Grades 8, 10, 11 (as reported by PEIMS)? ____ yes ____ no


____ on- or near-grade-level TEKS curriculum



What allowable accommodations* will be needed for this testadministration?____________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________* Refer to pages 59–70 in the ARD manual to determine if an accommodation is allowable.


Using the information collected in Step 1, the ARD committee must choose the appropriate assessment for SOCIALSTUDIES.


____ TAKS-I with or without allowable accommodations (STOP HERE)



Step 3: Not appropriate for Social Studies.

Step 4: Not appropriate for Social Studies

N/A

N/A

Summary of ARD Assessment Decision: Social Studies

ASSESSMENT ACCOMMODATIONS____ TAKS____ TAKS-I____ SDAA II____ LDAA: ______________

Sample Forms


SDAA II Selection RecordThe information gathered from this form is helpful when ordering test booklets by instructional level as well as fordocumenting SDAA II Assessment decisions and expected achievement level as required on the student’s scorabletest booklet or answer document.

Student: ______________________________________ Date: _____________________________

Enrolled grade at testing: _________________________

K

1

2

3

4

5

6

7

8

K

1

2

3

4

5

6

7

8

READING MATHEMATICS WRITING/ELA

For the assessed subject areas (reading and/or mathematics and/or writing/ELA), mark the boxindicating the most appropriate SDAA II for the studentís le vel of TEKS instruction, asdocumented in his or her IEP.

InstructionalLevels

ExpectedAchievement

Levels

Circle the expected achievement level within the instructional level marked for this student.

I II III I II III I II III

Braille version:(not available for K, 1, or 2)

Large-print version:

Braille version:


Braille version:(not available for K/1 and 2)


9 9

10

Note that the SDAA II Instructional Level 10 ELA test includes both reading and writingcomponents. Students for whom the SDAA II Instructional Level 10 ELA test is appropriate musttake both the reading and writing components. The ARD committee must consider reading andwriting together when determining the appropriate instructional-level test(s) for enrolled Grade10 students who are working on or near grade level.

K/1

2

3/4

5

6/7

8/9

10 ELA

Sample Forms


2006 TAKS-I Exit Level ELA RosterBefore the 2006 TAKS-I spring administration, school personnel may use the following roster for students taking the 2006 TAKS-I Exit Level ELA test so that the students’ scorable test booklets or answer documents can be filled in accurately.

Student’s NameEnrolled Grade

(11)

Campus:

Sample Forms


2006 TAKS-I Exit Level Mathematics RosterBefore the 2006 TAKS-I spring administration, school personnel may use the following roster for students taking the 2006 TAKS-I Exit Level mathematics test so that the students’ scorable test booklets or answer documents can be filled in accurately.

Student’s NameEnrolled Grade

(11)

Campus:

Sample Forms


2006 TAKS-I Social Studies RosterBefore the 2006 TAKS-I spring administration, school personnel may use the following roster for students taking the 2006 TAKS-I Social Studies test so that the students’ scorable test booklets or answer documents can be filled in accurately.

Student’s Name

Campus:

Enrolled Grade(circle one)

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

8 10 11

Sample Forms


2006 TAKS-I Science RosterBefore the 2006 TAKS-I spring administration, school personnel may use the following roster for students taking the 2006 TAKS-I Science test so that the students’ scorable test booklets or answer documents can be filled in accurately.

Student’s Name

Campus:

Enrolled Grade(circle one)

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

5 8 10 11

Sample Forms


*Instructional Level 10 ELA is included on the writing roster (page 119).

2006 SDAA II Reading* RosterBefore the 2006 SDAA II spring administration, school personnel may use the following roster for students taking the2006 SDAA II reading test so that the students’ scorable test booklets or answer documents can be filled in accurately.

Student’s NameInstructional Level

(circle one)

EnrolledGrade(3–9)

Expected AchievementLevel

I II III

Mark only one of these fields.

Student’s expected achievement level must be recorded on the student’sscorable test booklet or answer document.

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

Campus:

Sample Forms


2006 SDAA II Mathematics RosterBefore the 2006 SDAA II spring administration, school personnel may use the following roster for students taking the2006 SDAA II mathematics test so that the students’ scorable test booklets or answer documents can be filled in accurately.


(circle one)



I II III

Student’s expected achievement level must be recorded on the student’s scorabletest booklet or answer document.

K 1 2 3 4 5 6 7 8 9 1 0

K 1 2 3 4 5 6 7 8 9 1 0

K 1 2 3 4 5 6 7 8 9 1 0

K 1 2 3 4 5 6 7 8 9 1 0

K 1 2 3 4 5 6 7 8 9 1 0

K 1 2 3 4 5 6 7 8 9 1 0

K 1 2 3 4 5 6 7 8 9 1 0

K 1 2 3 4 5 6 7 8 9 1 0

K 1 2 3 4 5 6 7 8 9 1 0

K 1 2 3 4 5 6 7 8 9 1 0

K 1 2 3 4 5 6 7 8 9 1 0

K 1 2 3 4 5 6 7 8 9 1 0

K 1 2 3 4 5 6 7 8 9 1 0

K 1 2 3 4 5 6 7 8 9 1 0

K 1 2 3 4 5 6 7 8 9 1 0

K 1 2 3 4 5 6 7 8 9 1 0

K 1 2 3 4 5 6 7 8 9 1 0

K 1 2 3 4 5 6 7 8 9 1 0

K 1 2 3 4 5 6 7 8 9 1 0

K 1 2 3 4 5 6 7 8 9 1 0

K 1 2 3 4 5 6 7 8 9 1 0

K 1 2 3 4 5 6 7 8 9 1 0

K 1 2 3 4 5 6 7 8 9 1 0

K 1 2 3 4 5 6 7 8 9 1 0

Mark only one of these fields.Campus:

Sample Forms


2006 SDAA II Writing/ELA RosterBefore the 2006 SDAA II spring administration, school personnel may use the following roster for students taking the SDAA IIwriting/ELA test so that the students’ scorable test booklets or answer documents can be filled in accurately.


(circle one)

EnrolledGrade

(4,7,or 10)


I II III

Student’s expected achievement level must be recorded on the student’s scorable test booklet or answerdocument.

K/1 2 3/4 5 6/7 8/9 10-ELA

K/1 2 3/4 5 6/7 8/9 10-ELA

K/1 2 3/4 5 6/7 8/9 10-ELA

K/1 2 3/4 5 6/7 8/9 10-ELA

K/1 2 3/4 5 6/7 8/9 10-ELA

K/1 2 3/4 5 6/7 8/9 10-ELA

K/1 2 3/4 5 6/7 8/9 10-ELA

K/1 2 3/4 5 6/7 8/9 10-ELA

K/1 2 3/4 5 6/7 8/9 10-ELA

K/1 2 3/4 5 6/7 8/9 10-ELA

K/1 2 3/4 5 6/7 8/9 10-ELA

K/1 2 3/4 5 6/7 8/9 10-ELA

K/1 2 3/4 5 6/7 8/9 10-ELA

K/1 2 3/4 5 6/7 8/9 10-ELA

K/1 2 3/4 5 6/7 8/9 10-ELA

K/1 2 3/4 5 6/7 8/9 10-ELA

K/1 2 3/4 5 6/7 8/9 10-ELA

K/1 2 3/4 5 6/7 8/9 10-ELA

K/1 2 3/4 5 6/7 8/9 10-ELA

K/1 2 3/4 5 6/7 8/9 10-ELA

K/1 2 3/4 5 6/7 8/9 10-ELA

K/1 2 3/4 5 6/7 8/9 10-ELA

K/1 2 3/4 5 6/7 8/9 10-ELA

K/1 2 3/4 5 6/7 8/9 10-ELA

Mark only one of these fields.Campus:

Note that the SDAA II Instructional Level 10 ELA test includes both reading and writing components. Studentsfor whom the SDAA II Instructional Level 10 ELA test is appropriate must take both the reading and writingcomponents. The ARD committee must consider reading and writing together when determining theappropriate instructional-level test(s) for enrolled Grade 10 students who are working on or near grade level.

Sample Forms


*Instructional Level 10 ELA is included on the writing field-test roster (page 122).

2006 SDAA II Reading* Field-Test RosterBefore the 2006 SDAA II field test, school personnel may use the following roster to assist in the organization of SDAA II field-test materials.


(circle one)


K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

K 1 2 3 4 5 6 7 8 9

Campus:

Sample Forms


2006 SDAA II Mathematics Field-Test RosterBefore the 2006 SDAA II field test, school personnel may use the following roster to assist in the organization of SDAA II field-test materials.


(circle one)


K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

K 1 2 3 4 5 6 7 8 9 10

Campus:

Sample Forms


2006 SDAA II Writing/ELA Field-Test RosterBefore the 2006 SDAA II field test, school personnel may use the following roster to assist in the organization of SDAA II field-testmaterials.


(circle one)

EnrolledGrade

(4, 7, or 10)

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

K / 1 2 3 / 4 5 6 / 7 8 / 9 1 0 - E L A

Campus:

Note that the SDAA II Instructional Level 10 ELA test includes both reading and writing components. Studentsfor whom the SDAA II Instructional Level 10 ELA test is appropriate must take both the reading and writingcomponents. The ARD committee must consider reading and writing together when determining theappropriate instructional-level field test(s) for enrolled Grade 10 students who are working on or near gradelevel.

Sample Forms


ACCOMMODATION REQUEST FORM

District Name: ________________________ Campus Name: _______________________

Name/Title of Person Making Request: _________________________________________

Phone Number: ______________________ Fax Number: _________________________

Assessment (circle): TAKS TAKS-I RPTE SDAA II (Instructional Level: _____ )

Student’s Grade: _____ Administration Date: _________________________

Subject(s): __________________________________________________________________

Description of Accommodation (attach another sheet if necessary):

Why does this student need this accommodation?

Does this student routinely receive this accommodation in classroom instruction?Yes _____ No _____

Is this student receiving support/services through special education or Section 504 of theRehabilitation Act of 1973?

Yes _____ (circle either special education or 504) No _____If yes, is this accommodation documented in the student’s individualized education program(IEP) or 504 placement committee report?

Yes _____ No _____

District Coordinator Signature: _____________________________ Date: _______________

Date Request Received: ___________________ Approved/Denied by: _____________Date of Response: ________________________ Approved/Denied via: _____________Reason for Denial (attach another sheet if necessary):

Please fax this form to the Student Assessment Division at 512-463-9302.

ACCOMMODATIONS TASK FORCE ACTION (for TEA use only)

REQUEST (only for accommodations not included in manual)

DISTRICT INFORMATION

Sample Forms


GLOSSARY


Glossary

(Terms Defined as Used in This Document)

Academic Excellence Indicator System (AEIS) the state system managed by TEA that serves as the basisfor all district/campus accountability ratings and reports (also referred to as the state accountabilitysystem)

Accelerated Instruction Plan (AIP) State law mandates that an accelerated instruction plan be designedfor each student who has not passed a state assessment required for grade advancement, regardless ofwhether retained or promoted. The AIP outlines the specific instructional needs and a plan forinstructional intervention for the student.

Accelerated Mathematics Instruction (AMI) funds the funds provided for accelerated mathematicsinstruction to students in Grades K–5 needing mathematics intervention

Accelerated Reading Instruction (ARI) funds the funds provided for accelerated reading instruction tostudents in Grades K–5 needing reading intervention

accommodation a change to the classroom and/or testing environment to assist a student withinstruction and/or assessment

achievement level describes a student’s performance on SDAA II and allows for an evaluation of thestudent’s progress over time

admission, review, and dismissal (ARD) committee the group of educators, administrators, parents,educational diagnosticians, and others who convene to discuss and make decisions regarding the needsof a student eligible for special education services

aggregated scores the scores from various groups put together for statistical purposes

alternate assessment to TAKS an assessment for students who have not met the passing standard on thefirst two TAKS testing opportunities. The alternate assessment is only an alternate for students who takeTAKS. It is not appropriate for students who take SDAA II or an LDAA. The alternate assessment mustbe chosen from the state-approved list and must be adopted by the school district and approved by theGPC before it is administered.

alternate TEKS curriculum access to the TEKS curriculum provided by using supports and structureneeded for the functional level of students with disabilities who take an LDAA (also referred to asalternate curriculum)

ARD exemption LEP student is exempt from SDAA II on the basis of special education needs asdetermined by an ARD committee (which must include a member of the LPAC) and documented in thestudent’s IEP

ARD expectation see expected achievement level

assessment any evaluation of knowledge and skills that can be used to identify academic strengths,weaknesses, and growth for an individual student and/or an instructional program

Glossary


blueprint indicates the number of items tested at each objective and the number of items on the test asa whole

charter school a free public school paid for with state funds and operated under a charter or contractwith the State Board of Education

Confidential Student Report (CSR) the score report generated for each student who participates in theTexas Assessment Program

content areas the subjects included in the TEKS curriculum

disaggregated scores the scores from various subgroups separated for statistical purposes

enrolled grade the grade at which a student is enrolled during the time of testing

expected achievement level the individual performance standard set by the student’s ARD committeeused in determining growth

field test the preliminary tryout of test items from which data are generated to evaluate the reliabilityand validity of the test items, rather than to evaluate individual students

general curriculum another name for the Texas Essential Knowledge and Skills (TEKS), the state-mandated curriculum

grade placement committee (GPC) a committee made up of the principal or principal’s designee, thestudent’s teacher of the subject of the grade advancement test on which the student has failed todemonstrate proficiency, and the student’s parent or guardian that convenes to discuss, make decisions,and implement the most effective way to support the student’s academic achievement on or near gradelevel for enrolled Grades 3 and 5 only. For students receiving special education services, the ARDcommittee acts as the GPC.

individual accommodation plan (IAP) a plan for the accommodation of students who qualify for Section504 that provides classroom supports to students who are not otherwise eligible for special educationservices under IDEA

individualized education program (IEP) the ARD committee documentation required by federal lawthat outlines a student’s goals and objectives as well as any accommodations and/or modifications thatare appropriate for that student

Individuals with Disabilities Education Improvement Act of 2004 (IDEA) federal law that states thatstudents with disabilities who require special education services are afforded the right to a free andappropriate public education that must be tailored to the individual’s learning needs

instructional level the level at which a student receives TEKS instruction; a student’s SDAA IIinstructional level may be different in each of the content areas

language proficiency assessment committee (LPAC) a campus committee required by state law toconvene to discuss and make recommendations regarding the instructional needs of a student withlimited English proficiency

Glossary


limited English proficiency (LEP) refers to a student who, according to state law and establishedprocedures, has been identified as having a primary language other than English and having Englishlanguage skills such that the student has difficulty performing ordinary classwork in English

limited English proficient (LEP) exemption an exemption from TAKS or SDAA II granted on the basisof an eligible immigrant student’s limited English proficiency, according to state law and rules

linguistically accommodated testing (LAT) alternative assessment process for students in Grades 3–8 and10 who are LEP exempt in mathematics and, therefore, eligible to participate in LAT administrations ofthe TAKS mathematics tests

locally determined alternate assessment (LDAA) a locally assigned assessment used to measure thelearning of a student receiving special education services whose ARD committee has determined thatboth TAKS, TAKS-I, and SDAA II are inappropriate

Met TAKS Equivalency Standard Students for whom SDAA II is the most appropriate assessment maydemonstrate performance in reading, ELA, or mathematics that is equivalent to the “Met Standard” onTAKS. The “Met TAKS Equivalency Standard” is the score on each on-grade-level SDAA II test at which astudent demonstrates the same level of performance as a student who met the passing standard on thecorresponding grade-level TAKS test.

modification a change to the test itself

modified TEKS curriculum access to the TEKS curriculum provided by using adaptations andmodifications in instructional strategies that address the learning styles and needs of students withdisabilities

No Child Left Behind Act of 2001 (NCLB) federal law that reauthorized the Elementary and SecondaryEducation Act (ESEA) and includes accountability for results, an emphasis on doing what works basedon scientific research, expanded parental options, and expanded local control and flexibility

observation protocols (see Texas Observation Protocols)

operational test the test from which scores are reported to parents, schools, districts, and the stateaccountability system

oral administration a testing accommodation for students receiving special education services or504 services where both the test questions and the answer options are read aloud to the student. Astudent may only receive an oral administration of the mathematics (TAKS, TAKS-I, and SDAA II),science (TAKS and TAKS-I), and social studies (TAKS and TAKS-I) tests if this accommodation isroutinely used in the classroom and is documented in the student’s IEP.

Public Education Information Management System (PEIMS) the state system managed by TEA thatencompasses all data, including student demographic and academic performance, personnel, financial,and organizational information. It contains only the data necessary for the legislature and TEA toperform their legally authorized functions in overseeing public education.

Glossary


“read-aloud” administration All or certain portions of the SDAA II mathematics (Instructional LevelsK–2), reading (Instructional Levels K and 1), and writing (Instructional Level K/1) tests are designed tobe read aloud to students, as this is developmentally appropriate. For the subjects and instructional levelsmentioned above, IEP documentation of oral administration or reading assistance is not necessary inorder to correctly administer the tests.

reading assistance in mathematics reading any word, phrase, or sentence in a mathematics test questionon an individual basis for students who request it. A student may only receive reading assistance on themathematics test (Grade 3 TAKS or Instructional Levels 3 through 10 of SDAA II) if such assistance isroutinely used in the classroom and is documented in the student’s IEP (not necessary for Grade 3students).

Reading Proficiency Tests in English (RPTE) state assessments that measure annual growth in theEnglish reading proficiency of second language learners used with other state assessments to provide acomprehensive assessment system for limited English proficient (LEP) students

State-Developed Alternative Assessment II (SDAA II) a state assessment that measures the academicprogress of students receiving special education services enrolled in Grades 3–10 who are receivinginstruction in the TEKS in a subject area tested by TAKS, but for whom TAKS, even with allowableaccommodations, is not an appropriate measure of their academic achievement

Student Success Initiative (SSI) a set of three initiatives that provides a system of academic support tohelp ensure achievement on grade level in reading and mathematics so that every student can succeedthroughout his or her school career. These three initiatives are the Reading Initiative at Grades K–5, theMathematics Initiative at Grades 5–9, and the grade advancement requirements in reading at Grade 3and in reading and mathematics at Grades 5 and 8.

TAKS Inclusive (TAKS-I) a state assessment that measures the academic progress of students receivingspecial education services in the state-mandated curriculum, the Texas Essential Knowledge and Skills(TEKS), in science at Grades 5 (both English and Spanish), 8, 10, and Exit Level; in social studies atGrades 8, 10, and Exit Level; and in ELA and mathematics at Exit Level. Students may only take TAKS-Itests at their enrolled grade level. TAKS-I is intended to broaden the alternate assessments available tostudents served in special education by including more students in the general assessment.

TEKS-based formal or informal assessment an assessment that the ARD committee determines isappropriate for a student who takes SDAA II and needs multiple testing opportunities to meet the SSIrequirements. A TEKS-based formal or informal assessment is not an LDAA because students who takean LDAA are not subject to SSI requirements.

Texas Administrative Code state agency rules that are collected and published by the Office of theSecretary of State as the Texas Administrative Code (TAC) and that include those rules adopted by theState Board of Education (SBOE) and the Commissioner of Education

Texas Assessment of Knowledge and Skills (TAKS) a state assessment that measures a student’s masteryof the state-mandated curriculum, the Texas Essential Knowledge and Skills (TEKS), in mathematics atGrades 3–10 and Exit Level; in reading at Grades 3–9; in writing at Grades 4 and 7; in English languagearts at Grade 10 and Exit Level; in science at Grade 5, Grade 10, and Exit Level; and in social studies atGrade 8, Grade 10, and Exit Level. Spanish TAKS is available for eligible students in Grades 3–6.

Glossary


Texas Assessment Program the various assessments developed by the state, including TAKS, TAKS-I,SDAA II, and TELPAS

Texas English Language Proficiency Assessment System (TELPAS) a state assessment system that has twocomponents: the Reading Proficiency Test in English (RPTE) and the Texas Observation Protocols(TOP). Both components are designed to assess the progress that limited English proficient (LEP)students make in learning the English language.

Texas Essential Knowledge and Skills (TEKS) the state-mandated curriculum

Texas Observation Protocols (TOP) state assessments for teachers to holistically rate a LEP student’sEnglish language proficiency level based on classroom observations of the student in listening, speaking,reading, and writing at Grades K–2; and listening, speaking, and writing at Grades 3–12

Glossary


APPENDIX A: TEST DEVELOPMENT PROCESSTexas educators — classroom teachers, curriculum specialists, administrators, and education servicecenter staff — play a vital role in all phases of the test development process. Thousands of Texaseducators have served on one or more of the educator committees involved in the development of thestate assessment program. These committees represent the state geographically, ethnically, by gender,and by type and size of school district. The procedures described below outline the process used todevelop a framework for the tests and provide for the ongoing development of test items.

1) Committees of Texas educators review the state-mandated curriculum to develop appropriateassessment objectives for a specific grade and/or subject test. For each subject area, educatorsprovide advice on an assessment model or structure that aligns with good classroom instruction.

2) Educator committees work with the Texas Education Agency (TEA) both to prepare draft testobjectives and to determine how these objectives would best be assessed. These preliminaryrecommendations are distributed widely for review by teachers, curriculum specialists,assessment specialists, and administrators.

3) A draft of the objectives and student expectations to be assessed is refined based on input fromTexas educators. TEA begins a statewide opportunity-to-learn study.

4) Prototype test items are written to measure each objective and, when necessary, are piloted byTexas students from volunteer classrooms.

5) Educator committees assist in developing guidelines for assessing each objective. Theseguidelines outline the eligible test content and test-item formats and include sample items.

6) With educator input, a preliminary test blueprint is developed that sets the length of the testand the number of test items measuring each objective.

*7) Professional item writers, many of whom are former or current Texas teachers, develop itemsbased on the objectives and the item guidelines.

*8) TEA curriculum and assessment specialists review and revise the proposed test items.

*9) Item review committees composed of Texas educators review the revised items to judge theappropriateness of item content and difficulty and to eliminate potential bias.

*10) Items are revised again based on input from Texas educator committee meetings and are field-tested with large representative samples of Texas students.

*11) Field-test data are analyzed for reliability, validity, and possible bias.

*These steps are repeated annually to ensure that tests of the highest quality are developed.


*12) Data-review committees composed of Texas educators are trained in statistical analysis of field-test data and review each item and its associated data. The committees determine whether itemsare appropriate for inclusion in the bank of items from which test forms are built.

13) A final blueprint that establishes the length of the test and the number of test items measuringeach objective is developed.

*14) All field-test items and data are entered into a computerized item bank. Tests are built from theitem bank and are designed to be equivalent in difficulty from one administration to the next.

*15) Content validation panels composed of university-level experts in each of the fields of Englishlanguage arts (ELA), mathematics, science, and social studies review each high school level testfor accuracy because of the advanced level of content being assessed.

*16) Tests are administered to Texas students; and results are reported at the student, campus,district, regional, and state levels.

*17) Stringent quality control measures are applied to all stages of printing, scanning, scoring, andreporting.

18) All Texas Assessment of Knowledge and Skills (TAKS), Reading Proficiency Tests in English(RPTE), and State-Developed Alternative Assessment II (SDAA II) tests are released to thepublic in accordance with state law.

19) The State Board of Education uses impact data and the statewide opportunity-to-learn study,along with additional information, to set a passing standard for each new test.

*20) A technical digest that provides verified technical information about the tests to schools and thepublic is developed annually.

Further information about the state assessment program is available on the TEA website atwww.tea.state.tx.us/student.assessment.

*These steps are repeated annually to ensure that tests of the highest quality are developed.

Appendix A


APPENDIX B: SAMPLECONFIDENTIAL STUDENT REPORTS

Sample Confidential Student ReportAll Instructional Levels

A. Identification information

Identification information shown at the top of the report indicates the student name, studentidentification number (as used for PEIMS), local identification number, date of birth, class group,district number and name, campus number and name, the dates of reporting and testing, andenrolled grade.

B. Test objectives

Objectives are listed in abbreviated form. A student’s performance in these areas offers a moredetailed look at his or her progress in the TEKS curriculum. For more information about thecontent of each test, refer to the State-Developed Alternative Assessment II (SDAA II) InformationBooklet for that subject area.

C. Items correct/tested and total items

This column shows the number of items answered correctly followed by the total number of itemstested for each objective. The last line in the column shows the total number of items answeredcorrectly (the raw score) followed by the total number of items on the test.

D. ARD’s expected achievement level

This is the achievement level at which the admission, review, and dismissal (ARD) committeeexpected the student to perform.

E. Student’s achievement level

The achievement level is the level at which the student actually performed on this test. This level canbe used to evaluate annual growth and the student’s progress from year to year. There are threeachievement levels within each instructional level. A description of the performance associated witheach achievement level follows.

Level I: Few, if any, of the test questions were answered correctly (beginning knowledge and skills).

Level II: Many of the test questions were answered correctly (developing knowledge and skills).

A separate SDAA II Confidential Student Report is provided for each student for whom ananswer document was submitted. Separate reports are provided for the results of eachsubject area (mathematics, reading, and writing/ELA) for each student. Informationfrom this report is useful when reporting test results to students and parents.


Level III: Most or all of the test questions were answered correctly (proficient knowledge and skills).

The numbers in this area of the report indicate the student’s tested instructional level followed byhis or her demonstrated achievement level. The indicator “Met TAKS Equivalency Standard”appears only for students who tested on grade level in mathematics or reading/ELA and earned ascore that places them at Achievement Level III.

F. Met ARD expectations

The report indicates “YES” if the student has met or exceeded the ARD’s expectations or “NO” if thestudent has not.

G. Document number and print number

The boxed number found in the bottom left corner is a number assigned to the student’s answerdocument by the contractor. Please refer to this number if questions arise about the scoring of thedocument. The boxed number in the bottom right corner of the report is a print series numberused in sequencing the reports as they are printed.

Appendix B


* Mathematics and reading CSRs are similar in structure and content, so a reading CSR is not included here.

A

B C

F

D

E

G

Appendix B


WritingSample Confidential Student Report

Instructional Level K/1



B. Test objectives


C. Developmental level

The Instructional Level K/1 writing test requires the student to respond to specific writing tasks,such as writing letters of the alphabet. For each writing task listed, a developmental level is identifiedthat best describes the student’s present stage of literacy development.

Emergent: Little to no understanding of the concept tested

Developing: Basic understanding of the concept tested

Developed: Sufficient understanding of the concept tested

Nonscorable: A completely unrecognizable response, a blank response, or a response written in a language other than English

D. Language level

The Instructional Level K/1 writing test also requires the student to respond to a writing prompt(i.e., a story starter that is a picture). The student’s response to the prompt is rated from 1 to 6based on the language level it best represents.

E. Analytic information

This section provides more specific information about the degree to which a student has developedthe foundational skills necessary for clear and effective writing. For example, a score of 1 in theanalytic category Development of Narrative means that a linked sequence of events is not apparentin the student’s response. A score of 2 indicates that a linked sequence of events is somewhatapparent, although there may be gaps and/or little development. A score of 3 indicates that a linkedsequence of events is generally sustained, easy to follow, and developed.

A separate SDAA II Confidential Student Report is provided for each studentfor whom an answer document was submitted. Information from thisreport is useful when reporting test results to students and parents.

Appendix B


Taken together, the skill levels identified by the language level and the analytic categories provide asnapshot of the student’s development in writing. For more information about the content of eachtest, refer to the State-Developed Alternative Assessment II (SDAA II) Information Booklet for thatsubject area.

F. ARD’s expected achievement level

This is the level at which the admission, review, and dismissal (ARD) committee expected thestudent to perform.

G. Student’s achievement level

The achievement level is the level at which the student actually performed on this test. There arethree achievement levels within each instructional level. A description of the performanceassociated with each achievement level follows.




The numbers in this area of the report indicate the student’s tested instructional level followed byhis or her demonstrated achievement level.

H. Met ARD expectations


I. Document number and print number


Appendix B


A

B

D

E

I

F

G

H

C

Appendix B


WritingSample Confidential Student Report

Instructional Levels 2–9



B. Test objectives


The writing tests have two parts: a set of multiple-choice questions and a composition written by thestudent. The student’s rating on the composition appears in this area of the report. Responses arescored on a scale of 1 to 4, with 1 being the lowest score and 4 being the highest. If the responsecannot be scored, it receives a rating of 0, indicating that it is nonscorable.

C. Analytic information

This section lists the reasons why a written composition was unsuccessful (received a rating of 0 or 1).








The numbers in this area of the report indicate the student’s tested instructional level followed byhis or her demonstrated achievement level.

A separate Confidential Student Report is provided for each student forwhom an answer document was submitted. Information from this reportis useful when reporting test results to students and parents.

Appendix B






Appendix B


A

E

DC

B

G

F

Appendix B


English Language ArtsSample Confidential Student Report

Instructional Level 10



B. Test objectives


The ELA test includes multiple-choice questions, open-ended reading questions that call for shortanswers, and a composition written by the student. The student’s rating on the composition appearsin this area of the report. Responses are scored on a scale of 1 to 4, with 1 being the lowest score and4 being the highest. If the report cannot be scored, it receives a rating of 0, indicating that it isnonscorable.

C. Analytic information

This information does not appear on this sample CSR because the student was successful. When a composition is unsuccessful, this section lists the reasons. (The composition receives a rating of 0 or 1.)








A separate SDAA II Confidential Student Report is provided for each studentfor whom an answer document was submitted. Information from thisreport is useful when reporting test results to students and parents.

Appendix B


The numbers in this area of the report indicate the student’s tested instructional level followed byhis or her demonstrated achievement level. The indicator “Met TAKS Equivalency Standard”appears only for students who tested on grade level and earned a score that places them atAchievement Level III.





Appendix B


Note: Although this student tested on grade level, he did not meet theTAKS Equivalency Standard of Achievement Level 3. If he had met thestandard, it would be reflected on the CSR.

A

E

D

F

B

G

C

Appendix B


APPENDIX C: CONTACT INFORMATION AND RESOURCES

Contact Information

Student Assessment Division of the Texas Education AgencyTexas Education AgencyStudent Assessment Division1701 North Congress AvenueAustin, TX 78701-1494

Telephone Fax512-463-9536 512-463-9302

www.tea.state.tx.us/student.assessment

Division of IDEA Coordination of the Texas Education Agency (Special Education Programs, Complaints, and Deaf Services)

Texas Education AgencyDivision of IDEA Coordination1701 North Congress AvenueAustin, TX 78701-1494

Telephone Fax512-463-9362 512-463-9560

www.tea.state.tx.us/special.ed

Texas Education Codewww.capitol.state.tx.us/statutes/edtoc.html

Individuals with Disabilities Education Act (IDEA) Informationwww.tea.state.tx.us/special.ed

Texas Higher Education Coordinating BoardTexas Higher Education Coordinating BoardP.O. Box 12788Austin, TX 78711-2788

Telephone512-483-6101

www.thecb.state.tx.us


Resources

2004 SDAA II Information BookletsThe purpose of the information booklets is to help Texas educators, students, parents, and otherstakeholders understand more about the SDAA II tests. These booklets are not intended to replace theteaching of the TEKS curriculum, provide the basis for the isolated teaching of skills in the form ofnarrow test preparation, or serve as the single information source about every aspect of the SDAA IIprogram. However, we believe that the booklets provide helpful explanations, as well as show enoughsample items, reading and writing selections, and writing prompts to give educators a good sense of thisassessment.

The three information booklets are

• Reading (Instructional Levels K–9)

• Mathematics (Instructional Levels K–10)

• Writing/ELA (Instructional Levels K/1, 2, 3/4, 5, 6/7, 8/9 [writing], and 10 [ELA])

All school districts and regional education service centers received shipments of these booklets.Additional copies can be ordered from the Austin Operations Center of Pearson EducationalMeasurement by calling 800-252-9186.

The SDAA II Information BrochureThe SDAA II Information Brochure is designed for parents of students who receive special educationservices. It briefly describes SDAA II and explains its development. It also provides general informationregarding ARD committee decisions, allowable accommodations, and test results. Printed copies of thisbrochure were distributed to districts and regional education service centers. A Spanish version of thisbrochure is also available.

2004 TAKS Information BookletsThe purpose of the information booklets is to help Texas educators, students, parents, and otherstakeholders understand more about the TAKS tests. These booklets are not intended to replace theteaching of the TEKS curriculum, provide the basis for the isolated teaching of skills in the form ofnarrow test preparation, or serve as the single information source about every aspect of the TAKSprogram. However, we believe that the booklets provide helpful explanations as well as show enoughsample items, reading and writing selections, and writing prompts to give educators a good sense of theassessment.

The following resources may be found on the TEA website atwww.tea.state.tx.us/student.assessment.

Appendix C


Each subject area and grade level at which an assessment is given has its own TAKS information booklet.

• Reading (Grades 3–9)

• Mathematics (Grades 3–10 and Exit Level)

• Writing (Grades 4 and 7)

• English Language Arts (Grade 10 and Exit Level)

• Science (Grades 5, 8, 10, and Exit Level)

• Social Studies (Grades 8, 10, and Exit Level)

The revised TAKS Information Booklets can be found only on the TEA website, and replace theinformation booklets provided in 2002.

Grade Placement Committee (GPC) ManualThe GPC manual provides detailed information about the grade advancement and acceleratedinstruction requirements of the law. The manual is designed to guide the GPC (i.e., ARD committee forstudents receiving special education services) through the process of evaluating student performance,determining accelerated instruction plans, and, when applicable, making promotion decisions. Themanual also provides districts with detailed instructions for implementing all of the requirements of theSSI and includes timelines and flowcharts, as well as sample forms and letters to aid districts withparental notification and documentation of activities.

LPAC Decision-Making Process for the Texas Assessment Program (Grades 3–12)Procedural ManualThis manual has two purposes: (1) to guide LPACs in making decisions about the inclusion of LEPstudents in the Texas Assessment Program, and (2) to promote an increased awareness of theeducational needs of second language learners.

TAKS Study GuidesThe Texas Education Agency has developed TAKS study guides to help students strengthen the TEKS-based skills that are taught in class and tested on TAKS. The guides are designed for students to use ontheir own or for students and families to work through together. Concepts are presented in a variety ofways that will help students review the information and skills they need to be successful on TAKS.Additional copies may be obtained from Pearson Educational Measurement by calling 800-252-9186.

Personalized study guides—customized tools to assist students who do not perform satisfactorily on anysubject-area test of the Exit Level TAKS—are an additional resource available for students. While thepersonalized study guides are customized for each student based on his or her test scores, they aredesigned to be used in conjunction with the TAKS study guides.

Appendix C


Technical DigestThe Technical Digest documents the activities and the attributes of the state testing program. It is usefulto anyone who wants to understand how the Texas testing program is structured and how tests and testitems are developed. It is published annually and posted to the TEA website.

Interpretive GuideInterpreting Assessment Reports is produced each spring and is sent with test results to school districts andregional education service centers as a guide for interpreting the various reports of student performanceresults. Districts may obtain copies from Pearson Educational Measurement by calling 800-252-9186.

Texas Education CodeThe current Texas Education Code (TEC) and additional statutes relating to education can be found inthe 2002 Texas School Law Bulletin. Changes enacted by the Texas Legislature during the 77th LegislativeSession are included in this edition. Each biennium the Texas Education Agency provides a revisedTexas School Law Bulletin to school officials and agencies involved with education. Additional copiesmay be purchased by contacting the Publications Distribution Office of the Texas Education Agency,P.O. Box 13817, Austin, Texas 78711-3817 or by calling 512-463-9744.

The TEC is also online at www.capitol.state.tx.us/statutes/edtoc.html.

Other Resources

• The TEA website at www.tea.state.tx.us offers a variety of information.

• Information concerning the rules adopted by the State Board of Education (SBOE) andthe Commissioner of Education is available online at www.tea.state.tx.us/rules/home.

• Information concerning federal accountability requirements and Adequate YearlyProgress (AYP) is available online at www.tea.state.tx.us/ayp.

• Questions concerning state accountability may be directed to the TEA Division ofPerformance Reporting by calling 512-463-9704. Information is also available online atwww.tea.state.tx.us/perfreport/index.html.

• Questions concerning special education programs, complaints, and deaf services may bedirected to the TEA Division of IDEA Coordination by calling 512-463-9362.

• Questions regarding the TEKS may be directed to the TEA Division of Curriculum by calling 512-463-9087. Information is also available online atwww.tea.state.tx.us/curriculum.

• Questions concerning LEP issues may be directed to the TEA Bilingual Education Unit by calling 512-475-3555. Information is also available online atwww.tea.state.tx.us/curriculum/bilingual.html.

Appendix C


Documents

ARD Committee Decision-Making Process for the Texas