1
ARD Committee Training
for the 2013–2014
Texas Assessment Program
2
Training-Related Acronyms
 ARD - Admission, Review, and
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Dismissal
DAP - Distinguished Achievement
Program
ELL - English Language Learner
ELPS - English Language Proficiency
Standards
EOC - End-of-Course
FIE - Full Individual Evaluation
GPC - Grade Placement Committee
IDEA - Individuals with Disabilities
Education Act
IEP - Individualized Education Program
LEP - Limited English Proficiency
LPAC - Language Proficiency
Assessment Committee
MHSP - Minimum High School Program
NRO – no response observed
PEIMS - Public Education Information
Management System
 PLAAFP - Present Level of Academic
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Achievement and Functional Performance
RHSP - Recommended High School
Program
SSI – Student Success Initiative
STAAR - State of Texas Assessments of
Academic Readiness
STAAR L - Linguistically accommodated
version of STAAR
TAC - Texas Administrative Code
TAKS - Texas Assessment of Knowledge
and Skills
TEA - Texas Education Agency
TEKS - Texas Essential Knowledge and
Skills
TELPAS - Texas English Language
Proficiency Assessment System
TETN - Texas Education
Telecommunication Network
3
Overview of the
Texas Assessment
Program
4
What state assessments are
available to students in Texas?
STAAR
STAAR Spanish
TAKS exit level retests
TELPAS
STAAR Modified
STAAR Alternate
STAAR L
TAKS (Accommodated) exit level retests
5
What STAAR assessments are available to students
receiving special education services in 2014?
 STAAR – for students first enrolled in grade 9
or below in the 2011-2012 school year
 STAAR Spanish – available for eligible
students in grades 3-5
 STAAR L – available for eligible ELL students
requiring linguistically accommodated STAAR
assessments for grades 3-8 and EOC
mathematics, science, and social studies
6
What STAAR assessments are available to students
receiving special education services in 2014?
 STAAR Modified – available in grades 3-8 and EOC for
students who receive special education services and meet the
participation requirements for an alternate assessment based
on modified academic achievement standards
 The USDE has informed states that assessments based on
modified standards for students served by special education
cannot be used for accountability purposes after the 2013–2014
school year. Therefore, all STAAR Modified assessments will be
administered for the final time during the 2013–2014 assessment
cycle.
 STAAR Alternate – available in grades 3-8 and EOC for
students who have significant cognitive disabilities and meet the
participation requirements for an alternate assessment based
on alternate academic achievement standards
7
What STAAR assessments can ELLs
receiving special education services take?
 STAAR
 STAAR Spanish (grades 3-5)
 STAAR Modified or STAAR Alternate
 STAAR L
 STAAR L – linguistically accommodated STAAR
assessments for eligible ELLs
 Available for mathematics, science, and social studies, grade
3 and above, including EOC
 No STAAR L forms of STAAR Modified but linguistic
accommodations available for eligible ELLs who take STAAR
Modified
 Participation requirements available on STAAR L Resources
webpage at
http://www.tea.state.tx.us/student.assessment/ell/staarl.
8
What TAKS assessments are available to students
receiving special education services?
 Exit level TAKS/TAKS (Accommodated) retests –
available for students graduating under the TAKS
requirements
 If a student was absent for or failed an exit level TAKS or TAKS
(Accommodated) assessment, he or she must retest unless the
ARD committee has determined otherwise.
 For more information, refer to the TAKS Graduation Flowcharts at
http://www.tea.state.tx.us/student.assessment/taks/hsgrad
 TAKS Modified (TAKS–M) – no longer available
 Meeting the passing standard on TAKS–M is not a requirement for
graduation, so participating in additional testing opportunities is not
necessary.
 Students who are graduating under the TAKS requirements and
meet the TAKS–M participation requirements do not test.
9
What TAKS assessments can ELLs
receiving special education services take?
 Exit level TAKS/TAKS (Accommodated) retests –
available for students graduating under the TAKS
requirements
 For the TAKS program, no changes to the
 LEP postponements for exit level
 Participation requirements for unschooled
asylees/refugees
 More information on the LPAC Resources webpage at
http://www.tea.state.tx.us/student.assessment/ell/lpac.
10
What is TELPAS?
 For ELLs grades K–12
 Listening, speaking, reading, writing
 Measures annual growth in English language
acquisition
 In very rare cases the ARD committee and LPAC may
determine that a student should not be assessed in one
or more domains due to the student’s particular
disability
 More information is available on the TELPAS Resources
webpage at
http://www.tea.state.tx.us/student.assessment/ell/telpas/
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Making the State
Assessment Decision
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The ARD committee reviews the student's PLAAFP and instructional goals and
determines how the student accesses the grade-level/course curriculum (TEKS).
With or without
accommodations
Through modified
TEKS-based
instruction
Through
prerequisite skills
STAAR
TAKS
TAKS
(Accommodated)
STAAR Modified
STAAR Alternate
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What does “access” mean?
 Access = a means of approach… how a teacher
exposes a student to the grade-level/course TEKS
STAAR
TAKS/TAKS
(Accommodated)
Instructional
Focus
Instruction covers
all of the required
curriculum
Access Method
Instructional
Examples
Accommodations
Extra time,
formatting changes,
manipulatives,
spelling assistance,
transcribing,
calculator
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STAAR
Modified
Access Method
Exposure to all of the
curriculum; IEP goals
may focus on select
student expectations
or address all student
expectations but in a
broad, simplified
manner
STAAR
Alternate
Instructional Focus
Modifications
Individualized
Prerequisite skills
instruction that
linked to grade-level/
exposes the student to course curriculum
selected knowledge
and skills statements
through aligned
student expectations
from earlier grades
Instructional
Examples
Deleting extraneous
information, limiting
number of steps in
questions, simplifying
decoding level,
simplifying numbers,
defining difficult
vocabulary
Individualized
supports, materials,
and response modes
to compensate for the
student's disability
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What should an ARD committee know prior to
making an assessment decision for a student?
 ARD committees must understand:
 What state assessments are required and available
 Assessed TEKS and/or ELPS
 Participation requirements for specific assessments
 Design and format of each state assessment
 Accommodation policies for the STAAR or TAKS
programs
 Implications of taking a particular state assessment
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What should an ARD committee consider
first when making assessment decisions?
 Participation in the general assessment should be the
first consideration when determining the appropriate
assessment for a student receiving special education
services.
 General assessments = STAAR, TAKS, TAKS (Accommodated)
 Most students receiving special education services in
Texas are assessed with the general assessment, with
or without accommodations. Students should be
challenged with the most rigorous assessment possible.
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The First Consideration = The General Assessment
 ARD committees must determine whether the general
assessment is the most appropriate by:
 Reviewing the student’s present level of academic
achievement and functional performance (PLAAFP)
 The PLAAFP should provide the committee members with a
clear understanding of the student’s performance in the gradelevel/course TEKS, including strengths, current areas of need,
and accommodations, modifications, or supports used.
 Reviewing the student’s instructional plan
 This is the basis for making appropriate assessment decisions.
 The ARD committee must have a clear understanding of how
the student will access the grade-level/course curriculum,
including accommodations, modifications, or supports needed.
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What should be documented in the student’s IEP
when considering the general assessment?
 If STAAR, with or without accommodations, is appropriate for a
student, the ARD committee must document this decision and
the testing accommodations the student will receive.
 Documented testing accommodations must be consistent with state
accommodation policies.
 It is important to note that there are different accommodation policies for the
STAAR and TAKS programs Refer to the Accommodations Resources webpage.
 http://www.tea.state.tx.us/student.assessment/accommodations
 For accommodations that require TEA approval through submission of an
Accommodation Request Form, document “pending TEA approval.”
 If STAAR, with or without accommodations, is not appropriate
for a student, the ARD committee must review the participation
requirements for one of the alternate assessments.
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Participation
Requirements
STAAR Modified
STAAR Alternate
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STAAR Modified and STAAR Alternate
Participation Requirements
 The STAAR Modified
and STAAR Alternate
Participation
Requirements are
state-required
documentation forms
that must be completed
and included in the IEP.
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State-Required Documentation Forms
 For both STAAR Modified and STAAR Alternate, the district personnel
completing the form needs to be identified by name on the form, along
with his or her position.
 The district personnel named in the form is responsible for making sure
the ARD committee discusses each section.
 The district personnel who completes these forms should be a member
of the ARD committee (e.g. ARD facilitator, administrator). These forms
should be completed during the ARD committee meeting when
assessment decisions are made.
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 To be eligible to participate in either
STAAR Modified or STAAR Alternate, the
answer to all of the eligibility questions
on page one of the participation
requirements must be “Yes.”
 If the answer to any of these eligibility
questions is “No,” the student is not
eligible to participate in that assessment
and must participate in one of the other
state assessments.
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Step I: Review the Eligibility Criteria for
STAAR Modified
 Circle the subject(s) or course(s) for which STAAR
Modified is being considered.
 Circle NA, not applicable, for subjects/courses that do not apply
to the student such as
 Subjects/courses for which STAAR Modified is not being considered
 Subjects that are not tested at the student’s grade
 Courses that the student is not enrolled in for the school year under
consideration
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Step I: Review the Eligibility Criteria for
STAAR Modified
 The ARD committee must review each of the three eligibility
questions for every subject or course being considered,
circle “Yes,” “No,” or “NA,” and document a justification for
all “Yes” responses. This justification should be the page
number or section of the IEP that contains evidence that the
student meets the criterion.
1.
Do the student’s present level of academic achievement and functional
performance (PLAAFP) statements in the IEP lead the ARD committee to
conclude that the student is multiple years behind grade-level or course
expectations and will not progress at the same rate and level of rigor as their
nondisabled peers?
2.
Does the student’s IEP contain standards-based (TEKS-based) goals indicating
the modified content the student requires in order to access the grade-level or
course curriculum?
3.
Does the student require direct and intensive instruction in order to acquire,
maintain, and transfer skills to other contexts?
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Step I: Review the Eligibility Criteria for
STAAR Modified – Question 1
 STAAR Modified is intended for a small number of students
receiving special education services whose disability significantly
affects academic progress in certain subjects or courses.
 Proficiency in these subjects or courses will likely not be reached
in the same time frame as nondisabled peers.
 The ARD committee should review the PLAAFP to determine
whether a student meets this criterion.
Examples:
p. 3
section 2
PLAAFP section
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Step I: Review the Eligibility Criteria for
STAAR Modified – Question 2
 Every IEP should reflect access to the state-mandated grade-level
or course curriculum, the TEKS.
 Students who access the curriculum through modifications may
receive instruction that changes, lowers, or reduces learning
expectations.
 IEP goals indicating modified content should be specific to the
student’s area of need and address how the content will be
modified so that the student can continue progressing in the
curriculum.
 IEP goals could include how the grade-level or course content is
simplified or scaffolded to facilitate student understanding.
 IEP goals do not have to incorporate the entire curriculum.
“No” indicates that the student is not eligible to
participate in STAAR Modified in the subject or course.
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Step I: Review the Eligibility Criteria for
STAAR Modified – Question 3
 Instruction must be direct (small group or individualized) and
intensive (continuous and focused) in order for the student to
show progress in the curriculum.
 Specialized instruction and techniques are required over a
period of time in order for the student to acquire and apply
academic knowledge and skills.
 The student needs frequent reminders to transfer knowledge
and skills to other contexts.
“NA” indicates that the subject or course is
not applicable for the current school year.
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Step I: Review the Eligibility Criteria for
STAAR Alternate
 Eligibility is considered
for all assessed subjects
in the student’s enrolled
grade or all assessed
courses the student is
enrolled in.
 If the student is eligible to
take STAAR Alternate,
then he/she must take
this assessment for all
subjects/courses. Mixing
assessments is not
allowed.
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Step I: Review the Eligibility Criteria for
STAAR Alternate
 The ARD committee must answer “Yes” to these
five eligibility questions in order for the assessment
to be considered appropriate for a student.
1.
2.
3.
4.
5.
Does the student have a significant cognitive disability?
Does the student require specialized supports to access the gradelevel curriculum and environment?
Does the student require intensive, individualized instruction in a
variety of instructional settings?
Does the student access and participate in the grade-level TEKS
through prerequisite skills?
Does the student primarily demonstrate knowledge and skills
through performance tasks?
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Step I: Review the Eligibility Criteria for
STAAR Alternate – Question 1
 A significant cognitive disability is determined by the ARD
committee and must be based on evaluation information
performed by a qualified evaluation team.
 The disability must affect the student’s intellectual potential
and be documented in the student’s IEP.
 A student with a significant cognitive disability has limited
potential to reach grade-level expectations.
 While a student with a learning disability may have academic
challenges, he or she has the intellectual potential to reach
grade-level expectations and, therefore, is not eligible to take
STAAR Alternate.
Each “Yes” answer requires a justification that contains evidence that the student meets the
criteria. The recorded justification does not have to be referenced by IEP page numbers, but
should be based on quantifiable evidence.
Justification (Example): Based on Amy’s most current FIE, her full scale IQ falls well below 70 indicating a limitation in
intellectual functioning. Adaptive behavior scales indicate significant deficits in the following domains: self-care,
socialization, and communication skills. The team agrees that she meets the eligibility criteria foa student with an
intellectual disability.
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Step I: Review the Eligibility Criteria for
STAAR Alternate – Question 2
 Federal regulations mandate that all students have access to and
be assessed on grade-level curriculum.
 To access the grade-level curriculum, a student with a significant
cognitive disability needs specialized academic instruction.
 Additionally, a student eligible for STAAR Alternate requires
support throughout the day in areas such as communicating
needs, navigating the classroom or school building, eating
lunch, negotiating social situations, and/or taking care of
personal needs.
Justification (Example): Amy has difficulty attending to tasks and requires numerous redirections to stay focused.
When in a large group for instruction, Amy is easily distracted and does not process language well. Her expressive
language delays make it difficult for Amy to express her needs in a large group. Because of this, Amy requires
specialized instruction in a small group setting for academic skills. Amy’s weak language skills also make it difficult for
her to respond appropriately in social situations; therefore, she requires assistance during nonacademic school activities.
Amy requires assistance to perform all self-care skills.
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Step I: Review the Eligibility Criteria for
STAAR Alternate – Question 3
 The student needs specialized academic instruction and
techniques over a period of time to learn and retain information.
 Instruction in a variety of settings is required in order for the
student to transfer skills (generalize).
Justification (Example): Amy’s short attention span and distractibility require her to need numerous repetitions and drill in
order to retain knowledge. Additionally, she acquires and retains knowledge best when skills are taught in the setting or
situation in which the skill naturally occurs. For example, to address a social studies prerequisite skill involving economics,
Amy was more successful in purchasing an item in the school store rather than in a classroom simulation.
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Step I: Review the Eligibility Criteria for
STAAR Alternate – Question 4
 Access to the grade-level curriculum is mandated by the
federal government.
 A student with a significant cognitive disability requires
access to the TEKS through prerequisite skills.
 Prerequisite skills are student expectations from previous
grades that are linked to the grade-level curriculum.
Justification (Example): Although Amy shows relative strengths in the areas of math calculation and math reasoning,
she is performing skills that are several grade levels behind her grade 8 peers in all academic areas. Her access to the
grade-level TEKS is through prerequisite skills.
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Step I: Review the Eligibility Criteria for
STAAR Alternate – Question 5
 Although a student may be able to perform some academic
tasks such as writing simple phrases or sentences, reading
short sentences, or calculating mathematics problems, he or
she is typically evaluated by methods other than paper and
pencil.
 A one-day, multiple-choice test would not be an appropriate
format to effectively measure what a student has learned.
 Observation of student performance while the student
manipulates items, verbalizes responses, eye gazes, or
activates an augmentative communication device provides
more accurate measurement of skills.
Justification (Example): Amy has limited writing skills, is easily frustrated with writing tasks, and produces written work only
through the use of assistive technology. If allowed to demonstrate skills through manipulation or technology, Amy is much more
successful. A one-day multiple choice test is not appropriate to show mastery of skills. Amy’s teachers routinely take data on
IEP goals after observing performance tasks.
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Step II: Discuss Assurances for
STAAR Modified and STAAR Alternate
 If “Yes” is indicated for
all of the eligibility
questions for STAAR
Modified or STAAR
Alternate, the ARD
committee must
discuss the assurances
in Step II, and the
district personnel
completing the form
must initial each one
after it is discussed.
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Step II: Discuss Assurances for
STAAR Modified and STAAR Alternate
 When an alternate assessment is selected,
IDEA and The Legal Framework for the ChildCentered Special Education Process require
ARD committees to document in the IEP:
 A statement of why the student cannot participate in
the general assessment, with or without allowable
accommodations, AND…
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 A statement of why an alternate assessment is appropriate for
the student, including evidence from the IEP that confirms that
the answer to each of the questions for STAAR Modified or
STAAR Alternate is “Yes,” AND…
 A list of testing accommodations consistent with the state
accommodation policies posted on the TEA Accommodations
Resources webpage for STAAR Modified or on the STAAR
Alternate Resources webpage for STAAR Alternate.
 In order to make appropriate accommodation decisions from year to
year, their effectiveness should be assessed.
Collect data on how the student performs with and without the
accommodation.
Make available to the student a variety of instructional strategies to
see which are most effective.
For accommodations on STAAR Modified that require TEA approval
through submission of an Accommodation Request Form, document
“pending TEA approval.”
For STAAR Alternate, accommodations noted in the IEP will be the
basis for the STAAR Alternate presentation supports, materials, and
response modes provided during the assessment observation and
recorded on page 1 of the STAAR Alternate Documentation Form of
Student Performance.
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Step II: Discuss Assurances for
STAAR Modified and STAAR Alternate
 It is not appropriate to make an assessment decision
simply because a student passed or failed a previous
state assessment.
 Example: If a student achieved Advanced Academic
Performance on STAAR Modified, this does not automatically
mean that the student should now take STAAR. Other factors
must be considered.
 Example: If a student achieved Satisfactory Academic
Performance on STAAR Alternate at Complexity Level 3, this
does not mean that the student should now take STAAR
Modified. Other factors must be considered.
 Example: If a student received an Unsatisfactory Academic
Performance on STAAR Modified, this does not automatically
mean that the student should now take STAAR Alternate.
Students must meet eligibility criteria for STAAR Alternate.
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Step II: Discuss Assurances for
STAAR Modified and STAAR Alternate
 ARD committee decisions should be based only on
the educational needs of a student.
 If a student meets the participation requirements
for STAAR Modified or STAAR Alternate, then he or
she should be administered that assessment.
40
Step II: Discuss Assurances for
STAAR Modified and STAAR Alternate
 Students receiving special education services for
any qualifying disability category are eligible to
take STAAR Modified if the answer to all three
eligibility questions is “Yes.” Only students with
significant cognitive disabilities are eligible to
take STAAR Alternate and all five eligibility
questions must be answered “Yes.”
 Students taking STAAR Modified or STAAR
Alternate may be receiving instruction in any
setting (e.g., inclusion, resource, self-contained)
or for any amount of time.
41
Step II: Discuss Assurances for
STAAR Modified and STAAR Alternate
42
Step II: Discuss Assurances for
STAAR Modified and STAAR Alternate
 For elementary and middle school students, the ARD committee
must understand the future implications that could result if a
student is receiving modified instruction or instruction based on
prerequisite skills from year to year.
 As cited in TAC §74.61(e), a high school student who takes at least
one STAAR Modified EOC assessment is receiving a different type
of instruction (e.g., modified) than his or her nondisabled peers.
Therefore, the student will graduate on the MHSP even if the
student took STAAR for the other EOC courses.
 To graduate on the Recommended or Distinguished Programs, a
student must have successful completion on all five of the general
STAAR assessments.
Modified instruction in high school or
instruction based on prerequisite skills = MHSP
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Step II: Discuss Assurances for
STAAR Modified and STAAR Alternate
 Students are only eligible to take STAAR Modified if they are
accessing the curriculum through modified instruction.
 Students are only eligible to take STAAR Alternate if they are
accessing the curriculum through prerequisite skills linked to
the grade-level curriculum.
For high school students, these courses are
denoted by a special PEIMS code.
44
STAAR Modified PEIMS codes for each course
required on the MHSP
STAAR Alternate PEIMS codes for each course
required on the MHSP
45
Step III: Summarize Assessment Decisions for
STAAR Modified
 Indicate the subjects in which the student will take
STAAR Modified if the eligibility criteria has been met.
46
Step III: Summarize Assessment Decisions for
STAAR Alternate
 The ARD committee should indicate the subject(s) or course(s) in which the
student is enrolled and for which STAAR Alternate assessments will be given.
 The student will take STAAR Alternate for all required subjects or enrolled
high school courses.
47
Student Characteristics for the STAAR Alternate Complexity
Levels
 After STAAR Alternate has
been determined as the
most appropriate
assessment for a student,
the ARD committee will use
this chart to find the best
description of the student’s
performance before
determining the complexity
level or combinations of
levels to be used for the
assessment.
Complexity Level Choice Boxes
Level 3
Indicators of Progress for Level 3
Level 2
Indicators of Progress for Level 2
Level 1
NRO
48
 Students in elementary
through high school may
need an access point to the
TEKS curriculum at any of the
three developmental levels.
The STAAR Alternate
complexity levels reflect
these three levels of cognitive
ability.
Level 3 Complexity Level
Student:
Decides which materials are needed for a
specific task on his or her own or from a
wide array of appropriate and inappropriate
options
Develops or adjusts strategies to
accomplish a specific task
Interprets or analyzes information
Formulates original responses to
questions requiring higher-level thinking
skills
Application of knowledge
Level 2 Complexity Level
Student:
Correctly makes choices when at least three
options are provided
Distinguishes the varying characteristics of
items
Answers literal questions posed to him or
her
Recalls information previously learned
Basic understanding
Level 1 Complexity Level
Student:
Authentically responds to stimuli after
experiencing them through the senses
Is unable to make a choice when two
options are offered
Cannot answer questions posed to him or
her
Communicates in subtle changes in affect or
body movement
Beginning awareness
49
 For students who are not displaying characteristics
for the Level 1 complexity level, the characteristics
for No Response Observed may be applicable.
No Response Observed (NRO)
Student:
Is unable to make an authentic response
to any stimuli
Moves due to internal stimuli rather
than stimuli presented to him or her
Tracks or fixates on objects that are not
part of the task
Vocalizes intermittently before, during,
and after the task
50
 For students who have developed beyond a complexity level, but
have not consistently been able to display characteristics at the
next higher complexity level, indicators of progress characteristics
have been developed to help identify those students.
 No combinations of levels for
students between NRO and
Level 1 is possible. If a
student can provide an
authentic response to any of
the predetermined criterion,
the student must be assessed
at Level 1 for all tasks for that
subject.
Indicators of Progress for Level 1
Student:
Begins to show response to a stimuli
belatedly or inconsistently
Becomes still or remains quiet when a
specific noise or item is near
Increases vocalizations or movements
in the presence of a specific stimuli
Level 1 will be
the decision.
51
 If the ARD committee feels that the student meets the
characteristics defining NRO, the committee can select
NRO as the complexity level for all the tasks.
 The test administrator will then plan one Level 1 task
per subject and attempt the observation to verify that
the student cannot authentically respond to the
academic stimuli.
 If the student is able to respond during the assessment
observation, the test administrator must request an
ARD meeting to review the student’s IEP and
assessment decisions so Level 1 can be considered.
52
Level 1 Complexity Level
Student:
Authentically responds to stimuli after
experiencing them through the senses
Is unable to make a choice when two
options are offered
Cannot answer questions posed to him or
her
Communicates in subtle changes in affect or
body movement
Combinations
of Level 1 and
Level 2 are
allowed.
Level 2 Complexity Level
Student:
Correctly makes choices when at least three
options are provided
Distinguishes the varying characteristics of
items
Answers literal questions posed to him or
her
Recalls information previously learned
Indicators of Progress for Level 2
Student:
Begins to show interest and seeks out
the same object or task
Focuses on and more readily
acknowledges objects or
representations
Performs tasks similar to Level 2 tasks
in daily instruction
Needs less cueing and prompting for
Level 1 tasks
53
Student:
Correctly makes choices when at least three
options are provided
Level 3 Complexity Level
Student:
Decides which materials are needed for
a specific task on his or her own or from a
wide array of appropriate and
inappropriate options
Distinguishes the varying characteristics of
items
Develops or adjusts strategies to
accomplish a specific task
Answers literal questions posed to him or
her
Interprets or analyzes information
Recalls information previously learned
Formulates original responses to
questions requiring higher-level thinking
skills
Level 2 Complexity Level
Combinations
of Level 2 and
Level 3 are
allowed.
Indicators of Progress for Level 3
Student:
Begins to see relationships between
groups
Can sometimes predict outcomes
Provides responses without choices
Needs less cueing and prompting for
Level 2 tasks
Performs tasks similar to Level 3
tasks in daily instruction
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Making the Complexity Level Decision for
STAAR Alternate
 The first step in selecting the complexity level is to
pinpoint which characteristics from the complexity level
or indicators of progress box best describe the
student’s maximum performance for a given subject.
 This decision should be based on challenging
expectations and be indicative of how the student is
expected to perform after instruction.
 The ARD committee will make the decision for which
complexity level or combinations of complexity levels
are appropriate for a student for each subject being
assessed.
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ARD Considerations for STAAR Alternate
 If the student is clearly described by the characteristics in
one of the complexity level boxes, it is inappropriate to
assess that student at a lower complexity level.
 It is also inappropriate to assess a student at a lower
complexity level just to improve his or her score on the
assessment.
 Students who demonstrate skills on tasks with cueing should not
be automatically moved to a lower complexity level.
 Students who cannot successfully demonstrate all three
predetermined criteria should not be automatically moved to a
lower complexity level.
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ARD Considerations for STAAR Alternate
 If a combination of complexity levels is noted, the teacher
will determine which tasks at the two levels will be
observed. At least one task at the higher level must be
observed when combinations of complexity levels are
chosen.
 When the ARD committee makes the decision regarding
the complexity level or levels to be used for the
assessment, the decision must be noted on page 2 of the
STAAR Alternate Participation Requirements and the
teacher must abide by the decision.
 If the student progresses or regresses during the year so
that the complexity level is no longer appropriate, an ARD
must be reconvened to address any changes to the
complexity level.
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ARD Considerations for STAAR Alternate
 The ARD committee must ensure the assessment decision
and accommodations needed to measure the student’s
academic achievement have been documented in the
student’s IEP. These accommodations will be the basis for the
STAAR Alternate presentation supports, materials, and
response modes provided during the assessment observation
and recorded on page 1 of the documentation form.
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For both STAAR Modified and STAAR Alternate,
the ARD committee is required to discuss the
participation requirements, complete the
State-Required Documentation Form, and
include this document in the IEP.
All assessment information must be
communicated to the campus testing
coordinator in preparation for state testing.
59
60
How does the Student Success Initiative (SSI)
apply to students with disabilities?
 Students taking STAAR, STAAR Modified, and STAAR L
are subject to SSI requirements.
 The ARD committee will determine which assessment
is appropriate for the individual student in each SSI
content area and grade level (5 and 8) and will make all
decisions involving accelerated instruction and
promotion.
 In the case where a student’s IEP states that the
student is to take one of these assessments and the
student does not meet the passing standard on the
assessment, the ARD committee will serve as the GPC.
61
 This flowchart for
students receiving
special education
services taking
STAAR can be
located at the
following website:
http://www.tea.state.tx.us/
student.assessment/ssi.
62
 This flowchart for
students receiving
special education
services taking
STAAR Modified can
be located at the
following website:
http://www.tea.state.tx.us/
student.assessment/ssi.
63
 Students taking STAAR Alternate are not subject to SSI
requirements.
 Due to the design of STAAR Alternate, teachers make
observations throughout the academic year using preplanned
instructional supports and are expected to provide any
necessary remediation during the course of the academic year.
There is no need for retests as observations can be repeated if
needed due to special circumstances.
 Typically, students taking STAAR Alternate are already receiving
intensive, individualized instructional support on a daily basis
that takes into account the pace and amount of material
appropriate for the student.
Additional information regarding SSI requirements can be located at the
following website: http://www.tea.state.tx.us/student.assessment/ssi.
64
What are the graduation requirements
for students taking a STAAR test?
 Graduation flowcharts for students receiving special
education services taking STAAR, STAAR Modified, or
STAAR Alternate will NOT be updated and will no
longer be posted.
 If the student meets curriculum requirements and passes
all five STAAR EOC tests, the student may graduate on the
DAP or RHSP.
 If the student does not pass all five STAAR EOC tests, the
student graduates on the MHSP.
 If the student takes at least one STAAR Modified EOC
assessment, the student graduates on the MHSP.
 If the student takes STAAR Alternate EOC assessments,
the student graduates on the MHSP.
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What are the graduation requirements
for a student taking a TAKS test?
 Graduation flowcharts A
and B are posted on the
ARD Committee
Resources webpage under
“TAKS.”
 Flowchart A: For students
taking TAKS who entered
grade 9 in 2008–2009 and
thereafter.
 Flowchart B: For students
taking TAKS who entered
grade 9 prior to 2008–2009.
66
STAAR Modified
STAAR Alternate
67
1. Can the participation requirements documents for
STAAR Modified and STAAR Alternate be completed
online?
 TEA can grant permission to a public school district to
enter the STAAR Alternate and STAAR Modified
participation requirements (in their entirety, meaning all of
the components) electronically. The copyright allows
public schools to use anything posted to the TEA website
for educational purposes.
 Permission, however, cannot be granted to a vendor.
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2. What if the assessment decision made at a
previous ARD meeting needs to be revised prior
to testing?
 If the assessment decision made at a previous meeting
needs to be revised, it must be based on a change in
instruction.
 There must be a difference in how the student accesses
the grade-level or course curriculum.
 Simply passing or failing a prior state assessment is not
sufficient reason to justify revising the assessment decision
in the IEP.
 The committee must consider if the student has received
adequate instruction or has had the opportunity to learn the
skills that will be assessed.
69
3. What if the STAAR Alternate complexity level
decision made at a previous ARD meeting needs
to be revised prior to testing?
 If the teacher feels at any time that the complexity
level decision made by the ARD committee needs to
be reviewed either due to student progress or
regression, the ARD committee must reconvene, full
or brief, and determine the new complexity level
decision following the same process as outlined in
this presentation.
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4. What additional steps are needed to make
assessment decisions for ELLs receiving
special education services?
 These students have special needs related to a
disability as well as needs related to second language
learning.
 The ARD committee and LPAC must:
 work together to ensure that instruction is tailored to meet each
student’s special education and second language acquisition
needs
 collaborate on assessment and accommodation decisions and
document the decisions appropriately (for ARD committee, in IEP;
for LPAC, document in student’s permanent record file)
 More information on the ARD committee and LPAC
collaboration: http://ritter.tea.state.tx.us/special.ed/guidance/ardlpac.html
71
5. Can the ARD committee recommend
assessments and/or accommodations,
regardless of TEA policy?
 No. The ARD committee’s state assessment and
accommodation decisions must be within the
parameters set forth in federal and state
requirements and guidance.
 It is a testing violation to provide a nonallowable
accommodation during a state assessment, and
could result in the student’s test results being
invalidated.
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6. Must the ARD committee address the STAAR
Modified and STAAR Alternate Participation
Requirements for all special education students?
 No. The ARD committee should only address the
participation requirements for students for whom
STAAR Modified or STAAR Alternate is being
considered. Most special education students take
the general assessment.
 Only the participation requirements document for the
assessment selected by the ARD committee needs
to be included in the student’s IEP.
73
7. Is the STAAR Modified or STAAR Alternate science
or social studies assessments appropriate for a
student when the IEP only addresses reading
skills, with no goals specific to science or social
studies?
 No. For STAAR Modified, the ARD committee is required
to confirm that the “student’s IEP contains standardsbased (TEKS-based) goals indicating the modified
content the student required in order to access the gradelevel or course curriculum.”
 No. For STAAR Alternate, the ARD committee is required
to document that the IEP addresses prerequisite skills
linked to grade-level content. Since a cognitive disability
is pervasive for all academic tasks, the student must take
STAAR Alternate for all subjects or courses.
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8. If a student takes STAAR Modified in high school
but is dismissed from special education before
graduating, will the student now have to take
STAAR?
 Yes. The student is now held to the same curriculum and
assessment requirements as all other general education
students for the remaining subjects and assessments.

Assessments and course requirements met while the student
was in special education do not need to be redone.
 The student will continue on the MHSP, as only students
meeting curriculum requirements for the RHSP or DAP and
performing successfully on all five STAAR EOC assessments
can graduate on these programs.
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9. If a student takes TAKS–M in high school but is
dismissed from special education before
graduating, will the student now have to take TAKS?
 Yes. The student will need to take and pass TAKS exit
level ELA, mathematics, science, and social studies in
order to receive a Texas high school diploma.
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10. If a student takes TAKS (Accommodated) in high
school but is dismissed from special education
before graduating, will the student now have to take
TAKS?
 If the student passed TAKS (Accommodated) exit level
ELA, mathematics, science, and social studies, he or
she does NOT have to take and pass TAKS after
special education dismissal. TAKS (Accommodated) is
also considered the general assessment.
 If the student failed one or more of the TAKS
(Accommodated) exit level assessments, he or she
WOULD have to take and pass TAKS in that subject(s)
in order to receive a Texas high school diploma.
77
11. How do I use the modified and alternate high
school PEIMS codes?
 Direct all specific PEIMS questions to TEA’s Curriculum
Division at 512-463-9581 or curriculum@tea.state.tx.us.
 Use the codes for ALL students receiving special
education services and completing a course with
modified or alternate content. This includes those
students who are graduating under the TAKS
requirements. For more information see the PEIMS
Data Standards at http://www.tea.state.tx.us/peims..
78
12. If a high school student takes STAAR Modified in some
subjects, STAAR in others, and is therefore on the MHSP,
why would the ARD committee determine that the student
must continue taking the STAAR tests he/she failed?
 Making appropriate assessment decisions provides a
clear picture of the student’s strengths and weaknesses.
 If a student decides he/she wants to graduate on the
DAP or RHSP, meeting the passing standard on STAAR
will be required for all five EOC assessments.
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13. If a student fails a STAAR Modified EOC assessment,
is he/she required to continue testing until he/she
passes?
 It is not necessary for a student to retest if he/she failed a STAAR
Modified EOC assessment or if he/she was absent during testing.
 According to federal and state regulations regarding graduating
high school students, students who take a modified assessment are
not held to the same graduation requirements as students who take
the general assessment. Meeting the passing standard on a
STAAR Modified EOC assessment is not a graduation requirement,
so participating in additional testing opportunities is not necessary.
 In addition, students taking a STAAR Modified EOC only have one
opportunity in a school year to take the assessment, since it is only
administered in the spring.
80
14. Since 2014 is the last year that STAAR Modified will
be administered, what do ARD committees document in
the IEP regarding assessment for next year?
 Decisions about 2015 testing should not be made at this
time for this population of students.
 Further information regarding plans for the inclusion of
this population of students in the general assessment
program beginning with the 2014–2015 school year will
be forthcoming.