Taska Relerford
EDSP 6315
Dr. Reed
December 1, 2014
Student Placement
Artifact:
Student Success Initiative Manual
Describe:
The goal of the Student Success Initiative (SSI) is to ensure that all students receive the
instruction and support they need to be academically successful in mathematics and reading.
This effort depends greatly on schools, parents and guardians, and community members
working in partnership to meet individual student needs. This manual is designed to support
campus personnel in the implementation of the grade advancement requirements of the SSI,
including the coordination of Grade Placement Committees (GPCs) as required by law.
SSI grade advancement requirements apply only to the mathematics and reading assessments
at grades 5 and 8. If a student does not demonstrate proficiency on one or both of these
assessments, the student may advance to or be placed in the next grade only if (1) he or she
completes all accelerated instruction required by the GPC, and (2) the GPC determines, by
unanimous decision, that the student is likely to perform on grade level by the end of the
next school year given additional accelerated instruction during the course of the year. In
making promotion decisions, the GPC is required to consider the recommendation of the
student’s teacher, the student’s grades, the student’s state assessment scores, and any other
relevant academic information. Required accelerated instruction must occur after each
administration of the assessment for which a student did not meet the passing standard,
including the third administration.
Analyze:
(a.) These findings were important because state assessments are constantly changing and
the rigor is increasing in a way that the student success rate is affected. Also, students
need more than one opportunity to demonstrate mastery before retention should take
place.
(b.) As an Educational Diagnostician in a public school setting being a part of my five
year goals, this document connects to my desired position due to the numerous review
and / or failure ARDs that will occur as a result of state assessment scores. An
Accelerated Instructional Plan (AIP) will need to be put in place to review at either ARD
as well as Grade Placement Committee (GPC) meetings for general education students.
(c.) As a special education teacher, I’ve attended both GPC and review ARDs to
determine student placement for the following year. Approaches have been successful
and fair to students. However, some parents have requested their child be retained in fear
of them not being fully prepared for the next grade. If it’s of no benefit to the child to be
retained, it’s recommended they be placed in the next grade to remain being educated
with their age peers.
Appraise:
These findings were beneficial to me as they impact overall campus scores and ratings. A
lot of staff believes special education has little to do with campus ratings. Student success
rate for students with disabilities accounts for campus ratings just as the general
education population does. All students are held accountable and should have high
expectations set for them, for the campus overall ratings include all students.
Transform:
(a.) Insights I gained confirmed that all students are held accountable no matter what their
current functioning level is. Whether students are taking a paper based or computerized
assessments, SSI applies to them in applicable grades. For students taking the STAAR
Alternative, SSI does not apply.
(b.) The information prepares me to answer questions teachers and staff will have when
students don’t demonstrate mastery on state assessments.