Four indicators put us at Stage 2 intervention
Continuous Improvement Plan
Over identification of
students (Gen. Ed 27.1,
Out of School
Suspensions (Gen. Ed.
19.8, Sp. Ed. 46%)
3-5 year old LRE (Only
7.1 in Gen. Ed.,
standard is 16%)
% of students taking
TAKS-M (38.5% when
only 20% is allowable)
IAT and RTI must be
Supports and BSPs
More placements in
General assessment (with or without
accommodations) = TAKS/TAKS-
Alternate assessment based on modified
academic achievement standards = TAKS-M
Alternate assessment based on alternate
academic achievement standards = TAKS-Alt
Must be the first consideration
Appropriate for students who receive
instruction in general education
And who require accommodations that are
allowable on this exam
Grade level curriculum
Student is responsible for all tested objectives
Contains the same items as TAKS but without
the embedded field test questions.
Fewer items per page
TEKS based instruction with accommodations
AND modifications that allows the student access
to grade level curriculum
Fewer test items and answer choices
Simplified sentence structure and vocabulary
No extraneous information
Graphics less complex
No thematically linked selections or associated
Need for extensive modifications to classroom
instruction, assignment and assessments
Not able to achieve grade-level proficiency
within the school year
Meets some but not all participation criteria for
Requires TAKS more closely aligned with
For students with significant cognitive
TEKS instruction focusing on academic
prerequisites skills and real life applications
Student is provided supports to maximize
Teacher observation of tasks using a rubric
Results submitted online
Routinely demonstrates skills though medium
other than pencil and paper.
Demonstrates performance skills through real
Requires direct, intensive instruction across
settings to accomplish the acquisition,
maintenance and generalization of skills
Requires assistance with communication,
response style, physical access or daily living
Why the student can’t participate in the general
Why the selected alternate assessment is
What accommodations are necessary to
measure the student’s achievement
Changes to materials or procedures that give
access to grade-level curriculum
Don’t substantially alter content or
Allow students to demonstrate abilities
Not intended to give the student an edge but to
level the playing field
Need vs. Benefit
Presentation- i.e. overlays
Response-i.e. writing answers in booklet
Setting-i.e. small group
Timing and Scheduling-i.e. frequent breaks
What are the student’s strengths and what are
Look at FIE
What specialized instruction does the student
require for mastery?
What accommodations are routinely used by the
student in instruction and testing?
Are they working? What data do we have?
Does the student have difficulty using an
accommodation? Has it’s use been taught?
Is it allowable?
Involve the student
The student’s disability impacts memory
retrieval as documented in the FIE and IEP.
Routinely used in classroom in instruction and
Not allowed on TAKS but allowable on TAKS
A and TAKS M.
Tool the student knows how to use and not a
source of direct answers for TEKS being
Only content relevant at grade level
Factual and error free
Concise and well organized
Not allowable on TAKS
Not allowable for 504
Must be individualized by student and not one
size fits all.
Must be routinely used in instruction and testing.
Do not provide new or unfamiliar aid on the day
TEA approval for one child does not transfer to all
Student specific and only valid during the year
request was made.
Factual and error free.
A list of words for the numbers
Checklists that contain “general info on how a
careful reader interacts with text”
Checklists that remind a student of necessary
steps (can’t be too specific)
Grade appropriate grammar rules
List of grade appropriate vocabulary