This document provides an overview and guidance for ARD committees on making decisions about statewide assessment for students receiving special education services. It reviews the different assessment options available (STAAR, STAAR Modified, STAAR Alternate) and outlines the steps committees must take to determine appropriate assessments, including reviewing present levels of performance, instructional approaches, and participation requirements. Key points emphasized include that the general assessment should always be the first consideration, decisions must be documented in the IEP, and accommodations provided must be allowable under state policies. Frequently asked questions are also addressed.
The document provides information and instructions for administering standardized tests at Carriage Elementary School. It details testing locations, preparation requirements, test security protocols, and administration procedures that teachers must follow, such as reading scripted directions and ensuring students have the correct materials. The document also addresses accommodations and variations and where to find additional resources for English language learners and special education students.
The document discusses the use of graduate portfolios as an assessment tool in speech-language pathology programs. It describes how Nova Southeastern University developed a portfolio system to satisfy accreditation standards. Students are required to submit a portfolio at the end of their program containing evidence that demonstrates mastery of professional knowledge and clinical skills. The portfolio is evaluated at multiple checkpoints throughout the program. The document also discusses how the University of Redlands uses portfolios for formative and integrative assessment at the graduate level to influence students to become more self-directed and reflective learners.
The document discusses assessment of learning outcomes for the health curriculum. It outlines the general principles of classroom-based assessment according to Department of Education guidelines. It describes the types of assessment, including formative and summative, and explains the three components of summative assessment: written works, performance tasks, and quarterly assessments. The purpose is to ensure assessment is aligned with learning standards and helps improve student learning.
What is the Georgia Milestones Assessment System?Theresa Friedman
The Georgia Milestones Assessment System is a comprehensive summative assessment for grades 3-high school that measures student mastery of state standards in core subjects. It replaces the CRCT and EOCT. The Milestones includes multiple choice, constructed response, and extended response items. Students and teachers are preparing for the Milestones through practice tests and focusing on skills like using evidence from texts. The assessments will be administered in April-May and results provide information on student learning and readiness.
Act college and career readiness 10.08.13 (1)Casy Leatherman
This presentation discusses Louisiana's new mandate requiring all 11th grade students to take the ACT exam and provides an overview of ACT's College and Career Readiness System. The system uses a longitudinal assessment model starting in 8th grade with EXPLORE, followed by PLAN in 10th grade, and the ACT exam in 11th/12th grade. These norm-referenced tests measure achievement in core subjects and include career exploration. The goals are to better prepare students for college and careers and provide data to improve instruction and student outcomes.
The document discusses curriculum pathways and a first year experience program at a college. It provides details on what curriculum pathways are, why they are important for student success, and how the college has expanded the number of pathways available across various disciplines. It also outlines a new student life skills requirement for first time college students to complete within their first year, including a one credit seminar course. Finally, it shares how curriculum pathways will be implemented beginning in fall 2014, including updates to existing pathways and the addition of many new pathways in various fields of study.
GA Milestone Test examiner-training pre-adminKelli Schuyler
This presentation provides information and guidance for test examiners administering Georgia Milestones End-of-Course (EOC) assessments. It discusses the EOC overview, guidelines for before, during, and after testing, who is required and exempt from taking EOCs, calculator policies, universal tools available to all students, item types on the assessments, and examples of technology-enhanced items in mathematics and English language arts. The goal is to ensure proper and standardized administration of the EOC exams in coordination with local district training.
The document provides information and instructions for administering standardized tests at Carriage Elementary School. It details testing locations, preparation requirements, test security protocols, and administration procedures that teachers must follow, such as reading scripted directions and ensuring students have the correct materials. The document also addresses accommodations and variations and where to find additional resources for English language learners and special education students.
The document discusses the use of graduate portfolios as an assessment tool in speech-language pathology programs. It describes how Nova Southeastern University developed a portfolio system to satisfy accreditation standards. Students are required to submit a portfolio at the end of their program containing evidence that demonstrates mastery of professional knowledge and clinical skills. The portfolio is evaluated at multiple checkpoints throughout the program. The document also discusses how the University of Redlands uses portfolios for formative and integrative assessment at the graduate level to influence students to become more self-directed and reflective learners.
The document discusses assessment of learning outcomes for the health curriculum. It outlines the general principles of classroom-based assessment according to Department of Education guidelines. It describes the types of assessment, including formative and summative, and explains the three components of summative assessment: written works, performance tasks, and quarterly assessments. The purpose is to ensure assessment is aligned with learning standards and helps improve student learning.
What is the Georgia Milestones Assessment System?Theresa Friedman
The Georgia Milestones Assessment System is a comprehensive summative assessment for grades 3-high school that measures student mastery of state standards in core subjects. It replaces the CRCT and EOCT. The Milestones includes multiple choice, constructed response, and extended response items. Students and teachers are preparing for the Milestones through practice tests and focusing on skills like using evidence from texts. The assessments will be administered in April-May and results provide information on student learning and readiness.
Act college and career readiness 10.08.13 (1)Casy Leatherman
This presentation discusses Louisiana's new mandate requiring all 11th grade students to take the ACT exam and provides an overview of ACT's College and Career Readiness System. The system uses a longitudinal assessment model starting in 8th grade with EXPLORE, followed by PLAN in 10th grade, and the ACT exam in 11th/12th grade. These norm-referenced tests measure achievement in core subjects and include career exploration. The goals are to better prepare students for college and careers and provide data to improve instruction and student outcomes.
The document discusses curriculum pathways and a first year experience program at a college. It provides details on what curriculum pathways are, why they are important for student success, and how the college has expanded the number of pathways available across various disciplines. It also outlines a new student life skills requirement for first time college students to complete within their first year, including a one credit seminar course. Finally, it shares how curriculum pathways will be implemented beginning in fall 2014, including updates to existing pathways and the addition of many new pathways in various fields of study.
GA Milestone Test examiner-training pre-adminKelli Schuyler
This presentation provides information and guidance for test examiners administering Georgia Milestones End-of-Course (EOC) assessments. It discusses the EOC overview, guidelines for before, during, and after testing, who is required and exempt from taking EOCs, calculator policies, universal tools available to all students, item types on the assessments, and examples of technology-enhanced items in mathematics and English language arts. The goal is to ensure proper and standardized administration of the EOC exams in coordination with local district training.
Colorado redesigned its developmental education system to accelerate student progress and increase completion rates. The previous system required students to spend up to two years completing remedial coursework before college-level classes. The redesign integrated support services, accelerated pathways to college-level courses in one or two semesters, and allowed students to enroll directly in college math or English while taking a corequisite lab. It aimed to reduce time, credits and costs for students while preparing them for career-focused program requirements or transfer. The redesign was informed by national research and local pilots, and intended to increase the number of students completing developmental education and college credentials.
This document outlines the requirements for two types of high school diplomas in Indiana - the College & Career Ready diploma and the Workforce Ready diploma. It details the minimum credit requirements in various subject areas for each diploma, including English, math, science, social studies, health & wellness, and electives. It also describes requirements for college and career readiness sequences and graduation capstones for each diploma type. The Workforce Ready diploma requires fewer overall credits and has less stringent math and science requirements. Both diplomas take effect for students entering high school in 2018-2019 and graduating in 2022.
Do the standardized tests perform an accurate assessment and reach the main goal of learning? In spite of the fact that standardized testing seems to be an inaccurate assessment, it is still used to evaluate a pattern of knowledge in order to certify certain proficiency. Despite the studies that indicate standardized tests can have positive effects on students, it is the disadvantageous aspects of this phenomenon that needs more scrutiny. The purpose of this presentation is to elaborate on the reasons why the standardized testing system is more harmful than effective considering that it is unfair and discriminatory against non-English speakers, an unreliable measure of students’ performance and instruction time which is being consumed by monotonous prolonged test preparation courses.
Factors Affecting the Utilization or Non-Utilization of the Portfolio Assessm...INFOGAIN PUBLICATION
This study involved an investigation of the factors that affect the utilization or non-utilization of portfolio assessment in evaluating performance in mathematics of both college and high school students from De La Salle Lipa. Thirty-five teachers were asked to accomplish two validated brief surveys – one is for gathering information about their profile and the other is for probing into the different assessment tools they are using to evaluate the performance of their students in mathematics. Out of the 35 respondents, only 9 were using portfolio assessment either in the form of report of group project, open-ended questions, or draft, revised and final versions of students work on a complex mathematical problem. The demand for considerable time in planning instructional activities and development of grading rubrics or criteria were among the limiting factors identified by the 26 respondents for not using portfolio assessment. Among the alternative forms of assessment used by these teachers were KPUP (Knowledge, Process, Understanding and Product) Oriented, UbD (Understanding by Design) approach, and online assessment tools.
The document summarizes the Carolina MPA program's use of rubrics to assess student competencies in its new competency-based curriculum. It describes how the program developed rubrics for 8 core competencies and 25 related sub-competencies. Faculty rate students in relevant competencies for specific assignments. Preliminary results show differences in performance between student groups and diversity in individual student ratings. However, the assessment process also has limitations like not tracking development over time or accounting for inter-rater reliability. Overall, the rubrics provide a more nuanced assessment than grades and have supported reflection on competencies and instructional design.
102120151De-Myth-tifying Grading in Sp.docxtamicawaysmith
10/21/2015
1
De-Myth-tifying Grading
in Special Education
1980 2015
10/21/2015
2
Primary Purpose
• “the primary purpose of…grades…
(is) to communicate student
achievement to students, parents,
school administrators,
post-secondary institutions and
employers.” and
• To provide teachers with information
for instructional planning.
Taken from “Reporting Achievement at the Secondary School Level: What and How?”, in Communicating Student
Learning: ASCD Yearbook 1996, p. 120.
What makes grading so
hard?
• Teacher preparation programs seldom include course work or
even discussions of recommended practices for grading
students in general, much less for students who may be
struggling learners. As a result, teachers at all grade levels
grapple with issues of fairness in grading.
• Despite the magnitude of this problem, few recommendations
for grading struggling learners can be found in the research
literature or in education policy.
• Urban Grading Legends
10/21/2015
3
Urban Legends:
Bigfoot/Sasquatch
Urban Legends
• I can’t fail a special education
student.
• I give all my Life Skills students an
85.
• The report card grade does not really
mean anything.
10/21/2015
4
Urban Legends
• The grade on the report card can’t be less
than the IEP mastery level (default 70%)
• I teach a lot in my classroom, but I can
only grade the things that are on the IEP.
• I don’t do the grades for my special
education students in my classroom, the
special education teacher does that for
me.
What’s the
problem??
• Some students are not getting REAL
grades.
• Multiple court cases regarding failing
students who are not receiving
appropriate specially designed instruction
or students only get “A’s” and it doesn’t
truly reflect how he/she really performs in
relation to the curriculum
10/21/2015
5
What does the law really
say?
• Neither the Individuals with Disabilities Education Act
(IDEA) nor any other federal education laws contain
requirements for grading. Therefore, each state has
discretion on the issue.
• The TEC is the set of state laws our state legislators have
passed that relate to education. ARD committees do not
have the authority to override state laws. The Texas
Administrative Code (TAC) is the set of rules that the State
Legislature has authorized Texas Education Agency (TEA)
or the State Board to write. ARD committees must also
follow these rules.
• The state statutes apply to all public school students in
Texas regardless of special education eligibility.
Local Grading Policies
TEC §28.0216
(1) “must require a classroom teacher to assign a grade that
reflects the students’ relative mastery of an assignment;
[and]
(2) may not require a classroom teacher to assign a
minimum grade for an assignment without regard to the
student’s quality of work.”
(3) may allow a student a reasonable opportunity to make up
or redo a class .
This document provides information about House Bill 5, which updated Texas high school graduation requirements and plans. It discusses the foundation high school program requirements, including the 22 credits needed. It also covers endorsements, which are a set of courses in a coherent sequence that represent a field of study. Students must complete the foundation requirements, have 4 math and 4 science credits, and the courses for one endorsement to receive a distinguished level of achievement. The document provides guidance on course sequencing, testing requirements, and recording student plans in the Public Education Information Management System.
This document provides guidance on completing various components of an IEP document, including:
1) Gathering assessment data from various sources such as student interviews, surveys, and standardized tests.
2) Procedures for scheduling and notifying parents of IEP meetings, including required notice forms and timelines.
3) Instructions for completing different sections of the IEP including the student profile, present levels of performance, transition services, goals, special education and related services, accommodations, and required signatures and documentation.
This document provides guidance on appropriate accommodations for students with disabilities taking state assessments. It outlines that accommodations should be individualized based on student need and routinely used during instruction. Accommodations are divided into two types: Type 1 can be provided locally while Type 2 require state approval. Planning and documentation are important to ensure students receive allowed accommodations. The document provides multiple examples and considerations for various accommodations.
This document outlines the policy guidelines for awards and recognition given to students in the K to 12 Basic Education Program in the Philippines. It details the different types of awards given at the classroom and grade level, including awards for academic excellence, leadership, specific disciplines, research/innovation, club achievement, and special recognition for competitions. Requirements for each award are provided. The process for determining awardees, which involves establishing an Awards Committee to evaluate nominations based on criteria and timelines, is also described. Finally, specifications for certificates and medals given to awardees are listed.
House Bill 5 updates Texas' high school graduation requirements and establishes new graduation plans called the Foundation High School Program. The main goals are to develop a more diverse workforce and better prepare students for postsecondary education. The Foundation High School Program includes 4 requirements: foundation credits, endorsements in a coherent sequence of courses, performance acknowledgements, and a distinguished level of achievement. Districts must provide information and counseling to help students choose endorsement areas and develop academic plans to meet graduation requirements.
This document provides an overview of a training on the LPAC decision-making process for the Texas Assessment Program. It discusses the STAAR program and the different assessment options available, including STAAR, STAAR Spanish, STAAR L, STAAR A, and STAAR Alternate 2. It outlines the process and criteria for making participation and linguistic accommodation decisions for ELL students. Key considerations include individualizing decisions, coordinating between LPACs and other committees, and ensuring decisions are made close to the time of assessment.
This document outlines policy guidelines for awards and recognition in the K to 12 Basic Education Program in the Philippines. It describes various types of awards given at the classroom, grade, and special recognition levels to promote holistic student development. Classroom awards recognize performance in specific skills or character traits, while grade-level awards are given for academic excellence, leadership, and outstanding performance in disciplines like athletics, arts, and STEM. The goals are to motivate students, value diverse achievements, and encourage excellence beyond just grades.
This document outlines policy guidelines for awards and recognition in the K to 12 Basic Education Program in the Philippines. It describes various types of awards given at the classroom, grade, and special recognition levels to promote holistic student development. Classroom awards recognize performance in specific skills or character traits, while grade-level awards are given for academic excellence, leadership, and outstanding performance in disciplines like athletics, arts, and STEM. The goals are to motivate students, value diverse achievements, and encourage excellence in and contributions to school and community. Evaluation criteria involve grades, skills, attitudes, and contributions assessed by teachers and peers.
This document outlines policy guidelines for awards and recognition in the K to 12 Basic Education Program in the Philippines. It describes various types of awards given at the classroom, grade, and special recognition levels to promote holistic student development. Classroom awards recognize performance in specific skills or character traits, while grade-level awards are given for academic excellence, leadership, and outstanding performance in disciplines like athletics, arts, and STEM. The goals are to motivate students, value diverse achievements, and encourage excellence in and contributions to school and community.
SES Spring 2014 - Spotlight on Practice: Promotion, Retention, Grading and Gr...Fagen Friedman & Fulfrost
This document discusses promotion, retention, grading, and graduation policies for students with disabilities. It covers:
1. Promotion and retention decisions must follow district policy and consider individual student needs. IEP teams may develop individualized standards. Retention requires reconvening the IEP team to consider supports provided.
2. Grades for students with accommodations should not reflect them, while grades for students in modified curriculums should reflect achievement in the modification. Report cards and transcripts have different disclosure standards regarding disability status.
3. Graduation options include a regular diploma by meeting district standards or a certificate of completion. The IEP team must discuss graduation requirements. A regular diploma ends eligibility but
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program in the Philippines. It discusses how learner progress is recorded and grades are computed from Kindergarten to Senior High School. Grades are determined by weighted scores from written work, performance tasks, and quarterly assessments. Learners must meet certain grade requirements to be promoted or retained and can take remedial classes if they do not meet expectations. The document also provides details on how core values are assessed and reported in the learners' report cards.
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program. It discusses how learner progress is recorded and grades are computed from Kindergarten to Senior High School. Progress is reported using descriptive remarks, and requirements for promotion or retention are specified for each grade level. The document also describes remedial classes, recomputed grades, and how core values are reflected in report cards.
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program. It describes how learner progress is recorded and grades are computed from Kindergarten to Senior High School. Progress is reported using descriptive ratings, and requirements for promotion or retention are specified for each grade level. The document also discusses remedial classes, recomputed grades, and how core values are reflected in report cards.
Colorado redesigned its developmental education system to accelerate student progress and increase completion rates. The previous system required students to spend up to two years completing remedial coursework before college-level classes. The redesign integrated support services, accelerated pathways to college-level courses in one or two semesters, and allowed students to enroll directly in college math or English while taking a corequisite lab. It aimed to reduce time, credits and costs for students while preparing them for career-focused program requirements or transfer. The redesign was informed by national research and local pilots, and intended to increase the number of students completing developmental education and college credentials.
This document outlines the requirements for two types of high school diplomas in Indiana - the College & Career Ready diploma and the Workforce Ready diploma. It details the minimum credit requirements in various subject areas for each diploma, including English, math, science, social studies, health & wellness, and electives. It also describes requirements for college and career readiness sequences and graduation capstones for each diploma type. The Workforce Ready diploma requires fewer overall credits and has less stringent math and science requirements. Both diplomas take effect for students entering high school in 2018-2019 and graduating in 2022.
Do the standardized tests perform an accurate assessment and reach the main goal of learning? In spite of the fact that standardized testing seems to be an inaccurate assessment, it is still used to evaluate a pattern of knowledge in order to certify certain proficiency. Despite the studies that indicate standardized tests can have positive effects on students, it is the disadvantageous aspects of this phenomenon that needs more scrutiny. The purpose of this presentation is to elaborate on the reasons why the standardized testing system is more harmful than effective considering that it is unfair and discriminatory against non-English speakers, an unreliable measure of students’ performance and instruction time which is being consumed by monotonous prolonged test preparation courses.
Factors Affecting the Utilization or Non-Utilization of the Portfolio Assessm...INFOGAIN PUBLICATION
This study involved an investigation of the factors that affect the utilization or non-utilization of portfolio assessment in evaluating performance in mathematics of both college and high school students from De La Salle Lipa. Thirty-five teachers were asked to accomplish two validated brief surveys – one is for gathering information about their profile and the other is for probing into the different assessment tools they are using to evaluate the performance of their students in mathematics. Out of the 35 respondents, only 9 were using portfolio assessment either in the form of report of group project, open-ended questions, or draft, revised and final versions of students work on a complex mathematical problem. The demand for considerable time in planning instructional activities and development of grading rubrics or criteria were among the limiting factors identified by the 26 respondents for not using portfolio assessment. Among the alternative forms of assessment used by these teachers were KPUP (Knowledge, Process, Understanding and Product) Oriented, UbD (Understanding by Design) approach, and online assessment tools.
The document summarizes the Carolina MPA program's use of rubrics to assess student competencies in its new competency-based curriculum. It describes how the program developed rubrics for 8 core competencies and 25 related sub-competencies. Faculty rate students in relevant competencies for specific assignments. Preliminary results show differences in performance between student groups and diversity in individual student ratings. However, the assessment process also has limitations like not tracking development over time or accounting for inter-rater reliability. Overall, the rubrics provide a more nuanced assessment than grades and have supported reflection on competencies and instructional design.
102120151De-Myth-tifying Grading in Sp.docxtamicawaysmith
10/21/2015
1
De-Myth-tifying Grading
in Special Education
1980 2015
10/21/2015
2
Primary Purpose
• “the primary purpose of…grades…
(is) to communicate student
achievement to students, parents,
school administrators,
post-secondary institutions and
employers.” and
• To provide teachers with information
for instructional planning.
Taken from “Reporting Achievement at the Secondary School Level: What and How?”, in Communicating Student
Learning: ASCD Yearbook 1996, p. 120.
What makes grading so
hard?
• Teacher preparation programs seldom include course work or
even discussions of recommended practices for grading
students in general, much less for students who may be
struggling learners. As a result, teachers at all grade levels
grapple with issues of fairness in grading.
• Despite the magnitude of this problem, few recommendations
for grading struggling learners can be found in the research
literature or in education policy.
• Urban Grading Legends
10/21/2015
3
Urban Legends:
Bigfoot/Sasquatch
Urban Legends
• I can’t fail a special education
student.
• I give all my Life Skills students an
85.
• The report card grade does not really
mean anything.
10/21/2015
4
Urban Legends
• The grade on the report card can’t be less
than the IEP mastery level (default 70%)
• I teach a lot in my classroom, but I can
only grade the things that are on the IEP.
• I don’t do the grades for my special
education students in my classroom, the
special education teacher does that for
me.
What’s the
problem??
• Some students are not getting REAL
grades.
• Multiple court cases regarding failing
students who are not receiving
appropriate specially designed instruction
or students only get “A’s” and it doesn’t
truly reflect how he/she really performs in
relation to the curriculum
10/21/2015
5
What does the law really
say?
• Neither the Individuals with Disabilities Education Act
(IDEA) nor any other federal education laws contain
requirements for grading. Therefore, each state has
discretion on the issue.
• The TEC is the set of state laws our state legislators have
passed that relate to education. ARD committees do not
have the authority to override state laws. The Texas
Administrative Code (TAC) is the set of rules that the State
Legislature has authorized Texas Education Agency (TEA)
or the State Board to write. ARD committees must also
follow these rules.
• The state statutes apply to all public school students in
Texas regardless of special education eligibility.
Local Grading Policies
TEC §28.0216
(1) “must require a classroom teacher to assign a grade that
reflects the students’ relative mastery of an assignment;
[and]
(2) may not require a classroom teacher to assign a
minimum grade for an assignment without regard to the
student’s quality of work.”
(3) may allow a student a reasonable opportunity to make up
or redo a class .
This document provides information about House Bill 5, which updated Texas high school graduation requirements and plans. It discusses the foundation high school program requirements, including the 22 credits needed. It also covers endorsements, which are a set of courses in a coherent sequence that represent a field of study. Students must complete the foundation requirements, have 4 math and 4 science credits, and the courses for one endorsement to receive a distinguished level of achievement. The document provides guidance on course sequencing, testing requirements, and recording student plans in the Public Education Information Management System.
This document provides guidance on completing various components of an IEP document, including:
1) Gathering assessment data from various sources such as student interviews, surveys, and standardized tests.
2) Procedures for scheduling and notifying parents of IEP meetings, including required notice forms and timelines.
3) Instructions for completing different sections of the IEP including the student profile, present levels of performance, transition services, goals, special education and related services, accommodations, and required signatures and documentation.
This document provides guidance on appropriate accommodations for students with disabilities taking state assessments. It outlines that accommodations should be individualized based on student need and routinely used during instruction. Accommodations are divided into two types: Type 1 can be provided locally while Type 2 require state approval. Planning and documentation are important to ensure students receive allowed accommodations. The document provides multiple examples and considerations for various accommodations.
This document outlines the policy guidelines for awards and recognition given to students in the K to 12 Basic Education Program in the Philippines. It details the different types of awards given at the classroom and grade level, including awards for academic excellence, leadership, specific disciplines, research/innovation, club achievement, and special recognition for competitions. Requirements for each award are provided. The process for determining awardees, which involves establishing an Awards Committee to evaluate nominations based on criteria and timelines, is also described. Finally, specifications for certificates and medals given to awardees are listed.
House Bill 5 updates Texas' high school graduation requirements and establishes new graduation plans called the Foundation High School Program. The main goals are to develop a more diverse workforce and better prepare students for postsecondary education. The Foundation High School Program includes 4 requirements: foundation credits, endorsements in a coherent sequence of courses, performance acknowledgements, and a distinguished level of achievement. Districts must provide information and counseling to help students choose endorsement areas and develop academic plans to meet graduation requirements.
This document provides an overview of a training on the LPAC decision-making process for the Texas Assessment Program. It discusses the STAAR program and the different assessment options available, including STAAR, STAAR Spanish, STAAR L, STAAR A, and STAAR Alternate 2. It outlines the process and criteria for making participation and linguistic accommodation decisions for ELL students. Key considerations include individualizing decisions, coordinating between LPACs and other committees, and ensuring decisions are made close to the time of assessment.
This document outlines policy guidelines for awards and recognition in the K to 12 Basic Education Program in the Philippines. It describes various types of awards given at the classroom, grade, and special recognition levels to promote holistic student development. Classroom awards recognize performance in specific skills or character traits, while grade-level awards are given for academic excellence, leadership, and outstanding performance in disciplines like athletics, arts, and STEM. The goals are to motivate students, value diverse achievements, and encourage excellence beyond just grades.
This document outlines policy guidelines for awards and recognition in the K to 12 Basic Education Program in the Philippines. It describes various types of awards given at the classroom, grade, and special recognition levels to promote holistic student development. Classroom awards recognize performance in specific skills or character traits, while grade-level awards are given for academic excellence, leadership, and outstanding performance in disciplines like athletics, arts, and STEM. The goals are to motivate students, value diverse achievements, and encourage excellence in and contributions to school and community. Evaluation criteria involve grades, skills, attitudes, and contributions assessed by teachers and peers.
This document outlines policy guidelines for awards and recognition in the K to 12 Basic Education Program in the Philippines. It describes various types of awards given at the classroom, grade, and special recognition levels to promote holistic student development. Classroom awards recognize performance in specific skills or character traits, while grade-level awards are given for academic excellence, leadership, and outstanding performance in disciplines like athletics, arts, and STEM. The goals are to motivate students, value diverse achievements, and encourage excellence in and contributions to school and community.
SES Spring 2014 - Spotlight on Practice: Promotion, Retention, Grading and Gr...Fagen Friedman & Fulfrost
This document discusses promotion, retention, grading, and graduation policies for students with disabilities. It covers:
1. Promotion and retention decisions must follow district policy and consider individual student needs. IEP teams may develop individualized standards. Retention requires reconvening the IEP team to consider supports provided.
2. Grades for students with accommodations should not reflect them, while grades for students in modified curriculums should reflect achievement in the modification. Report cards and transcripts have different disclosure standards regarding disability status.
3. Graduation options include a regular diploma by meeting district standards or a certificate of completion. The IEP team must discuss graduation requirements. A regular diploma ends eligibility but
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program in the Philippines. It discusses how learner progress is recorded and grades are computed from Kindergarten to Senior High School. Grades are determined by weighted scores from written work, performance tasks, and quarterly assessments. Learners must meet certain grade requirements to be promoted or retained and can take remedial classes if they do not meet expectations. The document also provides details on how core values are assessed and reported in the learners' report cards.
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program. It discusses how learner progress is recorded and grades are computed from Kindergarten to Senior High School. Progress is reported using descriptive remarks, and requirements for promotion or retention are specified for each grade level. The document also describes remedial classes, recomputed grades, and how core values are reflected in report cards.
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program. It describes how learner progress is recorded and grades are computed from Kindergarten to Senior High School. Progress is reported using descriptive ratings, and requirements for promotion or retention are specified for each grade level. The document also discusses remedial classes, recomputed grades, and how core values are reflected in report cards.
The Structure:
• Accountability*
• Assessment
• Graduation Plans
The Intent:
The goals:
• the development of a more
diverse workforce
• sending students to the
postsecondary level more
prepared
• The understanding is that each
student’s path to the workforce
is unique
This document provides information about standardized testing in California, including sample science questions from the California Standards Tests (CSTs). It discusses the purposes of standardized testing in California, which students participate, and how test results are used. Sample test questions are provided for biology, chemistry, earth science, and physics to help parents understand their child's CST performance level and the types of questions they should be able to answer at each level.
Challenges of Alternative Assessment for Students with Disabilities/IntellectLouie Jane Eleccion, LPT
This document discusses alternative assessments for students with disabilities and intellectually gifted students. It defines key terms like IEP, SAT, and defines disability according to IDEA. For students with disabilities, alternative assessments may include portfolios, IEP-linked evidence, performance assessments, checklists or traditional tests. For gifted students, alternatives include out-of-level SATs, performance assessments, product or portfolio assessments. The purpose of alternative assessments is to better measure applied skills and inform individualized instruction.
On May 27, 2014 Achieve and the National Association of State Directors of Career and Technical Education (NASDCTEc) hosted a webinar open to state leaders and partners in all 50 states to provide guidance to states interested in building more indicators of career preparation into their accountability and public reporting systems and to preview a new joint publication, "Making Career Readiness Count." In addition to sharing a view of how states are currently approaching this challenge, presenters discussed what state policy leaders need to consider as they look to reform their reporting and accountability systems to ensure that the “career” in college- and career-ready accountability and public reporting is a powerful lever to focus priorities, drive progress, and ultimately see more students – and their communities – succeed. State leaders from Missouri and Virginia also shared the range of career-focused indicators used within their accountability and public reporting systems. For more information, visit http://www.achieve.org/meetings-webinars
National and provincial assessments (NAs) aim to evaluate education systems by testing samples of students, while public examinations (PEs) assess all students wishing to take an exam. NAs have low stakes, cover a few subjects with short tests, and influence long-term policy. PEs have high stakes, extensively test major subjects, and strongly influence immediate teaching. NAs are better for monitoring trends over time, while PEs provide student certification.
The document discusses Texas' use of vertical scale scores (VSS) and the Texas Projection Measure (TPM) to assess student growth on standardized tests and project future performance. VSS allow scores to be compared across grade levels, while TPM projects whether students will pass future assessments based on current scores. The document provides details on how VSS and TPM are calculated and used in Texas' accountability system.
Similar to 2012 ard committee training elem, int, ms (20)
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
1. ARD COMMITTEE TRAINING
FOR THE 2012–2013
TEXAS ASSESSMENT PROGRAM
Presented at TETN #14279
August 22, 2012
2. OVERVIEW OF THE
TEXAS ASSESSMENT
PROGRAM
Texas Education Agency's Student Assessment Division 2
3. Who Takes STAAR, STAAR Spanish, STAAR L, STAAR
Modified, or STAAR Alternate?
STAAR, STAAR Spanish, STAAR L, and STAAR Modified
Students who were first enrolled in grade 9 or below in the 2011–2012
school year
For unique situations that don’t fit this guideline, contact TEA’s Student
Assessment Division.
STAAR Alternate
Students in grades 3 and above who have significant cognitive
disabilities and meet the participation requirements for an alternate
assessment based on alternate academic achievement standards will
take STAAR Alternate. TAKS–Alt is no longer available.
Texas Education Agency's Student Assessment Division 3
4. What STAARAssessments Do ELLs Receiving Special
Education Services Take?
STAAR in English
STAAR in Spanish (grades 3-5)
STAAR Modified or STAAR Alternate
STAAR L in English
STAAR L – linguistically accommodated STAAR tests for
eligible ELLs
Available for math, 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
STAAR L participation criteria somewhat different from old
TAKS LAT
Participation criteria available on STAAR L Resources webpage
at http://www.tea.state.tx.us/student.assessment/ell/staarl/
4
5. TELPAS
For ELLs grades K–12
Listening, speaking, reading, writing
Measures annual growth in English language acquisition
In very rare cases ARD committee and LPAC may
determine that student should not be assessed in one or
more domains due to student’s particular disability
More information to be posted in 2012-2013 TELPAS
Decision-Making Guide for LPACS. Posting in the fall at
http://www.tea.state.tx.us/student.assessment/ell/lpac/.
Texas Education Agency's Student Assessment Division 5
7. 7
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
STAAR
TAKS
TAKS
(Accommodated)
Through modified
TEKS-based
instruction
STAAR Modified
TAKS–M
Through
prerequisite skills
STAAR Alternate
8. What does “access” mean?
Access = a means of approach… how a teacher exposes a
student to the grade-level/course TEKS
Texas Education Agency's Student Assessment Division 8
Instructional Focus Instructional
Approach
Instructional
Examples
Instruction covers all of
the required curriculum
Accommodations Extra time, formatting
changes, small group,
manipulatives, spelling
assistance, transcribing
9. Texas Education Agency's Student Assessment Division 9
Instructional Focus Instructional Approach Instructional Examples
Although student is
exposed to all of the
curriculum, IEP goals
may focus on select
student expectations or
address all student
expectations but in a
broad/simplified
manner.
Modifications Deleting extraneous
information, limiting
number of steps in
questions, simplifying
decoding level,
simplifying numbers,
defining difficult
vocabulary
Individual supports and
materials compensate
for the student’s
disability and allow
access to all of the
curriculum.
Prerequisite skills
linked to grade-
level/course curriculum
Performance tasks to
determine mastery at
three varying
complexity levels
10. The First Consideration = General
Assessment
Participation in the general assessment should be the first
consideration when determining the appropriate assessment
for a student.
General assessments in the Texas Assessment Program
STAAR
STAAR Spanish
TAKS
TAKS (Accommodated)
Texas Education Agency's Student Assessment Division 10
11. The First Consideration = the General
Assessment
To determine whether the general assessment is
the most appropriate,
ARD committees must review the student’s
present level of academic achievement and
functional performance (PLAAFP).
Provides a clear understanding of student’s
performance in the grade-level/course TEKS,
including strengths, current areas of need, and
accommodations, modifications, or supports used.
Texas Education Agency's Student Assessment Division 11
12. The First Consideration = the GeneralAssessment
ARD committees must review the student’s instructional plan.
This is the basis for making appropriate assessment decisions.
Provides a clear understanding of how student will access the grade-
level/course curriculum, including accommodations, modifications, or
supports needed.
Texas Education Agency's Student Assessment Division 12
13. The First Consideration = the GeneralAssessment
ARD committees must understand
What statewide assessments are required and
available
Assessed TEKS Readiness vs Supporting
Standards
Design and format of each statewide
assessment
Accommodation policies
Implications of taking a particular statewide
assessment
Texas Education Agency's Student Assessment Division 13
14. 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 posted on
Accommodations Resources web page.
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 participation requirements for one of the
alternate assessments.
Texas Education Agency's Student Assessment Division 14
17. State-Required Documentation Forms
The STAAR Modified and STAAR Alternate Participation
Requirements are state-required documentation forms
that must be completed and retained by the district
when eligibility for either assessment is confirmed. This
document may be filed at the campus level or in the IEP
(although it is not a required part of the IEP).
Texas Education Agency's Student Assessment Division 17
18. State-Required Documentation Forms
The district personnel who completes these forms should be
a member of the ARD committee (e.g., special education
teacher, ARD facilitator, administrator). These forms should
be completed during the ARD committee meeting when
assessment decisions are made.
Texas Education Agency's Student Assessment Division 18
19. Step I: Review the Eligibility Criteria
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
Subjects/courses for which STAAR Modified is not being considered
Subjects that are not tested at the student’s grade or courses that the
student is not enrolled in for the school year under consideration
Texas Education Agency's Student Assessment Division 19
20. Step I: Review the Eligibility Criteria
STAAR Modified
The ARD committee must review each of the three questions
for every subject or course being considered and circle YES
or NO.
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 non-disabled 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?
Texas Education Agency's Student Assessment Division 20
21. Step I: Review the Eligibility Criteria
To be eligible to participate in either STAAR
Modified or STAAR Alternate, the answer to
all of the applicable questions must be
Yes.
If the answer to any of the questions is No, the
student is not eligible to participate in STAAR
Modified/STAAR Alternate and must participate
in one of the other statewide assessments.
Texas Education Agency's Student Assessment Division 21
22. Each Yes answer requires a justification that
references the page number or section of the
IEP that contains evidence that the student
meets the criterion.
Texas Education Agency's Student
22
PLAAFP section PLAAFP section PLAAFP section
23. Step II: Discuss Assurances
If Yes is indicated for all of
the eligibility criteria, the
ARD committee must
discuss the assurances in
Step II and the district
personnel completing the
form must initial each one.
Texas Education Agency's Student Assessment Division 23
24. Step II: Discuss Assurances
When an alternate assessment is selected,
IDEA and The Legal Framework for the Child-
Centered Special Education Process require
ARD committees to document in the IEP:
A statement in the IEP of why student cannot
participate in general assessment with or without
allowable accommodations, AND…
Texas Education Agency's Student Assessment Division 24
25. A statement of why an alternate assessment is
appropriate for student, including evidence from IEP that
confirms that answer to each of the questions for
STAAR Modified is Yes, AND…
A list of testing accommodations consistent with state
accommodation policies posted on Accommodations
Resources webpage
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 is most effective.
For accommodations that require TEA approval through
submission of an Accommodation Request Form,
document “pending TEA approval.”
Texas Education Agency's Student Assessment Division 25
26. Step II: Discuss Assurances
It is not appropriate to make an assessment decision simply
because a student passed or failed a previous statewide
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.
Texas Education Agency's Student Assessment Division 26
27. Step II: Discuss Assurances
ARD committee decisions should be based only on the
educational need of a student.
If a student meets the participation requirements for STAAR
Modified or STAAR Alternate, then he/she should be
administered this assessment.
AYP Caps (2% or 3%) are not a part of the decisions
Texas Education Agency's Student Assessment Division 27
28. Step II: Discuss Assurances
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.
For STAAR Alternate, the ARD committee will focus on evidence
of a significant cognitive disability and how the student accesses
the grade-level or course curriculum. They will rule out students
who have a learning disability and receive modified instruction.
Students taking STAAR Modified or STAAR Alternate may be
receiving instruction in any setting (e.g., inclusion, resource, self-
contained).
Texas Education Agency's Student Assessment Division 28
29. Step II: Discuss Assurances
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 through prerequisite skills from year to year.
Modified instruction and instruction
through prerequisite skills in high
school = MHSP
Texas Education Agency's Student Assessment Division 29
30. Step II: Discuss Assurances
•Students on minimum plan must start
their college journey at a community
college or trade school &
•Students on a minimum plan are not
eligible for some State Financial aide
(TEXAS GRANT)
31. Step II: Discuss Assurances
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.
Texas Education Agency's Student Assessment Division 31
For high school students, these courses
are denoted by a special PEIMS code for
each course required on the MHSP.
32. Step III: Summarize Assessment Decisions
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 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.
The student will take STAAR Alternate for all required subjects or
enrolled high school courses on the MHSP.
Texas Education Agency's Student Assessment Division 32
33. 33
• The ARD committee is required to discuss the
participation requirements, complete the State-Required
Documentation Form, and file it in a designated place (not
a required document in the IEP).
• All assessment information must be communicated to
campus testing coordinator in preparation for statewide
testing.
34. FACTORS TO CONSIDER
WHEN MAKING STATEWIDE
ASSESSMENT DECISIONS
Texas Education Agency's Student Assessment Division 34
35. Student Success Initiative (SSI)
Multiple SSI administrations are listed on the
2012-2013 testing calendar revised June 1,
2012.
http://www.tea.state.tx.us/student.assessment/calendars/
Districts will be notified when updated SSI
material becomes available.
Consideration for special populations will be
included in the new material districts will receive.
Texas Education Agency's Student Assessment Division 35
37. 1. What if the assessment decision made at a previousARD
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.
Texas Education Agency's Student Assessment Division 37
38. 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 ARD committee and LPAC collaboration:
http://ritter.tea.state.tx.us/special.ed/guidance/ardlpac.html
38
39. 3. Can theARD committee recommend assessments
and/or accommodations, regardless of TEA policy?
No. The ARD committee’s statewide 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 statewide assessment, and
could result in the student’s test results being
invalidated.
Texas Education Agency's Student Assessment Division 39
40. 4. Must theARD committee address the STAAR Modified
and STAARAlternate Participation Requirements for all
special education students?
No. The ARD committee should only address these
participation requirements for students for whom
STAAR Modified or STAAR Alternate is being
considered. Most special education students take the
general assessment.
Texas Education Agency's Student Assessment Division 40
41. 5. Is the STAAR Modified science assessment appropriate
for a student when the IEP only addresses reading skills,
with no goals specific to science?
No. The ARD committee is required to confirm that the
“student’s IEP contains standards-based (TEKS-based)
goals indicating the modified content the student
required in order to access the grade-level or course
curriculum.”
Texas Education Agency's Student Assessment Division 41
54. ACCOMMODATION RESOURCES
•When considering an accommodation,
please read the entire page to make
sure you understand the intent
•&
•Ask students for feedback periodically
to see how they feel about the
accommodation