STATE AND DISTRICTWIDE ASSESSMENTS  
 
Authorities: 34 C.F.R. Parts 200, 300;  Texas Education Code;  19 T.A.C. Chapters 89, 101
 
 
 
FEDERAL AND STATE REQUIREMENTS CITATIONS
PARTICIPATION IN STATE AND DISTRICTWIDE ASSESSMENTS


P All children with disabilities are included in all general state and districtwide assessment programs, including assessments described under the Elementary and Secondary Education Act, with appropriate accommodations and alternate assessments where necessary and as indicated in their respective individualized education programs (IEPs). 300.160(a)

ACCOMMODATION GUIDELINES


P The Texas Education Agency (TEA) (or, a local educational agency (LEA) in the case of a districtwide assessment) must develop guidelines for the provision of appropriate accommodations. 300.160(b)(1)

P The TEA's (or, in the case of a districtwide assessment, the LEA's) guidelines must: 300.160(b)(2)

P
  • Identify only those accommodations for each assessment that do not invalidate the score; and 
300.160(b)(2)(i)

P
  • Instruct the admission, review, and dismissal (ARD) committee to select, for each assessment, only those accommodations that do not invalidate the score. 
300.160(b)(2)(ii)

ALTERNATE ASSESSMENTS


P The TEA (or, in the case of a districtwide assessment, an LEA) must develop and implement alternate assessments and guidelines for the participation of children with disabilities in alternate assessments for those children who cannot participate in general assessments, even with accommodations, as indicated in their respective IEPs. 300.160(c)
200.1(d)
TEC 39.023(b)

P The TEA (or, in the case of a districtwide assessment, an LEA) must provide the ARD committee with a clear explanation of the differences between assessments based on grade-level academic achievement standards and those based on alternate academic achievement standards, including any effects of the TEA or LEA policies on the child's education resulting from taking an alternate assessment based on alternate academic achievement standards (such as whether only satisfactory performance on a general assessment would qualify a child for a regular high school diploma).  300.160(d)

P The TEA (or, in the case of a districtwide assessment, an LEA) must ensure that parents of children selected to be assessed with an alternate state or districtwide assessment are informed that their child's achievement will be measured based on alternate academic achievement standards. 300.160(e)
200.1(f)(4)

ASSESSMENT REQUIREMENTS FOR GRADUATION


D For the child in grades 9-12, the ARD committee must determine whether the child is required to achieve satisfactory performance on the end-of-course assessment instruments to receive a high school diploma.
TEC 39.025(a-4)
101.3023(a)

IEP DOCUMENTATION


D The ARD committee must include a statement in the child's IEP of the individualized appropriate and allowable accommodations that are necessary to measure the academic achievement and functional performance of the child on any state or districtwide assessment. 89.1055(b)
101.3013(b)
TEC 39.023(a)-(c)
300.320(a)(6)(i)

D If the ARD committee determines that the child must take an alternate assessment on a particular state or districtwide assessment, the IEP must include a statement of why: 89.1055(b)
300.320(a)(6)(ii)

D
  • The child cannot participate in the general assessment; and
89.1055(b)(1)
300.320(a)(6)(ii)(A)

D
  • The particular alternate assessment selected is appropriate for the child.
89.1055(b)(2)
300.320(a)(6)(ii)(B)

P For the English language learner (ELL), the ARD committee in conjunction with the language proficiency assessment committee (LPAC) must: 101.1005

D
  • Select the appropriate assessments;
101.1005(a)

D
  • Document the decisions and justifications in the child's IEP; and
101.1005(a)

D
  • Determine and document any allowable testing accommodations.
101.1005(e)

ANNUAL ASSESSMENT OF ENGLISH LANGUAGE PROFICIENCY FOR THE ELL


P The LEA must annually administer state-identified English language proficiency assessments to the child with limited English proficiency who is in kindergarten through grade 12 in the areas of listening, speaking, reading, and writing. 101.1003(a)

P In rare cases, the ARD committee in conjunction with the LPAC may determine that it is not appropriate for an ELL who receives special education services to participate in an English language proficiency assessment for reasons associated with the child's particular disability. 101.1003(b)

D If the ARD committee and the LPAC determine that it is not appropriate for the child to participate in an English language proficiency assessment for reasons associated with the child's particular disability, the ARD committee must document the decisions and justifications in the child's IEP. 101.1003(b)

D For the ELL who receives special education services, the ARD committee in conjunction with the LPAC must determine the need for allowable testing accommodations. 101.1003(c)

 
 
Last Updated: Tuesday, April 11, 2017