Present competencies/level of academic achievement, and/or achievement of IEP goals: (i.e. what are current functioning levels?
2) History and degree to which IEP requirements reflect academic preparation for the TAKS: (i.e. did student have access to general curriculum (TEKS)? Was student taught TAAS/TAKS test objectives?). 3) Current modifications in instruction and/or assessment required by IEP (With appropriate accommodations, would the assessment appropriately measure the student’s progress?). Are there instructional accommodations routinely employed for instruction and allowed by TAKS? The ARD committee should carefully consider the information and only recommend exemption or SDAA if the student has truly not been taught most of the objectives tested and if taking the assessment, even with appropriate accommodations, would cause significant emotional distress to the student. Blanket exemptions or SDAA decisions are never recommended. The committee should consider each tested area separately in making the decision for each student.
Related Questions
- What is meant by the requirement to include goals based on grade level in the IEP of students in order for them to participate in the modified assessment coming in Spring of 2010?
- Do I have to write a goal for every need identified in the Present Level of Academic Achievement and Functional Performance?
- Present competencies/level of academic achievement, and/or achievement of IEP goals: (i.e. what are current functioning levels?
