Fillable 2019 TELPAS Alt Part Req Forms FORWEB TELPAS ALTERNATE PARTICIPATION REQUIREMENTS

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2019 TELPAS Alt Part Req Forms FORWEB TELPAS ALTERNATE PARTICIPATION REQUIREMENTS

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State-Required Form
—
ALTERNATE
—
Texas English Language
Proficiency Assessment System
Alternate
TELPAS ALTERNATE PARTICIPATION REQUIREMENTS
Student Name___________________________________________________________ Grade __________ Date ___________
Name of District Personnel Completing Form________________________________ Position _________________________
This document is intended to guide the admission, review, and dismissal (ARD) committee, in conjunction with the
language proficiency assessment committee (LPAC), when determining the appropriate English language proficiency
assessment to administer to English learners (ELs) in grades 2–12.
Grade 2
If TELPAS Alternate is being considered for a student’s grade 2 year, the ARD committee, in conjunction with the LPAC,
must review questions 1–6 below and select Yes or No as it applies to the student. Each Yes answer requires
justification that contains evidence that the student meets the criterion. To be eligible to participate in TELPAS
Alternate, the answer to questions 1–6 must be Yes. If the answer to any one of the questions is No, the student must
be assessed with TELPAS.
If the ARD committee determined that the student met eligibility criteria for TELPAS Alternate and also qualifies for
“No Authentic Academic Response” or a “Medical Exception,” the student will not be required to participate in the
administration of TELPAS Alternate.
Grades 3–12
If a student entering grades 3–12 has been identified in PEIMS as limited English proficient (LEP), and the ARD
committee has followed state guidelines to determine the student’s participation in STAAR Alternate 2, the student
will be assessed with TELPAS Alternate. The STAAR Alternate 2 participation requirements satisfy guidelines for these
students, so questions 1–6 below do not need to be answered.
If the ARD committee determined that the student met eligibility criteria for STAAR Alternate 2 and also qualifies for
“No Authentic Academic Response” or a “Medical Exception,” the student will not be required to participate in the
administration of TELPAS Alternate.
1. Is the student identified in PEIMS as LEP? ❍ Yes ❍ No
2. Does the student have a significant cognitive disability? ❍ Yes ❍ No
• A determination of significant cognitive disability is made by the ARD
committee and must be based on the student’s most recent full and
individual evaluation (FIE) conducted by the multidisciplinary team that
includes a licensed specialist in school psychology (LSSP), educational
diagnostician, or other appropriately certified or licensed practitioner
with experience and training in the area of the disability. AND
• Results from the FIE must indicate a deficit in the student’s ability to plan,
comprehend, and reason. FIE results must also indicate adaptive behavior
deficits that limit a student’s ability to apply social and practical skills such
as personal care, social problem-solving skills, dressing and eating, using
money, and other functional skills across life domains. It is unlikely to see
these types of results in an FIE of a student with a high-incidence
disability only, such as a specific learning disability or speech impairment.
Enter justification that must include data
from the FIE as evidenced by intellectual
and adaptive evaluation information:
3. Does the student require specialized, extensive supports to access the ❍ Yes ❍ No
grade-level curriculum and environment?
• Federal regulations mandate that all students have access to grade-level
curriculum. A student with a significant cognitive disability requires
extensive, repeated, specialized supports and materials beyond the
support typical peers require. The student uses substantially modified
materials to access information in alternate ways to acquire, maintain,
generalize, demonstrate and transfer skills across all settings. AND
• A student with a significant cognitive disability demonstrates adaptive
behaviors that are significantly impaired. This most likely will impact the
student’s ability to live independently and will require specialized
supports for the student to function safely in daily life across all life
domains, not just the school environment.
Enter justification that must include data
from the EL’s individualized education
program (IEP), progress monitoring, and/or
the FIE:
Copyright © 2018, Texas Education Agency. All rights reserved. Page 1 of 2
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limit.
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Student Name___________________________________________________________ Grade __________ Date ___________
4. Does the student require intensive, individualized instruction in all instructional settings? ❍ Yes ❍ No
• A student with a significant cognitive disability requires a highly
specialized, individualized curriculum linked to functional and academic
IEP goals and objectives. AND
• A student with a significant cognitive disability requires classroom
assessments administered in alternate or non-traditional methods to
demonstrate acquisition, maintenance, and generalization of discrete
skills across academic settings. AND
• A student with a significant cognitive disability requires individualized
instruction that is neither temporary nor limited to specific content areas.
Enter justification that must include
data from the EL’s IEP, progress
monitoring, and/or the FIE:
5. Does the student access and participate in the grade-level TEKS through prerequisite skills? ❍ Yes ❍ No
A student with a significant cognitive disability requires a highly
specialized educational program with intensive supports and modifications
to the curriculum to access the Texas Essential Knowledge and Skills (TEKS)
through prerequisite skills that are significantly below grade-level
instruction. For instance, an elementary student may be 3–4 levels below
grade-level instruction while a student in high school may be 7–9 levels
below.
Enter justification that must include
data from the EL’s IEP, progress
monitoring, and/or the FIE:
6. Is the assessment determination based on the student’s significant cognitive disability and ❍ Yes ❍ No
English learner status and NOT on extenuating factors?
The decision to administer TELPAS Alternate is NOT based on a student’s
racial or economic background, excessive or extended absences, location of
service delivery, anticipated disruptive behavior or emotional distress, or
any other such factors.
Enter justification that must include
data from the EL’s IEP, progress
monitoring, and/or the FIE:
Step II: Discuss Assurances
If Yes is indicated for all six eligibility criteria, the ARD committee, in conjunction with the LPAC, must discuss the following
assurances. All assurances must be initialed by district personnel for the EL to participate in TELPAS Alternate.
______ Under 34 Code of Federal Regulations (CFR) §300.320(a)(6) and 19 Texas Administrative Code (TAC)§89.1055(b), if the ARD
committee, in conjunction with the LPAC, determines that the student will take an alternate assessment, the IEP must
provide a statement of why the student cannot participate in the general assessment (TELPAS) with or without allowable
accommodations, and why the alternate assessment is appropriate for the student, including that all six eligibility criteria are
met.
______ If the ARD committee, in conjunction with the LPAC, determines that the student will take TELPAS Alternate, justification
that is based on the information in this form and the student’s individual allowable accommodations must be documented in
the student’s IEP and appropriate LPAC documentation.
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2019 TELPAS Alt Part Req Forms FORWEB TELPAS ALTERNATE PARTICIPATION REQUIREMENTS

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Completed 11 February 2020

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