PARTICIPATION GUIDELINES FOR THE CRCT-M – Revised for 2011-12 School Year(CCSS Guidance for completing this form)

Eligibility for the Georgia CRCT-M in grades 3 – 8 is based on a student’s Individualized Education Program (IEP), which reflects an emphasis on curricular instruction of the

Georgia Performance Standards (GPS). In order to guide an IEP team in the participation determination, the criteria below shall be considered for each content area.

  • Each box below must be completed for each subject for which the CRCT-M is considered.

Check “YES” or “NO” for each criterion, based upon evidence clearly defined in the student’s IEP.

Note: If the answer to any of the criteria is “NO,” the student is not eligible to participate in the CRCT-M in that content area and must participate in the general CRCT. All students must participate in the general CRCT in Science and Social Studies.

Reading / English Lang. Arts / Mathematics / Evidence in the IEP clearly shows that:
YES / NO / YES / NO / YES / NO / The student’s disability has precluded the student from achieving grade-level proficiency, as demonstrated by the student’s performance on the previous year’s state-mandated test (i.e., CRCT) in the content area under consideration or another state’s assessment, if appropriate.
What is it about the student’s disability that makes it difficult for the student to learn? Indicate where this is documented in the IEP: Indicate here that the documentation is on the CRCT-M Documentation form.
Instructions for completing Section I.
  • Review and document 2010-11 state assessment scores.
  • Document that the student did not meet expectations in thecontent area(s) of Reading, English/Language Arts, and/or Math on the previous year’s CRCT (including the retest).
  • To determine if the CRCT-M may be appropriate, discuss and document possible reasons the student did not meet expectations.
  • Document the history of the student’s CRCT scores. Has the student not met expectations for multiple years?
  • Discuss the student’s disability and how it interferes with his/her ability to show what he/she has learned.
  • Discuss the disability’s impact per content area: A student may have a disability that interacts with a subject area, such as math. This interaction may impede the student’s rate of learning in that subject, as well as his or her ability to demonstrate what he or she has learned as a result of instruction.
  • Enter this information on the CRCT-M Documentation form and attach it, along with the Participation Guidelines for the CRCT-M form, to the IEP.
  • See attached example.

YES / NO / YES / NO / YES / NO / The student’s progress to date in response to appropriate instruction, including special education and related services designed to address the student’s individual needs, is such that, even if significant growth occurs, the IEP team is reasonably certain that the student will not achieve grade-level proficiency within the year covered by the student’s IEP. The determination of the student’s progress has been based on multiple measurements (i.e. benchmarks, unit assessments, progress monitoring, etc.), that are valid for the content area under consideration and that have been collected over a period of time. Indicate where this information is documented in the IEP: Indicate here that the documentation is on the CRCT-M Documentation Form.
Instructions for completing Section II.
  • Review and document other assessments in the present level of performance.
  • Include multiple measurements (progress monitoring data, GRASP, benchmarks, etc.)
  • Valid measurements – Are the assessments a valid measure of progress toward achievement of the grade level standard for that content area?
  • Has the data been collected over a sufficient period of time?
  • Based on the progress the student has shown on these measurements, is the IEP team reasonably certain that the student will not achieve grade-level proficiency this year?
  • Enter this information on the CRCT-M Documentation form, and attach it and the Participation Guidelines for the CRCT-M form, to the IEP.
  • See attached example.

YES / NO / YES / NO / YES / NO / For each content area under consideration, the student has access to and instruction in the GPS for the grade in which the student is enrolled. The student’s IEP includes goals that: 1) are related to the content area under consideration; 2) support access to the grade level content standards; and 3) are designed to promote the student’s progress in the content area GPS. Indicate where this information is documented in the IEP: Indicate here that the documentation can be found on the CRCT-MDocumentation Form.
  • For the area under consideration, describe how the student is receiving access to and instruction in the GPS for his/her grade level.
  • Review the IEP
  • Are there goals related to the content area?
  • Do those goals provide access to the grade-level content?
  • Are the goals designed to promote progress in that grade-level GPS content?
  • What types of teaching strategies and research-based interventions have been provided?
  • Enter this information on the CRCT-M Documentation form and attach it, along with the Participation Guidelines for the CRCT-M form, to the IEP.
  • See attached example.

YES / NO / YES / NO / YES / NO / For each content area under consideration, in the previous year the student:
did not meet the standard for the state-mandated test (CRCT) (including retest) or was not proficient on another state’s assessment) OR
reached established or extending progress on the GAA OR
achieved the advanced performance level of “Basic Proficiency” on the Georgia CRCT-M, has been evaluated for returning to the general
CRCT, but it has been determined through other evidence, as documented in the IEP, that the student should remain on the CRCT-M OR
did not meet grade-level expectations in grade 1 or 2 on other valid assessments (such as benchmarks, unit assessments, etc.); applicable
For entering third-grade students only.

Check “ASSURED” for each of the following statements. If assurance cannot be checked, the student is NOT eligible to participate in the CRCT-M.

The decision to participate in the CRCT-M is NOT based on: In this section, the team assures that the decision to take the CRCT-M was not based on any of the following. While one of the statements may pertain to a particular student, it may not be the determining factor in this assessment decision.

ASSURED / The amount of time the student has received special education services. Even though a decision cannot be based on the amount of time a student has received special education, the team will have only a limited amount of information to consider for a recently placed student. That student may be able to demonstrate GPS proficiency on the CRCT as a result of special education supports and services.
The following statements should be considered in the same manner. The team may consider the impact that the particular factor has had on the student, but the decision to participate in the CRCT-M may not be based on that factor.
ASSURED / Excessive or extended absences.
ASSURED / Language, cultural, or economic differences.
ASSURED / A specific eligibility or combination of disabilities (i.e., deafness/blindness, visual, auditory, and/or motor disabilities), but rather the student’s inability to appropriately demonstrate their knowledge of the Georgia Performance Standards.
ASSURED / An administrative decision made outside of the IEP team’s discussion of these participation criteria.

Final Decision: Based on information that has been reviewed and documented by the IEP Team, the student is eligible to participate in the CRCT-M for:

Reading: Yes No English Language Arts: Yes No Mathematics: Yes No

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Date:______Student Name: ______