STATE AND DISTRICTWIDE ASSESSMENTS

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EVALUACIONES DE ESTADO Y DE DISTRITO

Authorities: 34 Code of Federal Regulations (CFR) Parts 200, 300; Texas Education Code (TEC); 19 Texas Administrative Code (TAC) Chapters 74, 89, 101

	REQUISITOS FEDERALES Y ESTATALES
	PARTICIPACIÓN EN EVALUACIONES DE ESTADO Y DE DISTRITO
Práctica	Todos los niños con discapacidades están incluidos en los programas de evaluación generales de estado y de distrito, que incluye evaluaciones descritas bajo la Ley de Educación Primaria y Secundaria (ESEA), con acomodaciones apropiadas y evaluaciones alternativas cuando es necesario y como es indicado en sus respectivos programas de educación individualizada (IEPs). Citas: 34 CFR 300.160(a)
	PAUTAS DE ACOMODACIÓN
Práctica	La Agencia de Educación de Texas (TEA), o en el caso de una evaluación de distrito, la agencia de educación local (LEA), desarrollará pautas para la provisión de acomodaciones apropiadas. Citas: 34 CFR 300.160(b)(1)
Práctica	Las pautas de la TEA, o en el caso de evaluaciones de distrito, las pautas de la LEA: Citas: 34 CFR 300.160(b)(2)
Práctica	Identificarán únicamente esas acomodaciones para cada evaluación que no invalidan la calificación; y Citas: 34 CFR 300.160(b)(2)(i)
Práctica	Instruirán al COMITÉ DE ADMISIÓN, REPASO, Y RETIRO seleccionar, para cada evaluación, únicamente esas acomodaciones que no invaliden la calificación. Citas: 34 CFR 300.160(b)(2)(ii)
Documentación	Un COMITÉ DE ADMISIÓN, REPASO, Y RETIRO puede determinar que la administración de un instrumento de evaluación en formato de papel es una modificación necesaria para un niño, sin tener en cuenta el máximo número de instrumentos de evaluación en formato de papel permitido por la TEA. Citas: TEC 39.02342(c)
	EVALUACIONES ALTERNATIVAS
Práctica	Si la TEA ha adoptado estándares alternativos de logro académico para niños con las más significantes discapacidades cognitivas como es permitido por la ESEA, la TEA o, en el caso de una evaluación de distrito, una LEA, desarrollará e implementará evaluaciones alternativas y pautas para la participación de esos niños con discapacidades que no pueden participar en evaluaciones generales, hasta con acomodaciones, como indicado en sus respectivos IEPs. Citas: TEC 39.023(b) 34 CFR 200.1(d) 34 CFR 300.160(c)(1)
Práctica	Evaluaciones alternativas y pautas: Citas: 34 CFR 300.160(c)(2)
Práctica	Estarán alineadas con estándares difíciles estatales de contenido académico y estándares de logro académico alternativos bajo la ESEA; y Citas: 34 CFR 300.160(c)(2)(i)
Práctica	Medirán el logro de niños con discapacidades que son niños con las más significantes discapacidades cognitivas contra esos estándares. Citas: 34 CFR 300.160(c)(2)(ii)
Práctica	La TEA, o en el caso de una evaluación de distrito, la LEA: Citas: 34 CFR 300.160(d)
Práctica	Proporcionará al comité de admisión, repaso, y retiro (ARD) una clara explicación de las diferencias entre evaluaciones basadas en estándares de logro académico de nivel de grado y esas basadas en estándares alternativos de logro académico, que incluyen cualquier efecto de las políticas de la TEA o LEA en la educación del niño que resulta de tomar evaluaciones alternativas basadas en estándares de logro académico alternativos, tal como la participación en tales evaluaciones puede demorar o de otra manera afectar al niño de completar los requisitos para un diploma regular de preparatoria; y Citas: 34 CFR 300.160(d)(1)
Práctica	No impedirá al niño que toma una evaluación alternativa alineada con estándares alternativos de logro académico de tratar de completar los requisitos para un diploma regular de preparatoria. Citas: 34 CFR 300.160(d)(2)
Práctica	La TEA, o en el caso de una evaluación de distrito, la LEA, asegurará que padres de niños seleccionados para ser evaluados con una evaluación alternativa de estado o una evaluación de distrito sean informados: Citas: 34 CFR 300.160(e)
Práctica	Que el logro de su niño será medido basado en estándares de logro académico alternativos; y Citas: 34 CFR 300.160(e)
Práctica	Cómo la participación en tales evaluaciones puede demorar o de otra manera afectar al niño de completar los requisitos para un diploma regular de preparatoria. Citas: 34 CFR 300.160(e) 200.2(e)
	REQUISITOS DE EVALUACIÓN PARA GRADUACIÓN
Documentación	Para el niño en grados 9-12, el comité de ARD determinará si el niño es requerido lograr desempeño satisfactorio en los instrumentos de evaluación de final de curso para recibir un diploma de preparatoria. Citas: TAC 101.3023(a) TAC 74.1025(n) TEC 39.025(a-4)
	DOCUMENTACIÓN EN IEP
Documentación	El comité de ARD incluirá una declaración en el IEP del niño de las acomodaciones permitidas apropiadas individualizadas que son necesarias para medir logro académico y desempeño funcional del niño en cualquier evaluación de estado o distrito. Citas: TAC 89.1055(b) TAC 101.3013(b) TEC 39.023(a)-(c) 300.320(a)(6)(i)
Documentación	Si el comité de ARD determina que el niño tomará una evaluación alternativa en una evaluación particular de estado o distrito, los siguientes requisitos deben ser llenados: Citas: TAC 89.1055(d) 300.320(a)(6)(ii)
Documentación	El IEP debe incluir una declaración que explica: Citas: TAC 89.1055(d)(1)
Documentación	Por qué el niño no puede participar en la evaluación general; y Citas: TAC 89.1055(d)(1)(A) 300.320(a)(6)(ii)(A)
Documentación	La evaluación alternativa particular seleccionada es apropiada para el niño. Citas: TAC 89.1055(d)(1)(B) 300.320(a)(6)(ii)(B)
Documentación	El formulario de la TEA de requisitos de participación en evaluación alternativa, si se le ha proporcionado a distritos escolares, debe ser incluida en el IEP del niño para documentar la declaración requerida bajo esta subsección. Citas: TAC 89.1055(d)(2)
Práctica	Para el bilingüe emergente, el comité de ARD junto con el comité de evaluación de dominio de lenguaje (LPAC) deberá: Citas: TAC 89.1203(8) TAC 101.1005
Documentación	Seleccionar las evaluaciones apropiadas; Citas: TAC 101.1005(a)
Documentación	Documentar las decisiones y justificaciones en el IEP del niño; y Citas: TAC 101.1005(a)
Documentación	Determinar y documentar cualquier acomodación de evaluación permitida. Citas: TAC 101.1005(e)
	EVALUACIÓN ANUAL DE UN BILINGÜE EMERGENTE
Práctica	La LEA administrará anualmente evaluaciones de dominio de lenguaje identificadas por el estado a un bilingüe emergente que está en kindergarten hasta el grado 12 en las áreas de escuchar, hablar, leer, y escribir. Citas: TAC 89.1203(8) TAC 101.1003(a)
Práctica	En casos raros, el comité de ARD junto con el LPAC pueden determinar que no es apropiado para un bilingüe emergente que recibe servicios de educación especial participar en las evaluaciones generales de dominio de lenguaje en inglés por razones asociadas con la discapacidad particular del niño. Citas: TAC 101.1003(b)
Documentación	Un niño con las discapacidades más significantes cognitivas que no puede participar en la evaluación general de dominio del lenguaje en inglés, hasta con acomodaciones permitidas, participará en la evaluación alternativa del dominio del lenguaje en inglés. Citas: TAC 101.1003(b)(1)
Documentación	Si el comité de ARD y el LPAC determinan que no es apropiado para el niño participar en la evaluación general de dominio de lenguaje en inglés por razones asociadas con la discapacidad particular del niño, el comité de ARD documentará las decisiones y justificaciones en el IEP del niño. Citas: TAC 101.1003(b)(2)
Documentación	Para el bilingüe emergente que recibe servicios de educación especial, el comité de ARD junto con el LPAC determinarán la necesidad de acomodaciones permitidas de evaluación. Citas: TAC 101.1003(c)

Ultima Vez actualizada : Tue, Jan 21, 2025

Name	Last Updated On

IMPORTANT NOTE: Please contact the LEA for most current operating procedures.

Name	Last Updated On

Texas Education Code § 39.023. Adoption and Administration of Instruments.

(a) In creating and implementing the instructionally supportive assessment program under Section 39.022, the agency shall adopt or develop appropriate

beginning-of-year, middle-of-year, and end-of-year assessment instruments designed to assess essential knowledge and skills in reading language arts, mathematics,

social studies, and science. Except as provided by Subsection (a-2), all students, other than students assessed under Subsection (b) or (l) or exempted under

Section 39.027, shall be assessed in:

(1) mathematics, annually in grades three through eight;

(2) reading language arts, annually in grades three through eight;

(3) social studies, in grade eight;

(4) science, in grades five and eight; and

(5) any other subject and grade required by federal law.

(a-1) Repealed by Acts 2025, 89th Leg., 2nd C.S., Ch. 6 (H.B. 8), Sec. 1.012(1), eff. December 4, 2025.

(a-2) Except as required by federal law, a student is not required to be assessed in a subject otherwise assessed at the student's grade level under Subsection (a) if the

student:

(1) is enrolled in a course in the subject intended for students above the student's grade level and will be administered an assessment instrument adopted or

developed under Subsection (a) that aligns with the curriculum for the course in which the student is enrolled; or

(2) is enrolled in a course in the subject for which the student will receive high school academic credit and will be administered an end-of-course assessment

instrument adopted under Subsection (c) for the course.

(a-3) The agency may not adopt or develop an assessment instrument under this section based on common core state standards as defined by Section 28.002(b-1). This

subsection does not prohibit the use of college advanced placement tests or international baccalaureate examinations as those terms are defined by Section 28.051.

(a-4) Repealed by Acts 2025, 89th Leg., 2nd C.S., Ch. 6 (H.B. 8), Sec. 1.012(1), eff. December 4, 2025.

(a-5)-(a-10) Expired.

(a-11) Repealed by Acts 2025, 89th Leg., 2nd C.S., Ch. 6 (H.B. 8), Sec. 1.012(1), eff. December 4, 2025.

(a-12) Repealed by Acts 2025, 89th Leg., 2nd C.S., Ch. 6 (H.B. 8), Sec. 1.012(1), eff. December 4, 2025.

(a-13) Repealed by Acts 2025, 89th Leg., 2nd C.S., Ch. 6 (H.B. 8), Sec. 1.012(1), eff. December 4, 2025.

(a-14) Repealed by Acts 2025, 89th Leg., 2nd C.S., Ch. 6 (H.B. 8), Sec. 1.012(1), eff. December 4, 2025.

(a-15) Repealed by Acts 2025, 89th Leg., 2nd C.S., Ch. 6 (H.B. 8), Sec. 1.012(1), eff. December 4, 2025.

(a-16) An assessment instrument under this section may not be administered to a kindergarten student except for the purpose of determining whether the student is

entitled to the benefit of the Foundation School Program as provided under this code.

(b) The agency shall develop or adopt appropriate criterion-referenced alternative assessment instruments to be administered to each student in a special education

program under Subchapter A, Chapter 29, who has been identified as having a significant cognitive disability and for whom an end-of-year assessment instrument

adopted or developed under Subsection (a) or an end-of-course assessment instrument adopted or developed under Subsection (c), even with allowable

accommodations, would not provide an appropriate measure of student achievement, as determined by agency guidelines and the student's admission, review, and

dismissal committee. The agency may not adopt a performance standard that indicates that a student's performance on the alternate assessment does not meet

standards if the lowest level of the assessment accurately represents the student's developmental level as determined by the student's admission, review, and

dismissal committee. A student determined to be eligible to be administered an alternative assessment instrument under this subsection is exempt from the

administration of a beginning-of-year or middle-of-year assessment instrument adopted or developed under Subsection (a) or (c).

(b-1) Repealed by Acts 2025, 89th Leg., 2nd C.S., Ch. 6 (H.B. 8), Sec. 1.012(1), eff. December 4, 2025.

(c) The agency shall also adopt or develop end-of-course assessment instruments for secondary-level courses in Algebra I, biology, English I, and United States history

and provide for the availability of optional beginning-of-year and middle-of-year assessment instruments for those courses. The Algebra I end-of-course assessment

instrument must be administered with the aid of technology, but may include one or more parts that prohibit the use of technology. The English I end-of-course

assessment instrument must assess essential knowledge and skills in both reading and writing and must provide a single score.

(c-1) Repealed by Acts 2025, 89th Leg., 2nd C.S., Ch. 6 (H.B. 8), Sec. 1.012(1), eff. December 4, 2025.

(c-2) The agency may adopt end-of-course assessment instruments for courses not listed in Subsection (c). A student's performance on an end-of-course assessment

instrument adopted under this subsection is not subject to the performance requirements established under Subsection (c) or Section 39.025.

(c-3) Repealed by Acts 2025, 89th Leg., 2nd C.S., Ch. 6 (H.B. 8), Sec. 1.012(1), eff. December 4, 2025.

(c-4) To the extent practicable and subject to Section 39.024, the agency shall ensure that each end-of-course assessment instrument adopted under Subsection (c) is:

(1) developed in a manner that measures a student's performance under the college readiness standards established under Section 28.008; and

(2) validated by national postsecondary education experts for college readiness content and performance standards.

(c-5) A student's performance on an end-of-course assessment instrument required under Subsection (c) must be included in the student's academic achievement record.

(c-6) Repealed by Acts 2025, 89th Leg., 2nd C.S., Ch. 6 (H.B. 8), Sec. 1.012(1), eff. December 4, 2025.

(c-7) Repealed by Acts 2025, 89th Leg., 2nd C.S., Ch. 6 (H.B. 8), Sec. 1.012(1), eff. December 4, 2025.

(c-8) Repealed by Acts 2025, 89th Leg., 2nd C.S., Ch. 6 (H.B. 8), Sec. 1.012(1), eff. December 4, 2025.

(c-9) The United States history end-of-course assessment instrument adopted under Subsection (c) must include 10 questions randomly selected by the agency from the

civics test administered by the United States Citizenship and Immigration Services as part of the naturalization process under the federal Immigration and

Nationality Act (8 U.S.C. Section 1101 et seq.). The agency shall:

(1) ensure that the questions included in the assessment instrument align with the essential knowledge and skills adopted for the United States history course for

which the instrument is administered; and

(2) annually issue a report:

(A) providing the questions included in the assessment instrument under this subsection and the answers to those questions; and

(B) detailing student performance on the questions included in the assessment instrument under this subsection, both statewide and disaggregated by school

district and campus.

(c-10) Repealed by Acts 2025, 89th Leg., 2nd C.S., Ch. 6 (H.B. 8), Sec. 1.012(1), eff. December 4, 2025.

...

Last Amended: 89th Leg., 2nd C.S., Ch. 6 (H.B. 8), Sec. 1.012(1), eff. December 4, 2025.

Entered: February 9, 2026

19 Texas Administrative Code § 101.1005. Assessments of Achievement in Academic Content Areas and Courses.

(a) The language proficiency assessment committee (LPAC) shall select the appropriate assessment option for each emergent bilingual (EB) student in Grade 3 or higher in accordance with this subchapter. For each EB student who receives special education services, the student's admission, review, and dismissal (ARD) committee in conjunction with the student's LPAC shall select the appropriate assessments. The LPAC shall document the decisions and justifications in the student's permanent record file, and the ARD committee shall document the decisions and justifications in the student's individualized education program. Assessment decisions shall be made on an individual student basis and in accordance with administrative procedures established by the Texas Education Agency (TEA).

(b) Except as provided by subsection (c) of this section, an EB student shall participate in the Grades 3-8 and end-of-course assessments, with or without allowable testing accommodations, as required by Texas Education Code (TEC), §39.023(a) and (c). Except as specified in paragraphs (1) and (2) of this subsection, an EB student shall be administered the general form of the English-version state assessment.

(1) An EB student in Grades 3-5 may be administered the Spanish-version state assessment, with or without allowable testing accommodations, if the assessment in Spanish is the most appropriate measure of the student's academic progress, in accordance with TEC, §39.023(l).

(2) An EB student in Grade 3 or higher who receives special education services based on the most significant cognitive disabilities may be administered an alternate assessment instrument based on alternative achievement standards, in accordance with TEC, §39.023(b), if the student meets the participation requirements.

(c) In accordance with TEC, §39.027(a), an unschooled asylee or refugee who meets the criteria of paragraphs (1)-(3) of this subsection shall be granted an exemption from an administration of an assessment instrument under TEC, §39.023(a), (b), or (l). This exemption will only apply during the school year an unschooled asylee or refugee is first enrolled in a U.S. public school. An unschooled asylee or refugee is a student who:

(1) enrolled in a U.S. school as an asylee as defined by 45 Code of Federal Regulations §400.41 or a refugee as defined by 8 United States Code §1101;

(2) has a Form I-94 Arrival/Departure record, or a successor document, issued by the United States Citizenship and Immigration Services that is stamped with "Asylee," "Refugee," or "Asylum"; and

(3) as a result of inadequate schooling outside the United States, lacks the necessary foundation in the essential knowledge and skills of the curriculum prescribed under TEC, §28.002, as determined by the LPAC.

(d) For purposes of LPAC determinations in subsection (c) of this section, inadequate schooling outside the United States is defined as little or no formal schooling outside the United States such that the asylee or refugee lacked basic literacy in his or her primary language upon enrollment in school in the United States.

(e) The LPAC shall, in conjunction with the ARD committee if the EB student is receiving special education services under TEC, Chapter 29, Subchapter A, determine and document any allowable testing accommodations for assessments under this section in accordance with administrative procedures established by TEA.

(f) School districts may administer the assessment of academic skills in Spanish to a student who is not identified as an EB student but who participates in a bilingual program if the LPAC determines the assessment in Spanish to be the most appropriate measure of the student's academic progress.

Last Amended: September 24, 2024, 49 TexReg 7635
Entered: January 29, 2026