State Assessment and
Goal Setting/Attainment Policy for Adult Education

Effective Date – July 1, 2011
Revised April 1, 2011

II. General Assessment Requirements

A. Students to be Assessed

All students in the state adult education program will be assessed with the state-designated assessments listed below, and all tested students are included in the state’s NRS data submission.  Programs may not decide program-wide to test in one subject area.  Each student determines his/her needs.  The only exception to the rule of administering all sub-tests in the approved assessment instrument group is if an individual student specifically requests to study one area as determined in the student’s goal-setting activities. 

A pre-assessment establishes the baseline, or the educational functioning level, for the student.  A post-assessment is the progress assessment that determines if a student completes the level or remains in the same level. 

The educational functioning level must be established before the student begins instruction.  Programs are required to provide a new student orientation where new students are provided a program overview, goal-setting activities, and assessment.  Generally, student orientation is between 6 and 12 hours and may take place over several days.  The pre-assessment may be administered during orientation. If all sub-tests are not administered during the orientation period or before the first contact hour, programs may administer additional sub-tests up to 14 days after the first day of instruction.  All tests considered for EFL placement must be administered within 30 days of each other. (See Domain of Significance (DOS) in Glossary for examples.)  Returning students may have post-assessments from the previous year rolled forward as a pre-assessment or baseline for the new program year, or the program may administer a new pre- assessment to determine the EFL.  It is highly recommended that students be re-assessed if their scores rolled forward from the previous program year are more than 120 days old.  Original score sheets from tests and/or electronic score reports with results of students’ pre and post test scores must be stored and/or backed up on appropriate media or printed out and filed in hard copy and be made available for local, state and federal audit purposes.

B. Required Training and Assessments Permitted

All programs must have at least one certified trained test administrator for the Basic English Skills Test (BEST), -have one person complete the training provided by CTB McGraw-Hill guidance or the GREAT Centers for the Test of Adult Basic Education (TABE) on staff or have arrangements with a certified trained TABE test administrator to provide this service for your program and have one person complete the online or face-to-face training provided by Wonderlic Inc. for the General Assessment of Instructional Needs (GAIN) or have arrangements with a certified trained GAIN test administrator to provide this service for your program. Training for GAIN is available by contacting the publisher toll free at 1-877-605-9496 or emailing corporate instructors at training@wonderlic.com.  To find certified test administration trainer, contact the GREAT Center in each region by calling the Texas Centered for the Advancement of Literacy and Learning (TCALL) at 1-800-441-READ (1-800-441-7323). To view the calendar of assessment trainings in the regions or to find the GREAT Center websites, go to the follow link: http://www-tcall.tamu.edu/calendars.htm. To learn more about becoming a certified test administrator contact the GREAT Center in your region. The following link is for the GREAT Center web sites: http://www-tcall.tamu.edu/texasLearns/tLGreat.htm

Approved assessments in Texas are:

  • Test of Adult Basic Education (TABE) (Reading, Language, and Math)
  • General Assessment of Instructional Needs (GAIN) (English/Reading and Mathematics)
  • Basic English Skills Test (BEST) - Literacy (Reading and Writing Skills)
  • Basic English Skills Test Plus (BEST-Plus) (Speaking and Listening Skills)
  • Test of Adult Basic Education Complete Language Assessment System - English (TABE CLAS-E) (Listening, Speaking, Reading, Writing)

A brief description for each approved assessment is provided in this section.  A more detailed description is provided in Section III.

  1. Test of Adult Basic Education (TABE)
    TABE is an NRS approved assessment for adult basic education students and is published by the CTB McGraw-Hill Companies.  The purpose of the TABE is to assess adult basic skills in vocabulary, reading, language, language mechanics, mathematics, and spelling.  TABE is a designated assessment instrument for students enrolling in:
    • Adult Basic Education (ABE) grade levels 0-8
    • Adult Secondary Education (ASE) grade levels 9-12
    • (Pre-GED/GED preparation classes)
    1. TABE Locator - Programs must use the TABE Locator Test to determine the correct level of each sub-test in the TABE Survey or Battery Test that is administered to each individual student. The TABE instrument group is composed of various skill areas or domains/ component levels. The levels are:
      • *Literacy (L)
      • Easy (E)
      • Medium (M)
      • Difficult (D)
      • Advanced (A)
        *Literacy Level test is not an NRS approved test

        A TABE Locator is used in each sub-test subject area. TABE sub-test subject areas are:
      • Reading
      • Math
      • Language
        The locator may indicate a different level assessment for each sub-test subject.

        The TABE Word List may be used for initial appraisal of assessment for students functioning at the Beginning ABE Literacy Level and for students who are unable to read or write to complete the Locator Test. The TABE Literacy test score is entered into TEAMS. Students tested with the TABE Word List are not reflected on the federal report unless another NRS approved assessment is administered.
    2. Parallel Forms – TABE has two parallel forms, Forms 9 and 10 which must be used alternately to ensure valid results when retesting the same student. A form different from that of the pre-test should be administered as a post-test. As of March 31, 2008, Forms 7&8 of the TABE family were no longer available for purchase. Programs using TABE 7&8 were required to switch to TABE 9&10 on July 1, 2009. (more info) Beginning July 1, 2009, TEAMS will no longer accept or recognize TABE 7 and 8 scores as pre-assessment and post-assessments (progress) scores except for historical data purposes.
    3. Required Percentage to be Post Tested - Each student must be pre-assessed with an approved standardized assessment before enrollment, at intake, or during orientation. Programs must post-test no less than 68% (the 2011-2012 State Performance Measure Target) of enrolled students that have a baseline using a different test form than was used in the pre-assessment. Each student should be administered a post-assessments according to the guidelines in the TABE Manual.
    4. Rolling Scores Forward from the Previous Year - For continuing students, assessment scores from the previous Program Year (PY) may be rolled forward and be used as pre-assessment scores for the new program year.
    5. Administering and Scoring the TABE - TABE may be administered individually or in a group setting and may be administered in "paper and pencil" form or by computer. TABE is either locally hand scored, machine scored, or scored with TestMate TABE® software. Regardless of the type of administration, the raw scores must be converted to Scale Scores before entering score information into TEAMS. TABE provides a Norms Book for paper and pencil scoring to convert the raw score or number correct into a Scale Score. The Norms book is divided into sections for each form (TABE 9 and TABE 10) and by subject areas (e.g., Reading, Language, Math, etc.). With the number correct, testers can locate the scale score.
    6. Accommodations - To assist educators in complying with the IDEA legislation, CTB produces the CTB/McGraw-Hill Assessment Accommodations Guide--a decision-making tool for the consistent documentation and implementation of testing accommodations for student with disabilities. The website for ordering the guide- may be found at: (here)

      Students requesting accommodations should provide paperwork from a diagnostician indicating the requested accommodation. Students requesting accommodations without diagnostician signed paperwork may be provided reading glasses, magnifying glasses, earplugs, and additional or reduced lighting.
  2. The Basic English Skills Test (BEST) Literacy

    The Basic English Skills Test (BEST) is a measurement tool designed for adult English learners at the survival and pre-employment skills level.  It consists of an oral interview section and a literacy skills section that are scored separately. The BESTLiteracy Skills Section was updated as BEST Literacyin October, 2006. The BESTOral Interview Section has been replaced by BEST Plus and was retired effective October 1, 2006.

    BEST Literacy is the test designated in Texas to assess literacy skills for limited English proficient, English language learners, and English as a second language adult students and is published by the Center for Applied Linguistics (CAL).BEST Literacy tests reading and writing skills in authentic situations specifically geared for adult English language learners in the United States.  Reading tasks include reading dates on a calendar, labels on food and clothing, bulletin announcements, and newspaper want ads.  Writing tasks include addressing an envelope, writing a rent check, filling out a personal background form, and writing personal notes.
    1. Literacy Locator Tool and Identifying Students Unable to Test - The BEST Literacy test does not provide or require a locator test although some adults entering an English language program may have limited knowledge of written English and will struggle with or be unable to complete a literacy assessment such as BEST Literacy. A literacy screening tool is an option and may be used to identify these individuals. A sample literacy screening tool is provided below. If using the locator form below or a similar locator tool, students should be asked to fill in the information indicated on the form, i.e., screening the student for basic reading and writing literacy skills. If the student is unable to complete the form indicating a lack of basic literacy (reading and writing) skills, an oral English proficiency assessment such as BEST Plus may be a more appropriate assessment and the BEST Literacy Test is not administered.

      2. Name: ________________________________
      Address: ______________________________
      Date of birth: ___________________________
      Signature: _____________________________
      Today's date: ___________________________
      [BEST Literacy Test Manual, 2006]

    2. Parallel Forms - BEST Literacy is available in three parallel forms (B, C and D) for pre- and post-testing. The BEST Literacy Test Manual is designed to provide test administrators and scorers with all the information needed to give and score the test, including a rubric with clear benchmarks for scoring the note-writing tasks. Use different forms for pre-testing and post-testing.
    3. Required Percentage to be Post-Tested - Programs must post-test no less than 68% (the 2011-2012 State Performance Measure Target) of enrolled students using a different test form than was used in the pre-test.
    4. Rolling Scores Forward from the Previous Year - For continuing students, assessment scores from the previous Program Year (PY) may be rolled forward and be used as pre-test scores for the new program year. Administering a new pre-assessment may be necessary if scores are more than 120 days old or the student has dropped out for more than 120 days.
    5. Administering and Scoring the BEST Literacy - BEST Literacy can be administered individually or to groups of examinees generally in one hour or less.
    6. Accommodations - Students requesting accommodations should provide paperwork from a diagnostician indicating the requested accommodation. Students requesting accommodations without diagnostician signed paperwork may be provided reading glasses, magnifying glasses, earplugs, and additional or reduced lighting.
  3. BEST Plus
    The Basic English Skills Test is a measurement tool designed for adult English learners at the survival and pre-employment skills level. It consists of an oral interview section and a literacy skills section that are scored separately. The BEST Literacy Skills Section was updated as BEST Literacy in October, 2006. The BEST Oral Interview Section has been replaced by BEST Plus and was retired effective October 1, 2006.

    The Center for Applied Linguistics (CAL) publishes the BEST Plus. BEST Plus is the newest addition to the CAL product line of language tests. BEST Plus is an adaptation of the Basic English Skills Test (BEST) Oral Interview (obsolete test). Like the BEST Oral, BEST Plus assesses interpersonal communication using everyday language. BEST Plus comes in two versions - a computer-adaptive assessment on CD or a semi-adaptive print-based version. Both versions are administered as a face-to-face oral interview.
    1. BEST Plus Locator – In the print-based version of the BEST Plus, a brief locator test determines the level of test items (level 1, 2, or 3) that will be most appropriate for the ability level of the examinee. These items are arranged in fixed-form level tests. In the computer-adaptive version of the BEST Plus, items are selected by the computer program, choosing the most appropriate question for the examinee's demonstrated ability level; therefore, BEST Plus computer adaptive version does not have a locator test.
    2. Parallel Forms – BEST Plus print-based version has three parallel forms. The print-based version three forms are A, B, and C and are specifically for pre- and post-testing purposes. The computer-adaptive version allows the computer to select the next test item, choosing items most appropriate for the examinee according to the scores entered for previous responses.
    3. Required Percentage to be Post Tested - Programs must post-test no less than 68% (the 2011-2012 State Performance Measure Target) of enrolled students using a different test form than was used in the pre-test.
    4. Rolling Scores Forward from the Previous Year - For continuing students, test scores from the previous Program Year (PY) may be rolled forward and be used as pre-test scores for the new program year. Administering a new pre-assessment may be necessary if scores are more than 120 days old or the student has dropped out for more than 120 days.
    5. Administering and Scoring the BEST Plus - BEST Plus is administered face-to-face for both the computer-adaptive version and the print-based version. In the computer-adaptive version, the test items are delivered to the test administrator via computer. Prompted by the computer screen, the test administrator asks the examinee a question, listens to the examinee's response, uses a rubric to score the response, and enters the score into the computer. The computer then selects the next test item, choosing questions most appropriate for the examinee's demonstrated ability level. In the print-based version, test items are arranged in fixed-form level tests. In the print-based version, a brief locator test determines the level of test items (level 1, 2, or 3) that will be most appropriate for the ability level of the examinee. These items are arranged in fixed-form level tests. The test administrator asks the examinee each item on the selected level test and scores the items using the same scoring rubric that is used with the computer-adaptive version. The print-based version also comes in three forms (A, B, and C) for pre- and post-testing purposes. Informative score reports are generated for both the computer and print versions using the BEST Plus Score Management Software.
    6. Accommodations - Students who do not hear, speak, or see should not be administered the BEST Plus Test per the publisher guidelines. Students requesting accommodations should provide paperwork from a diagnostician indicating the requested accommodation. Students requesting accommodations without diagnostician signed paperwork may be provided reading glasses, magnifying glasses, and additional or reduced lighting.
  4. TABE CLAS-E
    TABE Complete Language Assessment System--English provides teachers with a reliable, easy-to-use system that accurately identifies the instructional needs of English as a second language student. TABE Complete Language Assessment System--English assesses English proficiency levels to accurately measure students' reading, listening, writing, and speaking skills. The optional speaking test gives teachers maximum flexibility in how they assess their students.
    1. TABE CLAS-E Locator - A short Locator Test ensures that adult learners start with the appropriate assessment level.
    2. Parallel Forms - Pre- and Post-Tests are available at four levels to ensure that students test within the correct range for their abilities.
    3. Required Percentage to be Post Tested - Each student must be pre-tested with an approved standardized assessment before enrollment, at intake, or during orientation. Programs must post-test no less than 68% (the 2011-2012 State Performance Measure Target) of enrolled students that have a baseline using a different test form than was used in the pre-assessment. Each student should be administered post-assessments according to the guidelines in the TABE CLAS-E Manual.
    4. Rolling Scores Forward from the Previous Year - For continuing students, assessment scores from the previous Program Year (PY) may be rolled forward and be used as pre-assessment scores for the new program year. Administering a new pre-assessment may be necessary if scores are more than 120 days old or the student has dropped out for more than 120 days.
    5. Administering and Scoring the TABE CLAS-E - TABE Complete Language Assessment System--English delivers number correct and scale scores for each skill area: Reading, Writing, Listening, and Speaking--and for the total battery of assessments. Programs must convert the number correct to the scale score for each sub-test and enter a scale score for each sub-test into TEAMS. Additional scores include: National Reporting System (NRS) proficiency levels; objective mastery scores; and Student Performance Levels (SPLs). TABE Complete Language Assessment System--English also offers scoring with TestMate TABE®.
    6. Accommodations - To assist educators in complying with the IDEA legislation, CTB produces the CTB/McGraw-Hill Assessment Accommodations Guide--a decision-making tool for the consistent documentation and implementation of testing accommodations for student with disabilities. The website for ordering the guide- may be found (here).

      Students requesting accommodations should provide paperwork from a diagnostician indicating the requested accommodation. Students requesting accommodations without diagnostician signed paperwork may be provided reading glasses, magnifying glasses, earplugs, and additional or reduced lighting.

  5. General Assessment of Instructional Needs (GAIN)
    General Assessment of Instructional Needs (GAIN) is an all in-one assessment developed by Wonderlic, Inc. GAIN is a testing and scoring platform for basic English and math proficiency assessment designed to streamline and optimize the student and teacher experience. GAIN assesses math and English skills. Each subject contains three books arranged by the National Reporting System Educational Functioning Levels (EFLs) and then by GAIN Review Topics (skills). GAIN is a designated assessment for students enrolling in
    • Adult Basic Education (ABE) grade levels 0-8
    • Adult Secondary Education (ASE) grade levels 9-12
    • (Pre-GED/GED preparation classes)
    1. Locator - The GAIN has no locator test.
    2. Parallel Forms - Two English forms--Forms A & B--and two mathematic forms--Forms A & B--are available in paper/pencil and Web administration modes. The test publisher has indicated that a Form C may be available during the 2011-2012 Program Year. The test items in paper/pencil- and Web-enabled modes are identical and thus facilitate the use of one mode in pre-test situations and the other mode in post test situations if desired. Scores on GAIN forms are designed to be psychometrically equivalent, regardless of the particular test form that was used or the administration mode that was employed. Parallel forms reliability coefficients for English/reading measured .93; the reliability coefficient for math measured .91. Taken as a whole, research findings indicate that GAIN possesses strong reliability levels and low susceptibility to measurement error.
    3. Required Percentage to be Post Tested - Each student must be pre-assessed with an approved standardized assessment before enrollment, at intake, or during orientation. Programs must post-test no less than 68% (the 2011-2012 State Performance Measure Target) of enrolled students that have a baseline using a different test form than was used in the pre-assessment. Each student should be administered a post-assessment according to the guidelines in the GAIN training or stated in the GAIN Administrator's Guide for ABE/ASE Use, Section II: Proctor's Guide.
    4. Rolling Scores Forward from the Previous Year - For continuing students, assessment scores from the previous Program Year (PY) may be rolled forward and be used as pre-assessment scores for the new program year.
    5. Administering and Scoring the GAIN - GAIN can be administered in either a group or individual setting. GAIN test administrators must be trained before administering the GAIN. Wonderlic provides certification and training free of charge on a twice-weekly schedule with options for customized training available. For training contact publisher toll free at 1-877-605-9496 or emailing corporate instructors at training@wonderlic.com. GAIN can be administered online by computer or in paper/pencil format. GAIN is machine scored by Wonderlic either online, fax-back, or by mailing in forms to Wonderlic for machine scoring.
    6. Accommodations - Reasonable accommodation has long been recognized for an essential component of the testing process. Further, it is legally mandated under the American with Disabilities Act (ADA). While the ADA does not define reasonable accommodation, it provides a list of examples of what might constitute a reasonable accommodation. With respect to testing, the ADA requires that tests be given to people with impaired sensory or manual skills in a format and manner that minimizes the impact of any impaired skill on test results, unless the test is designed to measure that particular skill. Once it has been determined that the test taker has a disability that is covered by the ADA, the test administrator should initiate discussions with the test candidate and/or Wonderlic to help identify an appropriate reasonable accommodation. Wonderlic's psychologists are available to assist test administrators with the reasonable accommodation process.

C. Training for Administering Assessments

  1. TABE
    All staff administering the TABE must be trained before administering the test. Texas LEARNS provides test administrator training through the GREAT Centers. Local programs are responsible for maintaining records of staff trained to administer tests in their programs. Staff training records must be entered into TEAMS. Programs are required to have at least one trained TABE test administrator on staff or evidence of arrangements with a trained TABE administrator to administer the TABE for the local program. CTB-McGraw-Hill (TABE Publisher) has trained a cadre of GREAT Center trainers in Texas to properly administer the TABE. GREAT Centers provide TABE training to the local programs.

    Local programs should develop a plan to determine how many testers are required to pre- and post-test the maximum number of students efficiently and effectively. There is a State Board of Education minimum requirement that all staff has completed at least a GED or high school diploma to be a tester, but it is highly and strongly recommended that a 4-year degreed staff administer the TABE.

    TABE Training is 6 hours for inexperienced users, and TABE Refresher Training is 3 hours for experienced users. The local program is responsible for maintaining the security of all assessments and for keeping record of all persons trained to administer the TABE. Annual or periodic TABE Refresher Training is recommended to maintain the integrity of and promote the security of the TABE testing process.

    Programs may call toll free, 800-441-READ, to find the closest TABE training option or go to the TCALL website for a calendar of training in each GREAT Center region. The Web address is: http://www-tcall.tamu.edu/
  2. BEST Literacy
    All staff who administers the BEST Literacy assessment must be trained in proper test administration practice according to the publisher. Center for Applied Linguistics (BEST Literacy publisher) provides a manual for training. BEST Literacy Training is generally one hour long. The local program is responsible for maintaining the security of all assessments and for keeping record of all persons trained to administer the BEST Literacy.

    Local programs should develop a plan to determine how many testers are required to pre- and post-test the maximum number of students efficiently and effectively. There is a State Board of Education minimum requirement that all staff has completed at least a GED or high school diploma to be a tester, but it is highly and strongly recommended that a 4-year degreed staff administer the BEST.

    Refresher BEST Training is recommended at least every two years.

    The GREAT Centers may provide assessment training and contact information for trainers. Programs should call toll free, 800-441-READ, to find the closest training option or go to the TCALL website for a calendar of training in each GREAT Center region. The Web address is http://www-tcall.tamu.edu/. Assessment training can be provided to meet the schedule of the local program.
  3. BEST Plus
    All staff who administers the BEST Plus must be trained in proper test administration practice according to the publisher. Center for Applied Linguistics (BEST Plus publisher) trained a cadre of trainers from the GREAT Center to be certified BEST Plus test administrator trainers. Texas LEARNS funded this training through state leadership funds. These certified trainers provide BEST Plus training to local program staff. Local programs may not train additional BEST Plus test administrators without the expertise of a CAL BEST Plus certified trainer. The local program is responsible for arranging to have at least one certified BEST Plus test administrator on staff, maintain the security of all assessments, and keep record of all persons trained to administer the BEST Plus. Local programs may order BEST Plus computer-adaptive or print-version test administrations only through a certified BEST Plus test administrator on staff.

    BEST Plus test administrators must participate in BEST Plus Refresher Toolkit training every two years.

    Local programs should develop a plan to determine how many testers are required to pre and post test the maximum number of students efficiently and effectively. The minimum education requirements for BEST Plus test administrator is determined by CAL. There is a State Board of Education minimum requirement that all staff has completed at least a GED or high school diploma to be a tester, but it is highly and strongly recommended that a 4-year degreed staff administer the BEST Plus regardless of CAL's requirements.

    The GREAT Centers provide BEST Plus assessment training and contact information for certified trainers of trainers. Programs should call toll free, 800-441-READ, to find the closest training option or go to the TCALL website for a calendar of training in each GREAT Center region. The Web address is http://www-tcall.tamu.edu/. Assessment training can be provided to meet the schedule of the local program.
  4. TABE CLAS-E
    The TABE CLAS-E system's professional development materials include a DVD or VHS video tape for use with individual or group training sessions. Per the CTB-McGraw-Hill publisher of the TABE CLAS-E, training is designed to be delivered locally through DVD or VHS video. Included from the publisher is explanatory and descriptive information about how to use the system, examples of test items and score reports, and more. These materials show teachers how to interpret and apply test results to classroom instruction and student learning. Once students have been accurately assessed, teachers can tailor their instruction by leveraging the assessment system's Instructional Guidance materials. The materials are designed for classes of multi-proficient language learners and address critical content objectives.

    Local programs should develop a plan to determine how many testers are required to pre and post test the maximum number of students efficiently and effectively. There is a State Board of Education minimum requirement that all staff has completed at least a GED or high school diploma to be a tester, but it is highly and strongly recommended that a 4-year degreed staff administer the TABE CLAS-E. All staff administering the TABE CLAS-E must be trained before administering the test. Local programs are responsible for organizing the training and documenting staff training. Training information must be entered into TEAMS.

    Annual or periodic refresher training is recommended to maintain the integrity of and promote the security of the TABE CLAS-E testing process. Programs may work with the GREAT Centers to organize group training.
  5. GAIN
    Test Administrator Certification training/testing is provided online; this allows for training/testing to occur according to the needs/time frame determined by the GTA candidate. Wonderlic Online training occurs via webinar twice weekly. However, local GTA training and Wonderlic Online training will be provided at additional times and/or on-site if needed. The training lasts one hour. Training for the GAIN is available by contacting the publisher at 1-877-605-9496 or e-mailing corporate instructors at training@wonderlic.com

    Local programs should develop a plan to determine how many testers are required to pre and post test the maximum number of students efficiently and effectively. The State Board of Education requires all testers to have at least a GED or high school diploma, but it is strongly recommended that a 4-year degreed staff administer the GAIN. All staff administering the GAIN must be trained before administering the test. Local programs are responsible for organizing the training opportunities with Wonderlic and for documenting staff training. Training information must be entered into TEAMS.

    Annual or periodic refresher training is recommended to maintain the integrity of and promote the security of the GAIN testing process. Programs may work with Wonderlic to organize group training.

D. Accommodating Students with Disabilities or Other Special Needs

  1. Students with documented disabilities who require accommodations may request assessment instruments in alternative formats and alterations in test administration procedures. Documented disabilities means that the individual can present a formal document provided by a qualified professional (physician, educational counselor, psychologist, special education teacher, or a rehabilitation counselor) such as a doctor's report, a diagnostic assessment, an Individual Education Plan (IEP) or other formal record of disability that includes:
    1. A diagnosis of the disability, whether it is a medical, psychological, learning, developmental and/or attention deficit disorder.
    2. An evaluation of the educational implications of the diagnosis and the impact of the disability on areas of functioning.
    3. Recommendations for the specific strategies and accommodations in education required by the disability which are reasonable and necessary as provided by ADA/Section 504.
  2. The accommodations provided in the assessment should be the same accommodations used during instruction.
  3. Students who are mentally retarded and/or developmentally disabled, served by local programs, are subject to the standardized testing requirements as referenced in the State Assessment Policy for Adult Education.

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