2005-2006 Training The ARD Committee Decision-Making Process for the Texas Assessment Program
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Transcript of 2005-2006 Training The ARD Committee Decision-Making Process for the Texas Assessment Program
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2005-2006 Training
The ARD Committee Decision-Making
Process for the Texas Assessment Program
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Agenda Introductions/General Information Purpose of the Training Components of the 2006 Assessment Program Highlights of the 2006 Changes to the Manual Subject Area Assessment Information Writing/ELA Achievement Levels LEP Students in Special Education Testing Accommodations Field Tests Student Success Initiative (SSI) Resources
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Purpose of Training
How to make decisions about student placement in the Texas Assessment Program by using the TEKS curriculum as documented in the student’s IEP;
How to determine which of the accommodations documented in the IEP are appropriate and
allowable for the assessments; and
How to set student expected achievement levels (ARD expectations) on an SDAA II assessment.
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Objectives Definitions of accommodations and
modifications
How accommodations and modifications fit into the process of planning and implementing the Individual Education Plan (IEP) and making state assessment
decisions.
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Objectives Definition of measurable annual goals
How measurable annual goals fit into the process of planning and implementing the Individual Education Plan (IEP) and making state assessment
decisions.
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Who Needs to Be Trained? Region Level
ESC Staff District Level
Superintendents Administrators Special Ed.
Administrators Testing Coordinators
Campus Grades 3-11 Principals and other
administrators Ed. Diagnosticians Licensed Specialist in School Psychology Counselors Special Ed. Staff General Ed. Staff Testing Coordinators Test Administrators Parents
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Student Achievement Pyramid
Full and Individual Evaluation
Present Levels of Performance
Measurable Annual Goals
Accommodations/Modifications
Placement
Student Achievement
LR
E C
on
sid
erat
ion
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Federal LRE Requirements34 C.F.R. Section 300.114
(new proposed regulations)
Each public agency shall ensure –
(i) That to the maximum extent
appropriate, children with disabilities, …
are educated with children who are
nondisabled;
and
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Federal LRE Requirements
(ii) That special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
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Federal LRE Requirements34 C.F.R. 300.116
(e) A child with a disability is not
removed from education in age-appropriate
regular classrooms solely because of
needed modifications in the general
curriculum.(Authority: 20 U.S.C. 1412 (a)(5))
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Full and Individual Evaluation Multi-disciplinary Comprehensive Child focused Designed to give information about
how the child learns and what he is able to perform
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Present Levels of Performance Academic Achievement Functional Performance How the disability affects involvement
and progress in the general curriculum Assistive Technology as an
accommodation should be considered at this point
Testing benchmark data is important
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Measurable Annual Goals
Write goals based on Write goals based on PLOP for identified PLOP for identified needs.needs.
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Measurable Annual Goal Look at what the student can do today Look at his learning history Look at how far he can progress in a year’s
time (measurable terms—what does it look like, what does sound like, what can he do)
Look at the standards that he is expected to achieve
Write an achievable goal always pointing toward those standards
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Measurable Annual Goals Academic Functional Needs that result from the disability Involvement and progress in the
general curriculum Other needs that result from the
disability
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Example
PLOP: Throws every fourth paper onto the roof.
GOAL: Given a bag full of folded newspapers and a neighborhood street, be able to throw a paper onto the roof of each house.
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Example
PLOP: Student is alert 20% of the school day.
GOAL: Student will be alert 50% of the school day as indicated on daily chart.
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Example
PLOP: While supine in turtle, and given resistance against his feet, will push 80 feet 2 of 5 data days.
GOAL: While supine in turtle, and given resistance against his feet, will push 80 feet 4 of 6 data days.
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Standards If you don’t know where you are
going, you never know when you arrive.
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Accommodations:The How
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Modifications:The What
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Terminology
Terms in use for many years No legal definition of these terms Best practice definitions for
accommodations and modifications widely accepted since IDEA ‘97
No longer interchangeable terms
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Accommodations An accommodation allows a student to
complete the same assignment or test as other students, but with a change in the timing, formatting, setting, scheduling, response and/or presentation. This accommodation does not alter in any significant way what the test or assignment measures.
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Modifications A modification is an adjustment to
an assignment or a test that changes the standard or what the test or assignment is supposed to measure. They are changes in what the student is expected to learn and demonstrate in the content area.
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Modifications or Accommodations
Snooze alarm? 9-hole golf course? Riding lawnmower? Speed dial? E-mail? DayTimer? PDA?
How
What
How
How
How
How
How
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Accommodations When do I accommodate? Why should that accommodation go
into the IEP? Should I make sure that every
accommodation that I make in my classroom is written down?
How does this relate to decisions about the state assessment program?
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Student Placement Where are the opportunities in the
general education classroom for the student to participate in activities to achieve these goals, supported by the accommodations and/or modifications?
Continuum of alternative placements
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Student Achievement Placement without expected
achievement is management, not education.
Plans need to be re-evaluated! Frequent and accurate assessment
is vital.
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Highlights of the 2006 Changes New Terms (page iii)• TEKS Curriculum-the state-mandated curriculum • Modified TEKS Curriculum-access to the TEKS curriculum by using adaptations and modifications in instructional strategies• Alternate TEKS Curriculum-access to the TEKS curriculum by using supports and
structure needed for the functional level of students
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Highlights of the 2006 Changes New Supports (page iii)• “Assessment by Grade level and Subject Area” Page 2• “2005-2006 LDAA Reporting Deadlines” Page 7• “Considerations for ARD Assessment Decisions” sample forms per subject Pages 106-111
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Components of the 2006Texas Assessment Program Texas Assessment of Knowledge and
Skills (TAKS) (p. 13) Grades 3-9 reading Grades 3-10 and exit level math Grades 4 and 7 writing Grade 10 and exit level English language
arts Grades 5, 8, 10, and exit level science Grades 8, 10, and exit level social studies
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Components of the 2006 Texas Assessment Program
TAKS-Inclusive (TAKS-I) (p. 13) For special education students Only at enrolled grade level For those grades and subjects for
which there is not SDAA II Exit level math Exit level ELA Grades 5, 8, 10, and exit level science Grades 8, 10, and exit level social studies
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TAKS-I (p. 13)
If student requires accommodations not allowed on the TAKS
Same allowable accommodations as SDAA II
Same test items as TAKS No field test items on the test Only available at enrolled grade level Larger font and fewer items per page Will use TAKS scoring criteria, not ARD
expectation
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Components of the 2006 Texas Assessment Program
State-Developed Alternative Assessment II (SDAA II) (p. 14) For special education students
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SDAA II Terms (p. )
Enrolled grade level Instructional level
The level of instruction that the student is receiving is the instructional level chosen for the test
There are three achievement levels within each instructional level
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SDAA II Terms (p. )
Achievement level There are three achievement levels within
each instructional level Level I (beginning) minimal knowledge and skills Level II (developing) adequate knowledge and
skills Level III (proficient) strong knowledge and skills
Level III meets TAKS equivalency standard if tested on enrolled grade level
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SDAA II (p. 14)
Available for instructional levels K-10 mathematics
Administered during enrolled grades 3-10
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SDAA II (p. 14)
Available for instructional levels K-9 reading
Administered during enrolled grades 3-9
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SDAA II (p. 14)
Available for instructional levels K-9 writing
Administered during enrolled grades 4 and 7 writing
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SDAA II (p. 14)
Available for instructional level 10 ELA
Administered during enrolled grade 10 ELA
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Components of the 2006 Texas Assessment Program
Locally Determined Alternate Assessment (LDAA) (p. 14) The ARD Committee should choose an
assessment that most closely aligns to the instruction the student is receiving
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Components of the 2006 Texas Assessment Program
Spanish TAKS (p. 13) Grades 3-6 reading Grades 3-6 math Grade 4 writing Grade 5 science
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Components of the 2006 Texas Assessment Program Texas English Language Proficiency
Assessment System (TELPAS) (p. 15)
Reading Proficiency Tests in English (RPTE)Grades 3-12 reading
Texas Observation Protocols (TOP)Holistic observational ratingsGrades K-2 listening, speaking, reading, and writingGrades 3-12 listening, speaking, and writing
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Components of the 2006 Texas Assessment Program
Linguistically Accommodated Testing (LAT) (p. 15) For students who are LEP exempt in
math Grades 3-8 math Grade 10 math
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Subject-Area Assessment Information
Reading Mathematics Writing English Language Arts Social Studies Science
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Assessment Decision Considerations Students working on or close to their
enrolled grade level may benefit from being assessed with TAKS.
All students have the right to be exposed to as much of an on-grade- level curriculum as possible to reach their academic potential.
Instructional decisions made by the ARD committee and documented in the IEP must always guide assessment decisions.
Each subject area is considered separately when making assessment decisions.
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Setting Appropriate SDAA II Achievement Expectations
Step 1: Review the student’s current information to determine the student’s present level of functioning (IEP, work samples, informal and formal assessments, CSR).
Step 2: Determine student’s TEKS mastery level and appropriate assessment (TAKS, TAKS-I, SDAA II, or LDAA). Stop here if TAKS, TAKS-I, or LDAA is to be given.
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Insert Chart from page 22 of manual.
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Setting Appropriate SDAA II Achievement Expectations
Step 3: Determine the appropriate SDAA II instructional level.
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Chart from Manual Page 26
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Setting Appropriate SDAA II Achievement Expectations
Step 4: Select an SDAA II expected achievement level based on the student’s growth expectations.
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Achievement Levels for Reading and/or Math
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Insert chart from page 31 of manual
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Sample ARD Committee Documentation - Reading
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Sample ARD Committee Documentation - Mathematics
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Reference Manual Page 68 60
Writing/ELA Achievement Levels
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SDAA II Writing Achievement Level Descriptions
SDAA II Writing Achievement Level Descriptions are provided to assist ARD committees in determining an achievement level which best represents a student’s likely performance on the SDAA II writing test.
This section describes typical student performance at each writing instructional level cluster and achievement level.
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Emergent Developing Developed
The K/1 writing test is comprised of five tasks. The score for the first four tasks (writing numbers, writing name, writing letters, and labeling pictures) is determined by the student’s degree of literacy development. The graphic below depicts the way in which this development is charted for each student:
SDAA II Writing Performance
for Instructional Levels K/1
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The fifth task (responding to a picture prompt) is based on the language level the student is able to use to write his/her response. Development of language is divided into six levels for this task with 1 as the least developed level and 6 as the highest.
The student’s achievement level (combined performance on all five tasks) should represent his/her overall stage of literacy development in the fundamentals of writing at the time of assessment.
SDAA II Writing Performance
for Instructional Levels K/1
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SDAA II Writing Performance by Achievement Level for Instructional Levels 2-8/9
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SDAA II Writing Performance by Achievement Level for Instructional Level 10
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Level 9 Reading/Level 10 ELA Triplet
Reading selections have multiple-choice and open-ended items
Thematically linked reading selections
1. Published literary selection2. Published informational selection3. One page viewing and representing
piece
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Level 10 ELA Multiple-choice revising and
editing items Grade 10 writing prompt is
thematically linked to the reading triplet
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ARD Documentation
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ARD Documentation
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Reference Manual Page 68 72
LEP Students Who Receive Special Education Services
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LEP Students Who Receive Special Education Services
ARD committees make assessment decisions for every student served by special education, including LEP students.
The ARD committee must include a school representative who is a member of the student’s LPAC.
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LEP Students Who Receive Special Education ServicesExemptions ARD-exempt: An ARD committee exempts
a student from state assessments for reasons associated with the student’s special education needs
LEP-exempt: An ARD committee exempts a student from state assessments for reasons associated with the student’s limited English proficiency
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More LEP Information LEP exemptions have certain
eligibility requirements. (Refer to LPAC Manual for more information.)
Frequently Asked Questions concerning LEP students are located on pages 98-99 of the ARD Manual.
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Choosing the Appropriate Assessment for Students Not Eligible for LEP Exemption
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Components of the 2006 Texas Assessment Program
Linguistically Accommodated Testing (LAT) (p. 15) For students who are LEP exempt in
math Grades 3-8 math Grade 10 math
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LAT Accommodations
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Components of the 2006 Texas Assessment Program Texas English Language Proficiency
Assessment System (TELPAS) (p. 15)
Reading Proficiency Tests in English (RPTE)Grades 3-12 reading
Texas Observation Protocols (TOP)Holistic observational ratingsGrades K-2 listening, speaking, reading, and writingGrades 3-12 listening, speaking, and writing
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Reference Manual Page 68 80
Testing Accommodations
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Testing Accommodations for TAKS
Allowable Accommodations Reference Manual Pages 59 & 60
Oral Administration Reference Manual Page 61
Nonallowable Accommodations Reference Manual Page 64
Related Testing Procedures Reference Manual Page 65
Dyslexia Bundled Accommodations for Grades 3,4,5 Reading Reference Manual page 63 Large Print and Braille Test Booklets Reference Manual Page 70
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Dyslexia Bundled Accommodations
Spring 2006 Three additional accommodations
for use while administering the TAKS reading tests
For students in grades 3, 4, & 5: Identified with dyslexia and Served under 504, in a campus dyslexia
program, OR in special education
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What are the new accommodations?
Orally reading all proper nouns associated with each passage before students begin reading the passage;
Orally reading all questions and answer choices to students; and
Extending the testing time over a two-day period.
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Dyslexia Bundled Accommodations
The accommodations can be used with both the English and Spanish-version of the TAKS reading tests
The accommodations can be used on all three SSI administrations at grades 3 and 5
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Reading proper nouns
Proper nouns are often idiosyncratic Helps reduce the decoding difficulties
specifically associated with dyslexia Proper nouns do not contribute to
understanding the meaning of the passage
Reading proper nouns reduces the reliance on decoding skills without invalidating the test
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The TAKS reading test is a comprehension assessment that determines how well the student understands the passage he/she reads
The determination of comprehension is not dependent on the student’s ability to read the comprehension questions
Reading comprehension questions and answer choices
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No “read aloud” accommodation can be provided while the student actually reads the TAKS passage; however,
The comprehension questions and answer choices can be read to the student, thus reducing demands on word decoding skills in students with dyslexia
Reading comprehension questions and answer choices
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Dyslexia Study: Recommendations
Students in special education who have word reading difficulties should benefit from this accommodation package to the extent that students are similar to those evaluated in the study.
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Why are the accommodations referred to as “bundled accommodations?”
MUST use the accommodations as a “bundled package”
Test administrator MUST administer the reading test using all three accommodations
The accommodations CANNOT be separated
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Testing Accommodations for TAKS-I and SDAA II
Allowable Accommodations Reference Manual Page 66
Oral Administration Reference Manual Page 67
Non-allowable Accommodations
Reference Manual Page 66 Related Testing Procedures
Reference Manual Page 68 & 69 Large Print and Braille Test booklets Reference Manual page 70
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SDAA II Field Tests
Considerations: Although the current IEP should be
referenced, the ARD committee does not need to convene to determine field-test placement, accommodations, and/or modifications
Districts will NOT receive results from field tests
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Insert Chart from page 73
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Student Success Initiative (SSI)
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SSIImportant Information to Review
SSI Grade Advancement Requirements for Students Served by Special Education
Reference Manual Pages 76 & 77
SSI General FlowchartsReference Manual Pages 78-80
SSI Flowcharts for Students Served by Special Education
Reference Manual Pages 82-84
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SSI
Important Information to Review Students Who Take an LDAA for Reading
and/or MathReference Manual Page 85
Student ScenariosReference Manual Page 86
SSI Questions and AnswersReference Manual Pages 100-102
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Where to find: Frequently Asked Questions
Reference Manual Page 88-103 Sample Forms
Reference Manual Page 105-123 Accommodations Request Form page 123
Glossary Reference ManualReference Manual Pages 125-129
AppendicesReference Manual Pages 130-147
Test Administration Calendars Reference Manual Pages 4-10
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Resources
TEA Student Assessment Division
www.tea.state.tx.us/student.assessment Student Assessment Division
(512) 463-9536
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Contact Information Jan Barry
903-988-6903, [email protected] Linda Dunlap
903-988-6766, [email protected] Sharon Lusk
903-988-6908, [email protected] Diana McBurnett
903-988-6909, [email protected] Robert Smith
903-988-6890, [email protected]