Administration Code Training

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Administration Code Training

• Office of Assessment and Accountability
• Kentucky Department of Education

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Purpose

• To review the appropriate practices for the state
  assessment system as defined in the
  Administration Code for Kentuckys Educational
  Assessment Program (703 KAR 5080)
• To review the Inclusion of Special Populations in
  the State-Required Assessment and Accountability
  Programs (703 KAR 5070)

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Allegations for 2002

• Inappropriate Assistance/ Intervention by
  Staff 30
• Test Security (Staff) 14
• Test Security (Student) 4
• Out of Order (Staff) 59
• Out of Order (Student) 8
• Special Education 27
• Portfolio 33
• Student Action 7
• Missing Test Booklets 5
• Other 20

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Guided Tour Rationale

• Professional Ethics
• 704 KAR 20680
• Educational Defensibility
• Teach the content
• Student Ownership
• All work done entirely by the student
• Note inclusion of writing portfolio materials

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Guided TourAppropriate Assessment Practices

• Requires Training
• Read, Sign and Comply
• Prior to portfolio development
• Includes documents and administration manuals
  specific to state-required assessment components

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Guided TourTest Security

• Central Office, School Office, Classroom
• Shall not be reproduced in whole, in part or
  paraphrased in any way.
• Destroy notes, rough drafts created by students
• Ensure reusable materials are unmarked
• Dont share information about items

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Guided TourTest Security (continued)

• Use released items
• Security issues with technology
• Alert papers
• Procedures for Reporting Errors

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Guided TourClassroom Materials

• For Instruction
• Lesson Plans
• For Assessment
• Dont Move

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Guided TourClassroom Materials (continued)

• Dictionaries/thesauri for On-demand Writing test
  ONLY
• Calculators for KCCT mathematics and one section
  of CTBS mathematics
• Shall not distributeany information or
  materials that are not sentor specified

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Guided TourAdministration Practices
General Instructions Do your
best. Assistance or Evaluative
Comments You can do better.
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Guided TourAdministration Practices (continued)

• Double check students with disabilities
  IEPs---accommodations? modifications?
• Lunch, interval, restroom breaks
• Same grade, same section, same time
• Illness during assessment session
• Supervise and monitor students

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Guided TourDisciplinary Practices andStudent
Motivation

• Re-administer for disciplinary practices
• Original work is submitted for scoring
• Good Faith Effort
• Checklists
• No evaluative statements
• Follow School Food Services Guidelines and the
  Finance Redbook

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Guided TourWriting Portfolio Development

• Teachers may
• Ask questions to clarify, indicate position of
  errors, share holistic scoring guide
• Teachers may not
• Direct corrections, revisions, working after
  completion date (First day of testing window)

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Guided TourWriting Portfolio Scoring

• Certified staff
• Teacher or administrator certification
• Employed by district
• Certified or classified position or leave of
  absence
• Current year training

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Guided TourAdditional Information

• Inclusion of Special Populations
• 703 KAR 5070
• Alternate Portfolios
• Violations of the Administration Code
• Review of Secure Materials
• Reporting Nonacademic Information
• Signature Sheet

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Time for an Activity!

• Read your situation.
• Look for information in the Administration Code.
• Decide if violation.
• Be prepared to defend your decision.

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Inclusion of Special Populations in the
State-Required Assessment and Accountability
Programs 703 KAR 5070
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Standards used for policy decisions

• CATS is designed to increase learning for ALL
  students so our assessment system must be fair
  and equitable.
• Kentuckys assessment system is an inclusive
  system.

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Kentuckys Great IDEA

• Kentucky Education Reform Act in 1990 stipulated
  that our statewide assessment would be an
  inclusive system!

• The Amendments of 1997 for IDEA stipulated that
  children with disabilities must be included in
  general state and district-wide assessments, with
  appropriate accommodations or in an alternative
  assessment.

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Framework and Instruction for All Students

• Learning Goals
• Academic Expectations
• Program of Studies
• Content Guidelines for Assessment
• School and District Curricular Parameters of
  Learning (Performance Standards)
• Instructional Units
• IEP, 504 Plans, Individual Student Planning

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THE DECISIONS

• What do we teach?
• Program of Studies
• remediation of skills/processes/concepts through
  RESEARCH-BASED instruction
• strategies to enhance access of general
  curriculum and demonstration of learning
• When do we use accommodations/modifications?
• At any point in which the students disability is
  a barrier to accessing curriculum and
  demonstrating learning!

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CATS Accommodations vs. Classroom Accommodations
Classroom Accommodations
CATS Accommodations
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What are accommodations and modifications?

• Accommodations are alterations in the testing
  environment or process.

• Modifications are alterations in the assessment
  instrument.

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Accommodationsand Modifications

• provide equity not an advantage
• enable students with disabilities to access
  curriculum and core content critical to achieving
  Kentuckys academic expectations, learning goals,
  and POS content
• allow students to participate and demonstrate
  what they know and can do

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Inclusion of Students with Disabilities

• All students with disabilities shall participate
  in the statewide assessment.
• participation with no accommodations and/or
  modifications
• participation with accommodations and/or
  modifications
• participation in the Alternate Portfolio
  Assessment Program

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Students who participate with NO accommodations
or modifications

• have a remedial plan but have not been identified
  as having a disability under IDEA or under
  Section 504
• have been referred to an ARC Committee or 504
  Committee but the evaluation and eligibility
  determination have not been completed
• have a disability but are not receiving services
  under IDEA or 504 interventions

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Accommodations and Modifications for the CATS
Assessment

• Based on individual need NOT on a disability
  category

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Participation with Accommodations and/or
Modifications for IDEA Students

• must meet eligibility requirements under Kentucky
  Administrative Regulations Related to Exceptional
  Children
• have a current IEP
• are receiving special education services
• meet 3 conditions

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Conditions for Accommodations and/or
Modifications

• are part of the students regular instructional
  routine and are NOT introduced just for purpose
  of CATS
• related to individual students needs and the
  impact of the disability on specific areas of
  learning which are SUPPORTED by evaluation data
  and IEP (PLOP, goals and objectives, and SDI)
• are specified in the students IEP

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Participation with Accommodations and/or
Modifications for 504 Students

• must meet eligibility requirements under Section
  504 of the Rehabilitation Act of 1973 for having
  a physical or mental disability which
  substantially limits one or major life activities
  (i.e., LEARNING)
• have a current 504 Plan
• meet 3 conditions

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Accommodations

• readers
• scribes
• paraphrasing
• use of technology and special equipment
• extended time

• reinforcement and behavioral modifications
  strategies
• manipulatives
• prompting/cueing
• interpreters

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Use of Readers

• Evaluation information supports the verified
  disability and its impact on reading.
• Student has a verified disability which
  significantly impacts the area of reading.
• Students IEP includes specific goals, objectives
  and specially designed instruction related to
  reading or describes supplementary aids and
  services necessary for student to access and
  progress through general education curriculum.

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Use of Readers

• Students 504 Plan documents the use of a reader
  as part of the intervention strategies and
  modifications.
• Student uses a reader routinely for instruction
  to gain information and meaning from print
  material.
• A reader shall not be a replacement for reading
  instruction or assistive/adaptive technology

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Reader Responsibilities

• read directions, prompts, situations, passages,
  and stories as written
• do not use information to lead the student to
  specific information needed for answering items
• reread directions, prompts, situations, passages
  and stories ONLY if SPECIFICALLY requested by
  STUDENT
• not point out parts of the task, questions, or
  parts skipped by the student

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Use of Scribes

• Evaluation information supports the verified
  disability and its impact on writing.
• Student has a verified disability which
  significantly impacts written expression/basic
  writing skills or a physical disability which
  impedes the motor process of writing.
• Students IEP documents specific goals and
  objectives related to writing.

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Use of a Scribe

• Students 504 Plan addresses written expression
  interventions/modifications.
• Student uses a scribe as part of the students
  regular instructional routine to communicate
  information and knowledge.

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Do Not Scribe if Student...

• has no verified disability
• has ability to translate thoughts or can
  motorically print/use cursive/use technology
• is able to produce product, but product would
  better if scribed (enhance written products)
• has a motoric/physical disability but is able to
  use assistive/adaptive technology

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Scribe Responsibilities

• record the students responses consistent with
  accommodations described on IEP or 504 Plan for
  instructional activities and classroom
  assessments
• shall not inappropriately impact content being
  measured
• record the students work to allow the student to
  reflect what the student knows and is able to do
  while providing the student with an alternative
  means to express his/her thoughts and knowledge

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Use of a Computer
If a students appropriate accommodation for all
written work is through the use of a computer, it
is also permissible for open response questions.
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Use of Extended Time

• Students with disabilities who have IEPs or 504
  Plans that stipulate extra time is needed are
  allowed extended time on CTBS/5 as long as
  extended time is an accommodation for assessments
  and completion of assignments as part of their
  instructional routine.

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Students must be....

• making constructive progress on completing
  responses.
• provided proper supervision to maintain an
  appropriate assessment atmosphere.

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Manipulatives may be used during assessment...

• if used by student to solve problems routinely
  during instruction
• is described on students IEP or 504 Plans
• NOTE A student should NOT be prompted to use
  manipulatives. Self-initiation must occur.

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Prompting or Cueing

• Cue cards or other strategies (e.g., edit/
  revision checklists, mnemonic devices, formula
  cards, visual organizers) may be used during
  assessment under certain conditions.

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Who can assist with accommodations?

• School district decision
• Preferably someone familiar with the student
  (teacher, instructional assistant)
• Individual trained in the roles and
  responsibilities of appropriate accommodations,
  confidentiality and the Administration Code and
  the Inclusions Regulation.

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Questions?