Title: Understanding Appropriate Inclusion of Special Populations in the StateRequired Assessment and Accou
1Understanding Appropriate Inclusion of Special
Populations in the State-Required Assessment and
Accountability Program 703 KAR 5070
- Kentucky Department of Education
2Tests, in short, should be instruments used by
elementary and secondary educators to help
students achieve their full potential. Test
scores should lead to consequences that are
educationally beneficial for students.
- OCR The Use of Tests When Making High Stakes
Decision for Students A Resource Guide for
Educators and Policymakers, 2000.
3Todays Outcomes
- Understanding accommodation and modification
requirements for the Inclusion of Special
Populations in the State-Required Assessment and
Accountability Programs. - Preventing an allegation of testing impropriety
in the Commonwealth Accountability Testing
System!
4Room for Everyone!
- 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.
5Kentuckys 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.
6Framework and Instruction for All Students
- Learning Goals
- Academic Expectations
- Program of Studies
- Core Content For Assessment
- Student Performance Level Descriptions
- School and District Curriculum
- Instructional Units
- IEPs, 504 Plans, Program Services Plans
7ARC/IEP/Instructional Decisions
- What content must be taught?
- Program of Studies content
- Core Content for Assessment
- Local district/school curriculum
8THE DECISIONS
- What do we teach?
- Program of Studies/Core Content at students
grade level - remediation of skills/processes/concepts through
RESEARCH-BASED instruction which leads to access
to general curriculum and proficiency - 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!
9CATS Accommodations vs. Classroom Accommodations
Classroom Accommodations
CATS Accommodations
10What are accommodations and modifications?
- Accommodations are an alteration in the testing
environment or process.
- Modifications are an alteration in the assessment
instrument.
11Accommodations and 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 Program of Studies content standards - allow students to participate and demonstrate
what they know and can do
12Inclusion of Students with Disabilities3
options for inclusion
- All students with disabilities shall participate
in the statewide assessment. - participation with no accommodations or
modifications - participation with accommodations or
modifications or both - participation in the Alternate Portfolio
Assessment Program
13Students who participate with NO accommodations
or modifications
- 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
14Accommodations and Modifications for the CATS
Assessment
- based on individual need NOT on a disability
category
15Participation 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
16Three Conditions for Accommodations and/or
Modifications are
- part of the students regular instructional
routine and are NOT introduced just for purpose
of state-required Assessment - related to individual students needs and the
impact of the disability on specific areas of
learning which are SUPPORTED by evaluation
information/data and IEP (students present level
of performance, specific goals and objectives,
and specially designed instruction) - specified in the students IEP
17Participation 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 more major life
activities (i.e., LEARNING) - have a current 504 Plan
- meet 3 conditions
18Three Conditions for Accommodations and/or
Modifications
- are part of the students regular instructional
routine and are not introduced just for purpose
of state-required Assessment - related to individual students needs and the
impact of the disability on specific areas of
learning which are SUPPORTED by evaluation
information/data and instructional planning for
targeted areas of need - are specified in the students 504 Plan
19Participation in Alternate Portfolio Assessment
Program
- determine and verify IEP meets all criteria for
the certificate program - document in writing in the students record the
basis for decision using data such as performance
data and behavior observations in multiple
settings, adaptive behavior, and continuous
assessment of progress on IEP goals/objectives - review annually this decision
20Participation in Alternate Portfolio Assessment
Program
- Age for Completion
- 4th grade (no later than school year in which the
student is 11 on Oct. 1st) - 8th grade (no later than school year in which the
student is 11 on Oct. 1st) - High school (last anticipated full year of
school) - Students not participating in Alternate Portfolio
must participate at present grade assignment with
appropriate accommodation and/or modification. - Successful transition to adult life for Alternate
Portfolio students - Same as defined for regular population.
- Enrolled full-or part-time at post secondary or
adult education program preparing students for
integrated work - Work in an integrated setting where majority of
worker are not disabled - Participate in supported employment
21Children in A2-A6 andState Agency Care
- Same assessments administered as other public
school - Results of assessments shall be attributed to the
appropriate A1 schools accountability index
22Students whose Primary Language is NOT English
- Students in first year ever in US school must
take an English language proficiency test and the
mathematics assessment if enrolled in a grade
where the math test is administered. - Students beginning in second year must take all
assessments in their enrollment grade with
appropriate accommodations and modifications and
student scores are included in accountability
calculations of school and district where the
students have been enrolled for any 100
instructional days. - Schools and districts shall for two years
maintain in the subgroup of students with limited
English proficiency students who have attained
English proficiency based on a state-approved
English language proficiency assessment in
conjunction with professional judgment.
23Accommodations and Modifications for the
State-required Assessment
- shall not inappropriately impact the content
being measured. - should be age-appropriate.
- shall be consistent with instructional
strategies, assistive technology, and services
identified on IEPs, 504 or Program Service Plans.
24Accommodations
- readers
- scribes
- paraphrasing
- use of technology and special equipment
- extended time
- reinforcement and behavioral modifications
strategies - manipulatives
- prompting/cueing
- interpreters
25Follow the Appropriate Rules!
- UNDERSTAND your role and responsibility
- abide by confidentiality laws
- READ and sign the The Administration Code for
Kentucky Educational Assessment Program - READ the following regulation Inclusion of
Special Populations in the State Required
Assessment and Accountability Program - UNDERSTAND the conditions for the specific
accommodations as described in the IEP, 504 or
Program Service Plans
26If your school uses volunteers, make sure they....
- understand roles and responsibilities.
- abide by confidentiality laws, Code of Test
Administration. - adhere to conditions of the IEP, 504 or Program
Services Plans. - read and sign a Non Disclosure Agreement.
27Accommodations for the CATS Assessment
- Reading assessments may be read to a student on
the premise that the intent is to measure reading
comprehension, ONLY if this is the normal mode
through which the student is presented regular
print materials and is documented on the IEP,
Program Services or 504 Plans.
28Use of Readers
- Evaluation information supports the verified
disability and the impact of the disability on
reading. - Student has a verified disability which
significantly impacts the area of reading.
29Use of Readers
- Students IEP or Program Services Plan includes
specific goals, benchmarks, objectives and
specially designed instruction related to reading
or describes supplementary aids and services
(Braille print, tape recorders, assistive
technology) necessary for student to access and
progress through general education curriculum.
30Use of Readers
- Students 504 Plan documents the use of a reader
as part of the intervention strategies and
modifications.
31Use of Readers
- 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.
32Reader Responsibilities
- read directions, prompts, situations, passages,
and stories as written UNLESS the student also
meets criteria for PARAPHRASING - do not use information to lead the student to
specific information needed for answering items
or questions
33Use of Scribes
- Evaluation information supports the verified
disability and the impact of the disability on
writing. - Student has a verified disability which
significantly impacts the area of written
expression/basic writing skills or a physical
disability which impedes the motor process of
writing.
34Use of a Scribe
- Students IEP or Program Services Plan documents
specific goals, benchmarks, objectives, and SDI
related to writing or describes supplementary
aids and services (e.g., Braille writers, tape
recorders, assistive technology, note taker,
scribe) necessary for the student to access, be
involved and progress in general education
program. - Students 504 Plan addresses written expression
interventions/modifications.
35Use of a Scribe
- Student uses a scribe as part of the students
regular instructional routine to communicate
information and knowledge. - NOTE A scribe is NOT a replacement for writing
instruction or assistive/adaptive technology.
36Do 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
37Scribe Responsibilities
- record the students responses consistent with
accommodations described on IEP, Program Services
Plan or 504 Plan for instructional activities and
classroom assessments - shall not inappropriately impact content being
measured
38Scribes Role
- to 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
39Scribe Responsibilities for M/C
- For multiple choice, record the answer selected
by student. - NOTE Few students will need a scribe for this
assessment. Generally, they will be students
with physical disabilities or visual tracking
issues!
40Scribe Responsibilities for Open Response
- For open response items, scribe writes what
student dictates. - Since the purpose of open response items is to
assess application of knowledge in content areas,
scribe may record the students responses using
correct spelling, punctuation, and
capitalization. - HOWEVER, scribes DO NOT correct grammar, run-on
sentences, or organization of the students ideas.
41Scribe Responsibilities for On-Demand
- write what the student dictates.
- follow the directions for use of a scribe for
portfolios. - shall not provide instruction or conference with
the student during the on-demand writing prompt. - shall not correct grammar, run-on sentences, or
organize students ideas.
42Scribe Responsibilities for Portfolios
- record what the student dictates word-for-word
- format, capitalize, and punctuate ONLY as
directed by the student or with whatever
punctuation seems to best reflect students
verbal flow of ideas - may ask student to spell specific words, indicate
words to capitalize, and where to punctuate
43Scribe Responsibilities for Portfolios
- During conferencing, the teacher may
- ask student to read work aloud
- read students work aloud to the student
- give the student the work to revise and edit
- ask the student questions
- The student decides what to add, delete,
elaborate and extend ideas.
44Paraphrasing In General
- a strategy used to restate printed text or oral
communication using other words or forms - NOTE Teaching paraphrasing strategies (putting
printed text into own words) is appropriate
instruction for students who have difficulty
understanding and remembering written or oral
communication!
45Use of Paraphrasing
- Students disability impacts understanding and
memory of written materials. - Student has a severe receptive language or
listening comprehension deficit which impacts the
students ability to process oral language.
46Use of Paraphrasing
- Students IEP and Program Services Plan includes
goals /benchmarks/objectives, and SDI related to
reading comprehension, language, and or listening
comprehension or - describes supplementary aids and services and
accommodations necessary for student to access,
be involved and progress in general education
curriculum - 504 Plan includes intervention strategies and
modifications to address the areas.
47Use of Paraphrasing
- Paraphrasing is part of students regular
instructional routine to gain information and
meaning from printed material. - Note A paraphraser is NOT a replacement for
instruction in reading , listening, oral
communication or assistive/adaptive technology.
48Responsibilities for Paraphrasers
- repeat or rephrase directions, prompt, situation
- includes breaking down directions and sentences
into parts or segments, using similar words or
phrases, but does NOT include defining words or
concepts or telling student what to do first,
second, etc. - not to inappropriately impact content being
measured
49Paraphrasing may NOT be used for
- Reading passages
- Content passages
50Use of Technology and Special Equipment
- A student with a disability may use special
equipment, including assistive and adaptive
technology described on the students IEP,
Program Services Plan or 504 Plan if it is used
routinely during instruction.
51Examples of Technology and Special Equipment
- Amplification Equipment
- Noise buffers
- Magnifying devices
- Non-calibrated rule or template
- Communication boards or devices
- Word processors
- Talking Calculators
- Speech Synthesizer
- Closed caption or video materials
- Audiotaped directions
52Examples of Technology and Special Equipment
- Electronic dictionaries
- Non-calibrated Rule or Template
- Cranmer Abacus
- Text -talk Converters
- Auditory Trainers
53Note.....
- If the use of special equipment would influence
the performance of another student, then the
assessments should be administered to the student
in an alternative setting.
54Technology
- If a students appropriate accommodation for all
written work is through the use of a computer, it
is also permissible for open response questions.
55Technology Guidelines
- If a student will be using technology, please
make sure that you follow the guidelines in the
following - Administration Manual for Test Administrators and
Proctors - DAC Implementation Guide for CATS
- Instruction Manual for District Assessment
Coordinators and Building Assessment Coordinators
56Use of Extended Time
- Students with disabilities who have IEPs, Program
Services or 504 Plans that stipulate extra time
is needed are allowed extended time on the
norm-referenced component of the state-required
assessments as long as extended time is an
accommodation for assessments and completion of
assignments as part of their instructional
routine. - All students may use extended
time on the Kentucky Core - Content Tests.
57However, students must be....
- making constructive progress on completing
responses. - provided proper supervision to maintain an
appropriate assessment atmosphere.
58Reinforcement Behavior Modification Strategies
- Students with disabilities, who have IEPs,
Program Services or 504 Plans that stipulate the
use of reinforcements/behavior modification
strategies (e.g., point system) and are used
routinely, can have these implemented during the
assessment. - If such modifications are not stipulated in an
IEP or 504 Plan, they may still be implemented
for a student who displays aggressive or
disruptive behavior.
59Reinforcement Behavior Modification Strategies
- If a student is not making progress and the
students behavior impacts the performance of
other students, then school staff may remove the
student from the assessment situation.
60Manipulatives 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 encouraged to use
manipulatives. Self initiation of manipulatives
must occur.
61Prompting or Cueing
- Cue cards or other strategies (e.g.,
edit/revision checklists, mnemonic devices,
formula cards, visual organizers) may be used
during assessment under the following
conditions....
62Conditions for Prompting/Cueing
- Student initiates. Teacher does not.
- Teacher does not point out the steps.
- Cueing is part of IEP, Program Services or 504
Plans and part of students instructional
routine. - Teacher cannot provide content information needed
to address test questions. - On rare occasions, verbal or non-verbal cue to
begin or refocus on a task is permitted.
63Prompting/Cueing Guidelines
- Graphic organizers and cueing systems used for
state-required assessments shall be content free.
See examples and non-examples in the regulation. - All of the materials that might be included in a
personal notebook or cueing system during
classroom instruction will NOT be appropriate for
inclusion during administration of the
state-required assessments. - Cueing systems are not small versions of
classroom posters.
64Use of Interpreters for Students with a Hearing
Impairment
- Student has a verified disability in the area of
hearing or uses sign language as the normal mode
of communication due to his disability. - IEP includes goals, benchmarks, objectives and
specially designed instruction related to
reading, communication and language development.
65Use of Interpreters for Students with a Hearing
Impairment
- IEP describes supplementary aids and services
(e.g., American Sign Language, communication
boards, tape recorders, assistive or adaptive
technology) necessary for student to access
general education curriculum. - 504 Plan includes interventions/modifications
66Use of Interpreters for Students with a Hearing
Impairment
- Evaluation support need for interventions and
accommodations - IEP documents that printed materials and oral
communication is typically signed to the student
during instruction. - Signing is part of the students regular
instructional routine to gain information and
meaning from print material and oral
communication.
67Use of Interpreters for Students with a Hearing
Impairment
- can not indicate correct answers to test items
- do not define words for students
- do not provide content
- do not teach vocabulary or concepts during
on-demand writing, open-response, or
multiple-choice assessments - Note Signing is NOT a replacement for
technology or reading instruction.
68Interpreters who are also scribes must follow the
policies on scribing.
- NOTE American Sign Language does not have signs
for articles, therefore the interpreter does not
insert articles in the students pieces.
69Use of Interpreters for Students with Limited
English Proficiency
- Oral interpretation of state-required assessments
into the primary language of an LEP student may
occur under the following conditions - Student is officially designated limited English
proficient - Students Program Services Plan includes specific
goals and objectives related to reading,
communication and language development in English - Evaluation information supports the need for the
interventions and accommodations - Students Program Services Plan documents that
oral translation from English to the students
primary language is part of the students ongoing
delivery of instruction and necessary for the
student to access and be involved in general
curriculum
70Use of Interpreters for Students with Limited
English Proficiency
- Interpreting shall NOT be a replacement for
providing instruction in English but will be used
to support the students meaningful participation
in English speaking classrooms. - Interpreters shall NOT add to or detract from
spoken and/or written material to be interpreted.
71Who can assist with accommodations?
- School district decision
- Preferably someone familiar with the student
(teacher, instructional assistant) - Individual trained in confidentiality, the roles
and responsibilities of appropriate
accommodations from the regulation Inclusion of
Special Populations in the State-required
Assessment and Accountability Programs and The
Administration Code for Kentucky Educational
Assessment Program
72Questions?
- Division of Assessment Implementation 564-4394