703 KAR 5:080 Administration Code for KYs Educational Assessment Program

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703 KAR 5080Administration Code for KYs
Educational Assessment Program

• Fall
• Laurel County Schools

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Rationale

• Professional Ethics No test preparation
  practice shall violate the ethical standards of
  the education profession.
• Educational Defensibility No test preparation
  practice shall increase students test scores on
  the statewide assessment components without
  simultaneously increasing students ability to
  apply the content tested to real life or
  simulated real-life situations.
• Student Ownership All assessment work shall be
  done entirely by the student. No one shall
  coach, edit, or point out errors in student work
  on the open response or multiple choice portions
  of the test. Anyone offering input to students
  for the development of portfolios shall adhere to
  the guidelines outlined in the portfolio section
  of this document, the Writing Portfolio
  Development Teachers Handbook, and the Writing
  Portfolio Scoring Teachers Handbook.

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Year-Long Issues
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Appropriate Assessment Practices

• Training on this Administration Code and the
  Inclusion of Special Populations document shall
  be provided for EVERY individual involved in any
  component of the assessment.

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More Appropriate Practices

• Follow all guidelines in the Administration Code.
• Follow all guidelines in the administration
  manuals and other state assessment documents
  (i.e. Portfolio Handbook).

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More Appropriate Practices

• Know and teach the Core Content for Assessment
• Practice Released Test Items from KDE
• Staff shall not use knowledge about the test
  items to prepare students or share this knowledge
  with anyone
• Do not reproduce the test -- Shall not be
  reproduced in whole, in part, or paraphrased in
  any way.

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More Appropriate Practices

• When can you post materials for instructional
  purposes?
• ALWAYS!
• (Show in Lesson Plans)
• When can you post materials for purposes of
  improving assessment results?
• NEVER

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Appropriate Testing Materials

• Dictionaries/ Thesauri will be used for Writing
  Portfolio development and On demand Writing test,
  only.
• Calculators a must for the KCCT Mathematics
  test, parts of the Augmented NRT Math test and
  available for use on any KCCT test.
• Shall not distribute any information or
  materials that are not sent with test materials
  or specified in IEP, 504, PSP.

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Good Faith Effort

• Good faith effort begins the first day of School!
• School policies/procedures, Classroom
  expectations, unit assessments, scrimmage
  testing, etc.
• Checklists, follow district policies and
  Redbook guidelines for financing motivational
  efforts.
• Strategies should be commensurate with other
  motivational approaches used by the school.

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Writing Portfolios

• Writing Portfolios are developed under the
  direction of, and evaluated by, the classroom
  teacher who should provide the definition and
  examples of proficient work.

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Writing Portfolio Development

• OK
• Teachers should provide opportunities for
  portfolio writing and ample time for their
  development
• Teachers should ask questions to clarify purpose,
  meaning, content, ideas, organization, and
  mechanics and may indicate the position of errors
• Teachers should share and discuss scoring
  criteria and samples of student work illustrating
  that criteria and discuss best pieces and
  possible choices for inclusion in the portfolio
  with students
• Teachers should assist students in identifying a
  variety of tasks that address the required
  categories and types of entries
• Teachers may assign trained peer tutors or others
  to assist students with portfolio development,
  however, students shall write or type portfolio
  pieces by themselves unless allowed
  accommodations

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Writing Portfolio Development

• Not OK
• Any assistance or intervention from teachers,
  peers, or others that diminishes personal
  ownership is prohibited
• Also altering documentation attesting that
  portfolio was produced by student is not
  permissible
• Only the student is to make direct corrections or
  revisions on his/her portfolio
• Not permitted is adding, subtracting, revising,
  or working on entries after the completion date
• Peer tutors and others shall not provide
  assistance beyond that which can be provided by
  the teacher

13
Writing Portfolio Scoring

• OK
• Only certified school personnel who have received
  current KDE training may provide accountability
  scores district maintains documentation of
  trained scorers
• Scorers shall use current scoring materials and
  apply the scoring standards accurately and
  consistently
• Scoring judgements on the correct performance
  level for a portfolio in question are made on the
  basis of language on the scoring guide, using
  benchmarks, and referring to high-end portfolios

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Writing Portfolio Scoring

• Not OK
• No individual shall instruct or encourage
  teachers to assign higher or lower scores than
  are warranted by the work in the portfolio
• Scoring accuracy shall not be compromised by lack
  of adequate training or inappropriate scoring
  conditions

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Alert Papers

• Alert Papers evidence within a student response
  that the student may cause harm to himself or to
  others or may otherwise be suffering abuses.
• ALERT paper during Portfolio Development/Scoring
• Notify Writing Cluster Leader, BAC or Principal
• Follow guidelines in Writing Development
  Teachers Handbook

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Marking Student Papers
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Inclusion of Special Populations

• Any individual providing accommodations to a
  student on the test shall be trained in his role
  and responsibilities and abide by the IEP,
  confidentiality laws and the Administration Code.
• Understanding accommodation and modification
  requirements for the Inclusion of Special
  Populations in the State-Required Assessment and
  Accountability Programs is a must.

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Framework and Instruction for ALL Students

• 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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ARC/IEP/Instructional Decisions

• What content must be taught?
• Program of Studies content
• Core Content for Assessment
• Local district/school curriculum
• 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!

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CATS Accommodations vs. Classroom Accommodations
Classroom Accommodations
CATS Accommodations
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Accommodations 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

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Inclusion 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

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Accommodations and Modifications for the CATS
Assessment

• based on individual need NOT on a disability
  category
• CATS Audiotapes??
• On-Line Testing?

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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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Three 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

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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 more major life
  activities (i.e., LEARNING)
• have a current 504 Plan
• meet 3 conditions

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Three 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

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Participation 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

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Participation 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

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Alternate Portfolios

• OK
• Students should have ownership of their
  portfolio, intervention should enhance rather
  than remove or diminish ownership
• Teachers, parents, friends, and peers assume
  support roles as listeners, responders, and
  encouragers
• Only certified school personnel receiving current
  KDE training may provide accountability scores
  district maintains record of trained scorers
• Scorers should refer to the terms used in the
  Alternate Portfolio Program Holistic Scoring
  Guide and score only evidence seen

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Alternate Portfolios

• Not OK
• Teachers should not author materials other than
  entry cover page
• The use of any accommodation or assistive device
  that is not a regular part of instruction is not
  permissible
• Adding, subtracting, revising, or working on
  portfolios after the completion date is prohibited

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Students whose Primary Language is NOT English

• 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

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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.

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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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Who can assist with accommodations?

• 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

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Accommodations 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.

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Violations of the Administration Code

• 1. Any violation of the Administration Code
  should be immediately reported to the Principal
  or the BAC.
• 2. Documentation of the events surrounding the
  violation should be written and signed by all
  those involved and given to the BAC
• 3. The BAC should report any violations to the
  DAC as soon as possible, who will contact KDE for
  further directions.
• Listed on pages 13-14 of the Administration Code
  are steps as to the procedures that are followed
  once a violation has been reported to KDE.

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Remember

• We Test EVERY student.
• Follow professional ethics.
• Follow administration code other documents.
• Administer accommodations as defined by the IEP
  or 504 plan.
• Sign signature sheet.