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Bullitt County Counselors Meeting

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Title: Bullitt County Counselors Meeting


1
Bullitt County Counselors Meeting
  • March 16, 2009

2
Alternate Assessment
  • Components of the Alternate Assessment
  • Portfolio
  • Attainment Tasks (AT)
  • Transition Attainment Record (TAR)
  • Must be documented in students IEP that the
    student qualifies for the Alternate Assessment
  • Accommodations must be marked and applied in the
    same manner as they are on the general assessment

2
3
Alternate assessment
  • Students in program have primary ownership of
    assessment pieces
  • Yearly training for administration is required
  • Alternate Assessment components are secure
    materials
  • Altering results of Alternate Assessment
    components is prohibited

4
Alternate Portfolio
  • All work must cease at end of day 1 of the
    schools spring testing window.
  • Teachers should combine all parts of the
    assessment from the portfolio (all parts
    included) and placed in the student baggie for
    mailing. Attainment Tasks and Transition
    Attainment Record results will be submitted
    online ONLY PORTFOLIO will be submitted by mail.

4
5
Baggie Contents
  • READING
  • Portfolio Cover Sheet (label)
  • Individual Assessment Targets
  • Highest Assessment Probe (1 Per Standard)
  • 1 Work Sample Per Standard
  • SCIENCE
  • Portfolio Cover Sheet (label)
  • Individual Assessment Targets
  • Highest Assessment Probe (1 Per Standard)
  • 1 Work Sample Per Standard

NOTE The Code of Ethics shall accompany the
portfolio with a copy in the AAAF for all grade
levels except grade 12. All grade 12 students
should have a copy of the Code of Ethics stored
in their AAAF.
MATH Portfolio Cover Sheet(label) Individual
Assessment Targets Highest Assessment Probe (1
Per Standard) 1 Work Sample Per Standard
CODE OF ETHICS Only one code of ethics will be
required per student this year. It will cover the
Portfolio, Attainment Task and Transition
Attainment Record.
2/9/2009
5
6
Return Shipment
  • Step 1 Make sure all portfolio pieces are
    included for each content area. Place the cover
    sheet on front of each content area set and
    staple each set.
  • Step 2 Place student identification labels on
    each portfolio cover sheet.
  • Step 3 Place all content area portfolio sets and
    one signed code of ethics inside the plastic
    baggie for the student and send. (Note Place a
    copy of the Code of Ethics in AAAF.)

6
7
Return Shipment
  • Step 4 Place student identification label in top
    right corner of students plastic baggie.
  • Step 5 Place all plastic baggies in the provided
    return shipment box.
  • If you are seeking a medical exemption, do not
    submit a portfolio or a blank portfolio cover
    sheet. Submit the medical exemption form and
    store a signed Code of Ethics in the students
    AAAF.

7
8
Administration Code Training
  • Office of Assessment and Accountability
  • Kentucky Department of Education

9
Purpose of This Training
  • To review the appropriate practices for the state
    assessment system as defined in the
    Administration Code for Kentuckys Educational
    Assessment Program (703 KAR 5080)
  • Revised August 2008
  • To review the Inclusion of Special Populations in
    the State-Required Assessment and Accountability
    Programs (703 KAR 5070)
  • Revised October 2008

10
Appropriate Assessment Practices
  • Requires annual training for all individuals
    involved in any component of the state assessment
  • Annually read and comply with documents and
    manuals specific to the state-wide assessment
  • Training includes documents and administration
    manuals specific to state-required assessment
    components

11
Appropriate Assessment Practices
  • Training must be completed prior to writing
    portfolio development and any assessment
    administration
  • 703 KAR 5080 703 KAR 5070 shall be reviewed
    prior to spring test administration by all
    involved in assessment

12
Signature Page 1 page/person
13
VIDEO
  • View
  • Administration Code for
  • Kentuckys Educational Assessment Program
  • 703 KAR 5080

14
Inclusions of Special Populations
  • Kentucky Department of Education
  • Office of Assessment and Accountability

12/19/2008 Draft
14
15
Inclusions of Special Populations
  • In the State-Required Assessment and
    Accountability Programs
  • 703 KAR 5070

15
12/19/2008 Draft
16
Table of Contents
  • Introduction, Background and Purpose
  • Student Inclusion
  • Summary of the Standards for Inclusion of Special
    Populations
  • Section 1- Inclusion of Students with
    Disabilities
  • Section 2- Inclusion of Students in Non-A1
    Schools and State Agency Children
  • Section 3- Inclusion of Limited English
    Proficiency (LEP) Students
  • Section 4- Inclusion of Students Receiving
    Instruction in Home/Hospital Settings
  • Section 5- Inclusion of Students with Temporary
    Medical Conditions That Necessitate
    Accommodations for Participation
  • Section 6- Conditions for Implementing
    Accommodations

12/19/2008 Draft
16
17
New Changes
  • There is less repetition of information in the
    Inclusions of Special Populations document.
  • The word modified has been removed throughout the
    document.
  • When using a scribe for Limited English
    Proficient students there are no limits on the
    number of years that the accommodation can be
    used.

12/19/2008 Draft
17
18
New Changes
  • Oral native language support and simplified
    language are accommodations that have been added
    for LEP students.
  • The definition of paraphrase has been added.
  • American Sign Language must adhere to the
    grammatical equivalent of English without adding
    to or elaborating on the content.

19
Who Says EVERYONE?
  • Kentucky Education Reform Act in 1990 stipulated
    that our statewide assessment would be an
    inclusive system.
  • The Amendments of 1997 and 2004 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.

19
20
Who Participates in State Assessments?
  • Students without accommodations
  • Students with accommodations
  • Alternate Assessment

20
21
Without accommodations
  • Students who have been referred to an Admissions
    and Release Committee (ARC) or 504 committee, but
    the evaluation or eligibility process have not
    been completed.
  • Students with disabilities not receiving special
    education and related services or accommodations
    and interventions under section 504.

21
22
With accommodations
  • Students who have a current Individualized
    Educational Plan(IEP),504 Plan or Program
    Services Plan(PSP).
  • Students who meet the eligibility requirement for
    one of the disability categories under KAR 707
    Ch. 1 or section 504 of the Rehabilitation Act of
    1973.
  • Students who receive specially designed
    instruction and related services.

12/19/2008 Draft
22
23
Purpose of accommodations
  • Based on the individual needs of the student and
    not on a disability category
  • Evaluation information or data support the need
    for intervention and accommodations in the
    specific area of need
  • Part of the students routine instructional
    program

23
24
Accommodations
  • Accessing the general curriculum and
    demonstrating what the student knows and is able
    to do.
  • Shall not inappropriately impact the content
    being measured.
  • Shall be considered temporary strategies and
    shall be faded as the student gains skill and
    knowledge.
  • Not intended to reduce learning expectations or
    substitute for specific instruction.

24
25
Assistive Technology
  • An assistive technology device, as defined by
    (PL 105-394), is any item, piece of equipment or
    product system whether acquired commercially, off
    the shelf, modified, or customized that is used
    to increase or improve functional capabilities of
    individuals with disabilities.

25
26
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, the Administration Code and the
    Inclusions Regulation.

26
27
27
28
28
29
Readers
  • If listening to a reader is the normal mode
    through which the student is presented regular
    print materials, reading assessments may be read
    to a student on the premise that the intent of
    reading is to measure comprehension.

29
30
Use of Readers
  • Read directions, prompts, situations, passages,
    and stories as written unless the student meets
    criteria for paraphrasing.
  • Not using information to lead the student to
    information needed for answering the
    openresponse items or multiple choice questions.
  • Re-read directions, prompts, situations,
    passages, and stories ONLY AT THE STUDENTS
    REQUEST.
  • Not pointing out parts of the task, questions or
    parts skipped by the student and read individual
    words and abbreviations that are mispronounced
    by text/screen readers.

30
31
Use of Scribes
  • Before providing a scribe the ARC or 504
    committee should consider under what conditions a
    student will use a scribe or supplementary aids
    Braille writers, communications boards, audio
    recorder, assistive technology or note taker
  • Has to be used on a routine basis during
    instruction
  • Should not be used as a replacement for writing
    instruction or assistive technology

31
32
Scribes 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 without changing
    the measure of the students response

32
33
Scribes Responsibility for Multiple Choice
  • For multiple choice, record the answer selected
    by student.
  • NOTE Few students will need a scribe for this
    type of items. Generally, needing this
    assistance will be students with physical
    disabilities or visual tracking issues.

33
34
Scribes Responsibility for Writing 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

34
35
Scribes Responsibility for Writing 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.

35
36
Scribes Responsibility 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.

36
37
Scribes Responsibility for On-Demand Writing
  • 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.

37
38
Paraphrasing
  • Teaching a student to use paraphrasing
    strategies, which are used to restate printed
    text or oral communication using other words or
    forms putting printed text and oral communication
    into his/her own words.

38
39
Paraphrasing
  • Can Use Paraphrasing on the On-Demand Tasks for
  • Open-Response Items
  • Multiple Choice Questions
  • Writing Prompts

39
40
Paraphrasing
  • Do Not Use Paraphrasing as a Replacement for
  • Reading , Listening, and Oral Communications
    Instruction
  • Assistive Technology

40
41
Paraphrasing
  • Paraphrasing for the state-required Assessment
    and Accountability Programs shall be consistent
    with classroom instruction and includes
  • Repeating or rephrasing the on-demand tasks,
    directions, prompts, or situation.
  • Breaking directions and sentences into parts or
    segments or using similar words or phrases.
  • But shall not include defining words or concepts
    or telling a student what to do first, second,
    etc.
  • Stories (reading passages) and content passages
    may NOT be paraphrased.

41
42
Use of Extended Time
  • Part of their daily instructional routine
  • Student must be making constructive progress on
    completing their responses and under proper
    supervision

42
43
Reinforcement Behavior Modification Strategies
  • If ANY students behavior impacts the performance
    of other students, then school staff may remove
    the student from the assessment situation.

43
44
Reinforcement and Behavior Modification Strategies
  • A student may complete the assessment if..
  • they are moved to another location,
  • standards for appropriate testing are followed,
  • test security is maintained, and
  • must finish in the same day.

44
45
MANIPULATIVES
  • Used on the state-required assessment and
    development of portfolios as a strategy to solve
    problems
  • Part of daily instruction
  • Student initiated

45
46
Prompting and Cueing
  • The use of these strategies and guides for
    assessment shall be student initiated and not
    teacher initiated.
  • Prompting and cueing documents are personal to
    the student and not generic.
  • Collection of tools to assist a student with a
    disability in accessing the general curriculum
  • Organizers for his or her thinking and work
  • Management strategy to assist a student in
    organizing his or her learning and memory devices

46
47
Interpreters for Students with Hearing Impairments
  • Signing shall not be a replacement for technology
    or reading instruction.
  • Interpreters cannot indicate correct answers to
    test items.
  • Interpreters who are also scribes must follow the
    policies on scribing.
  • NOTE American Sign Language must adhere to the
    grammatical equivalent of English without adding
    to or elaborating on the content.

47
48
Identifying LEP Students
12/19/2008 Draft
48
49
LEP Accommodations
  • Permitted only if listed in a students PSP.
  • Both the current PSP and the current
    accommodations have been used in an on-going
    basis in the mainstream classroom.

49
50
LEP Accommodations
50
51
Limited English Proficient (LEP) Students (as
defined in 703 KAR 5001)
  • All LEP students participate in CATS
  • 1st year LEP students take the NCLB required
    mathematics (grades 3-8) and science
  • (grades 4, 7, 11) assessments for participation
    but not part of a school/ districts
    accountability
  • 2nd year LEP students take all the assessments
    for that particular grade level with the
    exception of a writing portfolio
  • 3rd year LEP students will be responsible for all
    assessments and a writing portfolio

51
52
III. Violations of the Administration Code for
Kentuckys Educational Assessment Program
53
Reporting Allegations
  • All allegations, or perceived inappropriate
    testing procedure or behavior, should be reported
    to the Building Assessment Coordinator (BAC) and
    then to the District Assessment Coordinator
    (DAC).
  • If the DAC is the one not following proper
    procedure and does not correct or report the
    situation, a call or e-mail can be placed to the
    Allegations Coordinator in the Office of Legal
    Services by any concerned person.

54
Alleged Testing Violation Process
55
Allegations for 2008 2, 3, 7, 7, 23, 30, 31, 33,
42, 44
56
Allegations for 2008
57
Time for an Activity!???????? Allegation
???????????
58
Good Faith Effort Checklists
59
Rewards or Motivational Strategies
  • Shall be consistent with those applied within the
    regular curriculum or with the larger school
    program in general and attainable year round for
    student achievement.

60
Funding of rewards
  • Follow School Food Services Guidelines and local
    and state boards finance policies.
  • Local school board funds or cash awards from
    school activity funds generated by students shall
    not be used for student incentives.
  • ESS funds shall not be used for test
    preparation.
  • Donations from individuals, businesses, parents
    or school staff can be used for student
    incentives.
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