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					Understanding Appropriate Inclusion of
   Special Populations in the State-
Required Assessment and Accountability
               Program
             703 KAR 5:070



       Kentucky Department of
             Education

                February 2005
Tests, 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.


                   February 2005
        Today’s 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!

                 February 2005
      Room for Everyone!
 CATS   is designed to increase
  learning for ALL students so our
  assessment system must be fair and
  equitable.
 Kentucky’s assessment system is an
  inclusive system.



               February 2005
       Kentucky’s Great IDEA
   Kentucky                    The Amendments of
    Education Reform             1997 for IDEA
                                 stipulated that
    Act in 1990
                                 children with
    stipulated that our          disabilities must be
    statewide                    included in general
    assessment would             state and district-wide
    be an inclusive              assessments, with
    system!                      appropriate
                                 accommodations or in
                                 an alternative
                                 assessment.


                     February 2005
Framework 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
                February 2005
  Plans
ARC/IEP/Instructional Decisions

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


                     February 2005
             THE DECISIONS
   What do we teach?
    – Program of Studies/Core Content at student’s
      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 student’s disability is
      a barrier to accessing curriculum and
      demonstrating learning!
                       February 2005
CATS Accommodations vs.
Classroom Accommodations


       Classroom
       Accommodations
          CATS
          Accommodations




          February 2005
What are accommodations and
       modifications?
 Accommodation           Modifications
 s are an                    are an alteration
 alteration in the           in the
 testing                     assessment
 environment or              instrument.
 process.



                 February 2005
        Accommodations and
        Modifications..............
   provide equity not an
    advantage
   enable students with
    disabilities to access
    curriculum and core content
    critical to achieving Kentucky’s
    academic expectations,
    learning goals, and Program of
    Studies content standards
   allow students to participate
    and demonstrate what they
    know and can do
                          February 2005
Inclusion of Students with Disabilities—
         3 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
                 February 2005
Students 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 February 2005
    Accommodations and
  Modifications for the CATS
         Assessment
based  on individual need NOT on
 a disability category




              February 2005
        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
                 February 2005
    Three Conditions for Accommodations
         and/or Modifications are…

 part of the student’s regular instructional
  routine and are NOT introduced just for
  purpose of state-required Assessment
 related to individual student’s needs and
  the impact of the disability on specific
  areas of learning which are SUPPORTED
  by evaluation information/data and IEP
  (student’s present level of performance,
  specific goals and objectives, and
  specially designed instruction)
 specified in the student’s IEP
                   February 2005
         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


                   February 2005
    Three Conditions for Accommodations
            and/or Modifications

 are part of the student’s regular
  instructional routine and are not
  introduced just for purpose of state-
  required Assessment
 related to individual student’s 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 student’s 504 Plan
                    February 2005
    Participation in Alternate Portfolio
           Assessment Program

 determine and verify IEP meets all criteria
  for the certificate program
 document in writing in the student’s
  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


                   February 2005
         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
                                    February 2005
           Children in A2-A6 and
            State Agency Care
 Same assessments administered as other
  public school
 Results of assessments shall be attributed to
  the appropriate A1 school’s accountability
  index




                    February 2005
Students 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.

                             February 2005
   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.
                February 2005
          Accommodations
 readers                  reinforcement and
 scribes                   behavioral
 paraphrasing
                            modifications
                            strategies
 use of technology
                           manipulatives
  and special
  equipment                prompting/cueing

 extended time            interpreters




                  February 2005
Follow 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
                    February 2005
  the IEP, 504 or Program Service Plans
 If 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.
                February 2005
  Accommodations 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.
                     February 2005
       Use 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.
              February 2005
        Use of Readers
 Student’s  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.       February 2005
       Use of Readers

Student’s  504 Plan documents
 the use of a reader as part of the
 intervention strategies and
 modifications.



              February 2005
       Use 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.
              February 2005
     Reader 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

                 February 2005
        Use 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.
                February 2005
         Use of a Scribe
 Student’s 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.
 Student’s 504 Plan addresses written
  expression interventions/modifications.
                  February 2005
       Use of a Scribe
 Student uses a scribe as part of the
 student’s regular instructional
 routine to communicate information
 and knowledge.

  NOTE: A scribe is NOT a
   replacement for writing instruction
   or assistive/adaptive technology.

                February 2005
   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
                February 2005
  Scribe Responsibilities
record the student’s 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
              February 2005
         Scribe’s Role

to record the student’s 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
             February 2005
Scribe 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!

              February 2005
        Scribe 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 student’s responses
  using correct spelling, punctuation,
  and capitalization.
 HOWEVER, scribes DO NOT correct
  grammar, run-on sentences, or
  organization of the student’s ideas.
                 February 2005
     Scribe 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 student’s
  ideas.
                February 2005
     Scribe 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 student’s verbal flow of
  ideas
 may ask student to spell specific
  words, indicate words to capitalize,
  and where to punctuate
                 February 2005
        Scribe Responsibilities
            for Portfolios
 During   conferencing, the teacher
 may
  – ask student to read work aloud
  – read student’s work aloud to the
    student
  – give the student the work to revise and
    edit
  – ask the student questions
 Thestudent decides what to add,
 delete, elaborate and extend ideas.
                February 2005
     Paraphrasing 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!
                 February 2005
      Use of Paraphrasing
 Student’s   disability impacts
  understanding and memory of
  written materials.
 Student has a severe receptive
  language or listening comprehension
  deficit which impacts the student’s
  ability to process oral language.


               February 2005
       Use of Paraphrasing
 Student’s 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.
                  February 2005
       Use of Paraphrasing
 Paraphrasing   is part of student’s
  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.
                 February 2005
           Responsibilities 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 February 2005
 Paraphrasing may NOT be
         used for:

Reading
 passages
Content
 passages


            February 2005
Use of Technology and Special
         Equipment
A   student with a disability may use
 special equipment, including
 assistive and adaptive technology
 described on the student’s IEP,
 Program Services Plan or 504 Plan
 if it is used routinely during
 instruction.

             February 2005
    Examples of Technology and
        Special Equipment
 Amplification            Word processors
  Equipment                Talking
 Noise buffers             Calculators
 Magnifying               Speech
  devices                   Synthesizer
 Non-calibrated rule      Closed caption or
  or template               video materials
 Communication            Audiotaped
  boards or devices         directions
                  February 2005
Examples of Technology and
    Special Equipment
 Cranmer   Abacus       Electronic

 Text -talk              dictionaries
  Converters             Non-calibrated

 Auditory                Rule or
  Trainers                Template




                February 2005
Note.....
 Ifthe use of special equipment would
  influence the performance of another
  student, then the assessments
  should be administered to the
  student in an alternative setting.




                February 2005
                 Technology
   If a student’s
    appropriate
    accommodation
    for all written work
    is through the use
    of a computer, it is
    also permissible
    for open response
    questions.

                      February 2005
       Technology Guidelines
 Ifa 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

                  February 2005
      Use 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.
                  February 2005
    However, students must be....
 making
  constructive
  progress on
  completing
  responses.
 provided proper
  supervision to
  maintain an
  appropriate
  assessment
  atmosphere.
                    February 2005
    Reinforcement & 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.

                   February 2005
Reinforcement & Behavior
 Modification Strategies
                    If a student is not
                     making progress
                     and the student’s
                     behavior impacts
                     the performance of
                     other students,
                     then school staff
                     may remove the
                     student from the
                     assessment
                     situation.
         February 2005
   Manipulatives may be used
     during assessment...
 ifused by student to solve problems
  routinely during instruction
 is described on student’s IEP or 504
  Plans
 NOTE: A student should NOT be
  encouraged to use manipulatives.
  Self initiation of manipulatives must
  occur.
                February 2005
        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 the following
 conditions....



                February 2005
           Conditions 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 student’s
  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.
                  February 2005
 Prompting/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.
                       February 2005
         Use 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.

                 February 2005
Use 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
                  February 2005
Use 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 student’s
  regular instructional routine to gain
  information and meaning from print
  material and oral communication.
                 February 2005
Use 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.

                      February 2005
Interpreters 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
           student’s pieces.
                February 2005
         Use 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
    – Student’s 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
    – Student’s Program Services Plan documents that oral
      translation from English to the student’s primary
      language is part of the students ongoing delivery of
      instruction and necessary for the student to access and
      be involved in general curriculum

                           February 2005
         Use 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 student’s
  meaningful participation in English
  speaking classrooms.
 Interpreters shall NOT add to or detract
  from spoken and/or written material to be
  interpreted.


                  February 2005
Who 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
                   February 2005
    Questions?
 Division of Assessment
Implementation 564-4394




        February 2005

				
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Description: Non Disclosure Agreement Writers document sample