1. Inclusion of Special Populations
August 2011
Kentucky Department of Education
Office of Assessment and Accountability

2. Inclusion of Special Populations
In the State-Required Assessment and Accountability Programs
703 KAR 5:070
August 2011

3. Table of Contents Introduction, Background and Purpose
Section
Page
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
In the Power Point, at the top of some of the pages you will see either “Section…..” on the left upper corner or “pages…” on the right upper corner. This indicates which section of the regulation you will find this information on and what page of the regulation it is on.
Today we will go through each section of the Inclusions Regulation and briefly discuss what each section means and the information you can find in the regs.
August 2011

4. Outline
1.Students With Disabilities Participating in State Assessments
a. Without Accommodations
b. With Accommodations
c. In the Kentucky Alternate Assessment Program
2. Other Special Issues
3. Limited English Proficiency
4. Home/Hospital/Medical
5. Specific Accommodations with Prompting/Cueing Activity
6. JCPS Testing Unit Contacts
7. Situations Activity
The outline goes in the same order as the regs.
August 2011

5. Participation in State Assessments
Section 1
Pg.5 thru 7
Participation in State Assessments
Who Participates in State Assessments?
There are three ways a student with disabilities can participate: with no accommodations, with accommodations or in the Kentucky Alternate Assessment Program.
Pages 5-7 Inclusions of Special Populations
August 2011

6. How do Students with Disabilities Participate in State Assessments?
Section 1
Pg.5 thru 7
How do Students with Disabilities Participate in State Assessments?
Students with no accommodations
Students with accommodations
Students in the Kentucky Alternate Assessment Program
There are three ways a student with disabilities can participate: with no accommodations, with accommodations or in the Kentucky Alternate Assessment Program.
Pages 5-7 Inclusions of Special Populations
August 2011

7. With No Accommodations
Section 1
Page 6
With No 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.
Students may not participate if the process has only been started.
Page 6- Inclusions of Special Populations
August 2011

8. Section 1
Page 6
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
Students who receive specially designed instruction and related services.
Student must have a current IEP, 504 Plan or PSP in order to participate with accommodations.
Page 6- Inclusions of Special Populations
August 2011

9. Purpose of Accommodations
Section 1
Page 6
Purpose of Accommodations
Based on the individual needs of the student and not on a disability category
Need for intervention and accommodations in the specific area of need supported by evaluation information or data
Part of the student’s routine instructional program
Accommodations must be based on the individual’s needs, specific to them, not a disability.
There should be sufficient data to support the need for an accommodation in order for them to demonstrate what they are capable of doing.
Accommodations do not give them an advantage. Instead we are attempting to level the playing field so they can show what they truly know.
Page 6- Inclusions of Special Populations
Allowing the student to access the general curriculum and show what they know and are able to do
LEVEL THE PLAYING FIELD
August 2011

10. Kentucky Alternate Assessment Program
Section 1
Page 6 and 7
Kentucky Alternate Assessment Program
The components of the Kentucky Alternate Assessment Program are:
Attainment Tasks (AT)
Transition Attainment Record (TAR)
Documentation that the student qualifies for the Kentucky Alternate Assessment Program must be in student’s IEP
Accommodations must be marked and applied in the same manner on the general assessment
There are two basic components of the Kentucky Alternate Assessment Program: Attainment Tasks and Transition Attainment Record.
The need for the Kentucky Alternate Assessment Program must be documented with supporting evidence in the student’s IEP.
Accommodations must be applied in the same manner on the assessment as they are in the regular classroom.
Pages 6-7- Inclusions of Special Populations
August 2011

11. Section 1
Page 7
Other Special Issues
21 year old students – If they age out prior to testing, they do not have to complete that year’s testing. Skip a grade – If a student is passed to a grade, skipping a grade within the accountability system, they have to participate in the components they are passing. Students making successful transitions – With the exception of Kentucky Alternate Assessment Program students, schools are accountable for all students’ successful transition to adult life, with or without disabilities.
If students turn 21 after the testing would take place, they are required to participate that year.
As with any student without disabilities, the student that skips a grade must make up the assessment for the grade being passed by.
Schools are responsible for ALL students and their successful transition to adult life, with the exception of KAAP students.
August 2011

12. Section 2
Page 8
Non-A1 Programs
All non-A1 schools shall be included in the overall accountability program system.
Kentucky School for the Deaf and Kentucky School for the Blind students are included in the overall accountability program system
State agency children shall have the same assessments administered as other public school youth.
Section 2 discusses what schools are included in the overall accountability program system and tells us who must take the state assessments.
August 2011

13. Section 1
Page 7
Limited English Proficiency (LEP) Students (as defined in 703 KAR 5:001)
All LEP students participate in state required assessments
1st year LEP students take the NCLB required mathematics (Grades 3, 4, 5, 6, 7, 8 and 11) and science (Grades 4, 7 and 11) for participation, but are not included in a school/district score report
Once past the 1st year, LEP students take all the assessments for that particular grade level
Students enrolled as different year LEP students will take different parts of the assessments. This is a quick/brief breakdown of the different parts they would take during given years.
Pages 8-9- Inclusions of Special Populations
August 2011

14. Limited English Proficiency (LEP) Accommodations
Section 3
Pages 10
Limited English Proficiency (LEP) Accommodations
Accommodations are permitted only if listed in a student’s Program Services Plan (PSP).
Accommodations are also permitted if LEP students have an IEP or 504 PLAN.
Both the current PSP, IEP or 504 PLAN and accommodations have to be used in an on-going basis in the mainstream classroom.
Student must have a current IEP, 504 Plan or PSP in order to participate with accommodations.
August 2011

15. Implementation of Accommodations
Section 3
Pages 11
Implementation of Accommodations
Assistive Technology
Reader
Scribe
Prompting and Cueing
Bilingual or English Glossary and Dictionary
Extended Time
Oral Native Language Support
Simplified Language
Inclusions of Special Populations document on p 11.
No language other than English can be written on the state required assessment
If Short on multiple interpreters, district may use the same form of the test and be on a different schedule as long as it is within the testing window
Oral language-assistance with vocabulary to sight translations which means rendering printed English test material orally in the student’s native language
Simplified –language-specific words that may be exchanged but the words can’t be defined as part of the simplifying of language- ex. Assessment-Test
August 2011

16. Home/Hospital Settings
Section 4
Pages 13
Home/Hospital Settings
School personnel determine how a student in home/hospital setting will participate:
Full participation
Medical Exemption if assessment
would jeopardize a student’s well
being
*** An identified disability or handicapping condition alone
shall not be considered sufficient reason for granting a
medical exemption.
If a student is in the hospital or a home setting due to medical issues, school personnel will determine how the student will participate, either fully or if they need a medical exemption.
Keep in mind that a disability is not to be considered reason enough to not take the test.
August 2011

17. Temporary Medical Conditions
Section 5
Pages 14
Temporary Medical Conditions
A student who becomes injured or develops an ailment before or during the testing window may be allowed appropriate accommodations to allow his/her participation in the assessment.
Example: Student with broken writing arm can receive a scribe
If a student becomes injured just before or during the testing window, an accommodation will be allowed to enable the student to participate in the assessment fully.
August 2011

18. Implementing Accommodations
Section 6
Page 14
Implementing Accommodations
Age appropriate and related to verified disability
Need in a specified area supported by evaluation data
Not intended to reduce learning expectations or substitute for specific instruction
Not introduced for the first time on assessment
Allows a student to access the general education curriculum
Consistent with student’s IEP, 504 Plan or PSP
Content being measured not inappropriately impacted
Considered temporary strategies that will be faded as the student gains skill and knowledge
Pages Inclusions of Special Population
Accommodations are never meant to reduce a child’s learning. Instead they are intended to allow the student with a disability the chance to access the general curriculum like all other students.
If a child has a scribe as a Kindergartener he/she should not still have a scribe when he/she is a 12th grader. The accommodation needs to be faded out as the child gains the skill and knowledge. The child needs to have writing instruction to enable him/her to build the skills to allow him/her to participate in regular daily classroom activities as well as the assessments.
August 2011

19. Reinforcement and Behavior Modification Strategies
Section 6
Page 15
Accommodations
Accommodations
Assistive Technology
Readers
Scribes
Paraphrasing
Extended Time
Reinforcement and Behavior Modification Strategies
Manipulatives
Prompting and Cueing
Interpreters
Page 15- Inclusions of Special Populations
This is a list of accommodations allowed on assessments.
August 2011

20. Who Can Assist With Accommodations?
Administration Code Training - Office of Assessment and Accountability
Section 6
Page 15
Who Can Assist With Accommodations?
School 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 Inclusion Regulation.
People assisting with accommodations must be trained in there roles and responsibilities and abide by confidentiality laws, KAR regulations, etc. They might also need to sign a Nondisclosure Agreement.
August 2011

21. Section 7
Page 16
Assistive Technology
“An assistive technology device, as defined by (PL ), 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.”
In order to foster independence, carryover to post-school activities and self advocacy skills in general, assistive technology SHALL ALWAYS be considered as an early first choice regarding accommodations.
AT can be any thing as tiny as a pencil grip, but up to and including larger items like screen readers that read aloud to the student.
Pages Inclusions of Special Populations
August 2011

22. Assistive Technology Section 6 Page 16 Amplification equipment
Noise buffers
Magnifying devices
Non-calibrated rule or template
Communication board and devices
Word processors
Talking calculators
Speech-to-text software or devices
Audio file
Cranmer Abacus
Text-to-speech software or devices
Auditory trainer
Electronic dictionaries
Braille writers
Refresher Braille
Signing avatar
Word prediction
Screen readers
Closed captioned or video material
An expanded list of items that you might see as possible AT devices used by various students.
Page 16- Inclusions of Special Populations
August 2011

23. Readers (this may change)
Section 6
Page 18
Readers (this may change)
“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.”
Students may use a reader on the assessment if that is the normal or regular way in which the child receives print materials in the classroom and is done for the purpose measuring comprehension.
Page 18- Inclusions of Special Populations
August 2011

24. Section 6
Page 18
Use of Readers
Read directions, prompts, situations, passages and stories as written unless the student meets criteria for paraphrasing.
Do not use information to lead the student to information needed for answering the open–response items or multiple choice questions.
Re-read directions, prompts, situations, passages, and stories ONLY AT THE STUDENT’S REQUEST.
Do not point 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.
A reader can read directions, prompts, situations, passages and stories as written. They cannot lead the student to the answer by tone, phrasing ,etc.
Re-reading can only be done with the students request to the reader.
The reader cannot point out parts of a task that a student missed even though they know it is an over sight.
Page 18- Inclusions of Special Populations
August 2011

25. Section 6
Page 18-19
Use of Scribes
Before providing a scribe the Admissions and Release Committee (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
Scribes have to be used on a routine basis during instruction throughout the year
Scribes should not be used as a replacement for writing instruction or assistive technology
The ARC should have looked into all the accommodations prior to the assessments beginning, not just for scribes. However, they have to be more specific about what supplementary aids might be needed to accomplish the scribe role. Never should an accommodation be used in place of instruction. Our goal is always to teach the student to be independent and we can’t take away all writing instruction just because scribing might be easier and faster.
August 2011

26. Don’t Use a Scribe if….
Section 6
Page 18-19
the student does not have a verified disability
the student has the ability to use written language at a rate commensurate to peers
the student is able to produce the product, but would be more legible if scribed
the student has a severe disability in the area of writing but is able to use appropriate technology to respond
A scribe is not used as a replacement for writing instruction or assistive technology.
The goal is always to make the student independent and independent does not always mean the fastest or neatest. Be careful not to give a scribe, or any other accommodation for that matter, just for the sake of getting things done quicker.
August 2011

27. Scribe’s Role To record the student’s work
Section 6
Page 19
Scribe’s Role
To record the student’s work
To allow the student to show what they know and are capable of while providing the student with an alternative means to express his/her thoughts and knowledge without changing the meaning of the student’s response
The scribe’s role is to record the student’s work without changing his/her response, thereby giving him/her a way to participate in the assessment and show what he/she knows.
August 2011

28. Scribe’s Responsibility for Multiple Choice
Section 6
Page 19
Scribe’s Responsibility for Multiple Choice
To record the answer selected by student
**NOTE**
Few students will need a scribe for this type of items. Generally, only students with physical disabilities or visual tracking issues will need this assistance.
A scribe’s role is different for different parts of the test. Usually a student will opt to do the bubbling on multiple choice. It is acceptable, however for the scribe to do it if the student requests the scribe to bubble for him/her.
August 2011

29. Scribe’s Responsibility for Open-Response
Section 6
Page 20
Scribe’s Responsibility for Open-Response
The scribe writes what the student dictates.
Since the purpose of open-response items is to assess application of knowledge in content areas, the scribe may record the student’s responses using correct spelling, punctuation, and capitalization.
Scribes DO NOT correct grammar, run-on sentences or the organization of the student’s ideas.
For open response the scribe must write what is dictated using correct spelling, punctuation, and capitalization, but not correcting run on sentences, grammar or organization.
August 2011

30. Scribe’s Responsibility for On-Demand Writing
Section 6
Page 20
Scribe’s Responsibility for On-Demand Writing
Write what the student dictates.
Do not provide instruction or conference with the student during the on-demand writing prompt.
Do not correct grammar, run-on sentences or the organization of a student’s ideas.
What you cannot do is any kind of conferencing about their writing.
August 2011

31. Section 6
Page 21
Paraphrasing
is used to restate printed text or oral communication with other words that put printed text and oral communication into simpler terminology.
Paraphrasing is used to restate the printed text so it is in simpler terms that the student can understand and work with.
August 2011

32. Paraphrasing Paraphrasing can be used for: Open-Response Items
Section 6
Page 21
Paraphrasing
Paraphrasing can be used for:
Open-Response Items
Multiple Choice Questions
Writing Prompts
**IEP/504 Plan must include specific goals and specially designed instruction related to reading comprehension, language and listening comprehension
Paraphrasing can be used in On-Demand tasks.
A key point to remember is that to get paraphrasing, a student must have goals and specially designed instruction on the IEP for reading comprehension or problems with language comprehension.
August 2011

33. Paraphrasing Do Not Use Paraphrasing as a Replacement for:
Section 6
Page 21
Paraphrasing
Do Not Use Paraphrasing as a Replacement for:
Reading, Listening and Oral
Communications Instruction
Assistive Technology
Do not use paraphrasing as a replacement for instruction in reading, listening and oral communications. The student still needs to receive instruction in all areas. Paraphrasing is just to help them understand concepts that they don’t know.
Page 21- Inclusions of Special Populations
August 2011

34. Section 6
Page 21
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.
Page 21- Inclusions of Special Populations
Paraphrasing on the assessment must be consistent with what they have been receiving in the classroom. You can break down directions or repeat or rephrase on-demand tasks.
August 2011

35. Paraphrasing Paraphrasing MAY NOT INCLUDE:
Section 6
Page 21
Paraphrasing
Paraphrasing MAY NOT INCLUDE:
Defining words or concepts or telling a student what to do first, second, etc.
Stories (reading passages) and content passages
Page 21- Inclusions of Special Populations
You cannot define words. You must replace them with an equivalent or similar word.
A “paraphrase” shall not inappropriately impact the content being measured
August 2011

36. Examples of Paraphrasing
Good example of paraphrasing: Directions: “Compare and contrast two different versions of “The Three Little Pigs” Proctor says, “Tell how two stories are alike and different”. Bad example of paraphrasing: Item: Billy’s mother told him he was really “in a pickle” now. What did she mean? ----Proctor says, “That means he was in trouble”.
Paraphrasing is meant to restate the situation or directions, not to state the answer by defining the words or phrases.
August 2011

37. Use of Extended Time Part of a student’s daily instructional routine
Section 6
Page 21
Use of Extended Time
Part of a student’s daily instructional routine
Students must be making constructive progress on completing their responses and extended time must be given under supervision
Page 21- Inclusions of Special Populations
Students with an IEP, 504 Plan or PSP can have additional extended time beyond what is normally given as long as they finish by the end of the day.
Offered only for the day of the assessment
Must adhere to the rules of the assessment
August 2011

38. Reinforcement & Behavior Modification Strategies
Section 6
Page 21-22
Reinforcement & Behavior Modification Strategies
If ANY student’s behavior impacts the performance of other students, then a school staff members may remove the student from the assessment situation.
Page 22- Inclusions of Special Populations
A student can be removed from a situation that is disruptive and impacting other students and made to finish the assessment in a different location.
The school shall receive a non-performance score for the student for any unfinished content areas of assessment and the scores will be included in the calculation to determine school success.
August 2011

39. Reinforcement and Behavior Modification Strategies
Section 6
Page 21-22
Reinforcement and Behavior Modification Strategies
A student may complete the assessment if…..
he/she is moved to another location,
standards for appropriate testing are followed,
test security is maintained and
the testing is finished by the end of the same day.
When completing testing in a different environment, you must follow standard rules, maintain security and finish the test the same day.
Page 22- Inclusions of Special Populations
August 2011

40. Section 6
Page 22
Manipulatives
Used on the state-required assessment and development of portfolios as a strategy to solve problems
Used as part of daily instruction
Initiated by the student
Give the student a reminder before testing about the location of the manipulatives and that the manipulatives can be used during testing.
The student must initiate the need for the manipulative. A proctor may not offer them.
Page 22- Inclusions of Special Populations
August 2011

41. Prompting and Cueing (this may change)
Section 6
Prompting and Cueing (this may change)
Page 22-25
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.
Prompting and cueing documents are a collection of tools to assist a student with a disability in accessing the general curriculum
Prompting and cueing documents contain organizers for a student’s thinking and work
Prompting and cueing documents function as a management strategy to assist a student in organizing his or her learning and memory devices
Prompting and cueing are often the trickiest of the accommodations to administer. There is a fine line between prompting/cueing and giving away answers.
Remember some key points are 1st- they are always student initiated, 2nd – personal and child specific, 3rd – allows student access to the general curriculum in spite of their disability, and 4th – offers a way to organize thoughts and devices to help with learning.
Pages Inclusions of Special Populations
August 2011

42. Visual Prompt Example The _______ can _______ . boy bird dog
jump run fly
The _______ can _______ .
This could be done with colored overlays. If the student is use to using those, they can put the color overlay over the problem to show which answers go with which question.
August 2011

43. Time for a Prompting and Cueing Activity
Pull up the prompting and cueing PowerPoint and have participants pull out their copy of the PowerPoint. Ask them to go through the PP and mark either a check mark or an X by each example. The check means it would be okay in a notebook. The X means it would not be okay.
Give them several minutes to go through and mark their thoughts.
After they are done, begin with the PP and go through each one discussing why it would or would not be allowed in the prompting and cueing notebook.
Pages of the Inclusions of Special Populations
August 2011

44. Interpreters for Students with Hearing Impairments
Section 6
Page 25
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 content.
Sign language shall not be a replacement for reading instruction or technology.
Most importantly, ASL must adhere to the grammatical equivalent of the English version of what is on the test. They cannot elaborate or add adjectives to make a point better known for example.
If a student signs “horse runs in field.” It could be written “The horse runs in the field.” It could not be written, “The beautiful majestic mare galloped graciously across the spacious field.”
Page 25- Inclusions of Special Populations
August 2011

45. New Signature Page
August 2011

46. Administration Code Training
Questions?
August 2010
JCPS Testing Unit
Erica Thompson, Acting DAC
Jessica Lyons, Data Tech
Ryan Goepper, Data Tech
Tammy Durham, Receptionist
Jacque Queenan, Assessment Support Technician

47. Time for an Activity! Read your situation.
Administration Code Training - Office of Assessment and Accountability
Time for an Activity!
Read your situation.
Look for information in the Administration Code and/or Inclusion Regulations.
Decide if it is a violation and place it on the wall.
Be prepared to defend your decision.
Randomly hand out the testing situation cards. Have participants find their situation on the worksheet activity and mark where in the regulation they would find the answer to their situation(s). Be prepared to go through each one once everyone has completed the activity.
August 2011