2. KDE/DAI Understanding Appropriate Implementation of Accommodations for Students with Disabilities Kentucky Department of Education

3. KDE/DAI 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.

4. KDE/DAI Today’s Outcomes  Understanding accommodation and modification requirements for CATS and State-Required Norm Reference Assessments for Students with Disabilities  Preventing you from personally experiencing an allegation of a CATS testing impropriety!

5. KDE/DAI Standards used for policy decisions  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.

6. KDE/DAI Kentucky’s 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.

7. KDE/DAI Framework and Instruction for All Students  Learning Goals  Academic Expectations  Program of Studies  Core Content For Assessment  School and District Curricular Parameters of Learning (Performance Standards)  Instructional Units  IEP, 504 Plans, Individual Student Planning

8. KDE/DAI ARC/IEP/Instructional Decisions  What content must be taught? –Program of Studies content –Core Content for Assessment –Local district/school curriculum

9. KDE/DAI 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!

10. KDE/DAI CATS Accommodations vs. Classroom Accommodations Classroom Accommodations CATS Accommodations

11. KDE/DAI What are accommodations and modifications?  Accommodation s are an alteration in the testing environment or process.  Modifications are an alteration in the assessment instrument.

12. KDE/DAI 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 POS content standards  allow students to participate and demonstrate what they know and can do

13. KDE/DAI Inclusion of Students with Disabilities  All students with disabilities shall participate in the statewide assessment. –participation with no accommodations and/or modifications –participation with accommodations and/or modifications –participation in the Alternate Portfolio Assessment Program

14. KDE/DAI 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

15. KDE/DAI Accommodations and Modifications for the CATS Assessment  based on individual need NOT on a disability category

16. KDE/DAI 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

17. KDE/DAI Conditions for Accommodations and/or Modifications are…  part of the student’s regular instructional routine and are NOT introduced just for purpose of CATS  related to individual student’s needs and the impact of the disability on specific areas of learning which are SUPPORTED by evaluation data and IEP (PLEP, goals/benchmarks/objectives, and SDI)  specified in the student’s IEP

18. KDE/DAI 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 major life activities (i.e., LEARNING)  have a current 504 Plan  meet 3 conditions

19. KDE/DAI Conditions for Accommodations and/or Modifications  are part of the student’s regular instructional routine and are not introduced just for purpose of CATS  related to individual student’s needs and the impact of the disability on specific areas of learning which are SUPPORTED by evaluation data and instructional planning for targeted areas of need  are specified in the student’s 504 Plan

20. KDE/DAI Accommodations and Modifications for the CATS 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 or 504 Plans.

21. KDE/DAI Accommodations  readers  scribes  paraphrasing  use of technology and special equipment  extended time  reinforcement and behavioral modifications strategies  manipulatives  prompting/cueing  interpreters

22. KDE/DAI Protect Yourself and Your Certification!  UNDERSTAND your role and responsibility  abide by confidentiality laws  READ 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 or 504 Plans

23. KDE/DAI 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 or 504 Plan.  read and sign a Non Disclosure Agreement.

24. KDE/DAI 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 or 504 Plan.

25. KDE/DAI 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.

26. KDE/DAI Use of Readers  Student’s IEP 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.

27. KDE/DAI Use of Readers  Student’s 504 Plan documents the use of a reader as part of the intervention strategies and modifications.

28. KDE/DAI 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.

29. KDE/DAI 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

30. KDE/DAI 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.

31. KDE/DAI Use of a Scribe  Student’s IEP 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.

32. KDE/DAI 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.

33. KDE/DAI 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

34. KDE/DAI Scribe Responsibilities  record the student’s responses consistent with accommodations described on IEP or 504 Plan for instructional activities and classroom assessments  shall not inappropriately impact content being measured

35. KDE/DAI 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

36. KDE/DAI 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!

37. KDE/DAI 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.

38. KDE/DAI 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.

39. KDE/DAI 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

40. KDE/DAI 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  The student decides what to add, delete, elaborate and extend ideas.

41. KDE/DAI 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!

42. KDE/DAI 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.

43. KDE/DAI Use of Paraphrasing  Student’s IEP 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.

44. KDE/DAI 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.

45. KDE/DAI 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

46. KDE/DAI Paraphrasing may NOT be used for:  Reading passages  Content passages

47. KDE/DAI 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 or 504 Plan if it is used routinely during instruction.

48. KDE/DAI Examples 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

49. KDE/DAI Examples of Technology and Special Equipment  Cranmer Abacus  Text -talk Converters  Auditory Trainers  Electronic dictionaries  Non-calibrated Rule or Template

50. KDE/DAI Note.....  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.

51. KDE/DAI 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.

52. KDE/DAI Technology 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

53. KDE/DAI Use of Extended Time  Students with disabilities who have IEPs or 504 Plans that stipulate extra time is needed are allowed extended time on CATS as long as extended time is an accommodation for assessments and completion of assignments as part of their instructional routine.

54. KDE/DAI However, students must be....  making constructive progress on completing responses.  provided proper supervision to maintain an appropriate assessment atmosphere.

55. KDE/DAI Reinforcement & Behavior Modification Strategies  Students with disabilities, who have IEPs 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.

56. KDE/DAI 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.

57. KDE/DAI Manipulatives may be used during assessment...  if used 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.

58. KDE/DAI 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....

59. KDE/DAI Conditions for Prompting/Cueing  Student initiates. Teacher does not.  Teacher does not point out the steps.  Cueing is part of IEP or 504 Plan 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.

60. KDE/DAI Use of Interpreters  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.

61. KDE/DAI Use of Interpreters  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

62. KDE/DAI Use of Interpreters  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.

63. KDE/DAI Interpreters  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.

64. KDE/DAI 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.

65. KDE/DAI 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 and The Administration Code for Kentucky Educational Assessment Program

66. KDE/DAI Questions? Call either: Division of Assessment Implementation 564-4394 Your Regional Exceptional Child Consultant