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Page INCLUSION OF SPECIAL POPULATIONS Kentucky Department of Education Office of Assessment and Accountability August 2011 1.

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Presentation on theme: "Page INCLUSION OF SPECIAL POPULATIONS Kentucky Department of Education Office of Assessment and Accountability August 2011 1."— Presentation transcript:

1 Page INCLUSION OF SPECIAL POPULATIONS Kentucky Department of Education Office of Assessment and Accountability August

2 Page INCLUSION OF SPECIAL POPULATIONS In the State-Required Assessment and Accountability Programs 703 KAR 5:070 August

3 Table of Contents August 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 SectionPage

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 August

5 Participation in State Assessments August Section 1Pg.5 thru 7 Who Participates in State Assessments?

6 How do Students with Disabilities Participate in State Assessments? August Students with no accommodations Students with accommodations Students in the Kentucky Alternate Assessment Program Section 1Pg.5 thru 7

7 With No Accommodations August 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. Section 1Page 6

8 With Accommodations August 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. Section 1Page 6

9 Purpose of Accommodations August 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 students routine instructional program Section 1Page 6 Allowing the student to access the general curriculum and show what they know and are able to do LEVEL THE PLAYING FIELD

10 Kentucky Alternate Assessment Program August 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 students IEP Accommodations must be marked and applied in the same manner on the general assessment Section 1Page 6 and 7

11 Other Special Issues August year old students – If they age out prior to testing, they do not have to complete that years 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. Section 1Page 7

12 Non-A1 Programs August 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 2Page 8

13 Limited English Proficiency (LEP) Students (as defined in 703 KAR 5:001) August All LEP students participate in state required assessments 1 st 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 1 st year, LEP students take all the assessments for that particular grade level Section 1Page 7

14 Limited English Proficiency (LEP) Accommodations August Accommodations are permitted only if listed in a students 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. Section 3Pages 10

15 Implementation of Accommodations August Assistive Technology ReaderScribe Prompting and Cueing Bilingual or English Glossary and Dictionary Extended Time Oral Native Language Support Simplified Language Section 3Pages 11

16 Home/Hospital Settings August School personnel determine how a student in home/hospital setting will participate: Full participation Medical Exemption if assessment would jeopardize a students well being *** An identified disability or handicapping condition alone shall not be considered sufficient reason for granting a medical exemption. Section 4Pages 13

17 Temporary Medical Conditions August 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 Section 5Pages 14

18 Implementing Accommodations August 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 students 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 Section 6Page 14

19 August Accommodations Assistive Technology Readers Scribes Paraphrasing Extended Time Reinforcement and Behavior Modification Strategies Manipulatives Prompting and Cueing Interpreters Section 6Page 15 Accommodations

20 Who Can Assist With Accommodations? August 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. Section 6Page 15

21 Assistive Technology August 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. Section 7Page 16

22 Assistive Technology Amplification equipment Noise buffers Magnifying devices Non-calibrated rule or template Communication board and devices Word processors Talking calculators Assistive Technology Speech-to-text software or devices Audio file Cranmer Abacus Text-to-speech software or devices Auditory trainer Electronic dictionaries Assistive Technology Braille writers Refresher Braille Signing avatar Word prediction Screen readers Closed captioned or video material August Section 6Page 16

23 Readers (this may change) August 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. Section 6Page 18

24 Use of Readers August 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 STUDENTS 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. Section 6Page 18

25 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 Use of Scribes Section 6Page August

26 August 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 Section 6Page Dont Use a Scribe if….

27 To record the students 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 students response Scribes Role Section 6Page 19 August

28 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. Scribes Responsibility for Multiple Choice Section 6Page 19 August

29 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 students responses using correct spelling, punctuation, and capitalization. Scribes DO NOT correct grammar, run-on sentences or the organization of the students ideas. Scribes Responsibility for Open-Response Section 6Page 20 August

30 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 students ideas. Scribes Responsibility for On- Demand Writing Section 6Page 20 August

31 is used to restate printed text or oral communication with other words that put printed text and oral communication into simpler terminology. Paraphrasing Section 6Page 21 August

32 Paraphrasing August 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 Section 6Page 21

33 Paraphrasing August Do Not Use Paraphrasing as a Replacement for: Reading, Listening and Oral Communications Instruction Assistive Technology Section 6Page 21

34 August 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. Paraphrasing Section 6Page 21

35 August Paraphrasing MAY NOT INCLUDE: Defining words or concepts or telling a student what to do first, second, etc. Stories (reading passages) and content passages Paraphrasing Section 6Page 21

36 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: Billys mother told him he was really in a pickle now. What did she mean? ----Proctor says, That means he was in trouble. Examples of Paraphrasing August

37 Use of Extended Time August Part of a students daily instructional routine Students must be making constructive progress on completing their responses and extended time must be given under supervision Section 6Page 21

38 Reinforcement & Behavior Modification Strategies If ANY students behavior impacts the performance of other students, then a school staff members may remove the student from the assessment situation. August Section 6Page 21-22

39 Reinforcement and Behavior Modification Strategies August 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. Section 6Page 21-22

40 Manipulatives August 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 Section 6Page 22

41 Prompting and Cueing (this may change) August 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 students 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 Section 6Page 22-25

42 Visual Prompt Example jumprunfly boybirddog The _______ can _______. August

43 Time for a Prompting and Cueing Activity August

44 Interpreters for Students with Hearing Impairments August 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. Section 6Page 25

45 New Signature Page August

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

47 1. Read your situation. 2. Look for information in the Administration Code and/or Inclusion Regulations. 3. Decide if it is a violation and place it on the wall. 4. Be prepared to defend your decision. Time for an Activity! August

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