Pag e Inclusion of Special Populations Kentucky Department of Education Office of Assessment and Accountability KDE:OAA:DSR 12/04/2012 1 Section
Table of Contents Page 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 KDE:OAA:DSR 12/04/2012 2 Outline 1.Students Participating in State Assessments a. Without Accommodations b. With Accommodations c. Alternate Assessment 2. 3. 4.
5. 6. 7. Other Special Issues Limited English Proficiency Home/Hospital/Medical Specific Accommodations with Prompting/Cueing Activity KDE Contacts Situations Activity KDE:OAA:DSR 12/04/2012 3 Section 1 Pg.5 thru 7
Who Participates in State Assessments? Students with no accommodations Students with accommodations Alternate Assessment KDE:OAA:DSR 12/04/2012 4 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. KDE:OAA:DSR 12/04/2012 5 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 1973. Students who receive specially designed instruction and related services. KDE:OAA:DSR 12/04/2012 6 Page 6 Section 1 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 Allowing the student to access the general curriculum and show what they know and are able to do LEVEL THE PLAYING FIELD KDE:OAA:DSR 12/04/2012 7 Page 6 and 7 Section 1
Alternate Assessment Components of the Alternate Assessment: 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 on the general assessment KDE:OAA:DSR 12/04/2012 8 Section 1 Other Special Issues
Page 7 21 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 skips a grade, they are not required to take the skipped assessments. Students making successful transitions With the exception of Alternate Assessment students, schools are accountable for all students successful transition to adult life, with or without KDE:OAA:DSR 12/04/2012 9 disabilities. Section 2 Non-A1 Programs
Page 8 All non-A1 schools shall be included in the overall accountability program system. Kentucky School for the Deaf and Kentucky School for the Blind State agency children shall have the same assessments administered as other public school youth. KDE:OAA:DSR 12/04/2012 10 l Tit e III
Title III and Title I Comparison Ti t e l I Pages 8 thru 13 Section 3 Academic Language Proficiency (Federal) Academic Achievement (State and Federal) Language-based
Varying stages of second language acquisition Content-based Conceptual development Social and academic language contexts Academic curriculum Tied to a states language proficiency standards Tied to a states academic content standards Screener W-APT should be used when student arrives in the district Annual language acquisition ACCESS Annual Academic K-PREP components
1st yr. In U.S. LEP test math, science only 2nd yr. test in all subjects AMAO reported with Title III AMO proficiency in math and reading for Federal and K-PREP results KDE:OAA:DSR 12/04/2012 11 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 are required to take the mathematics (grades 3-8 and 11) and science (grades 4, 7, 11) assessments for participation, but scores are not part of a school/districts report. 2nd and 3rd year LEP students take all the assessments for that particular grade level. KDE:OAA:DSR 12/04/2012 12 Section 3 Pages 10 Limited English Proficiency (LEP) Accommodations
Permitted only if listed in a students Program Services Plan (PSP). Accommodations permitted also 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. KDE:OAA:DSR 12/04/2012 13 Pages 11 Section 3 Implementation of Accommodations
KDE:OAA:DSR 12/04/2012 14 Section 3 Pages 12 Identifying Students as English Language Learners (ELLs) Give each new student in your district the home-language survey. If the answer to any of the 4 required home-language survey questions is any language other than English, then administer the screener, W-APT. The W-APT is downloadable free to districts from the web site: www.wida.us. Contact Chris Williams for a password. The results of the W-APT must be shared with parents within the
first 30 days of the school year or within 2 weeks of enrollment during the school year. A program services committee will design a Program Services Plan (PSP) for each identified LEP student. The teacher will provide services throughout the year with appropriate instructional and 15 KDE:OAA:DSR 12/04/2012 assessment accommodations for each individual LEP student. Section 4 Home/Hospital Settings Pages 13 School personnel determine how a student in home/hospital setting will participate: Participates fully
Medically exempt 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. KDE:OAA:DSR 12/04/2012 16 Section 5 Temporary Medical Conditions Pages 14 Students who become injured or develop an ailment before or during the testing window may be allowed appropriate
accommodations to allow their participation in the assessment. Example: Broken arm that the student writes with can receive a scribe KDE:OAA:DSR 12/04/2012 17 Section 6 Implementing Accommodations Page 14 Age appropriate and related to verified disability Evaluation data that supports the need in a specified area Not intended to reduce learning expectations or substitute for specific
instruction, not introduced for the first time on assessment For the purpose of students accessing the general education curriculum Consistent with students IEP, 504 or PSP Shall not inappropriately impact the content being measured Shall be considered temporary strategies and shall be faded as the student gains skill and knowledge KDE:OAA:DSR 12/04/2012 18 Section 6 Page 15 KDE:OAA:DSR 12/04/2012 19
Section 6 Who Can Assist With Accommodations? Page 15 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 Inclusion Regulation. KDE:OAA:DSR 12/04/2012
20 Section 7 Assistive Technology Page 16 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. KDE:OAA:DSR 12/04/2012 21
Page 16 Section 6 KDE:OAA:DSR 12/04/2012 22 Section 6 Page 18 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. KDE:OAA:DSR 12/04/2012 23 Section 6 Page 18 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 constructedresponse 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. KDE:OAA:DSR 12/04/2012 24 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 Has to be used on a routine basis during instruction throughout the year Should not be used as a replacement for writing instruction or assistive technology KDE:OAA:DSR 12/04/2012 25 Section 6 Page 18-19
Dont Use A Scribe if 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 KDE:OAA:DSR 12/04/2012 26 Section 6 Scribes Role
Page 19 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 measure of the students response KDE:OAA:DSR 12/04/2012 27 Section 6 Page 19 Scribes Responsibility for Multiple
Choice To 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. KDE:OAA:DSR 12/04/2012 28 Section 6 Page 20 Scribes Responsibility for
Constructed-Response For constructed-response items, scribe writes what student dictates. Since the purpose of constructed-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. KDE:OAA:DSR 12/04/2012 29 Page 20 Section 6
Scribes Responsibility for On-Demand Writing Write what the student dictates. 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. KDE:OAA:DSR 12/04/2012 30 Section 6 Paraphrasing
Page 21 is used to restate printed text or oral communication with other words that put printed text and oral communication into simpler terminology. KDE:OAA:DSR 12/04/2012 31 Section 6 Page 21 Paraphrasing Can Use Paraphrasing on the On Demand Tasks for:
Constructed-Response Items Multiple Choice Questions Writing Prompts **IEP/504 must include specific goals and specially designed instruction related to reading comprehension, language and listening comprehension KDE:OAA:DSR 12/04/2012 32 Section 6 Paraphrasing Page 21 Do Not Use Paraphrasing as a Replacement for:
Reading , Listening, and Oral Communications Instruction Assistive Technology KDE:OAA:DSR 12/04/2012 33 Section 6 Paraphrasing Page 21 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. KDE:OAA:DSR 12/04/2012 34 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: Billys mother told him he was really in a pickle now. What did she mean?
----Proctor says, That means he was in trouble. KDE:OAA:DSR 12/04/2012 35 Section 6 Page 21 Use of Extended Time Students must be making constructive progress on completing their responses and under
supervision Part of their daily instruction al routine KDE:OAA:DSR 12/04/2012 36 Section 6 Page 21-22 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. KDE:OAA:DSR 12/04/2012 37 Section 6 Page 21-22 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 finish in the same day as other students. KDE:OAA:DSR 12/04/2012 38 Section 6 Page 22 Manipulatives Used on the state-required assessment and development of portfolios as a strategy to solve problems Part of daily instruction Student initiated KDE:OAA:DSR 12/04/2012
39 Section 6 Page 22-25 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. They are a collection of tools to assist a student with a disability in accessing the general curriculum. Items are used for organizing for his or her thinking and work. It is a management strategy to assist a student in organizing his or her learning and memory devices. KDE:OAA:DSR 12/04/2012
40 Visual Prompt Example boy bird dog jump run fly The _______ can _______ . KDE:OAA:DSR 12/04/2012 41
Time for a Prompting and Cueing Activity KDE:OAA:DSR 12/04/2012 42 Section 6 Interpreters for Students with Hearing Impairments Page 25 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. KDE:OAA:DSR 12/04/2012 43 Office of Assessment and Accountability Division of Support and Research 502-564-4394 [email protected] KDE:OAA:DSR 12/04/2012 44
Time for an Activity! 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. KDE:OAA:DSR 12/04/2012 45
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