Page 1 INCLUSION OF SPECIAL POPULATIONS August 2011

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

Page 2 INCLUSION OF SPECIAL POPULATIONS August 2011 In the State-Required Assessment and Accountability Programs 703 KAR 5: 070

Section Page Table of Contents 3 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-A 1 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 August 2011

Outline 4 1. Students Participating in State Assessments a. Without Accommodations b. With Accommodations c. Alternate Assessment 2. 3. 4. 5. Other Special Issues Limited English Proficiency Home/Hospital/Medical Specific Accommodations with Prompting/Cueing Activity 6. KDE Contacts 7. Situations Activity August 2011

Section 1 5 Who Participates in State Assessments? Students with no accommodations Students with accommodations Alternate Assessment August 2011 Pg. 5 thru 7

Section 1 Page 6 With No Accommodations 6 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. August 2011

Section 1 Page 6 With Accommodations 7 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. August 2011

Section 1 8 Page 6 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 student’s 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 August 2011

Section 1 Page 6 and 7 Alternate Assessment 9 Components of the Alternate Assessment: Attainment Tasks (AT) Transition Attainment Record (TAR) Must be documented in student’s IEP that the student qualifies for the Alternate Assessment Accommodations must be marked and applied in the same manner on the general assessment August 2011

Section 1 Page 7 Other Special Issues 10 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 Alternate Assessment students, schools are accountable for all students’ successful transition to adult life, with August 2011 or without disabilities.

Section 2 Page 8 Non-A 1 Programs 11 All non-A 1 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. August 2011

II I le 12 August 2011 le Title III and Title I Comparison I Pages 8 thru 13 Tit Section 3

Section 1 Page 7 Limited English Proficiency (LEP) Students (as defined in 703 KAR 5: 001) 13 All LEP students participate in state required assessments 1 st year LEP students take the NCLB required mathematics (grades 3 -8 and 11) and science (grades 4, 7, 11) assessments for participation but not part of a school/district’s score report 2 nd and 3 rd year LEP students take all the assessments for that particular grade level August 2011

Section 3 Pages 10 Limited English Proficiency (LEP) Accommodations 14 Permitted only if listed in a student’s 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. August 2011

Section 3 Pages 11 Implementation of Accommodations 15 Assistive Technology Reader Scribe Extended Time Oral Native Language Support Bilingual or English Glossary and Dictionary Simplified Language Prompting and Cueing August 2011

Section 3 16 Pages 12 Identifying Students as English Language Learners (ELLs) Give each new student in your district the homelanguage 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 assessment accommodations for each individual LEP student. August 2011

Section 4 Pages 13 Home/Hospital Settings 17 School personnel determine how a student in home/hospital setting will participate: Participates fully Medically exempt 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. August 2011

Section 5 Pages 14 Temporary Medical Conditions 18 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 August 2011

Section 6 Page 14 Implementing Accommodations 19 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 student’s 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 August 2011

Section 6 20 Page 15 Accommodations Assistive Technology Readers Scribes Paraphrasing Extended Time Reinforcement and Behavior Modification Strategies Manipulatives Prompting and Cueing Interpreters August 2011

Section 6 21 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. August 2011

Section 7 Page 16 Assistive Technology 22 “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. ” August 2011

• 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 Assistive Technology 23 Page 16 Assistive Technology Section 6 • Braille writers • Refresher Braille • Signing avatar • Word prediction • Screen readers • Closed captioned or video material August 2011

Section 6 Page 18 Readers 24 “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. ” August 2011

Section 6 Page 18 Use of Readers 25 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 open–response items or multiple choice questions. Re-read directions, prompts, situations, passages, and stories ONLY AT THE STUDENT’S 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. August 2011

Section 6 Page 18 -19 Use of Scribes 26 • • • 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 August 2011

Section 6 Page 18 -19 Don’t Use a Scribe if…. 27 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 August 2011

Section 6 Page 19 Scribe’s Role 28 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 measure of the student’s response August 2011

Section 6 29 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, needing this assistance will be students with physical disabilities or visual tracking issues. August 2011

Section 6 30 Scribe’s Responsibility for Open-Response Page 20 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. August 2011

Section 6 31 Page 20 Scribe’s 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 student’s ideas. August 2011

Section 6 Page 21 Paraphrasing 32 is used to restate printed text or oral communication with other words that put printed text and oral communication into simpler terminology. August 2011

Section 6 Page 21 Paraphrasing 33 Can Use Paraphrasing on the On Demand Tasks for: Open-Response Multiple Writing Items Choice Questions Prompts **IEP/504 must include specific goals and specially designed instruction related to reading comprehension, language and listening comprehension August 2011

Section 6 Page 21 Paraphrasing 34 Do Not Use Paraphrasing as a Replacement for: Reading , Listening, and Oral Communications Instruction Assistive Technology August 2011

Section 6 Page 21 Paraphrasing 35 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. August 2011

Examples of Paraphrasing 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: Billy’s mother told him he was really “in a pickle” now. What did she mean? ----Proctor says, “That means he was in trouble”. August 2011

Section 6 Page 21 Use of Extended Time 37 Part of their daily instructional routine Students must be making constructive progress on completing their responses and under supervision August 2011

Section 6 38 Page 21 -2 Reinforcement & Behavior Modification Strategies If ANY student’s behavior impacts the performance of other students, then school staff may remove the student from the assessment situation. August 2011

Section 6 39 Reinforcement and Behavior Modification Strategies A student may complete the assessment if…. . they are moved to another location, standards test for appropriate testing are followed, security is maintained, and must finish in the same day. August 2011 Page 21 -2

Section 6 Page 22 Manipulatives 40 Used on the state-required assessment and development of portfolios as a strategy to solve problems Part of daily instruction Student initiated August 2011

Section 6 Page 22 -2 Prompting and Cueing 41 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. Collection of tools to assist a student with a disability in accessing the general curriculum Organizers for his or her thinking and work Management strategy to assist a student in organizing his or her learning and memory devices August 2011

Visual Prompt Example boy bird dog jump run fly The _______ can _______. 42 August 2011

43 Time for a Prompting and Cueing Activity August 2011

Section 6 Interpreters for Students with Hearing Impairments 44 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. August 2011 Page 25

45 Office of Assessment and Accountability Division of Support and Research 502 -564 -4394 dacinfo@education. ky. gov August 2011

Time for an Activity! 46 1. 2. 3. 4. 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. August 2011