Inclusions of Special Populations

Inclusions of Special

PopulationsIn the State-Required

Assessment and Accountability Programs

703 KAR 5:070

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DEFINE INCLUSION

Take the next 2-3 minutes to come up with your very own definition of inclusion.

Please be prepared to share.

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Who Says “EVERYONE”?Kentucky Education Reform Act in 1990

stipulated that our statewide assessment would be an inclusive system.

The Amendments of 1997 and 2004 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.

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Who Participates in State Assessments?

Students without accommodations

Students with accommodations

Alternate Assessment4

Without accommodationsStudents 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.

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With accommodationsStudents 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.

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Purpose of accommodationsBased 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

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AccommodationsAccessing the general curriculum and demonstrating

what the student knows and is able to do.

Shall not inappropriately impact the content being measured.

Shall be considered temporary strategies and shall be faded as the student gains skill and knowledge.

Not intended to reduce learning expectations or

substitute for specific instruction.8

Assistive Technology“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.”

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Who can assist with accommodations?School district decisionPreferably someone familiar with the

student (teacher, instructional assistant)Individual trained in the roles and

responsibilities of appropriate accommodations, confidentiality, the Administration Code and the Inclusions Regulation.

Accommodations

Assistive TechnologyReadersScribes

ParaphrasingExtended Time

Reinforcement and Behavior Modification

StrategiesManipulatives

Prompting and CueingInterpreters

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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.”

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Use of ReadersRead 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. 13

Use of ScribesBefore providing a scribe the 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

Should not be used as a replacement for writing instruction or assistive technology 14

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 without changing the measure of the student’s response

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Scribe’s Responsibility for Multiple Choice

For multiple choice, 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. 16

Scribe’s Responsibility 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.

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Scribe’s Responsibility for On-Demand Writing

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.

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Teaching a student to use paraphrasing strategies, which are used to restate printed text or oral communication using other words or forms putting printed text and oral communication into his/her own words.

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Paraphrasing

Can Use Paraphrasing on the On-Demand Tasks for:

Open-Response ItemsMultiple Choice QuestionsWriting Prompts

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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.

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.

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Paraphrasing

Use of Extended Time

Part of their daily instructional routine

Student must be making constructive progress on completing their responses and under proper supervision

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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.

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Reinforcement and Behavior Modification

StrategiesA student may complete the assessment if…..

they are moved to another location,

standards for appropriate testing are followed,

test security is maintained, and

must finish in the same day.24

MANIPULATIVESUsed on the state-required assessment

and development of portfolios as a strategy to solve problems

Part of daily instruction

Student initiated

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Prompting and CueingThe 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 workManagement strategy to assist a student in

organizing his or her learning and memory devices 26

LEP Accommodations

Permitted only if listed in a student’s PSP.

Both the current PSP and the current accommodations have been used in an on-going basis in the mainstream classroom.

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LEP Accommodations

Assistive Technology Reader

Scribe

Simplified Language

Bilingual or English Glossary

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Limited English Proficient (LEP) Students (as defined in 703 KAR

5:001)All LEP students participate in CATS1st year LEP students take the NCLB required

mathematics (grades 3-8) and science (grades 4, 7, 11) assessments for participation but not part of a school/ district’s accountability

2nd year LEP students take all the assessments for that particular grade level with the exception of a writing portfolio

3rd year LEP students will be responsible for all assessments and a writing portfolio

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Questions?