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Inclusion of Special Populations. Kentucky Department of Education Office of Assessment and Accountability. Section . Page . Table of Contents. Introduction, Background and Purpose Student Inclusion Summary of the Standards for Inclusion of Special Populations - PowerPoint PPT Presentation
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KDE:OAA:DSR 12/04/2012
1
Inclusion of Special Populations
Kentucky Department of EducationOffice of Assessment and Accountability
Table of Contents 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
Section Page
Outline1.Students Participating in State Assessments
a. Without Accommodationsb. With Accommodationsc. Alternate Assessment
2. Other Special Issues3. Limited English Proficiency4. Home/Hospital/Medical5. Specific Accommodations with Prompting/Cueing Activity6. KDE Contacts7. Situations Activity
KDE:OAA:DSR 12/04/2012 3
Who Participates in State Assessments?
• Students with no accommodations
• Students with accommodations
• Alternate AssessmentKDE:OAA:DSR 12/04/2012 4
Section 1 Pg.5 thru 7
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
Section 1 Page 6
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
KDE:OAA:DSR 12/04/2012 7
Section 1Page 6
Allowing the student to access the general curriculum and show what they
know and are able to doLEVEL THE PLAYING FIELD
Alternate Assessment
• 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
KDE:OAA:DSR 12/04/2012 8
Section 1 Page 6 and 7
Other Special Issues21 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 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 disabilities. KDE:OAA:DSR 12/04/2012 9
Section 1 Page 7
Non-A1 Programs • 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
Section 2 Page 8
Title III and Title I Comparison
Title III Titl
e I
KDE:OAA:DSR 12/04/2012 11
Section 3 Pages 8 thru 13
Academic Language Proficiency (Federal)
Academic Achievement (State and Federal)
Language-based Content-basedVarying stages of second language acquisition Conceptual development
Social and academic language contexts Academic curriculum
Tied to a state’s language proficiency standards Tied to a state’s academic content standards
Screener – W-APT should be used when student arrives in the districtAnnual language acquisition – ACCESS
Annual Academic – K-PREP components1st yr. In U.S. – LEP test math, science only2nd yr. – test in all subjects
AMAO reported with Title III AMO – proficiency in math and reading for Federal and K-PREP results
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/district’s report.
• 2nd and 3rd year LEP students take all the assessments for that particular grade level.
KDE:OAA:DSR 12/04/2012 12
Section 1 Page 7
Limited English Proficiency (LEP) Accommodations
• 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.
KDE:OAA:DSR 12/04/2012 13
Section 3 Pages 10
Implementation of Accommodations
Assistive Technology
Reader
Scribe Prompting and Cueing
Bilingual or English
Glossary and Dictionary
Extended Time
Oral Native Language Support
Simplified Language
KDE:OAA:DSR 12/04/2012 14
Section 3 Pages 11
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 assessment accommodations for each individual LEP student.KDE:OAA:DSR 12/04/2012 15
Section 3 Pages 12
Home/Hospital Settings School personnel determine how a student in home/hospital
setting will participate:Participates fullyMedically 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.
KDE:OAA:DSR 12/04/2012 16
Section 4 Pages 13
Temporary Medical Conditions
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 5 Pages 14
Implementing Accommodations
• 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
KDE:OAA:DSR 12/04/2012 18
Section 6 Page 14
AccommodationsAssistive Technology
ReadersScribes
ParaphrasingExtended Time
Reinforcement and Behavior Modification
StrategiesManipulatives
Prompting and CueingInterpreters
KDE:OAA:DSR 12/04/2012 19
Section 6 Page 15
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, the Administration Code and the Inclusion Regulation.
KDE:OAA:DSR 12/04/2012 20
Section 6 Page 15
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.”
KDE:OAA:DSR 12/04/2012 21
Section 7 Page 16
Assistiv
e Technolo
gy
• Amplification equipment
• Noise buffers
• Magnifying devices
• Non-calibrated rule or template
• Communication board and devices
• Word processors
• Talking calculators
Assistiv
e Technolo
gy
• Speech-to-text software or devices
• Audio file
• Cranmer Abacus
• Text-to-speech software or devices
• Auditory trainer
• Electronic dictionaries
Assistiv
e Technolo
gy
• Braille writers
• Refresher Braille
• Signing avatar
• Word prediction
• Screen readers
• Closed captioned or video material
KDE:OAA:DSR 12/04/2012 22
Section 6 Page 16
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 constructed–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.
KDE:OAA:DSR 12/04/2012 24
Section 6 Page 18
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 12/04/201225
Section 6 Page 18-19
• 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 Page 18-19
Don’t Use A Scribe if…
Scribe’s Role• 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
KDE:OAA:DSR 12/04/2012 27
Section 6 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.
KDE:OAA:DSR 12/04/2012 28
Section 6 Page 19
Scribe’s Responsibility forConstructed-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 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.
KDE:OAA:DSR 12/04/2012 29
Section 6 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.
KDE:OAA:DSR 12/04/2012 30
Section 6 Page 20
Paraphrasing
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
ParaphrasingCan 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 Page 21
Paraphrasing
Do Not Use Paraphrasing as a Replacement for:
• Reading , Listening, and Oral Communications Instruction
• Assistive TechnologyKDE:OAA:DSR 12/04/2012 33
Section 6 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
ParaphrasingSection 6 Page 21
Examples of ParaphrasingGood 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”.
KDE:OAA:DSR 12/04/2012 35
Use of Extended Time
Part of their daily instructional routine
Students must be making
constructive progress on completing
their responses and
under supervision
KDE:OAA:DSR 12/04/2012 36
Section 6 Page 21
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.
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 21-22
Manipulatives
• Used on the state-required assessment and development of portfolios as a strategy to solve problems
• Part of daily instruction
• Student initiatedKDE:OAA:DSR 12/04/2012 39
Section 6 Page 22
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
Section 6 Page 22-25
KDE:OAA:DSR 12/04/2012 41
Visual Prompt Example
jump run flyboy bird dog
The _______ can _______ .
Time for a Prompting and Cueing Activity
KDE:OAA:DSR 12/04/2012 42
Interpreters for Students with Hearing Impairments
• 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.
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Section 6 Page 25
Office of Assessment and AccountabilityDivision of Support and Research
502-564-4394
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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!
KDE:OAA:DSR 12/04/2012 45
