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INCLUSION OF SPECIAL POPULATIONS
Kentucky Department of EducationOffice of Assessment and AccountabilityAugust 2011
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INCLUSION OF SPECIAL
POPULATIONSIn the State-Required Assessment and Accountability
Programs703 KAR 5:070August 2011
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Table of Contents
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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
Section Page
Outline
1.Students With Disabilities Participating in State Assessmentsa. Without Accommodationsb. With Accommodationsc. In the Kentucky Alternate Assessment Program
2. Other Special Issues3. Limited English Proficiency4. Home/Hospital/Medical5. Specific Accommodations with
Prompting/Cueing Activity6. JCPS Testing Unit Contacts7. Situations Activity
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Participation in State Assessments
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Section 1 Pg.5 thru 7
Who Participates in State Assessments?
How do Students with Disabilities Participate in State
Assessments?
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Students with no accommodations
Students with accommodations
Students in the Kentucky Alternate Assessment Program
Section 1 Pg.5 thru 7
With No Accommodations
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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 1 Page 6
With Accommodations
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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.
Section 1 Page 6
Purpose of Accommodations
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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 student’s routine instructional program
Section 1 Page 6
Allowing the student to access the general curriculum and show what they
know and are able to doLEVEL THE PLAYING FIELD
Kentucky Alternate Assessment Program
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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 student’s IEP
Accommodations must be marked and applied in the same manner on the general assessment
Section 1 Page 6 and 7
Other Special Issues
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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 Kentucky Alternate Assessment Program students, schools are accountable for all students’ successful transition to adult life, with or without disabilities.
Section 1 Page 7
Non-A1 Programs
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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 2 Page 8
Limited English Proficiency (LEP) Students (as defined in 703 KAR 5:001)
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All LEP students participate in state required assessments
1st 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 1st year, LEP students take all the assessments for that particular grade level
Section 1 Page 7
Limited English Proficiency (LEP) Accommodations
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Accommodations are permitted only if listed in a student’s 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 3 Pages 10
Implementation of Accommodations
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Section 3 Pages 11
Home/Hospital Settings
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School personnel determine how a student in home/hospital setting will participate:
Full participation Medical Exemption 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.
Section 4 Pages 13
Temporary Medical Conditions
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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 5 Pages 14
Implementing Accommodations
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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 student’s 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 6 Page 14
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Section 6 Page 15
Accommodations
Who Can Assist With Accommodations?
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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 6 Page 15
Assistive Technology
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“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.”
Section 7 Page 16
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Section 6 Page 16
Readers(this may change)
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“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 6 Page 18
Use of Readers
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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 STUDENT’S 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 6 Page 18
• 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 ScribesSection 6 Page 18-19
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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 6 Page 18-19Don’t Use a Scribe if….
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 meaning of the student’s response
Scribe’s RoleSection 6 Page 19
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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.
Scribe’s Responsibility for Multiple Choice
Section 6 Page 19
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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 student’s responses using correct spelling, punctuation, and capitalization.
Scribes DO NOT correct grammar, run-on sentences or the organization of the student’s ideas.
Scribe’s Responsibility forOpen-Response
Section 6 Page 20
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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 student’s ideas.
Scribe’s Responsibility for On-Demand Writing
Section 6 Page 20
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is used to restate printed text or oral communication with other words that put printed text and oral communication into simpler terminology.
ParaphrasingSection 6 Page 21
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Paraphrasing
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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 6 Page 21
Paraphrasing
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Do Not Use Paraphrasing as a Replacement for:
Reading, Listening and Oral Communications Instruction
Assistive Technology
Section 6 Page 21
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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.
ParaphrasingSection 6 Page 21
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Paraphrasing MAY NOT INCLUDE: Defining words or concepts or
telling a student what to do first, second, etc.
Stories (reading passages) and content passages
ParaphrasingSection 6 Page 21
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”.
Examples of Paraphrasing
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Use of Extended Time
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Part of a student’s daily instructional routine
Students must be making constructive progress on completing their responses and extended time must be given under supervision
Section 6 Page 21
Reinforcement & Behavior Modification Strategies
If ANY student’s behavior impacts the performance of other students, then a school staff members may remove the student from the assessment situation.
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Section 6 Page 21-22
Reinforcement and Behavior Modification Strategies
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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 6 Page 21-22
Manipulatives
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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 6 Page 22
Prompting and Cueing(this may change)
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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 student’s 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 6 Page 22-25
Visual Prompt Example
jump run fly
boy birddog
The _______ can _______ .
August 201142
Time for a Prompting and Cueing Activity
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Interpreters for Students with Hearing Impairments
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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 6 Page 25
New Signature Page
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JCPS Testing Unit Erica Thompson, Acting DAC Jessica Lyons, Data Tech Ryan Goepper, Data Tech Tammy Durham, Receptionist Jacque Queenan, Assessment Support Technician
485-3388
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Questions?
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!
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