Transcript Understanding Appropriate Implementation of Accommodations

Understanding Appropriate
Implementation of
Accommodations for Students
with Disabilities
Kentucky Department of
Education
KDE/DAI
Tests, in short, should be instruments
used by elementary and secondary
educators to help students achieve
their full potential. Test scores
should lead to consequences that are
educationally beneficial for students.
OCR: The Use of Tests When Making High
Stakes Decision for Students: A Resource
Guide for Educators and Policymakers, 2000.
KDE/DAI
Today’s Outcomes
Understanding
accommodation and
modification requirements for CATS
and State-Required Norm Reference
Assessments for Students with
Disabilities
Preventing you from personally
experiencing an allegation of a CATS
testing impropriety!
KDE/DAI
Standards used for policy
decisions
 CATS
is designed to increase
learning for ALL students so our
assessment system must be fair and
equitable.
 Kentucky’s assessment system is an
inclusive system.
KDE/DAI
Kentucky’s Great IDEA

Kentucky
Education Reform
Act in 1990
stipulated that our
statewide
assessment would
be an inclusive
system!

KDE/DAI
The Amendments of
1997 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.
Framework and Instruction for
All Students
 Learning
Goals
 Academic Expectations
 Program of Studies
 Core Content For Assessment
 School and District Curricular Parameters
of Learning (Performance Standards)
 Instructional Units
 IEP, 504 Plans, Individual Student Planning
KDE/DAI
ARC/IEP/Instructional Decisions
 What
content must
be taught?
– Program of Studies
content
– Core Content for
Assessment
– Local
district/school
curriculum
KDE/DAI
THE DECISIONS

What do we teach?
– Program of Studies/Core Content at student’s
grade level
– remediation of skills/processes/concepts
through RESEARCH-BASED instruction which
leads to access to general curriculum and
proficiency
– strategies to enhance access of general
curriculum and demonstration of learning

When do we use
accommodations/modifications?
– At any point in which the student’s disability is
a barrier to accessing curriculum and
demonstrating learning!
KDE/DAI
CATS Accommodations vs.
Classroom Accommodations
Classroom
Accommodations
CATS
Accommodations
KDE/DAI
What are accommodations and
modifications?
 Accommodation
 Modifications
s are an
alteration in the
testing
environment or
process.
are an alteration
in the
assessment
instrument.
KDE/DAI
Accommodations and
Modifications..............



provide equity not an
advantage
enable students with
disabilities to access
curriculum and core content
critical to achieving Kentucky’s
academic expectations,
learning goals, and POS
content standards
allow students to participate
and demonstrate what they
know and can do
KDE/DAI
Inclusion of Students with
Disabilities
 All
students with disabilities shall
participate in the statewide
assessment.
– participation with no
accommodations and/or
modifications
– participation with accommodations
and/or modifications
– participation in the Alternate
Portfolio Assessment Program
KDE/DAI
Students who participate with NO
accommodations or modifications
 have
not been identified as having a
disability under IDEA or under
Section 504
 have been referred to an ARC
Committee or 504 Committee but the
evaluation and eligibility
determination have not been
completed
 have a disability but are not receiving
services under IDEA or 504
interventions KDE/DAI
Accommodations and
Modifications for the CATS
Assessment
based
on individual need NOT on
a disability category
KDE/DAI
Participation with
Accommodations and/or
Modifications for IDEA Students
 must
meet eligibility requirements
under Kentucky Administrative
Regulations Related to Exceptional
Children
 have a current IEP
 are receiving special education
services
 meet 3 conditions
KDE/DAI
Conditions for Accommodations
and/or Modifications are…
part of the student’s regular instructional
routine and are NOT introduced just for
purpose of CATS
 related to individual student’s needs and
the impact of the disability on specific
areas of learning which are SUPPORTED
by evaluation data and IEP (PLEP,
goals/benchmarks/objectives, and SDI)
 specified in the student’s IEP

KDE/DAI
Participation with
Accommodations and/or
Modifications for 504 Students
 must
meet eligibility requirements
under Section 504 of the
Rehabilitation Act of 1973 for having
a physical or mental disability which
substantially limits one or major life
activities (i.e., LEARNING)
 have a current 504 Plan
 meet 3 conditions
KDE/DAI
Conditions for Accommodations
and/or Modifications
are part of the student’s regular
instructional routine and are not
introduced just for purpose of CATS
 related to individual student’s needs and
the impact of the disability on specific
areas of learning which are SUPPORTED
by evaluation data and instructional
planning for targeted areas of need
 are specified in the student’s 504 Plan

KDE/DAI
Accommodations and Modifications
for the CATS Assessment
shall
not inappropriately impact the
content being measured.
should be age-appropriate.
shall be consistent with instructional
strategies, assistive technology, and
services identified on IEPs or 504
Plans.
KDE/DAI
Accommodations
 readers
 reinforcement
scribes
 paraphrasing
 use of technology
and special
equipment
 extended time
behavioral
modifications
strategies
 manipulatives
 prompting/cueing
 interpreters

KDE/DAI
and
Protect Yourself and Your
Certification!
UNDERSTAND your role and responsibility
 abide by confidentiality laws
 READ the The Administration Code for
Kentucky Educational Assessment
Program
 READ the following regulation: Inclusion
of Special Populations in the State
Required Assessment and Accountability
Program
 UNDERSTAND the conditions for the
specific accommodations as described in
the IEP or 504 Plans
KDE/DAI

If your school uses volunteers,
make sure they....
 understand
roles and
responsibilities.
 abide by confidentiality laws, Code of
Test Administration.
 adhere to conditions of the IEP or
504 Plan.
 read and sign a Non Disclosure
Agreement.
KDE/DAI
Accommodations for the CATS
Assessment
 Reading
assessments
may be read to a
student on the
premise that the intent
is to measure reading
comprehension, ONLY
if this is the normal
mode through which
the student is
presented regular
print materials and is
documented on the
IEP or 504 Plan.
KDE/DAI
Use of Readers
Evaluation
information supports
the verified disability and the
impact of the disability on
reading.
Student has a verified disability
which significantly impacts the
area of reading.
KDE/DAI
Use of Readers
 Student’s
IEP includes specific
goals, benchmarks, objectives and
specially designed instruction
related to reading or describes
supplementary aids and services
(Braille print, tape recorders,
assistive technology) necessary for
student to access and progress
through general education
KDE/DAI
curriculum.
Use of Readers
Student’s
504 Plan documents
the use of a reader as part of the
intervention strategies and
modifications.
KDE/DAI
Use of Readers
Student
uses a reader routinely
for instruction to gain
information and meaning from
print material.
A reader shall not be a
replacement for reading
instruction or assistive/adaptive
technology.
KDE/DAI
Reader Responsibilities
 read
directions, prompts, situations,
passages, and stories as written
UNLESS the student also meets
criteria for PARAPHRASING
 do not use information to lead the
student to specific information
needed for answering items or
questions
KDE/DAI
Use of Scribes
 Evaluation
information supports
the verified disability and the
impact of the disability on writing.
 Student has a verified disability
which significantly impacts the
area of written expression/basic
writing skills or a physical
disability which impedes the
motor process of writing.
KDE/DAI
Use of a Scribe
 Student’s
IEP documents specific
goals, benchmarks, objectives, and SDI
related to writing or describes
supplementary aids and services (e.g.,
Braille writers, tape recorders,
assistive technology, note taker,
scribe) necessary for the student to
access, be involved and progress in
general education program.
 Student’s 504 Plan addresses written
expression
KDE/DAI
interventions/modifications.
Use of a Scribe
 Student
uses a scribe as part of the
student’s regular instructional
routine to communicate information
and knowledge.
NOTE: A scribe is NOT a
replacement for writing instruction
or assistive/adaptive technology.
KDE/DAI
Do Not Scribe if Student...
 has
no verified disability
 has ability to translate thoughts or
can motorically print/use cursive/use
technology
 is able to produce product, but
product would better if scribed
(enhance written products)
 has a motoric/physical disability but
is able to use assistive/adaptive
technology
KDE/DAI
Scribe Responsibilities
record
the student’s responses
consistent with accommodations
described on IEP or 504 Plan for
instructional activities and
classroom assessments
shall not inappropriately impact
content being measured
KDE/DAI
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
KDE/DAI
Scribe Responsibilities for M/C
For
multiple choice, record the
answer selected by student.
NOTE: Few students will need a
scribe for this assessment.
Generally, they will be students
with physical disabilities or
visual tracking issues!
KDE/DAI
Scribe Responsibilities
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.
KDE/DAI
Scribe Responsibilities
for On-Demand
 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.
KDE/DAI
Scribe Responsibilities
for Portfolios
 record
what the student dictates
word-for-word
 format, capitalize, and punctuate
ONLY as directed by the student or
with whatever punctuation seems to
best reflect student’s verbal flow of
ideas
 may ask student to spell specific
words, indicate words to capitalize,
and where to punctuate
KDE/DAI
Scribe Responsibilities
for Portfolios
 During
conferencing, the teacher
may
– ask student to read work aloud
– read student’s work aloud to the
student
– give the student the work to revise and
edit
– ask the student questions
 The
student decides what to add,
delete, elaborateKDE/DAI
and extend ideas.
Paraphrasing In General
a
strategy used to restate printed text
or oral communication using other
words or forms
 NOTE: Teaching paraphrasing
strategies (putting printed text into
own words) is appropriate
instruction for students who have
difficulty understanding and
remembering written or oral
communication!
KDE/DAI
Use of Paraphrasing
 Student’s
disability impacts
understanding and memory of
written materials.
 Student has a severe receptive
language or listening comprehension
deficit which impacts the student’s
ability to process oral language.
KDE/DAI
Use of Paraphrasing
 Student’s
IEP includes goals
/benchmarks/objectives, and SDI related
to reading comprehension, language, and
or listening comprehension; or
 describes supplementary aids and
services and accommodations necessary
for student to access, be involved and
progress in general education curriculum
 504 Plan includes intervention strategies
and modifications to address the areas.
KDE/DAI
Use of Paraphrasing
 Paraphrasing
is part of student’s
regular instructional routine to gain
information and meaning from
printed material.
 Note: A paraphraser is NOT a
replacement for instruction in
reading , listening, oral
communication or assistive/adaptive
technology.
KDE/DAI
Responsibilities for
Paraphrasers
repeat or rephrase directions, prompt,
situation
 includes breaking down directions and
sentences into parts or segments, using
similar words or phrases, but does NOT
include defining words or concepts or
telling student what to do first, second,
etc.
 not to inappropriately impact content
being measured KDE/DAI

Paraphrasing may NOT be
used for:
Reading
passages
Content
passages
KDE/DAI
Use of Technology and Special
Equipment
A student
with a disability may use
special equipment, including
assistive and adaptive technology
described on the student’s IEP or
504 Plan if it is used routinely
during instruction.
KDE/DAI
Examples of Technology and
Special Equipment
Amplification
Equipment
 Noise buffers
 Magnifying
devices
 Non-calibrated rule
or template
 Communication
boards or devices

Word processors
 Talking Calculators
 Speech
Synthesizer
 Closed caption or
video materials
 Audiotaped
directions

KDE/DAI
Examples of Technology and
Special Equipment
 Cranmer
 Text
Abacus
-talk
Converters
 Auditory
Trainers
 Electronic
dictionaries
 Non-calibrated
Rule or Template
KDE/DAI
Note.....
 If
the use of special equipment would
influence the performance of another
student, then the assessments
should be administered to the
student in an alternative setting.
KDE/DAI
Technology
 If
a student’s
appropriate
accommodation
for all written work
is through the use
of a computer, it is
also permissible
for open response
questions.
KDE/DAI
Technology Guidelines
 If
a student will be using technology,
please make sure that you follow the
guidelines in the following:
– Administration Manual for Test
Administrators and Proctors
– DAC Implementation Guide for CATS
– Instruction Manual for District
Assessment Coordinators and Building
Assessment Coordinators
KDE/DAI
Use of Extended Time
 Students
with disabilities who have
IEPs or 504 Plans that stipulate extra
time is needed are allowed extended
time on CATS as long as extended
time is an accommodation for
assessments and completion of
assignments as part of their
instructional routine.
KDE/DAI
However, students must be....
 making
constructive
progress on
completing
responses.
 provided proper
supervision to
maintain an
appropriate
assessment
atmosphere.
KDE/DAI
Reinforcement & Behavior
Modification Strategies
Students with disabilities, who have IEPs
or 504 Plans that stipulate the use of
reinforcements/behavior modification
strategies (e.g., point system) and are
used routinely, can have these
implemented during the assessment.
 If such modifications are not stipulated in
an IEP or 504 Plan, they may still be
implemented for a student who displays
aggressive or disruptive behavior.

KDE/DAI
Reinforcement & Behavior
Modification Strategies
 If
KDE/DAI
a student is not
making progress
and the student’s
behavior impacts
the performance of
other students,
then school staff
may remove the
student from the
assessment
situation.
Manipulatives may be used
during assessment...
 if
used by student to solve problems
routinely during instruction
 is described on student’s IEP or 504
Plans
 NOTE: A student should NOT be
encouraged to use manipulatives.
Self initiation of manipulatives must
occur.
KDE/DAI
Prompting or Cueing
 Cue
cards or other strategies (e.g.,
edit/revision checklists, mnemonic
devices, formula cards, visual
organizers) may be used during
assessment under the following
conditions....
KDE/DAI
Conditions for
Prompting/Cueing
 Student
initiates. Teacher does not.
 Teacher does not point out the steps.
 Cueing is part of IEP or 504 Plan and part
of student’s instructional routine.
 Teacher cannot provide content
information needed to address test
questions.
 On rare occasions, verbal or non-verbal
cue to begin or refocus on a task is
permitted.
KDE/DAI
Use of Interpreters
 Student
has a verified disability in
the area of hearing or uses sign
language as the normal mode of
communication due to his disability.
 IEP includes goals, benchmarks,
objectives and specially designed
instruction related to reading,
communication and language
development.
KDE/DAI
Use of Interpreters
 IEP
describes supplementary aids
and services (e.g., American Sign
Language, communication boards,
tape recorders, assistive or adaptive
technology) necessary for student to
access general education
curriculum.
 504 Plan includes
interventions/modifications
KDE/DAI
Use of Interpreters
 Evaluation
support need for
interventions and accommodations
 IEP documents that printed materials
and oral communication is typically
signed to the student during
instruction.
 Signing is part of the student’s
regular instructional routine to gain
information and meaning from print
material and oral communication.
KDE/DAI
Interpreters
 can
not indicate correct answers to test
items
 do not define words for students
 do not provide content
 do not teach vocabulary or concepts
during on-demand writing, open-response,
or multiple-choice assessments

Note: Signing is NOT a replacement for
technology or reading instruction.
KDE/DAI
Interpreters who are also scribes
must follow the policies on
scribing.
NOTE: American Sign
Language does not have signs for
articles, therefore the interpreter
does not insert articles in the
student’s pieces.
KDE/DAI
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 and
The Administration Code for Kentucky
Educational Assessment Program
KDE/DAI
Questions?
Call either:
Division of Assessment
Implementation 564-4394
Your Regional Exceptional Child
Consultant
KDE/DAI