Transcript Inclusions Document - Madison County Schools

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
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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
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Outline
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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
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Section 1
5
Who Participates in State
Assessments?

Students with no accommodations

Students with accommodations

Alternate Assessment
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Pg.5 thru 7
Section 1
Page 6
With No Accommodations
6
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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.
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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.
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Section 1
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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
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Section 1
Page 6 and 7
Alternate Assessment
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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
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Section 1
Page 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 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-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
 State agency children shall have the same
assessments administered as other public
school youth.

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Section 3
Pages 8 thru 13
Title III and Title I Comparison
12
August 2011
Section 1
Page 7
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 3-8 and 11) and science
(grades 4, 7, 11) assessments for participation
but not part of a school/district’s score report
2nd and 3rd year LEP students take all the
assessments for that particular grade level
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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.

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Section 3
Pages 11
Implementation of Accommodations
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Assistive
Technology
Extended Time
Oral Native
Language
Support
Reader
Bilingual or
English
Glossary and
Dictionary
Simplified
Language
Scribe
Prompting and
Cueing
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Section 3
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Pages 12
Identifying Students as English
Language Learners (ELLs)
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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.
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Section 4
Pages 13
Home/Hospital Settings
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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
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Section 6
Page 14
Implementing Accommodations
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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
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Section 6
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Page 15
Accommodations
Assistive Technology
Readers
Scribes
Paraphrasing
Extended Time
Reinforcement and
Behavior Modification
Strategies
Manipulatives
Prompting and Cueing
Interpreters
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Section 6
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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.
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Section 7
Page 16
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.”
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• 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
Assistive Technology
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Page 16
Assistive Technology
Section 6
• Braille writers
• Refresher
Braille
• Signing avatar
• Word prediction
• Screen readers
• Closed
captioned or
video material
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Section 6
Page 18
Readers
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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.”
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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.
 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.

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Section 6
Page 18-19
Use of Scribes
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•
•
•
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
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Section 6
Page 18-19
Don’t Use a Scribe
if….
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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
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Section 6
Page 19
Scribe’s Role
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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
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Section 6
Page 19
Scribe’s Responsibility for
Multiple Choice
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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.
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Section 6
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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.
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Section 6
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Page 20
Scribe’s Responsibility for OnDemand Writing
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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.
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Section 6
Page 21
Paraphrasing
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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.
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Section 6
Page 21
Paraphrasing
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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
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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
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Section 6
Page 21
Paraphrasing
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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.
 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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Examples of Paraphrasing
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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”.
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Section 6
Page 21
Use of Extended Time
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Part of their
daily
instructional
routine
Students must
be making
constructive
progress on
completing
their responses
and under
supervision
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Section 6
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Page 21-22
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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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.
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Page 21-22
Section 6
Page 22
Manipulatives
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
Used 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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Section 6
Page 22-25
Prompting and Cueing
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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.
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
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Visual Prompt Example
boy
bird
dog
jump
run
fly
The _______ can _______ .
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43
Time for a Prompting and Cueing
Activity
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Section 6
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 the content.
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Page 25
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Office of Assessment and Accountability
Division of Support and Research
502-564-4394
[email protected]
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Time for an Activity!
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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