Transcript Admin Code

Page
Kentucky Department of Education
Office of Assessment and Accountability
KDE:OAA:DSR 12/04/2012
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Section
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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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1.Students Participating in State Assessments
a. Without Accommodations
b. With Accommodations
c. Alternate Assessment
2. Other Special Issues
3. Limited English Proficiency
4. Home/Hospital/Medical
5. Specific Accommodations with Prompting/Cueing Activity
6. KDE Contacts
7. Situations Activity
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Section 1
Pg.5 thru 7
• Students with no accommodations
• Students with accommodations
• Alternate Assessment
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Section 1
Page 6
• 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
• 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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Page 6
Section 1
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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Page 6 and 7
Section 1
• 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
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 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.
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Page 8
Section 2
• 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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Pages 8 thru 13
Section 3
Title III and Title I Comparison
Academic Language Proficiency (Federal)
Academic Achievement
(State and Federal)
Language-based
Varying stages of second language acquisition
Content-based
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 Annual Academic – K-PREP components
in the district
1st yr. In U.S. – LEP test math, science only
Annual language acquisition – ACCESS
2nd yr. – test in all subjects
AMAO reported with Title III
AMO – proficiency in math and reading for Federal and
K-PREP results
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Section 1
Page 7
• 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.
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Section 3
Pages 10
• 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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Pages 11
Section 3
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
Pages 12
 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, WAPT.
 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
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.
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Pages 14
Section 5
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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Page 14
Section 6
• 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
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
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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Page 16
Section 7
“An assistive technology device, as defined by (PL 105394), 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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Page 16
• Amplification
equipment
• Noise buffers
• Magnifying devices
• Non-calibrated rule
or template
• Communication
board and devices
• Word processors
• Talking calculators
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Assistive Technology
• Speech-to-text
software or
devices
• Audio file
• Cranmer Abacus
• Text-to-speech
software or
devices
• Auditory trainer
• Electronic
dictionaries
Assistive Technology
Assistive Technology
Section 6
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Braille writers
Refresher Braille
Signing avatar
Word prediction
Screen readers
Closed captioned
or video material
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Section 6
Page 18
“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
 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.
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Section 6
Page 18-19
•
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…
• 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
• 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
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
Page 20
• 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.
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Page 20
Section 6
• 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
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
Can 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
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Section 6
Page 21
Do Not Use Paraphrasing as a
Replacement for:
• Reading , Listening, and Oral
Communications Instruction
• Assistive Technology
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Section 6
Paraphrasing
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.
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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
Students must
be making
constructive
progress on
completing
their responses
and under
supervision
Part of their
daily
instructional
routine
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Section 6
Page 21-22
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
Page 21-22
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.
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Section 6
Page 22
• 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
 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.
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boy
jump
bird
dog
run
fly
The _______ can _______ .
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Section 6
Page 25
• 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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Office of Assessment and Accountability
Division of Support and Research
502-564-4394
[email protected]
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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.
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