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Inclusion of Special Populations

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

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Inclusion of Special Populations

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  1. Inclusion of Special Populations Kentucky Department of Education Office of Assessment and Accountability KDE:OAA:DSR 12/04/2012

  2. Section Page 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

  3. Outline 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 KDE:OAA:DSR 12/04/2012

  4. Section 1 Pg.5 thru 7 Who Participates in State Assessments? • Students with no accommodations • Students with accommodations • Alternate Assessment KDE:OAA:DSR 12/04/2012

  5. Section 1 Page 6 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

  6. 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

  7. Page 6 Purpose of Accommodations 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 KDE:OAA:DSR 12/04/2012

  8. Page 6 and 7 Section 1 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

  9. Section 1 Page 7 Other Special Issues 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. KDE:OAA:DSR 12/04/2012

  10. Page 8 Section 2 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

  11. Pages 8 thru 13 Section 3 Title I Title III Title III and Title I Comparison KDE:OAA:DSR 12/04/2012

  12. Section 1 Page 7 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

  13. Section 3 Pages 10 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

  14. Pages 11 Section 3 Implementation of Accommodations KDE:OAA:DSR 12/04/2012

  15. Section 3 Pages 12 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

  16. Section 4 Pages 13 Home/Hospital Settings 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. KDE:OAA:DSR 12/04/2012

  17. Pages 14 Section 5 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

  18. Page 14 Section 6 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

  19. Section 6 Page 15 KDE:OAA:DSR 12/04/2012

  20. Section 6 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. KDE:OAA:DSR 12/04/2012

  21. Page 16 Section 7 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

  22. Page 16 Section 6 KDE:OAA:DSR 12/04/2012

  23. Section 6 Page 18 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

  24. 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

  25. Section 6 Page 18-19 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 12/04/2012

  26. Don’t Use A Scribe if… 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

  27. Section 6 Page 19 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

  28. 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

  29. Section 6 Page 20 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

  30. Page 20 Section 6 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

  31. Section 6 Page 21 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

  32. Section 6 Page 21 Paraphrasing 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 KDE:OAA:DSR 12/04/2012

  33. Section 6 Page 21 Paraphrasing Do Not Use Paraphrasing as a Replacement for: • Reading , Listening, and Oral Communications Instruction • Assistive Technology KDE:OAA:DSR 12/04/2012

  34. Section 6 Page 21 Paraphrasing • 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

  35. Examples of Paraphrasing 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”. KDE:OAA:DSR 12/04/2012

  36. Section 6 Page 21 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

  37. Section 6 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. KDE:OAA:DSR 12/04/2012

  38. 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

  39. Section 6 Page 22 Manipulatives • Used on the state-required assessment and development of portfolios as a strategy to solve problems • Part of daily instruction • Student initiated KDE:OAA:DSR 12/04/2012

  40. Section 6 Page 22-25 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

  41. Visual Prompt Example boy bird dog The _______ can _______ . jump run fly KDE:OAA:DSR 12/04/2012

  42. Time for a Prompting and Cueing Activity KDE:OAA:DSR 12/04/2012

  43. Section 6 Page 25 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. KDE:OAA:DSR 12/04/2012

  44. Office of Assessment and Accountability Division of Support and Research 502-564-4394 dacinfo@education.ky.gov KDE:OAA:DSR 12/04/2012

  45. Time for an Activity! 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. KDE:OAA:DSR 12/04/2012

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