Understanding Appropriate Implementation of Accommodations for Students with Disabilities

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Understanding Appropriate Implementation of
Accommodations for Students with Disabilities

• Kentucky Department of Education

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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.

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Todays 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!

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Standards used for policy decisions

• CATS is designed to increase learning for ALL
  students so our assessment system must be fair
  and equitable.
• Kentuckys assessment system is an inclusive
  system.

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Kentuckys Great IDEA

• Kentucky Education Reform Act in 1990 stipulated
  that our statewide assessment would be an
  inclusive system!

• 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.

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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

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ARC/IEP/Instructional Decisions

• What content must be taught?
• Program of Studies content
• Core Content for Assessment
• Local district/school curriculum

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THE DECISIONS

• What do we teach?
• Program of Studies/Core Content at students
  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 students disability is
  a barrier to accessing curriculum and
  demonstrating learning!

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CATS Accommodations vs. Classroom Accommodations
Classroom Accommodations
CATS Accommodations
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What are accommodations and modifications?

• Accommodations are an alteration in the testing
  environment or process.

• Modifications are an alteration in the assessment
  instrument.

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Accommodations and Modifications..............

• provide equity not an advantage
• enable students with disabilities to access
  curriculum and core content critical to achieving
  Kentuckys academic expectations, learning goals,
  and POS content standards
• allow students to participate and demonstrate
  what they know and can do

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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

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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

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Accommodations and Modifications for the CATS
Assessment

• based on individual need NOT on a disability
  category

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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

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Conditions for Accommodations and/or
Modifications are

• part of the students regular instructional
  routine and are NOT introduced just for purpose
  of CATS
• related to individual students 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 students IEP

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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

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Conditions for Accommodations and/or Modifications

• are part of the students regular instructional
  routine and are not introduced just for purpose
  of CATS
• related to individual students 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 students 504 Plan

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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.

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Accommodations

• readers
• scribes
• paraphrasing
• use of technology and special equipment
• extended time

• reinforcement and behavioral modifications
  strategies
• manipulatives
• prompting/cueing
• interpreters

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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

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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.

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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.

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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.

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Use of Readers

• Students 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 curriculum.

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Use of Readers

• Students 504 Plan documents the use of a reader
  as part of the intervention strategies and
  modifications.

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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.

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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

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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.

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Use of a Scribe

• Students 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.
• Students 504 Plan addresses written expression
  interventions/modifications.

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Use of a Scribe

• Student uses a scribe as part of the students
  regular instructional routine to communicate
  information and knowledge.
• NOTE A scribe is NOT a replacement for writing
  instruction or assistive/adaptive technology.

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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

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Scribe Responsibilities

• record the students responses consistent with
  accommodations described on IEP or 504 Plan for
  instructional activities and classroom
  assessments
• shall not inappropriately impact content being
  measured

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Scribes Role

• to record the students 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

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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!

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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 students responses using
  correct spelling, punctuation, and
  capitalization.
• HOWEVER, scribes DO NOT correct grammar, run-on
  sentences, or organization of the students ideas.

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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 students ideas.

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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 students
  verbal flow of ideas
• may ask student to spell specific words, indicate
  words to capitalize, and where to punctuate

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Scribe Responsibilities for Portfolios

• During conferencing, the teacher may
• ask student to read work aloud
• read students 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,
  elaborate and extend ideas.

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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!

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Use of Paraphrasing

• Students disability impacts understanding and
  memory of written materials.
• Student has a severe receptive language or
  listening comprehension deficit which impacts the
  students ability to process oral language.

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Use of Paraphrasing

• Students IEP includes goals /benchmarks/objective
  s, 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.

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Use of Paraphrasing

• Paraphrasing is part of students 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.

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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

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Paraphrasing may NOT be used for

• Reading passages
• Content passages

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Use of Technology and Special Equipment

• A student with a disability may use special
  equipment, including assistive and adaptive
  technology described on the students IEP or 504
  Plan if it is used routinely during instruction.

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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

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Examples of Technology and Special Equipment

• Electronic dictionaries
• Non-calibrated Rule or Template

• Cranmer Abacus
• Text -talk Converters
• Auditory Trainers

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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.

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Technology

• If a students appropriate accommodation for all
  written work is through the use of a computer, it
  is also permissible for open response questions.

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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

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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.

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However, students must be....

• making constructive progress on completing
  responses.
• provided proper supervision to maintain an
  appropriate assessment atmosphere.

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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.

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Reinforcement Behavior Modification Strategies

• If a student is not making progress and the
  students behavior impacts the performance of
  other students, then school staff may remove the
  student from the assessment situation.

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Manipulatives may be used during assessment...

• if used by student to solve problems routinely
  during instruction
• is described on students IEP or 504 Plans
• NOTE A student should NOT be encouraged to use
  manipulatives. Self initiation of manipulatives
  must occur.

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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....

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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
  students 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.

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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.

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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

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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 students regular
  instructional routine to gain information and
  meaning from print material and oral
  communication.

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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.

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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 students pieces.

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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

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Questions?

• Call either
• Division of Assessment Implementation 564-4394
• Your Regional Exceptional Child Consultant