Administration Code Training

1
Administration Code Training

• Jackson County Public Schools
• April 2008
• Adapted from materials provided by
• the Office of Assessment and Accountability

2
Disclaimer

• In todays presentation, we will hit the
  highlights of test administration, but this
  presentation is not all inclusive.
• It is the responsibility of each individual
  administering the exam to read and comply with
  the instructions as outlined in the
  Administration Code for Kentuckys Educational
  Assessment, the Inclusions of Special Populations
  Document and the Test Administrators Manual
  (TAM).
• Do not comment on or add in any way to the
  printed directions TAM.

3
Prerequisites

• Any individual involved in the administration of
  KCCT should have participated in Administration
  Code Training and Inclusions of Special
  Populations training and signed the compliance
  agreement with the Building Assessment
  Coordinator.

4
Purpose

• To review the appropriate practices for the state
  assessment system as defined in the
  Administration Code for Kentuckys Educational
  Assessment Program (703 KAR 5080)
• To review the Inclusion of Special Populations in
  the State-Required Assessment and Accountability
  Programs (703 KAR 5070)

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Allegations for 200737, 31, 29, 29, 24, 16, 10,
7, 6, 5

• Inappropriate Assistance/ Intervention by Staff
• Test Security (Staff)
• Test Security (Student)
• Out of Order (Staff)
• Out of Order (Student)
• Special Education
• Portfolio
• Student Action
• Missing Test Booklets
• Other

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Allegations for 200737, 31, 29, 29, 24, 16, 10,
7, 6, 5

• Inappropriate Assistance/ Intervention by Staff
• Test Security (Staff)
• Test Security (Student)
• Out of Order (Staff)
• Out of Order (Student)
• Special Education
• Portfolio
• Student Action
• Missing Test Booklets
• Other

29 16 37 31 10 24 5 7 6 29
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Rationale

• Professional Ethics
• 704 KAR 20680
• Educational Defensibility
• Teach the content
• Student Ownership
• All work done entirely by the student
• Note inclusion of writing portfolio materials

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Appropriate Assessment Practices

• Requires Training
• Read, Sign and Comply
• Prior to portfolio development (writing
  portfolios and alternate assessments)
• Includes documents and administration manuals
  specific to state-required assessment components

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Accommodations

• Students who receive accommodations should have a
  current IEP or 504.
• Accommodations may only be provided if they are
  documented in the IEP or 504 and are part of
  regular instruction.
• Verify accommodations that individual students
  are to receive.

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Scrimmages

• Testing for testings sake only can
• be counterproductive.
• Students should receive meaningful
• feedback from open-response practice.
• Use CATS-like questions regularly
• throughout the school year in classroom
  assessments.

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Test Security

• The design requires that all items (test
  questions, writing prompts, quality control
  portfolios, attainment tasks and transition
  attainment record items) remain secure.
• To protect the security of the tests only
  authorized persons are permitted to view the test
  questions.
• All CATS test questions and all supporting
  assessment materials are to be regarded as secure
  documents.

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Test Security (continued)

• Central Office, School Office, Classroom
• Shall not be reproduced in whole, in part or
  paraphrased in any way.
• Destroy notes, rough drafts created by students
• Ensure reusable materials are unmarked
• Dont share information about items

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Test Security (continued)

• Released items can be used
• Security issues with technology
• Alert papers
• Procedures for Reporting Errors

14
Core Content Blitz

• Reviewing should be a regular instructional
  strategy, not a one time big event.
• The Administration Code states that Activities
  that are created or implemented for the sole
  purpose of increasing test scores and do not
  contribute to the student's overall
• education are considered in violation of this
  regulation.

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Posters

• Posters are not allowed to stay on walls for the
  purpose of state assessment, but because they
  were used in instruction.
• Posters can only be displayed in the location
  where instruction occurred.
• Students may not get up to access posters or have
  posters read to them as an accommodation.

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Posters

• For Instruction
• Documented in lesson plans
• For Assessment
• Do not move posters for CATS

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Classroom Materials

• Dictionaries/thesauri
• On-demand Writing test ONLY
• Calculators
• required for KCCT mathematics

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Classroom Materials

• Shall not distribute any information or
  materials that are not sent or specified

19
Supervision Test Order

• Lunch, interval, restroom breaks
• Same grade, same section, same time
• Illness during assessment session
• Supervise and monitor students

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Placement of Students for Testing

• Testing locations based on space/ personnel
  availability, not in an effort to try to gain a
  testing advantage.
• Movement of personnel to different rooms is a
  better than movement of students from room to
  room which can be confusing and stressful for all.

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Disciplinary Practicesand Student Motivation

• Re-administering for disciplinary purpose
• The original responses, along with the rewritten
  ones clearly marked NOT TO BE SCOREDITEMS
  RETAKEN FOR DISCIPLINARY PURPOSES, shall be
  submitted to the testing contractor.

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Administration Practices
General Instructions Do your
best. Assistance or Evaluative
Comments You can do better.
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Good Faith Effort

• Checklists
• No evaluative statements
• Feedback cannot be given until after test
  booklets are out of the building.

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Rewards or Motivational Strategies

• Shall be consistent with those applied within the
  regular curriculum or with the larger school
  program in general.

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Funding of rewards

• Follow School Food Services Guidelines and local
  and state boards finance policies
• Local school board funds or cash awards from
  school activity funds generated by student shall
  not be used for student incentives

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Writing Portfolio Development

• Teachers may
• Ask questions to clarify, indicate position of
  errors, share scoring rubric
• Teachers may not
• Make direct corrections, revisions, working after
  completion date (First day of testing window)

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Writing Portfolios

• Typewritten pieces are not required for the
  Writing Portfolio. Pieces can be handwritten.
• If typewritten is desired, students should type
  their own Writing Portfolios unless physically
  unable to do so.
• When signing and scribing is used, the exact
  words of the student should be written down.
  The student can then work on editing and adding
  needed articles, conjunctions, etc.

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Writing Portfolio Scoring

• Certified staff
• Teacher or administrator certification
• Employed by district
• Certified or classified position or leave of
  absence
• Current year training

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Ethical Marking of Student Papers

• We must follow ethical marking of student paper
  guidelines when providing feedback on portfolio
  appropriate pieces of writing.
• The ethical marking guidelines apply to teachers,
  instructional assistants, tutors, and peer tutors.

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The Basics

• All testing materials are to be kept secure at
  all times.
• Students should not be left unsupervised with
  access to any assessment materials at any time.
• Students should not transport any assessment
  materials.
• Test Administrators/Proctors should actively
  monitor the administration of the test.
• Students should not have access to any additional
  assistance for the assessment that is not
  specifically addressed in the Directions for
  Testing Manual.

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The Basics (continued)

• All students in a grade level within a school
  must take the same content area at the same time.
• Books are distributed in random order.
• Only those materials considered official testing
  materials should be on the students desks during
  assessment.
• Students may use blank writing paper or graph
  paper during the assessment, but these are
  considered to be secure materials and should be
  destroyed at the end of the assessment. See the
  BAC for appropriate procedures.

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The Basics (continued)

• Students must be supervised at all times.
  Unsupervised breaks are not permissible.
• Teachers may visually scan student responses for
  Good Faith effort during or after the assessment.
• Secure test materials cannot be reproduced in any
  way.
• Teachers/staff with knowledge of the content of
  the secure assessment should not reveal this
  content to anyone.
• Desks must have a clean surface.

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Test Administration Manual Checklist

• Please read before the test and after the test to
  ensure that all steps have been followed.

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Appropriate Assessment Practices Certification
Form
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Additional Information

• Inclusion of Special Populations
• 703 KAR 5070 (discussed after break)
• Alternate Portfolios
• Violations of the Administration Code
• Review of Secure Materials
• Reporting Nonacademic Information
• Signature Sheet

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Reporting Allegations

• All allegations, or perceived inappropriate
  testing procedure or behavior, should be reported
  to the Building Assessment Coordinator (BAC) and
  then to the District Assessment Coordinator
  (DAC).
• If the DAC is the one not following proper
  procedure and does not correct or report the
  situation, then a call or email can be placed to
  Patsy Kenner by any concerned person.

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2008 KCCT Test Format

• Grades 3 and 4 still have combined test booklets
• Grades 5 and above have a separate student
  response booklet (SRB) and test booklet
• ONLY one test format change fewer MC in 3rd
  grade reading (one less) and mathematics (four
  less)
• Extended time is still limited for those who do
  not have that as an accommodation through an IEP,
  504 Plan or PSP

No highlighters!
2/13/08
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KCCT Student Response Booklets

• Have biographic and demographic pages as first
  two pages
• Designed to match the order of the content areas
  and item types in the test booklet
• (This means less chance of placing answers in
  incorrect spots!)
• Matched to the test booklet by lithocode
• Inserted in the corresponding test booklet
  (packed this way when received)

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(No Transcript)
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Test Materials Provided with Test Booklets

• Rulers for grades 3-8 (Increments are 1/8th inch
  for elementary, 1/16th inch for middle)
• Math reference sheets for grades 7, 8, 11
• Science reference sheet for grade 11
• Writing reference sheet for grades 5 and 8, and
  12
• All are packaged inside test booklet packs.

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Student Questionnaires

• All content questionnaires have been combined
  into a single questionnaire to be answered after
  all testing is complete.
• The questionnaire is a separate non-secure
  document to be distributed when students are
  ready.
• Test booklets should be collected and only
  student response booklets are needed for
  answering the questionnaire.

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Writing Portfolios
Complete by April 21 (end of the first day of
the testing window)
2/13/08
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Writing Portfolio Scoring

• New bubble/scannable form for 2008
• Scores submitted via form only
• Manual check for third reader
• Missing third reader will score incomplete in
  data
• Opportunity to add the third reader during data
  review
• Scores may ONLY be submitted officially on scan
  form

2/13/08
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Alternate Assessment

• Alternate Assessments Due April 21, 2008
• Portfolios
• Attainment Tasks
• Transition Attainment Record
• Alternate Assessment Materials Ship from the
  district April 25, 2008

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NCLB and CATSHow Scores Used?

• At the elementary level, every students score in
  grades 3, 4, and 5 will count in both federal and
  state accountability (reading and math AYP
  calculations as well as CATS reading and math
  academic indices).
• At the middle school level, every students score
  in grades 6, 7, and 8 will count in both federal
  and state accountability (reading and math AYP
  calculations as well as CATS reading and math
  academic indices).

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NCLB and CATSHow Scores Count?

• At the high school level, 10th grade reading and
  11th grade mathematics will be used for both AYP
  calculations and CATS academic index
  calculations. (No change from last year.)

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In-State Scoring Center

• Louisville Area
• Alternate Portfolio and Writing Portfolio Audit,
  as well as KCCT, scoring will be done at this
  facility.

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Dos and Donts for Testing (Not necessarily
new, but important!)

• Do not erase student answers when they work
  ahead.
• Do not let students use highlighters. Lightly
  underlining with a pencil is allowable.
• Do not separate test booklets and response
  booklets in grades 5-11. They are designed to go
  together. Separate only when testing is
  complete.
• Do read the entire TAM before the first day of
  testing.
• Do handout the reference sheets and rulers!

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Inclusionof Special Populations

• in the State-Required Assessment and
  Accountability Programs

703 KAR 5070
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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 (POS)
• Content Guidelines for Assessment
• School and District Curricular Parameters of
  Learning (Performance Standards)
• Instructional Units
• IEP, 504 Plans, Program Services Plan (PSP)

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... More DECISIONS

• What do we teach?
• Program of Studies
• Remediation of skills/processes/concepts through
  RESEARCH-BASED instruction
• Strategies to enhance access of general
  curriculum and demonstration of learning

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Decisions

• 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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What are accommodations and modifications?

• Accommodations are alterations in the testing
  environment or process.

• Modifications are alterations in the assessment
  instrument.

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Accommodations and Modifications for the CATS
Assessment

• Based on individual need NOT on a disability
  category or designation as limited English
  proficient.

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Accommodationsand 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 and
• Allow students to participate and demonstrate
  what they know and can do.

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CATS Accommodations vs. Classroom Accommodations
Classroom Accommodations
CATS Accommodations
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Inclusion of Students with Disabilities

• Participation with no accommodations and/or
  modifications
• Participation with accommodations and/or
  modifications (IEP, 504 Plan, PSP)
• Participation in the Alternate Assessment Program

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Participation with NO Accommodations or
Modifications

• Have remediation plan but have not been
  identified,
• Have been referred to an ARC Committee or 504
  Committee but the evaluation and eligibility
  determination is not been completed
• OR
• Have a disability but are not receiving services
  under IDEA, or 504 interventions.

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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 and
• meet 3 conditions

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Participation with Accommodations and/or
Modifications for 504 Plan 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 and
• meet 3 conditions

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Conditions for Accommodations and/or
Modifications for IDEA and 504 Plan students

• 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
  (PLOP, goals and objectives, and SDI) and
• are specified in the students current IEP or 504
  Plan.

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Limited English Proficient (LEP) Students (as
defined in 703 KAR 5001)

• All LEP students participate in CATS
  
• Accommodations are permitted only if listed in a
  students Program Services Plan (PSP)

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Accommodations may be used if the LEP student

• meets criteria as a LEP student according to
  W-APT/ACCESS data
• has a current Program Services Plan (PSP), which
  is individualized and notes appropriate
  accommodations
• has access to the PSP accommodations on an
  on-going basis in the mainstream classroom

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Accommodations may be used if the LEP student

• meets criteria as a LEP student according to
  W-APT/ACCESS data
• has a current Program Services Plan (PSP), which
  is individualized and notes appropriate
  accommodations
• has access to the PSP accommodations on an
  on-going basis in the mainstream classroom

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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 (PSP)

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Use of Readers

• Evaluation information supports the verified
  disability and its impact on reading.
• Student has a verified disability which
  significantly impacts the area of reading.
• Students IEP includes specific goals, objectives
  and specially designed instruction related to
  reading or describes supplementary aids and
  services 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.
• 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.
• Do not use information to lead the student to
  specific information needed for answering items.
• Reread directions, prompts, situations, passages
  and stories ONLY if SPECIFICALLY requested by
  STUDENT.
• Do not point out parts of the task, questions, or
  parts skipped by the student.

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Paraphrasing

• Allows repeating or rephrasing
• Allows breaking directions into parts
• Does not allow defining words
• Should not include content-specific information
• 703 KAR 5070 states, a paraphraser shall not
  inappropriately impact the content being
  measured.

2/13/08
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Good vs. Bad Paraphrasing
Good Example
Bad Example

• Directions Compare and contrast the 2 different
  versions of The Three Little Pigs.
• Proctor says, Tell how these two stories are
  alike and different.

• Item Billys mother told him he was really in a
  pickle now. What did she mean?
• Proctor says, That means he was in trouble.

2/13/08
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Use of Scribes

• Evaluation information supports the verified
  disability and its impact on writing.
• Student has a verified disability which
  significantly impacts written expression/basic
  writing skills or a physical disability which
  impedes the motor process of writing.
• Students IEP documents specific goals and
  objectives related to writing.

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Use of a Scribe

• Students 504 Plan addresses
• written expression interventions/modifications.
• Student uses a scribe as part of the students
  regular instructional routine to communicate
  information and knowledge.

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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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Good vs. Bad Paraphrasing
Good Example
Bad Example

• Directions Compare and contrast the 2 different
  versions of The Three Little Pigs.
• Proctor says, Tell how these two stories are
  alike and different.

• Item Billys mother told him he was really in a
  pickle now. What did she mean?
• Proctor says, That means he was in trouble.

2/13/08
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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.
• 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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Use of a Computer for KCCT
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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Use of Extended Time

• Students with disabilities who have IEPs, 504
  Plans or PSP that stipulate extra time is needed
  are allowed extended time, as long as extended
  time is an accommodation for assessments and
  completion of assignments as part of the
  students instructional routine.

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To be allowed extended time students must be....

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

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Manipulatives may be used during assessment...

• if used by student to solve problems routinely
  during instruction and
• is described on students IEP, 504 Plan or PSP.
• NOTE A student should NOT be prompted to use
  manipulatives. Self-initiation 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 certain conditions.

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Prompting and Cueing

• Cueing notebooks should be routine
• accommodations that are specific to the needs of
  each individual student.
• Generic notebooks are in violation of the
  Administration Code.
• Students must initiate the use of these Notebooks
  during the state assessment.

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Prompting and Cueing

• Strategies for memory, organization, or retrieval
  of information (e.g. mnemonics)
• Personal and individualized vs. generic.
• Student-initiated vs. teacher-initiated
• 703 KAR 5070 states, No content information
  shall be included in cueing systems during test
  administration.

2/13/08
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Prompting and Cueing

• All prompts and cues used during classroom
  instruction are neither required for state
  assessments nor appropriate. Some cues and
  prompts, if used during assessment, can
  potentially affect test validity.
• The key thing to keep in mind is that any type of
  cueing system used must not contain content
  information that would lead the student to the
  answer.
• For example, it would be appropriate to allow a
  student to use a cue card containing the steps
  involved in the writing process.
• It would not be appropriate, however, to allow
  the student to also use an actual writing piece
  with all the steps labeled within.
• Another example might be the use of mnemonics
  like HOMES, for helping to recall the Great
  Lakes. It would be appropriate to use the
  mnemonic itself, but not something like Huron,
  Ontario, Michigan, Erie, and Superior.
• The addition of mini-versions, or copies of
  classroom posters in cueing notebooks is also
  inappropriate for use in assessment.

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2/13/08
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Who can assist with accommodations?

• School district decision
• Preferably someone familiar with the student
  (teacher, instructional assistant) and
• Individual trained in the roles and
  responsibilities of appropriate accommodations,
  confidentiality and the Administration Code and
  the Inclusions Regulation.

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If in doubt, please ask.

• Thank you and have a great day!