Dispelling DAPA Myths

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Dispelling DAPA Myths

• Brian M. Touchette
• www.DAPAonline.org
• November 15, 2007
• Center for Disabilities Studies
• University of Delaware
• Delaware Department of Education

2
Participation in DAPA

• 2 primary guidelines
• Student requires extensive modifications
• Student requires intensive individualized
  instruction in order to acquire and generalize
  knowledge
• IEP team should review
• Students profile
• Guidelines for Inclusion of Students with
  Disabilities and English Language Learners
• DAPA Participation Guidelines

View at www.doe.k12.de.us
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Participation Guidelines (PG)

• The IEP team must
• agree with each of the 4 criteria
• sign and date the form
• At least 2 team member signatures
• Dated 1/2/07 1/30/08
• Include a copy of the PG from the students
  current IEP

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Participation Criteria

• Criterion 1 Evidence of Significant Cognitive
  Disabilities
• Students levels of cognitive skills and adaptive
  behavior are such that extensive modifications
  are required in order to access the general
  curriculum.

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Participation Criteria

• Criterion 2 Intensity of Instruction
• Student requires extensive direct instruction
  and/or extensive supports to accomplish the
  application and transfer of skills to school,
  home, work, and community environments.

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Participation Criteria

• Criterion 3 Curricular Outcomes
• The student requires extensively modified
  instruction focusing on a less complex
  application of skills in order to access the
  Delaware Content Standards.

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Participation Criteria
Criterion 4 Exclusions
The decision to include
the student in the DAPA is NOT based on the
following

• 1. existence of an IEP
• 2. specific categorical label
• 3. educational placement
• 4. English language learner status
• 5. socio-economic or cultural differences

• 6. excessive or extended absences
• 7. disruptive behavior
• 8. students reading level or
• 9. the expectation that the student will not
  perform well on the DSTP.

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5/5/07
5/5/07
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Portfolio Due Date

• All students in grades 2 11 (as of September 1,
  2007) who meet the participation criteria are
  required to have a portfolio submitted on
• JANUARY 31, 2008

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Content Area Alignment
All 4 Content Areas
Grade as of 9/1/07 of Content Areas Content Area
2 2 ELA, Math
3 4 ELA, Math, Sci, SS
4 2 ELA, Math
5 4 ELA, Math, Sci, SS
6 2 ELA, Math
7 2 ELA, Math
8 4 ELA, Math, Sci, SS
9 2 ELA, Math
10 2 ELA, Math
11 2 Sci, SS
DAPA portfolio required the first year that the
student is in 11th grade
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DAPA FACTS (quick review)

• ONLY students who have the most significant
  cognitive disabilities should participate in the
  Delaware Alternate Portfolio Assessment (DAPA)
• Students who participate in the DAPA are also
  required to have access to the general education
  curriculum and they are assessed on the same
  Academic Standards that are used for all students
• If a student does not meet the participation
  criteria (see attached), then they must
  participate in the DSTP either with or without
  accommodations

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DAPA FACTS (contd)

• Students CANNOT be placed in DAPA because they
  are receiving poor scores on the Delaware Student
  Testing Program (DSTP)
• Administrators CANNOT override the decision of an
  IEP team to have a student participate in the
  DSTP or the DAPA
• Placement in DAPA is an IEP decision and CANNOT
  be made by DDOE. All Members of the IEP team must
  agree with decision.
• It is not appropriate to make a decision to
  participate in the DAPA because the student has
  significant behavior problems or is extremely
  stressed during the administration of the DSTP.

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Validation Statement

• Portfolio requirement
• Signed AFTER portfolio is complete
• Signing denotes agreement
• 3 original required signatures
• Parent/Guardian
• If unable to obtain, must show 3 attempts to
  contact
• Teacher/Developer
• Test Security
• Administrator

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Test Security

• Test security and confidentiality is vital to
  maintain validity, reliability, and fairness of
  the test results
• All DAPA Test Administrators (a.k.a. developers)
  must read and understand the Test Security Policy
• Violations are subject to investigations and
  consequences as determined by the school district
  and the Department

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Portfolio Assembly

• Binders are sent to developers
• Do NOT wait until you receive your binder to
  start working on your students portfolios
• Binders will include organizational tabs
• Tab info. page 48

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Resources

• Refer to your Users Guide early and often!
• Timeline on p. 49 will help you to stay on track
• Contact your District Consultant
• Email updates
• www.dapaonline.org
• Examples
• Blank data sheets
• Reference lists
• General Ed resource links
• Support and Screening Session times and dates

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Screening Sessions

• Sessions in all 3 counties
• Multiple locations
• Oct Dec
• Highly recommended
• Benefits
• Review of Required Components
• Activity, Standard, PI/GLE, CT/IEP Objective
• Opportunity to make changes before submitting
• For dates
• Check www.dapaonline.org
• Check email udpates