Inclusions of Special Populations

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Inclusions of Special Populations

• Kentucky Department of Education
• Office of Assessment and Accountability

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Inclusions of Special Populations

• In the State-Required Assessment and
  Accountability Programs
• 703 KAR 5070

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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

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Outline

• 1.Defining Inclusion Activity
• 2.Students Participating in State Assessments
• a. Without Accommodations
• b. With Accommodations
• 3. Types of Accommodations
• 4. Prompting and Cueing Activity
• 5. Alternate Assessment
• 6. Limited English Proficient
• 7. KDE Contacts
• 8. Situations Activity

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New Changes

• There is less repetition of information in the
  Inclusions of Special Populations document.
• The word modified has been removed throughout the
  document.
• When using a scribe for Limited English
  Proficient students there are no limits on the
  number of years that the accommodation can be
  used.
• Oral native language support and simplified
  language are accommodations that have been added
  for LEP students.
• The definition of paraphrase has been added.
• American Sign Language must adhere to the
  grammatical equivalent of English without adding
  to or elaborating on the content.

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DEFINE INCLUSION

• Take the next 2-3 minutes to come up with your
  very own definition of inclusion.
• Please be prepared to share.

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Who Says EVERYONE?

• Kentucky Education Reform Act in 1990 stipulated
  that our statewide assessment would be an
  inclusive system.
• The Amendments of 1997 and 2004 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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Who Participates in State Assessments?

• Students without accommodations
• Students with accommodations
• Alternate Assessment

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Without 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.

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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.

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Purpose of accommodations

• 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 students routine instructional
  program

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Accommodations

• Accessing the general curriculum and
  demonstrating what the student knows and is able
  to do.
• Shall not inappropriately impact the content
  being measured.
• Shall be considered temporary strategies and
  shall be faded as the student gains skill and
  knowledge.
• Not intended to reduce learning expectations or
  substitute for specific instruction.

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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.

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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, the Administration Code and the
  Inclusions Regulation.

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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.

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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
  openresponse items or multiple choice questions.
• Re-read directions, prompts, situations,
  passages, and stories ONLY AT THE STUDENTS
  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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Use of Scribes

• Before providing a scribe the 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
• Should not be used as a replacement for writing
  instruction or assistive technology

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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 without changing
  the measure of the students response

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Scribes Responsibility for Multiple Choice

• For multiple choice, 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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Scribes Responsibility for Writing 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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Scribes Responsibility for Writing 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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Scribes Responsibility 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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Scribes Responsibility for On-Demand Writing

• 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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Paraphrasing

• Teaching a student to use paraphrasing
  strategies, which are used to restate printed
  text or oral communication using other words or
  forms putting printed text and oral communication
  into his/her own words.

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Paraphrasing

• Can Use Paraphrasing on the On-Demand Tasks for
• Open-Response Items
• Multiple Choice Questions
• Writing Prompts

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Paraphrasing

• Do Not Use Paraphrasing as a Replacement for
• Reading , Listening, and Oral Communications
  Instruction
• Assistive Technology

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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.

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Use of Extended Time

• Part of their daily instructional routine
• Student must be making constructive progress on
  completing their responses and under proper
  supervision

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Reinforcement Behavior Modification Strategies

• If ANY students behavior impacts the performance
  of other students, then school staff may remove
  the student from the assessment situation.

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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
• must finish in the same day.

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MANIPULATIVES

• 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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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.
• Collection of tools to assist a student with a
  disability in accessing the general curriculum
• Organizers for his or her thinking and work
• Management strategy to assist a student in
  organizing his or her learning and memory devices

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Time for a Prompting and Cueing Activity
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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.

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Alternate Assessment

• Components of the Alternate Assessment
• Portfolio
• Attainment Tasks (AT)
• Transition Attainment Record (TAR)
• Must be documented in students IEP that the
  student qualifies for the Alternate Assessment
• Accommodations must be marked and applied in the
  same manner as they are on the general assessment

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Identifying LEP Students
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LEP Accommodations

• Permitted only if listed in a students PSP.
• Both the current PSP and the current
  accommodations have been used in an on-going
  basis in the mainstream classroom.

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

• All LEP students participate in CATS
• 1st year LEP students take the NCLB required
  mathematics (grades 3-8) and science
• (grades 4, 7, 11) assessments for participation
  but not part of a school/ districts
  accountability
• 2nd year LEP students take all the assessments
  for that particular grade level with the
  exception of a writing portfolio
• 3rd year LEP students will be responsible for all
  assessments and a writing portfolio

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Questions?

• Division of Assessment Support
• Rhonda Sims, Director
• Phyllis Shuttleworth, Branch Manager
• Joy Barr, Program Consultant
• Kevin OHair, Program Consultant
• Kathy Moore, Program Consultant
• Pam Powers, Systems Consultant IT
• Chris Williams, Program Consultant
• 502-564-4394

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Time for an Activity!

• Read your situation.
• Look for information in the Administration Code
  and Inclusions Regulations.
• Decide if it is a violation and place it on the
  wall.
• Be prepared to defend your decision.