Bullitt County Counselors Meeting

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Bullitt County Counselors Meeting

• March 16, 2009

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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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Alternate assessment

• Students in program have primary ownership of
  assessment pieces
• Yearly training for administration is required
• Alternate Assessment components are secure
  materials
• Altering results of Alternate Assessment
  components is prohibited

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Alternate Portfolio

• All work must cease at end of day 1 of the
  schools spring testing window.
• Teachers should combine all parts of the
  assessment from the portfolio (all parts
  included) and placed in the student baggie for
  mailing. Attainment Tasks and Transition
  Attainment Record results will be submitted
  online ONLY PORTFOLIO will be submitted by mail.

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Baggie Contents

• READING
• Portfolio Cover Sheet (label)
• Individual Assessment Targets
• Highest Assessment Probe (1 Per Standard)
• 1 Work Sample Per Standard

• SCIENCE
• Portfolio Cover Sheet (label)
• Individual Assessment Targets
• Highest Assessment Probe (1 Per Standard)
• 1 Work Sample Per Standard

NOTE The Code of Ethics shall accompany the
portfolio with a copy in the AAAF for all grade
levels except grade 12. All grade 12 students
should have a copy of the Code of Ethics stored
in their AAAF.
MATH Portfolio Cover Sheet(label) Individual
Assessment Targets Highest Assessment Probe (1
Per Standard) 1 Work Sample Per Standard
CODE OF ETHICS Only one code of ethics will be
required per student this year. It will cover the
Portfolio, Attainment Task and Transition
Attainment Record.
2/9/2009
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Return Shipment

• Step 1 Make sure all portfolio pieces are
  included for each content area. Place the cover
  sheet on front of each content area set and
  staple each set.
• Step 2 Place student identification labels on
  each portfolio cover sheet.
• Step 3 Place all content area portfolio sets and
  one signed code of ethics inside the plastic
  baggie for the student and send. (Note Place a
  copy of the Code of Ethics in AAAF.)

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Return Shipment

• Step 4 Place student identification label in top
  right corner of students plastic baggie.
• Step 5 Place all plastic baggies in the provided
  return shipment box.
• If you are seeking a medical exemption, do not
  submit a portfolio or a blank portfolio cover
  sheet. Submit the medical exemption form and
  store a signed Code of Ethics in the students
  AAAF.

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Administration Code Training

• Office of Assessment and Accountability
• Kentucky Department of Education

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Purpose of This Training

• To review the appropriate practices for the state
  assessment system as defined in the
  Administration Code for Kentuckys Educational
  Assessment Program (703 KAR 5080)
• Revised August 2008
• To review the Inclusion of Special Populations in
  the State-Required Assessment and Accountability
  Programs (703 KAR 5070)
• Revised October 2008

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Appropriate Assessment Practices

• Requires annual training for all individuals
  involved in any component of the state assessment
• Annually read and comply with documents and
  manuals specific to the state-wide assessment
• Training includes documents and administration
  manuals specific to state-required assessment
  components

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Appropriate Assessment Practices

• Training must be completed prior to writing
  portfolio development and any assessment
  administration
• 703 KAR 5080 703 KAR 5070 shall be reviewed
  prior to spring test administration by all
  involved in assessment

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Signature Page 1 page/person
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VIDEO

• View
• Administration Code for
• Kentuckys Educational Assessment Program
• 703 KAR 5080

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Inclusions of Special Populations

• Kentucky Department of Education
• Office of Assessment and Accountability

12/19/2008 Draft
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Inclusions of Special Populations

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

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12/19/2008 Draft
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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

12/19/2008 Draft
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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.

12/19/2008 Draft
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New Changes

• 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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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.

12/19/2008 Draft
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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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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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Identifying LEP Students
12/19/2008 Draft
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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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III. Violations of the Administration Code for
Kentuckys Educational Assessment Program
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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, a call or e-mail can be placed to the
  Allegations Coordinator in the Office of Legal
  Services by any concerned person.

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Alleged Testing Violation Process
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Allegations for 2008 2, 3, 7, 7, 23, 30, 31, 33,
42, 44
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Allegations for 2008
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Time for an Activity!???????? Allegation
???????????
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Good Faith Effort Checklists
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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 and attainable year round for
  student achievement.

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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 students shall
  not be used for student incentives.
• ESS funds shall not be used for test
  preparation.
• Donations from individuals, businesses, parents
  or school staff can be used for student
  incentives.