1. Inclusion of Special Populations Training
Kentucky DEPARTMENT of Education
Office of Assessment and Accountability
2014

2. Introduction, Background and Purpose
Page 3
Introduction, Background and Purpose
Success with ALL students
Who is covered in this document?
Accommodations provide support
Things to remember about accommodations:
Do not reduce learning
Are not a substitute for instruction
Individualized and designed to aid learning
District plan on how to fade or reduce accommodations, as appropriate
Accommodations are given to level the playing field, not give students an advantage. Thus they are also not meant to reduce learning and take away from the student’s education. They are not meant to stop the student from receiving instruction from the teachers. Each accommodation should be looked at for each student to determine what is truly in that child’s best interest.
Most importantly, a district needs to have a plan in place that shows how accommodations will be evaluated and faded or reduced over time when appropriate. The end goal is independence as much as possible for all students, and a student will not be independent if they are dependent on another person for an accommodation.
KDE:OAA:DSR11/14/2014

3. Summary of Standards For Inclusion
Page 4
Summary of Standards For Inclusion
All students with disabilities shall participate in the state-required Assessment and Accountability Program.
A small percentage will participate in the Alternate Assessment.
Students with a 504 Plan, Program Services Plan(PSP), Home/Hospital
Students selected for National Assessment of Educational Progress (NAEP)
The new item is that schools that are selected to do NAEP testing will no longer be able to exclude special education students or offer them additional accommodations. If a school is selected to participate in NAEP testing, any special education student in a tested grade will take the NAEP assessment under NAEP accommodation guidelines.
KDE:OAA:DSR11/14/2014

4. General Conditions FOR Using Accommodations
Pages 4-6
General Conditions FOR Using Accommodations
Be student initiated, not teacher initiated
Transitional strategies that should be faded, as appropriate
Cannot impact content validity
Age-appropriate and clearly described
For the purpose of student access to general ed curriculum
Based on individual needs
Not a substitute for high-quality instruction
The student must take an active role in deciding when they want to use each accommodation. Students may be reminded before each testing section what accommodations they are allowed to use and directed to let the proctor know when they decide they need one.
Few special education students should start their education with the exact same accommodations that they graduate using. They are meant to be transitional and faded over time as the student learns skills and independence.
Regardless of the student’s ability level, an accommodation cannot impact the content validity and what is being measured.
Accommodations should match the age of the student, not necessarily the student’s ability level.
All students have to be given access to the general education curriculum.
No cookie cutter program plans. Each plan should be evaluated to be sure it is what works best for the student with the end goal being independence by graduation, when possible.
Accommodations cannot be done for ease of the teacher but in order to provide access to the student. Accommodations are not meant to replace high quality instruction for these populations. They are meant to help enhance the student’s learning experience.
KDE:OAA:DSR11/14/2014

5. General Conditions FOR Using Accommodations
Pages 4-6
General Conditions FOR Using Accommodations
Based on evaluation information or on-going progress data
Part of the student’s on-going instructional process
Caution around plan changes near testing window
Technology considered before adult-provided accommodations
Student and test administrators aware of which accommodations allowed
Changes in test administration or recording of student responses consistent with education plan and instructional strategies used
8. All decisions should be based on data collected.
9. Accommodations do not have to be every day, every subject, all day long. They should however be part of the on-going instructional process. If this is happening then by test time the student is familiar with the accommodations he can use and which ones help him find success.
10. Sometimes a program plan meeting has to happen near or in the testing window. This can often cause stress and frustration not only for the student but the test administrators and parents. Plan accordingly when possible to make sure a student doesn’t lose or gain new accommodations in or near the window that would cause him more stress.
11. Technology is the way of the future. Kids today are often ahead of older generations when it comes to technology and we should use that knowledge. Remember, a teacher will not be able to leave high school with each student that receives accommodations. We don’t want students dependent on another human being when we are able to offer them technology that will give them more freedom and independence.
12. It is appropriate and acceptable to notify each student and administrator which accommodations are allowed for each student. This reminder can be given before each portion of the test.
13. Accommodators cannot do more than what is in the program plan for each student. They are merely there to record what the student knows.
KDE:OAA:DSR11/14/2014

6. Conditions for Specific Accommodations
Page 6
Conditions for Specific Accommodations
Not all accommodations are appropriate for state-required assessments
Approved accommodations
Use of Assistive Technology
Manipulatives
Reader
Scribe
Calculator
Paraphrasing
Extended Time
Reinforcement and behavior modification strategies
Interpreter for students with deafness or hearing impairment
This list is strictly for assessments. Many accommodations that are not acceptable for assessments are perfectly fine for classroom instruction. Prompting and cueing is no longer an allowable accommodation for state assessments.
KDE:OAA:DSR11/14/2014

7. Options for Inclusion Participate WITHOUT accommodations
Page 7
Options for Inclusion
Participate WITHOUT accommodations
Participate WITH accommodations
Participate in the Alternate Assessment
Must have a CURRENT education plan
Participation determination done on an individual basis
Decisions based on student’s present levels, evaluation information (progress monitoring)and work samples
KDE:OAA:DSR11/14/2014

8. Pages 9-16 and 23-29
Section 1 - Individualized Education Program (IEP) AND Section 3 – 504 Plan
Data analysis determines which accommodations improve student achievement toward independence
Based on student need
Incorporated into routine instruction
Monitored for effectiveness and impact on independence
When age appropriate, student involved in decision making
KDE:OAA:DSR11/14/2014

9. Sections 1 AND 3 - Continued
Pages 9-16 and 23-29
Sections 1 AND 3 - Continued
Not intended to hamper or limit progress
As skills increase, accommodations should be faded to be less intrusive
Strategies in place as an alternative when accommodations are faded
Working toward student knowing when, why and how accommodations benefit them (independence)
KDE:OAA:DSR11/14/2014

10. Assistive Technology
Pages 9-11 and 23-25
“An assistive technology device, as defined by (20 U.S.C. § 1401(1)), 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.”
*The student must initiate the use of assistive technology unless it is the student’s primary mode of communication.
*Assistive technology should be considered as an early accommodation, before adult-provided accommodations, to foster independence.
*Beginning assistive technology at an early age will allow the student to grow over time and become as independent as possible.
KDE:OAA:DSR11/14/2014

11. Assistive Technology
Pages 9-11 and 23-25
Pencil grip, amplification equipment, noise buffers, magnifying devices, communication boards, word processors, audio file of state-required assessments, abacus, FM trainer, refresher Braille are some examples of various assistive technology students might use during instruction.
For written work, the student may use a Non-Standard Response template during instruction, as well as on the state-required assessment.
Check your knowledge:
In one class, seven students have a reader listed on their IEPs. The teacher assigns an adult reader to each of the students throughout the year. For the end of the year assessment the teacher gives the students the Audio CD version of the test because they are short on proctors. Okay/Not Okay? Why or why not?
Not okay. If the student is not familiar with audio books and audio instruction then he is not able to have it for the assessment. It will only serve to stress the child out more if he is given something he is unfamiliar with for the state assessments. Technology should be considered first, but should never be used for the first time ever on an assessment.
KDE:OAA:DSR11/14/2014

12. Pages11-12 and 25
Manipulatives
One 3x5 notecard with blank graphic organizers drawn on it is allowable. Students with a visual impairment may enlarge the 3x5 card.
Notecard is text free and used to only help the student organize thoughts and trigger ideas of what he should be doing.
The student should use the same routine during assessment for accessing the manipulatives that he has used during instruction all year. You can only make them available, not push them on a student.
KDE:OAA:DSR11/14/2014

13. Manipulatives Student initiated
Pages11-12 and 25
Manipulatives
Student initiated
Shall in no way lead a student to an answer
Student access, not placed on his desk
Free of writing
Check your knowledge:
Joey has manipulatives marked on his IEP and uses several regularly to solve problems. During instruction he routinely goes to pick out the ones he needs. During K-PREP the teacher hands him the three that he uses regularly for use on the mathematics test. Okay/Not Okay? Why or why not?
Notecard is text free and used to only help the student organize thoughts and trigger ideas of what he should be doing.
The student should use the same routine during assessment for accessing the manipulatives that he used during instruction all year. You can only make them available, not push them on a student.
KDE:OAA:DSR11/14/2014

14. Reader Used on all parts of the state-required assessment
Pages12-13 and 25-26
Reader
Documentation over time shows that with intervention and high quality instruction, the student continues to be unable to access the reading assessment without the use of a reader.
Used on all parts of the state-required assessment
Student initiated and does not lead a student to an answer
Read directions, prompts, situations and passages as written
Re-read only if specifically requested by the student
KDE:OAA:DSR11/14/2014

15. Reader Check your knowledge:
Pages12-13 and 25-26
Reader
Check your knowledge:
Student has a reader on his IEP but opts not to use the reader on Reading Part A. Once Reading Part B begins, he asks for a reader. Allowed/Not Allowed? Why or why not?
A student with a reader on her IEP requests a reader for all of Reading Part A. After the 5th question she appears to be struggling with which answer is correct. The proctor asks if she would like to have the question re-read for her? Allowed/Not Allowed? Why or why not?
Allowed
Accommodations must be student initiated. Shows the student knows what he/she needs and has been taught to work toward independence when possible, thus has been part of the instructional process. Everyone is aware of what accommodations the student has available.
2. Not allowed
Accommodations must be student initiated, not teacher initiated. Proctor cannot assume the student wants something just because he/she answers slowly or is thinking about the answer.
KDE:OAA:DSR11/14/2014

16. Pages and 26-27
Scribe
Evaluation and progress data show student’s performance is significantly and consistently below same age peers in written expression; student is unable to translate thoughts into written language, unable to print, use cursive, or technology.
Shall be initiated by the student
Write word for word what the student says
Format, capitalize and punctuate as directed by student
Give written product to student to review and direct edits to be made
KDE:OAA:DSR11/14/2014

17. Scribe Check your knowledge:
Pages12-13 and 26-27
Scribe
Check your knowledge:
A student has received a scribe all year long. On the second day of testing his annual review is held and he no longer qualifies for services. He finishes out the testing week using the IEP he had as testing began. Right/Wrong? Why or why not?
Prior to testing each day the proctor tells Suzie that she is allowed a scribe as an accommodation. She is reminded that she will need to ask the proctor when she is ready to have something scribed. Suzie only requests the scribe for the On-Demand writing portion. Allowed/Not Allowed? Why or why not?
Wrong
Caution should be placed around changes made to IEPs close to testing time. Evaluation data shows the reason for the change and the new decision of the ARC is final. No services should be given moving forward.
2. Allowed
The accommodations must be student initiated. This shows that the student has begun to self fade some accommodations and knows when more assistance is needed. This is based on the student’s needs. Everyone is aware of accommodations available.
KDE:OAA:DSR11/14/2014

18. Pages 14 and 27
Calculator
Allowed on ALL subjects and parts of the state-required assessment
Student must initiate the use of the calculator
Documentation showing impact on mathematics calculation and reasoning
Not used as a replacement for mathematics instruction
Check your knowledge:
A student has a calculator on his desk for the mathematics portion of the test. Instead of using the calculator he opts to do the work on paper, but appears to be struggling. The proctor walks over and taps the calculator on the student’s desk. Acceptable/Not Acceptable? Why or why not?
Not Acceptable
Accommodations must be available to the student, but it is up to him to use the accommodation when he needs it. It cannot be teacher prompted in any way.
KDE:OAA:DSR11/14/2014

19. Pages 14 and 27
Paraphrasing
Student initiated each time the student needs directions paraphrased
Not used as a replacement for reading, listening or oral communication instruction
Think Thesaurus not Dictionary!
Limited to directions ONLY:
breaking directions into parts or segments
using similar words or phrases in directions
repeating or rephrasing directions
KDE:OAA:DSR11/14/2014

20. Paraphrasing Does not include: defining words or concepts
Pages 14 and 27
Paraphrasing
Does not include:
defining words or concepts
teaching vocabulary
telling a student what to do 1st, 2nd, etc.
Check your knowledge:
A student with paraphrasing on his IEP asks the proctor to paraphrase question #6 because he does not understand what is being asked. The proctor says she is not able to do that and the student should do his best. Right/Wrong? Why or why not?
Right
Everyone was aware what the student was able to use if needed. While it was student initiated you cannot impact content validity so you are not able to paraphrase questions now.
KDE:OAA:DSR11/14/2014

21. Pages 14 – 15 and 28
Extended Time
Student must use regular time appropriately and have made progress during regular time in order to use the extended time
Requested by student when he/she is not finished at the end of regular time
Regular time, time and a half or double time is allowable (no unlimited time any more)
The ARC should have discussed what is normal for the student, what is needed and ultimately what should be done. They should be able to determine roughly what the student usually needs to complete an assignment compared to same age peers. The ARC minutes should show some conversation about which time schedule would work best for that student.
KDE:OAA:DSR11/14/2014

22. Extended Time Check your knowledge:
Pages 14 – 15 and 28
Extended Time
Check your knowledge:
Frances receives extended time per her IEP and has used it fairly regularly during instruction. On the first day of testing she sits staring out the window during the 60 minute session and then asks for extended time when the proctor says time is up. Allowed/Not Allowed? Why or why not?
Sarah receives extended time as an accommodation. During her ARC the teachers discuss that they allow her to use as much time as she needs to finish work. During the end of year assessment Sarah is allowed to work all day on one test section. Right/Wrong? Why or why not?
Not Allowed
Any student requesting extended time must use time wisely and not waste the initial time staring out the window.
2. Not Allowed
Unlimited time is no longer an option. She should only be allowed time and a half or double time based on discussion that was had during her program plan meeting.
KDE:OAA:DSR11/14/2014

23. Reinforcement and Behavior Modification Strategies
Pages 15 and 28
Reinforcement and Behavior Modification Strategies
Can include:
verbal, tangible or tactile reinforcements for on-task behavior
use of technology to focus attention or reduce stress
testing in a separate location
Some of these strategies can apply to all students, not just special education students with IEPs.
KDE:OAA:DSR11/14/2014

24. Reinforcement and Behavior Modification Strategies
Pages 15 and 28
Reinforcement and Behavior Modification Strategies
Cannot:
influence the performance of another student
Check your knowledge:
A student with known behavioral outbursts during stressful times uses a sticker chart for behavior reinforcement to help him know when he is behaving appropriately. He gets extended time with extra breaks during long assignments per his IEP. He is tested with the other extended time kids until his first outburst then removed to a separate setting. Appropriate/Inappropriate? Why or why not?
Inappropriate
The student is known to have outbursts and you cannot allow those outbursts to impact another student’s assessments. If you know a student will cause distractions to others, do not put yourself or the students in that situation. He should be tested separately.
KDE:OAA:DSR11/14/2014

25. Interpreters for a Student with Deafness or Hearing Impairment
Pages and 28-29
Interpreters for a Student with Deafness or Hearing Impairment
Allowed when:
verified hearing loss is to the degree that development of language is significantly impacted
student uses sign language as the normal mode of communication due to his or her hearing loss
Shall not:
indicate correct answers
define words, provide content or teach vocabulary or concepts
KDE:OAA:DSR11/14/2014

26. Section 2 – English Learners (EL)
Pages 16-22
Section 2 – English Learners (EL)
All ELs must participate in:
Annual English language proficiency assessment
Mathematics test for participation only at the appropriate grade level if they are a first year EL
Science test for participation only at the appropriate grade level if they are a first year EL
All state-required assessments after one full year of enrollment
KDE:OAA:DSR11/14/2014

27. Pages 17-18
Reader
A reader accommodation is not used as a replacement for reading instruction. Documentation shows the impact of English language proficiency on reading.
Used on all parts of the state-required assessment
Student initiated and does not lead a student to an answer
Read directions, prompts, situations and passages as written
Re-read only if specifically requested by the student
KDE:OAA:DSR11/14/2014

28. Reader Check your knowledge:
Pages 17-18
Reader
Check your knowledge:
Juan has reader on his Program Services Plan(PSP) and has used it fairly regularly over the year when he felt he needed the support. For the state-required assessment the proctor automatically starts reading the entire test to him without his request. Right/Wrong? Why or why not?
Angelica is in her 5th year with a PSP and does not qualify for an IEP. She will likely exit from EL services next year. She still receives a reader on every part of the state-required assessment and during instruction. Appropriate/Inappropriate? Why or why not?
Wrong
All are aware of the accommodations Juan is entitled to use since he has been using them all year by asking for his reader. He is demonstrating his move toward independence and that his needs have changed. It is not appropriate for the reader to just start reading. It must be student initiated and he must be allowed to demonstrate his knowledge by showing what he is capable of doing.
Appropriate
Testing has shown that the student is making progress, growing and learning the new language. The student has shown during instruction that she is becoming more independent and in need of less support. The accommodation must be available to the student but she must request the use of the reader.
KDE:OAA:DSR11/14/2014

29. Simplified Language Limited to:
Pages 18-19
Simplified Language
Limited to:
restating printed text or oral communication using simpler words without changing content
breaking directions into parts or segments
using similar words or phrases in directions
repeating or rephrasing directions
Does not include:
defining words or concepts
teaching vocabulary
telling a student what to do 1st, 2nd, etc.
KDE:OAA:DSR11/14/2014

30. Simplified Language Check your knowledge:
Pages 18-19
Simplified Language
Check your knowledge:
Jose has Simplified Language on his PSP and has used this throughout the year at times during instruction. On the state-required assessment he asks that a reading passage be simplified. Allowed/Not Allowed? Why or why not?
Juanita does not understand what the directions for Reading Part B is asking her to do when it comes to the word ‘assessment.’ The proctor replaces the word ‘assessment’ with the word ‘test.’ Allowed/Not Allowed? Why or why not?
Not Allowed
While this is student initiated and Jose has simplified language on his PSP, you cannot simplify an entire reading passage. Simplified language only refers to directions and instructions.
Allowed
This is acceptable so the student knows exactly what the directions are asking her to do.
KDE:OAA:DSR11/14/2014

31. Page 19
Extended Time
Student must use regular time appropriately and have made progress during regular time in order to use the extended time
Requested by student when he or she is not finished at the end of regular time
Regular time, time and a half or double time is allowable
Check your knowledge:
Enrique exited the EL program last year. This year at the end of April state-required assessments began and he asks if he can use extended time on Reading Part A. The proctor tells him yes. Right/Wrong? Why or why not?
Wrong
The student should have been made aware much earlier than April that his accommodations had ended. While he might still be receiving some minimal assistance in class, for the state assessment he will not be allowed any accommodations. Things are faded and stopped when appropriate and the student is able to perform similar to same age peers.
KDE:OAA:DSR11/14/2014

32. Oral Native Language Support
Page 20
Oral Native Language Support
Student initiated
Assistance with specific vocabulary or up to entire assessment
Includes prompts, passages and stories as written
Can include some simplification of language
*Same form of the test may be used to accommodate the shortage of interpreters available
KDE:OAA:DSR11/14/2014

33. Oral Native Language Support
Page 20
Oral Native Language Support
Check your knowledge:
Satou is in 8th grade and his 2nd year with a PSP. In his annual meeting in March he requests that he still be allowed to take his K-PREP test in his native language. Allowed/Not Allowed? Why or why not?
2.Pisgah Middle School has 7 students that need to have the K-PREP assessment translated into Burmese. In their area there is only one interpreter who services 6 counties. The school alters the students’ schedules to meet the needs of the interpreter and forces them into one form of the test. Allowed/Not Allowed? Why or why not?
Allowed
This is student initiated and great that the conversation is being held early on to prepare the student for the assessment. Satou is allowed to have the test orally translated into his native Japanese language, but must answer the test in the booklet in English.
Translation cannot impact the content validity, but can be done so the student can demonstrate his/her level of understanding. This allows them access to content they would otherwise not be able to access as they have not mastered the English language. Translators are in high demand and short supply and often shared between districts. Some times schedules have to be altered (with proper notification of the DAC) in order to allow the student to truly demonstrate his/her knowledge by using a translator.
KDE:OAA:DSR11/14/2014

34. Dictionaries Bilingual or English Print or electronic
Page 20
Dictionaries
Bilingual or English
Print or electronic
Word to word translation
No definitions allowed
Electronic – make sure other capabilities are turned off (Internet, translating whole phrases and sentences, etc.)
Check your knowledge:
Paco has been using an electronic dictionary that accessed the Internet during instruction to figure out words he has not yet learned. For the K-PREP test he is able to use it the same as he has during instruction. Correct/Incorrect? Why or why not?
Incorrect
Paco would not be allowed to use the electronic dictionary if all the Internet capabilities could not be shut off. It can not be a translating tool either. If those parts of the dictionary can be turned off, Paco can be allowed to use it for the state assessment.
KDE:OAA:DSR11/14/2014

35. Page 20
Scribe
Given when student has not reached proficiency on the annual English language proficiency assessment
Student unable to translate thoughts into written language, unable to print, use cursive or other technology
Write word for word what the student says
Dictation of responses will be transcribed into English
KDE:OAA:DSR11/14/2014

36. Scribe Check your knowledge:
Page 20
Scribe
Check your knowledge:
Angelina is a 3rd year EL student who has not yet mastered English. She is given a scribe who summarizes her words and writes out the answers for her. Appropriate/Not Appropriate? Why or why not?
Yamin is a 2nd year EL student who writes her answers to the state-required assessment in Burmese. A scribe then translates her answer, word for word, into English to put in the Student Response Booklet. Appropriate/Not Appropriate? Why or why not?
Inappropriate
It is acceptable for her to receive a scribe, if the data shows reason for one. She is allowed to have a person scribe for her, but cannot impact content validity by the proctor summarizing what she thinks Angelina is trying to say. This should be something the student and the translator are accustomed to and have used throughout the year.
Appropriate
The student is permitted to present her answers in her native language and have it transcribed into her response booklet.
KDE:OAA:DSR11/14/2014

37. Section 4 - alternative Programs and State Agency CHildren
Page 29
Section 4 - alternative Programs and State Agency CHildren
Students in alternative programs are included in the accountability program system
Kentucky School for the Deaf and Kentucky School for the Blind
State agency children are included in the same manner as all other children
KDE:OAA:DSR11/14/2014

38. Section 5 - Home/Hospital Settings
Pages 29-30
Section 5 - Home/Hospital Settings
School personnel determine on an individual basis how each participates.
Can participate in one of two ways:
fully, taking all assessments
medical non-participation
KDE:OAA:DSR11/14/2014

39. Section 6 – Alternate Assessment General Conditions
Pages 30-35
Section 6 – Alternate Assessment General Conditions
Transitional strategies that should be faded, as appropriate
Cannot impact content validity
Age-appropriate and clearly described
For the purpose of student access to the general curriculum
Based on individual needs
Not a substitute for high-quality instruction
Based on evaluation information or on-going progress data
Part of the student’s on-going instructional process
Caution around plan changes near testing window
Technology considered before adult-provided accommodations
Student and test administrators aware of accommodations allowed
Changes in test administration or recording of student responses consistent with education plan and instructional strategies used
Student initiated is not a requirement for alternate students and is the only condition different for the other populations of students.
KDE:OAA:DSR11/14/2014

40. Conditions for Specific Accommodations in Alternate Assessment
Page 32
Conditions for Specific Accommodations in Alternate Assessment
Not all accommodations are appropriate for state-required assessments
Approved accommodations
Use of Assistive Technology
Manipulatives
Reader
Scribe
Calculator
Paraphrasing
Extended Time
Reinforcement and behavior modification strategies
Interpreter for students with deafness or hearing impairment
KDE:OAA:DSR11/14/2014

41. Pages 32-33
Assistive Technology
*Assistive technology should be considered as an early accommodation before adult-provided accommodations to foster independence *Beginning assistive technology at an early age will allow the student to grow over time and become as independent as possible *Shall not lead the student to the correct answer Check your knowledge: According to Sandra's IEP, she uses a 4 button answer switch during class to do multiple choice questions. She is allowed to use this during her Alternate Assessment at the end of the year. True/False? Why or why not?
True
This accommodation doesn’t impact content validity. It is clearly stated in the IEP and is for the purpose of giving the student access to the curriculum. It is based on that student’s need and the data shows that. It is part of the instructional process and gives her the freedom to answer that portion of the test independently.
KDE:OAA:DSR11/14/2014

42. Manipulatives Shall in no way lead a student to an answer
Page 33
Manipulatives
Shall in no way lead a student to an answer
One 3 x 5 notecard with graphic organizers drawn on it
Content free
May have labels and written text to use as a trigger
KDE:OAA:DSR11/14/2014

43. Page 33
Manipulatives
Check your knowledge: Allowed/Not allowed? Why or why not?
DIFFERENT
Dog
Cat
SAME
Animal
Allowed
Notecards are allowed to have writing, but no content.
KDE:OAA:DSR11/14/2014

44. Page 33
Scripted Assessment
Students completing an Alternate Assessment will be provided a picture-based assessment conducted in a one-to-one setting. The assessment is scripted for the test administrator to follow. Check your knowledge: Tristan’s IEP states that he stares out the window when he does not know an answer as his signal to have something re-read. The proctor waits 15 seconds in between readings and automatically re-reads each question. Tristan then answers the question. Allowed/Not allowed? Why or why not?
Allowed
The student is automatically given a reader since it is a scripted assessment and it was noted in his IEP that is what Tristan does to signal he wants something re-read.
KDE:OAA:DSR11/14/2014

45. Pages 33-34
Scribe
Evaluation and progress data show student’s performance is significantly and consistently below same age peers in written expression, student is unable to translate thoughts into written language, unable to print, use cursive, or technology.
Write word for word what the student says or indicates
Format, capitalize and punctuate as directed by student
Give written product to student to edit
KDE:OAA:DSR11/14/2014

46. Pages 33-34
Scribe
Check your knowledge: A student uses a button system to answer questions. The questions are read to the student and he pushes a button to signify answer A, B, C, or D. The proctor records his answers exactly as he answers the questions for the assessment. Allowed/Not Allowed? Why or why not?
Allowed
A scribe is allowed to record the student’s answers exactly as he/she says or signals to the scribe.
KDE:OAA:DSR11/14/2014

47. Page 34
calculator
Allowed on all subjects and parts of the state-required assessment
Documentation showing impact on mathematics calculation and reasoning
Not used as a replacement for mathematics instruction
KDE:OAA:DSR11/14/2014

48. Pages 34-35
Paraphrasing
Not used as a replacement for reading, listening or oral communication instruction
Limited to directions only:
Breaking directions into parts or segments
Using similar words or phrases in directions
Repeating or rephrasing directions
KDE:OAA:DSR11/14/2014

49. Paraphrasing Does not include: Defining words or concepts
Pages 34-35
Paraphrasing
Does not include:
Defining words or concepts
Teaching vocabulary
Telling a student what to do 1st, 2nd, etc.
Cannot influence another student’s test
Check your knowledge:
Mona is not answering a question. The teacher re-reads the question. Mona still doesn’t answer so the teacher starts paraphrasing parts she thinks Mona might not understand. Acceptable/Not Acceptable? Why or why not?
Not Acceptable
Only directions can be paraphrased. The teacher can re-read without the student requesting a re-read, but may not paraphrase parts of the test questions.
KDE:OAA:DSR11/14/2014

50. Reinforcement and Behavior Modification Strategies
Page 35
Reinforcement and Behavior Modification Strategies
Can include:
Verbal, tangible or tactile reinforcements for on-task behavior
Use of technology to focus attention or reduce stress
Testing in a separate location
Check your knowledge:
Mike is given time to work on his iPad during classroom instruction after 30 minutes of work due to frustration and behavior issues as he gets stressed. During the Alternate Assessment the teacher makes him work through until he finishes an entire subject regardless of how long it takes him. Only then is he allowed to work on the iPad. Correct/Incorrect? Why or why not?
Incorrect
Mike should be allowed to have his normal breaks as long as the iPad is not connected to the Internet. The Alternate Assessment is not timed so it does not matter if he takes his normal breaks to keep his behavior and stress level down.
KDE:OAA:DSR11/14/2014

51. Interpreters for a Student with Deafness or Hearing Impairment
Page 35
Interpreters for a Student with Deafness or Hearing Impairment
Allowed when:
Verified hearing loss is to the degree that development of language is significantly impacted
Student uses sign language as the normal mode of communication due to his or her hearing loss
Shall not:
Indicate correct answers
Define words, provide content or teach vocabulary or concepts
Can in no way lead the student to the correct answer
KDE:OAA:DSR11/14/2014

52. Interpreters for a Student with Deafness or Hearing Impairment
Page 35
Interpreters for a Student with Deafness or Hearing Impairment
Check your knowledge: Toby is deaf and uses an interpreter to translate the test into sign language for him. The proctor signs the words of the test as she reads each question aloud to him. Toby then responds as he does by pointing to A, B, C, or D on his iPad screen. Allowed/Not Allowed? Why or why not?
Allowed
Toby should be allowed to use the iPad, as he had during instruction, to signal which answer choice he wanted for each question. Care should be given to be sure all Internet capabilities have been shut off prior to testing.
KDE:OAA:DSR11/14/2014

53. Contact Information
Office of Assessment and Accountability Division of Support and Research (502)
KDE:OAA:DSR11/14/2014