1. Kentucky Alternate Assessment-Alternate K-PREP 2013-2014
Click here to download the Administration Guide (Required for completion of this training)
Kentucky Alternate Assessment-Alternate K-PREP
Welcome back to the Alternate Kentucky Performance Rating for Educational Progress (K-PREP) –Attainment Task online training module, Part Please have a copy of the Administration Guide available for additional reference. Once you have completed all three portions of the training, you can take the qualifying quiz by clicking on the link at the end of Part 2.3 of the training modules.
Alternate Assessment Attainment Task Overview
Part 2.2

2. Preparing Accommodations
Refer to accommodations guidelines in the Administration Guide – Part II Attainment Task
Age Appropriate
Related to student’s verified disability
Part of ongoing instruction provided throughout the school year
Helps student access general curriculum and demonstrate what he/she knows and can do
Described in the student’s IEP
Accommodations or modifications shall not inappropriately impact the content being measured
It is important to provide the appropriate accommodations. The AT Administration Guide provides a list that comes from the accommodations guidelines for students with IEPs that are taking the general assessment. It lists the ones that apply to the alternate assessment. Refer to the Inclusion of Special Populations document located on KDE’s website for additional information on allowable accommodations. 2
Alternate K-PREP

3. Preparing Accommodations (Continued)
The Attainment Task Resource Guide provides additional examples of appropriate accommodations.
If the test administrator has questions or concerns about specific accommodations, contact Kevin O’Hair at the Office of Assessment and Accountability.
Alternate K-PREP

4. Examples of Accommodations
The Student uses in instruction:
Then it is acceptable to:
eye gaze board
place picture symbols on the board
words without pictures
provide choices without the pictures
verbal directions to start and continue a task
provide verbal directions as long as it is not cueing the student to the correct answer
paraphrasing
paraphrase as long as it does not cue the student to the correct answer
large print copies
make a large print copy
orientation to materials(e.g., assisting the student in touching each choice while telling him/her what it reads and then asking the student to select the answer)
orient the student to the materials as long as no cueing to the correct answer is given – read response options, point to or touch objects prior to asking question
physical support to aid independent movement (e.g., support at elbow so student can move hand left to right)
provide physical support as long as it is not physically guiding the student to the correct answer
This slide provides a list of possible accommodations used in instruction and how they can be used for the ATs. I’m going to read over them and possibly explain a little more about each.
If the student uses an eye gaze board where pictures or words are placed on a board and the student looks at his/her selected answer for instruction, then it is fine to cut apart the picture choices and put them on the board.
If a student doesn’t use pictures, then it is fine to present the answers choices without the pictures. It is still acceptable to read the answer choices.
Some students require verbal directions to start, continue, and complete a task. If this is provided during instruction, it is ok to do so for the AT. This might be something like, “Look at the choices. Which one is the correct answer?”, “Point to the answer.”, etc.”
If paraphrasing is used during instruction, it is ok to use as well. Be sure that the paraphrased question doesn’t provide any cues to the students. For example, if the question is, “What type of transportation would the colonists have used when they traveled west?”, it would be acceptable to change it to, “What would people who lived in the US a long time ago, when they first settled in KY, use to go west?” It would not be acceptable to change it to something like, “What would people who lived a long time ago before we had cars and airplanes use to go west?”
Large print copies are acceptable. Remember that the test administrator is always allowed to read the answer choices so the student doesn’t need to be able to read the words.
Some students require orientation to where things are. If this is done during instruction, it is ok to do so during the assessment. For example, the test administrator may take the student’s hand and place it on each answer and state, “This is the car. This is the wagon. This is the airplane.”, then pull the student’s hand back and ask the student to select the answer.
Physical support is ok if it is not physically guiding the student to the answer. It would be something like supporting the student’s elbow or forearm so that he/she can move laterally, or support the student’s head so he/she can see the eye gaze board. 4
Alternate K-PREP

5. Examples of Accommodations
The student uses picture symbols. If there is a symbol that the student has been using which is different than the one provided with the test, it is acceptable to change it. HOWEVER, if you change one picture, you must change all response options for that question.
Replace this symbol
with this symbol.
This is another example of an accommodation that is acceptable based on what the student uses for instruction. Some students who use symbols may have symbols that mean the same word. In that case, the symbol can be exchanged.
HOWEVER, if you change one picture, you must change all response options for that question. 5
Alternate K-PREP

6. Examples of Accommodations
A student with limited vision may need features highlighted. For example, features on a map could be highlighted as needed using markers, craft paint, glue, raised surfaces, etc.
The map section on the left can have features made bolder as long as it bolds all features and not just the correct answer.
Sometimes due to limited vision, a map, picture, etc. may have key items highlighted. This can be completed by using a marker, craft paint, glue, pipe cleaners, etc. It is also acceptable to describe the map. The answer choices provided are only to help the student remember which answer is which. They are not there to provide cues. If highlighting is listed as a support on the student’s IEP, it may be used during the assessment but only to highlight critical information--not to indentify an answer or lead the student to the correct response.
Picture as provided
Modified picture 6
Alternate K-PREP

7. Examples of Accommodations
If the student has been using an electronic program such as Classroom Suite, then the pictures can be presented to the student using that program. As before, all response options for the question need to be provided in this manner.
Student selection is reflected in answer box
These buttons read / preview the choice below it
Words are highlighted (synchronous) as they are read
Pictures represent answer choices
Digital software options are also acceptable. This could be Classroom Suite (as shown), a text reader, or any other similar program.
Click the hyperlink to go onto Part 2.3 of this training.
Click here for Part 2.3 of the Attainment Task Training 7
Alternate K-PREP