Supporting Individual Children

1. Professional Development by Johns Hopkins School of Education, Center for Technology in Education Supporting Individual Children Administering the KRA to Students with Disabilities 1

2. Professional Development by Johns Hopkins School of Education, Center for Technology in Education 2

3. Students with Disabilities and ELLs Not Scorable All Students Professional Development by Johns Hopkins School of Education, Center for Technology in Education Universally Designed Allowances Level the Field Supports Assessing Young Students with Disabilities Accessibility and Supports 3

4. Professional Development by Johns Hopkins School of Education, Center for Technology in Education Level the Field Supports • Are intended to reduce or even eliminate the effects of a student’s disability, allowing him or her to demonstrate his or her knowledge and skills through assessment activities • Provide equal access and opportunity for participation in the assessment without substantially altering what the student is expected to do

5. Professional Development by Johns Hopkins School of Education, Center for Technology in Education Identifying Needed Additional Supports • IEP or Section 504 plan • Instructional Team: • teacher • special educator • related service providers • others 4

6. 1. Record the student’s score in EC-CAS Enterprise. 2. Continue to next item. Note: Repeated use of a particular universally designed allowance across multiple items could indicate an instructionally-relevant pattern of support needs. Record this information on the student details page in EC-CAS Enterprise by clicking the Individualized Supports button and using the comment box to note any allowances that were repeatedly used. Specific detail about use of EC-CAS Enterprise will be provided during the Technology Update Administer items in the recommended order following General Administration procedures and utilizing universally designed allowances (see UDA Chart in Session 3. Student is able to participate Decision Making Process Option 1: General Administration

7. Administer the item following General Administration procedures, but provide one or more of the following allowable Level the Field supports beyond universally designed allowances: • Use braille to present item content, when appropriate. • Use sign language to administer the item to a student who is deaf or hard of hearing and uses sign language as his/her mode of communication. • Allow the student to gesture, touch, use eye gaze, or indicate a response through whatever dominant communication mode/language he or she utilizes, including sign language, sign language approximations, and digital language (e.g., use of augmentative communication device, allow the student to “show” versus “tell”). • • Adjust spacing between item images. • Administer the item following General Administration procedures, but provide one or more of the following allowable Level the Field supports beyond universally designed allowances: • Do not penalize for the use of varied materials that allow the student to demonstrate the skill independently as stated in the item (e.g., adapted writing utensils). • The student can use any of the following modes of communication to demonstrate skills and behaviors that imply verbal or spoken language, such as items that use the words express, suggest, communicate, ask, or tell: • Sign language (including approximations). • Digital language (e.g., use of an augmentative communication device). • Gestural language (e.g., head nod, eye gaze). Decision Making Process Option 2: Level the Field

8. On the Student Details page in EC-CAS Enterprise, click the Individualized Supports button and select the support(s) used under Student with a Disability. *Note: The same Level the Field support may be used for multiple items, but it only needs to be recorded once on the Student Details page. Record the student’s score for the item in EC-CAS Enterprise. Continue to next item. Student is able to participate Decision Making Process Option 2: Level the Field

9. Option 3: Not Scorable 1. Record “No Score” for the item in EC-CAS Enterprise 2. Continue to next item. Decision Making Process Option 3: Not Scorable

10. Pausing Administration of a Domain Pause the administration of a domain when students are not able to access three items (not necessarily consecutive) in the domain given allowable supports. Meet with the student’s instructional team to review the remaining items in the domain

11. Pausing Administration of a Domain • “No Score”: means the teacher was not able to score the item because the child could not access it given allowable supports • Score of “0”: means the child was able to access the item, but did not demonstrate the skill according to the scoring criteria. • Teachers are not advised to pause administration of a domain after three scores of “0” unless there are other reasons to do so.

12. Key Takeaways • Follow the Guidelines on Allowable Supports for Administration of the Kindergarten Readiness Assessment document • Meet with the child’s instructional team as outlined in the guidelines • Follow the decision-making process • Report scores and supports as appropriate 10