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Dispelling DAPA Myths

Dispelling DAPA Myths. Brian M. Touchette www.DAPAonline.org November 15, 2007 Center for Disabilities Studies University of Delaware & Delaware Department of Education. Participation in DAPA. 2 primary guidelines Student requires extensive modifications

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Dispelling DAPA Myths

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  1. Dispelling DAPA Myths Brian M. Touchette www.DAPAonline.org November 15, 2007 Center for Disabilities Studies University of Delaware & Delaware Department of Education

  2. Participation in DAPA • 2 primary guidelines • Student requires extensive modifications • Student requires intensive individualized instruction in order to acquire and generalize knowledge • IEP team should review • Students profile • Guidelines for Inclusion of Students with Disabilities and English Language Learners • DAPA Participation Guidelines View at www.doe.k12.de.us

  3. The IEP team must agree with each of the 4 criteria sign and date the form At least 2 team member signatures Dated 1/2/07 – 1/30/08 Include a copy of the PG from the student’s current IEP Participation Guidelines (PG)

  4. Participation Criteria Criterion #1: Evidence of Significant Cognitive Disabilities Student’s levels of cognitive skills and adaptive behavior are such that extensive modifications are required in order to access the general curriculum.

  5. Participation Criteria Criterion #2: Intensity of Instruction Student requires extensive direct instruction and/or extensive supports to accomplish the application and transfer of skills to school, home, work, and community environments.

  6. Participation Criteria Criterion #3: Curricular Outcomes The student requires extensively modified instruction focusing on a less complex application of skills in order to access the Delaware Content Standards.

  7. 1. existence of an IEP; 2. specific categorical label; 3. educational placement; 4. English language learner status; 5. socio-economic or cultural differences; 6. excessive or extended absences; 7. disruptive behavior; 8. student’s reading level; or 9. the expectation that the student will not perform well on the DSTP. Participation Criteria Criterion #4: Exclusions The decision to include the student in the DAPA is NOT based on the following:

  8. 5/5/07 5/5/07

  9. Portfolio Due Date • All students in grades 2 – 11 (as of September 1, 2007) who meet the participation criteria are required to have a portfolio submitted on… JANUARY 31, 2008

  10. All 4 Content Areas Content Area Alignment *DAPA portfolio required the first year that the student is in 11th grade

  11. DAPA FACTS (quick review) • ONLY students who have the most significant cognitive disabilities should participate in the Delaware Alternate Portfolio Assessment (DAPA) • Students who participate in the DAPA are also required to have access to the general education curriculum and they are assessed on the same Academic Standards that are used for all students • If a student does not meet the participation criteria (see attached), then they must participate in the DSTP either with or without accommodations

  12. DAPA FACTS (cont’d) • Students CANNOT be placed in DAPA because they are receiving poor scores on the Delaware Student Testing Program (DSTP) • Administrators CANNOT override the decision of an IEP team to have a student participate in the DSTP or the DAPA • Placement in DAPA is an IEP decision and CANNOT be made by DDOE. All Members of the IEP team must agree with decision. • It is not appropriate to make a decision to participate in the DAPA because the student has significant behavior problems or is extremely stressed during the administration of the DSTP.

  13. Validation Statement • Portfolio requirement • Signed AFTER portfolio is complete • Signing denotes agreement • 3 original required signatures • Parent/Guardian • If unable to obtain, must show 3 attempts to contact • Teacher/Developer • Test Security • Administrator

  14. Test Security • Test security and confidentiality is vital to maintain validity, reliability, and fairness of the test results • All DAPA Test Administrators (a.k.a. developers) must read and understand the Test Security Policy • Violations are subject to investigations and consequences as determined by the school district and the Department

  15. Portfolio Assembly • Binders are sent to developers • Do NOT wait until you receive your binder to start working on your students’ portfolios • Binders will include organizational tabs • Tab info. page 48

  16. Resources • Refer to your User’s Guide early and often! • Timeline on p. 49 will help you to stay on track • Contact your District Consultant • Email updates • www.dapaonline.org • Examples • Blank data sheets • Reference lists • General Ed resource links • Support and Screening Session times and dates

  17. Screening Sessions • Sessions in all 3 counties • Multiple locations • Oct – Dec • Highly recommended • Benefits • Review of Required Components • Activity, Standard, PI/GLE, CT/IEP Objective • Opportunity to make changes before submitting • For dates • Check www.dapaonline.org • Check email udpates

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