Understanding Appropriate Implementation of Accommodations for Students with Disabilities

1. Understanding Appropriate Implementation of Accommodations for Students with Disabilities Kentucky Department of Education KDE/DAI

2. Tests, in short, should be instruments used by elementary and secondary educators to help students achieve their full potential. Test scores should lead to consequences that are educationally beneficial for students. OCR: The Use of Tests When Making High Stakes Decision for Students: A Resource Guide for Educators and Policymakers, 2000. KDE/DAI

3. Today’s Outcomes • Understanding accommodation and modification requirements for CATS and State-Required Norm Reference Assessments for Students with Disabilities • Preventing you from personally experiencing an allegation of a CATS testing impropriety! KDE/DAI

4. Standards used for policy decisions • CATS is designed to increase learning for ALL students so our assessment system must be fair and equitable. • Kentucky’s assessment system is an inclusive system. KDE/DAI

5. Kentucky Education Reform Act in 1990 stipulated that our statewide assessment would be an inclusive system! The Amendments of 1997 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. Kentucky’s Great IDEA KDE/DAI

6. Framework and Instruction for All Students • Learning Goals • Academic Expectations • Program of Studies • Core Content For Assessment • School and District Curricular Parameters of Learning (Performance Standards) • Instructional Units • IEP, 504 Plans, Individual Student Planning KDE/DAI

7. ARC/IEP/Instructional Decisions • What content must be taught? • Program of Studies content • Core Content for Assessment • Local district/school curriculum KDE/DAI

8. THE DECISIONS • What do we teach? • Program of Studies/Core Content at student’s grade level • remediation of skills/processes/concepts through RESEARCH-BASED instruction which leads to access to general curriculum and proficiency • strategies to enhance access of general curriculum and demonstration of learning • When do we use accommodations/modifications? • At any point in which the student’s disability is a barrier to accessing curriculum and demonstrating learning! KDE/DAI

9. CATS Accommodations vs. Classroom Accommodations Classroom Accommodations CATS Accommodations KDE/DAI

10. Accommodations are an alteration in the testing environment or process. Modifications are an alteration in the assessment instrument. What are accommodations and modifications? KDE/DAI

11. Accommodations and Modifications.............. • provide equity not an advantage • enable students with disabilities to access curriculum and core content critical to achieving Kentucky’s academic expectations, learning goals, and POS content standards • allow students to participate and demonstrate what they know and can do KDE/DAI

12. Inclusion of Students with Disabilities • All students with disabilities shall participate in the statewide assessment. • participation with no accommodations and/or modifications • participation with accommodations and/or modifications • participation in the Alternate Portfolio Assessment Program KDE/DAI

13. Students who participate with NO accommodations or modifications • have not been identified as having a disability under IDEA or under Section 504 • have been referred to an ARC Committee or 504 Committee but the evaluation and eligibility determination have not been completed • have a disability but are not receiving services under IDEA or 504 interventions KDE/DAI

14. Accommodations and Modifications for the CATS Assessment • based on individual need NOT on a disability category KDE/DAI

15. Participation with Accommodations and/or Modifications for IDEA Students • must meet eligibility requirements under Kentucky Administrative Regulations Related to Exceptional Children • have a current IEP • are receiving special education services • meet 3 conditions KDE/DAI

16. Conditions for Accommodations and/or Modifications are… • part of the student’s regular instructional routine and are NOT introduced just for purpose of CATS • related to individual student’s needs and the impact of the disability on specific areas of learning which are SUPPORTED by evaluation data and IEP (PLEP, goals/benchmarks/objectives, and SDI) • specified in the student’s IEP KDE/DAI

17. Participation with Accommodations and/or Modifications for 504 Students • must meet eligibility requirements under Section 504 of the Rehabilitation Act of 1973 for having a physical or mental disability which substantially limits one or major life activities (i.e., LEARNING) • have a current 504 Plan • meet 3 conditions KDE/DAI

18. Conditions for Accommodations and/or Modifications • are part of the student’s regular instructional routine and are not introduced just for purpose of CATS • related to individual student’s needs and the impact of the disability on specific areas of learning which are SUPPORTED by evaluation data and instructional planning for targeted areas of need • are specified in the student’s 504 Plan KDE/DAI

19. Accommodations and Modifications for the CATS Assessment • shall not inappropriately impact the content being measured. • should be age-appropriate. • shall be consistent with instructional strategies, assistive technology, and services identified on IEPs or 504 Plans. KDE/DAI

20. readers scribes paraphrasing use of technology and special equipment extended time reinforcement and behavioral modifications strategies manipulatives prompting/cueing interpreters Accommodations KDE/DAI

21. Protect Yourself and Your Certification! • UNDERSTAND your role and responsibility • abide by confidentiality laws • READ the The AdministrationCode for Kentucky Educational Assessment Program • READ the following regulation: Inclusion of Special Populations in the State Required Assessment and Accountability Program • UNDERSTAND the conditions for the specific accommodations as described in the IEP or 504 Plans KDE/DAI

22. If your school uses volunteers, make sure they.... • understand roles and responsibilities. • abide by confidentiality laws, Code of Test Administration. • adhere to conditions of the IEP or 504 Plan. • read and sign a Non Disclosure Agreement. KDE/DAI

23. Reading assessments may be read to a student on the premise that the intent is to measure reading comprehension, ONLY if this is the normal mode through which the student is presented regular print materials and is documented on the IEP or 504 Plan. Accommodations for the CATS Assessment KDE/DAI

24. Use of Readers • Evaluation information supports the verified disability and the impact of the disability on reading. • Student has a verified disability which significantly impacts the area of reading. KDE/DAI

25. Use of Readers • Student’s IEP includes specific goals, benchmarks, objectives and specially designed instruction related to reading or describes supplementary aids and services (Braille print, tape recorders, assistive technology) necessary for student to access and progress through general education curriculum. KDE/DAI

26. Use of Readers • Student’s 504 Plan documents the use of a reader as part of the intervention strategies and modifications. KDE/DAI

27. Use of Readers • Student uses a reader routinely for instruction to gain information and meaning from print material. • A reader shall not be a replacement for reading instruction or assistive/adaptive technology. KDE/DAI

28. Reader Responsibilities • read directions, prompts, situations, passages, and stories as written UNLESS the student also meets criteria for PARAPHRASING • do not use information to lead the student to specific information needed for answering items or questions KDE/DAI

29. Use of Scribes • Evaluation information supports the verified disability and the impact of the disability on writing. • Student has a verified disability which significantly impacts the area of written expression/basic writing skills or a physical disability which impedes the motor process of writing. KDE/DAI

30. Use of a Scribe • Student’s IEP documents specific goals, benchmarks, objectives, and SDI related to writing or describes supplementary aids and services (e.g., Braille writers, tape recorders, assistive technology, note taker, scribe) necessary for the student to access, be involved and progress in general education program. • Student’s 504 Plan addresses written expression interventions/modifications. KDE/DAI

31. Use of a Scribe • Student uses a scribe as part of the student’s regular instructional routine to communicate information and knowledge. NOTE: A scribe is NOT a replacement for writing instruction or assistive/adaptive technology. KDE/DAI

32. Do Not Scribe if Student... • has no verified disability • has ability to translate thoughts or can motorically print/use cursive/use technology • is able to produce product, but product would better if scribed (enhance written products) • has a motoric/physical disability but is able to use assistive/adaptive technology KDE/DAI

33. Scribe Responsibilities • record the student’s responses consistent with accommodations described on IEP or 504 Plan for instructional activities and classroom assessments • shall not inappropriately impact content being measured KDE/DAI

34. Scribe’s Role • to record the student’s 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 KDE/DAI

35. Scribe Responsibilities for M/C • For multiple choice, record the answer selected by student. • NOTE: Few students will need a scribe for this assessment. Generally, they will be students with physical disabilities or visual tracking issues! KDE/DAI

36. Scribe Responsibilities 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 student’s responses using correct spelling, punctuation, and capitalization. • HOWEVER, scribes DO NOT correct grammar, run-on sentences, or organization of the student’s ideas. KDE/DAI

37. Scribe Responsibilities for On-Demand • 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 student’s ideas. KDE/DAI

38. Scribe Responsibilities for 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 student’s verbal flow of ideas • may ask student to spell specific words, indicate words to capitalize, and where to punctuate KDE/DAI

39. Scribe Responsibilities for Portfolios • During conferencing, the teacher may • ask student to read work aloud • read student’s 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. KDE/DAI

40. Paraphrasing In General • a strategy used to restate printed text or oral communication using other words or forms • NOTE: Teaching paraphrasing strategies (putting printed text into own words) is appropriate instruction for students who have difficulty understanding and remembering written or oral communication! KDE/DAI

41. Use of Paraphrasing • Student’s disability impacts understanding and memory of written materials. • Student has a severe receptive language or listening comprehension deficit which impacts the student’s ability to process oral language. KDE/DAI

42. Use of Paraphrasing • Student’s IEP includes goals /benchmarks/objectives, and SDI related to reading comprehension, language, and or listening comprehension; or • describes supplementary aids and services and accommodations necessary for student to access, be involved and progress in general education curriculum • 504 Plan includes intervention strategies and modifications to address the areas. KDE/DAI

43. Use of Paraphrasing • Paraphrasing is part of student’s regular instructional routine to gain information and meaning from printed material. • Note: A paraphraser is NOT a replacement for instruction in reading , listening, oral communication or assistive/adaptive technology. KDE/DAI

44. Responsibilities for Paraphrasers • repeat or rephrase directions, prompt, situation • includes breaking down directions and sentences into parts or segments, using similar words or phrases, but does NOT include defining words or concepts or telling student what to do first, second, etc. • not to inappropriately impact content being measured KDE/DAI

45. Reading passages Content passages Paraphrasing may NOT be used for: KDE/DAI

46. Use of Technology and Special Equipment • A student with a disability may use special equipment, including assistive and adaptive technology described on the student’s IEP or 504 Plan if it is used routinely during instruction. KDE/DAI

47. Amplification Equipment Noise buffers Magnifying devices Non-calibrated rule or template Communication boards or devices Word processors Talking Calculators Speech Synthesizer Closed caption or video materials Audiotaped directions Examples of Technology and Special Equipment KDE/DAI

48. Cranmer Abacus Text -talk Converters Auditory Trainers Electronic dictionaries Non-calibrated Rule or Template Examples of Technology and Special Equipment KDE/DAI

49. Note..... • If the use of special equipment would influence the performance of another student, then the assessments should be administered to the student in an alternative setting. KDE/DAI

50. If a student’s appropriate accommodation for all written work is through the use of a computer, it is also permissible for open response questions. Technology KDE/DAI