ACCOMMODATIONS TRAINING for TESTING of STUDENTS with DISABILITIES

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ACCOMMODATIONS TRAINING for TESTING of
STUDENTS with DISABILITIES
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• WHY THIS TRAINING?
• Any individual who scribes, reads, or provides
  any other assistance to a student with
  disabilities during the state-required assessment
  shall be trained in his/her role and
  responsibilities and abide by confidentiality
  laws, provision of 703 KAR 5080, 703 K 5160,
  and this administrative regulation, and the
  conditions under which each student uses the
  accommodations as described in the students IEP
  or 504 Plan.

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ACCOMMODATIONS

• Accommodations are intended to provide support
  for students during instruction to access
  content.
  
• Accommodations are to provide support during
  instruction to learn content as well as to
  demonstrate content achievement during
  assessment.
• Accommodations do not reduce learning
  expectations.

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• Accommodations are not intended to be a
  substitute for instruction in reading and
  language.
  
• Accommodations shall be
• individualized
• specifically designed to aid the
  student as the student learns
  
• should be faded or reduced as the
  student gains/demonstrates increased skills
  
• used for confidence and greater
  independence.

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MODIFICATIONS

• Modifications refer to practices that change,
  lower, or reduce learning expectations
  
• Modifications shall not be used for
  state-required assessment, although they may be
  appropriate for instruction.

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PARTICIPATION WITH ACCOMMODATIONS

• A student must
• meet the eligibility criteria for one of
  the disability categories under the Kentucky
  Administrative Regulations Related to Exceptional
  Children or in section504 of the Rehabilitation
  Act of 1973.
• have a current Individual Education
  Program (IEP) or a 504 Plan

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• Accommodations shall be related to the individual
  students needs and the impact of disability on
  specific areas of learning.
  
• Accommodations shall be a part of the students
  regular instructional routine.
  
• Accommodations are not used or introduced just
  for the purpose of the state-required assessment.

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• Decisions concerning the use of accommodations
  shall be supported by evaluation information and
  the IEP ( the students present level of
  performance, specific goals and objectives,
  specially designed instruction, assistive
  technology, related services or supplementary
  aids and services) or 504 Plan as necessary for
  the student to access the general education
  population.

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• A student must receive specially designed
  instruction and related services with
  accommodations.
  
• Accommodations shall be specified in the
  students IEP or 504 Plan.

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PARTICIPATION WITH NO ACCOMMODATIONS

• Students who have been referred to an ARC
  Committee or 504 Committee and the evaluation
  process and eligibility determination has not
  been completed.
• Student with disabilities not receiving special
  education and related services or accommodations
  and interventions under Section 504.

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SPECIFIC ACCOMMODATIONS

• Appropriate accommodations that may be used for
  students with disabilities include
  
• readers
• scribes
• paraphrasing
• extended time
• manipulatives
• prompting and cueing
• interpreters

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READERS

• Student has a verified disability which
  significantly impacts the area of reading.
  
• Students IEP includes specific goals, objectives
  and specially designed instruction related to
  reading or describes supplementary aids and
  services necessary for student to access and
  progress through general education curriculum.

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• Evaluation information supports the verified
  disability and its impact on reading.
  
• Students 504 Plan documents the use of a reader
  as part of the intervention strategies.
  
• Student uses a reader ROUTINELY for instruction
  to gain information and meaning from print
  material.

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• If listening is the normal mode through which the
  student is presented regular print materials,
  reading assessment may be read to a student on
  the premise that the intent of reading is to
  measure comprehension.
• There shall be documentation on the IEP's, 504
  Plan, and Program Services Plan.

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• Instruction related to reading performance shall
  not be replaced by accommodations.
  
• A reader shall not be a replacement for reading
  instruction.
  
• A reader shall not inappropriately impact the
  content being measured.
  

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• The reader shall read the directions, prompts,
  situations, passages, and stories as written word
  for word unless student meets the criteria
  outlined in the document for paraphrasing.
• The reader shall not use information to lead the
  student to specific information needed for
  answering the open response or multiple-choice
  questions.

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• The reader shall re-read the directions, prompts,
  situations, passages, and stories ONLY if
  specifically requested by the student.
  
• The reader shall not point out parts of the
  tasks, questions, or parts skipped by the
  student.
  
• A reader may not clarify, elaborate, or provide
  assistance to the student.

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• A student should have the option of asking the
  reader to slow down or repeat the test.
  
• Readers should use even inflection so that a
  student does not receive cues by the way
  information is read.
  
• The reader shall read individual words or
  abbreviations that are mispronounced by text if
  specifically requested by the student.

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SCRIBES

• For use of a scribe to be allowed during the
  assessments, the ARC or 504 committees shall have
  documentation of the disabilitys impact on
  writing and considered under what conditions a
  student will use a scribe on a routine basis
  during instruction.

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• A scribe may be used for the state-required
  assessment when
  
• A student has a verified disability which
  significantly impedes the students writing
  skills or a physical disability which impedes the
  motor process of writing
• The students IEP or Program Service plan
  includes specific goals, objectives, and
  specially designed instruction related to writing
  necessary for the student to access general
  education curriculum

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• A students limited English proficiency
  significantly impacts the students writing skills
  in English
  
• A students 504 Plan includes intervention
  strategies addressing written expression
  
• The student uses a scribe as part of the
  students regular instructional routine to
  communicate information and knowledge

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• Evaluation information supports the need for
  accommodations in the area of writing
  
• The scribe is used as part of the students
  regular instructional routine.

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Examples of students who may need scribes

• A student can write, but writes very slowly and
  the time constraint of on-demand will inhibit the
  students ability to produce a required product
  (rate of writing).
• A student with limited English proficiency who is
  able to express orally but writing impedes the
  students ability to communicate in written
  English.
• A student is able to print or use cursive
  techniques however, the students written
  expression deficit is so severe that the student
  cannot translate thoughts into written language
  even though the student can express thoughts
  orally.

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A scribe may not be used if one of the following
conditions exist

• A student does not have a verified disability or
  limited English proficiency which significantly
  impacts written expression or a physical
  disability which impedes the motor process of
  writing
• A student has the ability to translate thoughts
  into written language and is motorically able to
  print or use cursive techniques
  
• The student is able to produce the product but
  the product would be more legible if it were
  scribed.

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• At no time shall a students ideas, responses,
  or editing be characterized as teacher or proctor
  authored because the student shall be the sole
  creator, author, and owner of his work.
• A scribe shall record a student response
  consistent with accommodations described in the
  students IEP, 504 Plan or Program Services Plan
  for instructional activities and classroom
  assessments.

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• A scribe must write exactly what the student
  dictates, no more or no less, and not allowed to
  elaborate on what is being written.
  
• Scribes cannot answer or explain anything to the
  student during testing and must be careful not to
  give hints of any type.

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• Scribes should request clarification from the
  student about the use of capitalization,
  punctuation, spelling of key words, and must
  allow the student to review and edit what the
  scribe has written.
• A scribe shall not correct grammar, run-on
  sentences, or organization of the students
  thoughts, but may record the students response
  using correct spelling, punctuation, and
  capitalization.

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• With multiple-choice questions A scribe may
  merely record the answer selected by the
  student.
  
• Generally, only students who have physical
  limitations who are unable to respond to
  classroom test items by marking answer documents
  shall use a scribe.
• With open-response items, a scribe shall write
  what the student dictates.
  
• With on-demand items, a scribe writes what a
  student dictates.
  

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PARAPHRASING

• A student may use paraphrasing strategies which
  are used to restate printed test or oral
  communication using other words or forms that are
  simpler.
• The instructional goal shall be to provide the
  student with a repertoire of strategies to use
  independently.

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• The ARC or 504 committee shall consider under
  what conditions a student will be use
  paraphrasing strategies on a routine basis during
  instruction.
• Paraphrasing shall be consistent with classroom
  instruction.

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• PARAPHRASING MAYBE USED UNDER THE FOLLOWING
  CONDITIONS
  
• The students disability or lack of English
  proficiency impacts this understanding of written
  material
  
• The students IEP or Program Service Plan
  includes specific goals and objectives
  
• Special designed instruction related to reading
  comprehension, language, listening comprehension
  necessary for the student to access the general
  education curriculum.

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STRATEGIES FOR PARAPHRASING

• Strategies may be repeating or rephrasing the
  on-demand tasks, directions, prompts, or
  situations.
  
• These strategies shall include breaking down
  directions and sentences into parts or segments
  or using similar words or phrases, but shall not
  include defining words or concepts or telling a
  student what to do first, second, etc.

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• A PARAPHRASER SHALL NOT INAPPROPRIATEY IMPACT THE
  CONTENT BEING MEASURED.
  
• Paraphrasing does not allow for defining words.
• Paraphrasing does allow for repeating and
  rephrasing materials.
  
• Paraphrasing does allow for breaking directions
  into parts.
  

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• Good example of paraphrasing
• Directions Compare and contrast two different
  versions of The Three Little Pigs.
  
• -----Proctor says, Tell how two stories are
  alike and different.
  
• Bad example of paraphrasing
• Item Billys mother told him he was really
  in a pickle now. What did she mean?
  
• ----Proctor says, That means he was in
  trouble.

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BEHAVIOR MODIFICATION STRATEGIES

• If behavior modification strategies are or are
  not stipulated in the students IEP or 504 Plan,
  they may be implemented for a student who
  displays aggressive or disruptive behavior.
• They may be administered in the best interest of
  the student and other students who may be
  impacted by the behavior.

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USE OF EXTENDED TIME

• All plans for students with disabilities are
  given extra time on tests when stipulated as an
  accommodation for assessments and completion of
  their daily instruction.
• To warrant additional time on assessment,
  students shall be making constructive progress on
  completing responses.
  
• The school shall provide proper supervision to
  maintain an appropriate assessment atmosphere.
  

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BEHAVIOR MODIFICATION STRATEGIES

• If behavior modification strategies are or ore
  not stipulated in the students IEP or 504 Plan,
  they may be implemented for a student who
  displays aggressive or disruptive behavior.
• They may be administered in the best interest of
  the student and other students who may be
  impacted by the behavior.

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• If school staff decides to administer the
  assessments to the student in a separate
  location, all standards for appropriate test
  administration and security shall be maintained.
• If a student is not making progress in completing
  the assessment items and the students behavior
  impacts performance of other students, then
  school staff may remove the student from the
  assessment situation as they would a student
  without disabilities.

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MANIPULATIVES

• Manipulatives may be used to complete the
  assessment tests if they are a strategy used by
  the student to solve problems routinely during
  instruction.
• The manipulative use must be described in the
  students IEP or 504 Plan and be provided as part
  of the prompts for assessment.
  
• The student shall not be encouraged to use
  manipulatives if the student has not initiated
  their use.

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PROMPTING

• The student has a specially designed instruction
  and accommodations that include memory,
  organization, retrieval or acquisition strategies
  or devices.
• The use of strategies and guides for assessment
  shall be student initiated and not teacher
  initiated.

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• A graphic organizer that the student typically
  uses to construct responses routinely for
  assignments my be used for assessment but not
  content information such as, geographic
  locations, subsystems, body systems, habitats,
  etc.
• Strategies to generate ideas may be used such as
  brainstorm ideas, to generate different or
  unusual ideas, etc.

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• Verbal or Written Prompt Its time to start.
  But not verbal or written prompt such as Do you
  think you have written a complete answer?
  
• Verbal Prompt When you are ready to move on to
  the next section, let me know. But not verbal
  prompt, It looks like you have written a
  complete and good response, Lets move to the
  next section.

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• A teacher or proctor shall not draw figures,
  suggest leading sentences, point out steps to
  follow, or provide information needed to address
  the test questions.
• A cue card with math formulas, properties,
  theorems, etc. may be used but examples of these
  should not be used for assessment.