Administration Code Training

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Administration Code Training

• Office of Assessment and Accountability
• Kentucky Department of Education

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Purpose

• To review the appropriate practices for the state
  assessment system as defined in the
  Administration Code for Kentuckys Educational
  Assessment Program (703 KAR 5080)
• To review the Inclusion of Special Populations in
  the State-Required Assessment and Accountability
  Programs (703 KAR 5070)

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Allegations for 200737, 31, 29, 29, 24, 16, 10,
7, 6, 5

• Inappropriate Assistance/ Intervention by Staff
• Test Security (Staff)
• Test Security (Student)
• Out of Order (Staff)
• Out of Order (Student)
• Special Education
• Portfolio
• Student Action
• Missing Test Booklets
• Other

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Allegations for 200737, 31, 29, 29, 24, 16, 10,
7, 6, 5

• Inappropriate Assistance/ Intervention by Staff
• Test Security (Staff)
• Test Security (Student)
• Out of Order (Staff)
• Out of Order (Student)
• Special Education
• Portfolio
• Student Action
• Missing Test Booklets
• Other

29 16 37 31 10 24 5 7 6 29
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Rationale

• Professional Ethics
• 704 KAR 20680
• Educational Defensibility
• Teach the content
• Student Ownership
• All work done entirely by the student
• Note inclusion of writing portfolio materials

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Appropriate Assessment Practices

• Requires Training
• Read, Sign and Comply
• Prior to portfolio development (writing
  portfolios and alternate assessments)
• Includes documents and administration manuals
  specific to state-required assessment components

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Scrimmages

• Testing for testings sake only can be
  counterproductive.
• Students should receive meaningful feedback from
  open-response practice.
• Use CATS-like questions regularly throughout the
  school year in classroom assessments.

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Test Security

• Central Office, School Office, Classroom
• Shall not be reproduced in whole, in part or
  paraphrased in any way.
• Destroy notes, rough drafts created by students
• Ensure reusable materials are unmarked
• Dont share information about items

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Test Security (continued)

• Released items can be used
• Security issues with technology
• Alert papers
• Procedures for Reporting Errors

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Core Content Blitz

• Reviewing should be a regular instructional
  strategy, not a one time big event.
• The Administration Code states that Activities
  that are created or implemented for the sole
  purpose of increasing test scores and do not
  contribute to the student's overall education are
  considered in violation of this regulation.

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Posters

• Posters are not allowed to stay on walls for the
  purpose of state assessment, but because they
  were used in instruction.
• Posters can only be displayed in the location
  where instruction occurred.
• Students may not get up to access posters or have
  posters read to them as an accommodation.

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Posters

• For Instruction
• Documented in lesson plans
• For Assessment
• Do not move posters for CATS

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Classroom Materials

• Dictionaries/thesauri
• On-demand Writing test ONLY
• Calculators
• required for KCCT mathematics

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Classroom Materials

• Shall not distribute any information or
  materials that are not sent or specified

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Supervision Test Order

• Lunch, interval, restroom breaks
• Same grade, same section, same time
• Illness during assessment session
• Supervise and monitor students

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Placement of Students for Testing

• Testing locations based on space/ personnel
  availability, not in an effort to try to gain a
  testing advantage.
• Movement of personnel to different rooms is a
  better than movement of students from room to
  room which can be confusing and stressful for all.

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Disciplinary Practicesand Student Motivation

• Re-administering for disciplinary purpose
• The original responses, along with the rewritten
  ones clearly marked NOT TO BE SCOREDITEMS
  RETAKEN FOR DISCIPLINARY PURPOSES, shall be
  submitted to the testing contractor.

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Administration Practices
General Instructions Do your
best. Assistance or Evaluative
Comments You can do better.
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Good Faith Effort

• Checklists
• No evaluative statements
• Feedback cannot be given until after test
  booklets are out of the building.

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Rewards or Motivational Strategies

• Shall be consistent with those applied within the
  regular curriculum or with the larger school
  program in general.

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Funding of rewards

• Follow School Food Services Guidelines and local
  and state boards finance policies
• Local school board funds or cash awards from
  school activity funds generated by student shall
  not be used for student incentives

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Writing Portfolio Development

• Teachers may
• Ask questions to clarify, indicate position of
  errors, share scoring rubric
• Teachers may not
• Make direct corrections, revisions, working after
  completion date (First day of testing window)

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Writing Portfolios

• Typewritten pieces are not required for the
  Writing Portfolio. Pieces can be handwritten.
• If typewritten is desired, students should type
  their own Writing Portfolios unless physically
  unable to do so.
• When signing and scribing is used, the exact
  words of the student should be written down.
  The student can then work on editing and adding
  needed articles, conjunctions, etc.

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Writing Portfolio Scoring

• Certified staff
• Teacher or administrator certification
• Employed by district
• Certified or classified position or leave of
  absence
• Current year training

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Additional Information

• Inclusion of Special Populations
• 703 KAR 5070 (discussed after break)
• Alternate Portfolios
• Violations of the Administration Code
• Review of Secure Materials
• Reporting Nonacademic Information
• Signature Sheet

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Reporting Allegations

• All allegations, or perceived inappropriate
  testing procedure or behavior, should be reported
  to the Building Assessment Coordinator (BAC) and
  then to the District Assessment Coordinator
  (DAC).
• If the DAC is the one not following proper
  procedure and does not correct or report the
  situation, then a call or email can be placed to
  Patsy Kenner by any concerned person.

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Time for a Break!
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Inclusionof Special Populations

• in the State-Required Assessment and
  Accountability Programs

703 KAR 5070
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Standards used for Policy Decisions

• CATS is designed to increase learning for ALL
  students so our assessment system must be fair
  and equitable.
• Kentuckys assessment system is an inclusive
  system.

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Kentuckys Great IDEA

• 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.

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Framework and Instruction for All Students

• Learning Goals
• Academic Expectations
• Program of Studies (POS)
• Content Guidelines for Assessment
• School and District Curricular Parameters of
  Learning (Performance Standards)
• Instructional Units
• IEP, 504 Plans, Program Services Plan (PSP)

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... More DECISIONS

• What do we teach?
• Program of Studies
• Remediation of skills/processes/concepts through
  RESEARCH-BASED instruction
• Strategies to enhance access of general
  curriculum and demonstration of learning

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Decisions

• When do we use accommodations/modifications?
• At any point in which the students disability is
  a barrier to accessing curriculum and
  demonstrating learning!

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What are accommodations and modifications?

• Accommodations are alterations in the testing
  environment or process.

• Modifications are alterations in the assessment
  instrument.

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Accommodations and Modifications for the CATS
Assessment

• Based on individual need NOT on a disability
  category or designation as limited English
  proficient.

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Accommodationsand Modifications

• Provide equity, not an advantage,
• Enable students with disabilities to access
  curriculum and core content critical to achieving
  Kentuckys academic expectations, learning goals,
  and POS content, and
• Allow students to participate and demonstrate
  what they know and can do.

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CATS Accommodations vs. Classroom Accommodations
Classroom Accommodations
CATS Accommodations
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Inclusion of Students with Disabilities

• Participation with no accommodations and/or
  modifications
• Participation with accommodations and/or
  modifications (IEP, 504 Plan, PSP)
• Participation in the Alternate Assessment Program

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Participation with NO Accommodations or
Modifications

• Have remediation plan but have not been
  identified,
• Have been referred to an ARC Committee or 504
  Committee but the evaluation and eligibility
  determination is not been completed
• OR
• Have a disability but are not receiving services
  under IDEA, or 504 interventions.

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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 and
• meet 3 conditions

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Participation with Accommodations and/or
Modifications for 504 Plan 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 and
• meet 3 conditions

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Conditions for Accommodations and/or
Modifications for IDEA and 504 Plan students

• are part of the students regular instructional
  routine and are NOT introduced just for purpose
  of CATS,
• related to individual students needs and the
  impact of the disability on specific areas of
  learning which are SUPPORTED by evaluation data
  (PLOP, goals and objectives, and SDI) and
• are specified in the students current IEP or 504
  Plan.

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Limited English Proficient (LEP) Students (as
defined in 703 KAR 5001)

• All LEP students participate in CATS
  
• Accommodations are permitted only if listed in a
  students Program Services Plan (PSP)

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Accommodations may be used if the LEP student

• meets criteria as a LEP student according to
  W-APT/ACCESS data
• has a current Program Services Plan (PSP), which
  is individualized and notes appropriate
  accommodations
• has access to the PSP accommodations on an
  on-going basis in the mainstream classroom

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LEP Accommodation Decisions

• English language proficiency results are combined
  with professional judgment shall determine when
  accommodations are no longer necessary.

Implementation of any accommodation or
modification shall not inappropriately impact the
content being measured.
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Accommodations

• Readers
• Scribes
• Paraphrasing
• Use of technology and special equipment
• Extended time

• Reinforcement and behavioral modifications
  strategies
• Manipulatives
• Prompting/cueing
• Interpreters (PSP)

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Use of Readers

• Evaluation information supports the verified
  disability and its impact on reading.
• 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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Use of Readers

• Students 504 Plan documents the use of a reader
  as part of the intervention strategies and
  modifications.
• 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

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Reader Responsibilities

• Read directions, prompts, situations, passages,
  and stories as written.
• Do not use information to lead the student to
  specific information needed for answering items.
• Reread directions, prompts, situations, passages
  and stories ONLY if SPECIFICALLY requested by
  STUDENT.
• Do not point out parts of the task, questions, or
  parts skipped by the student.

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Use of Scribes

• Evaluation information supports the verified
  disability and its impact on writing.
• Student has a verified disability which
  significantly impacts written expression/basic
  writing skills or a physical disability which
  impedes the motor process of writing.
• Students IEP documents specific goals and
  objectives related to writing.

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Use of a Scribe

• Students 504 Plan addresses written expression
  interventions/modifications.
• Student uses a scribe as part of the students
  regular instructional routine to communicate
  information and knowledge.

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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

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Scribe Responsibilities

• Record the students responses consistent with
  accommodations described on IEP or 504 Plan for
  instructional activities and classroom
  assessments.
• Shall not inappropriately impact content being
  measured.
• Record the students 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.

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Use of a Computer for KCCT
If a students appropriate accommodation for all
written work is through the use of a computer, it
is also permissible for open response questions.
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Use of Extended Time

• Students with disabilities who have IEPs, 504
  Plans or PSP that stipulate extra time is needed
  are allowed extended time, as long as extended
  time is an accommodation for assessments and
  completion of assignments as part of the
  students instructional routine.

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To be allowed extended time students must be....

• making constructive progress on completing
  responses and
• provided with proper supervision to maintain an
  appropriate assessment atmosphere.

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Manipulatives may be used during assessment...

• if used by student to solve problems routinely
  during instruction and
• is described on students IEP, 504 Plan or PSP.
• NOTE A student should NOT be prompted to use
  manipulatives. Self-initiation must occur.

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Prompting or Cueing

• Cue cards or other strategies (e.g., edit/
  revision checklists, mnemonic devices, formula
  cards, visual organizers) may be used during
  assessment under certain conditions.

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Prompting and Cueing

• Cueing notebooks should be routine accommodations
  that are specific to the needs of each individual
  student.
• Generic notebooks are in violation of the
  Administration Code.
• Students must initiate the use of these Notebooks
  during the state assessment.

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Who can assist with accommodations?

• School district decision
• Preferably someone familiar with the student
  (teacher, instructional assistant) and
• Individual trained in the roles and
  responsibilities of appropriate accommodations,
  confidentiality and the Administration Code and
  the Inclusions Regulation.

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Questions?

• Division of Assessment Support
• Rhonda Sims, Director
• Phyllis Shuttleworth, Branch Manager
• Joy Barr, Program Consultant
• Kevin OHair, Program Consultant
• Kathy Moore, Program Consultant
• Pam Powers, Systems Consultant IT
• Bridget Stanfield, Program Consultant
• Chris Williams, Program Consultant
• 502-564-4394

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Time for an Activity!

• Read your situation.
• Look for information in the Administration Code
  and
• Inclusions Regulation
• Decide if violation and place on wall.
• Be prepared to defend your decision.