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Understanding Appropriate Implementation of

Accommodations for Students with Disabilities

Kentucky Department of Education

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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.

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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!

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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.

Kentucky’s assessment system is an inclusive system.

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Kentucky’s 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 Core Content For Assessment School and District Curricular

Parameters of Learning (Performance Standards)

Instructional Units IEP, 504 Plans, Individual Student

Planning

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ARC/IEP/Instructional Decisions

What content must be taught?– Program of

Studies content– Core Content for

Assessment– Local

district/school curriculum

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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!

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CATS Accommodations vs. Classroom Accommodations

ClassroomAccommodations

CATSAccommodations

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What are accommodations and modifications?

Accommodations are an alteration in the testing environment or process.

Modifications are an alteration in the assessment instrument.

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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

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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

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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

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Accommodations and Modifications for the CATS

Assessment based on individual need NOT

on a disability category

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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 meet 3 conditions

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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

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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

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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

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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.

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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

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Protect Yourself and Your Certification! UNDERSTAND your role and responsibility abide by confidentiality laws READ the The Administration Code 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

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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.

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Accommodations for the CATS Assessment

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.

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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.

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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.

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Use of Readers

Student’s 504 Plan documents the use of a reader as part of the intervention strategies and modifications.

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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.

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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

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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.

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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.

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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.

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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 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

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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

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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!

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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.

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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.

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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

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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.

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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!

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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.

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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.

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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.

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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

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Paraphrasing may NOT be used for:

Reading passages

Content passages

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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.

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Examples of Technology and Special Equipment

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

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Examples of Technology and Special Equipment

Cranmer Abacus

Text -talk Converters

Auditory Trainers

Electronic dictionaries

Non-calibrated Rule or Template

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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.

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Technology

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.

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Technology Guidelines

If a student will be using technology, please make sure that you follow the guidelines in the following:– Administration Manual for Test

Administrators and Proctors– DAC Implementation Guide for CATS– Instruction Manual for District

Assessment Coordinators and Building Assessment Coordinators

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Use of Extended Time Students with disabilities who

have IEPs or 504 Plans that stipulate extra time is needed are allowed extended time on CATS as long as extended time is an accommodation for assessments and completion of assignments as part of their instructional routine.

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However, students must be....

making constructive progress on completing responses.

provided proper supervision to maintain an appropriate assessment atmosphere.

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Reinforcement & Behavior Modification Strategies

Students with disabilities, who have IEPs or 504 Plans that stipulate the use of reinforcements/behavior modification strategies (e.g., point system) and are used routinely, can have these implemented during the assessment.

If such modifications are not stipulated in an IEP or 504 Plan, they may still be implemented for a student who displays aggressive or disruptive behavior.

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Reinforcement & Behavior Modification Strategies

If a student is not making progress and the student’s behavior impacts the performance of other students, then school staff may remove the student from the assessment situation.

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Manipulatives may be used during assessment...

if used by student to solve problems routinely during instruction

is described on student’s IEP or 504 Plans

NOTE: A student should NOT be encouraged to use manipulatives. Self initiation of manipulatives 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 the following conditions....

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Conditions for Prompting/Cueing

Student initiates. Teacher does not. Teacher does not point out the steps. Cueing is part of IEP or 504 Plan and

part of student’s instructional routine. Teacher cannot provide content

information needed to address test questions.

On rare occasions, verbal or non-verbal cue to begin or refocus on a task is permitted.

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Use of Interpreters

Student has a verified disability in the area of hearing or uses sign language as the normal mode of communication due to his disability.

IEP includes goals, benchmarks, objectives and specially designed instruction related to reading, communication and language development.

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Use of Interpreters

IEP describes supplementary aids and services (e.g., American Sign Language, communication boards, tape recorders, assistive or adaptive technology) necessary for student to access general education curriculum.

504 Plan includes interventions/modifications

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Use of Interpreters Evaluation support need for

interventions and accommodations IEP documents that printed

materials and oral communication is typically signed to the student during instruction.

Signing is part of the student’s regular instructional routine to gain information and meaning from print material and oral communication.

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Interpreters

can not indicate correct answers to test items

do not define words for students do not provide content do not teach vocabulary or concepts

during on-demand writing, open-response, or multiple-choice assessments

Note: Signing is NOT a replacement for technology or reading instruction.

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Interpreters who are also scribes must follow the policies on

scribing.

NOTE: American Sign Language does not have signs for articles, therefore the interpreter

does not insert articles in the student’s pieces.

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Who can assist with accommodations?

School district decision Preferably someone familiar with

the student (teacher, instructional assistant)

Individual trained in the roles and responsibilities of appropriate accommodations, confidentiality and The Administration Code for Kentucky Educational Assessment Program

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Questions?Call either:

Division of Assessment Implementation 564-4394Your Regional Exceptional

Child Consultant