1 of 46

Inclusion of Special Populations Training�703 KAR 5:070

Office of Assessment and Accountability

2 of 46

Training Materials

Training materials for the Inclusion of Special Populations regulation include:

Inclusion of Special Populations PowerPoint
Inclusion of Special Populations Videos
Inclusion of Special Populations in the State-Required Assessment and Accountability Programs

3 of 46

Regulation Overview

Introduction
General Conditions
Inclusion of Students
Conditions for Specific Accommodations

4 of 46

Introduction

5 of 46

Background and Purpose p.3

Educational Success for All Students

Accommodations are intended to provide support for students during instruction to access as well as to demonstrate content achievement during assessment.
Accommodations do not reduce learning expectations and are not a substitute for instruction.
Accommodations shall be individualized and specifically designed to aid the student in learning and demonstrating knowledge on content assessments.

6 of 46

Definition of Special Populations p.3

Students with disabilities who have an Individual Education Program (IEP)
Students who attend alternative programs and state agency children
Students whose primary language is not English (EL)
Students receiving instruction in home/hospital settings as (i.e., homebound instruction, not home schools)
Students who have a plan under Section 504
Students who have temporary medical conditions that necessitate accommodations for participation

7 of 46

Populations Not Included p.3

Students twenty-one (21) years of age or older who are part time students attending less than six (6) hours per day.

Students enrolled in an Adult General Education Diploma (GED) Program and are not officially enrolled in a Kentucky public high school.

8 of 46

Options for Inclusion in State Assessment _p.6-7

No Accommodations

Referred but no eligibility determination yet _p.6
Students with disabilities that do not receive services _p.6
Students with disabilities not needing services _p.6

With Accommodations

Meet the eligibility criteria for one or more disability categories and has a current Individual Education Program (IEP)_p.6
Have a current Program Services Plan (PSP) _p.6
Have a current 504 Plan _p.7

Alternate Assessment

ARC determines and verifies that student meets all criteria _p.7
Document in student’s record the basis for the decision _p.7
Review annually the decision and adjust as needed _p.7

A student’s IEP team or Admissions and Release Committee (ARC) must meet annually to determine a student’s least restrictive environment and learning plan. The team will use data driven results, observations, formative and summative assessment as well as other determining factors to place a student and determine accommodations for state assessments.

There are 3 options for inclusion in a state assessment. They are with no accommodations, which means an accommodation is not needed or the student is not eligible at the time of testing. Those with accommodations mean that the ARC or IEP team have met and developed the annual plan to include those accommodations types permitted for the student to utilize on the state assessment. The last option is Alternate Assessment, which means even with access to the necessary accommodations, the student is still unable to access the general curriculum in a manner equivalent to their peers. The ARC or IEP team would then complete the Participation Guidelines for the Kentucky Alternate Assessment and revisit their eligibility for that participation level on a year-to-year basis.

A student’s ARC is responsible for determining which accommodations, if any, are necessary to provide individualized supports.

9 of 46

General Conditions

10 of 46

General Implementation _p.4-5

Accommodations must be used consistently as part of routine instruction and classroom assessment
Proctors may review with the student the accommodations in their plan at the beginning of each session but may not instruct students on when to use the accommodation.
Students have the right to decline use of an accommodation.
The accommodation (adult or technology) shall be in the testing room prior to testing and shall remain there during the testing period.
Accommodations shall be based on individual student needs and not solely on a disability category.

School staff must make available to the student accommodations used consistently as part of routine instruction and classroom assessment but may not instruct their students on when to use accommodations. Proctors may review with the student the accommodations in their IEP, 504 Plan or Program Service Plan (PSP), remind students that proctors are there to provide the accommodations, and revisit this information at the beginning of each test session. Students have the right to decline use of an accommodation. Once the student refuses the accommodations, the test administrator may only resume the use of the accommodation during that day of testing at the request of the student.

If a student has adult-provided accommodations (e.g., reader, scribe) or assistive technology, the adult or technology shall be in the testing room prior to testing and shall remain there during the testing period. Accommodations should always be based on individual student needs and not solely on their disability category. Not all students within a certain eligibility category require the exact same accommodations.

11 of 46

General Implementation, continued _p.4-5

Accommodations should be a transitional strategy and faded when appropriate; use of technology shall be the first accommodation considered before adult accommodation.
Accommodations should not impact the content being measured, nor should they lead the student to a correct answer.
Accommodations should be age-appropriate and clearly identified in a student plan.
Caution shall be used when making plan changes close to a state-required assessment window.
All test administrators and the student shall be informed of all accommodations from the most recent student plan.

Evaluation information and ongoing progress data should support the need for accommodations in the specified area of need.

Accommodations shall be part of the student’s ongoing instructional program and not introduced immediately prior to the state-required content assessments.

Caution shall be used prior to making IEP, 504 plan, or PSP changes related to accommodations near or within the state-required content assessment window. Changes may occur based on the time an annual meeting is to occur. It is important that any change made is supported through data and evidence.

The use of technology shall be the first accommodation considered before adult accommodation (e.g., reader, scribe), if feasible. A shortage of workstations, software, physical space, or training shall not be used as a reason for failing to provide assistive technology as an accommodation.

To ensure student needs are met, test administrators and parties involved with testing the student shall be informed of all accommodations of the most recent version of the student's IEP, 504 Plan, or PSP prior to state-required content assessments.

Changes in the administration of the assessment or recording of student responses shall be consistent with the services identified on the student’s IEP, 504 Plan, or PSP.

12 of 46

Allegation Prevention/Best Practices2

Ensure a student receiving accommodations has a current plan (IEP, 504, PSP) in place.
Be sure all test administrators and the student are aware of the most up-to-date accommodations listed in the plan.
All plans must be locked in Infinite Campus; any roster pulls for assessment may not include a student with an unlocked plan.
If a plan changes near an assessment window, document the data, evidence, and justification well within the plan and any conference summaries.
Provide all accommodations listed on a plan.

2

Every year, there are many allegations that include violations of the Inclusion of Special Populations regulation. There are several slides in this training that provide prevention tips and best practices to assist in successful assessment administration.

The first best practice is to always make sure a student receiving accommodations has a current plan in place and that all test administrators and the student are aware of the most up-to-date accommodations listed in the plan. Those plans need to be locked in Infinite Campus so that the students will be included in any assessment roster pulls.

If a plan changes near an assessment window, be sure to document well within the plan and any conference summary the justification for the change.

If an accommodation is on a student plan, it must be provided. One frequently asked question is “If this accommodation is on the plan but the student hasn’t used it all year, do we provide it?” Yes, accommodations on a plan should be provided and that is non-negotiable. The team monitoring the student plan should be reviewing accommodations regularly to make sure they are appropriate and necessary for inclusion. It is never the decision of a test administrator whether student does or does not receive their accommodations.

13 of 46

Check for Understanding (1)

Are all special populations included in the state-required Assessment and Accountability programs?
Should a student with a Specific Learning Disability in Reading automatically receive a reader and scribe for accommodations?
Do students have the right to decline an accommodation?
Can a student plan change near an assessment window?

This is the first "Check for Understanding" in this training. I’ll give you a couple of minutes to read through these Yes or No questions, and then we’ll discuss the answers

1: Are all special populations are included in the state-required Assessment and Accountability programs? The answer is yes- those populations are defined on page 3 of the regulation.

2: Should a student with a Specific Learning Disability in Reading automatically receive a reader and scribe for accommodations? The answer is no. Accommodations are individual to each student and should not be a blanket set of accommodations based on a disability or English proficiency level (p.4-5)

3. Do students have the right to decline an accommodation? Yes, page 4 of the Inclusion regulation states that students may decline an accommodation.

4. Can a student plan change near an assessment window? Yes, a student plan may change when appropriate. If the meeting falls near an assessment window, be sure to document the justification for the change in any summary and within the plan. (p.5)

14 of 46

Inclusion of Students

15 of 46

Students with IEPs _p.8-13

The ARC shall use a process of data analysis to determine which accommodation(s) improve student achievement toward independence
When age-appropriate, students should be involved in the selection and use of accommodations
Individuals providing assistance to a student with disabilities during the state-required content assessment shall be trained in their responsibilities yearly and sign a non-disclosure if not working in a certified position.

Some students receive accommodations dictated by an IEP. This information can be found on pages 8-13 of the regulation document. One of the focal points in this section is the importance of intentionally selecting accommodations based on evaluation information, observations, and progress monitoring data. When age appropriate, students should be involved in the selection and use of accommodations.

Everyone involved with testing is required to complete the Administration Code training. This particular training, Inclusion of Special Populations, is designed for those providing accommodations. Many districts choose to train all testing staff in both regulations to increase the number of trained staff available to provide accommodations. Any person not working in a certified position who is providing accommodations for special populations shall read and sign a nondisclosure agreement provided by the department.

16 of 46

English Learners (ELs)_p.13-19

A district shall administer a Home Language Survey to all students upon first enrollment in the district and design a PSP for each student identified as EL.
EL students without an IEP or 504 will not receive accommodations on the annual English language proficiency assessment as it is a measure of the English language ability of an EL.
For all EL students, PSP committees shall determine on an individual basis the necessary accommodations in the state-required Assessment and Accountability Programs.

Section 2 of the Inclusion of Special Populations regulation focuses on students who are identified as English Learners or EL. This information can be found on pages 13-19 of the regulation document.

Students who enter school and have English as a second language will be administered the Home Language Survey as the first part of the screening process. If a student is determined to be an EL student, a district or school committee must convene to design a Program Service Plan, or PSP, which determines instructionally consistent accommodations for the assessment administration.

EL students do not receive accommodations on the annual English language proficiency assessment unless they have a 504 or IEP. This is because that assessment measures the English language ability of the student. A student’s score on the annual English language proficiency assessment determines whether the student identified remains EL or attains English language proficiency status.

For all EL students, PSP committees shall determine on an individual basis whether these students will participate with or without accommodations in the state-required Assessment and Accountability Programs. Because those assessments measure content knowledge, these accommodations shall be related to demonstrating what each individual student knows on a test written in English and the ability to access the curriculum.

Individuals providing assistance to a student with disabilities during the state-required content assessment shall be trained in their responsibilities yearly and sign a non-disclosure if not working in a certified position.

17 of 46

English Learners, continued _p.13-19

All EL students must participate in:

The state approved English language proficiency assessment annually
All state-required content assessments after one full year of enrollment (240 cumulative days or 12 cumulative months)

First year EL students must participate in:

A mathematics test for participation only (if a student is enrolled in a grade in which a mathematics test is administered) with appropriate accommodations noted in the EL’s PSP
A science test for participation only (if a student is enrolled in a grade in which a science test is administered) with appropriate accommodations noted in the EL’s PSP
ELs in their first year of enrollment in a U.S. school are not required to participate in the other state-required content assessments; this is a one-time exemption

18 of 46

Students with 504 Plans/Medical Emergency_p.19-23

Students who qualify under Section 504 may receive the accommodations outlined in their most current plan.
A medical emergency is defined as an injury or ailment that restricts access to the general curriculum before or during a testing window.
Forms for medical emergencies remain in the district. They are not required to be submitted to the Office of Assessment and Accountability (OAA).

Section 3 of the Inclusion of Special Populations regulation discusses students who have a 504 plan or medical emergency. This information can be found on pages 19-23 of the regulation document. Anyone who qualifies with a 504 must have a current plan. The 504 plan focuses more on use of an accommodation due to a health impairment instead of accommodations related to learning disabilities.

The other part of this section focuses on medical emergencies. Examples include a student with a broken dominant arm or temporary paralysis due to illness who is now eligible for a scribe or a student with a concussion who requires a human reader due to not being able to medically focus on a computer screen or paper test for a long period of time.

Appropriate documentation must be kept on file at the school/district level and is not required to be submitted to KDE.

19 of 46

Students in Alternative Programs and State Agency Children _p.19-23

Students in alternative programs shall be included in state-required assessments.
State agency children shall have the same assessments administered as other public-school students.

Section 4 of the Inclusion of Special Populations regulation focuses on students who receive services through an alternative program. This section also talks about the requirements of state agency children. This information can be found on pages 23-24 of the regulation document.

Students attending programs classified as alternative programs shall be included in the overall accountability program system. Alternative programs are considered non-A1 or non-accountable programs. This does not always mean alternative placements for behavior; it applies to any alternative program that a student attends because that service is not available at their school or district of accountability (where they would be enrolled if they did not need that service). Kentucky School for the Deaf and Kentucky School for the Blind are examples of programs that provide programs to students who would not be able to receive those services at their school of accountability.

State agency children, students who have been ordered or placed by the courts are also expected to complete all state assessments unless an approved non-participation would apply.

20 of 46

Students Receiving Instruction in Home/Hospital Settings _p.24

Home/Hospital instruction includes homebound services (not home school).
School personnel shall determine on an individual basis how each student will participate in the state-required Assessment and Accountability Programs.

Full participation
Medical exemption

Students testing in the home/hospital environments must follow the same testing guidelines for regular and alternate assessment.
Test administrators must follow requirements of the Administration Code and Inclusion of Special Populations regulations.

21 of 46

Students in the Kentucky Alternate Assessment _p.24-29

ARC determines that the student is unable to access the general curriculum without extensive modifications and accommodations
Must follow the General Conditions for Using Accommodations on Alternate Assessment Accommodations as noted in this regulation
Some access to accommodations are permitted for alternate assessment students that may not be permitted on the general assessment (an example would be re-reading)
Must answer “yes” to all parts of the Kentucky Alternate Assessment Participation Guidelines

Section 6 of the Inclusion of Special Populations regulation focuses on students who participate in the Kentucky Alternate Assessment. This information can be found on pages 24-29 of the regulation document. Students who qualify for the Alternate Kentucky Summative Assessment (AKSA) are not able to access the general curriculum in the same manner as their peers even with access to accommodations. The content, while reflecting same grade content standards as peers, may need to be heavily modified for access and student demonstration of concepts.

Students participating in the AKSA are expected to follow the same guidelines for use of accommodations; however, there are differences in the accommodations of reader and manipulatives. These students do not have to request a re-read; they may also have labels (but no content) on their 3x5 notecard.

In order to participate in the AKSA, the ARC consider the participation guidelines established by the Kentucky Department of Education. A student may not qualify unless the ARC can answer yes to all parts of the guidelines. If a no is determined at any time, then the student would not qualify for participation. A direct link to those participation guidelines can be found on this slide.

22 of 46

Allegation Prevention/Best Practices

Anyone who will provide accommodations on a state assessment must complete both the Administration Code (703 KAR 5:080) and the Inclusion of Special Populations (703 KAR 5:070) trainings.
Anyone working outside of a certified position who is providing accommodations to students with an IEP, 504, or EL student must sign a nondisclosure.

23 of 46

Check for Understanding (2)

Do students who are in an alternative placement or state agency have to take the required assessments?
For EL students, is one year of enrollment defined as 240 cumulative school days or 12 cumulative months?
Do districts have to send medical emergency documentation to KDE?
Are students who have withdrawn to home school required to take the state required assessments?

It is time for our second check for understanding, which will cover information about students who are included in state assessments. I’ll give you a few minutes to read and answer these yes/no questions, and then we will discuss.

Do students who are in an alternative placement or state agency have to take the required assessments? The answer is yes- students in alternative placements and state agency students have to take required assessments. (p.23-24)

For EL students, is one year of enrollment defined as 240 cumulative school days or 12 cumulative months? The answer is yes- one year of enrollment is 240 cumulative school days or 12 cumulative months. (p.15)

Do districts have to send medical emergency documentation to KDE? The answer is no. Forms completed should be kept at the local level. (P.19)

Are students who have withdrawn to home school required to take the state required assessments? The answer is no. While students who receive

homebound or hospital instruction are not automatically exempt from state required assessments, students who have completely withdrawn to be

home schooled are not required to complete state assessments. This includes students who may come to the school to receive services such as

Speech or OT but are not enrolled in that school for their primary enrollment. (p.24)

24 of 46

Conditions for Specific Accommodations

25 of 46

Most Common Accommodations

Assistive Technology
Manipulatives
Reader
Scribe
Calculator
Extended Time

Reinforcement/Behavior Modification
Interpreters for Deaf/Hard of Hearing
Oral Native Language Support
English/Bilingual Dictionaries

26 of 46

Assistive Technology _{p.8-9, 19-20, 26}

Any item, piece of equipment, or product system that is used to increase, maintain, or improve functional capabilities of a child with a disability
Assistive technology shall be considered as an early accommodation before adult-provided accommodations to foster independence
If the use of assistive technology during the state-required content assessment would influence the performance of another student, then the assessment shall be administered to the student in an alternative setting or with headphones
Must be used in instruction
Examples: talking calculator, electronic dictionary, communication device, magnifier

Assistive Technology is allowed and encouraged on state testing. The assistive technology may not reproduce, transmit, save, replicate, or serve as a passthrough for secure test materials.

Program planners should always evaluate under what conditions a student will use technology and clearly describe that in the student’s plan. An example, if a student uses a magnification device for paper testing, that should be clearly stated in the plan. When assistive technology is not appropriate, accommodations used will be based on student need and ability level as designated in the IEP or 504 plan.
Technology should be considered first in order to help foster independence. The goal is for independence to carry over into post-school activities so that the student will be able to participate in home, further education, and in their communities to the fullest extent possible.

27 of 46

Manipulatives _{p.8-9, 20, 26}

One 3x5 notecard with blank graphic organizer(s) drawn on it. _{p.9, p.20}

Must be used during instruction
Cannot be placed on the student’s desk- should be located in a place where the student can access them when needed to complete a task or problem
Must be free of writing and used to trigger student memory as they organize their thoughts
May have one 3x5 inch notecard with blank graphic organizers drawn on it front and back – there may be not written text or labels for those on the general assessment
The 3x5 notecard for AKSA may have labels but still must be content-free
Students with visual impairments may enlarge the 3x5 card to make the card usable

Manipulatives are allowed on state-required content assessments but are required to be a 1 to 1 testing environment due to the individualized aspect of the accommodation. The rules for manipulatives as laid out by the inclusion regulation are as follows:

The card shall not contain any written text or labels for the students not taking Alternate Assessment. This can serve to help organize the student’s thoughts.
Manipulative placement during assessment should be consistent with where the placement is during instruction. The student has to choose which one they want to use and when they want to use it._p.9
Alternate Assessment students can have writing and labels on their notecard as long as it is not content._{p.9, p. 20}
Once developed, visually impaired students can have their 3x5 notecard increased to a size they can read.
Students should have access to every manipulative included on their student plan, whether it will be used or not. For instance, if a student has 20 manipulatives written down on their IEP, all 20 should be provided to the student on test day and not only the ones the accommodator feels will be most useful for the content.

28 of 46

Manipulatives Examples (General)

2

Acceptable	Not Acceptable

29 of 46

Manipulatives Examples (AKSA)

2

Acceptable	Not Acceptable

First

Second

Third

30 of 46

Reader _{p.10, 16-17, 20-21}

May be online (Text-to-Speech) or human reader
Allowed on all sections of the state-required content assessment
Must have been routinely used in instruction
Must have ongoing documentation showing the extent that a reading disability has on the student’s ability to access the assessment despite intervention
If the student is EL, must have considered the impact of English language proficiency on reading and determine the conditions a reader in which a reader is used
No peer tutors; anyone not working in a certified position must sign a non-disclosure

Each individual test will have manuals and guides that determine how a reader is to be provided within the testing environment. Some assessments allow for a human reader; some assessments allow for only the use of an online reader.

Text-to-Speech, or an online reader, is allowed for students with an IEP, 504, or PSP.

The reader must have been routinely used in instruction.

There must be ongoing documentation showing that, despite intervention and high-quality instruction, the student cannot access the reading assessment without a reader. This must not be solely due to cognitive deficits or below-grade-level performance. If the student is EL, the committee must also consider the impact of English language proficiency on reading. Because the state-required content assessment is written in English, the reader will be reading all parts of the test to the student in English. The PSP committee must determine the conditions under which a reader is routinely used during instruction before approving its use in state-required assessments.

Peer tutors may not serve as readers on state assessments. Anyone not working in a certified position must sign a non-disclosure.

31 of 46

Role of a Reader

Review the instructions, prompts, scenarios, and texts precisely as they are provided
Refrain from offering any additional information or guidance that might lead the student to the answers they seek
Only refer back to the instructions, prompts, scenarios, and texts if the student asks for clarification
Avoid emphasizing any parts of the task or questions that the student may have missed
If the student specifically requests it, read aloud any individual words or abbreviations that are mispronounced by text or screen readers

Here is more guidance for what a reader may do. Keep in mind these rules apply to any state test given in any format.

Any reader must read the directions, prompts, situations and passages as they are written in the test. The student does not have to request the reader to begin reading.
A reader may not use or provide any additional information even if requested by the student. This includes emphatic speech when reading.
A reader may re-read any part of the test to the student only after the student requests it for students taking the general assessment. The Alternate Assessment is scripted, and the test is to be read aloud to the student. The test may require administrators to re-read specific sections or scenarios; additionally, test administrators may determine when a student is not focused and may re-read at any time.
A reader may not point out parts of questions or tasks skipped by the student.
A reader may read individual words or abbreviations mispronounced by a text or screen reader, if specifically requested by the student.

32 of 46

Scribe _{p.10-11, 18-19, 21, 27-28}

The student must have a verified disability that impacts written expression
The student must have routine instructional experiences with a scribe
A scribe is always a 1:1 accommodation
If an EL student, the committee has documented the impact of the student’s English language proficiency on demonstrating what the student knows on a content test written in English
No peer tutors; anyone not working in a certified position must sign a non-disclosure

A scribe is an accommodation for students with a verified disability or EL students who have a proficiency level that impacts writing. Each specific test has administration manuals and guides that detail how and when a scribe may be used on that particular assessment. Keep in mind these rules apply to any scribe, in any testing environment:�

A student must have a verified disability that impacts written expression. Examples may include dysgraphia or neurological disorders that impact the motor skills needed for writing. A student cannot be given a scribe just because they have bad handwriting or write or type slowly. The student plan should include data supporting the need for a scribe.
A scribe must be used in routine instruction but should not be a replacement for instruction or technology.
A scribe is always a 1:1 accommodation
For an EL student with a PSP, the committee should document the impact that the student’s English language proficiency has on the student demonstrating what they know on a content test written in English. A scribe shall be provided if the student has not reached proficiency on the annual English language proficiency assessment.
A district has discretion of who can serve as a scribe but peer tutors are not allowed. Any person not working in a certified position who is providing assistance shall read and sign a nondisclosure agreement provided by the department.

33 of 46

Role of a Scribe _{p.11, 22, 27}

Record what the student dictates word for word (written onto paper or typed into the online platform).
Format, capitalize, and punctuate the student’s writing as directed by the student.
Give the written product to the student for editing and revision.
Do not alter, edit, or revise a student’s own ideas, revisions, or edits.
A scribe may click answers or perform functions necessary for technology-enhanced items (online) or bubble in answers (paper) as directed by the student.

How a scribe records answers for a student may be different from one assessment to the next depending on testing platform. Whether the test is paper-based or online, the role of the scribe never changes and the student must always own their work.

The scribe is to record what the student dictates word for word. They are to format, capitalize, and punctuate the student’s writing as the student directs. After the product is written, the student is to direct any edits or revisions to the work. The scribe should not alter anything of their own accord; it should all be the student’s own ideas, revisions, or edits.

For online testing, a scribe may click answers or perform functions necessary for technology enhanced items such as drag and drop or selecting from a drop-down menu of options. On paper, the scribe may bubble in answers as directed by the student.

34 of 46

Role of a Scribe (EL)_{p. 19}

A scribe for an EL student is meant to give the student a way to demonstrate their content knowledge while providing an alternative means to express their thoughts and knowledge.
Record what the student dictates word for word (written onto paper or typed into the online platform).
Do not correct grammar, run-on sentences, or organization of a student’s ideas.
The student may not write in their native language and have a teacher translate the written work.
A student may dictate their response to be transcribed into English on the content assessment answer document.

35 of 46

Allegation Prevention/Best Practices

A human reader may provide the reader accommodation for students in small groups of up to four.
Be sure the online reader (TTS) is activated for students requiring that accommodation before a test session begins; failing to enable this feature leads to an allegation.
The student must always maintain ownership of their work when a scribe provides accommodations.
Any assistive technology used may not utilize internet access or be a distraction to other students testing.
The scribe may not read back a student answer unless the student also has a reader marked on their plan.

These allegation preventions discuss best practices when providing the accommodations just discussed. A human reader may be provided in a small group of up to four students. For students using the online reader, or text-to-speech, function in an assessment, DACs or BACs need to be sure that is activated for those students prior to the test session beginning. Failure to enable this feature (or conversely, enabling it for students who do not have it on their plan) will lead to an allegation.

When scribing for a student, be sure the student is always maintaining ownership of their work.

Any assistive technology used, whether it is a communication device, talking calculator, or other technology, must not utilize internet access. If it may be a distraction to other students, such as the online text reader or a talking calculator, headphones may be used or the student may test in an alternate area.

36 of 46

Check for Understanding (3)

May a student who uses a communication device use it for state assessments?
Is a number line that is pre-numbered appropriate to use on state assessments?
Does a student have to request the reader to begin reading initially?
On an online assessment, may the scribe click the answer choices for the student?

It is time for our third check for understanding, which will cover information about the accommodations of technology, manipulatives, reader, and scribe. I’ll give you a few minutes to read and answer these yes/no questions, and then we will discuss.

May a student who uses a communication device use it for state assessments? The answer is yes- students using communication devices may use them during the state assessments to communicate with accommodators or test proctors. If there is internet capability, it must be disabled on the device during testing. A student using technology that may be distracting to another student should be tested in another location. (p.8-9)

Is a number line that is pre-numbered appropriate to use on state assessments? The answer is no. A number line must be blank for a student to use on a state assessment. Manipulatives are meant to serve as something that triggers a student’s memory of a process or how to solve a problem. (p.9)

3. Does a student have to request the reader to begin reading initially? The answer is no. The student does not have to request for the reader to begin

reading. A student taking the general assessment does have to request a re-read. Students taking the alternate assessment, which is scripted, do

not have to request a re-read. (p.10, 20)

4. On an online assessment, may the scribe click the answer choices for the student? Yes. The scribe may click answer choices, perform functions for

technology-enhanced items, and type written responses as directed by the student.

37 of 46

Calculators_{p.11, 22, 28}

Calculators may be handheld or online.
It must be documented on the student plan with evidence of a disability’s impact on mathematics calculation.
The calculator must have been used routinely during instruction.
The calculator must fall within the guidelines for each assessment.
A calculator may be used on all sections of the state-required content assessment, including sections labeled non-calculator.
Calculators are not an EL accommodation.

38 of 46

Extended Time_{p.11-12, 17, 22}

Students with an IEP, 504, or PSP are allowed regular time, time and a half, or double time.
The conditions for student use of extended time on instruction and assessments must be documented on the student plan.
The use of extended time may be utilized as long as the student is demonstrating on-task efforts or constructive progress on completing assessment responses.
Please refer to test manuals for each assessment for specifics regarding extended time.

39 of 46

Reinforcement/Behavior Modification _{p.12, 22-23, 28}

The conditions for reinforcement/behavior modification strategies used during routine instruction must be documented on the student plan in order for them to be used during a content assessment.
Strategies may not influence or distract other students who are testing.
Strategies may include:

Positive behavioral interventions and supports as indicated in a student’s behavior intervention plan and/or IEP/504 plan
Verbal, tangible, or tactile reinforcements for being on-task
Use of technology to focus attention or reduce stress
Testing in a separate location outside the regular classroom

Behavior supports are allowed during the state-required content assessment when the student plan includes under what conditions a student will need those supports during instruction. They cannot be solely given during a state-required content assessment. This should be documented with evaluation and progress data.

Some strategies used may include positive behavioral interventions and supports as indicated in a student’s behavior intervention plan, IEP, or 504. The student may receive verbal, tangible, or tactile reinforcements for being on-task, such as a piece of candy or a fidget. The student may also use technology to focus attention or reduce stress. Use of technology for these students does not mean they can automatically use a text to speech online reader or the online calculator. It means if a student is given computer time as a reward for on task behavior, then the student would still be able to receive that reward after their test session is complete. Some students require classical music or a sound machine to help focus or reduce stress.

A strategy used for reinforcement or behavior modification may not distract or influence another student who is testing. If it does, then the student utilizing this accommodation will need to be tested outside the general test environment.

Please note that students who exhibit disruptive behavior prior to or during testing may be tested in a different location from their peers. This includes students who do not have a behavior plan, IEP, or 504. The administration code regulation provides districts the ability to have a plan to avoid disruptive situations in place prior to a test session. This is a local decision.

40 of 46

Interpreters for Deaf or Hard of Hearing _{p.23, 28}

An ASL interpreter for Deaf or Hard of Hearing students must be used during routine instruction and documented on the student plan in order to be used on the content assessment.
The student must have a verified disability in the area of hearing.
The student must use sign language as their primary mode of communication due to their disability.
During administration of a state-required content assessment, an interpreter may not define vocabulary, provide content, or teach concepts.
Anyone not employed in a certified position who is providing services must sign a nondisclosure form.

41 of 46

Oral Native Language Support _p.18

Shall be based on a student’s individual language needs as documented in the PSP.
May range from translating specific vocabulary to translating all written parts of the content assessment.
Directions only may be simplified.
Schools may utilize a different testing schedule for EL students as long as it is within the test window.
May be provided in a small group of up to four for the same language.
Electronic translation devices (Pocketalk, Google translate) are not permitted.
Anyone providing services not employed in a certified position must complete training and sign a nondisclosure.

Oral Native Language Support, or ONLS is an administration strategy accommodation for EL students.

The level of translation support for each student should be based on the student’s individual language needs as documented in the PSP. This may range from translating specific vocabulary to translating all written parts of the content assessment. Directions may be simplified, but test content should never be paraphrased or simplified.

To meet the needs for translators, students may utilize a different testing schedule for EL students as long as the schedule falls within the test window. Please refer to the test literature for your specific assessment for details.

ONLS may be provided in a small group of up to four students. Electronic translation devices such as Google translate, Pocketalk, or translation headphones are not permitted. Telephone translation services are not permitted.

Anyone not employed in a certified position who will be providing language support services must complete both Administration Code and Inclusion regulations trainings and sign a nondisclosure.

42 of 46

Use of Bilingual/English Dictionaries _p.18

The dictionary may be print or electronic.
The dictionary must be a word- to- word translation without definitions.
Electronic dictionaries may not have internet capabilities or translate whole phrases/sentences.
Electronic dictionaries should be used in a 1:1 setting; paper dictionaries may be used in a small group or larger setting if not distracting to other students testing.

Bilingual/English dictionaries are a processing and response accommodation for EL students. The bilingual or English dictionaries can be in print or electronic versions. Consistent with best practices for ELs, the dictionary used should be a word- to-word translation without definitions.

When using an electronic bilingual or English dictionary make sure that other capabilities such as going to the Internet, translating whole phrases and sentences, etc. are turned off before using this accommodation on the state-required content assessments. Again, Google translate or Pocketalk may not be used. Electronic dictionaries should be used in a 1:1 setting.

Paper dictionaries may be used in a small group setting or in a larger group if best practices are taken to ensure this does not cause a distraction to other students who are testing.

43 of 46

Allegation Prevention/Best Practices (2)

Be sure that any calculator used on an assessment is in alignment with the guidelines outlined in the test administration manual for the specific assessment you are administering.
Make sure anyone not employed in a certified position who is providing accommodations is trained in both Administration Code and Inclusion of Special Populations regulations and reads and signs a nondisclosure.
Be aware of student English language proficiency scores when grouping students for Oral Native Language Support.

44 of 46

Check for Understanding (4)

May a district group up to four students together for Oral Native Language Support?
Can the same types of calculators be used for all state-required assessments?
Can a student use a text reader as a behavior modification?
If a student sleeps for 55 minutes of a 60-minute test, are they entitled to their extended time?

It is time for our fourth check for understanding, which will cover information about the accommodations of calculators, oral native language support, behavior modifications, and extended time. I’ll give you a few minutes to read and answer these yes/no questions, and then we will discuss.

May a district group up to four students together for Oral Native Language Support? Yes. Up to four students with the same language may be grouped together. The best practice is to be aware of the translation needs of the students.

2. Can the same types of calculators be used for all state-required assessments? The answer is no. The test administration manual for each assessment specifies the calculator guidelines for each

individual test.

3. Can a student use a text reader as a behavior modification? The answer is no. A text reader is an accommodation for a student who has a disability related to reading or as an EL support. It is not a behavior modification support.

4. If a student sleeps for 55 minutes of a 60-minute test, are they entitled to their extended time? The answer is no. The regulation states that the use of extended time on assessments shall be

utilized if the student is demonstrating on-task efforts toward constructive progress. (p.11, 22)

45 of 46

Recap

All accommodations guidelines within this regulation apply regardless of

testing format. The way the accommodation is provided may vary, but what the

accommodation can provide does not change.

When providing accommodations, review all testing literature for the test being given

to understand how accommodations are provided for that specific exam.

Before providing accommodations, make sure you are familiar with the most current

active student plan and that you are prepared to provide all listed accommodations.

If at any time assistance is needed, please contact the Division of Assessment and

Accountability Support before improperly providing accommodations.

To recap the Inclusion of Special Populations Regulation:

All rules within this training and the regulation regarding accommodations still apply to any accommodations provided regardless of testing format. Because students interact differently with online and paper and pencil tests, the way accommodations are provided can vary, but what an accommodation can provide does not change.

If you are providing accommodations, it is imperative that you review all testing literature for the test being given and understand how accommodations are to be provided for that specific exam. This can differ widely from test to test. It is never a good idea to assume because you have provided accommodations on one online test that things will be the exact same on another online test. Always read the testing literature prior to administration.

If you need further assistance, contact the Division of Assessment and Accountability Support at DACINFO@education.ky.gov before improperly providing accommodations.

46 of 46

Division of Assessment and Accountability Support

KDE DAC Information

dacinfo@education.ky.gov

(502) 564-4394

Contact Information