Prepared By: Teresa T. Combs�Attorney at Law�Fowler Bell PLLC

Alternate Kentucky Summative Assessment (AKSA).�

This seminar is for educational purposes only, and is designed to provide accurate information regarding the subject matter covered, as of the time of presentation. Conducting this seminar is not the rendering a legal or other professional service. Nothing in this presentation is intended to apply the law to specific facts. If you require legal advice based on a specific factual situation, please seek the services of a competent lawyer. Attendance at this seminar does not create an attorney-client relationship between the presenter and attendees.

​

Alternate KSA

• Grades 3-8, 10, 11
• Subjects: Reading, Mathematics, Science, Social Studies and Writing (on-demand and editing and mechanics)

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Percentage of Students

• States who anticipate they will exceed 1.0% in alternate assessment participation must submit a waiver request to the U.S. Department of Education (USED) 90 days before the beginning of the alternate assessment testing window. 
• For less than 1% of the total state student population for whom traditional assessments would be an inappropriate measure of progress.
• For students with moderate to significant cognitive disabilities

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Alternate KSA

• Districts are required to submit a justification form if the district has over 1.0% of the student population participating in the Alternate K-PREP.
• ESSA requires states to publicly post district justifications and assurances annually. Kentucky’s district justifications and assurances for alternate assessment participation.

​

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

AT and TAR

• Attainment Tasks (AT) are scripted, picture-based performance events that require students to complete a task, working step by step as directed by the teacher.
• Based on simplified standards, lowered in complexity.

​

• Transition Attainment Record (TAR) for high school level is a checklist which evaluates the student’s readiness in reading, mathematics and science. Arc completes this.

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

IEPs

• Can be geared toward the alternate standards for these students.
• Is relooked every year.
• Target a standard or
• Target a skill that facilitates learning the standard.

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Attainment Tasks

• Reading
• Mathematics
• Science
• Social Studies
• Writing (includes editing/mechanics and on-demand)

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Transition Attainment Record�

• Reading/English Language Arts
• Mathematics
• Science

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Required Staff Training

• Administration Code Training (703 KAR 5:080) for certified staff
• Inclusion of Special Populations Training (703 KAR 5:070)
• These trainings must be completed before any assessment administration is permitted.
• There will be a test for staff and a certificate that you passed.

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Timeline

• Occurs over a year – KDE sets timelines.

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Requirements

• Checklist completed by placement team (IEP Team/ARC, Transition Team)
• Student must meet all requirements found in the Participation Guidelines.

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Grade Level of Assessment

• A student should be assessed at the same grade as his/her grade level on the attendance roster in Infinite Campus (IC).

​

• Once a student has completed all assessment requirements and has completed grade 12, he/she can be placed into Grade 14 on attendance rosters in IC.

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Assessment Administrator Knowledge Needed

• Knowledgeable of the content areas assessed by Attainment Tasks
• Trained on test security procedures
• Trained on appropriate accommodations
• Prepared to pass a qualifying quiz for administration of the Attainment Tasks

​

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Security of Test Materials

• Attainment Task materials must be kept in a secure location.
• Do not reproduce except as directed in materials (e.g., extra copy for cutting apart pictures, enlarging tasks, additional copies for test administration, etc.).
• Do not take notes on the task to be used for test preparation.
• Do not share the task with unauthorized persons.

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Security of Test Materials

• Return all school level materials to:
• Building Assessment Coordinator (BAC),
• District Assessment Coordinator (DAC),
• Director of Special Education (DoSE), or
• District Alternate Assessment Administrator
• Are to be securely destroyed at the conclusion of each testing window.

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

The Attainment Task Approach�

• Provides evidence of understanding, skills and concepts related

to the specified grade level content standards,

​

• Begins with an authentic task that requires understanding of

skills and concepts necessary for real world problems, genuine

purposes and audiences and is fully scripted for the test

administrator to follow,

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

The Attainment Task Approach

• Requires the student to answer questions needed to complete a

task, working step by step as directed by the teacher or test

administrator, and

• Allows the teacher to score the student responses.

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Determination of Participation

• Using the Kentucky Alternate Assessment Participation Guidelines, ARC analyzes student information, including on-going progress data specific to the student’s present level of performance.
• The Guidelines contain participation criteria that describe specific learning aspects and characteristics

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Determination of Participation

• The ARC must discuss and agree to a “yes” answer and provide required documentation for each criterion from the guidelines in order to determine if the student is eligible for participation in the alternate assessment.
• The ARC must have specific data to evidence and support answering “yes” to each statement, including, but not limited to: an integrated psycho-educational report, adaptive behavior rating scales, curriculum assessments, diagnostic assessments, progress monitoring and student work.

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Determination of Participation

• ARC determines whether the student takes the alternate assessment.
• The ARC completes the Participation Guidelines and documents the discussion in the Conference Summary
• The Participation Guidelines for the Alternate K-PREP identify the requirements set by the state department of education for students with significant cognitive disabilities.

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Determination of Participation

• These requirements must be agreed upon by the ARC and revisited at the annual meeting.
• If new data or changes with a student occur, an ARC may reconvene and determine that a student is no longer eligible for participation in the alternate assessment.

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Students with Significant Cognitive Disabilities

• Must meet eligibility criterion in one or more of the existing categories of disabilities under IDEA (e.g., intellectual disabilities, autism, multiple disabilities);
• Must have cognitive and adaptive behavior functioning preventing them from attaining grade level achievement standards, even with program modifications and accommodations;

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Students with Significant Cognitive Disabilities Continued

• Student must require extensive individual instruction across multiple settings to access and make progress in the Kentucky Academic Standards, and to maintain, generalize and demonstrate learning;

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

�Must Have a Significant Cognitive Disability That is Not Primarily the Result of the Rule Outs�

• Disability related to visual or auditory disabilities, emotional-

behavioral disabilities, specific learning disabilities, speech

and language impairment;

• Native language, social, cultural, and economic differences,
• Those identified as English Learners (EL);
• Pre-determined poor performance on the grade-level assessment;

​

​

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

�Must Have a Significant Cognitive Disability That is Not Primarily the Result of the Rule Outs�

T

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

• Excessive or extended absences;
• Student displaying disruptive behaviors or experiences
• Emotional duress during testing
• Administrator decision
• The educational environment or instructional setting

​

• All questions on the Participation Guidelines form must be answered Yes in order for the student to participate in alternate assessment.
• Parent was provided a copy of the Alternate Assessment Parent Guide with an opportunity to ask questions. If yes, Indicate below when the Guide was provided to the parents. If no, provide a copy of the Alternate Assessment Parent Guide and an opportunity to ask questions.
• Prior to Meeting___ During Meeting ___
• Other
• Date Guide Provided to Parent _____

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Participation Guidelines

• If any Criterion is answered NO, then the ARC needs to document this in the conference summary. ARC then stops completing the Alternate Assessment Participation Guidelines and discusses the general assessment with/ without accommodations.
• The ARC has explained the difference between an Alternative High School Diploma (704 KAR 3:305) and a Regular High School Diploma to all members of the ARC.
• Participation in the KY Alternate Assessment is stated in the IEP and based on the annual review.

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Criterion 1

• Does Student Qualify for IDEA Services
• Evaluation Data _____ and Date: ______
• Disability Eligibility Determination Form (required) and Date:
• Individual Education Program (required) and Date:
• Other:

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Criterion 2

• The student’s demonstrated cognitive functioning and adaptive

behavior in the home, school and community environments are

significantly below age expectations, even with program

modifications and accommodations.

• ARC reviewed current and longitudinal data across settings (age appropriate home, school, and community environments) in all academic areas AND adaptive behavior(s) to inform the ARC decision

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

​

• Evaluation Data and (required) and Date:
• Individual Education Program (required) and Date:
• Previous IEP if available (required and date:
• Progress Monitoring Data (required):
• Teacher Observation (optional):
• Other:
• Supporting Comments (optional):

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Criterion 3

• 1. Does the student require extensive individual direct instruction

across multiple settings, utilizing intensive accommodations,

modifications and assistive technology to access and make

progress on the Kentucky Academic Standards and to maintain

and generalize learning Yes No

​

• 2. ARC reviewed current and longitudinal data across settings (age

appropriate home, school, and community environments) to

inform the ARC decision. Yes No

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

​

• Evaluation Data and Date:
• Disability Eligibility Determination Form and Date:
• Individual Education Program (required) and Date:
• Progress Monitoring (required):
• Assistive Technology Consideration Guide (optional) and Date:
• Documentation of Accommodations Determination (required)

and Date:

• Parent Input (required):
• Teacher Observations:
• Other:

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Criterion 4 Rule Outs

• 1. Did the ARC carefully consider (check as considered) each of

these items:

• Excessive or extended absences; ___
• Disability related to visual or auditory disabilities, emotional behavioral disabilities, specific learning disabilities, speech and language impairment; ___
• Native language, social, cultural, and economic differences; ___

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Criterion 4 Rule Outs Continued

​

• pre-determined poor performance on the grade level assessment;
• the student displays disruptive behaviors or experiences emotional duress during testing;
• administrator decision;
• educational environments or instructional setting
• 2. The ARC’s decision for the student to participate in the KY Alternate Assessment is not primarily the result of any of the exclusions listed above. Yes (Agree) No
• Supporting Comments (optional):

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Determination

• The student meets the participation guidelines for KY Alternate Assessment as a student with a significant cognitive disability and is eligible to receive instruction based upon alternate academic achievement standards and participate in the KY
• Alternate Assessment as indicated above.
• All data sources referenced can be verified with supporting documentation. Yes___ No___
• Supporting Comments (required):

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

​

Documentation

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

1. The ARC reviewed and completed the Learner Characteristics Inventory (LCI) for the individual student? (See LCI attachment below) Yes No

​

2. Is receptive and expressive communication addressed in the IEP? Yes No

​

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Documentation

​

• Stop Here if the ARC has not reviewed or completed the LCI. The ARC must complete the LCI (below) before completing this documentation form. If student is found eligible, an ARC must convene to develop a (or review current) communication plan as part of the student’s IEP.
• If Yes to both. Continue with documentation form below. Learner Characteristics Inventory (required)
• Date:
• Individual Education Program (required)
• Date

ADDITIONAL COMMENTS SECTION

• ADDITIONAL COMMENTS HERE

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Learner Characteristic Inventory Must be Completed

​

• 1.Student’s primary IDEA disability label (Select from list.)

​

​

• 2. Is your student’s primary language a language other than English?

Yes

No

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

3. What is the student’s primary classroom setting?

​

• Special school
• Regular school, self-contained special education classroom, some special inclusion (students go to art, music, PE) but return to their special education class for most of school day.
• Regular school, primarily self-contained special education classroom, some academic inclusion (students go to some general education academic classes (such as reading, math, science, in addition to specials) but are in general education classes less than 40% of the school day).

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

�3. What is the student’s primary classroom setting? Continued�

• Regular school, resource room/general education class, students receive resource room services, but are in general education classes 40% or more of the school day.
• Regular school, general education class inclusive/collaborative (students based in general education classes, special education services are primarily delivered in the general education classes) – at least 80% of the school day is spent in general education classes

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

�4. Expressive Communication (check best description) �

• Uses symbolic language to communicate: Student uses verbal or written words, signs, Braille, or language-based augmentative systems to request, initiate, and respond to questions, describe things or events, and express refusal.
• Uses intentional communication, but not at a symbolic language level: Student uses understandable communication through such modes as gestures, pictures, objects/textures, points, etc., to clearly express a variety of intentions.
• Student communicates primarily through cries, facial expressions, change in muscle tone, etc., but no clear use of objects/textures, regularized gestures, pictures, signs, etc., to communicate

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

Learner Characteristic Inventory

• 5. Does your student use oral speech to communicate? (student uses his/her vocal cords to produce words)

Yes No

​

• 6. Does your student use an augmentative communication system in addition to or in place of oral speech?

Yes No

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

7. Receptive Language (check the best description) �

• Independently follows 1-2 step directions presented through words (e.g. words may be spoken, signed, printed, or any combination) and does NOT need additional cues.
• Requires additional cues (e.g., gestures, pictures, objects, or demonstrations/models) to follow 1-2 step directions.
• Alerts to sensory input from another person (auditory, visual, touch, movement) BUT requires actual physical assistance to follow simple directions.
• Uncertain response to sensory stimuli (e.g., sound/voice; sight/gesture; touch; movement; smell).

​

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

8. Motor (check the best description) �

• No significant motor dysfunction that requires adaptations.
• Requires adaptations to support motor functioning (e.g., walker, adapted utensils, and/or keyboard).
• Uses wheelchair, positioning equipment, and/or assistive devices for most activities.
• Needs personal assistance for most/all motor activities.

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

9. Engagement (check the best description) �

• Initiates and sustains social interactions.
• Responds with social interaction, but does not initiate or sustain social interactions.
• Alerts to others.
• Does not alert to others.

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

10. Health Issues/Attendance (check the best description)

​

• Attends at least 90% of school days.
• Attends approximately 75% of school days; absences primarily due to health issues.
• Attends approximately 50% or less of school days; absences primarily due to health issues.
• Receives Homebound Instruction due to health issues.
• Highly irregular attendance or homebound instruction due to issues other than health. ( Home Placement as H/H is for health reasons.)

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

11. Reading (check the best description) �

• Reads fluently with critical understanding in print or Braille (e.g., to differentiate fact/opinion, point of view, emotional response, etc.).
• Reads fluently with basic (literal) understanding from paragraphs/short passages with narrative/informational texts in print or Braille.
• Reads basic sight words, simple sentences, directions, bullets, and/or lists in print or Braille.
• Aware of text/Braille, follows directionality, makes letter distinctions, or tells a story from the pictures that is not linked to the text.
• No observable awareness of print or Braille.

​

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS

12. Mathematics (check the best description) �

• Applies computational procedures to solve real-life or routine word problems from a variety of contexts.
• Does computational procedures with or without a calculator.
• Counts with 1:1 correspondence to at least 10, and/or makes numbered sets of items.
• Counts by rote to 5.
• No observable awareness or use of numbers.

NO PORTION OF THIS DOCUMENT IS TO BE SEEN OR REPRODUCED WITHOUT THE EXPRESS WRITTEN PERMISSION OF TERESA T. COMBS