If listening to a reader is the normal mode through which the student is presented regular print materials, reading assessments may be read to a student on the premise that the intent of reading is to measure comprehension. This shall be documented on the student’s IEP or 504 Plan.  Instruction related to reading performance shall not be replaced by accommodations or modifications or both.

In order for the use of a reader to be allowed during the state-required assessments, the ARC or 504 Committee shall have considered under what conditions a student will use a reader on a routine basis during instruction.  The committee shall address the following:

Will the student use a reader for all print materials?  

Will the student use a reader only when reading content material written on his age appropriate grade level?  

Will the student use a reader when receiving direct instruction in the acquisition of reading skills and strategies?

Will the student use a reader only when reading under time constraints?  

On-demand tasks (i.e., open-response items, multiple-choice questions, and writing prompts) may be read to students under the following conditions:

the student has a verified disability which significantly impacts the area of reading;  

the student’s IEP includes specific goals and objectives and specially designed instruction related to reading or describes supplementary aids and services (e.g., large-print or Brailled text, tape recorders, assistive or adaptive technology) necessary for the student to access, be involved in, and progress through the general education curriculum;  

the student’s 504 Plan includes intervention strategies and modifications that address reading;  

evaluation information supports the need for intervention and accommodations in the area of reading; and  

the student’s IEP or 504 Plan documents the use of a “reader” to gain information and meaning from print material as part of the student’s regular instructional routine.  A “reader” shall not be a replacement for reading instruction or assistive or adaptive technology.

A “reader” shall not inappropriately impact the content being measured.

A “reader’s” responsibilities shall be consistent with accommodations described in the student’s IEP or 504 Plan.  The role of the “reader” described below shall be considered in the context of the student’s IEP or 504 Plan and how the student reads routinely for instructional activities and classroom assessments.

The “reader” shall: 

read the directions, prompts, situations, passages, and stories as written unless the student meets the criteria outlined in this document for “paraphrasing.” The “reader” shall follow the rules for “paraphrasing”;   

not use information to lead the student to specific information needed for answering the open-response items or multiple-choice questions;   

reread the directions, prompts, situations, passages, and stories, only if specifically requested by the student; and

 

not point out parts of the task, questions, or parts skipped by the student.

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Scribes

The Admissions and Release Committee or 504 Committee shall consider under what conditions a student will use a scribe on a routine basis during instruction.  The ARC or 504 Committee shall address the following:

Will the student use a scribe only for prewriting activities while the student brainstorms ideas?

Will the student use a scribe only when instructional activities, including classroom assessments, involve a time constraint?

Will the student use a scribe only when instructional activities and classroom assessments in content areas require written responses?

Will the student use a scribe for all instructional activities and classroom assessments that require written responses?  

A “scribe” may be used for the state-required Assessment when:

a student has a verified disability (e.g., specific learning disability, traumatic brain injury, physical disability, autism, mild mental disabilities, emotional-behavioral disabilities) which significantly impacts the student’s written expression or basic writing skills, or a physical disability which impedes the motor process of writing;

the student’s IEP includes specific goals, objectives, and specially designed instruction related to writing or describes supplementary aids and services (e.g., Braille writers, communications boards, tape recorders, assistive technology, notetaker, scribe) necessary for the student to access the general education curriculum; or the student’s 504 Plan includes intervention strategies and modifications addressing written expression;

the student uses a “scribe” as part of the student’s regular instructional routine to communicate information and knowledge;

evaluation information supports the need for intervention and accommodations in the area of writing;

the student’s IEP or 504 Plan documents the use of a “scribe” as part of the student’s regular instructional routine; and

a scribe is not being used as a replacement for writing instruction or assistive or adaptive technology.

Two examples of students who may need scribes include:

1)     A student is able to print, use cursive techniques, or use technology; however, the student’s written expression deficit is so severe that the student cannot translate thoughts into written language even though the student can express thoughts orally.  This is a very rare situation in which such students cannot recognize written words or make sound-symbol associations.

2)     A student can write, but writes very slowly and the time constraint of instructional on-demand tasks will inhibit the student’s ability to produce the required product.  In such case, the evaluation data shall document the writing fluency deficit (e.g., rate of writing).

A “scribe” shall not be used for the state-required Assessment if one of the following conditions is present:

a student does not have a verified disability (e.g., specific learning disability, traumatic brain injury, physical disability, autism, mild mental disabilities) which significantly impacts written expression or a physical disability which impedes the motor process of writing;

a student has the ability to translate thoughts into written language and is motorically able to print, use cursive techniques, or use technology (e.g., word processor; typewriter, augmentative communication device);

the student is able to produce the product, but the product would be better if it were scribed (i.e., to enhance written products); or

the student has a motoric physical disability or severe disability in the area of written expression, but is able to use appropriate technology or assistive or adaptive technology to respond to the task independent of a “scribe”.

Technology and natural supports shall be used prior to the more intrusive process of using a “scribe” and these strategies should be provided in the normal course of instruction.

A “scribe” shall not inappropriately impact the content being measured.  A “scribe’s” role shall be 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 thoughts and knowledge.  At no time shall a student’s ideas, revisions, or editing be characterized as teacher-, peer-, or parent-authored.  In all components of the state required Assessment, a student  shall be the sole creator, author, and owner of his work.  A “scribe” shall record student responses consistent with accommodations described in the student’s IEP or 504 Plan for instructional activities and classroom assessments.

Even if a “scribe” is being appropriately used, instruction shall be routinely provided in the content appropriate for the student’s age level peers.

Specific Test Components - Role of Scribe:

Multiple-choice Questions

If a “scribe” is used to assist students with completing multiple-choice items, the “scribe” shall merely record the answer selected by the student.  Generally, only students who have physical limitations who are unable to respond to classroom test items by marking answer documents shall use a “scribe.”

Portfolios

When a “scribe” is needed for portfolio development, the “scribe” records what the student dictates word-for-word.  The “scribe” shall format, capitalize, and punctuate the student’s writing as directed by the student or with whatever punctuation seems to best reflect the student’s verbal flow of ideas.   For example, rising inflection at the end of a spoken phrase shall be indicated by a question mark.  Similarly, a pause following the statement of a complete idea shall be indicated by a period.  The “scribe” shall do his best to punctuate the student’s phrases as they are spoken, without undue deliberation and without subsequent correction.  The work of a “scribe” shall accurately reflect the text being dictated by the student.  The scribe may also ask the student to spell specific words, indicate words to capitalize, and where to use punctuation. The “scribe” shall not correct grammar, run-on sentences, or organization of the student’s ideas.

During conferencing the teacher may ask the student to read his work aloud or the teacher may read the student’s work aloud to determine what changes the student thinks are necessary.  The “scribe” shall give the written product to the student to revise and edit. The teacher may ask the student questions. However, the student, as the writer shall decide what to add and delete, how to elaborate and extend ideas, connect his thoughts and clarify purpose, audience, meaning, content, and organization.  A student may revise and edit his pieces using technology or manual writing (cursive or printing), or may dictate revisions and edits to the “scribe.”

 Since portfolio entries are developed over time as an integral part of instruction, students receiving specially designed instruction and related services as described in an IEP or interventions and accommodations described in a 504 Plan shall be writing as part of their normal course of instruction.  This shall include writing across content areas (e.g., mathematics, science, social studies, arts and humanities, language arts, practical living/vocational studies).

 When a “scribe” is needed for assisting students with open-response items, the scribe shall write what the student dictates.  Since the purpose of the open-response items is to assess the application of knowledge in the content areas, the “scribe” may record the student’s responses using correct spelling, punctuation, and capitalization.  The “scribe” shall not correct grammar, run-on sentences, or organization of the student’s ideas.

On-Demand Writing

When a student needs a “scribe” to address on-demand writing, the “scribe”  shall write what the student dictates. The “scribe” shall follow the directions for use of a “scribe” for portfolios.  The “scribe” shall not provide instruction or conference with the student during the on-demand writing prompt.  The “scribe” shall not correct grammar, run-on sentences, or organization of the student’s ideas.

Local districts and schools shall decide who may be a “scribe” or a “reader” for state-required Assessment. Although peer tutors are used frequently during instruction, they shall not be used for open-response items, on-demand writing prompts, and multiple-choice items due to the requirements of the Ethics Code (703 KAR Chapter 5) and confidentiality (KRS 160.700 et seq.).  

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Paraphrasing

Teaching a student to use paraphrasing strategies, which are used to restate printed text or oral communication using other words or forms putting printed text and oral communication into his own words, shall be appropriate instruction for a student who has a difficult time understanding and remembering reading material, oral and written questions, and oral communication such as conversations and oral directions. The instructional goal shall be to provide the student with a repertoire of strategies to use independently.  The ARC or 504 Committee shall consider under what conditions a student will use paraphrasing strategies on a routine basis during instruction. 

On-demand tasks (i.e., open-response items, multiple-choice questions, and writing prompts) may be paraphrased under the following conditions:

the student’s disability impacts his understanding and memory of written materials, or if a student has a severe receptive language or listening comprehension deficit which impacts the student’s ability to process oral language;  

the student’s IEP includes specific goals and objectives and specially designed instruction related to reading comprehension, language, listening comprehension or describes supplementary aids and services and accommodations necessary for the student to access the general education curriculum (i.e., participation in the regular education program), or the student’s 504 Plan includes intervention strategies and modifications addressing these areas.    

the student’s IEP or 504 Plan documents the use of paraphrasing as part of the student’s regular instructional routine; and

the student uses a “paraphraser” as part of the student’s regular instructional routine to gain information and meaning from print material.  A “paraphraser” shall not be a replacement for reading, listening, or oral communication instruction or assistive or adaptive technology.

Paraphrasing for the state-required Assessment and Accountability Programs shall be consistent with classroom instruction and includes:

repeating or rephrasing the directions, prompt, or situation.  This shall include breaking directions and sentences into parts or segments or using similar words or phrases, but shall not include defining words or concepts or telling a student what to do first, second, etc.  Stories (reading passages) and content passages may not be paraphrased.

A “paraphraser” shall not inappropriately impact the content being measured.  

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Use Of Technology And Special Equipment

The ARC or 504 Committee shall consider under what conditions a student may use technology on a routine basis during instruction.  During the state-required Assessment, a student with a disability may use special equipment, including assistive or adaptive technology described in the student’s IEP or 504 Plan,  which is part of the student’s regular instructional routine, such as:

Amplification equipment;

Noise buffers;

Magnifying devices;

Non-calibrated rule or template;

Communication boards or devices;

Word processors;

Talking calculators;

Speech Synthesizer;

Speech Recognition Software;

Close-captioned or video materials;

Audiotaped directions;

Cranmer Abacus;

Text-talk converters;

Auditory trainer;

Electronic dictionaries; and

Braille writers.

If the use of special equipment (e.g., talking calculators, electronic dictionaries) during the state-required Assessment would influence the performance of another student, then the assessment shall be administered to the student in an alternative setting.

If it is necessary for a student with special needs to complete written work (including responses to test items) on a computer and this accommodation is noted on a student’s IEP or 504 Plan, and if this procedure is routinely used in the student’s regular instructional program, it may be used when responding to open-response questions while participating in the state-required Assessment.  This use of technology shall be subject to the following:

1.   A template must be prepared, in advance of the beginning of the on-demand assessment, in the appropriate word-processing program for the student’s use.  This template shall include, as a header at the top of each page, the words “APPENDIX A: STUDENT RESPONSE PAGE” and the date of the assessment administration.  Following those words, the header for each page shall include space for the:

student name;

name of the school district; 

lithocode number from the student’s Student Response Booklet;  

name of school; 

name of the content area test being taken; and  

question letter or number.

2.  A student’s response to one or more open-response questions shall not be saved to the hard drive of the computer where the student is working.  

3. A student’s response to one or more open-response questions shall not be saved to any part of a computer network to which the student’s computer may be attached.

4. The student’s responses to all open-response questions shall be saved directly and only to a diskette (3.5 inch or 5.25 inch as appropriate for the computer being used).

5.  After the student completes work on a testing session, the following steps shall be taken immediately (i.e., with absolutely no break in time after the student completes work):

The responses completed by the student during that testing session shall beprinted.

The printed responses shall be placed into the student’s Student Response Booklet.

The diskette upon which the student’s responses to the open-response questions from that testing session were saved shall be securely stored until the next testing session for that student.

The student’s Student Response Booklet shall be securely stored until the next testing session for that student.

The computer upon which the student was working shall be logged off of any network to which it was attached and completely powered down to ensure that all trace of the student’s work which may have been saved in a temporary file has been eliminated.

6.     When the Student Response Booklet is submitted to the testing contractor for scoring, the diskette (blank and reformatted) shall be submitted as well.  The diskette shall be physically destroyed by the testing contractor.

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Extended Time

Students with disabilities who have IEPs or 504 Plans that stipulate extra time is needed to complete assessments shall be allowed extended time to complete items on state-required tests as long as extended time is an accommodation for assessments and completion of assignments as part of their daily instructional routine.  To warrant additional time on the state-required Assessments, students shall be making constructive progress on completing their responses and the school shall provide proper supervision to maintain an appropriate assessment atmosphere. 

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Reinforcement And Behavior Modification Strategies

Students with disabilities who have IEPs or 504 Plans that stipulate the use of reinforcement or behavior modification strategies (e.g., points for being on task or testing in a separate location outside the regular classroom), and the use of such strategies are implemented during routine instruction, may use these strategies on the state-required Assessment. 

If behavior modification strategies are not stipulated in a student’s IEP or 504 Plan, they still may be implemented for a student who displays aggressive or disruptive behavior during testing.  They shall be administered in the best interest of the student and other students who may be impacted by the behavior.  If school staff decide to administer the assessments to the student in a separate location, all standards for appropriate test administration and security shall be maintained.  If a student is not making progress in completing the assessment items and the student’s behavior impacts the performance of other students, then school staff may remove the student from the assessment situation as they would a student without disabilities.  If the test the student is being administered is part of the accountability program, the school shall receive a novice score for the student for the unfinished content area of the assessment and the student’s score is included in calculating the school’s accountability index.

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Manipulatives

Manipulatives may be used to complete the state-required tests and the development of portfolios if they are a strategy used by the student to solve problems routinely during instruction and the use of manipulatives is described in the student’s IEP or 504 Plan or manipulatives are provided as part of the prompts for the state-required Assessments.  However, the student shall not be encouraged to use manipulatives if the student has not initiated their use.

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Prompting or Cueing

The ARC or 504 Committee shall consider under what conditions a student will use prompting and cueing on a routine basis during instruction.  If a student uses a cue card or other strategy on a daily basis during instruction as stipulated by the student’s IEP or 504 Plan, (e.g., edit or revision checklist, nmenomic device, formulas), the student may use the cue card or strategy during the state-required Assessment.  The teacher shall not point out the steps. The use of these strategies and guides for assessment shall be student initiated and not teacher initiated.  Teachers shall not provide the student with content information needed to address test questions. 

On rare occasions, due to the nature of a disability, an individual student may need a verbal or non-verbal cue begin a task or to refocus on the task.  Over time, these cues shall be phased out as the student learns self-cueing strategies since the goal is for the student to become more self-reliant and independent.  If these strategies are described in the student’s IEP or 504 Plan and are used in daily instruction, then the student may use them for the state-required Assessment.  Student evaluation information and the student’s present level of performance shall support the need for these strategies.

The teacher shall not draw figures, suggest leading sentences, or provide content during the administration of the state required standardized assessment.

During “conferencing”, the teacher may guide instruction as part of guided practice using strategies such as prompting, cueing, explaining, and restating questions. Teachers may show students with disabilities using technology how to move margins, paragraphs, etc., when creating portfolio entries as part of the instruction to learn word processing skills.  However, only the student shall indicate where to move paragraphs, sentences, words and margins.

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Interpreters

The state-required tests may be signed (i.e., translated to the student in sign language) for students with disabilities under the following conditions:

the student has a verified disability in the area of hearing to the degree that the student’s development of language (i.e., receptive and expressive) is significantly impacted or the student uses sign language as the normal mode of communication due to his disability;

the student’s IEP includes specific goals and objectives and specially designed instruction related to reading, communication and language development or describes supplementary aids and services (e.g., American Sign Language, communications boards, tape recorders, assistive or adaptive technology) necessary for the student to access the general education curriculum; or the student’s 504 Plans includes intervention strategies and modifications that address written expression;

evaluation information supports the need for the interventions and accommodations;

the student’s IEP or 504 Plan documents that printed materials and oral communication used in daily instruction are typically “signed” to the student as part of specially designed instruction or supplementary aids and services necessary for the student to access and be involved and progress in the general education curriculum (i.e., participation in the regular education program); and

“signing” is used as part of the student’s regular instructional routine to gain information and meaning from print material and oral communication.

“Signing” shall not be a replacement for technology or reading instruction.

The interpreter shall not indicate correct answers to test items.  For example, interpreters shall not define words for students, provide content, or teach vocabulary or concepts during the on-demand writing, open-response, or multiple-choice assessments.

Interpreters who are also scribes shall follow the policies on scribing outlined in this document.  For example, American Sign Language does not have signs for articles, therefore the interpreter shall not insert articles in the student’s writing pieces.