As a parent of a child with special needs, understanding the various assessments and educational tools available can be overwhelming. Kentucky's Alternate Summative Assessment (AKSA) is designed to meet the unique needs of students with significant cognitive disabilities. This blog aims to provide a clear and easy-to-read overview of key terms and common questions surrounding the AKSA.
Important Terms to Know
- Accommodation: Changes in materials or procedures that help students access instruction and assessments without altering the intent of what is being taught.
- Adaptations: Specific changes made to meet individual student needs, such as using head pointers or enlarged pictures.
- Adaptive Behavior: Essential behaviors that enable someone to live independently and function safely in daily life.
- Admissions and Release Committee (ARC): A team that includes parents, teachers, and other educational professionals who make decisions about a child's educational program.
- Alternate Achievement Standards: Expectations of performance that differ in complexity from grade-level standards but are aligned with state academic content standards.
- Assistive Technology: Tools and strategies used to assist students in developing and participating in meaningful academic and social activities.
Frequently Asked Questions
1. What is the Alternate Kentucky Summative Assessment (AKSA)?
The AKSA serves students with the most significant cognitive disabilities, offering an alternative means of participation in Kentucky's statewide assessment. It allows for greater adaptations and modifications to meet student needs.
2. Who is assessed?
Students in grades 3 through 12 with significant cognitive disabilities who meet the Kentucky Alternate Assessment Participation Guidelines will participate in the AKSA.
3. Which grade levels are assessed on the AKSA?
The alternate assessment includes:
- Attainment Tasks: Performance events assessing tasks in Reading (Grades 3-8, 10), Mathematics (Grades 3-8, 10), Science (Grades 4, 7, 11), Social Studies (Grades 5, 8), and Writing (Grades 5, 8, 11).
- Transition Attainment Record: Measures academic skills needed for transition in reading, mathematics, and science at grade 11.
4. Who decides if my child will participate in an alternate assessment?
The ARC determines how students with disabilities will participate in state and district assessments, including whether they will take the alternate assessment.
5. How is the decision made by the ARC?
The ARC uses the Kentucky Alternate Assessment Participation Guidelines Documentation Form to analyze student information and determine eligibility based on specific criteria and supporting data.
6. When does the ARC make the decision?
The ARC meets annually to review and revise the student's Individual Education Program (IEP) and determine assessment participation.
7. Once an ARC determines a student is eligible to participate in the alternate assessment, is the decision final?
No, the ARC can reconvene if new data emerges or changes occur, potentially altering the student's participation eligibility.
8. Why is my child working with the same content as children who do not have a disability?
Federal laws ESSA and IDEA require high expectations and access to the general curriculum for all students, including those with significant cognitive disabilities.
9. Why must my child be assessed on the same grade-level content standards as students who do not have an identified disability?
ESSA and IDEA ensure that all students, including those with significant cognitive disabilities, are held to high academic standards and have access to the general curriculum.
10. Doesn't my child's IEP determine what they learn at school?
The IEP ensures that your child receives a free and appropriate public education (FAPE) by outlining specially designed instruction and necessary supports to access the general curriculum.
11. Does the alternate assessment limit the help that my child receives?
No, the alternate assessment allows for necessary supports during instruction and assessment to help students learn and work independently to the greatest extent possible.
12. Is my child allowed to use any modifications on the alternate assessment?
Yes, students can use supports such as modifications, adaptations, and assistive technology during instruction and assessment, as long as they do not directly guide students to the correct answer.
13. How are accommodations for my student on the alternate assessment determined?
The ARC determines accommodations based on individual needs, ensuring they reflect what the student has learned from the general curriculum and are documented in the IEP.
14. Can my child receive a regular high school diploma if they participate in the alternate assessment?
Participation in the alternate assessment does not preclude a student from attempting to meet the requirements for a regular high school diploma, although they may receive an Alternative High School Diploma if unable to meet those requirements.
15. When will my child work on functional (life) skills listed on the IEP?
Functional skills can be embedded in academic instruction. If they cannot be taught within academic instruction, time should be set aside as necessary.
16. What happens if it is determined that my child needs to stay at a grade more than one year?
The student must be recorded in that grade again and participate in the grade-level alternate assessment again.
17. Where can I find more information on the Kentucky Alternate Assessment Participation Guidelines?
More guidance can be found in the Guidance for Admissions and Release Committees (ARCs) on Participation Decisions for the Kentucky Alternate Assessment document located on the Participation Guidance page.
For more information, please follow this link.
