GRREC: Serving Educators in South Central Kentucky for over 50 years.

230 Technology Way

Bowling Green, KY  42101

Telephone: 270-563-2113

Fax: 270-563-2208

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Special Education

Alternate Assessment

 

 

The Kentucky Alternate Assessment Program was developed in 1990 as a result of the Reform Act of 1990 to provide schools and programs with a valid and reliable means of assessing the instruction provided to students with moderate and significant disabilities (i.e., for the less than 1% of the total student population for whom traditional assessments would be an inappropriate measure of progress). The program modification in 2011 removed the portfolio and applied attainment tasks for all content areas. The transition attainment record remained in place for students in grades 8, 10 and 11.

These assessments continue to meet federal requirements for the No Child Left Behind Act (NCLB) and Individuals with Disabilities Education Improvement Act (IDEIA). Alternate K-PREP is based upon two components: Attainment Tasks (AT) and the Transition Attainment Record (TAR). These components play vital roles in the assessment of the individual student and are included in the school and district's overall Accountability Index.

Attainment Tasks (AT) Attainment tasks are performance events that require students to complete a task, working step by step as directed by the teacher. Transition Attainment Record (TAR) The Transition Attainment Record is a checklist which evaluates the student’s readiness in reading, mathematics and science.

For further information, refer to KDE website for Alternate K-PREP

NOTE: Specific resources on KDE Website above:

Alternate K-PREP Trainings

Alternate K-PREP aligned to KAS Standards

Adminstration Guide

Resource Guide

Alternate K-PREP AAAF

Released Test 

Alternate Work Sample Q & A

Behavior

Nearly 1 in 5 young people has a diagnosable mental, emotional or behavioral disorder.  Improving successful academic and social outcomes for these students necessitates an effective Interconnected Systems Framework of PBIS and Mental Health for all students, as well as specialized student programming.   As a consultant, my primary role is to provide coaching, training and technical assistance to individual teachers and school teams in behavioral supports.

English Language Arts

The GRREC Special Education ELA consultants work with P-12 co-teaching teams; special education, ELA, and content teachers; library media specialists; technology specialists; and instructional coaches serving students with special needs in member districts. In planning and delivering professional learning and coaching for teachers, school and district teams, the ELA consultants are responsive to the specific needs of each group, taking into account diversity in population, socioeconomic statuses, and district initiatives. The goal is to support educators in implementing evidence-based strategies and techniques that will allow all students to have access to quality education.


Initiatives:

Primary Literacy Academy

Intermediate Literacy Academy

Structured Literacy with a Multi-Sensory Approach

Explicit Instruction

Thinking Routines for Cognitive Engagement

LDC: Literacy Design Collaborative

Language and Mechanics: Grammar in Context

Foundational Writing

Writing in Middle and High Schools

Text Sets and Book Baskets

Effective Feedback

Vocabulary Instruction and Acquisition

Mathematics

The GRREC Special Education Mathematics Team works with educators and leaders to increase opportunities for all students, including students with disabilities, to grow their abilities to think mathematically and problem solve. Training and coaching opportunities are customized in response to the individual needs of the students, teachers, schools, or districts and are connected to one or more of the following components of effective mathematics instruction: the culture of learning in mathematics classrooms including growth mindset, attitudes toward math, and perseverance during challenges; the 8 Mathematics Teaching Practices (National Council for Teachers of Mathematics); the 8 Student Standards for Mathematical Practice (Kentucky Academic Standards); the mathematics content standards (Kentucky Academic Standards); and the development and execution of rich tasks that help students develop a conceptual understanding leading to procedural fluency. Our primary goal is to partner with special education teachers, general education teachers, interventionists, support staff, building leaders, and district leaders to develop learning opportunities that empower EVERY student, with an emphasis on implementing evidence-based instructional strategies that support gap closure and address the needs of students with disabilities or other factors that may be barriers to learning.

 

Initiatives:

Conceptual Building Blocks Academy- Elementary School

Conceptual Building Blocks Academy – Middle School

Conceptual Math Trainings including Number Talks, Fluency, Using Math Tools to Enhance Learning and other topics as needed

Growth Mindset (math-specific or non-math/schoolwide)

Office of Vocational Rehabilitation (OVR)

 

Office of Vocational Rehabilitation (OVR)- funded through the Workforce Innovation and Opportunity Act (WIOA) allows for the provision of a variety of transition opportunities for high school students with special needs ages 14-21 in the five pre-employment transition areas: job exploration, work-based learning opportunities, post-secondary counseling, workplace readiness training, and instruction in self-advocacy. Our goal is to assist in the preparation and  successful transition of students in the region when graduating high school.

Positive Behavioral Interventions & Supports (PBIS)

 

Positive Behavioral Interventions & Supports (PBIS) is a framework or proactive approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students. Implementation of PBIS helps create a safe, predictable, and positive school climate. My primary role, as consultant, is to provide training, coaching, and support to member districts implementing the multi-tiers of PBIS. I lead schools in data-based decision making and provide technical assistance.