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					2006-2007 TCAP-Alt


Portfolio Training
TCAP-Alt Participation Guidelines




   Note: Systems will be required to submit to the State cognitive and
   adaptive scores for all students participating in the Alt Assessment.
The Student Meets TCAP-Alt
Participation Guidelines….

   The IEP must determine what
    assessment is most appropriate for
    the student.

       General Assessment with
        accommodations
       TCAP-Alt Out-Of-Level Assessment
       TCAP-Alt Portfolio Assessment (PA)
TCAP-Alt and AYP

   Most students who participate in
    alternate assessment under the 1%
    guidelines from the USDOE will
    participate in portfolio assessment.
          Out-of-level offered as an option, but
           students do not count as participants
           for AYP purposes.
Out-of-Level Assessment
   December 9, 2003 guidance states that out-of-level
    assessments may be used IF they meet the following
    three criteria:

       The State must use a documented and validated
        standards-setting process. Achievement standards
        must be set for individual grade levels or for grade level
        clusters. At this point, alternate achievement levels for
        our out-of-level assessments span the range of 3-11. We
        do not have standards for individual grades or grade
        clusters.
       The achievement standards must be aligned with the
        State’s academic content standards, promote access
        to the general curriculum, and reflect professional
        judgment of the highest achievement standards.
        Our out-of-level assessments are not currently aligned
        with academic content standards.
       Scores of students with the most significant
        cognitive disabilities who take an out-of-level
        assessment must be included in the 1% cap.
Out-of-Level Assessment
   NCLB REPORTING (ACCOUNTABILITY)
    In order to ensure compliance of Tennessee’s
    alternate assessment program with NCLB
    requirements, the use of out-of-level assessments
    may not be counted for participation for AYP
    calculations. While the use of out-of-level
    assessments is an option under TCAP-Alt for 2006-
    2007, systems must be aware that students
    participating in out-of-level assessments will
    automatically be counted as “Non-
    Participants” for AYP purposes.
   IDEIA REPORTING (FAPE)
    It should be noted that out-of-level assessments
    may be reported to the Office of Special Education
    Programs (OSEP) for the purpose of meeting
    participation requirements of IDEIA (ALL students
    must be included in state- and district-mandated
    assessments).
What’s Happening with the 2% assessment?


    State Department anticipates receipt of
     guidelines regarding 2% assessment
     from USDOE in late fall.

           waiting for further federal guidance on
            development of “Modified Achievement
            Standards” for students with persistent
            academic disabilities
What Does TN’s Alternate Assessment
Program Look Like Now?



   Alternate                    General
   Assessment                   Assessment

   Alternate Achievement        Regular Achievement
   Standards                    Standards

   1%  - Students with the     Majority of Students
   most significant cognitive   with Disabilities
   disabilities
                                All   Nondisabled Students
   What Will TN’s Alternate Assessment
   Program Look Like in 2007-2008?

Alternate             Alternate          General
Assessment            Assessment         Assessment



Alternate             Modified           Regular
Achievement           Achievement        Achievement
Standards             Standards          Standards

1% - Students with 2%- Students        Majority of
the Most Significant   with Persistent   Students with
Cognitive Disabilities Academic          Disabilities
                       Disabilities
                                         All Nondisabled
                                         Students
How is it Different?
PORTFOLIO ASSESSMENT:

 Evidence Sheet standardized. Use of State form required.

 Graphing Sheets standardized. Use of State forms required.

 School psychologist must indicate agreement that student has
  significant cognitive disability.

 Reduced number of data collection occurrences.

 Elimination of content entry table of contents. (One table
contents at beginning of portfolio.)
How is it Different?
Changes to the Participation Guidelines
   School Psychologist to indicate agreement or lack of agreement
    that student has a significant cognitive disability.
        ALERT: EVERY SYSTEM WILL BE REQUIRED TO SUBMIT
         EVIDENCE OF COGNITIVE AND ADAPTIVE SCORES FOR EVERY
         STUDENT PARTICIPATING IN AN ALTERNATE ASSESSMENT.

   Student Safeguards
        Addition of ruling out Other Health Impairment as primary reason for
         participation. (2005-2006 school year)

        Addition of ruling out developmental disabilities as primary reason for
         participation. (2006-2007)

        The decision for TCAP-Alt participation is based on the needs of
         the student. It is not based upon anticipated impact on
         system/school performance scores.

        The decision for TCAP-Alt participation is an IEP Team decision
         based upon the needs of the student. It is NOT an
         ADMINISTRATIVE DECISION.
       How is it Different?
   Revised Rubrics
          Reduction in number of data occurrences.
          Further clarification of rubric

   Standardized Evidence Sheet
          STATE PROVIDED FORM MUST BE USED OR A SCORE
           OF ZERO WILL BE GIVEN TO THE PORTFOLIO.
          Must always be completed by the teacher
          More of a narrative document
          No acronyms allowed
          Persons signing portfolios must indicate general
           education or special education
          Definition of peer revised to be more inclusive
          Greater clarification of choices offered and made
          Settings must be labeled as general education or
           special education
My student meets TCAP-Alt Participation Guidelines and the
IEP Team decided the most appropriate assessment is the
Portfolio. How do I get started?

  1.   Obtain a copy of the CURRENT TCAP-Alt Teacher’s
       Manual. Do NOT use last year’s manual.
  2.   Determine the content areas assessed for the
       student’s assigned grade level. (Tables 1 and 2)
               Grades K-2: PA entries correspond with any system level
               assessments
               Grades 3-8: Math, Science, Reading/Language Arts, Social
                Studies
                Grades 5 and 8: Writing Assessment
                        If taking Out-of-Level - TCAP-Alt Writing Assessment
                        If Portfolio Assessment – included
               High School:
               Math and Science- Corresponds to Gateway Algebra and
               Gateway Biology must be given prior to exiting grade 12.
               Reading/Language Arts - Corresponds to Gateway English
               and Writing Assessment) must be given in grade 11
               Note: No assessment mandated in Grade 12 UNLESS, the
               high school student has not been administered the required
               assessments at the previous grade levels. (Opportunity to
               make-up assessments at any high school grade level.)
A Reminder About High School Students…

    ALL students must be assessed in the areas of English
    (Reading/Language Arts), Mathematics, and Science
    at the high school level.


    If the student does not meet current TCAP-Alt
    Participation Guidelines, then IEP Team must
    determine when – not if - Gateway Assessments will
    be administered.
How Do I Get Started?

3.   Determine appropriate rubric needed for the
     student and review.
           Is the student homebound?



             Does s/he attend school on an
              abbreviated schedule?

             Does s/he have excessive medically
              related absences?

             Did s/he transfer into the system after
              December 31?
                                                   2006-2007 TCAP-Alt Rubric
   Dimension scoring progresses linearly from left to right with each successive cell showing all the characteristics of the one preceding it. Minimum
                                            requirements indicated must be met to obtain points above 0.

DIMENSIONS                      10 Points                          20 Points                             30 Points                              40 Points                            50 Points

                        Content Standard(s) is/are        Content Standard(s) with             One Content Standard with a            Two different Content Standards      Three different Content Standards
                        stated, but not related to        activity(ies) related to Alternate   minimum of 1 activity related to the   with a minimum of 1 activity         with a minimum of 1 activity
                        content area                      Performance Indicator(s) is/are      Alternate Performance Indicator        related to the Alternate             related to the Alternate
                        AND/OR                            evident. Data collection/graphing    evident. At least 15 occurrences of    Performance Indicators per           Performance Indicators per
                        activity(ies) is/are not age      includes less than 15                data collection and graphing           content standard are evident. At     content standard are evident. At
                        appropriate or related to the     occurrences and/or shows no          showing progress documented            least 15 occurrences of data         least 15 occurrences of data
                        content area                      progress.                            throughout the data period. All data   collection and graphing showing      collection and graphing showing
                        AND/OR                                                                 collection is related to the Alt       progress documented throughout       progress documented throughout
  CONTENT               there is at least one graph but                                        Performance Indicator.                 the data period for each Alt         the data period for each Alt
                        no evidence sheet                                                                                             Performance Indicator assessed.      Performance Indicator assessed.
                        AND/OR
                        there is at least one evidence
                        sheet but no graph
                        AND/OR
                        all APIs or all activities are
                        missing.


DIMENSIONS                       4 Points                           8 Points                             12 Points                              16 Points                            20 Points

                        Choice evident, but not age       Choice evidenced, but not            Choice evidenced and related to at     At least 2 types of Choice           At least 3 types of Choice
                        appropriate.                      related to activity.                 least 1 activity.                      evidenced and related to at least    evidenced and related to at least
   CHOICE                                                                                                                             2 activities.                        3 activities.
                                                                                                                                      (See TCAP-Alt Teacher’s Manual       (See TCAP-Alt Teacher’s Manual
                                                                                                                                      for examples of Choice types)        for examples of Choice types)

                                 2 Points                           4 Points                              6 Points                               8 Points                  10 Points
                          (Each Following Dimension)         (Each Following Dimension)             (Each Following Dimension)            (Each Following Dimension)       (Each Following Dimension)
                                                                                                                                                                           *Maximum number of points is
DIMENSIONS                                                                                                                                                                 automatically awarded to students
                                                                                                                                                                           fully included in the general
                                                                                                                                                                           classroom for the Content Area
                                                                                                                                                                           assessed.

                        Support is only special           Natural support evidenced but        Natural support is evidenced in only   Natural support is evidenced in at   Natural support is evidenced in 3
                        education teacher and/or          not connected to activity.           1 activity.                            least 2 activities.                  activities.
  SUPPORTS              assistant directed.



                        Instruction evidenced occurs      Instruction evidenced occurs         Instruction evidenced occurs within    Instruction evidenced occurs         Instruction evidenced occurs
  SETTINGS              only in special education         within multiple settings, 1 of       2 inclusive settings.                  within 3 inclusive settings.         within 4 inclusive settings.
                        settings.                         which is inclusive.

                        Student interactions are          Student interactions with peers      Student interactions with peers are    Student interactions with peers      Student interactions with peers
    PEER                evident only with other           are not related to the Alternate     related to 1 Alternate Performance     are related to 2 Alternate           are related to 3 Alternate
INTERACTIONS            students who meet TCAP-Alt        Performance Indicator assessed.      Indicator assessed.                    Performance Indicators assessed.     Performance Indicators assessed.
                        Participation Guidelines.


                                   For definitions of terms found on this rubric and for additional scoring rules, see the TCAP-Alt Teacher’s Manual.
                                                         2006-2007 Rubric:
                                                                             Content


DIMENSIONS
                    10 Points                        20 Points                         30 Points                          40 Points                           50 Points

             Content Standard(s) is/are       Content Standard(s) with        One Content Standard with a        Two different Content               Three different Content
             stated, but not related to       activity(ies) related to        minimum of 1 activity related to   Standards with a minimum of 1       Standards with a minimum of 1
             content area                     Alternate Performance           the Alternate Performance          activity related to the Alternate   activity related to the Alternate
             AND/OR                           Indicator(s) is/are evident.    Indicator evident. At least 15     Performance Indicators per          Performance Indicators per
             activity(ies) is/are not age     Data collection/graphing        occurrences of data collection     content standard are evident.       content standard are evident.
             appropriate or related to        includes less than 15           and graphing showing progress      At least 15 occurrences of data     At least 15 occurrences of data
             the content area                 occurrences and/or shows no     documented throughout the data     collection and graphing             collection and graphing
             AND/OR                           progress.                       period. All data collection is     showing progress documented         showing progress documented
             there is at least one graph                                      related to the Alt Performance     throughout the data period for      throughout the data period for
  CONTENT    but no evidence sheet                                            Indicator.                         each Alt Performance Indicator      each Alt Performance Indicator
             AND/OR                                                                                              assessed.                           assessed.
             there is at least one
             evidence sheet but no
             graph
             AND/OR
             all APIs or all activities are
             missing.
Content Standard: WRITING
Standard: The Student will develop the structural and creative skills of the writing process necessary to produce written language
that can be read, presented to, and interpreted by various audiences.
         K-2                                         3-5                                    6-8                                       9-12

W.1. Write for a variety of         W.1. Write for a variety of purposes    W.1. Write for a variety of purposes    W.1. Use a variety of pre-writing
purposes                            1. Use writing tools to make marks      1. Use writing tools to make marks      strategies
1. Use writing tools to make        on paper                                on paper                                1. Use writing tools to make marks on
marks on paper                      2. Correctly manipulate a variety of    2. Correctly manipulate a variety of    paper
2. Use writing tools to make        media tools to make marks               media tools to make marks               2. Correctly manipulate a variety of media
marks on paper                      3. Copy from image                      3. Copy from image                      tools to make marks
3. Correctly manipulate a variety   4. Create picture/ symbol/ object to    4. Create picture/ symbol/ object to    3. Copy from image
of media tools to make marks        communicate meaning                     communicate meaning                     4. Create picture/ symbol/ object to
4. Copy from image                  5. Write some letters                   5. Form legible uppercase and           communicate meaning
5. Create picture/ symbol/ object   6. Demonstrate journaling through       lowercase letters by copying a visual   5. Form legible uppercase and lowercase
to communicate meaning              use of pictures and symbols             representation                          letters by copying a visual representation
6. Write some letters               7. Trace or reproduce letters           6. Write uppercase and lowercase        6. Write uppercase and lowercase letters
7. Demonstrate journaling           correctly                               letters legibly from memory             legibly from memory
through use of pictures and         8. Form legible uppercase and           7. Demonstrate journaling through       7. Demonstrate journaling through use of
symbols                             lowercase letters by copying a          use of pictures and symbols             pictures and symbols
8. Trace or reproduce letters       visual representation                   8. Trace or reproduce letters           8. Trace or reproduce letters correctly
correctly                           9. Write left to right, top to bottom   correctly                               9. Write left to right, top to bottom
9. Form legible uppercase and       10.Write words, leaving space           9. Write left to right, top to bottom   10.Write words, leaving space between
lowercase letters by copying a      between letters and words               10.Write words, leaving space           letters and words
visual representation               11.Express an idea with pictures/       between letters and words               11.Express an idea with pictures/
                                    symbols/ objects/ and/or words          11.Express an idea with pictures/       symbols/ objects/ and/or words
                                                                            symbols/ objects/ and/or words          12.Write a sentence, leaving space
                                                                            12.Write a sentence, leaving space      between words
EXAMPLE                                                                     between words                           13.Write an organized, coherent
                                                                                                                    paragraph
ONLY:                                                                                                               14.Write stories, personal accounts from
                                                                                                                    experience, friendly notes, messages, or
FULL                                                                                                                journals
                                                                                                                    15.Write stories with a beginning, middle,
DOCUMENT IN                                                                                                         and end

MANUAL
(pg.19)
    A Note About High School Science
   High school science requirements correspond with
    the TCAP Gateway Biology assessment. Therefore,
    the only Content Area Standard assessed is Life
    Science. For this assessment ONLY, for the
    maximum number of points under Content, 3
    standards under this one Content Area Standard
    must be chosen.

   Example: Content Area Standard-Life Science
              Cell Structure and Function
              Interactions Between Living Things and Their
               Environment
              Diversity and Adaptation Among Living Things
Content Standard: LIFE SCIENCE
Standard: The student will investigate the structure and function of plant and animal cells.
Cell Structure and Function

               K-2                                      3-5                                       6-8                                      9-12

LS.1A. Recognize that living         LS.1A. Recognize that living                LS.1A. Recognize that living            LS.1A. Recognize that living
things are made up of smaller        things are made up of smaller               things are made up of smaller           things are made up of smaller
parts that contribute to the         parts that contribute to the                parts that contribute to the            parts that contribute to the
operation and well being of entire   operation and well being of entire          operation and well being of entire      operation and well being of entire
organisms                            organisms                                   organisms                               organisms
1. Respond to living organisms       1. Respond to living organisms (i.e.,       1. Respond to living organisms (i.e.,   1. Responds to living organisms (i.e.
(i.e., animals, plants, people)      animals, plants, people)                    animals, plants, people)                animals, plants, people
2. Identify plants and animals       2. Identify plants and animals              2. Identify plants and animals          2. Identify plants and animals
3. Indicate appropriate uses of a    3. Identify animal body parts: such as      3. Identify animal body parts: such     3. Identify animal body parts: such as
magnifier                            legs, arms, foot, hand, head, eyes,         as legs, arms, foot, hand, head,        legs, arms, foot, hand, head, eyes,
                                     ears, nose, mouth, and teeth                eyes, ears, nose, mouth, and teeth      ears, nose, mouth, and teeth
                                     4. Identify plant parts such as i.e.        4. Identify plant parts such as i.e.    4. Identify plant parts such as i.e.
                                     roots, stem, leaf, fruit, petal             roots, stem, leaf, fruit, petal         roots, stem, leaf, fruit, petal
EXAMPLE                              5. Identify the part that is missing from   5. Identify the part that is missing    5. Identify the part that is missing from
                                     a specific plant or animal                  from a specific plant or animal         a specific plant or animal
ONLY: FULL                           6. Identify a single celled organism        6. Identify a single celled organism    6. Identify a single celled organism
                                     and an organism with 2 or more cells        and an organism with 2 or more          and an organism with 2 or more cells
DOCUMENT IN                                                                      cells                                   7. Identify organs and their function
                                                                                 7. Identify organs and their function   8. Recognize that living organisms
MANUAL                                                                           8. Recognize that living organisms      are made up of water
                                                                                 are made up of water                    9. Identify a frog and a butterfly’s life
(pg. 52)                                                                                                                 cycles
                                                                                                                         10.Recognize that there are different
                                                                                                                         biomolecules in food (i.e., French
                                                                                                                         fries-fat, candy-sugar, potatoes-
                                                                                                                         starch)
                                                      2006-2007 Rubric:
                                                           Choice
                    4 Points                       8 Points                     12 Points                        16 Points                       20 Points
DIMENSIONS

             Choice evident, but not age   Choice evidenced, but not   Choice evidenced and related to   At least 2 types of Choice      At least 3 types of Choice
             appropriate.                  related to activity.        at least 1 activity.              evidenced and related to at     evidenced and related to at
                                                                                                         least 2 activities.             least 3 activities.
                                                                                                         (See TCAP-Alt Teacher’s         (See TCAP-Alt Teacher’s
                                                                                                         Manual for examples of Choice   Manual for examples of Choice
   CHOICE                                                                                                types)                          types)




  Note: Three different choice options must be indicated on each Evidence
  Sheet for maximum points.
                             2006-2007 Rubric:
                  Supports, Settings and Peer Interactions


                       2 Points                         4 Points                          6 Points                         8 Points                 10 Points
                (Each Following Dimension)       (Each Following Dimension)        (Each Following Dimension)        (Each Following Dimension)     (Each Following Dimension)
                                                                                                                                                    *Maximum number of points is
DIMENSIONS                                                                                                                                          automatically awarded to
                                                                                                                                                    students fully included in the
                                                                                                                                                    general classroom for the
                                                                                                                                                    Content Area assessed.

               Support is only special         Natural support evidenced but    Natural support is evidenced in   Natural support is evidenced in   Natural support is evidenced in
               education teacher and/or        not connected to activity.       only 1 activity.                  at least 2 activities.            3 activities.
 SUPPORTS      assistant directed.



               Instruction evidenced           Instruction evidenced occurs     Instruction evidenced occurs      Instruction evidenced occurs      Instruction evidenced occurs
  SETTINGS     occurs only in special          within multiple settings, 1 of   within 2 inclusive settings.      within 3 inclusive settings.      within 4 inclusive settings.
               education settings.             which is inclusive.

               Student interactions are        Student interactions with        Student interactions with peers   Student interactions with peers   Student interactions with peers
    PEER       evident only with other         peers are not related to the     are related to 1 Alternate        are related to 2 Alternate        are related to 3 Alternate
INTERACTIONS   students who meet TCAP-         Alternate Performance            Performance Indicator assessed.   Performance Indicators            Performance Indicators
               Alt Participation Guidelines.   Indicator assessed.                                                assessed.                         assessed.
  Who are the student’s peers?
• Peers are students within 2 years of age of
  the student assessed who do not meet
  TCAP-Alt Participation Guidelines. For
  those students who are 18 years or older,
  peers are defined as 16 years or older.
                        2006-2007 TCAP Alt Modified Rubric
 This rubric is intended for scoring of student portfolios under the following conditions only:
  student medically related absences are excessive (student is present 40% or less during the data period);
  student transfers from out-of-state after December 31;
  student attends school, but has an abbreviated schedule (1/2 day or less).
 A Report of Irregularity must be completed prior to use.

 Dimension scoring progresses linearly from left to right with each successive cell showing all the characteristics of the one preceding it.
 Minimum requirements indicated must be met to obtain points above 0.

DIMENSIONS                           10 Points                                     20 Points                                              30 Points
                        Content Standard(s) is/are stated, but     Content Standard(s) with activity(ies) related   Content Standard(s) with a minimum of 1 activity
                        not related to content area                to Alternate Performance Indicator(s) is/are     related to the Alternate Performance Indicator evident.
                        AND/OR                                     evident. Data collection/ graphing includes      At least 15 occurrences of data collection and graphing
                        activity(ies) is/are not age appropriate   less than 15 occurrences and/or shows no         showing progress documented throughout the data
                        or related to the content area             progress.                                        period. All data collection is related to the Alt
                        AND/OR                                                                                      Performance Indicator.
  CONTENT               there is at least one graph but no
                        evidence sheet
                        AND/OR
                        there is at least one evidence sheet
                        but no graph
                        AND/OR
                        all APIs or all activities are missing.

DIMENSIONS                           4 Points                                      8 Points                                              12 Points

                        Choice evident, but not age                Choice evidenced, but not related to activity.   Choice evidenced and related to at least 1 activity.
                        appropriate.
   CHOICE

DIMENSIONS                           2 Points                                      4 Points                                               6 Points

                        Support is only special education          Natural support evidenced but not                Natural support is evidenced in only 1 activity.
  SUPPORTS              teacher and/or assistant directed.         connected to activity.



                        Instruction evidenced occurs only in       Instruction evidenced occurs within multiple     Instruction evidenced occurs within 2 inclusive settings.
  SETTINGS              special education settings.                settings, 1 of which is inclusive.


                        Student interactions are evident only      Student interactions with peers are not          Student interactions with peers are related to 1
    PEER                with other students who meet TCAP-         related to the Alternate Performance             Alternate Performance Indicator assessed.
                        Alt Participation Guidelines.              Indicator assessed.
INTERACTIONS



  For definitions of terms found on this rubric and for additional scoring rules, see the TCAP-Alt Teacher’s Manual.
                                                     2006-2007 TCAP-Alt Homebound Rubric
This rubric is to be used only under the following conditions:
1) student is placed on homebound status for the entire school year;
                                                                                               OR
2) student attends a special day school – serving students with significant cognitive and adaptive disabilities, and student’s TCAP-Alt Participation
       Guidelines document cognitive and adaptive skills ≤ 50.
A Report of Irregularity must be completed prior to submitting the portfolio for scoring. If the student is placed on homebound for only part of the

      year, contact the Division of Special Education for scoring instructions                        .
A Report of Irregularity must be completed prior to use. If the student is placed on homebound for only part of the year,
contact the Division of Special Education for scoring instructions.

Dimension scoring progresses linearly from left to right with each successive cell showing all the characteristics of the one preceding it. Minimum requirements indicated must be
      met to obtain points above 0.




DIMENSIONS                                    10 Points                                               20 Points                                               30 Points
                          Content Standard(s) is/are stated, but not related to    Content Standard(s) with activity(ies) related to       One Content Standard with a minimum of 1 activity
                          content area                                             Alternate Performance Indicator(s) is/are evident.      related to the Alternate Performance Indicator
                          AND/OR                                                   Data collection/ graphing includes less than 15         evident. At least 15 occurrences of data collection
                          activity(ies) is/are not age appropriate or related to   occurrences for students in Special Day Schools         for students in Special Day Schools or 10
                          the content area                                         or less than 10 occurrences for students receiving      occurrences for students receiving homebound
    CONTENT               AND/OR                                                   homebound services with graphing showing                services with graphing showing progress
                          there is at least one graph but no evidence sheet        progress documented throughout the data period.         documented throughout the data period. All data
                          AND/OR                                                   All data collection is related to the Alt Performance   collection is related to the Alt Performance
                          there is at least one evidence sheet but no graph        Indicator.                                              Indicator.
                          AND/OR
                          all APIs or all activities are missing.

DIMENSIONS                                     4 Points                                               8 Points                                                12 Points

     CHOICE              Choice evident, but not age appropriate.                  Choice evidenced, but not related to activity.          Choice evidenced and related to at least 1 activity.



             For definitions of terms found on this rubric and for additional scoring rules, see the TCAP-Alt Teacher’s Manual.


                                                                               Medical Exemptions
             •Make individual request through DOE
             •Homebound and No Academic Goals/Instruction
             •Medically-Fragile—Physician’s Diagnosis and Information Required
             •Annual Review and Approval/Non-Approval for Medical Exemption
             •Faxed or photocopied requests will not be accepted.
 How Do I Get Started?
4. Review the Content Standards and the Alternate
   Performance Indicators for the grade level cluster at which
   the student should be assessed.
    These are found in the current TCAP-Alt Teacher’s
     Manual
5. Gather other required information:
    PA Validation Form (revised for 2006-2007)
    Student Mode of Communication/Instructional
     Adaptations/Statement of Inclusion
    Student Schedule
       How Do I Get Started?
6.   Review student’s IEP goals in the area of academics.
     If the student does not currently have IEP goals in
     academic areas, determine which Alternate
     Performance Indicators best correspond with current
     IEP goals.

          Note: If IEP goals for this year do not include
           academics, be sure to address in next year’s IEP.

7.   Depending upon student needs, choose at least one
     Content Area Standard and at least one Alternate
     Performance Indicator under that Content Area
     Standard to be assessed.

          Performance Indicators assessed should reflect
           challenging goals for the student. Choosing a skill
           that is below the student’s ability level is an
           inappropriate use of the assessment.
     How Do I Get Started?
8. Begin teaching the required skills using activities you would
   typically use in your classroom.

         Help out your fellow teachers! Submit activities linked to
          an API. These will be compiled into a list by the State.
          Email activities to Ann Sanders at
          Ann.Sanders@state.tn.us
         Stepwise Process to Assessing Grade Level Content
          Standards and Curriculum worksheet.
                 Stepwise Process to Accessing Grade Level Content Standards and Curriculum
1. IDENTIFY THE STANDARD(S) THE INSTRUCTIONAL UNIT WILL ADDRESS.
 What is the state standard? What is the grade level       What is the standard all about?
                                  standard?



2. DEFINE THE OUTCOME(S) OF INSTRUCTION FROM THE INSTRUCTIONAL UNIT ON _______________________.
  What are the desired outcomes for all Which outcomes will be prioritized for   What supports (already identified or
     students in general education?     direct instruction and monitoring for   additional) would be necessary for the
 What will classroom based assessment     the target student with significant  target student to access the instruction?
                look like?                       cognitive disabilities?
                                        What will formative assessment look
                                                         like?




3. IDENTIFY THE INSTRUCTIONAL ACTIVITIES TO BE USED IN THE UNIT.
   What are the instructional activities How can the student actively participate   What supports (already identified or
       planned for all students?             in the instructional activities?        additional) would help the student
                                                                                           access the instruction?




4. TARGET SPECIFIC OBJECTIVES FROM THE IEP TO ADDRESS DURING THE UNIT.
   Which of the instructional activities   What IEP objectives re: the general  What other IEP objectives can be
    provide opportunity to work on       curriculum can be addressed within the addressed within the instructional
              objectives?                        instructional activities?                 activities?

  Source: NAAC
How Do I Get Started?

  How is Progress Shown?

  Student performance must move up at least
  two increments over three data occurrences.
  These occurrences do not have to be
  consecutive.
How Do I Get Started?
 9. Begin Data Collection
         Focus on skill(s) taught through performance indicator(s)
         Focus on where, when and with whom skill is taught
         Data should include 15 occurrences throughout the data period
          (10 data collection occurrences for homebound students) for
          each performance indicator assessed.
         Distribute data collection evenly throughout the data collection
          period. (September 1 – March 1)


 10.Complete TCAP-Alt Evidence Sheet
         Be sure to use standardized form found in manual
         Be sure to include all required components
         Remember that choice is now within an activity and related to
          that activity
         Signatures on the evidence sheet relate ONLY to the activity
          documented
How Do I Get Started?
11.   At the end of the data period, put it all
      together.
           Not a scrapbook…more is not better
           Do not include information not related to
            the assessment
           Focus on data collection
           Focus on required components
           Do not include work samples
           Do not include social security numbers
            on any page of the portfolio
             TCAP-Alt Portfolio Process: Choosing APIs for Assessment

                           Step 1: Determine Content Areas Assessed by Grade
                                                 Level

                                           Step 2: Review IEP Goals


                                        Step 3: Academic Goals Present?


Yes, find corresponding Content Standards and APIs.            No, review Content Standards and APIs
                                                                             for best fit.
 Step 4: For the maximum number of points in the Content Domain, choose APIs from 3 separate Content
                          Standards (―subheadings‖) within the Content Area.
    (Example: For Math, choose one API from Algebra, one from Geometry and one from Numbers and
                                             Operations.)



                  Step 5: Gather baseline data regarding student’s skill level related to the API.


  Step 6: Provide instruction for selected API’s. Continue to gather data. Focus on opportunities for choice,
                           inclusive settings, peer interactions and natural support.



      Step 7: Complete at least one Evidence Sheet related to each API assessed. Ensure all required
                                          information is present.


  Step 8: Continue instruction and data collection. If student shows sustained mastery of skill (5 collection
  occurrences in a row), then increase complexity of skill or, if appropriate, choose another API. Note: If
  additional API chosen, then data collection must reflect change in API using a vertical line. New API should
  be next logical step towards independence…typically the next API under the ALE chosen.
Required Components
   Table of Contents
   Portfolio Validation
   Student Schedule with Evidence of
    Use
   Student Mode of Communication/
    Adaptations/Statement of Inclusion
   Evidence Sheets
   Data Collection/Graphs
      •   Note: Graphing must be completed using
          either bar graphs or line graphs
   Table of Contents…What is it?
                                      TABLE OF CONTENTS

The Table of Contents      Student Name: _______________________
                           DOB: _______________________________
enables the scorer to      Assigned Grade Level: ________________
                           School: ______________________________
know where to find the                                                  Page Number

required components of     Schedule (give page number(s) of location)

the PA. Content areas      Sample of Student’s Mode of Communication

must be in the following   Portfolio Validation

order:                     Entry #1: Reading / Language Arts

                           Entry #2: Mathematics
•Reading/Language Arts     Entry #3: Science

•Mathematics               Entry #4: Social Studies

                           Comments: _______________________________
•Science
•Social Studies
        Portfolio Validation…What Is It?
                                                                                              P O R T F O L IO V A L ID A T IO N


                                          W e , t h e u n d e r s ig n e d , v e r if y t h a t t h e s t u d e n t p a r t ic ip a t e d in t h e T C A P - A lt
                                                                                                 P o r t f o lio A s s e s s m e n t .

This sheet provides                  A s s e s s m e n t T e a m S ig n a t u r e s

documentation of student             P a r e n t/ G u a r d ia n : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

participation in PA assessment
by key members of the                P r in c ip a l: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _               _______________________
                                                                                                                                         s ig n a t u r e


assessment team. This should
                                     S p e c . E d . T e a c h e r: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _               ______________________
include signatures of                                                                                                                    s ig n a t u r e



parent/guardian(s), principal,       G e n . E d . T e a c h e r: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _               _______________________
SPED teacher(s), general                                                                                                                 s ig n a t u r e




education teacher(s), building       T e s t in g C o o r d in a t o r : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _          _______________________

level testing coordinator, and the          (B u ild in g L e v e l)                                                                     s ig n a t u r e




student if appropriate. Peers do     S tu d e n t: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _            _______________________
                                     ( if a p p lic a b le )                                                                             s ig n a t u r e

not need to sign this form.
                                     O th e r        (s p e c if y p o s it io n ) :   _____________________            _______________________
Why is it here? It is an                                                                                                                 s ig n a t u r e




additional safeguard for test        O th e r        (s p e c if y p o s it io n ) :   _____________________            _______________________
                                                                                                                                         s ig n a t u r e

validity and security.
 Student Schedule…What Is It?
How is the student’s
day organized? All
students have a daily
schedule. Students
with significant           Schedule types
cognitive and adaptive
disabilities must be       and use will vary
taught to anticipate       based upon
what comes next.           individual student
Schedules should
                           needs.
reflect student
instruction in academic
areas as well as use of
the student’s
communication system.
Examples of student
use of the schedule
must be included in the
portfolio.
  Evidence Sheet…What Is It?

The Evidence Sheet provides
the scorer with important
information regarding the
following:
•Content Area Standard
Assessed
•Alternate Learning Expectation
•Activities Used to Assess the
ALE
•Choices
•Settings
•Supports
•Peer Interactions
   Data Sheet…What Is It?




The Data Sheet can be
used to collect data on a
regular basis. Data
Collection will help
instructional teams make
good decisions regarding
programming. Flat line data
could indicate a need to
change programming,
implement adaptations, or
revise goal(s) and
objectives(s). All data
collection must be related to
the Alternate Performance
Indicators Assessed. The
standardized State forms
MUST be used.
Tips from Scoring
   Make sure the API matches the content
    standard and the ALE on the Evidence
    Sheet

   Do not reword API to meet your needs.
    Accommodations should be made in the
    activity, not the API.

   Activities CANNOT be API’s. Activities
    show what the student and teacher are
    doing. They generally show action.

   Activities should be specific, not “write
    letters”, but “use pencil to copy letters
    from board”.
Tips from Scoring
   Report of Irregularity Forms MUST be
    signed by the system SPED director and
    system testing coordinator or the PA will
    be scored using the regular rubric.

   If the API requires indication of student
    wants and needs, these wants and needs
    must be related to an academic area. For
    example, activities related to toileting are
    not appropriate for this assessment.
    They may, however, be part of the
    student’s IEP.
Tips from Scoring
   Do not use acronyms. Scorers will
    assume that they refer to a special
    education program or setting.
          Example: PAES


   Resource classes are NOT inclusive
    settings.

   If instruction occurs in a vocational
    education setting, clarify if the setting is
    general education or special education.
          Example: The Factory
Tips from Scoring

   Do not use icons.

   Do not have students write on the
    Evidence Sheet or Graphing Form.
Special Education Website
Address


   www.state.tn.us/education/speced/

   Click on “Special Education Assessment” in left
    margin menu
   Click on “TENNESSEE COMPREHENSIVE
    ASSESSMENT PROGRAM (TCAP)”
Special Education Website
Address


   www.state.tn.us/education/speced/

   Click on “Special Education Assessment” in left
    margin menu
   Click on “TENNESSEE COMPREHENSIVE
    ASSESSMENT PROGRAM (TCAP)”
Where Do I Direct Questions Regarding
TCAP-Alt?

   Please submit questions by email on
    the chart provided. This will allow
    all participants to receive the
    answers.
   Ann Sanders
    Ann.Sanders@state.tn.us
    (615) 741-7811

				
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