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TCAP-Alt Portfolio - PowerPoint

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					State-wide Assessment
Update for 2005-2006

What Does TN’s Alternate Assessment Program Look Like Now?
Alternate Assessment
Alternate Achievement Standards
1%

General Assessment
Regular Achievement Standards
Majority

- Students with the most significant cognitive disabilities

of Students with Disabilities
All

Nondisabled Students

What Will TN’s Alternate Assessment Program Look Like in 2006-2007?
Alternate Assessment Alternate Assessment General Assessment

Alternate Achievement Standards

Modified Achievement Standards

Regular Achievement Standards

1% - Students

with the Most with Persistent Significant Cognitive Academic Disabilities Disabilities

2%- Students

Majority of
All

Students with Disabilities Nondisabled Students

Goal: Include as many students as possible in the general assessment.


In order for a student to obtain a regular diploma, they must take and pass all three Gateways. May require the use of extensive accommodations



ACCOMMODATIONS


Definition: Accommodations are practices and procedures in the areas of presentation, response, setting, and timing/scheduling that provide equitable instructional and assessment access for students with disabilities.
Accommodations reduce or eliminate the effects of a student’s disability and do not reduce learning expectations.

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

What if a student refuses to use the accommodation?

Changes to the Participation Guidelines
 

School Psychologist to Provide/Review Information

Student Safeguards

 Addition of ruling out Other Health Impairment as primary reason for participation.

 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.

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

Out-of-Level Testing Information Added

Signature of Principal Required for Completion (What if a parent refuses cognitive assessment?)

How Will We Provide Alternate Assessment?


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 student scores may not count towards proficiency or participation for AYP purposes.

New TCAP-Alt Portfolio Process
more focus on academics
Alternate Performance Indicators guide for choosing grade level performance indicators to be assessed

revision of TCAP-Alt Participation Guidelines (If IEP meeting done last year, new Participation Guidelines not necessary)

How Will the Portfolios Be Scored?
• Each subject area reported separately, as
on the general assessment.

• Students will not receive an overall
portfolio score.

• Due Dates • Who is scoring? • Shipping Information

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.

2005-2006 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
Content Standard(s) is/are stated, but not related to content area AND/OR activity(ies) is/are not age appropriate or related to the content area.

20 Points
Content Standard(s) with activity(ies) related to Alternate Performance Indicator(s) is/are evident. Data collection/graphing includes less than 20 occurrences and/or shows no progress.

30 Points
One Content Standard with a minimum of 1 activity related to the Alternate Performance Indicator evident. At least 20 occurrences of data collection and graphing showing progress documented throughout both data periods. All data collection is related to the Alternate Performance indicator.

40 Points
Two Content Standards with a minimum of 1 activity related to the Alternate Performance Indicators per content standard are evident. At least 20 occurrences of data collection and graphing showing progress documented throughout both data periods for each Alternate Performance indicator assessed.

50 Points
Three Content Standards with a minimum of 1 activity related to the Alternate Performance Indicators per content standard are evident. At least 20 occurrences of data collection and graphing showing progress documented throughout both data periods for each Alternate Performance indicator assessed.

CONTENT

DIMENSIONS
CHOICE

4 Points
Choice evident, but not age appropriate.

8 Points
Choice evidenced, but not related to activity.

12 Points
Choice evidenced and related to at least 1 activity.

16 Points
Choice evidenced and related to at least 2 activities.

20 Points
Choice evidenced and related to at least 3 activities.

DIMENSIONS SUPPORTS

2 Points
(Each Following Dimension)

4 Points
(Each Following Dimension)

6 Points
(Each Following Dimension)

8 Points
(Each Following Dimension)

10 Points
(Each Following Dimension)

Support is only special education teacher and/or assistant directed. Instruction evidenced occurs only in special education settings.

Support is a combination of teacher and peer tutor/tutee.

Natural support is evidenced in only 1 activity.

Natural support is evidenced in at least 2 activities.

Natural support is evidenced in 3 activities.

SETTINGS

Instruction evidenced occurs within multiple settings, 1 of which is inclusive.

Instruction evidenced occurs within 2 inclusive settings.

Instruction evidenced occurs within 3 inclusive settings.

Instruction evidenced occurs within 4 inclusive settings.
*Maximum number of points is automatically awarded to students included in the general classroom for instruction in the content area.

PEER INTERACTIONS

Student interactions are evident only with other students receiving special education services.

Student interactions with non-disabled peers are not related to the Alternate Performance Indicator assessed.

Student interactions with nondisabled peers are related to 1 Alternate Performance Indicator assessed.

Student interactions with non-disabled peers are related to 2 Alternate Performance Indicators assessed.

Student interactions with nondisabled peers are related to 3 Alternate Performance Indicators assessed.

2005-2006 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 each 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
Content Standard(s) is/are stated, but not related to content area AND/OR activity(ies) is/are not age appropriate or related to the content area.

20 Points
Content Standard(s) with activity(ies) related to Alternate Performance Indicator(s) is/are evident. Data collection/graphing includes less than 20 occurrences and/or shows no progress.

30 Points
One Content Standard with a minimum of 1 activity related to the Alternate Performance Indicator evident. At least 20 occurrences of data collection and graphing showing progress documented throughout both data periods. All data collection is related to the Alternate Performance Indicator.

CONTENT

DIMENSIONS CHOICE

4 Points
Choice evident, but not age appropriate.

8 Points
Choice evidenced, but not related to activity.

12 Points
Choice evidenced and related to at least 1 activity.

DIMENSIONS SUPPORTS

2 Points
Support is only special education teacher and/or assistant directed. Instruction evidenced occurs only in special education settings. Student interactions are evident only with other students receiving special education services.

4 Points
Support is a combination of teacher and peer tutor/tutee. Instruction evidenced occurs within multiple settings, 1 of which is inclusive. Student interactions with nondisabled peers are not related to the Alternate Performance Indicator assessed.

6 Points
Natural support is evidenced in only 1 activity. Instruction evidenced occurs within 2 inclusive settings. Student interactions with non-disabled peers are related to 1 Alternate Performance Indicator assessed.

SETTINGS

PEER INTERACTIONS

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

2005-2006 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..
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
Content Standard(s) is/are stated, but not related to content area AND/OR activity(ies) is/are not age appropriate or related to the content area.

20 Points
Content Standard(s) with activity(ies) related to Alternate Performance Indicator(s) is/are evident. Data collection/ graphing includes less than 20 occurrences and/or shows no progress.

30 Points
One Content Standard with a minimum of 1 activity related to the Alternate Performance Indicator evident. At least 20 occurrences of data collection and graphing showing progress documented throughout both data periods. All data collection is related to the Alternate Performance Indicator.

CONTENT

DIMENSIONS CHOICE

4 Points
Choice evident, but not age appropriate.

8 Points
Choice evidenced, but not related to activity.

12 Points
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

What About the 2%?


The new 2% Assessment is expected to be available for the 2006-2007 school year.



States can develop modified achievement standards and assessments based on those standards. These standards and assessments must be aligned with grade-level content but can be modified so they reflect reduced breadth or depth of grade-level content. Students eligible to take assessments based on modified achievement standards may be in any of the 13 disability categories.







States and school districts can include students' proficient and advanced scores on modified assessments in Adequate Yearly Progress (AYP) determinations. The number of modified scores cannot exceed a cap at the district and state levels, which is determined by the total number of students assessed. The modified standards may not preclude a student from receiving a regular high school diploma. States must adopt specific criteria for IEP teams to use to determine whether a student is eligible to be assessed on modified achievement standards. IEP teams must review annually their decision to assess a student based on modified achievement standards.









The IEP team must conclude that the student's disability has precluded him or her from achieving grade-level proficiency. This is determined by 1) objective evidence, 2) the student is not likely to achieve grade-level proficiency in the school year covered by the IEP despite high quality instruction (which includes special education and related services designed to meet the student's needs), and 3) the student is receiving instruction in the grade-level curriculum for the subjects in which he or she is being assessed. States must develop clear and appropriate guidelines for IEP teams to use in determining which students with disabilities may be held to alternate or modified academic achievement. This is will ensure parents of those students are informed that their child's achievement will be measured on alternate or modified achievement standards.



Where Do I Direct Questions Regarding TCAP-Alt?


Malinda Tuttle Malinda.Tuttle@state.tn.us (615) 532-9702



Ann Sanders Ann.Sanders@state.tn.us (615) 741-7811

www.state.tn.us/education/speced/


				
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