... Meets TCAP-Alt Participation Guidelines... The decisio

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2006-2007 TCAP-Alt

• Portfolio Training

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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.
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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)

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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.

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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 States 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.

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Out-of-Level Assessment

• NCLB REPORTING (ACCOUNTABILITY)
• In order to ensure compliance of Tennessees
  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).

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Whats 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

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What Does TNs Alternate Assessment Program Look
Like Now?
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What Will TNs Alternate Assessment Program Look
Like in 2007-2008?
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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.)

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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.

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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

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My student meets TCAP-Alt Participation
Guidelines and the IEP Team decided the most
appropriate assessment is the Portfolio. How do
I get started?

• Obtain a copy of the CURRENT TCAP-Alt Teachers
  Manual. Do NOT use last years manual.
• Determine the content areas assessed for the
  students 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.)

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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.
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How Do I Get Started?

• 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?

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

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

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• 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.

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

• For definitions of terms found on this rubric and
  for additional scoring rules, see the TCAP-Alt
  Teachers Manual.
• Medical Exemptions
• Make individual request through DOE
• Homebound and No Academic Goals/Instruction
• Medically-FragilePhysicians Diagnosis and
  Information Required
• Annual Review and Approval/Non-Approval for
  Medical Exemption
• Faxed or photocopied requests will not be
  accepted.

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How Do I Get Started?

• 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 Teachers
  Manual
• Gather other required information
• PA Validation Form (revised for 2006-2007)
• Student Mode of Communication/Instructional
  Adaptations/Statement of Inclusion
• Student Schedule

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How Do I Get Started?

• Review students 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 years IEP.
• 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 students ability level
  is an inappropriate use of the assessment.

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How Do I Get Started?

• 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_at_state.tn.us
• Stepwise Process to Assessing Grade Level Content
  Standards and Curriculum worksheet.

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Source NAAC
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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.
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How Do I Get Started?

• 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)
• 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

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How Do I Get Started?

• At the end of the data period, put it all
  together.
• Not a scrapbookmore 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

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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

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Table of ContentsWhat is it?

• The Table of Contents enables the scorer to know
  where to find the required components of the PA.
  Content areas must be in the following order
• Reading/Language Arts
• Mathematics
• Science
• Social Studies

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Portfolio ValidationWhat Is It?
This sheet provides documentation of student
participation in PA assessment by key members of
the assessment team. This should include
signatures of parent/guardian(s), principal, SPED
teacher(s), general education teacher(s),
building level testing coordinator, and the
student if appropriate. Peers do not need to
sign this form. Why is it here? It is an
additional safeguard for test validity and
security.
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Student ScheduleWhat Is It?
How is the students day organized? All students
have a daily schedule. Students with significant
cognitive and adaptive disabilities must be
taught to anticipate what comes next.
Schedules should reflect student instruction in
academic areas as well as use of the students
communication system. Examples of student use of
the schedule must be included in the portfolio.
Schedule types and use will vary based upon
individual student needs.
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Evidence SheetWhat 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

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Data SheetWhat 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.
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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 APIs. 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.

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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
  students IEP.

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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

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Tips from Scoring

• Do not use icons.
• Do not have students write on the Evidence Sheet
  or Graphing Form.

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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)

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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)

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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_at_state.tn.us
• [phone]