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TCAP-Alt PA

TCAP-Alt PA. Tennessee Comprehensive Assessment Program Alternative Portfolio 2009-2010. Content Standards/Alternate Performance Indicators. Curriculum Standards were revised for the 2009-2010 school year Due to this revision, APIs had to be realigned

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TCAP-Alt PA

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  1. TCAP-Alt PA Tennessee Comprehensive Assessment Program Alternative Portfolio 2009-2010

  2. Content Standards/Alternate Performance Indicators • Curriculum Standards were revised for the 2009-2010 school year • Due to this revision, APIs had to be realigned • All current APIs align to the new curriculum standards

  3. Content Standards/Alternate Performance Indicators • The API content is the same • Revisions have been made to the general format of the document • Revisions include: • Table of Contents • General Use Statement which includes linking to general curriculum • Alternate Learning Expectations and Alternate Performance Indicators are labeled

  4. API • Table of Contents • Divided into four Content Areas • Corresponding Content Standards listed • For example: Table of Contents Reading/Language Arts Reading Writing Elements of Language

  5. API • General Use Statement • Includes where to find information • How to use the API document to complete the Evidence Sheet and Graph Information • How the API document links to the general curriculum

  6. Content Standards/Alternate Performance Indicators

  7. Manual and Forms • On-line by August • Activities include Social Studies • Exemplar Portfolio • Two exemplars for teachers: • 1. K-8 Educators • 2. 9-12 Educators

  8. Required Portfolio Components • Table of Contents • Participation Guidelines • Affidavit of Student Performance • Statement of Inclusion • Student Schedule • Evidence Sheet • Graph

  9. What is NOT required • Report of Irregularity • Will be on-line • Portfolio Validation Sheet • Proof of Schedule Use • Media Permission Form • NO PICTURES

  10. Required Components

  11. Table of Contents • First page in binder • Includes basic demographic information as well as page number information • Use order of the Table of Contents as a guide for form placement

  12. Participation Guidelines • EasyIEP • Two pages are required • School Psychologist page and School Principal signature page • Paper Copy • Should only be used if not on EasyIEP • Will be on-line • Team members no longer sign • Only School Psychologist and Principal should sign

  13. Participation Guidelines • Functionally Delayed • Not an IDEA Disability • If an FD student is assessed with Portfolio, will be non-proficient and a non-participant • AYP status will not be reflected on IPR or labels for file • AYP status will be reflected in summary reports to system

  14. Affidavit of Student Performance • Teacher of record AND School Principal must sign • Includes language from Participation Guidelines for School Principal

  15. Statement of Inclusion • Replaces Mode of Communication, Instructional Adaptations, and Statement of Inclusion Page • Teacher will indicate to what degree the student is included if any with the general population • If the student is fully included, general education teacher signs this page and does not have to sign on evidence sheet or graph • Hours page from IEP must be included if student is to be considered fully included in any area

  16. Statement of Inclusion TCAP-Alt PA State Required TCAP-Alt PA Form Statement of Inclusion Check appropriate statement below: □ [Student name] is NOT fully included in any Content or Elective/Specialty area. □ [Student name] is fully included in the following Content Area classes (check all that apply): □Reading/Language Arts □Math □Science □Social Studies AND/OR Student is fully included in the following Elective/Specialty area classes: 1. 2. 3. 4. For all areas in which student is fully included, General Education teachers must sign below. 1. 2. 3. 4. *The IEP hours page taken from the Special Education and Related Services page must be included after this statement to receive automatic credit for inclusion. **If student is not fully included in any area, natural support must sign evidence and graph where indicated.

  17. Evidence Sheet • Page format has been updated • Significant change in the areas of Setting, Support, and Peer Interaction

  18. Evidence Sheet • Setting and Support • If setting is not inclusive, do not complete setting and support section • If section is blank, special education setting and support will be assumed

  19. Evidence Sheet • Setting and Support • Support Signatures • If “fully included” not indicated on Statement of Inclusion page, ALL Natural Support persons must sign if Setting is indicated

  20. Evidence Sheet • Settings and Support • Are connected • Cannot have an Inclusive Setting without Natural Support • Likewise, cannot have Natural Support without Inclusive Setting

  21. Evidence Sheet • Peer Interaction • Describe the interaction that occurred between student and peer in the activity • Interaction must relate to activity • A peer cannot qualify for TCAP-Alt PA • If peer signs Evidence Sheet, do not need peer for Graph

  22. Evidence Sheet TCAP-Alt PA Evidence Sheet State Required TCAP-Alt PA Form Student Name: _______________________________ Grade Level: ________ Data Point Date (must be plotted on graph): _________ CONTENT Content Area (Circle One): Reading/Language Arts Math Science Social Studies Content Standard: _________________________________________________________________ Alternate Learning Expectation Code and ALE: ________________________________________________________ Alternate Performance Indicator Code and API: ________________________________________________________ ACTIVITY Learning Activity: Provide a clear explanation of learning activity and materials used. CHOICE Choices: Check box to indicate which type of choice was offered. Choice credit is dependent upon an acceptable activity. Check only ONE box. □ Materials □Who to work with □ When to work on the activity □ Where to work on the activity □ Reward/positive reinforcement for completing activity On the spaces below, write the two choices offered and circle student’s choice. Choice 1: ______________________________ Choice 2: ______________________________ SETTING AND SUPPORT If setting is not inclusive, do not complete Setting and Support section. If blank, Special Education setting and support will be assumed. Setting:_________________________________________________________________ Support: __________________________________ ______________________________ Signature Title PEER INTERACTION Peer Interaction: On the spaces below, describe the interaction that occurred between student and peer in the activity.  Interaction must relate to activity. (Note: A peer cannot qualify for TCAP-Alt PA.) First Name: _________________________________________ Grade: __________

  23. Graph • Continue to have four types • Page format has been updated • Significant changes in the areas of Inclusion Codes, Choice Code “Who”, Support Signatures, Peer Interaction

  24. Graph • Inclusion Codes • Divided into four content areas • General Education Reading/Language Arts: RL • General Education Math: MA • General Education Science: SC • General Education Social Studies: SS

  25. Graph • Inclusion Codes • Specialty Areas • Music: MU • Library: L • Physical Education: PE • Art: A • Guidance: G • Computer Lab: CL

  26. Graph • Choice Codes • Remain the same • EXCEPT Who is now ?

  27. Graph • Support Signatures • If “fully included” not indicated on Statement of Inclusion page, ALL Natural Support persons must sign if Setting is indicated • Need to sign both Evidence Sheet and Graph

  28. Graph • Peer Interaction • If peer did not sign evidence sheet, must sign graph • A peer does not sign both evidence sheet and graph

  29. Miscellaneous

  30. New High School Policy • Will not effect content assessed for Portfolio • Students must be assessed in Math, Science (Living Science), and Language Arts (including Writing)

  31. Report of Irregularity • On-line • Randa Site • Paper RI still on-line • Building Level Testing Coordinator usually enters……

  32. Medical Exemption • Same Process • No “ME” bubble • Will bubble “Absent”

  33. Score Review • New form • Will be sent first of August

  34. Trainings • Webex • Complete on-line form • Presentation on-line under Tools and Resources

  35. Contact Info • Need for both Portfolio and MAAS • Send name of System, Name, phone number, and email

  36. Lori NixonLori.Nixon@tn.gov615-532-1679

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