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TCAP-Alternate Portfolio TCAP-Alt PA

TCAP-Alternate Portfolio TCAP-Alt PA. 2014-15. TCAP-Alt PA Alternate Assessment based on Alternate Achievement Standards (1% Assessment).

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TCAP-Alternate Portfolio TCAP-Alt PA

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  1. TCAP-Alternate Portfolio TCAP-Alt PA 2014-15

  2. TCAP-Alt PAAlternate Assessment based on Alternate Achievement Standards (1% Assessment) • The primary purpose for alternate assessments in state assessment systems is to increase the capacity of large-scale accountability systems to create information about how a school, district, or state is doing in terms of overall student performance. Gathering data on the performance of students through alternate assessments requires rethinking traditional assessment methods. An alternate assessment is neither a traditional large-scale assessment nor an individualized diagnostic assessment. For students with disabilities, alternate assessments can be administered to students who differ greatly in their ability to respond to stimuli, solve problems, and provide responses. • IEP teams must consider a student’s individual characteristics when determining whether a student with a disability should participate in the general assessment with or without accommodations, or in the alternate assessment. 2

  3. Two Basic Steps for Decision-making • Review student records and important information across multiple school years and settings • Determine whether the student fits all of the criteria for participating in TCAP-Alt PA

  4. Step 1Review student records and important information • Description of student’s curriculum and instruction • Classroom work samples and data • Assessment tasks(class, state, district-wide, individualized, etc.) • IEP information (e.g., PLEP, goals, information on substantial communication needs, or possible linguistic concerns for English language learners for accurate assessment)

  5. Step 2Determine whether the student fits all of the participation criteria • The student has a significant cognitive disability. Review of student records indicate a disability or multiple disabilities that significantly impact intellectual functioning and adaptive behavior essential for someone to live independently and to function safely in daily life. • The student is learning content linked to (derived from) the State Standards. Goals and instruction listed in the IEP for this student are linked to the enrolled grade-level standards and address knowledge and skills that are appropriate and challenging for this student. • The student requires extensive direct individualized instruction and substantial supports to achieve measurable gains in the grade and age-appropriate curriculum. The student: • requires extensive, repeated, individualized instruction and support that is not of a temporary or transient nature, and • uses substantially adapted materials and individualized methods of accessing information in alternative ways to acquire, maintain, generalize, demonstrate and transfer skills across multiple settings.

  6. Criterion 1 The student has a significant cognitive disability. Review of student records indicate a disability or multiple disabilities that significantly impact intellectual functioning and adaptive behavior essential for someone to live independently and to function safely in daily life.

  7. Criterion 2 The student is learning content linked to (derived from) the State Standards. Goals and instruction listed in the IEP for this student are linked to the enrolled grade-level state standards and address knowledge and skills that are appropriate and challenging for this student.

  8. Criterion 3 The student requires extensive direct individualized instruction and substantial supports to achieve measurable gains in the grade and age-appropriate curriculum. The student:  (a) requires extensive, repeated, individualized instruction and support that is not of a temporary or transient nature, and (b) uses substantially adapted materials and individualized methods of accessing information in alternative ways to acquire, maintain, generalize, demonstrate and transfer skills across multiple settings.

  9. Criteria Not Appropriate for Decision-Making • English language learner (ELL) status • Low reading level/achievement level • Anticipated disruptive behavior • Impact of test scores on accountability system • Administrator decision • Anticipated emotional duress • Need for accommodations (e.g., assistive technology/AAC) to participate • Disability category or label • Poor attendance or extended absences • Native language/social/cultural or economic difference • Expect poor performance on general education assessment • Academic and other services student receives • Educational environment or instr. Setting • Percent of time in Special Education

  10. Medical Exemption Request If you believe a student qualifies as medically exempt, your district portfolio supervisor needs to contact the state special populations assessment consultant for a medical exemption request form.

  11. TCAP-Alt PA Entry Requirements • Report of Irregularity • If applicable, must be the first page of the binder if assessed on a Modified or Homebound Rubric • Table of Contents • Number pages on bottom right hand corner and record numbers on the appropriate lines of the Table of Contents • Participation Guidelines • Only from EasyIEP • Affidavit of Student Performance • Signed in ink by teacher of record and school principal • Content Area Specific Forms • Evidence Sheet • Graph

  12. TCAP-Alt PA Evidence Sheet and Graph • Evidence Sheet • “Snap Shot” of one data collection day • Represents one point on the graph • Date must be coded on the graph • Graph • Four graph options • Columns on graph represent one data day • Each point on the graph represents one activity • Center each point in the middle of the box and connect the points using a blue ink pen • Choice and Inclusion row should be completed if student was provided a choice and/or setting was inclusive • If setting was inclusive, teacher or appropriate person must sign, with appropriate title (not just “teacher”) and setting code • Each data day represented must have supporting evidence kept by the teacher

  13. TCAP-Alt PA Evidence Sheet and Graph • Activity • Specific method of instruction that will lead to mastery of the API • Should be written in a way which could be replicated-must be clear how the student performed the activity • Writing good activities is VERY important • Choice • Connected to activity • Recorded on both evidence sheet and graph • Food choices are only appropriate if academic and directly related to activity (not reward) • Peer Interaction • Must be related to activity • Peer is any student within two grade levels of student being assessed who does not meet criteria for TCAP-Alt PA participation.

  14. TCAP-Alt PA Content Entry Requirements • Correspond to the General Education Assessment at the student’s grade level. • Writing is included as one of the Content Standards for Reading/Language Arts. • TCAP-Alt PA fulfills the writing requirement. • K-2 • If district requires a K-2 assessment, portfolio is administered in the same content areas as the K-2. • Do not order a binder for the assessment. • The K-2 portfolio is scored at the district level and the district is responsible for reporting the score to the parent. • Grades 3-8 • Assess Reading/Language Arts, Math, and Science • Grades 9-12 • Math (recommended in 9th grade) • Life Science (recommended in 10th grade) • Reading/Language Arts (recommended in 11th grade)

  15. Three Scoring Rubrics • The Rubric is the blueprint by which the portfolio is scored. • Qualified Scorers will review each portfolio. • Numerical points in Content, Choice, Supports, Settings, and Peer Interactions are calculated. • There are three types of Rubrics: • TCAP-Alt PA • TCAP-Alt PA Modified • TCAP-Alt PA Homebound

  16. TCAP-Alt PA Rubric • If using the TCAP-Alt PA Rubric, assess three different content standards per content area. • For high school students being assessed in science, use three different sub-categories of Life Science. • Fill out one graph and one evidence sheet per content standard assessed, according to the instructions provided in Section VII of the Teacher’s Manual • At least 15 occurrences of data collection must be documented throughout the data period for each API. • The TCAP-Alt PA Rubric assesses all five dimensions (Content, Choice, Settings, Supports, and Peer Interactions) for each of the three APIs per content area.

  17. TCAP-Alt PA Modified Rubric • Use the TCAP-Alt PA Modified Scoring Rubric only under the following conditions: • Student absences are excessive (student is present 40% or less during the data period) OR • Student transfers from out-of-state after November 30 but before January 1 OR • Student attends school but has an abbreviated schedule (1/2 day or less) • If using the TCAP-Alt PA Modified Rubric, assess one API per content area. • Fill out one graph and one evidence sheet per content area assessed, according to the instructions provided in Section VII of the Teacher’s Manual • The TCAP-Alt PA Modified Rubric assesses all five dimensions (Content, Choice, Settings, Supports, and Peer Interactions) for one API per content area. • A Report of Irregularity MUST be completed and included in the student’s binder if you are using the modified rubric.

  18. TCAP-Alt PA Homebound Rubric • Use the TCAP-Alt PA Homebound Scoring Rubric only under the following conditions: • Student is placed on homebound status for the entire school year OR • Student attends a special day school. • The special day school serves only students with significant cognitive and adaptive disabilities AND • The student’s TCAP-Alt Participation Guidelines document cognitive and adaptive skills are equal to or less than 50. • If using the TCAP-Alt PA Homebound Rubric, assess one API per content area. • Fill out one graph and one evidence sheet per content area assessed, according to the instructions provided in Section VII of the Teacher’s Manual • The TCAP-Alt PA Homebound Rubric assesses only Content and Choice for one API per content area. • A Report of Irregularity MUST be completed and included in the student’s binder if you are using either the homebound rubric.

  19. TCAP-Alt PA Resources • TCAP- Alt PA Resources are posted to http://www.tn.gov/education/assessment/alt_assessment.shtml • 2014 Teacher’s Manual • Content Standards and Alternate Performance Indicators Document • List of sample activities for each grade level cluster and API • K-2 training modules • Tips for Integrating the TCAP-Alt PA with your daily classroom instruction • Exemplar portfolios • FAQs • System Coordinator Information Document

  20. Who can we ask if we have more questions? For information about the TCAP-Alt PA contact: Lori Nixon (615) 741-5113 Lori.Nixon@tn.gov For assistance with instruction and communication needs for students who participate in the TCAP-Alt PA: Alison Gauld (615) 770-6814 Alison.Gauld@tn.gov Jill Omer (615) 770-1062 Jill.Omer@tn.gov

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