TCAPAlt PA

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TCAP-Alt PA

• Training for Teachers
• 2009-2010

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Training Agenda

• Participation Guidelines
• EasyIEP vs. Paper Form
• Entry Requirements
• Areas to Assess
• Rubric Determination
• Portfolio Components
• Required Forms for a Complete Assessment
• Questions

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Participation Guidelines

• EasyIEP
• Two pages are required
• Psychologist enters name in electronically
• Principal must sign

4
Participation Guidelines

• Paper Form
• Use ONLY if not on EasyIEP
• Now two pages
• Psychologist and Principal must sign

5
Participation Guidelines

• Functionally Delayed
• Not IDEA
• If a Functionally Delayed student is assessed
  with an alternate assessment, scores will be
  reported as non-proficient and as a
  non-participation for AYP.

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Entry Requirements

• Grade level determines areas to be assessed
• K-2 is LEA dependent
• Follows district level testing
• If no testing in district, K-2 Alt PA not
  required
• 3-8 must assess in all four content areas
• Secondary
• 9th Math
• 10th Science (Biology/Life Science)
• 11th Reading/Language Arts (must include Writing
  API)

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Entry Requirements

• Alternate content area standards and learning
  expectations may be downloaded from the web
  address below
• New format
• Same content
• http//state.tn.us/education/speced/assessment.sht
  mltcap

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Rubric Determination

• Three types
• Regular
• Modified
• Must enter Report of Irregularity On-Line
• Homebound
• Must enter Report of Irregularity On-Line

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Portfolio Components

• Required Forms
• Must use 2009-2010 Forms
• Electronic or Paper
• Located in Teachers Manual or download
• http//state.tn.us/education/speced/assessment.sht
  mltcap

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Portfolio Components

• Table of Contents
• Participation Guidelines
• Affidavit of Student Performance
• Statement of Inclusion
• Student Schedule
• Evidence Sheet
• Graph

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Portfolio Components

• You may need
• Report of Irregularity (on-line)
• Special Education and Related Services IEP page

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Portfolio ComponentsTable of Contents

• Table of Contents
• Student Information
• After assessment is complete, write numbers on
  lower right-hand corner of each page
• Copy page numbers to appropriate lines
• Use Table of Contents as a checklist
• If Content Area entry not required, write N/A on
  line

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Portfolio ComponentsParticipation Guidelines

• Participation Guidelines
• Two pages
• Use EasyIEP (if not on EasyIEP, must include the
  paper form)
• Psychologist and Principal must sign

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Portfolio ComponentsAffidavit of Student
Performance

• Affidavit of Student Performance
• Part of test security
• Signed in ink by teacher of record AND school
  principal

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Portfolio ComponentsStatement of Inclusion

• Statement of Inclusion
• NEW!!!!!!!
• Replaces Mode of Communication, Instructional
  Adaptations, and Inclusion page
• If student is not fully included in any area,
  check first button, write or type student name,
  and stop
• If student is fully included, check second
  button, write or type student name, and complete
  remainder of page

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Portfolio ComponentsStatement of Inclusion

• Statement of Inclusion
• Fully Included
• Check all areas that apply
• PROBLEM with Electronic Form-will not allow
  teachers to check more than one area at a time
• Solution after printing, manually check other
  applicable buttons

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Portfolio ComponentsStatement of Inclusion

• Statement of Inclusion
• Fully Included
• General Education teachers may sign Statement of
  Inclusion page
• If Gen. Ed. Teacher signs Statement of Inclusion
  page to indicate student is fully included in the
  General Ed. Class, teacher is not required to
  sign evidence page or graph IF Special Education
  and Related Services IEP page is included to
  verify student is fully included

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Portfolio ComponentsStatement of Inclusion

• Statement of Inclusion
• Best Practice
• If in doubt, check first button and have General
  Education teachers sign evidence sheets and
  graphs
• Portfolio will still receive credit for inclusion
  if first button is checked and inclusion is
  evidenced on evidence sheet and/or graph

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Portfolio ComponentsStudent Schedule

• Student Schedule
• Intended to show how student determines task
  completion
• Examples
• Daily grid
• Pocket chart
• Attendance print out

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Portfolio ComponentsStudent Schedule

• Proof of Use no longer required
• If pictures are used to show schedule (e.g.,
  pocket chart), do not include student in picture

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Portfolio ComponentsEvidence Sheet

• Represents ONE lesson from the graph
• Write students first and last name as well as
  grade level
• Ensure the date has been entered on the graph

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Portfolio ComponentsEvidence Sheet

• Content
• Four Content Areas
• Reading/Language Arts
• Math
• Science
• Social Studies

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Portfolio ComponentsEvidence Sheet

• Content
• Each Area has corresponding Standards
• Content Standards
• Sub-sections of Content Areas
• Listed in the Table of Contents
• Alternate Learning Expectations
• Write Number and text
• If text is too long, you may abbreviate if Number
  is included
• Alternate Performance Indicators
• Write Number for ALE in addition to API Number
  and corresponding text
• DO NOT abbreviate text of API

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Portfolio ComponentsEvidence Sheet

• Activity
• VERY IMPORTANT
• The specific method of instruction that will lead
  to mastery of the API
• Ensure relationship between activity and API is
  clear

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Portfolio ComponentsEvidence Sheet

• Activity
• Related to food only appropriate if academic in
  nature (ordering from menu)
• Related to toileting, NOT appropriate
• Sample activities
• http//state.tn.us/education/speced/assessment.sht
  mltcap

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Portfolio ComponentsEvidence Sheet

• Choice
• 1st check button next to type of choice given
• 2nd write the choices given to student in blanks
  provided
• 3rd circle students choice
• If student refused to choice, write a note of
  explanation

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Portfolio ComponentsEvidence Sheet

• Choice
• Credit dependent on acceptable activity
• Need evidence of three different and appropriate
  types of choice evidenced throughout the content
  area
• Evidence may come from Evidence Sheet, Graph, or
  a combination of both

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Portfolio ComponentsEvidence Sheet

• Choice
• Food choices are only appropriate if related to
  activity (e.g., purchasing food from vending
  machine related to math activity involving coins)
• Reward choices involving food are not appropriate

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Portfolio ComponentsEvidence Sheet

• Setting and Support
• NEW FOR THIS YEAR
• If setting is NOT inclusive, do not complete
  section
• If section is blank, Special Education credit
  will be given

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Portfolio ComponentsEvidence Sheet

• Setting and Support
• 1st write location of Inclusive setting in blank
• 2nd Natural support signs and writes title

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Portfolio ComponentsEvidence Sheet

• Setting and Support
• Specialty areas are inclusive if both special
  education students and typically developing
  students are receiving instruction in the class
• Cafeteria is not inclusive if only special
  education students are grouped together
• Spell out name of location

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Portfolio ComponentsEvidence Sheet

• Setting and Support
• Support refers to Natural Support
• Natural Support is assistance available to both
  special education and their typically developing
  peers
• Natural Support ONLY occurs in an inclusive
  setting
• Only adults are considered Natural Support

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Portfolio ComponentsEvidence Sheet

• Peer Interaction
• Must be related to activity
• Peer may Not qualify for TCAP-Alt PA
• Explanation should describe how the interaction
  was related to activity
• Peer signs only first name and grade level on
  either evidence sheet or graph

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Graphs

• Four graph choices
• Graph 1
• Most appropriate for lowest functioning students
• Graph 2
• Most appropriate for prerequisite skills
• Graph 3
• Most versatile
• Graph 4
• Most suitable for task analysis

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Graphs

• Student Name, Grade Level, Content Area,
  Standard, ALE, and API should be the same as the
  evidence sheet
• For each day data is collected for the API, write
  date in box on the top line of graph
• Highlight date column on graph which corresponds
  to date on evidence sheet
• Student performance is indicated by a dot in the
  CENTER of the data day

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Graphs

• Choice Code
• If student was given a choice on the data day,
  write appropriate choice code listed below graph
• If no choice was given on that day, leave box
  BLANK

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Graphs

• Inclusion Code
• If instruction occurred in an Inclusive Setting,
  write code for that setting in the appropriate
  box
• Codes are located below graph
• For Inclusive settings not listed, write the
  setting in the blank labeled Other and assign
  setting a code
• If setting is NOT Inclusive, leave box BLANK
• If box is blank, Special Education setting credit
  will be given

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Graphs

• Support Signatures
• Natural Support signatures are to be provided for
  each Inclusive setting indicated on Graph
• Signature on graph verifies that the student
  attended the class and worked on the specified
  API on all of the dates indicated
• If the student does not have FOUR different
  Inclusive Settings, the extra lines may be left
  blank

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Graphs

• Peer Interaction
• If Peer Interaction occurred and peer did not
  sign evidence sheet, he/she must sign graph
• Write an explanation describing how the
  interaction related to activity

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Graphs

• Data Collection
• As data collection continues, connect the dots
• A LINE graph using BLUE ink is preferred
• Dot should be visible in center of box
• Do NOT use permanent marker to connect dots
• The line should go UP to indicate progress
• If student reaches mastery of API, API needs to
  be altered

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QUESTIONS
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Contact Information

• Lori Nixon
• Office of Assessment, Evaluation, and Research
• Phone Number 615-532-1679
• Email Lori.Nixon_at_tn.gov