State-wide Assessment

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State-wide Assessment

• Update for 2005-2006

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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 2006-2007?
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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

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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 students disability and do not reduce learning
  expectations.
• What if a student refuses to use the
  accommodation?

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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.
• Out-of-Level Testing Information Added
• Signature of Principal Required for Completion
• (What if a parent refuses cognitive
  assessment?)

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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.

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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)

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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

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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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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.
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• 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.

For definitions of terms found on this rubric and
for additional scoring rules, see the TCAP-Alt
Teachers Manual.
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• 2005-2006 TCAP-Alt Homebound Rubric
• This rubric is to be used ONLY under the
  following conditions
• student is placed on homebound status for the
  entire school year
• OR
• 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..
• 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

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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.

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• 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.

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• 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.

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Where Do I Direct Questions Regarding TCAP-Alt?

• Malinda Tuttle
• Malinda.Tuttle_at_state.tn.us
• [phone]
• Ann Sanders
• Ann.Sanders_at_state.tn.us
• [phone]
• www.state.tn.us/education/speced/