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TCAPAlt PA

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Choice. Credit dependent on acceptable activity ... Reward choices involving food are not appropriate. TN Department of Education ... Choice Code ... – PowerPoint PPT presentation

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Title: TCAPAlt PA


1
TCAP-Alt PA
  • Training for Teachers
  • 2009-2010

2
Training Agenda
  • Participation Guidelines
  • EasyIEP vs. Paper Form
  • Entry Requirements
  • Areas to Assess
  • Rubric Determination
  • Portfolio Components
  • Required Forms for a Complete Assessment
  • Questions

3
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.

6
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)

7
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

8
Rubric Determination
  • Three types
  • Regular
  • Modified
  • Must enter Report of Irregularity On-Line
  • Homebound
  • Must enter Report of Irregularity On-Line

9
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

10
Portfolio Components
  • Table of Contents
  • Participation Guidelines
  • Affidavit of Student Performance
  • Statement of Inclusion
  • Student Schedule
  • Evidence Sheet
  • Graph

11
Portfolio Components
  • You may need
  • Report of Irregularity (on-line)
  • Special Education and Related Services IEP page

12
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

13
Portfolio ComponentsParticipation Guidelines
  • Participation Guidelines
  • Two pages
  • Use EasyIEP (if not on EasyIEP, must include the
    paper form)
  • Psychologist and Principal must sign

14
Portfolio ComponentsAffidavit of Student
Performance
  • Affidavit of Student Performance
  • Part of test security
  • Signed in ink by teacher of record AND school
    principal

15
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

16
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

17
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

18
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

19
Portfolio ComponentsStudent Schedule
  • Student Schedule
  • Intended to show how student determines task
    completion
  • Examples
  • Daily grid
  • Pocket chart
  • Attendance print out

20
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

21
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

22
Portfolio ComponentsEvidence Sheet
  • Content
  • Four Content Areas
  • Reading/Language Arts
  • Math
  • Science
  • Social Studies

23
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

24
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

25
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

26
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

27
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

28
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

29
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

30
Portfolio ComponentsEvidence Sheet
  • Setting and Support
  • 1st write location of Inclusive setting in blank
  • 2nd Natural support signs and writes title

31
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

32
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

33
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

34
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

35
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

36
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

37
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

38
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

39
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

40
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

41
QUESTIONS
42
Contact Information
  • Lori Nixon
  • Office of Assessment, Evaluation, and Research
  • Phone Number 615-532-1679
  • Email Lori.Nixon_at_tn.gov
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