State-wide Assessment Update for 2005-2006. What Does TNs Alternate Assessment Program Look Like Now? Alternate Assessment General Assessment Alternate.

State-wide State-wide Assessment Assessment Update for 2005-2006Update for 2005-2006

What Does TN’s Alternate What Does TN’s Alternate Assessment Program Look Assessment Program Look

Like Now?Like Now?

Alternate Alternate AssessmentAssessment

General General AssessmentAssessment

Alternate Achievement Alternate Achievement StandardsStandards

1% - Students with the 1% - Students with the most significant cognitive most significant cognitive disabilitiesdisabilities

Regular Achievement Regular Achievement StandardsStandards

Majority of Students Majority of Students with Disabilitieswith Disabilities

All Nondisabled All Nondisabled StudentsStudents

What Will TN’s Alternate What Will TN’s Alternate Assessment Program Look Assessment Program Look

Like in 2006-2007?Like in 2006-2007?Alternate Alternate AssessmentAssessment

Alternate Alternate Assessment Assessment

General General AssessmeAssessmentnt

Alternate Alternate Achievement Achievement StandardsStandards

1% - Students 1% - Students with the Most with the Most Significant Significant Cognitive Cognitive DisabilitiesDisabilities

Modified Modified Achievement Achievement StandardsStandards

2%- Students 2%- Students with Persistent with Persistent Academic Academic DisabilitiesDisabilities

Regular Regular Achievement Achievement StandardsStandards

Majority of Majority of Students with Students with DisabilitiesDisabilities

All All Nondisabled Nondisabled StudentsStudents

Goal: Include as many Goal: Include as many students as possible in the students as possible in the

general assessment.general assessment.

In order for a student to obtain a In order for a student to obtain a regular diploma, they must take and regular diploma, they must take and pass all three Gateways.pass all three Gateways.

May require the use of extensive May require the use of extensive accommodationsaccommodations

ACCOMMODATIONSACCOMMODATIONS Definition: Accommodations are practices Definition: Accommodations are practices

and procedures in the areas of presentation, and procedures in the areas of presentation, response, setting, and timing/scheduling response, setting, and timing/scheduling that provide equitable instructional and that provide equitable instructional and assessment access for students with assessment access for students with disabilities. disabilities.

Accommodations reduce or eliminate the Accommodations reduce or eliminate the effects of a student’s disability and do not effects of a student’s disability and do not reduce learning expectations.reduce learning expectations.

What if a student refuses to use the What if a student refuses to use the accommodation?accommodation?

Changes to the Participation Changes to the Participation GuidelinesGuidelines

School Psychologist to Provide/Review InformationSchool Psychologist to Provide/Review Information

Student SafeguardsStudent Safeguards Addition of ruling out Other Health Impairment as primary Addition of ruling out Other Health Impairment as primary

reason for participation.reason for participation.

The decision for TCAP-Alt participation is based on the The decision for TCAP-Alt participation is based on the needs of the student. needs of the student. It is not based upon anticipated It is not based upon anticipated impact on system/school performance scores.impact on system/school performance scores.

The decision for TCAP-Alt participation is an IEP Team The decision for TCAP-Alt participation is an IEP Team decision based upon the needs of the student. It is NOT decision based upon the needs of the student. It is NOT an ADMINISTRATIVE DECISION.an ADMINISTRATIVE DECISION.

Out-of-Level Testing Information AddedOut-of-Level Testing Information Added

Signature of Principal Required for CompletionSignature of Principal Required for Completion

(What if a parent refuses cognitive assessment?)(What if a parent refuses cognitive assessment?)

How Will We Provide How Will We Provide Alternate Assessment?Alternate Assessment?

Most students who participate in Most students who participate in alternate assessment under the 1% alternate assessment under the 1% guidelines from the USDOE will guidelines from the USDOE will

participate in portfolio assessmentparticipate in portfolio assessment.. Out-of-level offered as an option, but Out-of-level offered as an option, but

student scores may not count towards student scores may not count towards proficiency or participation for AYP proficiency or participation for AYP purposes. purposes.

New TCAP-Alt Portfolio New TCAP-Alt Portfolio Process Process

more focus on academicsmore focus on academics

Alternate Performance IndicatorsAlternate Performance Indicators

guide for choosing grade level guide for choosing grade level performance indicators to be assessedperformance indicators to be assessed

revision of TCAP-Alt Participation revision of TCAP-Alt Participation Guidelines (If IEP meeting done last year, Guidelines (If IEP meeting done last year, new Participation Guidelines not new Participation Guidelines not necessary)necessary)

How Will the Portfolios Be How Will the Portfolios Be Scored? Scored?

• Each subject area reported separately, Each subject area reported separately, as on the general assessment. as on the general assessment.

• Students will not receive an overall Students will not receive an overall portfolio score. portfolio score.

• Due DatesDue Dates

• Who is scoring?Who is scoring?

• Shipping InformationShipping Information

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.

A Reminder About High School Students…

2005-2006 TCAP-Alt RubricDimension 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.

DIMENSIONS 10 Points 20 Points 30 Points 40 Points 50 Points

CONTENT Content Standard(s) is/are stated, but not related to content areaAND/ORactivity(ies) is/are not age appropriate or related to the content area.

Content Standard(s) with activity(ies) related to Alternate Performance Indicator(s) is/are evident. Data collection/graphing includes less than 20 occurrences and/or shows no progress.

One Content Standard with a minimum of 1 activity related to the Alternate Performance Indicator evident. At least 20 occurrences of data collection and graphing showing progress documented throughout both data periods. All data collection is related to the Alternate Performance indicator.

Two Content Standards with a minimum of 1 activity related to the Alternate Performance Indicators per content standard are evident. At least 20 occurrences of data collection and graphing showing progress documented throughout both data periods for each Alternate Performance indicator assessed.

Three Content Standards with a minimum of 1 activity related to the Alternate Performance Indicators per content standard are evident. At least 20 occurrences of data collection and graphing showing progress documented throughout both data periods for each Alternate Performance indicator assessed.

DIMENSIONS 4 Points 8 Points 12 Points 16 Points 20 Points

CHOICE Choice evident, but not age appropriate.

Choice evidenced, but not related to activity.

Choice evidenced and related to at least 1 activity.

Choice evidenced and related to at least 2 activities.

Choice evidenced and related to at least 3 activities.

DIMENSIONS 2 Points(Each Following

Dimension)

4 Points(Each Following Dimension)




SUPPORTS Support is only special education teacher and/or assistant directed.

Support is a combination of teacher and peer tutor/tutee.

Natural support is evidenced in only 1 activity.

Natural support is evidenced in at least 2 activities.

Natural support is evidenced in 3 activities.

SETTINGS Instruction evidenced occurs only in special education settings.

Instruction evidenced occurs within multiple settings, 1 of which is inclusive.

Instruction evidenced occurs within 2 inclusive settings.


Instruction evidenced occurs within 4 inclusive settings.*Maximum number of points is automatically awarded to students included in the general classroom for instruction in the content area.

PEERINTERACTION

S

Student interactions are evident only with other students receiving special education services.

Student interactions with non-disabled peers are not related to the Alternate Performance Indicator assessed.

Student interactions with non-disabled peers are related to 1 Alternate Performance Indicator assessed.

Student interactions with non-disabled peers are related to 2 Alternate Performance Indicators assessed.

Student interactions with non-disabled peers are related to 3 Alternate Performance Indicators assessed.

2005-2006 TCAP Alt Modified RubricThis 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.

DIMENSIONS 10 Points 20 Points 30 Points


Content Standard(s) with activity(ies) related to Alternate Performance Indicator(s) is/are evident. Data collection/graphing includes less than 20 occurrences and/or shows no progress.

One Content Standard with a minimum of 1 activity related to the Alternate Performance Indicator evident. At least 20 occurrences of data collection and graphing showing progress documented throughout both data periods. All data collection is related to the Alternate Performance Indicator.






SUPPORTS Support is only special education teacher and/or assistant directed.

Support is a combination of teacher and peer tutor/tutee.

Natural support is evidenced in only 1 activity.

SETTINGS Instruction evidenced occurs only in special education settings.

Instruction evidenced occurs within multiple settings, 1 of which is inclusive.


PEERINTERACTIONS

Student interactions are evident only with other students receiving special education services.

Student interactions with non-disabled peers are not related to the Alternate Performance Indicator assessed.

Student interactions with non-disabled peers are related to 1 Alternate Performance Indicator assessed.

For definitions of terms found on this rubric and for additional scoring rules, see the TCAP-Alt Teacher’s Manual.

2005-2006 TCAP-Alt Homebound Rubric This rubric is to be used ONLY under the following conditions:1. student is placed on homebound status for the entire school year;

OR2. student attends a special day school – serving students with significant cognitive and adaptive disabilities, andstudent’s 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.



Content Standard(s) with activity(ies) related to Alternate Performance Indicator(s) is/are evident. Data collection/ graphing includes less than 20 occurrences and/or shows no progress.

One Content Standard with a minimum of 1 activity related to the Alternate Performance Indicator evident. At least 20 occurrences of data collection and graphing showing progress documented throughout both data periods. All data collection is related to the Alternate Performance Indicator.





For definitions of terms found on this rubric and for additional scoring rules, see the TCAP-Alt Teacher’s Manual.

Medical Exemptions•Make individual request through DOE•Homebound and No Academic Goals/Instruction•Medically-Fragile—Physician’s Diagnosis and Information Required•Annual Review and Approval/Non-Approval for Medical Exemption

What About the 2%?What About the 2%? The new 2% Assessment is expected to be available The new 2% Assessment is expected to be available

for the 2006-2007 school year.for the 2006-2007 school year.

States can develop modified achievement standards States can develop modified achievement standards and assessments based on those standards. and assessments based on those standards.

These standards and assessments must be aligned These standards and assessments must be aligned with grade-level content but can be modified so with grade-level content but can be modified so they reflect reduced breadth or depth of grade-level they reflect reduced breadth or depth of grade-level content.content.

Students eligible to take assessments based on Students eligible to take assessments based on modified achievement standards may be in any of modified achievement standards may be in any of the 13 disability categories. the 13 disability categories.

States and school districts can include students' States and school districts can include students' proficient and advanced scores on modified proficient and advanced scores on modified assessments in Adequate Yearly Progress (AYP) assessments in Adequate Yearly Progress (AYP) determinations. The number of modified scores determinations. The number of modified scores cannot exceed a cap at the district and state levels, cannot exceed a cap at the district and state levels, which is determined by the total number of which is determined by the total number of students assessed. students assessed.

The modified standards may not preclude a student The modified standards may not preclude a student from receiving a regular high school diploma. from receiving a regular high school diploma.

States must adopt specific criteria for IEP teams to States must adopt specific criteria for IEP teams to use to determine whether a student is eligible to be use to determine whether a student is eligible to be assessed on modified achievement standards. assessed on modified achievement standards.

IEP teams must review annually their decision to IEP teams must review annually their decision to assess a student based on modified achievement assess a student based on modified achievement standards. standards.

The IEP team must conclude that the student's disability The IEP team must conclude that the student's disability has precluded him or her from achieving grade-level has precluded him or her from achieving grade-level proficiency. This is determined byproficiency. This is determined by

1) objective evidence, 1) objective evidence, 2) the student is not likely to achieve grade-level 2) the student is not likely to achieve grade-level

proficiency in proficiency in the school year covered by the IEP despite the school year covered by the IEP despite high quality high quality instruction (which includes special instruction (which includes special education and related education and related services designed to meet services designed to meet the student's needs), and the student's needs), and

3) the student is receiving instruction in the grade-3) the student is receiving instruction in the grade-level level curriculum for the subjects in which he or curriculum for the subjects in which he or she is being she is being assessed. assessed.

States must develop clear and appropriate guidelines for States must develop clear and appropriate guidelines for IEP teams to use in determining which students with IEP teams to use in determining which students with disabilities may be held to alternate or modified academic disabilities may be held to alternate or modified academic achievement. This is will ensure parents of those students achievement. This is will ensure parents of those students are informed that their child's achievement will be are informed that their child's achievement will be measured on alternate or modified achievement standards.measured on alternate or modified achievement standards.

Where Do I Direct Questions Where Do I Direct Questions Regarding TCAP-Alt?Regarding TCAP-Alt?

Malinda TuttleMalinda [email protected]@state.tn.us(615) 532-9702(615) 532-9702

Ann SandersAnn Sanders [email protected]@state.tn.us (615) 741-7811(615) 741-7811

www.state.tn.us/education/speced/www.state.tn.us/education/speced/

State-wide Assessment Update for 2005-2006. What Does TNs Alternate Assessment Program Look Like Now? Alternate Assessment General Assessment Alternate.

Documents

nondisabled students

students disability

assessment access

student refuses

tcapalt participation

administrative decision

accommodations definition

statewide assessment