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

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Presentation on theme: "State-wide Assessment Update for 2005-2006. What Does TNs Alternate Assessment Program Look Like Now? Alternate Assessment General Assessment Alternate."— Presentation transcript:

1 State-wide Assessment Update for

2 What Does TNs Alternate Assessment Program Look Like Now? Alternate Assessment General Assessment Alternate Achievement Standards 1% - Students with the most significant cognitive disabilities 1% - Students with the most significant cognitive disabilities Regular Achievement Standards Majority of Students with Disabilities Majority of Students with Disabilities All Nondisabled Students All Nondisabled Students

3 What Will TNs Alternate Assessment Program Look Like in ? Alternate Assessment General Assessment Alternate Achievement Standards 1% - Students with the Most Significant Cognitive Disabilities 1% - Students with the Most Significant Cognitive Disabilities Modified Achievement Standards 2%- Students with Persistent Academic Disabilities 2%- Students with Persistent Academic Disabilities Regular Achievement Standards Majority of Students with Disabilities Majority of Students with Disabilities All Nondisabled Students All Nondisabled Students

4 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. 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 May require the use of extensive accommodations

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

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8 Changes to the Participation Guidelines School Psychologist to Provide/Review Information School Psychologist to Provide/Review Information Student Safeguards Student Safeguards Addition of ruling out Other Health Impairment as primary reason for participation. 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 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. 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 Out-of-Level Testing Information Added Signature of Principal Required for Completion Signature of Principal Required for Completion (What if a parent refuses cognitive assessment?) (What if a parent refuses cognitive assessment?)

9 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. 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. Out-of-level offered as an option, but student scores may not count towards proficiency or participation for AYP purposes.

10 New TCAP-Alt Portfolio Process more focus on academics more focus on academics Alternate Performance Indicators Alternate Performance Indicators guide for choosing grade level performance indicators to be assessed 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) revision of TCAP-Alt Participation Guidelines (If IEP meeting done last year, new Participation Guidelines not necessary)

11 How Will the Portfolios Be Scored? Each subject area reported separately, as on the general assessment. Each subject area reported separately, as on the general assessment. Students will not receive an overall portfolio score. Students will not receive an overall portfolio score. Due Dates Due Dates Who is scoring? Who is scoring? Shipping Information Shipping Information

12 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…

13 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. DIMENSIONS 10 Points20 Points30 Points40 Points50 Points CONTENT Content Standard(s) is/are stated, but not related to content area AND/OR activity(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. DIMENSIONS4 Points8 Points12 Points16 Points20 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. DIMENSIONS2 Points (Each Following Dimension) 4 Points (Each Following Dimension) 6 Points (Each Following Dimension) 8 Points (Each Following Dimension) 10 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 3 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. PEER INTERACTIONS 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.

14 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. DIMENSIONS 10 Points20 Points30 Points CONTENT Content Standard(s) is/are stated, but not related to content area AND/OR activity(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. DIMENSIONS4 Points8 Points12 Points CHOICE Choice evident, but not age appropriate. Choice evidenced, but not related to activity. Choice evidenced and related to at least 1 activity. DIMENSIONS2 Points4 Points6 Points 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. Instruction evidenced occurs within 2 inclusive settings. PEER INTERACTIONS 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 Teachers Manual.

15 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; OR 2. 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. DIMENSIONS 10 Points20 Points30 Points CONTENT Content Standard(s) is/are stated, but not related to content area AND/OR activity(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. DIMENSIONS4 Points8 Points12 Points CHOICE Choice evident, but not age appropriate. Choice evidenced, but not related to activity. Choice evidenced and related to at least 1 activity. 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

16 What About the 2%? The new 2% Assessment is expected to be available for the school year. The new 2% Assessment is expected to be available for the school year. States can develop modified achievement standards and assessments based on those standards. 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. 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. Students eligible to take assessments based on modified achievement standards may be in any of the 13 disability categories.

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

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

19 Where Do I Direct Questions Regarding TCAP-Alt? Malinda Tuttle Malinda Tuttle (615) Ann Sanders Ann Sanders (615) (615)


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