TCAP-Alt PA

Tennessee Comprehensive Assessment Program Alternative Portfolio 2009-2010

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Content Standards/Alternate Performance Indicators

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Curriculum Standards were revised for the 2009-2010 school year

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Due to this revision, APIs had to be realigned

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All current APIs align to the new curriculum standards

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Content Standards/Alternate Performance Indicators

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The API content is the same

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Revisions have been made to the general format of the document

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Revisions include:

– Table of Contents – General Use Statement which includes linking to general curriculum – Alternate Learning Expectations and Alternate Performance Indicators are labeled 3

API

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Table of Contents

– Divided into four Content Areas – Corresponding Content Standards listed – For example:

Reading Writing Table of Contents Reading/Language Arts Elements of Language

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API

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General Use Statement

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Includes where to find information

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How to use the API document to complete the Evidence Sheet and Graph Information

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How the API document links to the general curriculum

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Content Standards/Alternate Performance Indicators

Content Standard: Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation.

Alternate Learning Expectation (ALE): R.1.Develop oral language and listening skills Alternate Performance Indicators (API) Gr. K-2 Alternate Performance Indicators (API) Gr. 3-8 1. Communicate wants and needs 1. Communicate wants and needs 6

Manual and Forms

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On-line by August

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Activities include Social Studies

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Exemplar Portfolio

– Two exemplars for teachers: • 1. K-8 Educators • 2. 9-12 Educators 7

Required Portfolio Components

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Table of Contents

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Participation Guidelines

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Affidavit of Student Performance

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Statement of Inclusion

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Student Schedule

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Evidence Sheet

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Graph

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What is NOT required

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Report of Irregularity

– Will be on-line ★

Portfolio Validation Sheet

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Proof of Schedule Use

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Media Permission Form

– NO PICTURES 9

Required Components

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Table of Contents

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First page in binder

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Includes basic demographic information as well as page number information

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Use order of the Table of Contents as a guide for form placement

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Participation Guidelines

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EasyIEP

– Two pages are required – School Psychologist page and School Principal signature page ★

Paper Copy

– Should only be used if not on EasyIEP – Will be on-line – Team members no longer sign – Only School Psychologist and Principal should sign 12

Participation Guidelines

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Functionally Delayed

– Not an IDEA Disability – If an FD student is assessed with Portfolio, will be non-proficient and a non-participant – AYP status will not be reflected on IPR or labels for file – AYP status will be reflected in summary reports to system 13

Affidavit of Student Performance

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Teacher of record AND School Principal must sign

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Includes language from Participation Guidelines for School Principal

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Statement of Inclusion

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Replaces Mode of Communication, Instructional Adaptations, and Statement of Inclusion Page

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Teacher will indicate to what degree the student is included if any with the general population

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If the student is fully included, general education teacher signs this page and does not have to sign on evidence sheet or graph

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Hours page from IEP must be included if student is to be considered fully included in any area

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Statement of Inclusion

TCAP-Alt PA State Required TCAP-Alt PA Form Statement of Inclusion Check appropriate statement below: □ [Student name] is NOT fully included in any Content or Elective/Specialty area.

□ [Student name] is fully included in the following Content Area classes (check all that apply): □Reading/Language Arts □Math □Science □Social Studies 1. 2. 3. 4. 1. 2. 3. 4. where indicated.

AND/OR Student is fully included in the following Elective/Specialty area classes: For all areas in which student is fully included, General Education teachers must sign below. *The IEP hours page taken from the Special Education and Related Services page must be included after this statement to receive automatic credit for inclusion. **If student is not fully included in any area, natural support must sign evidence and graph

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Evidence Sheet

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Page format has been updated

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Significant change in the areas of Setting, Support, and Peer Interaction

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Evidence Sheet

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Setting and Support

– If setting is not inclusive, do not complete setting and support section – If section is blank, special education setting and support will be assumed 18

Evidence Sheet

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Setting and Support

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Support Signatures

– If “fully included” not indicated on Statement of Inclusion page, ALL Natural Support persons must sign if Setting is indicated 19

Evidence Sheet

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Settings and Support

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Are connected

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Cannot have an Inclusive Setting without Natural Support

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Likewise, cannot have Natural Support without Inclusive Setting

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Evidence Sheet

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Peer Interaction

– Describe the interaction that occurred between student and peer in the activity – Interaction must relate to activity – A peer cannot qualify for TCAP-Alt PA – If peer signs Evidence Sheet, do not need peer for Graph 21

Evidence Sheet

TCAP-Alt PA Evidence Sheet State Required TCAP-Alt PA Form Student Name: _______________________________ Grade Level: ________ Data Point Date (must be plotted on graph): _________ CONTENT Content Area (Circle One): Reading/Language Arts Math Science Social Studies Content Standard: _________________________________________________________________ Alternate Learning Expectation Code and ALE: ________________________________________________________ Alternate Performance Indicator Code and API: ________________________________________________________ ACTIVITY Learning Activity: Provide a clear explanation of learning activity and materials used. CHOICE Choices: Check box to indicate which type of choice was offered. Choice credit is dependent upon an acceptable activity. Check only ONE box.

□ Materials □Who to work with □ When to work on the activity □ Where to work on the activity On the spaces below, write the two choices offered and circle student’s choice.

Choice 1: ______________________________ □ Reward/positive reinforcement for completing activity Choice 2: ______________________________ SETTING AND SUPPORT If setting is not inclusive, do not complete Setting and Support section. If blank, Special Education setting and support will be assumed.

Setting:_________________________________________________________________ Support: __________________________________ ______________________________ Signature Title PEER INTERACTION Peer Interaction: On the spaces below, describe the interaction that occurred between student and peer in the activity. Interaction must relate to activity. (Note: A peer cannot qualify for TCAP-Alt PA.) First Name: _________________________________________ Grade: __________

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Graph

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Continue to have four types

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Page format has been updated

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Significant changes in the areas of Inclusion Codes, Choice Code “Who”, Support Signatures, Peer Interaction

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Graph

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Inclusion Codes

– Divided into four content areas • General Education Reading/Language Arts: RL • General Education Math: MA • General Education Science: SC • General Education Social Studies: SS 24

Graph

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Inclusion Codes

– Specialty Areas • Music: MU • Library: L • Physical Education: PE • Art: A • Guidance: G • Computer Lab: CL 25

Graph

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Choice Codes

– Remain the same – EXCEPT Who is now ?

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Graph

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Support Signatures

– If “fully included” not indicated on Statement of Inclusion page, ALL Natural Support persons must sign if Setting is indicated – Need to sign both Evidence Sheet and Graph 27

Graph

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Peer Interaction

– If peer did not sign evidence sheet, must sign graph – A peer does not sign both evidence sheet and graph 28

Miscellaneous

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New High School Policy

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Will not effect content assessed for Portfolio

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Students must be assessed in Math, Science (Living Science), and Language Arts (including Writing)

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Report of Irregularity

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On-line

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Randa Site

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Paper RI still on-line

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Building Level Testing Coordinator usually enters……

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Medical Exemption

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Same Process

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No “ME” bubble

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Will bubble “Absent”

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Score Review

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New form

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Will be sent first of August

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Trainings

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Webex

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Complete on-line form

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Presentation on-line under Tools and Resources

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Contact Info

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Need for both Portfolio and MAAS

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Send name of System, Name, phone number, and email

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Lori Nixon [email protected]

615-532-1679

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