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2006—2007 TCAP ACCOMMODATIONS

2006—2007 TCAP ACCOMMODATIONS. 2006-2007 TCAP ACCOMMODATIONS & MODIFICATIONS QUIZ. 2006-2007 TCAP ACCOMMODATIONS & MODIFICATIONS QUIZ. Tennessee Comprehensive Assessment Program. TCAP Achievement TCAP Writing TCAP Competency End Of Course (EOC) TCAP-ALT: ASA PA.

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2006—2007 TCAP ACCOMMODATIONS

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  1. 2006—2007 TCAP ACCOMMODATIONS

  2. 2006-2007 TCAP ACCOMMODATIONS & MODIFICATIONS QUIZ

  3. 2006-2007 TCAP ACCOMMODATIONS & MODIFICATIONS QUIZ

  4. Tennessee Comprehensive Assessment Program • TCAP Achievement • TCAP Writing • TCAP Competency • End Of Course (EOC) • TCAP-ALT: • ASA • PA

  5. Tennessee Comprehensive Assessment Program • Achievement-grades 3, 4, 5, 6, 7, 8, • K, 1, 2: optional • Writinggrades 5, 8, 11 • Gateway: Math, English, Science H.S. • taken upon completion of related course (or “WHEN” determined by the IEP team not “IF”) • May take after student has had the opportunity to be taught the standards • TCAP-ALT Portfolio • Required for graduation • Competency Test • Students who entered high school prior to Fall 2001 • IEP with competency requirement • Currently enrolled, or Exited with a special education diploma & Returning for regular diploma **May take Competency Test until 22

  6. Tennessee Comprehensive Assessment Program (TCAP) • End-of-Course (EOC) Tests • Taken at completion of specified course • Non-mandated, district-wide assessments- applicable Allowable, and/or Special Accommodations or ELL Accommodations

  7. Tennessee Comprehensive Assessment Program –Alternate (TCAP-ALT) • TCAP-ALT: • Must meet Eligibility Standards • Complete Addenda in IEP • ASA=Alternate Standard Assessment • Out of Level • Non-Proficient • PA=Portfolio • “Only Students with the Most Significant Cognitive and Adaptive Disabilities”* • Grades 3-8: Schedule Aligned with TCAP Achievement & Writing (Math, Reading/Language Arts, Science, Social Studies) • H.S.:9th-Math, 10th-Science (Life Science only), 11th-Reading/L.A. (including Writing), 12th- Any area (s) not previously assessed through the Portfolio. *TDOE 2006-2007 TCAP-ALT Portfolio Manual p. 5

  8. Metamorphosis of Accommodations • SINCE 2003-2004 • Expansion of Allowable Accommodations • Emphasis of Allowable Accommodations for all students • Expansion of Special Accommodations • Special Accommodations – 504 Service Plans • Extension of Special Accommodations – IEPs • Addition of Unique Adaptive Accommodations • ELL Accommodations Defined RequiresDOCUMENTATION & CONSISTENT USE

  9. TCAP ACCOMMODATIONS IEP Team determines NEEDED ACCOMMODATIONS

  10. DETERMINING ACCOMMODATIONS • Documented on IEP or 504 Plan • Needed for classroom instruction • Used consistently • Can NOT have Accommodations just for TCAP • No IEP or 504 Plan? Must document classroom use

  11. Who is Responsible for Accommodations on TCAPs? • Special Education Students • Special Education Personnel • 504 students • School level 504 Coordinators • ELL students • ESL Coordinator or ESL Teacher • Combination of Services • Collaborate

  12. ACCESSING ACCOMMODATIONS? • Allowable Accommodations • ALL STUDENTS • Special Accommodations • STUDENTS WITH IEP or 504 PLAN • DOCUMENTED in IEP/504 Plan • Students must meet REQUIRED CONDITIONS (*See Chart) • Accommodations Accommodations USED CONSISTENTLY throughout the year in the classroom • 504 students can only use certain accommodations (See Chart) • Allowable, Special, &/or ELL Accommodations • ELL STUDENTS WITH IEP/504 PLANS

  13. Q. Extended Time R. Bilingual Dictionary S. Read Aloud Test Instruction T. Read Aloud Test Items (ENGLISH ONLY- NO TRANSLATIONS) ELL Accommodations

  14. Accommodations Addenda(For Use by IEP and 504 Teams) • SPECIFIC TO EACH TCAP ASSESSMENT: • TCAP Achievement (grades 3—8) • TCAP Writing (grades 5, 8, and 11) • TCAP End-of-Course Tests • EACH ADDENDUM INCLUDES – Allowable and Special Accommodations • ADDENDUM COMPLETED BY IEP/504 Team

  15. HOW TO USE THE ADDENDUM EXAMPLE TCAP WRITING ASSESSMENT

  16. IEP: ALLOWABLE ACCOMMODATIONS

  17. SPECIAL ACCOMMODATIONS ADDENDUM

  18. IEP: TCAP WRITING ALLOWABLE ACCOMMODATIONS ADDENDUM

  19. Allowable AccommodationsWriting Assessment

  20. Special AccommodationsWriting Assessment

  21. TCAP, EOC, GATEWAY ALLOWABLE ADDENDUM

  22. TCAP, EOC, GATEWAY SPECIAL ACCOMMODATIONS ADDENDA

  23. IEP: STATE MANDATED ASSESSMENT SECTION

  24. IEP: EOC SECTION

  25. ALLOWABLE ACCOMMODATIONS CHART

  26. SPECIAL ACCOMMODATIONS CHART

  27. Questions for the Classroom Teacher and/or IEP/504 Team

  28. ALLOWABLE ACCOMMODATIONS ACCOMMODATION BY ACCOMMODATION

  29. Special: Read Aloud Internal Test Items

  30. Questions for the Classroom TeacherSIGNING INSTRUCTIONS: • Does the student typically use sign language during regular classroom instruction and similar classroom assessments? 2. Have arrangements been made for the Test Administrator to sign the test being administered? 3. Is the Test Administrator proficient in sign language or the student’s individual communication modality? 4. Is the student familiar with the Test Administrator (interpreter)? 5. Will the student require Flexible Scheduling? 6. Will the student require Flexible Setting?

  31. Allowable Accommodations LARGE PRINT OR BRAILLE TESTS Request in advance Visual Impairment on IEP Extended time on IEP/504 Plan SIGN ORAL INSTRUCTIONS VERBATIM Verbatim directions Spoken portions only Writing assessment prompts Do not fingerspell common sign No clarification of test instructions

  32. Questions for the Classroom TeacherREPEATING INSTRUCTIONS: • 1. Does the student typically require repetition of instructions during classroom instruction and similar classroom assessments? • 2. Is Flexible Setting required due to numerous requests for repetition?

  33. Questions for the Classroom TeacherCALCULATOR/MATHEMATICS TABLES: • Does your system allow use of Calculator/Mathematics Tables on approved tests/subtests? 2. Does the student typically use a Calculator/Mathematics Table during classroom instruction and similar classroom assessments (e.g., assessments that do not measure computation)? 3. Will the student require a Flexible Setting? 4. Has the memory in the calculator been cleared prior to testing? Note: Memory must also be cleared after testing. 5. If the student has an IEP, does s/he qualify for use of Calculator/Mathematics Tables on all math tests/subtests?

  34. Allowable Accommodations(continued) RE-READ/SIGN ORAL INSTRUCTIONS VERBATIM Directions re-read/signed verbatim Writing Assessment prompts CALCULATOR /MATHEMATICS TABLES (items not measuring computation) Permitted on TCAP Achievement EOC and Gateway Tests Not a Special Accommodation

  35. Questions for the Classroom TeacherFLEXIBLE SETTING: • 1. Does the student typically require classroom assessment in an alternate setting or location? • 2. Is the student familiar with the setting in which s/he will be tested? • 3. Have arrangements for Flexible Setting been made with the Building Level Testing Coordinator prior to the assessment? • 4. If the student is assessed in a small group, have arrangements been made to accommodate a group of no more than five (5) students?

  36. Allowable Accommodations(continued) FLEXIBLE SETTING Individual Small group* Designated part of the room Study carrel Other Classroom Homebound / Out of School *Recommended: 2 – 5 students (NOT exceed 10 students)

  37. Questions for the Classroom TeacherVISUAL/TACTILE AIDS: • 1. Does the student typically require visual/tactile aids during classroom instruction and similar classroom assessments? • 2. Is the student proficient with the visual/tactile aids to be used during the assessment? • 3. Will the student require Flexible Scheduling in order to appropriately use visual/tactile aids? • 4. Is the student using a magnification device? • 5. Does s/he become more easily tired than other students? If so, will s/he need Multiple Testing Sessions? • 6. Will the student require Flexible Setting?

  38. Questions for the Classroom TeacherAUDITORY AIDS: • Does the student typically require visual/tactile aids during classroom instruction and similar classroom assessments? 2. Is the student familiar and proficient with the visual/tactile aids to be used during the assessment? 3. Will the student require Flexible Scheduling in order to appropriately use visual/tactile aids? 4. Will the student require Flexible Setting?

  39. Allowable Accommodations(continued) VISUAL/TACTILE AIDS Magnifying Equipment Templates, Masks, Pointers Abacus AUDITORY AIDS Amplification Devices Noise buffers

  40. Questions for the Classroom TeacherMULTIPLE TESTING SESSIONS (within school day) • Does the student typically require classroom assessments to be administered during several “mini-sessions”? 2. Has the Test Administrator worked with the Building Level Testing Coordinator to determine Flexible Setting needs, as well as Flexible Scheduling needs? 3. Is the student familiar with the setting/environment in which s/he will be tested? 4. Has the building testing coordinator determined who will supervise the student during any scheduled breaks?

  41. Allowable Accommodations(continued) MULTIPLE TEST SESSIONS • Within School Day • Smaller segments in allotted time • Individual/small group setting • Supervise Breaks Does NOT APPLY to entire classroom • Requires Prior Arrangements

  42. Questions for the Classroom TeacherFLEXIBLE SCHEDULING • Does the student easily fatigue or lose ability to concentrate, requiring extended breaks between testing sessions? 2. Does the student perform better during a specific period of the day (e.g., morning or afternoon)? 3. Has the Test Administrator worked with the Building Level Testing Coordinator to determine flexible scheduling and flexible setting needs? 4. Is the student familiar with the setting/environment in which s/he will be tested?

  43. Allowable Accommodations(continued) FLEXIBLE SCHEDULE • Flexible Scheduling of Subtests • Flexible Time of Day Fewer subtests Extended breaks Different time Complete test/subtest within school day Does not apply to entire classroom Appropriate for specific students Make prior arrangements Complete within LEA testing window

  44. Questions for the Classroom TeacherSCRIBE/RECORDING ANSWERS • Is the student able to mark answers on the answer document provided for the test? 2. Does the student typically have difficulty with fine-motor skills to the extent that a Scribe would be required for accuracy of recording responses? 3. Does the student have a short-term reason s/he is unable to record answers (e.g., broken arm)? 4. Does the student have excessive difficulty with visually tracking answers from the test booklet to the answer document (e.g., loses his/her place)? 5. Is the student able to mark answers on the answer document provided for the test? 6. Does the student use a Scribe during regular classroom instruction and similar classroom assessments?

  45. Allowable Accommodations(continued) SCRIBE/RECORDING ANSWERS Student answers in Test Booklet Student answers on separate sheet of paper Answers recorded by Scribe • May require special return packing procedures • Considered a Special Accommodation for the Writing Assessment

  46. Questions for the Classroom TeacherSCRIBE/RECORDING ANSWERS cont. 7. Will the Scribe have prior experience working with the student? 8. How will the Scribe record the student’s responses (e.g., use a clean sheet of paper, code the answer sheet, or write in the test booklet)? 9. Will the student dictate to the Scribe by: a) saying the letter of the answer choice, b) reading aloud the entire answer choice, or c) pointing to the correct answer choice? 10. Who will ensure that the student’s answers are transcribed accurately on the answer document? 11. Will the student require Flexible Setting? 12. Is Flexible Scheduling required?

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