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Welcome to TCAP-Alt PA K-2 Scoring Training

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Welcome to TCAP-Alt PA K-2 Scoring Training
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Welcome to TCAP-Alt PA K-2 Scoring Training

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  1. Welcome to TCAP-Alt PA K-2 Scoring Training Section 2: Content Standards, Alternate Performance Indicators, Rubrics, Guide (1a-1h, Ben Weasely)

  2. Before We Start For this portion of the training, you will need the following documents: • TCAP-Alt PA Scoring Guide 2012-2013 • TCAP-Alt PA Regular Scoring Rubric • TCAP-Alt PA Content Standards and Alternate Performance Indicators document (API document) • TCAP-Alt PA Scoring-at-a-Glance chart • TCAP-Alt PA Scoring Checklist If you do not have these documents, please pause the presentation until you have retrieved them.

  3. Content Standards and Alternate Performance Indicators • Let’s look first at the Content Standards and Alternate Performance Indicators document (API document). You’ll need to be familiar with this document in order to understand the Guide and rubrics.

  4. Looking at the table of contents, you’ll notice there are four content areas, or subjects, represented: Reading/Language Arts, Math, Science, and Social Studies. These are the four subjects assessed by TCAP-Alt PA.

  5. Each content area, or subject, contains three or more content standards. • For Reading/Language Arts, the content standards are Reading, Writing, and Elements of Language. • For Math, the content standards are Numbers and Operations, Algebra, Geometry, Measurement, And Data Analysis and Probability. • For Science, the content standards are Life Science, Earth Science, and Physical Science. • For Social Studies, the content standards are Culture, Economics, Geography, Governance and Civics, History, and Individuals, Groups, and Interactions.

  6. Turn to the Reading/Language Arts section on page 5. At the top of page, you see the content standard Reading.

  7. Each content standard contains one or more Alternate Learning Expectations (ALEs). The ALEs are long-term goals. On this page, you can see that the ALE has a number (in this case, R.1) and a description (“Develop oral language and listening skills”).

  8. Each ALE is broken into shorter-term goals known as Alternate Performance Indicators (APIs). You can see that the APIs are organized into grade level clusters.

  9. During training, we’ll be looking at portfolios from all grade levels. When you begin live scoring, you’ll score only portfolios for students in grades K-2 and will look only at APIs from the K-2 column. These APIs have been aligned with the general education Performance Indicators for grades K-2.

  10. Each API has a code consisting of the ALE Prefix (in this case, R.1) and the number of the individual API. For example, for all four grade level clusters, API number one, “Communicate wants and needs,” would be coded R.1.1. API number four, “Identify functions of objects,” would be coded R.1.4.

  11. Let’s try a few, just to get familiar with the document.

  12. In the Math section, what is the K-2 API coded M.1.2? • Right: “Indicate awareness of temperature.”

  13. In the Social Studies section, what is the K-2 API coded GG.2.6? • Yes: “Find a specific location on a school or community map.”

  14. Rubric • Next, let’s look at the Regular TCAP-Alt PA Scoring Rubric. We’ll address the modified and homebound rubrics at the end of Section 5 of the training. • First, we’ll do an overview of the rubric. Some of it may seem confusing at first, but as we go through the scoring guide, it will become clear. For now, just listen to the training and take good notes. Make sure to write down everything I tell you specifically to write.

  15. The rubric shows that the portfolios are scored on five different dimensions: Content, Choice, Settings, Supports, and Peer Interactions. These dimensions are weighted.

  16. Content The first dimension on the rubric is Content. The Content dimension reflects a student’s progress toward appropriate content standards, APIs, and activities.

  17. The maximum score for Content is 50. Under the 50-point description, it says that, for each subject, each of three different Content Standards must have an API, an activity, and a graph with at least 15 data points showing progress. When we have a Content Standard with all of these elements executed correctly, we call it a complete Content Standard set. For maximum points, we need three of those, so in the box with the 50-point Content description, write “3 Sets.” 3 sets

  18. Under the 40-point description, write “2 Sets.” 2 Sets

  19. Under the 30-point description, write “1 set.” 1 Set

  20. The 20-point score is given when we have no complete sets, but the ONLY reason is that there are not enough points on the graph or that the graph does not show progress. When we say “not enough points,” we mean there is at least one point but fewer than 15. Under the 20-point description, write “No Sets + Graph NP/1-14 dots.” NP stands for “no progress.” No Sets + Graph NP/1-14 Dots

  21. The 10-point description means there are no complete sets, for any other reason. Under the 10-point description, write, “No Sets, Any Other Reason.” No Sets, Any Other Reason

  22. Choice The Choice dimension refers to a student’s opportunity to exercise autonomy by choosing some aspect of the task.

  23. Notice that, under the 20-point description, the rubric says, “Choice evidenced and related to at least 3 activities.” That means that, for a choice to receive credit, it must be connected to a creditable activity. On the left side of your rubric, in the box labeled “Choice,” write “Activity” or “Related to Activity.” (You might also want to circle or highlight the word “activity” in each score-point description.)The maximum score for Choice is 20. The 20-point description says we need three different types of choice. Under the 20-point description, highlight or circle “3 types.” Rel. to Activity 3 types

  24. The maximum score for Choice is 20. The 20-point description says we need three different types of choice. Under the 20-point description, highlight or circle “3 types.” Rel. to Activity 3 types

  25. Under the 16-point description, write, highlight, or circle “2 types.” Under the 12-point description, write, highlight, or circle “1 type.” Rel. to Activity 1 type 2 types

  26. Under the 8-point description, write, “Choice Ev.,” or “evidence of choice.” This is our shorthand for a situation in which there was at least one choice that would have gotten credit if the activity had been good. We’ll talk more about that later. Choice Ev. Rel. to Activity

  27. Under the 4-point description, write, “Not Age App.” You will almost never use this score. It’s only for those situations where the student is in an inclusive setting and is given a choice that could set him or her up to be teased or ostracized. At the K-2 grade levels, this almost never happens. Not Age App. Rel. to Activity

  28. If there are no creditable choices at all, and if the 4 points for “evidence of choice” cannot be given, the Choice score is 0. Note that Choice is the only dimension that can receive a score of 0. Because of this, the 0 is not noted on the rubric. You may want to write, “Can get 0” to the left of the “Choice” section of your rubric. Can get 0

  29. Settings, Supports, Peer Interactions The remaining dimensions, Settings, Supports, and Peer Interactions, are worth 10 points each.

  30. Settings The Settings dimension refers to the student’s opportunity to be educated in inclusive environments. For the maximum score of 10, we need four different inclusive settings. Circle or highlight “4 inclusive settings.”

  31. For 8 points, we need three different inclusive settings. Circle or highlight “3 inclusive settings.”

  32. For 6 points, we need two different inclusive settings. Circle or highlight “2 inclusive settings.”

  33. For 4 points, we need one inclusive setting. Circle or highlight “1 of which is inclusive.” The other settings referenced in the phrase “multiple settings” are special education settings. We don’t need to worry about those.

  34. A score of 2 means there were no creditable inclusive settings. By default, we assume that, if the student was not in an inclusive setting, he or she must have been in a special education setting.

  35. Supports The Supports dimension refers to the student’s opportunity to receive academic support in an inclusive setting from the same person who provides it to the general education population. That kind of support, or help, is called “natural support.” When I refer to “support” that’s what I’m talking about. Note that the rubric says natural support occurs only in inclusive settings and is connected to the activity. On the left side of your rubric, in the box labeled “Supports,” write “Activity” or “Related to Activity.” Rel. to Activity

  36. For the maximum score of 10, we need three supports. Circle or highlight “3” in the 10-point description. Rel. to Activity

  37. For 8 points, we need two supports. Circle or highlight “2” in the 8-point description. Rel. to Activity

  38. For 6 points, we need one support. Circle or highlight “1” in the 6-point description. Rel. to Activity

  39. Under the 4-point description, write, “Support Ev” or “evidence of support.” This is our shorthand for a situation in which there was at least one support that would have gotten credit if the activity had been good. We’ll talk more about that later. Rel. to Activity Support Ev.

  40. A score of 2 means there were no creditable supports and no “evidence of support.” By default, we assume that, if the student did not receive natural support, he or she must have received support from special education personnel. Rel. to Activity

  41. Peer Interactions The Peer Interactions dimension refers to the student’s opportunity to interact with typically developing peers in activities related to the student’s academic goals. According the rubric, there can be only one peer interaction per content standard, and the peer interaction must be related to the API.

  42. For the maximum 10 points, we need three creditable peer interactions. Circle or highlight “3.”

  43. For 8 points, we need two. Circle or highlight “2.”

  44. For 6 points, we need one. Circle or highlight “1.”

  45. For 4 points, we have what we call “evidence of peer interaction.” We’ll talk about that later. For now, just write, “PI Ev” under the 4-point description. PI Ev.

  46. A score of 2 means there was no creditable interaction with peers and no “evidence of peer interaction.” By default, we assume that, if there was no interaction with general education peers, the student must have had interaction only with other students who meet TCAP-Alt Participation Guidelines.

  47. Scoring Guide Let’s look at our scoring guide. You’ll also need your checklist and Scoring-at-a-Glance chart.