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Download the Kentucky Alternate Assessment Transition Attainment Record (TAR) Guide

Access the essential Administration Guide required for the completion of the Kentucky Alternate Assessment Transition Attainment Record (TAR) for the 2013-14 academic year. The TAR utilizes a rating scale format to assess specified educational standards, scored by an educational team and includes team and student interviews. Participation guidelines are established by IEP decisions, applicable at grades 8, 10, and 11, aligning with content standards in reading, mathematics, and science. Ensure compliance with test security protocols while using this valuable assessment tool.

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Download the Kentucky Alternate Assessment Transition Attainment Record (TAR) Guide

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  1. Click here to download the Administration Guide (Required for completion of this training) Kentucky Alternate Assessment Transition Attainment Record (TAR) 2013-14 Part I

  2. Transition Attainment Record (TAR) • The TAR: • Is in a rating scale format, • Assesses specified standards, • Is scored by the educational team, and • Contains team and student interviews.

  3. Participation Guidelines – Pg. 3 • Participation is an IEP decision. • There is one set of participationguidelines for both the Attainment Tasks and Transition Attainment Record. • The participation guidelines are located in Alternate K-PREP Forms on the Alternate K-PREP web-page.

  4. Grade Levels Requirements – Pg. 3 • Administered at grades 8, 10, and 11. • Assesses items linked to grade level content standards in reading, mathematics, and science. • Mirrors the EXPLORE, PLAN, and ACT series.

  5. Test Security • The TAR is considered secure testing material • OK • Know the concepts and teach those concepts, • Review TAR and complete up until May 23, 2014 and • File any notes from the TAR administration in the AAAF. • Not OK • Reproduce test materials, • Share test items with anyone not involved in administration of the test without permission, and • Use test items to prepare students for the assessment. Click here to continue to Part II

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