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TCAP-Alt PA K-2 Scoring Training. Section 3: Guide (G-2 Samantha Spade, G-3 James Peach). 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

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TCAP-Alt PA K-2 Scoring Training


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    Presentation Transcript
    1. TCAP-Alt PA K-2 Scoring Training Section 3: Guide (G-2 Samantha Spade, G-3 James Peach)

    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 Notes • TCAP-Alt PA Settings and Supports Chart • TCAP-Alt PA Scoring Checklist If you do not have these documents, please pause the presentation until you have retrieved them.

    3. Guide: G-2 (Samantha Spade) • Ready to move on to our second student? Samantha Spade, on page G2-C. • Be sure to look for her grade level so you’ll know what column to look in for the APIs. It’s grade 2.

    4. Samantha – Set 1: Content First, let’s look at Content: Do we have an evidence sheet and graph with matching dates? Yes.

    5. On your checklist, go to the one for Samantha Spade. Go to the first column and put a check mark in “Content” space.

    6. What is the content standard? Life Science. Write LS on the checklist. • On Samantha’s checklist, go to the first column and write “LS” in the “Content Standards” space. LS

    7. Is there a valid API for that grade level and subject? Yes, it’s LS.3A.2, followed by a correct description. • Here it is in the correct column of the API document. Always be sure to check.

    8. Write LS.3A.2 in the correct “Alternate Performance Indicators” space. LS LS.3a.2

    9. Is there an acceptable activity that is related to the API? This activity isn’t related to food or toileting, so we let’s see if we have all three components. • Is it related to the API? Yes, learning about how a hamster survives in its natural habitat will help her remember which environment it matches. Can we tell what she’s doing? Yes, reading aloud. Do we know enough about what materials were used to know how the student performed the activity? Yes, we know she’s reading out loud from a book about hamsters, rather than from a computer screen or whiteboard.

    10. Put a check for the activity. LS LS.3a.2

    11. 11 12 9 8 7 10 Is this an appropriate graph (meaning a line graph or a graph of dots)? Yes. Does the graph have at least fifteen data points? No, it only has 12. 3 6 2 4 5 1

    12. We put “12” in the space marked “Graph” so if we don’t get any complete sets, we’ll know Sam’s portfolio is eligible for a score of 20. The only thing keeping her from getting this set is that she has too few dots (meaning, at least one, but fewer than 15). Since we don’t have a complete set here, we don’t circle it. LS LS.3A.2 12

    13. Samantha – Set 1: Choice • Now let’s look back at the evidence sheet, page G2-C, for Choice. There was a creditable activity, so we can look for a choice. • Is there a valid choice on the evidence sheet (type of choice indicated, two options offered, student’s choice marked or a note explaining that the student refused to choose)? Yes. It’s who to work with.

    14. Does it match the choice code given for that day on the graph? (If the answer is no, we have conflicting evidence, so the choice is not valid, and we can’t look for more on the graph.) Yes, it’s “who to work with,” so it matches.

    15. Put the code for “who to work with” in the appropriate place on the checklist. LS LS.3A.2 12 ?

    16. Because the evidence sheet has a valid choice, we can look for more choices on the graph. Are there additional occurrences of different typesof choice on the graph? No. There are several choices, but all of the same type. That means we can’t add any more to our checklist. All “who to work with”

    17. Samantha – Set 1: Settings • Now, for Settings. • Is instruction occurring in one or more inclusive settings? Yes, we have two different settings, Hoxley Hills Zoo and Animal Care Lab. Neither has an assigned code, so they have been defined for us. There is a note explaining that Animal Care Lab is an inclusive class and another explaining that the zoo field trip was for both general education students and students in special education.

    18. Is the setting an appropriate place to learn the API? Yes. • Is there a signature to verify that the setting is inclusive? The Animal Care Lab teacher signed, but we have no signature to go with Hoxley Hills Zoo. • Did the person signing include his/her title and indicate the setting to which the signature should be attached? The Animal Care Lab teacher only. No signature, title, or code for Hoxley Hills Zoo

    19. How many times can it count: multiple times (for a “Big 4” classroom) or once (for a specialty area or other inclusive setting)? Animal Care Lab is a specialty area, so it can count once for this subject. We can’t use the zoo setting, because we don’t have a validating signature, title, and code. LS 12 LS.3A.2 ? ACL

    20. So far, we have one setting—Animal Care Lab.

    21. Samantha – Set 1: Supports • The next dimension is Supports. Remember, supports are related to activities. Since we gave credit to the activity on the evidence sheet, we can look for supports. • Is there an inclusive setting in which the API could legitimately be taught? Yes, the Animal Care Lab and Hoxley Hills Zoo. • Is there a signature for the natural support person, an appropriate title, and a code that explains which setting should be attached to the signature? Yes, for the Animal Care Lab. No, for the zoo.

    22. How many times does each one count? We have no evidence of natural support for the zoo, but we can count the Animal Care Lab teacher as many times as her class appears on the graph. • That gives us all three supports. LS LS.3A.2 12 ? ACL ACL ACLACL

    23. Samantha – Set 1: Peer Interactions • The last dimension is Peer Interactions. Let’s see what we have there. • Do we have a valid API? Yes. • Is there a peer interaction on either the evidence sheet or the graph page? Yes, there’s one on each page. We’ll look at the evidence sheet first. We’ll have the graph page as a backup if we need it.

    24. Can we tell what the student and peer are doing together that is related to the API? Yes. • Is there a peer signature, an appropriate grade level, and a date that corresponds to a date on the graph? No. A student in grade 8 is not an appropriate peer for a student in grade 2. • Without an appropriate peer signature, grade level, and date, we don’t even have “evidence of peer interaction.”

    25. Since the one on the evidence sheet doesn’t work, we need to look at the one on the graph page. • Can we tell what the student and peer are doing together that is related to the API? Yes. Is there a peer signature, an appropriate grade level, and a date that corresponds to a date on the graph? No. The educational assistant or paraprofessional cannot be a peer. • On either of these pages, do we have an appropriate peer signature, grade level, and date? No, so we still don’t even have “evidence of peer interaction.”

    26. Since we can only get one peer interaction per content standard, and we didn’t get either of these, I’m going to put an X on the checklist for this peer interaction. LS LS.3A.2 12 ? ACL X ACL ACLACL

    27. Note that we never put an X for Choice, Settings, or Supports. That’s because, for those elements, we could get all we need from any one graph or any combination of graphs within the same subject area.

    28. We’ve gotten all we can from this evidence sheet/graph pair. Let’s move on to the next pair on pages G2-E and G2-F. This is still Samantha, so it’s still grade 2.

    29. Samantha - Set 2:Content Let’s look at Content: Do we have an evidence sheet and graph with matching dates? Yes.

    30. Check it off. LS LS.3A.2 12 ? ACL X ACL ACLACL

    31. What is the content standard? Life Science. On your checklist, write “LS” for the content standard. LS LS LS.3A.2 12 ? ACL X ACL ACLACL

    32. Is it a different one? No, it’s the same. • We need three different content standards, so we can only use one or the other of these. • How do we know which one to use? We use the one with the better score. Since we didn’t get a complete set the first time, we can try to get one here.

    33. Is there a valid API for that grade level and content area/subject (Language Arts, Math, Science, Social Studies)? Yes, it’s LS.3A.3, with a description from the correct column of the API document.

    34. Write LS.3A.3 for the alternate performance indicator. LS LS LS.3A.2 LS.3A.3 12 ? ACL X ACL ACLACL

    35. Is there an acceptable activity that is related to the API? This activity isn’t related to food or toileting, so let’s see if we have all three components. • Is it related to the API? Yes. Can we tell what she’s doing? Yes. Do we know enough about what materials were used to know how the student performed the activity? Yes.

    36. Check it off. LS LS LS.3A.2 LS.3A.3 12 ? ACL X ACL ACLACL

    37. Is this an appropriate graph (meaning a line graph or a graph of dots)? Yes. Does the graph have at least fifteen data points? Yes. One is missing (on 11/5), but fortunately, we have an extra one to make up for it. Does it show progress (at least three days on which the student did two increments better than the lowest point, with no more than five days in a row at the same level of success?) Yes. Missing Dot Here 3 Extra Dot Here 1 2 Lowest Point

    38. Check. Since our first Life Science set was not complete, we can circle this one. We can only circle one set for each content standard, so we choose the best one. LS LS LS.3A.2 LS.3A.3 12 ? ACL ACL ACLACL X

    39. Samantha – Set 2: Choice • Let’s look back at the evidence sheet, page G2-E, for Choice.  Since we gave credit to the activity, we can look for a choice. • Is there a valid choice on the evidence sheet (type of choice indicated, two options offered, student’s choice marked or a note explaining that the student refused to choose)? No.

    40. Food choices are not appropriate, unless they’re directly related to the activity. (For example, a student might do a math activity that involved counting change. Using the counted change to buy a snack of choice from the vending machine would be appropriate. If the student were exploring the difference between sweet and salty foods, then giving a choice between a sweet food and a salty food as a reward would be appropriate.) • Since this choice is not valid, we can’t give credit for it, and we can’t look for more on the graph. • So far, we have only one valid choice type—“who to work with.”

    41. Samantha – Set 2: Settings • Now, Settings: • Is instruction occurring in one or more inclusive settings? • No. Since no settings are designated on the graph, we have to assume that none of the activities represented here occurred in inclusive settings. No Settings Here

    42. Samantha – Set 2: Supports The next dimension is Supports. Since we had a good activity, we could look for supports, but since we have no inclusive settings on the graph, we also have no natural support. Natural support occurs only in inclusive settings, and according to this graph, all of these activities occurred in the special education classroom. Fortunately, we already have all of our supports. Cannot have supports without inclusive settings

    43. Samantha – Set 2: Peer Interactions • The last dimension is Peer Interactions. Since we had a valid API, we can look for a peer interaction. Otherwise, the most we could get would be “evidence of peer interaction.” • Is there a peer interaction on the evidence sheet or graph page? There’s not one on the evidence sheet, but there is one on the graph page.

    44. Can we tell what the student and peer are doing together that is related to the API? Yes. • Is there a peer signature, an appropriate grade level, and a date that corresponds to a date on the graph? No. The grade level is not appropriate, and there is no date. • We still have no creditable peer interactions, so we need to look for “evidence of peer interaction.” Do we have at least one peer signature, appropriate grade level, and date that corresponds to a date on the graph? No. With no date and an inappropriate grade level, we still have no “evidence of peer interaction.”

    45. Since we didn’t get either of the possible peer interactions for this evidence sheet/graph pair, we put an X in the Peer Interactions space. LS LS LS.3A.2 LS.3A.3 12 ? ACL ACL ACLACL X X

    46. We’ve gotten all we can from this evidence sheet/graph pair. Let’s move on to the last pair on pages G2-G and G2-H. This is still Samantha, so it’s still grade 2.

    47. Samantha – Set 3: Content Let’s look at Content: Do we have an evidence sheet and graph with matching dates? Yes.

    48. Check it off. LS LS LS.3A.2 LS.3A.3 12 ? ACL ACL ACLACL X

    49. What is the content standard? Another Life Science. On your checklist, write “LS” for the content standard. LS LSLS LS.3A.2 LS.3A.3 12 ? ACL ACL ACLACL X

    50. Is it a different one? No, it’s the same. • For grades K-2, we need three different content standards (one Life Science, one Earth Science, and one Physical Science), so we can only use one of these sets. • We already have a complete Life Science, so no matter how good this is, we’re going to be limited to a score of 30 for Content.