This document provides an overview of Tennessee's Alternate Assessment Portfolio (TCAP-ALT) for students with significant disabilities. It discusses the components of the portfolio including content, choice, peer interaction, natural supports and inclusive settings. Examples are provided for properly documenting these components using evidence sheets, graphs and other tools. Guidelines are also reviewed for determining student participation eligibility, collecting and measuring student data according to alternate content standards.

1. TCAP
ALT
PA
and
Alternate
Content
Standards
Krista
Bolen
Amy
Corbin
Cecilia
Franklin

2. Objec<ves
• Review
TCAP
ALT
Manual
and
Forms
• Review
Tennessee
Alternate
Content
Standards
• Discuss
data
collec<on
and
measurement
• Review
tools
and
resources
for
comple<ng
PorFolios

3. What
is
a
porFolio?
It
is
the
TCAP
test
for
students
with
significant
disabili<es.
It
has
28
pages,
it
contains
evidence
sheets
and
graphs.
It
documents
progress
over
<me.
It
is
scored
with
a
rubric.
Data
is
collected
on
Alternate
Standards.

4. 5
Components
of
PorFolio
content
choice
peer
interac<on
natural
supports
inclusive
seQng

6. Black
Binder
• comes
from
MNPS
Group
Tes<ng
• is
for
mul<ple
students
• is
for
your
data
and
forms
• is
considered
secure
test
material.
• cannot
be
removed
from
school
or
taken
home
• can
be
kept
from
year
to
year
• needs
to
be
in
a
secure
place
in
the
classroom
White
Binders
• comes
from
the
State
of
TN
• are
for
individual
students
• come
in
a
box
that
must
be
kept
and
have
a
barcode
• are
secure
test
materials
and
cannot
be
removed
from
the
school
• are
turned
in
to
Group
Tes<ng
and
sent
back
to
Measurement
Inc.

7. Table of Contents
Participation Guidelines
Student Affidavit
Reading/
Language Arts
Mathematics Science Social Studies

8. Rubric
Determina<on
• Three
types:
• Regular
• Modified
• Must
enter
Report
of
Irregularity
On-­‐Line
(must
be
completed
with
knowledge
of
TCAP-­‐alt
tes<ng
coordinator)
• Homebound
• Must
enter
Report
of
Irregularity
On-­‐Line
(must
be
completed
with
knowledge
of
TCAP-­‐alt
tes<ng
coordinator)

9. Student
Performance/AYP
• This
assessment
is
JUST
as
IMPORTANT
as
the
TCAP
that
other
students
take!
• If
a
student
does
not
take
ANY
TCAP
assessment,
it
counts
as
both
Below
Proficient
and
Non
Par<cipa<ng.
• Data
from
TCAP-­‐alt
porFolios
are
counted
towards
TVASS
and
does
reflect
in
the
new
Teacher
Evalua<on
System
and
is
in
the
Data
Warehouse

10. Par<cipa<on
Guidelines
• The IEP team must decide on portfolio assessment and all
paperwork signed before data can be collected.
• In the case of a single eligibility-Functional Delay-It is an IEP
team decision. Items to be discussed:
o in past testing, all accommodations, MAAS participation
did not yield proficient scores
o the student's curriculum is based on alternate standards
o a score will be generated but not reported to the Feds
• The school psychologist does not have to agree but does
have to complete the first section on the Participation
Guidelines.

11. Let’s
explore
the
manual…

12. Regular
Rubric

14. Build
your
plate

15. Understanding
Alterna<ve
Content
Standards

16. Anatomy
of
an
Alternate
Standard
Content
Area:
Math
Content
Standard:
Geometry
ALE: G.2. Specify locations and describe spatial
relationships
API:
G.2.3Identify parallel and intersecting lines.

17. LET'S
MAKE
A
HUMAN
PORTFOLIO!!!

18. Content
50 points
Three different Content
Standards with a minimum of 1
activity related to the Alternate
Performance Indicators per
content standard are evident. At
least 15 occurrences of data
collection and graphing showing
progress documented
throughout the data period for
each Alt Performance Indicator
assessed

19. Choice
20 points
.
At least 3 types of Choice
evidenced and related to at least 3
activities.
(See TCAP-Alt Teacher’s Manual
for examples of Choice types)

20. Choice
• Five different choices to select from- Where, When, Who, Reward , Materials.
• Choice must be logical to activity.
• Food
choices
are
only
appropriate
if
related
to
ac<vity
(e.g.,
purchasing
food
from
vending
machine
related
to
math
ac<vity
involving
coins).
• Reward
choices
involving
food
are
not
appropriate.
• More details on page 37.

21. Settings
10 points
Instruction evidenced occurs
within 4 inclusive settings.

22. Notes About Settings
• Setting is where the data point occurred.
• Inclusive settings should be where students
in general education are too.
• Academic inclusive settings (biology, social
studies, literacy block) can be counted/used
numerous times.
• Specialty Areas (gym, music, art, computer
lab) can only be counted once per Content
Area.
• Settings should be
logical.
• For more details...
page 37-39.

23. Support
10 points
Natural support is
evidenced in inclusive
settings in 3 activities.

24. Natural
Support
A
person
who
is
available
to
all
students
in
the
school.
*You
must
have
an
inclusive
seQng
to
have
a
natural
support
signature.

25. Natural
Support
IS
IS
NOT
Only
in
a
general
educa<on
seQng
Special
Educa<on
staff
An
adult
A
peer
Available
to
all
students,
with
and
without
IEPs
Just
for
students
with
IEPs
librarian, PE coach, art
teacher, 5th grade science
teacher
a paraprofessional
Natural Support person was involved in the activity. More
details on page 40 and 41.

26. Peer Interactions
10 points
Student interactions
with peers are related
to the Alternate
Performance Indicators
assessed under 3
different content
standards.

27. Peer Interactions
• Interaction relates to activity and interaction is
described.
• Appropriate peers are NOT taking TCAP-Alt.
• Peers are age appropriate.
• Peers sign their first name only.
• Two places to
document
Peer Interaction,
but only one
is needed.
• More details on
page 42.

29. Graphs
• Four
graph
choices
• Graph
1
• Most
appropriate
for
lowest
func<oning
students
• Graph
2
• Most
appropriate
for
prerequisite
skills
• Graph
3
• Most
versa<le
• Graph
4
• Most
suitable
for
task
analysis

30. Prompt
Data
(graph
1)
• Criteria
MUST
be
defined.
• Levels
of
promp<ng
(or
prompt
hierarchy)
must
be
used
consistently.
• Defini<ons
of
prompt
levels
in
the
TCAP
ALT
manual
(pg
33)…..you
should
use
these
defini<ons
if
you
plan
to
use
this
graph!

31. Level
of
Promp<ng
Video
www.mnpsteacher.org

32. Percent
correct
(graph
3)
• Most
flexible
and
versa<le
form
of
data
collec<on.
• Allows
for
different
numbers
of
trials
(minimum
of
5
recommended)
• Task
must
be
defined
clearly
so
that
“correct”
is
not
subjec<ve.
• Can
be
easily
adapted
to
any
subject,
task,
or
seQng.

33. Data
Ac<vity

34. Graphs
• Student
Name,
Grade
Level,
Content
Area,
Standard,
ALE,
and
API
should
be
the
same
as
the
evidence
sheet
• For
each
day
data
is
collected
for
the
API,
write
date
in
box
on
the
top
line
of
graph
• Highlight
date
column
on
graph
which
corresponds
to
date
on
evidence
sheet
• Student
performance
is
indicated
by
a
dot
in
the
CENTER
of
the
data
day
• Use blue ink.

35. What
is
your
evidence?

36. Our
evidence
is
data

37. Discrete
Trial
vs.
TCAP
Alt
Recep<ve
leler
ID
Touch
A
Touch
A
w/1
distractor
Touch
A
w/2
distractor
Touch
B
etc.......
Recognize
lowercase
leEers
Touch
10
lelers....

38. Defini<on
of
progress....
pg
35
"Progress is defined as at least 3
occurrences during which the student
performed at least 2 increments above
the lowest point. The occurrences must
be after the FIRST occurrence of the
lowest point. Data cannot flatline for
more than 5 points at ANY level."

39. Progress
or
No
Progress?

40. PuQng
it
all
together
www.mnpsteacher.org

41. Table of Contents
Participation Guidelines
Student Affidavit
Reading/
Language Arts
Mathematics Science Social Studies

42. Scores
• Scores
are
reported
at
end
of
school
year
• PorFolios
are
Below
Basic,
Basic,
Proficient,
and
Advanced
• All
scores
are
blended
into
the
school’s
AYP
scores
• Nonpar<cipa<ng
students
(func<onally
delayed)
will
count
against
the
school
• Scores
are
reported
in
the
Data
Warehouse

43. Important
Items
to
Remember
Blue ink is required for all
handwritten items.
Yellow highlighter is preferred.
Dot must be in the center of the
square.
Do not whiteout signatures, dates, or
data points
Work sessions are a great way to get
feedback and support.
Online Resources are available to
make your life easier.....

44. Web
resources
state
website
hlp://www.tn.gov/ehlp://filefolderfun.com/
FileFolderGames.htmlduca<on/assessment/
TCAP-­‐AltPorFolio.shtml
Task
Galore
hlp://www.tasksgalore.com/
Shoe
Box
tasks
hlp://www.shoeboxtasks.com/
File
folder
ac<vi<es
hlp://filefolderfun.com/FileFolderGames.html

45. Web
resources
Blogs
hlp://theau<smteacher.blogspot.com/
2009/10/file-­‐folder-­‐ac<vi<es.html
Good
author-­‐Diane
Browder
hlp://products.brookespublishing.com/
cw_contributorinfo.aspx?
ContribID=191&Name=Diane+M.+Browder
+Ph.D.

46. Ques<ons/Resources
• Tennessee
Department
of
Ed
website-­‐go
to
assessments
page
• Talk
to
your
instruc<onal
facilitator,
compliance
facilitator
• Cecilia.Franklin@mnps.org