INSTRUCTIONS FOR COMPLETING THE ACCOMMODATIONS'
ADDENDUMS
NOTICE: These instructions are to be used for all students who have been identified with disabilities
and are receiving services in Special Education. "Instructions for Completing the Accommodations'
Addendums" has been developed as a guide for IEP Teams when considering the student's involvement
in statewide and district mandated large-scale assessments.
State/District Mandated Tests
The 1997 Reauthorization of the Individuals with Disabilities Education Act (IDEA’97)
states that all students with disabilities must be included in state, regional, and district
large-scale assessments, with results from assessments reported and findings aggregated
with the total school population. This means there can be NO EXEMPTIONS from State
Mandated Assessments. Therefore, all students will be participating in the TCAP
Assessments given at state-scheduled predetermined grade levels:
TCAP Achievement
TCAP Writing
TCAP Competency
TCAP Gateway Tests
TCAP End-of-Course Tests (EOC)
►Grades 3-8
►Grades 4, 7, and 11
►Grades 9-12—Required for:
Graduating Classes: 2002– 2004
►Taken at completion of specified
course(s) [Entering Freshmen: 20012002 School year]
►Taken at completion of specified
Course(s)
NOTE: If a system chooses to administer a non-mandated, system-wide assessment, appropriate policy
would be to implement the applicable Special Conditions Accommodations.
Students will take the Tennessee Comprehensive Assessment Program (TCAP)
Assessment (listed above), or the Tennessee Comprehensive Assessment ProgramAlternate (TCAP-Alt). The IEP Team must complete #1 or #2 of the State-Mandated
Tests Section of the IEP. For students who will be participating in the TCAP utilizing
Allowable State Accommodations, Special Conditions Accommodations and for those
children who meet participation criteria for the TCAP-Alt (approximately 1% to 2 % of
the Total School Population), refer to the Instructions for Accommodations Addendum.
Students taking the TCAP State Mandated Tests may take the test with:
a. No Accommodations or
b. Allowable State Accommodations and/or
c. Special Conditions Accommodations
Instructions-TCAP Accommodations Addendums
Updated—8-14-01
1
1)
Student will participate in the following State Mandated Assessments
For each test listed, indicate “yes” or “N/A”. If the student’s grade placement is
scheduled for a state mandated test, write “yes” in the space next to the test. If the TCAP
assessment is not administered at the student’s grade level, write “N/A” in the space next
to the test.
1(A)
State Mandated Assessment with Allowable State Accommodations
NOTE: If this accommodation is not used throughout a student's daily education, it is not advisable to use
the Allowable Accommodations during assessment.
When Allowable State Accommodations are to be used with the TCAP assessment, place
a check mark next to A. The page included in this manual entitled “Allowable State Test
Accommodations ADDENDUM” should be used when the IEP Team is making
decisions about accommodations. This addendum must be attached to the IEP when the
TCAP is given. Although all students can receive the State Allowable Accommodations,
the “Allowable State Test Accommodations ADDENDUM” is to be attached to the IEP,
as all decisions about accommodations are made through the IEP Team and thus become
part of the student's Individual Education Plan. Special education personnel are not
responsible for administering Allowable Accommodations to students without
disabilities.
ALLOWABLE STATE TEST ACCOMMODATIONS ADDENDUM
Any departure from standardized test procedures can potentially invalidate the test
results. The test validity is seriously threatened by modifications that change the nature
of the task being tested. The following accommodations of administrative procedures are
allowed to make administration easier in certain cases.
Allowable Accommodations: TCAP assessment accommodations are very limited.
Students may not have extra time allotments or use any accommodations not listed
below.

Revised Format - Refers to Large Print and Braille editions. Any revised format
must be requested in advance. Large Print and Braille may require different editions
of the test or a different test. When administering the Achievement Test, refer to the
“Teacher's Notes to Braille Edition” for directions (including standardized time limits
for the Braille version of the Achievement Test). "Readers" for illustrations and
graphs are also permitted with the Braille and large-print versions of the TCAP
assessments. Use of "Readers" for large-print editions of the TCAP Assessments
must have Visual Impairment verified on the student's IEP. Extended time for
students using Large-Print editions of the TCAP assessment is not applicable as an
Allowable Accommodation.

Signing Directions - Refers to one-on-one signing of directions for hearing-impaired
students only with directions normally read aloud to students. Nothing but the spoken
portions of the directions can be signed to the student.
Instructions-TCAP Accommodations Addendums
Updated—8-14-01
2

Flexible Setting - Students may take TCAP assessments in an individual or small
group setting. Other options include: the student seated in the front of the room, in a
study carrel, taking the test in the special education classroom, or at home if the
student is homebound (with appropriate documentation).

Other Allowable Accommodations - May include magnifying devices, use of
templates to reduce the amount of visible print on a page, masks, pointers and abacus.

Auditory Aids - Only students who have taken tests orally throughout the student's
school career will be allowed to use auditory aids. Auditory aids include
amplification devices and devices that are used as noise buffers. A tape recording can
be used for the Competency Test only. Tape recordings are primarily used with
visually impaired students who do not read Braille or cannot read large-print text. A
tape recording requires special permission from the Division of Evaluation and
Assessment. Please contact your principal or guidance counselor about receiving
special permission for a taped recording.

Flexible Scheduling - Refers to giving the TCAP Achievement subtests a few at a
time during the day. Each subtest must be taken during the given time allotment
although the teacher has the option to give only 1 or 2 subtests at a time instead of the
recommended regimen. Extended breaks between subtests may also be given to the
student. It is allowable to give the student the Competency Test in short subsections.
This is not a timed test and the student can take as much time as needed per subtest.
If testing within a subtest extends beyond one school day, notify the LEA Testing
Coordinator who will then contact Evaluation and Assessment Division for special
instructions. The Gateway and EOC Tests are content specific and each content area
must be tested in one setting.

Recording Answers - Students who cannot mark their own answer sheets may use an
impartial Proctor or Scribe (Recorder of the Student’s Responses), who will
transcribe them onto an answer sheet. Students who cannot complete the answer
documents (bubble sheets) may record directly in the test booklet or on a separate
piece of paper. This accommodation requires special return packing procedures.
Please contact your LEA Test Coordinator for packing instructions.
NOTICE: Use of accommodations such as reading internal test directions and test items, or increasing
time limits would invalidate the test results. Accommodations must be limited to those listed above in
order to have valid results. Requests for any type of accommodation other than those listed above must
be agreed upon by the student's IEP Team and must be indicated on the student's IEP. For further
information, contact the Division of Special Education at (615) 741-2851.
Instructions-TCAP Accommodations Addendums
Updated—8-14-01
3
DIRECTIONS FOR COMPLETING SPECIAL CONDITIONS
ACCOMMODATIONS ADDENDUM
NOTICE: If special accommodations are required for accommodating a student's disability and not
discussed or available in the Special Conditions Accommodations ADDENDUM, contact the
Division of Evaluation and Assessment for guidance and further instructions. That office may be
reached at (615) 741-0720.
1(B)
State Mandated Assessment includes Special Conditions Accommodations
NOTE: Special Conditions Accommodations have been established to accommodate disabilities in reading,
calculation, sensory (vision/hearing), and physical (necessary for post-school success) deficits, where the
severity of the disability prevents the student’s performance from being a valid measure of the test
construct (i.e.—the student’s reading level is significantly below grade level; therefore, knowledge of
Social Studies, Science, or Mathematics is obstructed by an inability to read test instructions or test items.
However, use of the reading accommodations on subtests measuring reading would invalidate the test
construct—what the test is designed to measure—and would not be allowed). Following the prescribed
format on the “Special Conditions Accommodations ADDENDUM” will allow all students’ test scores to
be aggregated and reported with the Total School Population. Students will NOT be allowed to take Outof-Level Tests for two reasons: 1.) Test scores cannot be aggregated and reported with the total student
population, as the test construct has been invalidated and, 2.) Material would not be age-appropriate (as
required by IDEA).
The “Special Conditions Accommodations ADDENDUM” has been designed to help
facilitate IEP Team decisions made with each accommodation. This addendum will then
be used as a map—an extension of the IEP—when the student takes the TCAP
assessment with his/her class. When the “Special Conditions Accommodations
ADDENDUM” is used, it must be attached to the IEP as documentation.
The IEP Team will need to verify the student meets specific requirements before Special
Conditions Accommodations may be used. This is verified through IEP goals, the
specific impairment of the student, or through individualized assessment showing the
severity of the disability. If the required condition is not met, the student may not use
this accommodation.
All special accommodations used must be documented on the IEP as a classroom
accommodation that has been used consistently during the school year (long enough to
ensure the student’s proficiency and need for the accommodation). If the student has not
been receiving special education services during the school year prior to the TCAP
Assessment, the IEP Team must attach documentation showing this accommodation was
implemented within the regular classroom as an intervention, or that the classroom
accommodation was provided through the student’s “504 Implementation Plan”. If the
special accommodation is discussed at the IEP Meeting, but has not been used in the
student’s program to the extent that the student is proficient with the accommodation,
write “no” in this column and this accommodation may not be used.
Only special education students who meet the required conditions for the special
accommodations may use Special Conditions Accommodations. If the student does meet
the criteria for the Special Conditions Accommodations, place a check mark next to B.
The “Special Conditions Accommodations ADDENDUM” must be attached to the IEP as
documentation for Special Conditions Accommodations. Special Education personnel
are responsible for administering Special Conditions Accommodations.
Instructions-TCAP Accommodations Addendums
Updated—8-14-01
4
NOTE: Research indicates the student will not perform any better, and in some cases not as well, if the
student has not been using the same accommodation on a consistent basis over a period of time across
appropriate areas of the curriculum.
SPECIAL CONDITIONS ACCOMMODATIONS ADDENDUM






Column 1—lists nine specific accommodations which may be used by special
education students in taking the TCAP Assessments
Column 2—is used when the student is taking TCAP Achievement Tests
Column 3—is used when the student is taking TCAP Writing Assessment
Column 4—is used when the student is taking the TCAP Competency Tests.
Column 5 – is used when the student is taking the TCAP End of Course and Gateway
Tests.
Column 6—outlines specific conditions that must be met before the student can use
the accommodation listed in column 1.
(Column 1) - Special Conditions Accommodations
The following is a list of Special Conditions Accommodations that may be used on
TCAP Assessments by Special Education students. Special Conditions Accommodations
may only be used if indicated on the student’s IEP. Students may use multiple
accommodations. The student answer document displays only Special Conditions
Accommodations allowed for the appropriate assessment. Bold letters correspond to the
answer document coding.
Accommodation
A. Extended Time (fine motor disabilities)
B. Extended Time (visual impairment)
C. Read Aloud/Sign Internal Instructions
D. Read Aloud/Sign Internal Items
E. Repeat Oral Instructions Verbatim
F. Calculator
G. Talking or Electronic Device with Braille Display
H. Word Processor
I. Scribe
Instructions-TCAP Accommodations Addendums
Updated—8-14-01
TCAP Assessment
TCAP Writing
TCAP Achievement, TCAP
Writing, and EOC Tests
TCAP Achievement,
Competency, EOC, and
Gateway Tests
TCAP Achievement,
Competency, EOC, and
Gateway Tests
TCAP Writing
TCAP Achievement, and
TCAP Competency
TCAP Achievement and
Competency
TCAP Writing Test
TCAP Writing
5
(Columns 2, 3, 4, 5) - TCAP Achievement, TCAP Writing, TCAP Competency, and
TCAP End of Course and Gateway Tests
Choose the appropriate column indicating the TCAP assessment being given to the
student’s class. Each Special Condition Accommodation is addressed in Columns 2, 3, 4,
or 5 in one of three ways:
1. Indicates the corresponding Special Condition Accommodation may be used for the
assessment when:
a. Special Conditions Accommodations in Column 6 have been met, and
b. There is documentation that the accommodation has been used in the student’s
program on a consistent basis.
Enter as “Yes” where *_____ appears, showing documentation of this specific
accommodation is present in the IEP. If the column shows specific limits with that
accommodation, then the accommodation will need to be made within these restrictions.
2. “NOT ALLOWED” - Means that the corresponding accommodation is not allowed
with and would invalidate results from that TCAP assessment.
(Column 6) - Required Conditions for Special Accommodations
Column 6 provides specific requirements for Special Conditions Accommodations A – I.
A. Extended Time for students with Fine-Motor IEP Goal Verified
Students using this accommodation should be given one and one-half (1 ½) times as long
as the students not using this accommodation. Test Administrators must verify that
SPECIAL CONDITIONS ACCOMMODATION code “A” is darkened to signify that the
student used this accommodation.
The following times must be observed when this accommodation is used:
♦Fourth grade students - fifty-three (53) minutes
♦Seventh grade students - fifty-three (53) minutes
♦Eleventh grade students - thirty-eight (38) minutes
B. Extended Time for Visually Impaired Students
This accommodation may be used with all reading media accommodating a student with
a visual impairment in his/her general education program. This includes, but is not
limited to: large-print tests, regular print tests, magnification equipment, templates,
masks, and pointers. Test Administrators must verify that SPECIAL CONDITIONS
ACCOMMODATION code “B” is darkened to signify that the student used this
accommodation. Need for the use of extended time must be documented in the student’s
IEP. Eligible students may receive one and one-half (1½) times the standard scheduled
time. Working time is shown in minutes, not including instruction time. Items should be
read at a moderate, steady pace. Precise timing is required for those test sections for
which exact times are specified on the “Teacher Directions Addendum: Extended Time”.
No test should be administered more than 75 minutes without a 10-minute break. Follow
test schedule on the “Teacher Directions Addendum: Extended Time”.
Instructions-TCAP Accommodations Addendums
Updated—8-14-01
6
Recommended Extended Time when using the Large-Print test edition:
♦Fourth grade students - fifty-three (53) minutes
♦Seventh grade students - fifty-three (53) minutes
♦Eleventh grade students - thirty-eight (38) minutes
Recommended Extended Time when using the Braille test edition:
♦Fourth grade students - seventy (70) minutes
♦Seventh grade students - seventy (70) minutes
♦Eleventh grade students - fifty (50) minutes
C. Read Aloud/Sign Internal Test Instructions
NOTE for Accommodations C and D: The audiotape edition of the TCAP Competency Tests must be
utilized for those students requiring accommodations C and D. Use of audiotape is considered a Special
Conditions Accommodation. Students may use audiotape only or audiotape with the corresponding test
booklet, based upon the IEP Team’s decision.
The appropriateness of reading accommodations must be verified through individualized
assessments given within two years of the TCAP assessment. Eligibility achievement test
scores may be used for this determination, if these scores are within two years of the
TCAP Assessment. If these assessment results are not available within two years of the
TCAP Assessment, and the IEP Team feels this would be an appropriate accommodation,
it will be necessary to administer reading decoding and comprehension sections of an
individual, standardized achievement test to the student. School personnel trained in
individual achievement testing should administer this achievement measure. The
individualized reading assessment does not need to be a comprehensive reading test, but
should be a composite score of both decoding (basic reading) and comprehension skills in
reading (i.e.—Reading Composite Score: which is the composite score from Basic
Reading and Reading Comprehension subtests of the Wechsler Individual Achievement
Tests – WIAT). The results of this assessment are to be recorded in the space provided
for that accommodation.
NOTE: The required cut-off score on these assessments has been set at the 16th percentile or less. In
standardized assessments, this score falls one standard deviation below the Mean Score on a Normal Bell
Curve. Percentile scores higher than the 16th percentile fall within the Mean distribution established with
all normative assessment populations—approximately 68% of the student population.
Test Administrators are required to verify that SPECIAL CONDITIONS
ACCOMMODATION code “C” is darkened to signify that the student used this
accommodation. SPECIAL CONDITIONS ACCOMMODATION code “C” may be
used by students scoring at or below the 16th percentile on an individualized standardized
reading test, which measures decoding and comprehension, and/or students who meet
eligibility criteria for a Visual and/or Hearing Impairment. The standardized reading test
must have been given within the last two years. Group achievement tests such as the
TCAP Achievement (TerraNova), Iowa Test of Basic Skills, or Stanford Achievement
Tests are not acceptable measures for determining the student’s achievement level when
considering use of SPECIAL CONDITIONS ACCOMMODATION “C”.
Instructions-TCAP Accommodations Addendums
Updated—8-14-01
7
When administered the TCAP Achievement Test, eligible students must receive this
accommodation under the following conditions:
1. The student must be tested in an isolated area in which students who do not need the
accommodation may not hear (reading of) or see (signing of) the test administration.
This may be done in either an individualized or small group setting with students
needing the same accommodation.
2. Internal Test Instructions must be read exactly as they are written in the test book.
Any variation from the text will invalidate the test.
3. This accommodation may be used for the following subtests: Mathematics,
Mathematics Computation, Science, and Social Studies.
4. This accommodation may NOT be used for the following subtests: Reading and
Language Arts, Vocabulary, Language Mechanics, Spelling, and Word Analysis.
When administered the End of Course and Gateway Tests eligible students may receive
this accommodation under the following conditions:
1. The student must be tested in an isolated area in which students who do not need the
accommodation may not hear (reading of) or see (signing of) the test administration.
This may be done in either an individualized or small group setting with students
needing the same accommodation.
2. Internal Test Instructions must be read exactly as they are written in the test book.
Any variation from the text will invalidate the test.
3. This accommodation may be used on the following End of Course and Gateway
Tests: Algebra I, Algebra II, Math Foundations II, Geometry, Biology I, United States
History, Chemistry, Physical Science, English I, and English II.
D. Read Aloud/Sign Internal Test Items
Test Administrators are required to verify that SPECIAL CONDITIONS
ACCOMMODATION code “D” is darkened to signify that the student used this
accommodation. SPECIAL CONDITIONS ACCOMMODATION code “D” may be
used by students scoring at or below the 16th percentile on an individualized standardized
reading test, which measures decoding and comprehension, and/or students who meet
eligibility criteria for a Visual and/or Hearing Impairment. The standardized reading test
must have been given within the last two years. Group achievement tests such as the
TCAP Achievement (TerraNova), Iowa Test of Basic Skills, or Stanford Achievement
Tests are not acceptable measures for determining the student’s achievement level when
considering use of SPECIAL CONDITIONS ACCOMMODATION code “D”.
When administered the TCAP Achievement Test, eligible students must receive this
accommodation under the following conditions:
1. The student must be tested in an isolated area in which students who do not need the
accommodation may not hear (reading of) or see (signing of) the test administration.
This may be done in either an individualized or small group setting with students
needing the same accommodation.
2. Internal Test Instructions must be read exactly as they are written in the test book.
Any variation from the text will invalidate the test.
Instructions-TCAP Accommodations Addendums
Updated—8-14-01
8
3. This accommodation may be used for the following subtests: Mathematics,
Mathematics Computation, Science, and Social Studies.
4. This accommodation may NOT be used for the following subtests: Reading and
Language Arts, Vocabulary, Language Mechanics, Spelling, and Word Analysis.
When administered the End of Course and Gateway Tests eligible students may receive
this accommodation under the following conditions:
1. The student must be tested in an isolated area in which students who do not need the
accommodation may not hear (reading of) or see (signing of) the test administration.
This may be done in either an individualized or small group setting with students
needing the same accommodation.
2. Internal Test Instructions must be read exactly as they are written in the test book.
Any variation from the text will invalidate the test.
3. This accommodation may be used on the following End of Course and Gateway
Tests: Algebra I, Algebra II, Math Foundations II, Geometry, Biology I, United States
History, Chemistry, and Physical Science.
4. This accommodation may not be used on the following EOC and Gateway Tests:
English I and English II.
E. Repeat Oral Instructions Verbatim (As Needed)
This accommodation may be used when the student meets eligibility requirements for a
Visual and/or Hearing Impairment and/or has scored at or below the 16th Percentile on an
Individual Standardized Reading Test that measures decoding and comprehension. This
test must have been given within the last two years.
Test Administrators are required to verify that SPECIAL CONDITIONS
ACCOMMODATION code “E” is darkened to signify that the student used this
accommodation. The following guidelines must be observed when this accommodation
is used:
1. The Test Administrator may repeat the written oral instructions as needed.
2. The Test Administrator may read the prompt (as written) more than once.
3. Prompts must not be discussed.
4. The regular time limit must be observed—thirty-five (35) minutes for fourth and
seventh graders and twenty-five (25) minutes for eleventh grade students.
F. Calculator – for use on selected math items
NOTE for Accommodation F: Considerations for TCAP Competency Tests—Test items addressing
calculation, applied mathematics, and mathematical concepts on the TCAP Mathematics Competency Test
are scattered throughout the tests, and not clustered in a manner that would facilitate administration of the
mathematics Special Conditions Accommodations. These accommodations would require one-on-one
administration of the TCAP Mathematics Competency Tests in order to monitor items that would allow the
use of these accommodations.
The appropriateness of calculation accommodations must be verified through
individualized assessments given within two years of the TCAP assessment. Eligibility
achievement test scores may be used for this determination, if these scores are within two
years of the TCAP Assessment. If not and the IEP Team determines this would be an
appropriate accommodation, it will be necessary to administer an individual, standardized
Instructions-TCAP Accommodations Addendums
Updated—8-14-01
9
achievement test of calculation to the student. School personnel trained in individual
achievement testing should administer this achievement measure. The results of these
assessments are to be recorded in the space provided for that accommodation.
Test Administrators are required to verify that SPECIAL CONDITIONS
ACCOMMODATION code “F” is darkened to signify that the student used this
accommodation. SPECIAL CONDITIONS ACCOMMODATION “F” may be used by
students scoring at or below the 16th Percentile on an Individual Standardized
Calculations Test. Follow test directions on the “Teacher Directions Addendum: Special
Conditions Accommodations” for selected items. Items selected for calculator use are at
or above analysis thinking skills. Please refer to the “Examiner’s Manual” and/or
“Testing Addendum” for required calculator specifications.
NOTE: Use of a calculator for test items that do not measure the academic skill of Computation, i.e.
Applied Concepts and Algebraic Problems, is permitted on all TCAP Achievement (TerraNova), High
School Subject Matter, End of Course, and Gateway Tests. Therefore, calculator use is not considered a
Special Conditions Accommodation. If Calculator usage is appropriate for the TCAP assessment, and the
school system does not permit this Allowable Accommodation, the IEP Team should document the
Calculator as a Special Conditions Accommodation. In this case, the IEP Team should record use of the
Calculator in the student’s general education program and document the Required Conditions for
Calculator use in Column 6 of the “Special Conditions Accommodations Addendum”. The use of
Calculator as a Special Conditions Accommodation is not recorded on the student’s answer document for
TCAP Achievement (TerraNova), High School Subject Matter, End of Course, and Gateway Tests since
Accommodation “F” is an Allowable Accommodation for these assessments.
G. Talking (with earphones) or Electronic Device with Braille Display
SPECIAL CONDITIONS ACCOMMODATION code “G” may be used by students
eligible for services with a Visual Impairment when the use of an audible calculator is
necessary for all mathematics and will be necessary for post-school success. This
accommodation may be used on all mathematics subtests when the Required Conditions
in Column 6 have been met. Test Administrators are required to verify that SPECIAL
CONDITIONS ACCOMMODATION code “G” is darkened to signify that the student
used this accommodation. Eligible students must receive this accommodation under the
following condition: The student must use a talking calculator with earphones. In the
event that earphones are not available for the talking calculator, the student must be
tested in an isolated area.
H. Word Processor with/without Talk-Text Technology
An IEP goal in writing where technology is used consistently throughout general
education curriculum is required for SPECIAL CONDITIONS ACCOMMODATION
code “H”. Technology used as an accommodation must be necessary for post-school
success. Test Administrators are required to verify that SPECIAL CONDITIONS
ACCOMMODATION code “H” is darkened to signify that the student used this
accommodation.
Eligible students must receive this accommodation under the following conditions:
1. The student must be tested in an isolated area in which students who do not need the
accommodation may not hear or see the technology during the test administration.
Instructions-TCAP Accommodations Addendums
Updated—8-14-01
10
2. Internal Test Instructions must be read exactly as they are written in the test book.
Any variation from the text will invalidate the test.
3. Accommodation H must be specified in the IEP, "IEP goal in writing where
technology is used consistently throughout general education curriculum (grammar,
spell-check, and thesaurus not allowed)."
4. This accommodation may NOT be used for the following subtests: Reading and
Language Arts, Vocabulary, Language Mechanics, Spelling, and Word Analysis.
I. Scribe – As a Special Conditions Accommodation – TCAP Writing Assessment
SPECIAL CONDITIONS ACCOMMODATION code “I” may be used by students when
indicated on the IEP or due to short-term physical inability to write. The following
guidelines must be observed when this accommodation is used. Test Administrators
must verify that SPECIAL CONDITIONS ACCOMMODATION code “I” is darkened
on the student answer grid to signify that the student used this accommodation.
a. The Test Administrator must complete the student’s information grids on the writing
folder.
b. Students using this accommodation should be tested in a quiet room apart from other
students to avoid confusion while testing.
c. The Test Administrator should read the prompt aloud only once.
d. Time limits must be observed—thirty-five (35) minutes for 4th and 7th grade
students, and twenty-five (25) minutes for 11th grade students.
e. The Scribe must not correct what the student dictates.
f. The Scribe should remain silent throughout the testing process.
g. The student is to dictate his or her essay to the Scribe by spelling out each word,
letter-by-letter.
h. The student must dictate all punctuation.
i. The Scribe must not alert the student of mistakes during testing.
j. The Scribe must not use vocal inflection to indicate correct or incorrect responses.
k. If the student requests to go back to a certain passage, the Scribe should either show
the student the written page or spell back what the student dictated. The Scribe is
not permitted to point out misspelled words, confusing organization, or missing
punctuation.
l. The essay should be completed on the answer document provided for the TCAP
Writing Assessment.
NOTICE: Any student receiving a Special Conditions Accommodation must be documented on the
Report of Irregular Testing Conditions Form. It is the Building and system Level Testing Coordinator's
responsibility to confirm that all students reported have met the required conditions to receive the specific
accommodation and that it is documented on the student's IEP. In the event that a student is reported as
receiving a Special Conditions Accommodation on the Report of Irregular Testing Conditions Form and
does NOT meet the requirements, the Building/System Level Testing Coordinator should initiate a
Report of Irregularity Form for nullification. The Office of Special Education has requested the Division
of Evaluation and Assessment provide an avenue by which to track the absence of students receiving
special education services. The Report of Irregular Testing Conditions Form collects absences for all
students; thus, in order to track students receiving special education services, the directions will now ask
that the Test Administrator identify the appropriate students with an asterisk (*).
Instructions-TCAP Accommodations Addendums
Updated—8-14-01
11
2) Student will participate in State Mandated Alternate Assessment (TCAP-Alt)
Approximately one to two percent of the Total School Population will meet participation
requirements for the TCAP-Alternate Assessment (TCAP-Alt). Effective for the 20012002 school year, the TCAP-Alt will provide two alternatives for the assessment of
students with severe and profound disabilities. After the IEP Team has determined
students have met participation criteria for the TCAP-Alt, the IEP Team then determines
the most appropriate TCAP-Alt format for that student. The student will be assessed
either by the TCAP-Alt: (ASA) Academic Skills Assessment or the TCAP-Alt: (PA)
Portfolio Assessment.
The TCAP-Alt: ASA measures the student’s performance at his/her academic skill level.
The TCAP-Alt: PA assesses the student’s performance through a systematic collection of
evidence gathered throughout the school year. Each one of the TCAP-Alt Assessments
corresponds with curriculum standards being assessed with peers who are age-grade
comparable. The decision of assessing the student with the TCAP-Alt: (ASA) or the
TCAP-Alt: (PA) is made by the student’s IEP Team. After the student has met the
requirements on the “TCAP-Alt Participation ADDENDUM”, the IEP Team reviews the
student’s most recent (within one academic school year) assessment data. This academic
skills review may be based on either norm-referenced or criterion-referenced tests. If this
data indicates the student has acquired measurable academic skills, the IEP Team may
determine the most appropriate achievement level for assessment (see Table 1). The IEP
Team should base the level of achievement for the TCAP-Alt: ASA on the student’s
Instructional Reading Level. After the IEP Team has determined the TCAP Achievement
Level on which the student will be assessed, a determination is made as to whether the
student will need Allowable and/or Special Conditions Accommodation with the TCAPAlt: (ASA).
This section is completed when the student meets the participation criteria for the
Alternate Assessment—please refer to TCAP IEP Options Flowchart on the last page of
this document for further clarification of the IEP Team decision-making process. When
the IEP Team has made this determination, all items under #1 may be skipped, and
information under #2 should be completed. The IEP Team will place a check mark in the
space provided next to the statement: “Student will participate in State Mandated
Alternate Assessment (TCAP-Alt)” and attach this completed addendum to the IEP.
2(A) TCAP-Alt: (ASA) Academic Skills Assessment
After the IEP Team has agreed the student meets participation criteria for the Alternate
Assessment, a determination is made as to whether the student will participate in TCAPAlt: (ASA) or TCAP-Alt (PA). When TCAP-Alt: (ASA) is the most appropriate alternate
TCAP assessment, place a check mark next to 2(A) and write the grade level of TCAP
Achievement Test determined for that student before the statement that reads:
“Achievement Level (Check Accommodations Above)”. Both Allowable
Accommodations and Special Conditions Accommodations may be used when
administering the TCAP-Alt: (ASA). The IEP Team should follow all instructions in
Sections 1(A) and 1(B) of this document when considering the use of Allowable
Accommodations and Special Conditions Accommodations for the TCAP-Alt: (ASA),
Instructions-TCAP Accommodations Addendums
Updated—8-14-01
12
and attach the Allowable and/or Special Conditions Accommodations Addendums to the
student’s IEP. When accommodations are used with the TCAP-Alt: (ASA), the IEP
Team must document the use of Special Conditions Accommodations in the student’s
general curriculum from the student’s IEP in the appropriate column (Columns 2—5),
and the Required Conditions for Special Conditions Accommodations (Column 6). The
IEP Team should then indicate the use of these accommodations by placing check marks
next to 1(A) and/or 1(B) of the State/District Mandated Tests section of the IEP.
2(B) TCAP-Alt: (PA) Portfolio Assessment
When TCAP-Alt: (PA) is the most appropriate alternate TCAP assessment, place a check
mark next to 2(B). Extensive instructions for the development of the TCAP-Alt (PA) can
be found in the “Tennessee Alternate Portfolio Assessment Manual”.
DIRECTIONS FOR COMPETING TCAP-ALT PARTICIPATION ADDENDUM
The TCAP-Alt: (PA) and the TCAP-Alt: (ASA) are scored on a point-rating system (Step
One to Advanced), which can be reported in conjunction with other TCAP group
achievement tests. In this way, scores can be aggregated or disaggregated with the
general population scores.
SECTION I DIRECTIONS:
1.
2.
3.
Complete all demographic information on the student at the top of the page.
Begin with the first box. Write “yes” or "no" next to each statement that applies.
Complete the documentation of cognitive and adaptive skill levels marked in the
appropriate space provided.
All four participation criteria must be checked “yes”, or the student MAY NOT
participate in the Alternate Assessment. (Students who are 14 years of age or
older must also meet the fifth criterion.)
SECTION II DIRECTIONS:
1.
2.
3.
4.
5.
Begin with the first box on the second page of the TCAP-Alt Participation
Guidelines Addendum. Write “yes” or "no" next to each statement that applies.
Complete the documentation of academic skill levels for the TCAP-Alt: ASA in
the appropriate space provided.
After determination is made for the TCAP-Alt (PA) or TCAP-Alt (ASA),
document which assessment the student will be taking, and the grade level (ASA)
or content areas (PA) that are appropriate--refer to the charts on the next two
pages for guidelines.
When participation criteria has been determined for the TCAP-Alt by the IEP
Team, write the date of the IEP Team Meeting in the space provided.
IEP team members making this determination should sign and write in their
position (in relation to the student) at the bottom of this page.
Attach the TCAP-Alt: (ASA) and (PA) Participation ADDENDUM to the
student’s IEP.
Instructions-TCAP Accommodations Addendums
Updated—8-14-01
13
Table 1
TCAP-ALT ACADEMIC SKILLS ASSESSMENT [TCAP-ALT: (ASA)]
Determination of TCAP Achievement Level for TCAP-Alt: (ASA)
STUDENT’S
ACADEMIC SKILLS GRADE LEVEL
FOR TCAP-ALT: (ASA)
TCAP ACHIEVEMENT (TerraNova)
TEST LEVEL
Kindergarten
TerraNova-Level 10
1st Grade
TerraNova-Level 11
2nd Grade
TerraNova-Level 12
3rd Grade
Grade 3
4th Grade
Grade 4
NOTE: The IEP Team must determine:
1. The student meets participation criteria for the TCAP-Alt, and
2. The TCAP-Alt: (ASA) is the most appropriate alternate assessment for that student, and
3. The appropriate TCAP Achievement Level for the assessment of the student
4. It is the responsibility of the student’s teacher to request the appropriate grade level assessment for
that student from the State Department Division of Evaluation and Assessment at the time when all
TCAP Achievement Tests are ordered from the school district.
If the student needs modifications that are not “Allowable Accommodations” or “Special
Conditions Accommodations” for administration of the TCAP-Alt: (ASA), the IEP Team
MUST assess the student with the TCAP-Alt (PA)—see TCAP IEP Options Flowchart.
The TCAP-Alt: (PA) gathers evidence from the student’s program throughout the school
year. This collection of evidence from the student’s program is submitted for scoring
during the time frame in which students are administered the TCAP Achievement Tests
(TerraNova) and the TCAP-Alt: (ASA). Detailed instructions for the development of the
TCAP-Alt: (PA) are provided in the “Tennessee Alternate Portfolio Assessment
Manual”. Table 2 delineates Portfolio Entry Requirements for each grade level, and
gives the corresponding TCAP Assessments provided through general education at each
grade level.
Instructions-TCAP Accommodations Addendums
Updated—8-14-01
14
Table 2
TCAP-ALT PORTFOLIO ASSESSMENT [TCAP-ALT: (PA)] ENTRY REQUIREMENTS
Grade Level
Assignment
Corresponding State/District
Assessment
TCAP-Alt Required Entries
Kindergarten
TerraNova—Level 10
1st Grade
TerraNova—Level 11
2nd Grade
TerraNova—Level 12
3rd Grade
4th Grade
TCAP Achievement
Grade 3
TCAP Achievement
TCAP Writing
Grade 4
E/LA, M, SS, S
E/LA, M, SS, S
5th Grade
TCAP Achievement
Grade 5
E/LA, M, SS, S
6th Grade
TCAP Achievement
Grade 6
E/LA, M, SS, S
7th Grade
TCAP Achievement
TCAP Writing
Grade 7
E/LA, M, SS, S
8th Grade
TCAP Achievement
Grade 8
E/LA, M, SS, S
9th Grade
TCAP Gateway
Biology I - Algebra I
M, S
10th Grade
TCAP Gateway
English 10
(Effective 2002-03 School Year)
E/LA
11th Grade
TCAP Writing
(Effective 2003-04 School Year)
E/LA
12th Grade or Exit Year
ACT – SAT – Work Keys
E/LA, M, Resumé
Instructions-TCAP Accommodations Addendums
Updated—8-14-01
NOTE: TCAP-Alt is not required in
Kindergarten, 1st, and 2nd grades, when the
school district does not provide districtwide assessments at K-2 grade levels.
If the school system does provide districtwide assessments for grades K-2, portfolio
entries for the TCAP-Alt should mirror the
areas tested by the school system. Entries
for the K-2 TCAP-Alt may include:
E/LA, M, SS, and S—IF—the school
system assesses K-2 students in all these
areas. If the system assesses K-2 students
only in the areas of Reading and
Mathematics, portfolio entries would be
developed in the areas of E/LA and M.
15
Special Note
If student requires modifications
(in addition to Allowable or
Special Conditions
Accommodations) for participation
in the
TCAP-ALT: (ASA), then student
MUST take the TCAP-ALT: (PA)
Instructions-TCAP Accommodations Addendums
Updated—8-14-01
16
FLOWCHART—TCAP—IEP OPTIONS