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CAPA Examiner QuizCAPA Examiner Quiz
California Alternate Performance
Assessment (CAPA)
Train-the-Trainer Workshop:Training CAPA Examiners
2014 CAPA Train-the-Trainer Workshop | January 20143
Objectives
Participants will train examiners to accurately and consistently:– Prepare for the CAPA– Administer the CAPA– Score the CAPA– Return the CAPA
Handout (H)Page 1
2014 CAPA Train-the-Trainer Workshop | January 20144
Agenda• Introductions• Training• California content standards and CAPA blueprints • Preparing• Administering the CAPA• Scoring the CAPA• After-test procedures• Q & A
H 1
2014 CAPA Train-the-Trainer Workshop | January 20145
What’s New in 2014?
• Ungraded program: Determine grade by subtracting 5 from student’s age as of October 1, 2013
• One version only
2014 CAPA Train-the-Trainer Workshop | January 20146
Training CAPA Examiners
• Required ANNUALLY.• Train before testing window opens.• Tips:– Active learning
Practice Discuss Problem-solve
– Repetition
Quiz (Q) Question #1
H 1
2014 CAPA Train-the-Trainer Workshop | January 20147
California Content Standards and CAPA Blueprints
• Standards provide the basis of instruction and testing.• In 2006, the State Board of Education adopted new
blueprints for CAPA.• CAPA Level I blueprints link to grades K–1 of California
content standards and include two additional grade 2 science content standards.
• Levels II–V blueprints link to grade-level (grades 2–11) California content standards.
CAPA blueprints can be found on the CDE Web site at: http://www.cde.ca.gov/ta/tg/sr/capablueprints.asp
H 2
2014 CAPA Train-the-Trainer Workshop | January 20148
Sample of grade 6 English–Language Arts (ELA)
Strand: Reading/Word Analysis
Standard: 6RW1.1: Word Recognition: Read aloud narrative and expository text fluently and accurately, and with appropriate pacing, intonation, and expression.
Alternate Achievement Standard: Read a simple four-to-five word sentence composed of high-frequency words.
H 2
California Content Standards and CAPA Blueprints
2014 CAPA Train-the-Trainer Workshop | January 20149
Preparing for CAPA
• Identify students.• Select students for second rating.• Select examiners.• Select observers.• Put information on non–Pre-ID answer documents.• Prepare manipulatives and stimulus cards.
H 3−5
2014 CAPA Train-the-Trainer Workshop | January 201410
Preparing:Are Correct Students Identified for
CAPA?
• Has significant cognitive disabilities• Has individualized education program (IEP)• Is served under Individuals with Disabilities
Education Act (IDEA)• Meets eligibility guidelines – CAPA Examiner’s Manual —
Appendix A – Assigned correct CAPA level
H 3
2014 CAPA Train-the-Trainer Workshop | January 201411
•Students in grades 5, 8, and 10 take science.•All students take ELA and mathematics.
Preparing: CAPA LevelsLevel Grades Age Ranges for
Ungraded Programs
I 2─11 7─16
II 2─3 7─8
III 4─5 9─10
IV 6─8 11─13
V 9─11 14─16
H 3
2014 CAPA Train-the-Trainer Workshop | January 201412
Students enrolled in grade 11 who repeat grade 11 for multiple years continue to take the CAPA Level I or Level V until:
–Enrolled in grade 12 (or)
–Turn 22 years of age and are no longer receiving compensatory education
Preparing: CAPA Levels H 3
2014 CAPA Train-the-Trainer Workshop | January 201413
Preparing: Students in Ungraded
Classrooms• To determine a student’s grade (for ungraded programs),
subtract 5 from student’s age as of October 1, 2013.
Formula: (age – 5 = grade)
Example: • Chris is 12 years old. Subtract 5 from 12 to calculate the
grade for CAPA testing. Chris would take Level IV.
Formula: 12 – 5 = 7
H 3
2014 CAPA Train-the-Trainer Workshop | January 201414
Preparing: Do Your Examiners and Observers Have the Correct Qualifications?
• Licensed or certificated• Experienced working with students to be tested with
the CAPA• Trained either by attending a “live” session or
watching the online video segments (http://www.startest.org/capa.html)
• Signed security affidavit
H 3
2014 CAPA Train-the-Trainer Workshop | January 201415
• Increase objectivity• Data used to document interrater reliability• Provide credibility/confidence to scores
H 3
Preparing:Purpose of Observers
2014 CAPA Train-the-Trainer Workshop | January 201416
Preparing: Double Rating• Choose students randomly at each school/site
(including at NPS).– 10% per CAPA level per school/site– At least one student at each level tested– Selected students should be double rated in all
content areas tested• Observe at same time as examiner scores.• Observers must score independently of examiner.
Q 2
H 3
2014 CAPA Train-the-Trainer Workshop | January 201417
Use blank from overage.Use blank from overage.Observers must mark Observers must mark
sections.sections.
1 – Name, etc.3 – Date of Birth5 – Name6 – Gender7a – CAPA Level7b – Grade11 – Student ID12a – SSID
Preparing To Administer the CAPAObservers’ Answer Doc
H 4
2014 CAPA Train-the-Trainer Workshop | January 201418
H 4
• 1 Hand-write– Student Name– Test Examiner– School– District
• 7a CAPA Level
Preparing All Answer Docs:Must Mark Whether Pre-ID or Not
2014 CAPA Train-the-Trainer Workshop | January 201419
• Mark correct level
• Not counted if out of level
H 4
Preparing Answer Documents:CAPA Level
2014 CAPA Train-the-Trainer Workshop | January 201420
Preparing Materials• Read Examiner’s Manual.• Gather manipulatives.• Cut stimulus cards and have them available in the correct order.– To obtain stimulus cards online, contact CalTAC
• Have an answer document for every student.• If no Pre-ID, demographics must be
hand-marked.• Prepare adaptations.– For students with additional disabilities– Must be same as in classroom
H 5
2014 CAPA Train-the-Trainer Workshop | January 201421
Administering the CAPA
• Task preparation– Set up manipulatives and/or stimulus cards.–Must be in exact order specified (left to right
and/or top to bottom).
• Cue/directions–Must be read exactly as printed.
H 6
2014 CAPA Train-the-Trainer Workshop | January 201422
Administering CAPA Level I
• Up to 5 cues given• Up to 3 prompts given• If no response after
verbal/gestural prompt, then modeled prompt only
• If no response after modeled prompt, then hand-over-hand
• Student must answer independently after hand-over-hand or any prompt
Q 3, 4
H 6, 7
2014 CAPA Train-the-Trainer Workshop | January 201423
1. Give cue/directions.– Wait minimum of 5 seconds for verbal response;
wait minimum of 7 seconds for physical response.– If student responds (correct or not), STOP.
2. Repeat cue/directions ONCE.– Wait minimum of 5 seconds for verbal response;
wait minimum of 7 seconds for physical response.– If student responds (correct or not), STOP.
H 6
Cue/Directions: Level I Prompts
2014 CAPA Train-the-Trainer Workshop | January 201424
Cue/Directions: Level I Prompts
3. Give a verbal/gestural prompt, repeat cue/directions.– Wait.– If student responds (correct or not), STOP.
4. Give a modeled prompt, reset objects,repeat cue/directions.– Wait.– If student responds (correct or not) respond, STOP.
5. Use hand-over-hand prompt, reset objects, repeat cue/directions.– Wait. – If student responds (correct or not) or does not respond, STOP.
H 6
Q 5
2014 CAPA Train-the-Trainer Workshop | January 201426
PracticePractice
Use the flowchart on page 7 of the handout. Work with a partner and explain to one another how to administer CAPA Level I.
H 6, 7
2014 CAPA Train-the-Trainer Workshop | January 201427
Administering CAPA Levels II–V
• Give cue.• Repeat cue only once, if necessary.• NO prompts are given.
Q 6
H 8
2014 CAPA Train-the-Trainer Workshop | January 201428
Cue/Directions:Levels II–V Prompts
• Cue/direction–Wait minimum 5 seconds for verbal response;
wait minimum 7 seconds for physical response– If student responds (correct or not), STOP.
• Repeat cue/direction–Wait minimum 5 seconds for verbal response;
wait minimum 7 seconds for physical response– STOP.
• Go to next task in question.
H 8
2014 CAPA Train-the-Trainer Workshop | January 201430
PracticePractice
Use the flowchart on page 8 of the handout. Work with a partner and explain to one another how to administer CAPA Levels II–V.What are the differences between administering CAPA Level I and CAPA Levels II–V?
H 8
2014 CAPA Train-the-Trainer Workshop | January 201432
Scoring: Rubrics
• Scoring points• Level I : Based on prompting required for student to
complete task– Score 1–5
• Levels II–V: Based on number of correct responses– Score 1–4
H 9
2014 CAPA Train-the-Trainer Workshop | January 201433
CAPA Answer Circles
• Level I only: score of 5 is possible
H 9
Q 7
2014 CAPA Train-the-Trainer Workshop | January 201434
Scoring CAPA Level I
• Correct answer with first or second cue, score 5• Correct with verbal/gestural prompt, score 4• Correct with modeled prompt, score 3• Correct with hand-over-hand prompt, score 2• Orients to task or wrong answer given,
score 1• No response at any time, score NR
H 9
Q 8, 9
2014 CAPA Train-the-Trainer Workshop | January 201436
Practice Scoring CAPALevel I
• See trainer model with Aaron video.• Using the video clip, ELA (apple and shoe),
Jasper:– Plan a practice session on scoring.– Give directions for the practice to a partner.– Give feedback on how the partner scored
Jasper.
H 10−12
2014 CAPA Train-the-Trainer Workshop | January 201438
Scoring Levels II–V• Rubric unique to task
– Provided with each task
• Based on number of questions within the task (cue/directions)
• Example: ELA, Level III: Read a given story; ask the 4 questions about the story.– Scoring Rubric:
(4) Completes task with 100% accuracy(3) Partially completes task (2–3 correct)(2) Minimally completes task (1 correct)(1) Attempts task
H 13
2014 CAPA Train-the-Trainer Workshop | January 201440
Practice CAPALevels III and V
• See trainer model with mathematics, Level III, Steven video.
• Using the video clip, science, Level V, Luis:– Plan a practice session on scoring.– Give directions for the practice to a partner.– Give feedback on how the partner scored
Luis.
H 13−15
2014 CAPA Train-the-Trainer Workshop | January 201442
After-test Procedures: Answer Document Section A2 Special Conditions
A The student was absent for regular and makeup testing.E The student was not tested because of a significant
medical emergency.F The student became ill while taking this test, had to leave
the room, and was unable to return and complete the test.L The student enrolled after the first day of testing and was
given this test.
H 16
2014 CAPA Train-the-Trainer Workshop | January 201443
After-test Procedures: Answer Document Section A2 Special Conditions
M The student was enrolled on the first day of testing but moved before this test was administered or completed.
P The student was not tested by parent/guardian request.
T Student enrolled on the first day of testing and was not given this test because a staff member verified that the student had taken the test at a previous school.
Y This document replaces a lost or destroyed answer document.
H 16
2014 CAPA Train-the-Trainer Workshop | January 201444
After-test Procedures
• Section A4—English Learner Test Variations– A: The test examiner used a language other than
English to administer the CAPA to the student.
• Complete name, sign, date, and mark “Examiner” or “Observer” to attest training received
Q 10
H 16
2014 CAPA Train-the-Trainer Workshop | January 201445
Summary• Training• Standards• Preparation
– Selecting CAPA students– Selecting CAPA examiners– Observers– Answer documents– Materials
• Administration• Scoring• After-test procedures• Complete evaluation
2014 CAPA Train-the-Trainer Workshop | January 201446
Quiz Answers
1. a2. d3. a4. c5. d
6. b
7. a
8. d
9. b
10. b
For more information go to:
http://www.cde.ca.gov/ta/tg/sr/capa.asp
http://www.californiatac.org
To access online stimulus cards, contact CalTAC:800-955-2954 or [email protected]