Please make yourself comfortable. Before we begin, please complete the CAPA Examiner Quiz

Please make yourself Please make yourself comfortable. Before we comfortable. Before we

begin, please complete the begin, please complete the

CAPA Examiner QuizCAPA Examiner Quiz

2011 STAR CAPA Train-the-Trainer Workshop || Slide 2January 2011

California Alternate California Alternate Performance Performance

Assessment (CAPA)Assessment (CAPA)

Train-the-Trainer Workshop:

Training CAPA Examiners


ObjectivesObjectives

Participants will train examiners to accurately and consistently

Prepare for the CAPA Administer the CAPA Score the CAPA Return CAPA answer documents

Handout (H)Page 1


AgendaAgenda

• Introductions• Training• California content standards and CAPA

blueprints • Preparing• Administering the CAPA• Scoring the CAPA• After-test procedures• Q & A

H 1


Training CAPA ExaminersTraining CAPA Examiners

• Required ANNUALLY

• Train before testing window opens• Tips:

Active learning • Practice• Discuss• Problem-solve

Repetition

Quiz (Q) Question #1

H 1


• 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 2California Content Standards and California Content Standards and

CAPA BlueprintsCAPA Blueprints


California Content Standards and California Content Standards and CAPA BlueprintsCAPA Blueprints

Sample of grade 5 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

Preparing for CAPAPreparing 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


Preparing:Preparing:Are Correct Students Identified for Are Correct Students Identified for

CAPA? 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


All students take ELA and mathematics. Only students in grades 5, 8, and 10 take science.

Preparing: CAPA LevelsPreparing: CAPA Levels

Level Grades Age Ranges for Ungraded Programs

I 2─11 7─16

II 2─3 7─8

III 4─5 9─11

IV 6─8 11─13

V 9─11 14─16

H 3


Students 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 LevelsPreparing: CAPA LevelsH 3

Preparing: Preparing: Students in Ungraded ClassroomsStudents in Ungraded Classrooms

• To determine a student’s grade (for ungraded programs), subtract 5 from student’s age as of December 2

Formula: (age – 5 = grade)

Example:

Chris is 14 years old. Subtract 5 from his age (14) to calculate his grade for CAPA testing (9). Chris would take Level V. (14 – 5 = 9)


H 3


Preparing: Preparing: Do Your Examiners and Observers Have Do Your Examiners and Observers Have

the Correct Qualifications?the Correct Qualifications?

• Licensed or certificated• Experienced working with students to

be tested with CAPA• Trained either by attending a “live”

session or watching the DVD or online video segments (www.mavricmedia.com/startest)

• Signed security affidavit

H 3


Preparing:Preparing:Purpose of ObserversPurpose of Observers

• Increase objectivity

• Data used to document inter-rater reliability

• Provide credibility/confidence to scores

H 3


Preparing: Double RatingPreparing: Double Rating

• Choose students randomly at each school/site 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


Observers must mark Observers must mark sectionssections

1 - Name, etc.3 - Date of Birth5 - Name6 - Gender7a - CAPA Level7b - Grade11 - Student ID12 - SSID

Preparing To Administer the CAPAPreparing To Administer the CAPA

Preparing Answer Documents:Preparing Answer Documents:CAPA LevelCAPA Level


• Mark correct level

• Not counted if out of level

H 4

Preparing: CAPA Answer DocumentsPreparing: CAPA Answer DocumentsRace and EthnicityRace and Ethnicity


• Sections 8 and 9,“Ethnicity/Race”

• Make sure that you mark only one circle in Section 8.

• Make sure youmark at least one circlein Section 9.

H 4

Q 3

Preparing: CAPA Answer CirclesPreparing: CAPA Answer CirclesLevels II–VLevels II–V

• Red-line #5 answer circles so examiners do not mark option 5.

• If anything other than red pen used, the marks could be picked up by the scoring machine If no other answers are marked, the test could

be considered to be for Level I


H 4


Preparing MaterialsPreparing Materials• Read Examiner’s Manual

• Gather manipulatives for correct version

• Cut stimulus cards and have them available in the correct order To obtain stimulus cards online, contact STAR TAC

• 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 4

BREAKBREAK



Administering the CAPAAdministering 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


Administering CAPA Level IAdministering 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 4, 5, 6

H 6, 7


Cue/Directions Cue/Directions Level ILevel I

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 Cue/Directions: Level I PromptsPrompts3. 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 6


• [explaining Level I video]


PracticePractice

Use the chart on page 7 of the handout. Work with a partner and explain to one another how to administer CAPA Level I.

H 6


Administering CAPA Levels II–VAdministering CAPA Levels II–V

• Give cue

• Repeat cue only once, if necessary

• NO prompts are given

Q 7

H 8


Cue/Directions Cue/Directions Levels II–VLevels II–V

• 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 9


• [explaining levels II-V video]


PracticePractice

Use the chart 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


Scoring: RubricsScoring: 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 Red-line score of 5 on answer document

H 9


Scoring CAPA Level IScoring CAPA Level I

• If wrong answer given, score 1• 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, score 1• No response at any time, score NR

Q 8, 9

H 9


• [video]


Practice Scoring CAPAPractice Scoring CAPALevel ILevel I

• See trainer model with Lucerio video• Using the video clip, Jasper, ELA (apple

and shoe) Plan a practice session on scoring Give directions for the practice to a partner Give feedback on how the partner scored

Jasper

H 9−11


• [video]

Scoring Levels II–VScoring 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 12


Practice CAPAPractice CAPALevels III and VLevels 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 to how the partner scored

Luis

H 12−14


• [video]


• [video]


After Test Procedures: Answer Document After Test Procedures: Answer Document Section A2 Special ConditionsSection 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 the test, had to leave the room, and was unable to return and complete the test.

L The student enrolled after first day of testing and was given this test.

M The student was enrolled on 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.

H 15


After-test ProceduresAfter-test Procedures

• Section A4—English Learner Test Variations A: The student was given directions in a language

other than English.

• Complete name, sign, date, and mark “Examiner” or “Observer” to attest training received

Q 10

H 15


Questions and AnswersQuestions and Answers


SummarySummary• Training• Standards• Preparation

Selecting CAPA students Selecting CAPA examiners Observers Answer documents Materials

• Administration• Scoring• After-test procedures• Complete evaluation


Quiz AnswersQuiz Answers

1. a

2. d

3. d

4. a

5. c

6. d

7. b

8. d

9. b

10. b


For more information go to:For more information go to:

http://www.cde.ca.gov/ta/tg/sr/capa.asp

http://www.startest.org/capa.html

To access online stimulus cards, contact STAR TAC:800-955-2954 or [email protected]