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Please make yourself Please make yourself comfortable and comfortable and before we begin before we begin
please complete the please complete the CAPA Examiner QuizCAPA Examiner Quiz
2010 STAR CAPA Train-the-Trainer Workshop || Slide 2January 2010
California Alternate California Alternate Performance Performance
Assessment (CAPA)Assessment (CAPA)
Train-the-Trainer Workshop:
Training CAPA Examiners
2010 STAR CAPA Train-the-Trainer Workshop || Slide 3January 2010
ObjectivesObjectives
Participants will have the necessary information to train examiners to accurately and consistently
Prepare for CAPA Administer the CAPA Score the CAPA Return CAPA
Handout (H)Page 1
2010 STAR CAPA Train-the-Trainer Workshop || Slide 4January 2010
AgendaAgenda
• Introductions• Training• California Content Standards and CAPA
Blueprints • Preparing• Administering the CAPA• Scoring the CAPA• After-test procedures• Q & A
H 1
2010 STAR CAPA Train-the-Trainer Workshop || Slide 5January 2010
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
2010 STAR CAPA Train-the-Trainer Workshop || Slide 6January 2010
California Content Standards and California Content Standards and CAPA BlueprintsCAPA 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 Website at: http://www.cde.ca.gov/ta/tg/sr/capablueprints.asp
H 2
2010 STAR CAPA Train-the-Trainer Workshop || Slide 7January 2010
California Content Standards and California Content Standards and CAPA BlueprintsCAPA Blueprints
Sample of Grade Five English-Language Arts
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
2010 STAR CAPA Train-the-Trainer Workshop || Slide 8January 2010
H 3−5
2010 STAR CAPA Train-the-Trainer Workshop || Slide 9January 2010
Preparing:Preparing:Are Correct Students Identified for Are Correct Students Identified for
CAPA? CAPA? • Has significant cognitive disabilities• Has individualized education program
(IEP)• Served under Individuals with
Disabilities Education Act (IDEA)• Meets eligibility guidelines
CAPA Examiner’s Manual — Appendix A Assigned correct CAPA level
H 3
2010 STAR CAPA Train-the-Trainer Workshop || Slide 10January 2010
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
2010 STAR CAPA Train-the-Trainer Workshop || Slide 11January 2010
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 students 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)
2010 STAR CAPA Train-the-Trainer Workshop || Slide 12January 2010
H 3
2010 STAR CAPA Train-the-Trainer Workshop || Slide 13January 2010
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 (http://www.mavricmedia.com/startest)
• Signed security affidavit
H 3
2010 STAR CAPA Train-the-Trainer Workshop || Slide 14January 2010
Preparing:Preparing:Purpose of ObserversPurpose of Observers
• Increase objectivity
• Data used to document inter-rater reliability
• Provide credibility/confidence to scores
H 3
2010 STAR CAPA Train-the-Trainer Workshop || Slide 15January 2010
Preparing: Double RatingPreparing: Double Rating
• Choose students randomly at each school/site10% per CAPA level per school/siteAt least one student at each level testedSelected 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
2010 STAR CAPA Train-the-Trainer Workshop || Slide 16January 2010
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
2010 STAR CAPA Train-the-Trainer Workshop || Slide 17January 2010
(if not in Pre-ID)
• Mark correct level
• Not counted if out of level
H 4
Preparing: CAPA Answer DocumentsPreparing: CAPA Answer DocumentsRace and EthnicityRace and Ethnicity
2010 STAR CAPA Train-the-Trainer Workshop || Slide 18January 2010
Q 3
• 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
Preparing: CAPA Answer CirclesPreparing: CAPA Answer CirclesLevels II-VLevels II-V
• Red-line #5 answer circles so examiners do not mark 5.
• If anything other than red pen used, the marks could be picked up by the scoring machineIf no other answers are marked, the test could
be considered to be for Level I
2010 STAR CAPA Train-the-Trainer Workshop || Slide 19January 2010
H 4
2010 STAR CAPA Train-the-Trainer Workshop || Slide 20January 2010
Preparing MaterialsPreparing Materials
• Read Examiner’s Manual• Gather manipulatives• Cut stimulus cards and have them available in the
correct order• Have an answer document for every student• If no Pre-ID, demographics must be
hand-marked• Prepare adaptations
For students with additional disabilitiesMust be same as in classroom
H 5
2010 STAR CAPA Train-the-Trainer Workshop || Slide 21January 2010
Administering the CAPAAdministering the CAPA
• Task preparationSet up manipulatives and/or stimulus
cardsMust be in exact order specified (left to
right and/or top to bottom)
• Cue/directionsMust be read exactly as printed
H 6
2010 STAR CAPA Train-the-Trainer Workshop || Slide 22January 2010
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
H 7
2010 STAR CAPA Train-the-Trainer Workshop || Slide 23January 2010
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
2010 STAR CAPA Train-the-Trainer Workshop || Slide 24January 2010
Cue/Directions: Level I Cue/Directions: Level I PromptsPrompts3. Give a verbal/gestural prompt,
repeat cue/directionsWait If student responds (correct or not), STOP.
4. Give a modeled prompt, reset objects,repeat cue/directionsWait If student responds (correct or not) respond, STOP.
5. Use hand-over-hand prompt, reset objects, repeat cue/directionsWait If student responds (correct or not) or does not
respond, STOP.
Q 6
H 6
2010 STAR CAPA Train-the-Trainer Workshop || Slide 25January 2010
PracticePractice
Now use the chart on handout, page 7: Work with a partner explain to one another how to administer CAPA Level I.
H 6
2010 STAR CAPA Train-the-Trainer Workshop || Slide 26January 2010
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
2010 STAR CAPA Train-the-Trainer Workshop || Slide 27January 2010
Cue/Directions Cue/Directions Levels II–VLevels II–V
• Cue/directionWait minimum 5 seconds for verbal response;
Wait minimum 7 seconds for physical response If student responds (correct or not), STOP.
• Repeat cue/directionWait minimum 5 seconds for verbal response;
Wait minimum 7 seconds for physical response STOP
• Go to next task in question
H 9
2010 STAR CAPA Train-the-Trainer Workshop || Slide 28January 2010
PracticePractice
Now use the chart on handout, page 8: Work with a partner explain to one another how to administer CAPA Level II-V.
What are the differences between administering CAPA Level I and CAPA Level II-V?
H 8
2010 STAR CAPA Train-the-Trainer Workshop || Slide 29January 2010
Scoring: RubricsScoring: Rubrics
• Scoring points• Level I : Based on prompting
required for student to complete taskScore 1–5
• Levels II–V: Based on number of correct responsesScore 1–4 Red-line score of 5 on answer document
H 9
2010 STAR CAPA Train-the-Trainer Workshop || Slide 30January 2010
Scoring CAPA Level IScoring CAPA Level I
• If wrong answer given, score 1• Correct answer with first or second cue,
score 5• Correct answer 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
2010 STAR CAPA Train-the-Trainer Workshop || Slide 31January 2010
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 scoringGive directions for the practice to a partnerGive feedback on how the partner scored
Jasper
H 9−11
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 3 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.
2010 STAR CAPA Train-the-Trainer Workshop || Slide 32January 2010
2010STAR CAPA Train-the-Trainer Workshop || Slide 33January 2010
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, LuisPlan a practice session on scoringGive directions for the practice to a
partnerGive feedback to how the partner scored
Luis
H 12−14
2010 STAR CAPA Train-the-Trainer Workshop || Slide 34January 2010
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 make-up 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
2010 STAR CAPA Train-the-Trainer Workshop || Slide 35January 2010
After-test ProceduresAfter-test Procedures
• Section A4—English Learner Test VariationsA: 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
2010 STAR CAPA Train-the-Trainer Workshop || Slide 36January 2010
Questions and AnswersQuestions and Answers
2010 STAR CAPA Train-the-Trainer Workshop || Slide 37January 2010
SummarySummary• Training• Standards• Preparation
Selecting CAPA studentsSelecting CAPA examinersObserversAnswer documentsMaterials
• Administration• Scoring• After-test procedures• Complete evaluation
2010 STAR CAPA Train-the-Trainer Workshop || Slide 38January 2010
Quiz AnswersQuiz Answers
1. a
2. d
3. d
4. a
5. c
6. d
7. b
8. d
9. b
10. b
2010 STAR CAPA Train-the-Trainer Workshop || Slide 39January 2010
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