capa examiner quiz please make yourself comfortable. before we begin, please complete the capa...

Please make yourself comfortable. Before we

begin, please complete the

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


Agenda• Introductions• Training• California content standards and CAPA blueprints • Preparing• Administering the CAPA• Scoring the CAPA• After-test procedures• Q & A

H 1


What’s New in 2014?

• Ungraded program: Determine grade by subtracting 5 from student’s age as of October 1, 2013

• One version only


Training CAPA Examiners

• Required ANNUALLY.• Train before testing window opens.• Tips:– Active learning

Practice Discuss Problem-solve

– Repetition

Quiz (Q) Question #1

H 1


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


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


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


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


•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


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


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


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


• Increase objectivity• Data used to document interrater reliability• Provide credibility/confidence to scores

H 3

Preparing:Purpose of Observers


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


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


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


• Mark correct level

• Not counted if out of level

H 4

Preparing Answer Documents:CAPA Level


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


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


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


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


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


• [explaining Level I video]


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


Administering CAPA Levels II–V

• Give cue.• Repeat cue only once, if necessary.• NO prompts are given.

Q 6

H 8


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


• [explaining levels II–V video]


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


BREAK


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


CAPA Answer Circles

• Level I only: score of 5 is possible

H 9

Q 7


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


• [Level I math, Aaron video]


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


• [Level I ELA, Jasper video]


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


• [Level III Math, Steven video]


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


• [Level V, science, Luis video]


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


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


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


Summary• Training• Standards• Preparation

– Selecting CAPA students– Selecting CAPA examiners– Observers– Answer documents– Materials

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


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]