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

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

2. California Alternate Performance Assessment (CAPA) Train-the-Trainer Workshop:Training CAPA Examiners

3. Objectives Handout (H)Page 1 Participants will train examiners to accurately and consistently: • Prepare for the CAPA • Administer the CAPA • Score the CAPA • Return the CAPA

4. Agenda H 1 • Introductions • Training • California content standards and CAPA blueprints • Preparing • Administering the CAPA • Scoring the CAPA • After-test procedures • Q & A

5. What’s New in 2014? • Ungraded program: Determine grade by subtracting 5 from student’s age as of October 1, 2013 • One version only

6. Training CAPA Examiners H 1 • Required ANNUALLY. • Train before testing window opens. • Tips: • Active learning • Practice • Discuss • Problem-solve • Repetition Quiz (Q) Question #1

7. California Content Standards and CAPA Blueprints H 2 • 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

8. California Content Standards and CAPA Blueprints 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.

9. Preparing for CAPA H 3−5 • Identify students. • Select students for second rating. • Select examiners. • Select observers. • Put information on non–Pre-ID answer documents. • Prepare manipulatives and stimulus cards.

10. Preparing:Are Correct Students Identified for CAPA? H 3 • 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

11. Preparing: CAPA Levels H 3 • Students in grades 5, 8, and 10 take science. • All students take ELA and mathematics.

12. Preparing: CAPA Levels 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

13. Preparing: Students in Ungraded Classrooms H 3 • 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

14. Preparing: Do Your Examiners and Observers Have the Correct Qualifications? H 3 • 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

15. Preparing:Purpose of Observers H 3 • Increase objectivity • Data used to document interrater reliability • Provide credibility/confidence to scores

16. Preparing: Double Rating H 3 • 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

17. Use blank from overage.Observers must mark sections. Preparing To Administer the CAPAObservers’ Answer Doc H 4 1 – Name, etc. 3 – Date of Birth 5 – Name 6 – Gender 7a – CAPA Level 7b – Grade 11 – Student ID 12a – SSID

18. Preparing All Answer Docs:Must Mark Whether Pre-ID or Not H 4 • 1 Hand-write • Student Name • Test Examiner • School • District • 7a CAPA Level

19. Preparing Answer Documents:CAPA Level H 4 • Mark correct level • Not counted if out of level

20. Preparing Materials H 5 • 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

21. Administering the CAPA H 6 • 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.

22. Administering CAPA Level I H 6, 7 • 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

23. Cue/Directions: Level I Prompts H 6 • 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. • 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.

24. Cue/Directions: Level I Prompts H 6 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. Q 5

25. [explaining Level I video]

26. Practice H 6, 7 Use the flowchart on page 7 of the handout. Work with a partner and explain to one another how to administer CAPA Level I.

27. Administering CAPA Levels II–V H 8 • Give cue. • Repeat cue only once, if necessary. • NO prompts are given. Q 6

28. Cue/Directions:Levels II–V Prompts H 8 • 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.

29. [explaining levels II–V video]

30. Practice H 8 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?

31. Break

32. Scoring: Rubrics H 9 • 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

33. CAPA Answer Circles H 9 • Level I only: score of 5 is possible Q 7

34. Scoring CAPA Level I H 9 • 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 Q 8, 9

35. [Level I math, Aaron video]

36. Practice Scoring CAPALevel I H 10−12 • 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.

37. [Level I ELA, Jasper video]

38. Scoring Levels II–V H 13 • 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

39. [Level III Math, Steven video]

40. Practice CAPALevels III and V H 13−15 • 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.

41. [Level V, science, Luis video]

42. After-test Procedures: Answer Document Section A2 Special Conditions H 16

43. After-test Procedures: Answer Document Section A2 Special Conditions H 16

44. After-test Procedures H 16 • 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

45. Summary • Training • Standards • Preparation • Selecting CAPA students • Selecting CAPA examiners • Observers • Answer documents • Materials • Administration • Scoring • After-test procedures • Complete evaluation

46. Quiz Answers • 6. b • 7. a • d • b • b • a • d • a • c 5. d

47. 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 caltac@ets.org