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

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 CAPA answer documents 2011 STAR CAPA Train-the-Trainer Workshop || Slide 3

4. Agenda H 1 • Introductions • Training • California content standards and CAPA blueprints • Preparing • Administering the CAPA • Scoring the CAPA • After-test procedures • Q & A 2011 STAR CAPA Train-the-Trainer Workshop || Slide 4

5. Training CAPA Examiners H 1 • Required ANNUALLY • Train before testing window opens • Tips: • Active learning • Practice • Discuss • Problem-solve • Repetition Quiz (Q) Question #1 2011 STAR CAPA Train-the-Trainer Workshop || Slide 5

6. Quiz Question 1 2011 STAR CAPA Train-the-Trainer Workshop || Slide 6 How often should CAPA examiners be trained? a. Annually b. Every other year c. Once d. When they think they need it

7. Quiz Question 1 2011 STAR CAPA Train-the-Trainer Workshop || Slide 7 How often should CAPA examiners be trained? a. Annually

8. 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 2011 STAR CAPA Train-the-Trainer Workshop || Slide 8

9. California Content Standards and CAPA 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 2011 STAR CAPA Train-the-Trainer Workshop || Slide 9 January 2011

10. Preparing for CAPA H 3−5 2011 STAR CAPA Train-the-Trainer Workshop || Slide 10 Identify students Select students for second rating Select examiners Select observers Put information on non–Pre-ID answer documents Prepare manipulatives and stimulus cards

11. 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 2011 STAR CAPA Train-the-Trainer Workshop || Slide 11

12. Preparing: CAPA Levels H 3 All students take ELA and mathematics. Only students in grades 5, 8, and 10 take science. 2011 STAR CAPA Train-the-Trainer Workshop || Slide 12

13. 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 Levels H 3 2011 STAR CAPA Train-the-Trainer Workshop || Slide 13 January 2011

14. Preparing: Students in Ungraded Classrooms H 3 2011 STAR CAPA Train-the-Trainer Workshop || Slide 14 • 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)

15. Preparing: Do Your Examiners and Observers Have the Correct Qualifications? H 3 • 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 2011 STAR CAPA Train-the-Trainer Workshop || Slide 15

16. Preparing:Purpose of Observers H 3 • Increase objectivity • Data used to document inter-rater reliability • Provide credibility/confidence to scores 2011 STAR CAPA Train-the-Trainer Workshop || Slide 16

17. Preparing: Double Rating H 3 • 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 2011 STAR CAPA Train-the-Trainer Workshop || Slide 17

18. Preparing To Administer the CAPA Observers must mark sections 1 - Name, etc. 3 - Date of Birth 5 - Name 6 - Gender 7a - CAPA Level 7b - Grade 11 - Student ID 12 - SSID 2011 STAR CAPA Train-the-Trainer Workshop || Slide 18

19. Quiz Question 2 2011 STAR CAPA Train-the-Trainer Workshop || Slide 19 How many students should have a second rater/observer complete an answer document for an elementary school (K-6) with 47 CAPA students (1 Level I, 26 Level II, and 20 Level III)? a. 47 b. 3 c. 5 d. 6

20. Quiz Question 2 2011 STAR CAPA Train-the-Trainer Workshop || Slide 20 How many students should have a second rater/observer complete an answer document for an elementary school (K-6) with 47 CAPA students (1 Level I, 26 Level II, and 20 Level III)? d. 6

21. Preparing Answer Documents:CAPA Level H 4 • Mark correct level • Not counted if out of level 2011 STAR CAPA Train-the-Trainer Workshop || Slide 21

22. Preparing: CAPA Answer DocumentsRace and Ethnicity H 4 • 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. Q 3 2011 STAR CAPA Train-the-Trainer Workshop || Slide 22

23. Preparing: CAPA Answer CirclesLevels II–V H 4 2011 STAR CAPA Train-the-Trainer Workshop || Slide 23 • Red-line #5 answer circles so examiners do not mark option 5. • If anything other than red penused, 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

24. Quiz Question 3 2011 STAR CAPA Train-the-Trainer Workshop || Slide 24 What should an examiner mark on a non–pre-identified answer document for Pu, who identifies herself as Chinese, in sections 8 and 9? 18 a. Nothing in 8, nothing in 9 b. Yes in 8, White in 9 c. Yes in 8, Chinese in 9 d. No in 8, Chinese in 9

25. Quiz Question 3 2011 STAR CAPA Train-the-Trainer Workshop || Slide 25 What should an examiner mark on a non–pre-identified answer document for Pu, who identifies herself as Chinese, in sections 8 and 9? 18 d. No in 8, Chinese in 9

26. Preparing Materials H 4 • 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 2011 STAR CAPA Train-the-Trainer Workshop || Slide 26

27. Break 2011 STAR CAPA Train-the-Trainer Workshop || Slide 27

28. 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 2011 STAR CAPA Train-the-Trainer Workshop || Slide 28

29. 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 4, 5, 6 2011 STAR CAPA Train-the-Trainer Workshop || Slide 29

30. Cue/Directions Level I 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. 2011 STAR CAPA Train-the-Trainer Workshop || Slide 30

31. 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 6 2011 STAR CAPA Train-the-Trainer Workshop || Slide 31

32. 2011 STAR CAPA Train-the-Trainer Workshop || Slide 32 [explaining Level I video]

33. Quiz Question 4 2011 STAR CAPA Train-the-Trainer Workshop || Slide 33 What is the maximum number of cues for each task that an examiner can give to a student testing at CAPA Level I? a. 5 b. 2 c. As many as the student needs to get correct d. As many as the student needs to respond

34. Quiz Question 4 2011 STAR CAPA Train-the-Trainer Workshop || Slide 34 What is the maximum number of cues for each task that an examiner can give to a student testing at CAPA Level I? a. 5

35. Quiz Question 5 2011 STAR CAPA Train-the-Trainer Workshop || Slide 35 What is the maximum number of prompts for each task that an examiner can give to a student testing at CAPA Level I? 22 a. As many as the student needs to respond b. 2 c. 3 d. 5

36. Quiz Question 5 2011 STAR CAPA Train-the-Trainer Workshop || Slide 36 What is the maximum number of prompts for each task that an examiner can give to a student testing at CAPA Level I? c. 3

37. Quiz Question 6 2011 STAR CAPA Train-the-Trainer Workshop || Slide 37 When should an examiner use a hand-over-hand prompt to administer CAPA Level I? a. If the student does not respond to the first cue b. If the student does not respond to the second cue c. If the student does not respond to a gestural prompt d. If the student does not respond to a modeled prompt

38. Quiz Question 6 2011 STAR CAPA Train-the-Trainer Workshop || Slide 38 When should an examiner use a hand-over-hand prompt to administer CAPA Level I? d. If the student does not respond to a modeled prompt

39. Practice H 6 Use the chart on page 7 of the handout. Work with a partner and explain to one another how to administer CAPA Level I. 2011 STAR CAPA Train-the-Trainer Workshop || Slide 39

40. Administering CAPA Levels II–V Give cue Repeat cue only once, if necessary NO prompts are given H 8 Q 7 2011 STAR CAPA Train-the-Trainer Workshop || Slide 40 January 2011

41. Cue/Directions Levels II–V H 9 • 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 2011 STAR CAPA Train-the-Trainer Workshop || Slide 41

42. 2011 STAR CAPA Train-the-Trainer Workshop || Slide 42 [explaining levels II-V video]

43. Quiz Question 7 2011 STAR CAPA Train-the-Trainer Workshop || Slide 43 What is the maximum number of cues for each question within a task that an examiner can give to a student testing at CAPA Levels II–V? b. 2

44. Quiz Question 5 2011 STAR CAPA Train-the-Trainer Workshop || Slide 44 What is the maximum number of prompts for each task that an examiner can give to a student testing at CAPA Level I? 22 c. 3

45. Practice 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 2011 STAR CAPA Train-the-Trainer Workshop || Slide 45 January 2011

46. 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 • Red-line score of 5 on answer document 2010 STAR CAPA Train-the-Trainer Workshop || Slide 46

47. Scoring CAPA Level I H 9 • 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 2010 STAR CAPA Train-the-Trainer Workshop || Slide 47

48. Quiz Question 8 2011 STAR CAPA Train-the-Trainer Workshop || Slide 48 If the student does not respond after a hand-over-hand prompt and does not orient to the task, what is the score? a. 5 b. 2 c. 1 d. NR

49. Quiz Question 8 2011 STAR CAPA Train-the-Trainer Workshop || Slide 49 If the student does not respond after a hand-over-hand prompt and does not orient to the task, what is the score? d. NR

50. Quiz Question 9 2011 STAR CAPA Train-the-Trainer Workshop || Slide 50 If the student gives the correct answer after a hand-over-hand prompt, what is the score? a. 3 b. 2 c. 1 d. NR