1. Please make yourself comfortable and before we begin please complete the CAPA Examiner Quiz

2. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 2 January 2010 California Alternate Performance Assessment (CAPA) Train-the-Trainer Workshop: Training CAPA Examiners

3. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 3 January 2010 Objectives 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

4. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 4 January 2010 Agenda Introductions Training California Content Standards and CAPA Blueprints Preparing Administering the CAPA Scoring the CAPA After-test procedures Q & A H 1

5. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 5 January 2010 Training CAPA Examiners Required ANNUALLY Train before testing window opens Tips :  Active learning Practice Discuss Problem-solve  Repetition Quiz (Q) Question #1 H 1

6. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 6 January 2010 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 Website at: http://www.cde.ca.gov/ta/tg/sr/capablueprints.asp H 2

7. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 7 January 2010 California Content Standards and CAPA 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

8. 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 2010 STAR CAPA Train-the-Trainer Workshop || Slide 8 January 2010 H 3−5

9. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 9 January 2010 Preparing: Are Correct Students Identified for 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

10. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 10 January 2010 All students take ELA and mathematics. Only students in grades 5, 8, and 10 take science. Preparing: CAPA Levels LevelGrades Age Ranges for Ungraded Programs I2─117─16 II2─37─8 III4─59─11 IV6─811─13 V9─1114─16 H 3

11. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 11 January 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 Levels H 3

12. Preparing: Students 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 12 January 2010 H 3

13. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 13 January 2010 Preparing: Do Your Examiners and Observers Have 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

14. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 14 January 2010 Preparing: Purpose of Observers Increase objectivity Data used to document inter-rater reliability Provide credibility/confidence to scores H 3

15. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 15 January 2010 Preparing: 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

16. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 16 January 2010 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 Preparing To Administer the CAPA

17. Preparing Answer Documents: CAPA Level 2010 STAR CAPA Train-the-Trainer Workshop || Slide 17 January 2010 (if not in Pre-ID) Mark correct level Not counted if out of level H 4

18. Preparing: CAPA Answer Documents Race and Ethnicity 2010 STAR CAPA Train-the-Trainer Workshop || Slide 18 January 2010 Q 3 Sections 8 and 9, “Ethnicity/Race” Make sure that you mark only one circle in Section 8. Make sure you mark at least one circle in Section 9. H 4

19. Preparing: CAPA Answer Circles Levels 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 machine  If no other answers are marked, the test could be considered to be for Level I 2010 STAR CAPA Train-the-Trainer Workshop || Slide 19 January 2010 H 4

20. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 20 January 2010 Preparing 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 disabilities  Must be same as in classroom H 5

21. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 21 January 2010 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

22. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 22 January 2010 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 4 & 5 H 7

23. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 23 January 2010 Cue/Directions Level 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

24. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 24 January 2010 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. Q 6 H 6

25. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 25 January 2010 Practice Now use the chart on handout, page 7: Work with a partner explain to one another how to administer CAPA Level I. H 6

26. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 26 January 2010 Administering CAPA Levels II–V Give cue Repeat cue only once, if necessary NO prompts are given Q 7 H 8

27. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 27 January 2010 Cue/Directions Levels 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

28. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 28 January 2010 Practice 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

29. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 29 January 2010 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  Red-line score of 5 on answer document H 9

30. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 30 January 2010 Scoring 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

31. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 31 January 2010 Practice Scoring CAPA Level 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

32. 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 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 32 January 2010

33. 2010STAR CAPA Train-the-Trainer Workshop || Slide 33 January 2010 Practice CAPA Levels 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

34. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 34 January 2010 After Test Procedures: Answer Document Section A2 Special Conditions AThe student was absent for regular and make-up testing. EThe student was not tested because of a significant medical emergency. FThe student became ill while taking the test, had to leave the room, and was unable to return and complete the test. LThe student enrolled after first day of testing and was given this test. MThe student was enrolled on first day of testing but moved before this test was administered or completed. PThe student was not tested by parent/guardian request. TStudent 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

35. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 35 January 2010 After-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

36. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 36 January 2010 Questions and Answers

37. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 37 January 2010 Summary Training Standards Preparation  Selecting CAPA students  Selecting CAPA examiners  Observers  Answer documents  Materials Administration Scoring After-test procedures Complete evaluation

38. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 38 January 2010 Quiz Answers 1. a 2. d 3. d 4. a 5. c 6. d 7. b 8. d 9. b 10. b

39. 2010 STAR CAPA Train-the-Trainer Workshop || Slide 39 January 2010 For more information go to: http://www.cde.ca.gov/ta/tg/sr/capa.asp http://www.startest.org/capa.html