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

2013 STAR CAPA Train-the-Trainer Workshop || Slide 2 California Alternate Performance Assessment (CAPA)

2013 STAR CAPA Train-the-Trainer Workshop || Slide 3 Objectives Examiners will be able to accurately and consistently:  Prepare for the CAPA  Administer the CAPA  Score the CAPA  Return the CAPA

2013 STAR CAPA Train-the-Trainer Workshop || Slide 4 Agenda Introductions Training California content standards and CAPA blueprints Preparing Administering the CAPA Scoring the CAPA After-test procedures Q & A

What’s New in 2013? Answer document  No SEID  No section 14, CBEDS Enrollment  Section 17, English-learner program participation definitions  Restored A1 for reporting irregularities 2013 STAR CAPA Train-the-Trainer Workshop || Slide 5

2013 STAR CAPA Train-the-Trainer Workshop || Slide 6 Training CAPA Examiners Required ANNUALLY. Train before testing window opens. Quiz (Q) Question #1

2013 STAR CAPA Train-the-Trainer Workshop || Slide 7 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: California Content Standards and CAPA Blueprints

2013 STAR CAPA Train-the-Trainer Workshop || Slide 8 California Content Standards and CAPA Blueprints 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.

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 STAR CAPA Train-the-Trainer Workshop || Slide 9

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 2013 STAR CAPA Train-the-Trainer Workshop || Slide 10

2013 STAR CAPA Train-the-Trainer Workshop || Slide 11 All students take ELA and mathematics. Only students in grades 5, 8, and 10 take science. Preparing: CAPA Levels LevelGrades I2─11 II2─3 III4─5 IV6─8 V9─11

2013 STAR CAPA Train-the-Trainer Workshop || Slide 12 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

2013 STAR CAPA Train-the-Trainer Workshop || Slide 13 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 Signed security affidavit

2013 STAR CAPA Train-the-Trainer Workshop || Slide 14 Preparing: Purpose of Observers Increase objectivity Data used to document interrater reliability Provide credibility/confidence to scores

2013 STAR CAPA Train-the-Trainer Workshop || Slide 15 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

2013 STAR CAPA Train-the-Trainer Workshop || Slide 16 Use blank from overage. Observers must mark sections. 1 – Name, etc. 3 – Date of Birth 5 – Name 6 – Gender 7a – CAPA Level 7b – Grade 11 – Student ID 12a – SSID Preparing To Administer the CAPA Observers’ Answer Doc

Preparing All Answer Docs: Must Mark Whether Pre-ID or Not 1 Hand-write  Student Name  Test Examiner  School  District 4 Version 7a CAPA Level 2013 STAR CAPA Train-the-Trainer Workshop || Slide 17

Preparing Answer Documents: CAPA Level 2013 STAR CAPA Train-the-Trainer Workshop || Slide 18 Mark correct level Not counted if out of level

Preparing Materials 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. Pg **  For students with additional disabilities  Must be same as in classroom 2013 STAR CAPA Train-the-Trainer Workshop || Slide 19

2013 STAR CAPA Train-the-Trainer Workshop || Slide 20 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.

2013 STAR CAPA Train-the-Trainer Workshop || Slide 21 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 (See page **) Q 3, 4

2013 STAR CAPA Train-the-Trainer Workshop || Slide 22 Cue/Directions: Level I Prompts 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.

2013 STAR CAPA Train-the-Trainer Workshop || Slide 23 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 5

Administering Level I 2013 STAR CAPA Train-the-Trainer Workshop || Slide 24 Jasper - Level 1 Science

2013 STAR CAPA Train-the-Trainer Workshop || Slide 25 Practice Use the flowchart on page ** of the handout. Work with a partner and explain to one another how to administer CAPA Level I.

2013 STAR CAPA Train-the-Trainer Workshop || Slide 26 Administering CAPA Levels II–V Give cue. Repeat cue only once, if necessary. NO prompts are given. (See pg **) Q 6

2013 STAR CAPA Train-the-Trainer Workshop || Slide 27 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.

Administering Level II-V 2013 STAR CAPA Train-the-Trainer Workshop || Slide 28 January 2013 Nicholas - Level 3 ELA

2013 STAR CAPA Train-the-Trainer Workshop || Slide 29 Practice Use the flowchart on page ** 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?

2013 STAR CAPA Train-the-Trainer Workshop || Slide 30 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

CAPA Answer Circles Level I only: score of 5 is possible 2013 STAR CAPA Train-the-Trainer Workshop || Slide 31 Q 7

2013 STAR CAPA Train-the-Trainer Workshop || Slide 32 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 Q 8, 9

Scoring Level I 2013 STAR CAPA Train-the-Trainer Workshop || Slide 33 Lucerio - Level 1 Science

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 2013 STAR CAPA Train-the-Trainer Workshop || Slide 34

Scoring Level II-V 2013 STAR CAPA Train-the-Trainer Workshop || Slide 35 Luis - Level 5 Science

2013 STAR CAPA Train-the-Trainer Workshop || Slide 36 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.

2013 STAR CAPA Train-the-Trainer Workshop || Slide 37 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.

2013 STAR CAPA Train-the-Trainer Workshop || Slide 38 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

2013 STAR CAPA Train-the-Trainer Workshop || Slide 39 Summary Training Standards Preparation  Selecting CAPA students  Selecting CAPA examiners  Observers  Answer documents  Materials Administration Scoring After-test procedures

2013 STAR CAPA Train-the-Trainer Workshop || Slide 40 Quiz Answers 1. a 2. d 3. a 4. c 5. d 6. b 7. a 8.d 9.b 10.b

2013 STAR CAPA Train-the-Trainer Workshop || Slide 41 For more information go to: To access online stimulus cards, contact STAR TAC: or