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

2014 CAPA Train-the-Trainer Workshop | January 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

2014 CAPA Train-the-Trainer Workshop | January Agenda Introductions Training California content standards and CAPA blueprints Preparing Administering the CAPA Scoring the CAPA After-test procedures Q & A H 1

2014 CAPA Train-the-Trainer Workshop | January What’s New in 2014? Ungraded program: Determine grade by subtracting 5 from student’s age as of October 1, 2013 One version only

2014 CAPA Train-the-Trainer Workshop | January Training CAPA Examiners Required ANNUALLY. Train before testing window opens. Tips: – Active learning  Practice  Discuss  Problem-solve – Repetition Quiz (Q) Question #1 H 1

2014 CAPA Train-the-Trainer Workshop | January 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: H 2

2014 CAPA Train-the-Trainer Workshop | January 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

2014 CAPA Train-the-Trainer Workshop | January 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

2014 CAPA Train-the-Trainer Workshop | January 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

2014 CAPA Train-the-Trainer Workshop | January Students in grades 5, 8, and 10 take science. All students take ELA and mathematics. Preparing: CAPA Levels LevelGrades Age Ranges for Ungraded Programs I2─117─16 II2─37─8 III4─59─10 IV6─811─13 V9─1114─16 H 3

2014 CAPA Train-the-Trainer Workshop | January 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

2014 CAPA Train-the-Trainer Workshop | January Preparing: Students in Ungraded Classrooms To determine a student’s grade (for ungraded programs), subtract 5 from student’s age as of October 1, 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

2014 CAPA Train-the-Trainer Workshop | January 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 H 3

2014 CAPA Train-the-Trainer Workshop | January Increase objectivity Data used to document interrater reliability Provide credibility/confidence to scores H 3 Preparing: Purpose of Observers

2014 CAPA Train-the-Trainer Workshop | January 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

2014 CAPA Train-the-Trainer Workshop | January 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 H 4

2014 CAPA Train-the-Trainer Workshop | January 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

2014 CAPA Train-the-Trainer Workshop | January Mark correct level Not counted if out of level H 4 Preparing Answer Documents: CAPA Level

2014 CAPA Train-the-Trainer Workshop | January 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

2014 CAPA Train-the-Trainer Workshop | January 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

2014 CAPA Train-the-Trainer Workshop | January 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

2014 CAPA Train-the-Trainer Workshop | January 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

2014 CAPA Train-the-Trainer Workshop | January 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

2014 CAPA Train-the-Trainer Workshop | January [explaining Level I video]

2014 CAPA Train-the-Trainer Workshop | January Practice 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

2014 CAPA Train-the-Trainer Workshop | January Administering CAPA Levels II–V Give cue. Repeat cue only once, if necessary. NO prompts are given. Q 6 H 8

2014 CAPA Train-the-Trainer Workshop | January 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

2014 CAPA Train-the-Trainer Workshop | January [explaining levels II–V video]

2014 CAPA Train-the-Trainer Workshop | January Practice 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

2014 CAPA Train-the-Trainer Workshop | January BREAK

2014 CAPA Train-the-Trainer Workshop | January 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

2014 CAPA Train-the-Trainer Workshop | January CAPA Answer Circles Level I only: score of 5 is possible H 9 Q 7

2014 CAPA Train-the-Trainer Workshop | January 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

2014 CAPA Train-the-Trainer Workshop | January [Level I math, Aaron video]

2014 CAPA Train-the-Trainer Workshop | January Practice Scoring CAPA Level 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

2014 CAPA Train-the-Trainer Workshop | January [Level I ELA, Jasper video]

2014 CAPA Train-the-Trainer Workshop | January 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

2014 CAPA Train-the-Trainer Workshop | January [Level III Math, Steven video]

2014 CAPA Train-the-Trainer Workshop | January 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 on how the partner scored Luis. H 13 − 15

2014 CAPA Train-the-Trainer Workshop | January [Level V, science, Luis video]

2014 CAPA Train-the-Trainer Workshop | January 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

2014 CAPA Train-the-Trainer Workshop | January After-test Procedures: Answer Document Section A2 Special Conditions MThe student was enrolled on the 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. YThis document replaces a lost or destroyed answer document. H 16

2014 CAPA Train-the-Trainer Workshop | January 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

2014 CAPA Train-the-Trainer Workshop | January Summary Training Standards Preparation – Selecting CAPA students – Selecting CAPA examiners – Observers – Answer documents – Materials Administration Scoring After-test procedures Complete evaluation

2014 CAPA Train-the-Trainer Workshop | January Quiz Answers 1. a 2. d 3. a 4. c 5. d 6. b 7. a 8.d 9.b 10.b

For more information go to: To access online stimulus cards, contact CalTAC: or