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 2012 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 2012 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 2012 STAR CAPA Train-the-Trainer Workshop || Slide 4

5. What’s New in 2012?On CAPA Answer Document 2012 STAR CAPA Train-the-Trainer Workshop || Slide 5 • Front: Statewide Educator Identifier (SEID) • Inside: Score of 5 for Level I • Back: • Nonpublic, Nonsectarian School (NPS) moved • A2: Y for lost or destroyed answer doc

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 2012 STAR CAPA Train-the-Trainer Workshop || Slide 6

7. How often should CAPA examiners be trained? 2012 STAR CAPA Train-the-Trainer Workshop || Slide 7 a. Annually b. Every other year c. Once in a lifetime d. When they think they need it

8. How often should CAPA examiners be trained? • Annually 2012 STAR CAPA Train-the-Trainer Workshop || Slide 8

9. 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 2012 STAR CAPA Train-the-Trainer Workshop || Slide 9

10. 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 2012 STAR CAPA Train-the-Trainer Workshop || Slide 10 January 2012

11. Preparing for CAPA H 3−6 2012 STAR CAPA Train-the-Trainer Workshop || Slide 11 Identify students Select students for second rating Select examiners Select observers Put information on non–Pre-ID answer documents Prepare manipulatives and stimulus cards

12. 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 2012 STAR CAPA Train-the-Trainer Workshop || Slide 12

13. Preparing: CAPA Levels H 3 All students take ELA and mathematics. Only students in grades 5, 8, and 10 take science. 2012 STAR CAPA Train-the-Trainer Workshop || Slide 13

14. 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 2012 STAR CAPA Train-the-Trainer Workshop || Slide 14 January 2012

15. Preparing: Students in Ungraded Classrooms H 3 2012 STAR CAPA Train-the-Trainer Workshop || Slide 15 • 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. Formula: 14 – 5 = 9

16. 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 2012 STAR CAPA Train-the-Trainer Workshop || Slide 16

17. Preparing:Purpose of Observers H 3 • Increase objectivity • Data used to document inter-rater reliability • Provide credibility/confidence to scores 2012 STAR CAPA Train-the-Trainer Workshop || Slide 17

18. 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 2012 STAR CAPA Train-the-Trainer Workshop || Slide 18

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)? 2012 STAR CAPA Train-the-Trainer Workshop || Slide 19 a. 47 b. 3 c. 5 d. 6

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)? 2012 STAR CAPA Train-the-Trainer Workshop || Slide 20 c. 5

21. Preparing To Administer the CAPAObservers’ Answer Doc Use blank from overage.Observers must mark sections H 4 1 – Name, etc. 3 – Date of Birth 5 – Name 6 – Gender 7a – CAPA Level 7b – Grade 11 – Student ID 12a – SSID 2012 STAR CAPA Train-the-Trainer Workshop || Slide 21

22. Preparing All Answer Docs:Must Mark Whether Pre-ID or Not H 4 2012 STAR CAPA Train-the-Trainer Workshop || Slide 22 • 1 Hand-write • Student Name • Test Examiner • School • District • 4 Version • 7a CAPA Level

23. Preparing Answer Documents:CAPA Level H 5 • Mark correct level • Not counted if out of level 2012 STAR CAPA Train-the-Trainer Workshop || Slide 23

24. Preparing: CAPA Answer DocumentsSEID H 5 Section 12b Section 12c SEID—Math Teacher • SEID—ELA Teacher Correctable by District STAR Coordinator in Extended Pre-ID Data Corrections 2012 STAR CAPA Train-the-Trainer Workshop || Slide 24

25. Preparing Materials H 6 • 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 2012 STAR CAPA Train-the-Trainer Workshop || Slide 25

26. Administering the CAPA H 7 • 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 2012 STAR CAPA Train-the-Trainer Workshop || Slide 26

27. Administering CAPA Level I H 7, 8 • 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 2012 STAR CAPA Train-the-Trainer Workshop || Slide 27

28. Cue/Directions: Level I Prompts H 7 • 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. 2012 STAR CAPA Train-the-Trainer Workshop || Slide 28

29. Cue/Directions: Level I Prompts H 7 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 2012 STAR CAPA Train-the-Trainer Workshop || Slide 29

30. What is the maximum number of cues for each task that an examiner can give to a student testing at CAPA Level I? 2012 STAR CAPA Train-the-Trainer Workshop || Slide 30 a. 5 b. 2 c. As many as the student needs to get correct d. As many as the student needs to respond

31. What is the maximum number of cues for each task that an examiner can give to a student testing at CAPA Level I? 2012 STAR CAPA Train-the-Trainer Workshop || Slide 31 • 5

32. 2009 STAR CAPA Train-the-Trainer Workshop || Slide 32

33. 2009 STAR CAPA Train-the-Trainer Workshop || Slide 33

34. 2009 STAR CAPA Train-the-Trainer Workshop || Slide 34

35. 2009 STAR CAPA Train-the-Trainer Workshop || Slide 35

36. 2012 STAR CAPA Train-the-Trainer Workshop || Slide 36 [Scoring Level I video ]

37. Practice H 7. 8 Use the chart on page 8 of the handout. Work with a partner and explain to one another how to administer CAPA Level I. 2012 STAR CAPA Train-the-Trainer Workshop || Slide 37

38. Administering CAPA Levels II–V Give cue Repeat cue only once, if necessary NO prompts are given H 9 Q 6 2012 STAR CAPA Train-the-Trainer Workshop || Slide 38 January 2012

39. Cue/Directions:Levels II–V Prompts 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 2012 STAR CAPA Train-the-Trainer Workshop || Slide 39

40. 2012 STAR CAPA Train-the-Trainer Workshop || Slide 40

41. 2012 STAR CAPA Train-the-Trainer Workshop || Slide 41

42. 2012 STAR CAPA Train-the-Trainer Workshop || Slide 42 [scoring levels II–V video]

43. Practice Use the chart on page 9 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 9 2012 STAR CAPA Train-the-Trainer Workshop || Slide 43 January 2012

44. Break 2012 STAR CAPA Train-the-Trainer Workshop || Slide 44

45. Scoring: Rubrics H 10 • 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 2012 STAR CAPA Train-the-Trainer Workshop || Slide 45

46. CAPA Answer Circles H 10 Q 7 2012 STAR CAPA Train-the-Trainer Workshop || Slide 46 Level I only: score of 5 is possible

47. 2012 STAR CAPA Train-the-Trainer Workshop || Slide 47

48. 2012 STAR CAPA Train-the-Trainer Workshop || Slide 48

49. Scoring CAPA Level I H 10 • 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 2012 STAR CAPA Train-the-Trainer Workshop || Slide 49

50. 2012 STAR CAPA Train-the-Trainer Workshop || Slide 50