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California Alternate Performance Assessment (CAPA) Overview and Administration Guidelines

This guide provides an overview of the California Alternate Performance Assessment (CAPA), a performance-based assessment designed for students with significant cognitive disabilities who cannot participate in the California Standards Tests (CST) even with accommodations. Developed by the California Department of Education and Educational Testing Services, the CAPA aims to assess student progress against a subset of the California content standards. This training outlines preparations, administration procedures, eligibility criteria, scoring methods, and post-test protocols to ensure proper implementation.

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California Alternate Performance Assessment (CAPA) Overview and Administration Guidelines

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  1. California AlternatePerformance Assessment (CAPA) Presented by Contra Costa SELPA with information provided by California Department of Education CAPA 2008

  2. California Alternate Performance Assessment (CAPA) • Developed by California Department of Education (CDE) and Educational Testing Services (ETS) • Component of STAR: • Statewide Testing and Reporting CAPA 2008

  3. Agenda • What is the CAPA? • Training • California Content Standards • Preparing • Administering CAPA • Scoring CAPA • After-Test Procedures CAPA 2008

  4. Why You Are Here? • Training in administering the CAPA is required ANNUALLY CAPA 2008

  5. Rationale for Assessment • Access to the general education curriculum through a subset of state content standards • Accountability • Provide parents with information about student progress • Provide teachers with data about student progress • Provide IEP teams with data about student progress for program consideration CAPA 2008

  6. What is CAPA? • A performance-based assessment • On-demand-a moment in time • Examiner cues student to perform a task • Observed behavior is scored • Results compare student against self • Based on a subtest of tasks from California’s standards CAPA 2008

  7. California Content Standards • Basis of instruction and testing • 2006 State Board of Education adopted new blueprints for CAPA • Levels II–V linked to grade level, grades 2–11, of California content standards (federal requirement) • Level I linked to grades K–1 of California content standards; science includes Grade 2 content standards. CAPA 2008

  8. Intended Population • For students with disabilities who cannot participate in the CST even with accommodations and modifications • Small percentage of the special education population with significant cognitive disabilities • Enrolled in grades 2-11 CAPA 2008

  9. PreparingAre Correct Students Selected for CAPA? • Significant cognitive disabilities • Served under IDEA • IEP team determines if CAPA is applicable and if the student should take Level I • Eligibility guidelines • CAPA Examiner’s Manual – Appendix A CAPA 2008

  10. The IEP Team… • Determines the CAPA level for appropriate student participation • Level I for students with most significant cognitive disabilities in grades 2-11 CAPA 2008

  11. The IEP Team… • Determines the CAPA level for appropriate student participation • Level II Grades 2, 3 • Level III Grades 4, 5 • Level IV Grades 6, 7, 8 • Level V Grades 9, 10, 11 • No out of level testing allowed CAPA 2008

  12. Preparing: Do You Have Correct Qualifications? • Licensed or certificated • Experienced working with tested student • Trained – Live session or DVD • Signed security affidavit CAPA 2008

  13. Administration of CAPA • Certificated staff • Knows the student well • Preferably the student’s teacher • Trained in CAPA • Signed security affidavit • Follow guidelines CAPA 2008

  14. Preparation • Training • CAPA Examiner’s Manual • http://www.startest.org/capa.html(non-secure manual) • Practice • Manipulatives • Stimulus Cards • Accommodations/Core Adaptations • http://www.cde.ca.gov/ta/tg/sr/coreadaptations.asp CAPA 2008

  15. Preparing Materials • Gather manipulatives • Cut stimulus cards and have them available in correct order • Have an answer document for every student • If no Pre-ID, demographics should be hand-marked • Cue/directions • Must be read exactly as printed CAPA 2008

  16. Follow Test Schedule • Plan for classroom coverage if needed • Allow enough time for testing and second rater observation • Work testing into daily activities • Review the test manual as early as possible CAPA 2008

  17. Item and Time Chartbased on information from 2007 CAPA CAPA 2008

  18. CAPA Test Security • Examiner’s manual includes test items • Examiner’s receive test materials at least one week prior to testing period • Store in locked cabinet when not in use for preparation or test administration • Not secure: manipulatives, stimulus cards CAPA 2008

  19. How to Give CAPA • Task Preparation • Setting up the task • Cue/Direction • See BOLD • Use exact wording • Scoring Rubric CAPA 2008

  20. 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. If the student does not respond • Repeat cue/direction • Wait minimum 5 seconds for verbal response; Wait minimum 7 seconds for physical response STOP CAPA 2008

  21. What Can Examiner Say? • Can Say • Student Name • Encouragement • Can’t Say • That’s right • That’s wrong CAPA 2008

  22. Scoring: Rubrics • Scoring points • Levels II–V: Based on number of correct responses • Score 1–4 • Red-line score of 5 on answer document CAPA 2008

  23. Scoring Rubrics Level II-V 4. Completes task with 100% accuracy 3. Partially completes task (see scoring criteria) 2. Minimally completes task (see scoring criteria) • Attempts task NR No response CAPA 2008

  24. Scoring:Purpose of Double-Raters • Increase objectivity • Data used to document inter-rater reliability • Provide credibility/confidence to scores CAPA 2008

  25. Double Rating • Choose students randomly at each site • 10% per CAPA level per site • At least 1 student per site 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 • Observer must be certified and trained CAPA 2008

  26. 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 CAPA 2008

  27. Practice CAPALevel V • Using the video clip, Danny, science • Plan a practice session on scoring • Give directions for the practice to a partner • Give feedback to how the partner scored Danny CAPA 2008

  28. After-test Procedures • Complete Sections A2 and A4 if appropriate • Section A2 – Special Conditions CAPA 2008

  29. Questions??????? CAPA 2008

  30. Website Resources CDE Website: http://www.cde.ca.gov/spbranch/sed/capa/index.htm ETS Website: http://www.startest.org/capa.html CAPA 2008

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