2014 CAPA Train-the-Trainer Workshop

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Please make yourself
comfortable. Before we
begin, please complete the
CAPA Examiner Quiz
California Alternate
Performance
Assessment (CAPA)
Train-the-Trainer Workshop:
Training CAPA Examiners
Objectives
Participants will train examiners to
accurately and consistently:
–
–
–
–
3
Prepare for the CAPA
Administer the CAPA
Score the CAPA
Return the CAPA
2014 CAPA Train-the-Trainer Workshop | January 2014
Handout (H)
Page 1
Agenda
• Introductions
• Training
• California content standards and CAPA
blueprints
• Preparing
• Administering the CAPA
• Scoring the CAPA
• After-test procedures
• Q&A
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2014 CAPA Train-the-Trainer Workshop | January 2014
H1
What’s New in 2014?
• Ungraded program: Determine grade by subtracting 5
from student’s age as of October 1, 2013
• One version only
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2014 CAPA Train-the-Trainer Workshop | January 2014
Training CAPA Examiners
• Required ANNUALLY.
• Train before testing window opens.
• Tips:
– Active learning
 Practice
 Discuss
 Problem-solve
– Repetition
Quiz (Q)
Question #1
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2014 CAPA Train-the-Trainer Workshop | January 2014
H1
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:
http://www.cde.ca.gov/ta/tg/sr/capablueprints.asp
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H2
2014 CAPA Train-the-Trainer Workshop | January 2014
California Content Standards and
CAPA Blueprints
H2
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.
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2014 CAPA Train-the-Trainer Workshop | January 2014
Preparing for CAPA
H 3−5
•
•
•
•
•
•
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Identify students.
Select students for second rating.
Select examiners.
Select observers.
Put information on non–Pre-ID answer documents.
Prepare manipulatives and stimulus cards.
2014 CAPA Train-the-Trainer Workshop | January 2014
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
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H3
Preparing: CAPA Levels
Level
I
II
III
IV
V
Grades
2─11
2─3
4─5
6─8
9─11
Age Ranges for
Ungraded Programs
7─16
7─8
9─10
11─13
14─16
• Students in grades 5, 8, and 10 take science.
• All students take ELA and mathematics.
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2014 CAPA Train-the-Trainer Workshop | January 2014
H3
Preparing: CAPA Levels
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
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2014 CAPA Train-the-Trainer Workshop | January 2014
H3
Preparing:
Students in Ungraded ClassroomsH 3
• To determine a student’s grade (for ungraded
programs), subtract 5 from student’s age as of
October 1, 2013.
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
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2014 CAPA Train-the-Trainer Workshop | January 2014
Preparing:
Do Your Examiners and Observers
Have the Correct Qualifications?
H3
• 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
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2014 CAPA Train-the-Trainer Workshop | January 2014
Preparing:
Purpose of Observers
• Increase objectivity
• Data used to document interrater reliability
• Provide credibility/confidence to scores
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2014 CAPA Train-the-Trainer Workshop | January 2014
H3
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.
Q2
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H3
Preparing To Administer the CAPA
Observers’ Answer Doc
H4
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
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2014 CAPA Train-the-Trainer Workshop | January 2014
Preparing All Answer Docs:
Must Mark Whether Pre-ID or NotH 4
• 1 Hand-write
–
–
–
–
Student Name
Test Examiner
School
District
• 7a CAPA Level
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2014 CAPA Train-the-Trainer Workshop | January 2014
Preparing Answer Documents:
CAPA Level
• Mark correct level
• Not counted if out of level
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2014 CAPA Train-the-Trainer Workshop | January 2014
H4
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
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2014 CAPA Train-the-Trainer Workshop | January 2014
H5
Administering the CAPA
H6
• 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.
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2014 CAPA Train-the-Trainer Workshop | January 2014
Administering CAPA Level I H 6, 7
• 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-overhand
• Student must answer
independently after handover-hand or any prompt
Q 3, 4
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2014 CAPA Train-the-Trainer Workshop | January 2014
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.
–
–
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Wait minimum of 5 seconds for verbal response;
wait minimum of 7 seconds for physical response.
If student responds (correct or not), STOP.
2014 CAPA Train-the-Trainer Workshop | January 2014
H6
Cue/Directions: Level I
Prompts
3. Give a verbal/gestural prompt, repeat cue/directions.
H6
– 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.
Q5
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2014 CAPA Train-the-Trainer Workshop | January 2014
• [explaining Level I video]
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2014 CAPA Train-the-Trainer Workshop | January 2014
Practice
H 6, 7
Use the flowchart on page 7 of the
handout. Work with a partner and
explain to one another how to
administer CAPA Level I.
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Administering CAPA
Levels II–V
• Give cue.
• Repeat cue only once, if necessary.
• NO prompts are given.
Q6
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2014 CAPA Train-the-Trainer Workshop | January 2014
H8
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.
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2014 CAPA Train-the-Trainer Workshop | January 2014
H8
• [explaining levels II–V video]
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2014 CAPA Train-the-Trainer Workshop | January 2014
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?
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2014 CAPA Train-the-Trainer Workshop | January 2014
H8
BREAK
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2014 CAPA Train-the-Trainer Workshop | January 2014
Scoring: Rubrics
H9
• 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
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CAPA Answer Circles
H9
• Level I only: score of 5 is possible
Q7
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2014 CAPA Train-the-Trainer Workshop | January 2014
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
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2014 CAPA Train-the-Trainer Workshop | January 2014
H9
• [Level I math, Aaron video]
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2014 CAPA Train-the-Trainer Workshop | January 2014
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.
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2014 CAPA Train-the-Trainer Workshop | January 2014
H 10−12
• [Level I ELA, Jasper video]
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2014 CAPA Train-the-Trainer Workshop | January 2014
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
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2014 CAPA Train-the-Trainer Workshop | January 2014
H 13
• [Level III Math, Steven video]
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2014 CAPA Train-the-Trainer Workshop | January 2014
Practice CAPA
Levels III and V
H 13−15
• 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.
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2014 CAPA Train-the-Trainer Workshop | January 2014
• [Level V, science, Luis video]
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2014 CAPA Train-the-Trainer Workshop | January 2014
After-test Procedures: Answer Document
Section A2 Special Conditions
H 16
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.
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2014 CAPA Train-the-Trainer Workshop | January 2014
After-test Procedures: Answer Document
Section A2 Special Conditions
H 16
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.
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2014 CAPA Train-the-Trainer Workshop | January 2014
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
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2014 CAPA Train-the-Trainer Workshop | January 2014
H 16
Summary
• Training
• Standards
• Preparation
–
–
–
–
–
•
•
•
•
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Selecting CAPA students
Selecting CAPA examiners
Observers
Answer documents
Materials
Administration
Scoring
After-test procedures
Complete evaluation
2014 CAPA Train-the-Trainer Workshop | January 2014
Quiz Answers
1.
2.
3.
4.
5.
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a
d
a
c
d
2014 CAPA Train-the-Trainer Workshop | January 2014
6.
7.
8.
9.
10.
b
a
d
b
b
For more information go to:
http://www.cde.ca.gov/ta/tg/sr/capa.asp
http://www.californiatac.org
To access online stimulus cards, contact CalTAC:
800-955-2954 or [email protected]
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