CMT-CAPT Skills Checklist Technical Manual. - NAAC

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• ensure that all students are taught by highly competent teachers and led byvisionary administrators;Purposes of the assessment systemTest scores can serve many purposes, however, foremost among these is to estimate astudent’s achievement relative to specific academic content standards. For more than twodecades Connecticut has assessed and reported on student academic performancestatewide as it relates to approved curriculum content. The state has developed andadopted a set of grade-level academic achievement standards for reading/language arts,mathematics and science for students in grades 3 through 8 who take the ConnecticutMastery Test and for students in grade 10 who take the Connecticut AcademicPerformance Test in reading/language arts, mathematics and science.Connecticut’s statewide testing program consists of four tests: the Connecticut MasteryTest (CMT), which is administered in Grades 3 through 8, the CMT Skills Checklistwhich is administered in Grades 3 through 8, the Connecticut Academic PerformanceTest (CAPT) which is administered in Grade 10 and the CAPT Skills Checklist which isadministered in Grade 10. Together these assessments help guide curriculum andinstruction in the direction that Connecticut educators believe is important. They alsopermit the measurement of progress toward the educational goals that have beenestablished for Connecticut students as reflected in the Connecticut CurriculumFrameworks and related Connecticut State Department of Education (CSDE)publications.Specific purposes of the statewide CMT and CAPT testing program, including theCMT/CAPT Skills Checklist, are:• to set high expectations and standards for the achievement of all students;• to test a comprehensive range of academic skills;• to disseminate useful test achievement information about students, schoolsand districts;• to assess equitable educational opportunities; and• to continually monitor student progress in Grades 3 through 8 and Grade10.As with all forms of assessment, the central question regarding an alternate assessment isits purpose. A central tenet of IDEA is that special education must be directly related toschool reform efforts for all students. The question of an alternate assessment’s purpose,then, must be framed in the context of comprehensive educational reform efforts in whichschools are increasingly held accountable for clearly delineated outcomes. The purposeof an alternate assessment should mirror the purpose of the regular assessment. Thus, ifthe purpose of the regular assessment is to give schools a “report card” on what studentsare learning and suggest ways that learning can be improved, then the alternatevi
assessment should provide similar information for students with significant cognitivedisabilities. Consequently, the CMT/CAPT Skills Checklist has been designed to complywith the requirements of IDEA and the No Child Left Behind Act (NCLB) and to ensurethat students with significant cognitive disabilities are assessed on the state’s academiccontent standards.Connecticut Mastery Test Skills Checklist and Connecticut Academic PerformanceTest Skills Checklist results provide important information about student performanceon a selected set of skills and competencies in mathematics, reading andcommunication in Grades 3 through 8 and Grade 10 and, beginning in 2007-2008, inscience at Grades 5, 8 and 10. However, these results do not provide a complete pictureof student accomplishments. There is a danger that overemphasizing state test scores toevaluate a student’s, a school’s or a districts performance can result in an inappropriatenarrowing of the curriculum and inappropriate classroom instructional practices.Focused preparation for state tests should be a small fraction of a yearlongcomprehensive curriculum that balances the competencies assessed on state tests withother critical skills and objectives. Teaching isolated skills for test preparation or usingrepetitive tasks that go far beyond reasonable practice do not represent good instruction.In addition, no one assessment–state or local–should be the sole basis for promotion,graduation or other important decisions in the education of a student.It is expected that teachers throughout the state will, when properly trained, incorporatethe use of the CMT/CAPT Skills Checklist into their regular weekly classroom routines.Accordingly, the completion of the Checklist for each student will be the result of ayearlong effort rather than a one- or two-week on-demand session.Governing Statutes and AuthorityIn June 1984, the General Assembly of the State of Connecticut passed Section 10-14n ofthe Connecticut General Statutes. This act amended the original legislation, which wasenacted in 1978. The law mandates that the State Board of Education shall administer anannual statewide mastery test in language arts/reading and mathematics to all fourth-, sixth-, and eighth-grade students. In the spring of 1994 the Connecticut Academic PerformanceTest was added for students in Grade 10. Beginning in 2006, all third-, fifth-, and seventhgradestudents were also required to participate in this CMT statewide testing.Title I of the Elementary and Secondary Education Act (ESEA) requires that each stateinstitute challenging content and performance standards for its public school students.These performance standards establish the level at which students are expected to masterthe material included in the content standards. The NCLB requires that all states havequality assessments in place in reading and math in 2006, and science by 2008, todetermine the extent to which students have mastered the material outlined in the state’scontent standards. This requirement addresses a key element of the Title I program: avii
Page 1 and 2: DRAFT: October 19, 2006CONNECTICUT
Page 3 and 4: CMT/CAPT SKILLS CHECKLISTTECHNICAL
Page 5 and 6: SECTION I—OVERVIEW, BACKGROUND, A
Page 7 and 8: In addition, the purpose of Connect
Page 9: Thus, we - the public as well as ed
Page 13 and 14: The Second Generation CMT/CAPT Skil
Page 15 and 16: Description of students and alterna
Page 17 and 18: from a variety of contexts or to co
Page 19 and 20: illustrates how to link all of the
Page 21 and 22: Table 2TOTAL DOWNWARD EXTENSIONS BY
Page 23 and 24: 3. What contributes to understandin
Page 25 and 26: Orientation meetingIn early June 20
Page 27 and 28: Guided item development processIn t
Page 29 and 30: Who administers the Checklist?The C
Page 31 and 32: • Implications for the inclusion
Page 33 and 34: • a CD with the materials utilize
Page 35 and 36: Video recordings selected to serve
Page 37 and 38: Completing the CMT Skills Checklist
Page 39 and 40: Completing the CMT Skills Checklist
Page 41 and 42: The specific attestation in Section
Page 43 and 44: Database audit trackingAll student
Page 45 and 46: (A&EC), along with its sister compa
Page 47 and 48: Appendix C) approved the standard s
Page 49 and 50: identifies the student’s performa
Page 51 and 52: match between the test items for su
Page 53 and 54: Table 4Internal consistency (alpha)
Page 55 and 56: Table 6Internal consistency (alpha)
Page 57 and 58: APPENDIX ACMT/CAPT Skills Checklist
Page 59 and 60: Patricia MoranCharlene Tate Nichols
Page 61 and 62:
CMT/CAPT Alternate Assessment Skill
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Bill WalkerBeth WenzelJoanne WhiteC
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Technical Advisory CommitteePeter B
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Table 1ITEM BY STRAND (STANDARD): M
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Table 3TOTAL POSSIBLE POINTS: MATH
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Table 5TOTAL DOWNWARD EXTENSIONS: L
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APPENDIX EExamples of Downward Exte
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B. Students interpret, analyze and
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PARAMETERS OF ITEMS (I.E., DOWNWARD
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APPENDIX GStandard Terminology41
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APPENDIX HCMT/CAPT Skills Checklist
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APPENDIX JAlignment Analysis of Con
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TABLE OF CONTENTSIntroduction......
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• Pamela Brucker, Southern Connec
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Mathematics Framework were reformat
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corresponding to a standard had to
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• Use punctuation marks correctly
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Other Level 3 activities include dr
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Objective 2.1.a.Construct polygons
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The alignment analysis for grade fi
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The alignment analysis for grade te
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The alignment analysis for grade fo
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The alignment analysis for grade ei
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ReferencesValencia, S. W., & Wixson
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Table 1`Language Arts: Reading and
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Table 3Standards by Performance by
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Table 5Connecticut Alternate Assess
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APPENDIX MLearner Characteristics I
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APPENDIX ORelating Items from the C
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9/10-1 Activate prior knowledge, es
Page 121 and 122:
APPENDIX PScope and Sequence Tables
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CMT-CAPT Skills Checklist Technical Manual. - NAAC

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