CMT-CAPT Skills Checklist Technical Manual. - NAAC

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• The student requires direct instruction in multiple settings to successfullygeneralize skills to natural settings, including home, school and community;and• 4. The student’s instructional program includes participation in the generaleducation curriculum to the extent appropriate and may also include afunctional and life skills component.The following factors MAY NOT serve as the sole basis for a determination that athestudent should participate in the CMTCAPT Skills Checklist:• • The student’s disability category (e.g., intellectual disability, autism, etc.);• • The student’s placement (e.g., self-contained classroom, regional program,etc);• • The amount of time spent with non-disabled peers (e.g., 20% of the time,10% of the time, etc.);• • An expectation that, even with accommodations, the student will not scorewell on the standard version of the CAPT.Formatted: Indent: Left: 0",Hanging: 0.25"Formatted: Bulleted + Level: 1 +Aligned at: 0.5" + Tab after: 0.75"+ Indent at: 0.75"While there are no specific IQ requirements for participation in the CMT/CAPT Skills Checklist,students who are assessed with the Checklist typically score two or more standard deviationsbelow the mean in terms of overall cognitive ability and have significant limitations both inintellectual functioning and in adaptive behavior as expressed in conceptual, social and practicaladaptive skills. Frequently these students have been identified as having an IntellectualDisability (ID); however, students with other types of disabilities (e.g., Autism, MultipleDisabilities, Traumatic Brain Injury, etc.) who have evidence in their files of a significantcognitive disability may also satisfy the criteria for participation in the CMT/CAPT SkillsChecklist.Beginning with the 2006-2007 test administration, teachers will be required to complete theLearner Characteristics Inventory (see Appendix M) developed by the National AlternateAssessment Center at the University of Kentucky.On advice of Connecticut’s Technical Advisory Committee this inventory of learnercharacteristics will be completed 3 or more months prior to administration of the CMT/CAPTSkills Checklist to minimize the possibility of a “halo” affect from completing the inventory, i.e.,rating the student on the Checklist to ensure agreement with the learner characteristics outlinedin the inventory.This collection of information about each student recommended for the CMT/CAPT SkillsChecklist will permit the Connecticut State Department of Education to monitor the Planningand Placement Team identification procedures described earlier and will also permit theDepartment to match each student with demographic and achievement data contained in theDepartment’s Public School Information System (PSIS) data base.Formatted: Right: -0.5"x
Description of students and alternate assessment participation rateAs Table 1 indicates, approximately 0.7 percent of the students participating in theCMT/CAPT testing program have been assessed with the Checklist during each of the sixyears that the CMT/CAPT Skills checklist has been Connecticut’s alternate assessmentoption. This figure is consistent with Federal guidance which limits the number ofstudents who may be counted as “proficient” on an alternate assessment to 1.0 percent ofthe total population of students who participate in a statewide assessment.Table 1CMT/CAPT SKILLS CHECKLISTParticipation Rates2000 – 20062000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006TotalStudents inGradesTested*169,585 173,996 175,732 176,571 176,054 306,821StudentsAssessedwith SkillsChecklist1,187 1,118 1,144 1,204 1,291 2,480Percent ofStudentsAssessedwith SkillsChecklist.71 .64 .65 .68 .73 .81*From the 2000-2001 school year to the 2005-2006 school year CMT/CAPT testing occurred in grades 4, 6, 8 and 10.Beginning in the 2005-2006 school year CMT/CAPT testing was expanded to include Grades 3, 4, 5, 6, 7, 8, and 10.xi
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 and 10: Thus, we - the public as well as ed
Page 11 and 12: assessment should provide similar i
Page 13: The Second Generation CMT/CAPT Skil
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
Page 63 and 64: 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
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APPENDIX PScope and Sequence Tables
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