CMT-CAPT Skills Checklist Technical Manual. - NAAC

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Item/task development processIntroductionTo comply with the requirements of the No Child Left Behind Act, the second generationof the CMT/CAPT Skills Checklist assesses the extent to which students with significantcognitive disabilities have mastered grade level curriculum content. To create thisassessment a working group of teachers and curriculum coordinators was created todevelop new items for the Checklist that would be linked to specific Language Arts andMathematics grade-level standards from the Connecticut Curriculum Framework. Theactivities described here were provided for, and conducted with, 24 special education andregular education teachers and curriculum coordinators. Regular education and specialeducation staff from nine school districts identified by the Connecticut State Departmentof Education, Bureau of Special Education as districts where students with significantcognitive disabilities were successfully included in the general education program wereinvited to participate in this project.Item development workgroupStatewide twelve special education teachers who teach students with significant cognitivedisabilities and twelve classroom teachers who teach typical students were selected. Aroster of the workshop participants is included as Appendix B.Initially, these individuals were divided into twelve teams consisting of one specialeducation teacher and one general education teacher. These teams were then paired witha curriculum specialist in either Language Arts or Mathematics to work on thedevelopment of test items. Six of the teams were tasked to write items in the area ofMathematics and six were tasked to write items in the area of Language Arts. Teamswere also divided by grade span so that there were two teams writing math items and twoteams writing Language Arts items at each of the following grade levels: grades 3through 5; grades 6 through 8; and grade 10.One of the outcomes of this activity was a reconfiguration of the teams. Early on, in theinitial item-writing activity, participants shared their belief that teams comprised of tworegular education teachers and two special education teachers working with a curriculumcoordinator or SDE Bureau of Curriculum and Instruction Consultant would be moreeffective than the original configuration of two person teams. Based on this suggestion,teams were combined to create six teams of four persons each by grade span (grades3,4,5, grades 6,7,8, and grade 10) with three teams working on Mathematics Standardsand three working on Language Arts Standards. Each four person team, in turn, had adistrict level curriculum coordinator and/or a CSDE Consultant from the Bureau ofCurriculum and Instruction to assist them. The project staff also joined teams in one ofthe two curriculum areas.xx
Orientation meetingIn early June 2005, Workgroup participants, CSDE Curriculum Consultants, and projectstaff attended an orientation meeting. Prior to this meeting participants received copiesof the following documents (included in Appendices C through G):• Grade 3 to 8 and 10 Math Content Standards and Performance Items by Gradeby Strand;• Grade 3 to 8 and 10 Language Arts Content Standards and Performance Itemsby Grade by Strand;• Examples of Downward Extensions;• CMT/CAPT Skills Checklist, First Generation;• Parameters of Downward Extensions.At the meeting, project staff provided a detailed review of the following:• The purpose of the project, i.e., to develop an assessment based on grade-levelacademic content for use with students with significant cognitive disabilitieswho cannot meaningfully participate in the regular CMT/CAPT testingprogram;• The requirements and legislative intent of the No Child Left Behind (NCLB)and Individuals with Disabilities Education Acts (IDEA) as they relate tostudents with disabilities, including students with significant intellectualdisabilities;• The history and content of the first generation of the CMT/CAPT SkillsChecklist and the process utilized to develop this assessment;• The conceptual design for the new (Third) generation of the Checklist whichparticipants would help develop;• The process utilized by the 18-member Alternate Assessment AdvisoryCommittee during the winter to identify specific Content Standards from theConnecticut Curriculum Frameworks which will serve as the basis for the nextgeneration of the Skills Checklist• The concept of the “essence” of content standards and “downward extensions”of these standards which address the essence of the Content Standards, but at aless complex performance level;xxi
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 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: 3. What contributes to understandin
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
Page 65 and 66: Technical Advisory CommitteePeter B
Page 67 and 68: Table 1ITEM BY STRAND (STANDARD): M
Page 69 and 70: Table 3TOTAL POSSIBLE POINTS: MATH
Page 71 and 72: Table 5TOTAL DOWNWARD EXTENSIONS: L
Page 73 and 74: 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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