CMT-CAPT Skills Checklist Technical Manual. - NAAC

More documents

Recommendations

Info

• The process that would be utilized to develop, review and edit the DownwardExtensions at subsequent meetings later that month.Item development trainingLater in the month of June 2005, a series of five daylong working meetings werescheduled to provide the necessary training related to the appropriate downwardextensions for Content Standards and to conduct the item development sessions.On the morning of the first day, participants were introduced to several resourcedocuments and participated in a discussion of their format, contents, and applicability tothe task of writing downward extensions. The resource documents made available toeach team were:• Grade Level Content Alignment, Jacqui Kearns, Jean Clayton, Mike Burdge,published by the University of Kentucky – NCCSAD ( ( ((http://www.naacpartners.org/Products/PresessionMaterials/Ver3.0/Part201/ );• Extended Curricular Standards: Mathematics, Kansas State Department ofEducation, May 2005 (ftp://ftp.ksde.org/pub/docs/extendedmath.doc );• Resource Guide to the Massachusetts Curriculum Frameworks: Mathematics,for Students with Significant Disabilities, Massachusetts Department ofEducation, Fall 2001 (http://www.doe.mass.edu/mcas/alt/rg/math.doc );• Resource Guide to the Massachusetts Curriculum Frameworks: EnglishLanguage Arts, for Students with Significant Disabilities, MassachusettsDepartment of Education, Fall 2001(http://www.doe.mass.edu/mcas/alt/rg/ela.pdf );A worksheet explaining the standard terminology used by the Curriculum Consultants indiscussing the Curriculum Framework and its relation to the CMT/CAPT Skills Checklist(e.g., Performance Standard, Expected Performance, and Essence) was also distributed.The standard terminology worksheet is included as Appendix G.The parameters for the downward extensions were explained by the project staff anddiscussed with the group to clarify the design of the downward extensions for theWorkgroup members. These parameters were used as a reference point over the course ofthe week to better develop items.xxii
Guided item development processIn the afternoon of the first day, participants were divided into their teams and given thetask of identifying the essence of a sample Content Standard (one for Language ArtsTeams and one for Mathematics Teams) and writing three downward extensions for theStandard. As the teams worked project staff and Bureau of Curriculum and InstructionConsultants circulated among the groups to assist with the writing and to monitor eachgroup’s progress.When the teams had completed this task, each team presented the essence and downwardextensions they had written to the full group for analysis and discussion. During thesepresentations the group discussion/analysis focused on issues such as (a) the informalreview of the downward extensions to ensure that they reflected the essence of aStandard; (b) the scope and sequence of Standards and the changing complexity ofdownward extensions as one moves from the lowest to the highest level within a singleset and also as one moves up through the grades; (c) ways to ensure that downwardextensions become progressively more complex as they progress from the lowestperformance level to the highest; (d) how downward extensions must reflect the essenceof Standards being taught in general education classrooms, but at a lower level ofcomplexity; (e) reviewing downward extensions with members of other groups to ensurethat they are clearly written and easily understood as a way to ensure that teacherscompleting the Checklist will be able to reliably assess the specific concept or skill beingaddressed; (f) how downward extensions can be utilized by regular classroom teachers tomodify instruction for students with significant cognitive disabilities who are enrolled intheir classes, etc.Review of resultsBy the fourth day of the Workgroup meetings, the teams had completed the initial phaseof the item development process and were ready to begin the guided review. The teamsthat worked with the Language Arts Standards and the teams that worked with theMathematics Standards were combined into two large groups to review and edit theessence statements and downward extensions developed in their respective areas. Tofacilitate this process, the following validity criteria were established to guide the reviewprocess.• Grade appropriateness: the appropriateness of each downward extension interms of the grade level for which it was written (i.e., do similar items atprogressively higher grade levels reflect more challenging expectations in eachgrade and is the item developmentally appropriate for students in that grade);• Content continuity: examination of the sequence of the content areas acrossgrades as continuous and appropriate;xxiii
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 and 24: 3. What contributes to understandin
Page 25: Orientation meetingIn early June 20
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
Page 75 and 76: B. Students interpret, analyze and
Page 77 and 78:
PARAMETERS OF ITEMS (I.E., DOWNWARD
Page 79 and 80:
APPENDIX GStandard Terminology41
Page 81 and 82:
APPENDIX HCMT/CAPT Skills Checklist
Page 83 and 84:
APPENDIX JAlignment Analysis of Con
Page 85 and 86:
TABLE OF CONTENTSIntroduction......
Page 87 and 88:
• Pamela Brucker, Southern Connec
Page 89 and 90:
Mathematics Framework were reformat
Page 91 and 92:
corresponding to a standard had to
Page 93 and 94:
• Use punctuation marks correctly
Page 95 and 96:
Other Level 3 activities include dr
Page 97 and 98:
Objective 2.1.a.Construct polygons
Page 99 and 100:
The alignment analysis for grade fi
Page 101 and 102:
The alignment analysis for grade te
Page 103 and 104:
The alignment analysis for grade fo
Page 105 and 106:
The alignment analysis for grade ei
Page 107 and 108:
ReferencesValencia, S. W., & Wixson
Page 109 and 110:
Table 1`Language Arts: Reading and
Page 111 and 112:
Table 3Standards by Performance by
Page 113 and 114:
Table 5Connecticut Alternate Assess
Page 115 and 116:
APPENDIX MLearner Characteristics I
Page 117 and 118:
APPENDIX ORelating Items from the C
Page 119 and 120:
9/10-1 Activate prior knowledge, es
Page 121 and 122:
APPENDIX PScope and Sequence Tables
show all

CMT-CAPT Skills Checklist Technical Manual. - NAAC

Create successful ePaper yourself

Delete template?

Save as template?