CMT-CAPT Skills Checklist Technical Manual. - NAAC

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jointly decide whether the student’s performance on each item should be scored as a 0, 1,or 2 (as explained in the following section).The goal of this CMT/CAPT Skills Checklist is to provide an accurate picture of thestudent’s achievement at a specific point in time, i.e., during the CMT testing window.The ratings on the Checklist must reflect the student’s current achievement levels. Thismeans that the rater must be confident that the ratings being assigned accurately reflectthe student’s achievement when the Checklist is finalized. In other words the skills beingrated must have been observed during the period immediately prior to the finalizing ofratings in March. To ensure this level of accuracy any Checklist items that have not beenassessed between January 1 st and the close of the March CMT test window must bereassessed prior to finalizing the checklist. Stated differently, beginning in January ofeach school year the student’s special education team should confirm the student’sperformance on all Checklist items so that the ratings submitted during the MarchCMT test window present an accurate record of the student’s achievement at thatpoint in time. If, as recommended, the Checklist is being used as a working document toguide instruction throughout the year this verification of achievement can be incorporatedinto the student’s ongoing instructional program with little disruption.Formatted: Font: 12 pt, Not ItalicFormatted: Font: 12 pt, Not ItalicProfessional development and training programsInitial efforts to establish the reliability of the CMT/CAPT Skills Checklist addressedrater accuracy. Traditional procedures for estimating reliability are not appropriate for thecircumstances under which the Skills Checklist will be used. Rater accuracy, however,depends on the training of raters to an explicit and well-articulated set of criteria. Thus,training efforts begun during the 2005-06 school year planned annually thereafter focusedon the optimal provision of this training within the practical limits of the Skills Checklistas an instrument for large-scale assessment purposes. This approach to establishingreliability for the Skills Checklist was reviewed at the Technical Advisory CommitteeMeeting in August, 2005 and found to be reasonable. For a roster of the TechnicalAdvisory Committee members, please see Appendix C.Special education administratorsEach fall, Special Education Administrators from Connecticut school districts, privateapproved special education facilities, and Regional Education Service Centers (RESCs)participate in a “Back to School Meeting” in which the CSDE provides an update on newregulations, state and/or federal policy directives, and new or changed administrativeprocedures. At the Fall 2005 session, the afternoon session was set aside exclusively toorient the special education administrators to the revised CMT/CAPT Skills Checklist. Inparticular the training addressed:• Specific changes in the CMT/CAPT Skills Checklist;• Theoretical rationale for the changes;xxvi
• Implications for the inclusion of students with significant cognitive impairmentin the general education curriculum;• Schedule for training teachers;• Design of the training for teachers;• Expectations for district training of additional staff.The above outlined points were explained, reviewed, and discussed with all participantsas a way of familiarizing them with the new Checklist and for guiding expectations fordistrict follow-up.Training special education and general education teachers and related servicespersonnelThe Checklists was made available to all teachers statewide in October 2005 at whichtime statewide training was provided. In anticipation of this October training, inquirieswere directed to all school districts, private special education facilities and RegionalEducation Service Centers (RESCs) to determine the number of teachers expected to betrained. The response to the inquiry indicated that direct training of all teachers was notfeasible given the number of teachers put forward to be trained by the districts, specialeducation facilities and RESCs.In lieu of direct training, a “trainer of trainers” model was employed whereby CSDEconsultants trained two teams of teachers from each school district: an elementary/middleschool team and a high school team.The distinction between the two teams is based on the fact that the elementary and middleschool teams focusing on the content that is typically found on the Connecticut MasteryTest (CMT grades 3-8) while the high school teams were relating to content found on theConnecticut Academic Performance Test (CAPT grade 10).Each school district team consisted of a special education teacher, a general educationmath specialist and an English/language arts specialist at each level. In order tosuccessfully rate students on the Checklist, teachers must have an understanding of thegrade level curriculum content. By incorporating general education teachers in thetrainer of trainer’s model and requiring that they train district colleagues, CSDE isattempting to promote cross-disciplinary collaborative behavior.Teams from the approved private special education facilities and the Regional EducationService Centers (RESC) were also required to attend. Their teams consisted of specialeducation teachers and related services staff. Each team was required to provide trainingto the teachers in their district/private facility/RESC.Program contentxxvii
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 and 26: Orientation meetingIn early June 20
Page 27 and 28: Guided item development processIn t
Page 29: Who administers the Checklist?The C
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
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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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