CMT-CAPT Skills Checklist Technical Manual. - NAAC

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Sixteen regional workshops were provided throughout the state between October 14,2005 and March 1, 2006. The focus of this training was:♣• Specific changes in the CMT/CAPT Skills Checklist;♣• Theoretical rationale for the changes;♣• Implications for the inclusion of students with significant cognitive impairmentin the general education curriculum;♣• The concept that the “expected performances” reflect the content/skills thatstudent are expected to know at each grade level;♣• The concept that the “downward extensions” reflect the way that students withsignificant cognitive impairments may demonstrate their understanding of theexpected performances;♣• How to rate students on the downward extensions of the expectedperformances; and♣• Expectations for district training of additional staff.Formatted: Bullets and NumberingThe application of these criteria was guided by several techniques. Each participant wasgiven a complete explanation of the scoring criteria and performance standards and wasled through an extensive discussion of how the criteria should be applied. The associateddownward extensions of each item at each grade level were also discussed. Raters werethen provided with an opportunity to review each item and its associated extensions andto ask questions about their use.An additional technique employing the use of video recordings was used. These videorecordings presented Connecticut students demonstrating their performance on a numberof the downward extensions in reading, writing or math on the CMT/CAPT SkillsChecklist. Initially, special education experts on the CSDE staff rated the performancesof the students as displayed in the videos. During the training, teachers were asked toreview the criteria and rate the student performances. The accuracy to which the teachersapplied the criteria was monitored and used to determine where more training wasnecessary. The video recordings provide a standardized training experience for teachersto get feedback on their scoring procedure.The teachers and curriculum coordinators who participated in the item developmentactivities in June served in a number of capacities to support this training, as well as othertraining activities planned for the future. The teachers and curriculum coordinators:• Helped train other teachers;• Served as mentors;• Contributed to the CMT/CAPT Skills Checklist Teacher Handbook; and• Assisted in the preparation of additional videotapes.Upon completing this training each school district team was provided with a complete setof training materials including:xxviii
• a CD with the materials utilized during the training session, includinghandouts, copies of CMT/CAPT Skills Checklists for grades 3, 7 and 10, aCMT/CAPT Teachers Handbook and a Power Point presentation; and• a DVD with individual examples of students completing Checklist tasks andthe related rating scales and handouts which were utilized during training.Monitoring and quality control of administration proceduresIn addition to the sixteen regional workshops that were provided throughout the state inOctober 2005 to February 2006, Special Education Administrators in each school districtwere also required to attest in writing to the fact that district level training was conductedby the trainers who participated in the CSDE training and to provide the dates of training,and the names of staff that received training.Attendance.A total of 857 individuals participated in the 16 regional training sessions provided by theCSDE. The details of these training session are as follows:Location Date Number of ParticipantsACES, Hamden, CT (2 sessions) October 14, 2005 68LEARN, Old Lyme, CT (2 sessions) October 20, 2005 94CREC, Hartford, CT (2 sessions) October 14, 2005 111EASTCONN, Storrs, CT (1 session) October 21, 2005 33Marriott, Trumbull, CT (2 sessions) October 25, 2005 122Ed. Connection, Litchfield, CT (1 session) October 26, 2005 72Hilton Garden, Windsor, CT (2 sessions) November 15, 2005 100Four Points Sheraton, Meriden, CT (2 sessions) November 22, 2005 139Hartford Public Schools, Hartford, CT (1 session) February 16, 2006 100Windham Public Schools, Willimantic, CT (1 March 1, 2006 18session)Total: (16 sessions) 857In addition to these 16 training sessions provided during the first year of implementationfor the Second Generation of the Checklist, six additional trainings are scheduledannually to train new LEA staff members and to advise users of any changes toadministration procedures or test items. These additional trainings are typically offeredin October of each new school year.Preparing ratersxxix
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 and 30: Who administers the Checklist?The C
Page 31: • Implications for the inclusion
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
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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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