CMT-CAPT Skills Checklist Technical Manual. - NAAC

More documents

Recommendations

Info

CMT/CAPT SKILLS CHECKLISTTECHNICAL MANUALTABLE OF CONTENTSAppendix JAppendix KAppendix LAppendix MAppendix NAppendix OAppendix PAppendix QAlignment Analysis of Connecticut’s Alternate Assessment: Executive SummaryCut Scores by Content Standard by Grade and Distribution of Students by Performance LevelConnecticut Mastery Test Skills Checklist Profile – Sample Score ReportLearner Characteristics InventoryConnecticut Mastery Test Fourth generation Content Validation StudyRelating Items from the CMT/CAPT Skills Checklist to the Connecticut Curriculum FrameworksScope and Sequence Tables for Language Arts Performance Standards Utilized in theDevelopment of the CMT/CAPT Skills ChecklistScope and Sequence Tables for Language Arts Performance Standards Utilized in theDevelopment of the CMT/CAPT Skills Checklistiv
SECTION I—OVERVIEW, BACKGROUND, AND KEYCOMPONENTS OF THE VALIDITY EVALUATIONOVERVIEW OF THE ASSESSMENT SYSTEMIntroduction to the technical manualThis technical manual is intended to help readers understand the origins and applicationof the Connecticut Mastery Test Skills Checklist and the Connecticut AcademicPerformance Test Skills Checklist (CMT/CAPT Skills Checklist), Connecticut’s alternateassessment instruments. This document describes those activities and procedures thathave occurred or are currently planned to develop and implement the CMT/CAPT SkillsChecklist, as well as the future steps necessary to ensure the accurate interpretation of thescores to be derived from its use with students with disabilities. This manual alsoincludes an overview of the CMT and CAPT statewide assessment program of which theCMT/CAPT Skills Checklist is one component.Connecticut’s assessment contextConnecticut has a long history of administering statewide assessments to gauge students’progress toward meeting the state’s challenging academic performance standards. TheConnecticut Mastery Test (CMT) was first administered in 1985 and is now in its fourthgeneration assessing students’ skills and knowledge in mathematics, reading and writingin grades three through eight, and beginning in 2008 science will be assessed in gradesfive and eight. The Connecticut Academic Performance Test (CAPT), which was firstadministered to grade ten students in mathematics, science, reading and writing in 1995,is entering the third generation in 2007. In 2006, the Connecticut State Department ofEducation (CSDE) also developed grade-specific Skills Checklist assessments for themost severely cognitively impaired students enrolled in grades three through eight andten for mathematics and English/language arts, which are aligned with grade levelcontent but based on alternate achievement standards. These assessments are thefoundation for the state’s accountability system under the No Child Left Behind (NCLB)Act for determining whether schools and districts are making ‘adequately yearlyprogress’ (AYP) toward all students achieving proficiency in mathematics and reading by2014.Other assessments, which priority school districts are required to administer by state orfederal legislation, include the Developmental Reading Assessment (DRA) and the.Diagnostic Indicators of Basic Elementary Literacy Skills (D.I.B.E.L.s) which are used tosupport reading instruction and identify students who should be provided summer school orsupplemental instruction so that they will be prepared to read at grade level by Grade 4.In 2009, districts that receive funds supporting pre-kindergarten programs willbe required to administer a kindergarten preparedness assessment to determine whichstudents still need additional instructional support to reach grade level performance.i
Page 1 and 2: DRAFT: October 19, 2006CONNECTICUT
Page 3: CMT/CAPT SKILLS CHECKLISTTECHNICAL
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 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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?