CMT-CAPT Skills Checklist Technical Manual. - NAAC

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associated with each implementation that might be exploited in the future. These top-ofthe-linefirewalls are from industry leaders such as Cisco, Checkpoint, and Microsoft. MIimmediately updates all defenses as soon as emerging threats and countermeasures areidentified.MI also employs a Cisco Intrusion Detection System that allows rule sets to be updatedautomatically to block unwanted traffic in real time, whether the source is internal orexternal. To further complement these capabilities, MI has deployed software thatdetects, removes and destroys viruses, spyware, and other forms of malicious software.This software is updated at least daily through the use of automated means backed byconstant monitoring by our Network Operations staff. MI also routinely deploys securitypatches and updates for operating systems and commercial software through the use of acentral update management server.CMT/CAPT Skills Checklist website securityMI understands the need to maintain the highest level of security to protect confidentialstudent information and will host and maintain a secure, password-protected CMT/CAPTSkills Checklist website. The CMT/CAPT Skills Checklist website will use a SecureSockets Layer protocol (SSL) that encrypts all information sent to our servers with anencryption key length of 128 bits. All user passwords will be encrypted and stored in asecure database, separate from the web hosting hardware and inactive user’s connectionsto the site will timeout after a predetermined amount of time.After a user has been authenticated by the CMT/CAPT Skills Checklist website, the userwill have the ability to navigate to a student listing for their school. The student listingwill include only students that have previously been identified for the CMT/CAPT SkillsChecklist by completion of a Learner Characteristics Inventory on the CSDE’saccommodations website (cttestaccommodations.net). The student listing will alsoprovide the current status of each student’s checklist, e.g. Not Started, Incomplete, andComplete.After selecting a student checklist, the user will have the ability to navigate each section,subsection, and page of the checklist. Each page will provide the examiner with instantfeedback letting them know where within the checklist they are as well as which sectionsand pages have been completed within the checklist. Each checklist item will provide theuser with radio button options. These radio buttons will ensure the user can only select asingle valid response to the checklist items.The user will be able to select the Submit option from the main menu to submit thechecklist information. Upon submission the data will undergo a data validation processto ensure all necessary information has been provided. Any missing information will beincluded in an error message instantly returned to the user and the submission processwill be canceled. Once all information has been correctly submitted and validated, thestudent checklist information will be stored in a secure database and later merged withother CMT assessment data for reporting.4
Database audit trackingAll student demographic and score data changes will be tracked through the use of ahistory table. An update “trigger” will ensure all data field changes are logged in thehistory table. The history table will act as a transaction log of all changes as well as anaudit trail of the users making the change. This information will be kept throughout thelife of the project to ensure that a complete re-enactment of data changes can bereviewed. Historical archives will be kept for the life of the project.REPORTINGAdherence to Joint StandardsThe Standards for Educational and Psychological Testing (1999), developed jointly bythe American Educational Research Association, American Psychological Associationand the National Council on Measurement in Education, formed the basis forConnecticut’s CMT/CAPT Skills Checklist. The processes of developing andimplementing the Checklist as described in this document were conducted in adherencewith the principles and guidelines established by these national professionalorganizations. In addition, as was described previously, the CMT/CAPT Skills Checklistadheres to the alternate assessments requirements related provisions of IDEA and NCLBReports for parents, students, schools and districtThe Second Generation of the CMT/CAPT Skills Checklist was disseminated statewidein October 2005 and posted on the CSDE website. The CMT/ CAPT test window isduring the month of March each school year. The test contractor is responsible foradvising school districts, private special education facilities and RESCs, that an onlineChecklist is available at the contractor’s website to record and submit student’s ratings.During the test window special education teachers (or their designee) are required totranscribe and finalize ratings from a working copy of the Checklist to the CMT/CAPTSkills Checklist on the test contractor’s website.Types of scores reportedThe Checklist is scored by the CSDE test contractor. The contractor provides districtswith the following reports: (See Appendix L for a sample score report)Summary scores and subscores• Individual Student Report: School districts receive two copies of a score reportentitled Connecticut Mastery Test Skills Checklist Profile for each studentassessed with the CMT/CAPT Skills Checklist. One of these reports is for theFormatted: Font: 12 pt, Not Italic5
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 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: The specific attestation in Section
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
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Other Level 3 activities include dr
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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
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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
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