CMT-CAPT Skills Checklist Technical Manual. - NAAC

activities to include a vertical moderation process, the panelists recommended that the cutscores not move more than a point or two in either direction in the process of fine-tuningthe standards once data were available.Follow-up ActivitiesOriginal cut scores for the four components of the Connecticut Alternate Assessmentsystem (Reading, Writing, Math, and Access Skills) were set on site in Connecticut inJanuary 2006 by committees of Connecticut educators working with profiles createdspecifically for this activity. On June 16, 2006 members of the CSDE conferred withconsultant Dr. Peter Behuniak and two psychometric staff members from MeasurementIncorporated (Dr. Michael Bunch and Dr. Kevin Joldersma) to review impact data andadjust cut scores in a process of vertical moderation. Final cut scores reflect acompromise between the recommendations of Connecticut standard setting panelists anda desire on the part of the CSDE to have cut scores that reflect a generally linear trend inperformance across grades, in accordance with typical vertical moderation practice (e.g.,Buckendahl, Huyh, Siskind, & Saunders, 2005).Standard setting resultsAppendix K includes cut scores as well as the percentages of students in each group(performance category) by test by grade based on these cut scores shown.Because Connecticut students with significant cognitive impairments have not generallybeen exposed to quality on-going systematic instruction in the skills and content coveredin the general education classroom at their grade level, it was expected that the majorityof the students would score in the Basic range in this first test administration of thesecond generation CMT/CAPT Skills Checklist. It is anticipated that implementation ofthe CMT/CAPT Skills Checklist will encourage and accelerate the inclusion process.The rigorous nature of the standards themselves and the process used to set the alternateachievement standards reflect long term expectations for this group of students. In aneffort to encourage the appropriate instruction on grade level content and inclusion inregular education classrooms, student achievement on the checklist should over timereflect the full range of achievement implied by the achievement standards for allstudents.Performance descriptorsPerformance Level Descriptors (PLDs) were developed to make it easier for parents,educators and students to understand the scores a student receives on the CMT SkillsChecklist in the areas of Access Skills, Reading, Communication and Mathematics. Eachyear following testing parents and students receive an Individual Student Report that10