CMT-CAPT Skills Checklist Technical Manual. - NAAC

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Beginning with the 1997 reauthorization of the Individuals with Disabilities Act (IDEA,1997), all students with disabilities have been required to have access to the generalcurriculum and be included in statewide (and district-wide) assessments. The firstgeneration of the CMT/CAPT Skills Checklist was implemented in 2000 asConnecticut’s alternate assessment to be used exclusively with students with significantcognitive disabilities who could not otherwise participate in the standard CMT and CAPTtesting program. In accordance with federal guidance at the time, the Checklist wasdesigned to align with Connecticut’s Curriculum Frameworks but, unfortunately, did notreflect grade level curriculum content. Additional federal guidance provided to states bythe U.S. Department of Education in December 2003 clarified that all accountabilityassessments, including alternate assessments, must be linked to the state’s academiccontent standards, i.e., they must reflect grade level content.The second generation of the Checklist was introduced during the 2005-2006 academic year.This revised Checklist reflects alternate achievement standards that are aligned with theConnecticut Curriculum Framework in Language Arts and Mathematics at each grade levelassessed (See http://www.state.ct.us/sde/dtl/curriculum/currla.htm andhttp://www.state.ct.us/sde/dtl/curriculum/currmath.htm, respectively, for copies of theFramework). Science will be added to the second generation Checklist for the 2007-2008academic year at grades 5, 8, 10. Each indicator on the Checklist corresponds to a specificContent Standard and Expected Performance statements (objectives) found in Connecticut’sCurriculum Frameworks, but reflects a “downward extension” of the grade level skill thatallows it to be more accessible to students with significant cognitive disabilities.Statement of core beliefs and guiding philosophyA highly educated citizenry is Connecticut’s most valuable resource. The developmentof educated and productive citizens requires a plan and the passion to relentlessly pursuesuccess for each student. Every five years the Connecticut State Board of Educationdevelops a comprehensive plan as one part of its statutory requirement under ConnecticutGeneral Statute 10-4 to provide leadership to school districts with respect to preschool,elementary and secondary education, special education, vocational education and adulteducation.The current comprehensive plan includes the following statement of core beliefs:Today’s generation of young people can and will achieve more than precedinggenerations, and we anticipate that the next generation will be able to achieveeven more. The ongoing challenge for public education is to continuouslyimprove the teaching and learning process so that these expectations can be met.Public education benefits everyone. It is key to ensuring quality of life forConnecticut citizens both now and in the future. We value education because it isthe foundation of opportunity and a fundamental principle in a democratic society.iv
Thus, we – the public as well as educators – have the responsibility to continuallystrive for excellence in Connecticut’s public schools.Every Connecticut public school student has a fundamental right to an equaleducational opportunity as defined by a free public education and a suitableprogram of educational experiences. Equity of opportunity means that eachstudent is provided with the means to achieve the standard of an educated citizenas defined by Connecticut’s Common Core of Learning. Suitable programs aredependent upon:• students having a high-quality preschool experience and entering schoolready to learn;• effective educators who have high expectations for student achievement;• sound facilities and safe environments; and• appropriate resources that are equitably distributed.Schools must offer every student challenging curriculum, common standards,appropriate program options, and opportunities to learn with and from studentsand teachers whose backgrounds differ from their own. Schools must also be heldaccountable for results and the state and local communities must provide theresources for schools to be successful.The State Board of Education defines successful students as those who read,write, compute, think creatively, solve problems and use technology. All studentsshould enjoy and perform in the arts and athletics, and understand history, scienceand other cultures and languages. Each student must be responsible for his or herlearning and behavior, work well with and be helpful to others and contribute tothe community. Every student must graduate from high school and be prepared tomove on to productive work and further study and to function in the globaleconomy. Ultimately, students must become active citizens and lifelong learnerswho leady healthy lives.The following is a partial list of the steps identified by the State Board of Educationas necessary to achieve the outcomes of excellence, equity of opportunity andsuccessful students:• strive for, assess and report on continuous improvement in theachievements of all Connecticut students;• take bold actions to close the achievement gap and reduce studentisolation;• guarantee to all students a challenging curriculum and high-qualityeducational experiences that are tailored to meet each student’s individualneeds;• raise expectations for each student’s achievement and behavior;v
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: In addition, the purpose of Connect
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
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Patricia MoranCharlene Tate Nichols
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CMT/CAPT Alternate Assessment Skill
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Bill WalkerBeth WenzelJoanne WhiteC
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Technical Advisory CommitteePeter B
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Table 1ITEM BY STRAND (STANDARD): M
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Table 3TOTAL POSSIBLE POINTS: MATH
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Table 5TOTAL DOWNWARD EXTENSIONS: L
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APPENDIX EExamples of Downward Exte
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B. Students interpret, analyze and
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PARAMETERS OF ITEMS (I.E., DOWNWARD
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APPENDIX GStandard Terminology41
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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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CMT-CAPT Skills Checklist Technical Manual. - NAAC

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