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Jan/Feb 2008 CAPA Train-the-Trainer Workshop 1
CAPACAPA
Training CAPA Examiners
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Jan/Feb 2008 CAPA Train-the-Trainer Workshop 2
ObjectivesObjectives
Participants will train examiners to accurately and consistently– Administer CAPA– Score CAPA
Handout (HO)Page 1
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Jan/Feb 2008 CAPA Train-the-Trainer Workshop 3
AgendaAgenda
• Introductions• Training• California Content Standards • Preparing• Administering CAPA• Scoring CAPA• Problem-Solving• After-Test Procedures
HO 1
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Jan/Feb 2008 CAPA Train-the-Trainer Workshop 4
Training CAPA ExaminersTraining CAPA Examiners
• Required ANNUALLY
• Tips:– Active learning • Practice• Discussion• Problem-solve
– Repetition
HO 1
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Jan/Feb 2008 CAPA Train-the-Trainer Workshop 5
California Content StandardsCalifornia Content Standards
• Basis of instruction and testing• 2006 State Board of Education adopted new
blueprints for CAPA• Levels II–V linked to grade level, grades 2–11,
of California content standards (federal requirement)
• Level I linked to grades K–1 of California content standards; science includes Grade 2 content standards.
Practice: Explain standards to a partner, using sample of old and new tested standards
HO 2
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Jan/Feb 2008 CAPA Train-the-Trainer Workshop 6
PreparingPreparingAre Correct Students Selected for Are Correct Students Selected for
CAPA? CAPA?
• Significant cognitive disabilities
• Served under IDEA
• IEP team determines if CAPA is applicable and if the student should take Level I
• Eligibility guidelines – CAPA Examiner’s Manual – Appendix A
HO 3
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Jan/Feb 2008 CAPA Train-the-Trainer Workshop 7
Only students in grades 5, 8, 10 take science.
Students who repeat grade eleven for multiple years continue to take CAPA Level I or Level V until enrolled in grade 12.
HO 3Preparing: CAPA LevelsPreparing: CAPA Levels
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Jan/Feb 2008 CAPA Train-the-Trainer Workshop 8
Preparing: Do You (Examiners Preparing: Do You (Examiners and Observers) Have Correct and Observers) Have Correct
Qualifications? Qualifications?
• Licensed or certificated
• Experienced working with tested student
• Trained – Live session or DVD
• Signed security affidavit
HO 3
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Jan/Feb 2008 CAPA Train-the-Trainer Workshop 9
Preparing MaterialsPreparing Materials
• Gather manipulatives
• Cut stimulus cards and have them available in correct order
• Have an answer document for every student
• If no Pre-ID, demographics should be hand-marked
HO 3
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Jan/Feb 2008 CAPA Train-the-Trainer Workshop 10
Administering CAPAAdministering CAPA
• Task preparation– Set up manipulatives and/or stimulus
cards–Must be in exact order specified
• Cue/directions–Must be read exactly as printed
HO 4
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Jan/Feb 2008 CAPA Train-the-Trainer Workshop 11
Cue/Directions Cue/Directions Level ILevel I
• Cue/directions– Wait minimum of 5 seconds for verbal response;
Wait minimum of 7 seconds for physical response– If student responds (correct or not), STOP.
Repeat cue/directions ONCE– Wait minimum of 5 seconds for verbal response;
Wait minimum of 7 seconds for physical response– If student responds (correct or not), STOP.
HO 4
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Jan/Feb 2008 CAPA Train-the-Trainer Workshop 12
Cue/Directions Cue/Directions Level I Level I PromptsPrompts
• Verbal/gestural prompt; repeat cue/directions– Wait minimum 5 seconds for verbal response;
Wait minimum 7 seconds for physical response– If student responds (correct or not), STOP.
• Physical prompt; repeat cue/directions– Wait minimum 5 seconds for verbal response;
Wait minimum 7 seconds for physical response– If student responds (correct or not) or does not
respond, STOP.
– Score 3 if student successfully completes task INDEPENDENTLY after prompt.
– Score 2 if student completes task incorrectly or with hand-over-hand guidance.
HO 4
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Physical PromptsPhysical Prompts
• Modeling completion of the task
• Physically guiding the student to the task
• Providing hand-over-hand guidance to complete the task
HO 4
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Jan/Feb 2008 CAPA Train-the-Trainer Workshop 14
PracticePractice
One partner explains to another how to administer Level I.
HO 4
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Jan/Feb 2008 CAPA Train-the-Trainer Workshop 15
Cue/Directions Cue/Directions Levels II–VLevels II–V
• Cue/direction– Wait minimum 5 seconds for verbal response;
Wait minimum 7 seconds for physical response– If student responds (correct or not), STOP.
• Repeat cue/direction– Wait minimum 5 seconds for verbal response;
Wait minimum 7 seconds for physical response– STOP
Practice: Second partner explains to another how to administer Levels II-V.
HO 6
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Jan/Feb 2008 CAPA Train-the-Trainer Workshop 16
Scoring: RubricsScoring: Rubrics
• Scoring points• Level I : Based on prompting required
by student to complete task– Score 1–5
• Levels II–V: Based on number of correct responses– Score 1–4 – Red-line score of 5 on answer document
HO 7
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Jan/Feb 2008 CAPA Train-the-Trainer Workshop 17
Scoring:Scoring:Purpose of Double-RatersPurpose of Double-Raters
• Increase objectivity
• Data used to document inter-rater reliability
• Provide credibility/confidence to scores
HO 7
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Jan/Feb 2008 CAPA Train-the-Trainer Workshop 18
Double RatingDouble Rating
• Choose students randomly at each school– 10% per CAPA level– At least 1 student at each level tested– Selected students should be double
rated in all content areas tested• Observe at same time as examiner
scores• Observers must score independently
of examiner
HO 7
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Observers must mark Observers must mark sectionssections
1 - Name, etc.3 - Date of Birth5 - Name6 - Gender7a - CAPA Level7b - Grade11 - Student ID12 - SSID
HO 8Preparing To Administer CAPAPreparing To Administer CAPA
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Jan/Feb 2008 CAPA Train-the-Trainer Workshop 20
Practice Scoring CAPAPractice Scoring CAPALevel ILevel I
• Using the video clip, Nakeema, ELA, (apple and shoe)– Plan a practice session on scoring– Give directions for the practice to a
partner– Give feedback to how the partner
scored Nakeema
HO 9–11
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Jan/Feb 2008 CAPA Train-the-Trainer Workshop 21
Practice CAPAPractice CAPALevel VLevel V
Using the video clip, Danny, science–Plan a practice session on scoring–Give directions for the practice to a partner–Give feedback to how the partner scored Danny
HO 11–13
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Jan/Feb 2008 CAPA Train-the-Trainer Workshop 22
Problem-SolvingProblem-Solving
• Discuss with a partner how you would handle problems
• Add any other problems you think examiners may ask
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HO 14
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Jan/Feb 2008 CAPA Train-the-Trainer Workshop 23
After-test ProceduresAfter-test Procedures• Complete Sections A2 and A4 if appropriate• Section A2 – Special Conditions
– Reasons student not testedP, A, T, E, M, F
– L: Enrolled after first day of testing; test taken at your school• Section A4 – English Learner Test Variations
– A: Student given directions in language other than English• Complete name, sign, date, and mark “Examiner” or
“Observer” to attest training received
HO 15-16
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SummarySummary
• Introduction • Training• Standards• Preparation• Administration• Scoring• Problem-solving• After-Test Procedures• Complete Evaluation
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For more information go to:For more information go to:
http://www.cde.ca.gov/ta/tg/sr/capa.asp
http://www.startest.org/capa.html