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Welcome to the Bridgewater State University College of Education and Health Sciences CAP Central:

Your one-stop shop for accessing

  • details of the process
  • all documents
  • supporting resources
  • training 

for the Massachusetts Department of Elementary and Secondary Education (DESE) Capstone Assessment for Teacher Candidates 

Below you will find resources to support your supervision work using the CAP:

A. What is the CAP?
Read a brief CAP overview and history.

B. Suggested timelines for CAP process
Get an idea of how different schedules can look.

C. CAP process, forms and documents
Find the downloadable forms that you and your teacher candidates need to work through the CAP Process. Also find short videos that provide details and clarification.

D. CAP training
See the DESE online training modules. Track your progress and submit certifications of completion for PDPs. Calibration training found here as well.

  • The CAP is a capstone assessment administered in the practicum for teacher candidates seeking initial licensure in Massachusetts.
  • This assessment is the outcome of increased expectations for teacher preparation: 

“In 2010, Massachusetts launched a major effort to increase the rigor and quality of educator preparation in the Commonwealth. In June 2012, the Massachusetts Board of Elementary and Secondary Education (BESE) approved changes to the Regulations for Educator Licensure and Preparation Program Approval (603 CMR 7.03) which raised expectations for preparation…” (MA DESE Guidelines for the Candidate Assessment of Performance, June 2016, p.2).

  • The elements of the CAP come directly from the 2015 Massachusetts Professional Standards for Teachers (PST) to create continuity of expectations and evaluation.
  • The process is a team effort that involves a minimum of three people, the “Triad”, each with unique roles:
  1. Teacher Candidate (TC): University student seeking initial teaching license
  2. Supervising Practitioner (SP): Supervisor based at the practicum placement.
  3. Program Supervisor (PS): Supervisor based at the University

The CAP requires the collection, analysis and assessment of evidence to determine teacher candidates’ progress toward becoming ready to impact student learning on the first day of their first teaching appointment (Ready to Teach on Day 1). 

  1. Evidence includes data collected from lesson plans, observations conducted by the PS and SP, discussions, reflections, three-way meetings, SMART Goal plan and implementation and several projects/activities. 
  2. Evidence informs formative and summative assessments. 

The CAP has 3 Goals:

  1. Ensure that teacher candidates are ready to make impact with students on day one
  2. Measure teacher candidates’ practice on key skills from the MA Professional Standards for Teachers (PSTs) that they are required to demonstrate
  3. Support teacher candidates in improving their practice through targeted feedback and performance evaluations.

 For more information on the CAP, see the DESE Guidelines for the CAP.

Model 1: Full Semester Practicum, one placement
“Standard Model for One Placement"

Column one has the cap cycle stage, two has the timeframe.

 CAP Cycle Stage  Timeframe
Pre-Cycle Week 1 - 3
Step 1: Self-Assessment  
Step 2: Goal Setting & Plan Development  
Step 3: Plan Implementation Week 3 - 7
Step 4: Formative Assessment Week 7/8
Step 5: Summative Assessment Week 15/16


Model 2: Full Semester Practicum, one placement
“Gradual Roll Out Model for One Placement” 

Column one has the cap cycle stage, two has the timeframe.

 CAP Cycle Stage  Timeframe
Pre-Cycle Week 1 - 3
Step 1: Self-Assessment  
Step 3: Plan Implementation  
Step 4: Formative Assessment Week 7/8
Step 2: Goal Setting & Plan Development Week 9
Step 5: Summative Assessment Week 15/16


Model 3: Full Semester Practicum, two placements 
“Standard Model for Two Placements” 

Column one has the cap cycle stage, two has the timeframe.

 CAP Cycle Stage  Timeframe
Start 1st Placement Week 1 - 3
Pre-Cycle  
Step 1: Self-Assessment  
Step 2: Goal Setting & Plan Development   
Step 3: Plan Implementation Week 3 - 7
Step 4: Formative Assessment Week 7/8
Start 2nd Placement Week 8
Conduct Observation with PS & SP to train SP Week 8 - 10
PS/SP/TC Informal 3-Way Meeting  
Step 5: Summative Assessment Week 15/16


Model 4: Full Semester Practicum, two placements 
“Gradual Roll Out Model for Two Placements” 

Column one has the cap cycle stage, two has the timeframe.

 CAP Cycle Stage  Timeframe
Start 1st Placement Week 1 - 3
Pre-Cycle  
Step 1: Self-Assessment  
Step 3: Plan Implementation  
Step 4: Formative Assessment Week 7/8
Start 2nd Placement Week 8
Conduct observation with PS & SP to train SP Week 8/9
TC drafts Preliminary Goal and Plan  
SP/TC establish Student Impact Measure  
Step 2: Goal Setting & Plan Development Week 9/10
PS/SP/TC Informal 3-Way Meeting for post-conference and finalizing goal  
Step 5: Summative Assessment Week 15/16


Model 5: Half Semester Practicum, one placement
“Standard Model for Half Semester” 

Column one has the cap cycle stage, two has the timeframe.

 CAP Cycle Stage  Timeframe
Pre-Cycle Week 1 - 2
Step 1: Self-Assessment  
Step 2: Goal Setting & Plan Development   
Step 3: Plan Implementation Week 3 - 5
Step 4: Formative Assessment Week 5
Step 5: Summative Assessment Week 7

Model 6: Half Semester Practicum, one placement
“Gradual Roll Out for Half Semester” 

Column one has the cap cycle stage, two has the timeframe.

 CAP Cycle Stage  Timeframe
Pre-Cycle Week 1 - 2
Step 1: Self-Assessment  
Step 3: Plan Implementation Week 3 - 5
Step 4: Formative Assessment Week 5
Step 2: Goal Setting & Plan Development  
Step 5: Summative Assessment Week 7

CAP graphic.jpg

Visit the CAP Guidelines Website for direct access to the form links below.

Roles of each member of the Triad are abbreviated in the Tasks column below as follows:

  • Teacher Candidate (TC): University student seeking initial teaching license
  • Supervising Practitioner (SP): Supervisor based at the practicum placement
  • Program Supervisor (PS): Supervisor based at the University

Column one has the cap cycle stages, two has the tasks.

CAP Cycle Stage Tasks
Links in the Tasks box go to PDFs. 
Docx. files can be found in the Forms for This Stage box below

 Pre-Cycle

*Note: Student Impact Measure can be established after the Formative Assessment if your Triad is following a “Gradual Release Model” for the timeline. See the Suggested Timelines Sections for details.

  1. PS completes Section 1: General Information of the CAP Form. This document will be turned in to BSU at the end of the practicum.
  2. PS plan and conduct Pre-Observation Conference for Announced Observation #1 with SP and TC
  3. PS and SP Plan and conduct Announced Observation #1, code notes and enter into CAP online. 
  4. PS and SP calibrate on Announced Observation #1 and enter into CAP online. Plan for post-observation conference meeting. TC self-reflects.
  5. SP and TC establish Student Impact Measure and enter into CAP online*. 
 

Forms for This Stage

PDFs (to print and handwrite)

Docx. Files (to type in and print)

 

Resources:

Review the Pre-Cycle process

View a details video overview of the entire Pre-Cycle: Pre-Cycle Audio Deep Dive (03:40)

Guidance on observations 

Guidance about the Measure of Student Learning

 

 

 

Step 1: Self-Assessment

Tasks
Links in the Tasks box go to PDFs. 
Docx. files can be found in the Forms for This Stage box below

 
  1. TC completes self-assessment on CAP online and shares with PS and SP.
  2. TC establishes a preliminary goal and creates a draft of the implementation plan and uploads to CAP online. TC shares with PS and SP for feedback.
  3. PS and SP examine all TC data to date to establish a baseline of TC’s readiness to teach.
 

Forms for This Stage

PDFs (to print and handwrite)

Docx. Files (to type in and print)

 

Resources:

Review the Step 1 Process

 

Step 2: Goal Setting & Plan Development

Tasks
Links in the Tasks box go to PDFs. 
Docx. files can be found in the Forms for This Stage box below

*Note: Goal setting and Plan development can come after Formative Assessment if your Triad is following a “Gradual Release Model” for the timeline. See the Suggested Timelines Sections for details.

  1. At First Three-Way Meeting with PS, SP and TC.
    • Conduct post-conference for Announced Obs #1. 
    • SP/PS share baseline assessment with TC. 
    • SP/PS discuss TC Self-Assessment. 
    • TC finalizes Goal and Implementation Plan* with support from SP/PS.
  2. TC completes the Finalized Goal and Implementation Plan* with support from SP/PS.
 

Forms for This Stage

PDFs (to print and handwrite)

Docx. Files (to type in and print)

 

Resources:

Review the Step 2 Process

Use this 1st Three-Way Meeting checklist to help prepare for the meeting

Step 3: Plan Implementation

Tasks
Links in the Tasks box go to PDFs. 
Docx. files can be found in the Forms for This Stage box below

*Note: Evidence collection related to the goal can come after Formative Assessment if your Triad is following a “Gradual Release Model” for the timeline. See the Suggested Timelines Sections for details.

  1. TC starts the process of collecting evidence related to Professional Practice Goal*.
  2. SP conducts Unannounced Observation #1. SP codes notes and enters into CAP online. PS and SP collaborate on feedback.
  3. SP plans and conducts post-conference for Unannounced Obs #1.
  4. PS and TC schedule Announced Obs #2. SP can take part in this.
  5. PS conducts Announced Obs #2. PS codes notes and enters into CAP online. If SP takes part in this, SP also codes notes, enters them into CAP online then PS and SP calibrate.
  6. PS plans and conducts post-conference for Announced Obs #2.
  7. TC collects Student Feedback prior to Formative Assessment.
  8. PS and/or SP can conduct additional observations as needed.
 

Forms for This Stage

PDFs (to print and handwrite)

CAP Student Feedback Instruments (Required) (links to templates)

Pre-Obs Conference Planning Form (recommended)

Observation Form (Required)

Post-Obs Conference Form (recommended)

Docx. Files (to type in and print)

CAP Student Feedback Instruments (Required) (links to templates)

Pre-Obs Conference Planning Form (recommended)

Observation Form (Required)

Post-Obs Conference Form (recommended)

 

Resources:

Review the Step 3 Process

 Step 4: Formative Assessment  
 Step 5: Summative Assessment  

You will find links for two groups of DESE training experiences here:

  1. DESE CAP Modules DESE now offer an easy-to-use set of 6 modules to get you up to speed on all CAP procedures. Each module takes about 15 minutes to complete. You can earn 1 PDP for each hour of DESE CAP Module training.
  2. CAP Calibration Training DESE has many videos available along with calibration training materials to help the PS and SP be on the same page for rating TCs on the CAP Elements.

DESE CAP Modules

Get trained:

  1. Access the 6 new easy-to-use DESE CAP Modules.
  2. Work through the 6 modules at your own pace. 
  3. Find, print and fill out the Certificate of Completion at the end of each module.

Get PDPs

For SPs to receive PDPs for the completion of these modules, you will need to complete our online form and upload your filled-in Certificate of Completion. You’ll need to do this for each module you complete.  Each module takes about 15 minutes to complete. You will receive 1 PDP for 1 hour of work on these modules. 

To start the process,

  1. Complete one or more DESE CAP Modules
  2. Then print, fill out and photo /scan the Certificate of Completion that is available to you upon completion of each module.  Save the scanned file/photo somewhere you can easily find it. If the certificate is appearing too large to print in the preview, use the scale feature in your print window and change the scale to 30%. 
  3. Next, go to our MA DESE CAP Supervisor Training Modules - Certification Submission. Complete the form and upload your certificate. You will need to complete a separate form for for EACH module that you complete. CEAS will track your progress.

If you run into any issues, please contact Heather Pacheco-Guffrey at hpachecoguffrey@bridgew.edu

CAP Calibration Training

Calibrate with your SP / PS using the following resources:

Contact Us

Marilyn Rennie-Stanton, Director
mstanton@bridgew.edu

Educator Licensure and Professional Education

Bridgewater State University
Hart Hall Room 124
Bridgewater, MA 02325
United States