How Do Students with Disabilities Participate in the Standardized Testing and Reporting (STAR) Program? December 9, 2009

Objectives District STAR Coordinators will:  Make informed decisions on the use of accommodations and modifications  Assign students to the correct STAR test and communicate this information to test site coordinators 2010 STAR for Students with Disabilities || Slide 2 December 2009

Overview  California Standards Tests (CSTs) with variations, accommodations, and/or modifications  California Modified Assessment (CMA) with variations and/or accommodations  California Alternate Performance Assessment (CAPA) with adaptations  Standards-based Tests in Spanish (STS) with variations, accommodations, and/or modifications 2010 STAR for Students with Disabilities || Slide 3 December 2009

2009 STAR – Students Tested (English-Language Arts) 2010 STAR for Students with Disabilities || Slide 4 December % 8% 2% 1% CST Without Disabilities (3,839,782 students) CST With Disabilities (335,761 students) CMA (101,236 studen ts ) CAPA (46,102 students)

California Standards Tests (CSTs) and Standards-based Tests in Spanish (STS) Students may have an individualized education program (IEP) and/or Section 504 plan Accommodations  Change conditions but not measurement  Student score counted “as is”  Student Record Label and Student Master List identified with an “A” to identify the use of any accommodations 2010 STAR for Students with Disabilities || Slide 5 December 2009

Modifications Change conditions and measurement Student score reported “as is” only on Student Report Student Record Label and Student Master List identified with a “M” to identify the use of any modifications Student receives a score of 200 and a performance level of far below basic on the academic performance index (API) Student score not counted as participating for adequate yearly progress (AYP) 2010 STAR for Students with Disabilities || Slide December 2009

2010 STAR for Students with Disabilities || Slide December 2009 Testing Variations, Accommodations, and Modifications The Matrix of Test Variations, Accommodations and Modifications for Administration of California Statewide Assessments (October 2009) can be found on the CDE Website at:

California Modified Assessment (CMA) California Modified Assessment (CMA) Participation Criteria Adopted by the SBE in November 2007 IEP Team decision based on: Previous participation on CSTs or CAPA Progress based on multiple measures and objective evidence Response to appropriate grade-level instruction Not precluded from attempting to complete requirements for a regular high school diploma Parents are informed that achievement will be measured based on modified achievement standards CMA Participation Criteria can be found on the CDE Website at: STAR for Students with Disabilities || Slide 8 December 2009

CMA CMA Participation Criteria (Continued) Previous CMA participation and objective evidence The student may have previously taken the CMA The student is eligible to continue taking the CMA regardless of prior performance (either above or below proficient) Previous participation should be considered as part of the objective evidence that the IEP team uses to make the ANNUAL determination of whether the student will be tested with the CMA STAR for Students with Disabilities || Slide 9 December 2009

2010 STAR for Students with Disabilities || Slide December 2009 CMA CMA Participation Criteria (Continued) Science participation The student has previously taken… Students taking the CMA for science do not need to take the CMA for ELA or mathematics The student shall have grade-level standards- based goals for science. (See slides “Unpacking the Standard to Write the Goal” and/or go to the Special Education Division Web conference at asp for additional information and explanations.)

2010 STAR for Students with Disabilities || Slide 11 December 2009 Unpacking the Standard to Write the Goal 1. In writing compare and contrast 5. In writing use climatic order 2. In writing organization by categories 6. In writing use a variety of effective organizational patterns 3. In writing show order of importance Standard: Organization and Focus: use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement of spatial order, order of importance, or climactic order

Unpacking the Standard to Write the Goal (continued) Standard: Organization and Focus: use a variety of effective and coherent organizational patterns, including comparison and contrast Goal: By March 30, 2010, when given a graphic organizer, Martin will write a three paragraph essay showing the use of compare and contrast, with a rubric score of 3, over 4 consecutive assignments as measured by curriculum-based measures. Special Education Division Web Conference (September 29, 2009):

CMA Tests for 2010 CMA for ELA in grades 3–9 (added grade 9) CMA for Mathematics in grades 3–9 CMA for Algebra I (EOC for grades 7–11) (new) CMA for Science in grades 5 and 8 CMA for Life Science in grade 10 (new) 2010 STAR for Students with Disabilities || Slide 13 December 2009

CMA Tests for 2010 CMA for Grade 3  Separate scorable test booklet  Must also return CST test booklet if CST test taken CMA for Grades 4–7  CST and CMA in same answer document  Must also return CST test booklet if CST test taken CMA for Grades 8–11  Separate answer documents and test booklets  Must also return CST (all students will take one or more CSTs in either EOC mathematics, science, and/or history–social science; and U.S. History) 2010 STAR for Students with Disabilities || Slide 14 December 2009

CST/CMA Answer Document 2010 STAR for Students with Disabilities || Slide 15 December 2009

2010 STAR for Students with Disabilities || Slide 16 December 2009 CST/CMA Answer Document Right inside CMA section has: Different subject icons from CST Alternate row shading for the response bubbles Three options choices Fewer number of questions

Allowable Testing Variations and Accommodations for the 2010 California Modified Assessment 2010 STAR for Students with Disabilities || Slide 17 December

CMA Tests for 2011 CMA for ELA in grades 3–11 (added grades 10 and 11) CMA for Mathematics in grades 3–7 CMA for Algebra I (EOC for grades 7–11) CMA for Geometry (EOC for grades 8–11) (new) CMA for Science in grades 5 and 8 CMA for Life Science in grade STAR for Students with Disabilities || Slide 18 December 2009

California Alternate Performance Assessment (CAPA) Students must have an IEP IEP must state the use of CAPA and what level (either grade specific or Level I) During the CAPA administration, student receives the adaptations that are used in the classroom Student shall only take CAPA (cannot take one subject in CAPA and another in CST or CMA) 2010 STAR for Students with Disabilities || Slide 19 December 2009

CAPA Core Adaptations 2010 STAR for Students with Disabilities || Slide December 2009 General Adaptations: Visual Impairments: Auditory Impairments: Sensorimotor Impairments: Additional information about CAPA Core Adaptations can be found in the CAPA Examiner’s Manual or on the CDE Web site at:

Questions and Answers 2010 STAR for Students with Disabilities || Slide 21 December 2009

For More Information STAR CST Blueprints: CMA CMA Blueprints: CAPA CAPA Blueprints: STAR for Students with Disabilities || Slide 22 December 2009

Contacts Linda Stoneall, CAPA Program Manager ETS STAR Don Killmer, Consultant STAR Office STAR for Students with Disabilities || Slide 23 December 2009