1. How Do Students with Disabilities Participate in the Standardized Testing and Reporting (STAR) Program?
September 29, 2010

2. 2011 STAR for Students with Disabilities || Slide 2
Objectives and Agenda
District STAR coordinators will be able to:
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
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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
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4. 2010 STAR — Students Tested (English–Language Arts)
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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 an any accommodations
September 2010
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6. CST and STS—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 score counted as 200 and receives a performance level of far below basic on the academic performance index (API)
Student score not counted as participating for adequate yearly progress (AYP)
September 2010
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7. Testing Variations, Accommodations, and Modifications
Sample from the 2010 Matrix of Test Variations, Accommodations, and Modifications for Administration of California Statewide Assessments
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Quiz Question 1
Which of these receives a performance level of far below basic on API?
Accommodations
Adaptations
Modifications
Variations
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Quiz 1 Answer
Which of these receives a performance level of far below basic on API? C. Modifications
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California Modified Assessment (CMA) Participation Criteria Adopted by the SBE in November 2007
IEP team decision based on:
Previous participation on the 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 found at:
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11. 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 also 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.
September 2010
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12. CMA Participation Criteria (Continued)
Science participation
The student may have previously taken the CMA
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 for additional information and explanations.)
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13. Unpacking the Standard to Write the Goal
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
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
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14. Unpacking the Standard to Write the Goal (continued)
6.1.3 Organization and Focus: use a variety of effective and coherent organizational patterns, including comparison and contrast
Goal: By March 30, 2011, 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):
September 2010
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CMA Tests for 2011
CMA for ELA in grades 3−11 (new for 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 10
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CMA Tests for 2011
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
CMA for Grades 8–11
Separate answer documents and test booklets
Return a CST answer document for every CMA tester who takes a required grade-level history–social science CST (grades 8 and 11), an EOC science CST (grades 9–11), and/or an EOC history–social science CST (grades 9–11).
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Quiz Question 2
Which CMA test is new for 2011?
CMA for Life Science
CMA for Algebra I
CMA for Algebra II
CMA for Geometry
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Quiz 2 Answer
Which CMA test is new for 2011?
D. CMA for Geometry
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19. CST/CMA Answer Document
Sample CST/CMA answer document
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20. 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
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Allowable Testing Variations and Accommodations for the 2010 California Modified Assessment
Sample from the 2010 Allowable Testing Variations and Accommodations for the 2010 California Modified Assessment
September 2010
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22. 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 and/or CMA)
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CAPA Adaptations
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:
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Quiz Question 3
Which of these is an acceptable adaptation for an examiner to use when administering the CAPA Levels II−V tests?
Coloring stimulus cards
Changing a mathematics stimulus card from “X” to “__”
Giving an example of how to answer a question
Allowing an eye gaze as a way to answer a question
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Quiz 3 Answer
Which of these is an acceptable adaptation for an examiner to use when administering the CAPA Levels II−V tests?
Allowing an eye gaze as a way to answer a question
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Questions and Answers
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For More Information
STAR
CST blueprints:
CMA
CMA blueprints:
CAPA
CAPA blueprints:
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Contacts
Linda Stoneall, ETS CAPA Program Manager Don Killmer, CDE Consultant STAR
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