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

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

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 2011 STAR for Students with Disabilities || Slide 2

3. 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 2011 STAR for Students with Disabilities || Slide 3

4. 2010 STAR — Students Tested(English–Language Arts) 2011 STAR for Students with Disabilities || Slide 4

5. 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 2011 STAR for Students with Disabilities || Slide 5

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) 2011 STAR for Students with Disabilities || Slide 6

7. Testing Variations, Accommodations, and Modifications Sample from the 2010 Matrix of Test Variations, Accommodations, and Modifications for Administration of California Statewide Assessments http://www.cde.ca.gov/ta/tg/sa/documents/varmodac2010fnl.doc 2011 STAR for Students with Disabilities || Slide 7

8. Quiz Question 1 Which of these receives a performance level of far below basic on API? • Accommodations • Adaptations • Modifications • Variations 2011 STAR for Students with Disabilities || Slide 8

9. Quiz 1 Answer Which of these receives a performance level of far below basic on API? C. Modifications 2011 STAR for Students with Disabilities || Slide 9

10. 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: http://www.cde.ca.gov/ta/tg/sr/participcriteria.asp 2011 STAR for Students with Disabilities || Slide 10

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. 2011 STAR for Students with Disabilities || Slide 11

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 http://www.cde.ca.gov/sp/se/sr/cmawebupdates.asp for additional information and explanations.) 2011 STAR for Students with Disabilities || Slide 12

13. Unpacking the Standard to Write the Goal Standard: 6.1.3 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 2011 STAR for Students with Disabilities || Slide 13

14. Unpacking the Standard to Write the Goal (continued) Standard: 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): http://www.cde.ca.gov/sp/se/sr/cmawebupdates.asp 2011 STAR for Students with Disabilities || Slide 14

15. 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 2011 STAR for Students with Disabilities || Slide 15

16. 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). 2011 STAR for Students with Disabilities || Slide 16

17. 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 2011 STAR for Students with Disabilities || Slide 17

18. Quiz 2 Answer Which CMA test is new for 2011? D. CMA for Geometry 2011 STAR for Students with Disabilities || Slide 18

19. CST/CMA Answer Document Sample 2010 CST/CMA answer document 2011 STAR for Students with Disabilities || Slide 19

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 2011 STAR for Students with Disabilities || Slide 20

21. 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 http://www.startest.org/cmavaracc.html 2011 STAR for Students with Disabilities || Slide 21

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) 2011 STAR for Students with Disabilities || Slide 22

23. 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: http://www.cde.ca.gov/ta/tg/sr/coreadaptations.asp 2011 STAR for Students with Disabilities || Slide 23

24. 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 2011 STAR for Students with Disabilities || Slide 24

25. 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 2011 STAR for Students with Disabilities || Slide 25

26. Questions and Answers 2011 STAR for Students with Disabilities || Slide 26

27. For More Information • STARhttp://www.cde.ca.gov/ta/tg/sr/ • CST blueprints: http://www.cde.ca.gov/ta/tg/sr/blueprints.asp • CMA http://www.cde.ca.gov/ta/tg/sr/cmastar.asp • CMA blueprints: http://www.cde.ca.gov/ta/tg/sr/cmablueprints.asp • CAPA http://www.cde.ca.gov/ta/tg/sr/capa.asp • CAPA blueprints: http://www.cde.ca.gov/ta/tg/sr/capablueprints.asp 2011 STAR for Students with Disabilities || Slide 27

28. Contacts Linda Stoneall, ETS CAPA Program Manager916-403-2419lstoneall@ets.org Don Killmer, CDE Consultant916-319-0350dkillmer@cde.ca.gov STAR916-445-8765star@cde.ca.gov 2011 STAR for Students with Disabilities || Slide 28