How Do Students with
Disabilities Participate in the
Standardized Testing and
Reporting (STAR) Program?
September 19, 2012
Objectives and Agenda
District STAR coordinators will be able to:
• Help IEP teams make informed decisions
on the selection and use of
accommodations and modifications
• Assign students to the correct STAR test
and communicate this information to test
site coordinators
September 2012
2013 STAR for Students with Disabilities || Slide 2
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
September 2012
2013 STAR for Students with Disabilities || Slide 3
2012 STAR — Students Tested
(English–Language Arts)
September 2012
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2012 STAR — Percent Proficient and Above
(English–Language Arts)
Note: 4,673,185 students with valid scores
September 2012
2013 STAR for Students with Disabilities || Slide 5
2012 STAR — Students Tested
(Mathematics)
September 2012
2013 STAR for Students with Disabilities || Slide 6
2012 STAR — Percent Proficient & Above
(Mathematics)
Note: 4,558,827 students with valid scores
September 2012
2013 STAR for Students with Disabilities || Slide 7
What’s New in 2013?
• CAPA students in ungraded programs –
determine their grade by subtracting five
(5) from their chronological age on
November 1, 2012
• No 2013 changes to Matrix 1. Matrix of
Test Variations, Accommodations, and
Modifications for Administration of
California Statewide Assessments
• No 2013 changes to Matrix 2. Matrix of
Test Variations for Administration of
California Statewide Assessments for
English Learners
September 2012
2013 STAR for Students with Disabilities || Slide 8
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
September 2012
2013 STAR for Students with Disabilities || Slide 9
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 2012
2013 STAR for Students with Disabilities || Slide 10
Matrix 1. Matrix of Test Variations,
Accommodations, and Modifications
Sample from the Matrix of Test Variations, Accommodations, and
Modifications for Administration of California Statewide Assessments
http://www.cde.ca.gov/ta/tg/sa
September 2012
2013 STAR for Students with Disabilities || Slide 11
Quiz Question 1
Which of these receives a performance
level of far below basic on API?
A. Accommodations
B. Adaptations
C. Modifications
D. Variations
September 2012
2013 STAR for Students with Disabilities || Slide 12
Quiz 1 Answer
Which of these receives a performance
level of far below basic on API?
C. Modifications
September 2012
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California Modified Assessment (CMA)
• Students must have an IEP
• IEP must state the use of the CMA and in
which content area(s)
• IEP must have goals for content area
being assessed with the CMA
• Student must meet ALL participation
criteria
• Accommodations may be listed on the IEP
or Section 504 plan
September 2012
2013 STAR for Students with Disabilities || Slide 14
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
September 2012
2013 STAR for Students with Disabilities || Slide 15
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 2012
2013 STAR for Students with Disabilities || Slide 16
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 standardsbased goals for science. (See the slides
“Unpacking the Standard to Write the Goal.”)
September 2012
2013 STAR for Students with Disabilities || Slide 17
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
1. In writing compare
and contrast
2. In writing organization
by categories
5. In writing use
climactic order
6. In writing use a
variety of effective
organizational patterns
3. In writing show order
of importance
September 2012
2013 STAR for Students with Disabilities || Slide 18
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 29, 2013, 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.
September 2012
2013 STAR for Students with Disabilities || Slide 19
CMA Tests for 2013
• CMA for ELA in grades 3−11
• CMA for Mathematics in grades 3–7
• CMA for Algebra I (EOC for grades 7–11)
• CMA for Geometry (EOC for grades 8–11)
• CMA for Science in grades 5 and 8
• CMA for Life Science in grade 10
September 2012
2013 STAR for Students with Disabilities || Slide 20
CMA Test Materials for 2013
• CMA for Grade 3
Separate scorable test booklet
Must also return CST test booklet if CST
test taken
• CMA for Writing in grades 4 and 7
Must be taken if CMA for ELA multiple
choice will be taken
Order separately from multiple choice
Pre-ID separately from multiple choice
• CMA for Grades 4–7
 CST and CMA in same answer document
September 2012
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CMA Test Materials for 2013
• CMA for Grades 8–11
Separate answer documents and test
booklets from CST
lf CMA Pre-ID’d, receive both CMA and
CST answer doc.
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).
September 2012
2013 STAR for Students with Disabilities || Slide 22
Quiz Question 2
May students without a disability take
CMA?
A. No
B. Yes, if they have a 504 Plan
C. Yes, but only if they scored below
basic on a previous CST
September 2012
2013 STAR for Students with Disabilities || Slide 23
Quiz 2 Answer
A. No
September 2012
2013 STAR for Students with Disabilities || Slide 24
CST/CMA Answer Document
Sample CST/CMA answer document
September 2012
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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
September 2012
2013 STAR for Students with Disabilities || Slide 26
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)
September 2012
2013 STAR for Students with Disabilities || Slide 27
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
September 2012
2013 STAR for Students with Disabilities || Slide 28
Quiz Question 3
Which of these is an acceptable adaptation for
an examiner to use when administering the
CAPA Levels II−V tests?
A. Coloring stimulus cards
B. Changing a mathematics stimulus card
from “X” to “__”
C. Giving an example of how to answer a
question
D. Allowing an eye gaze as a way to answer a
question
September 2012
2013 STAR for Students with Disabilities || Slide 29
Quiz 3 Answer
Which of these is an acceptable adaptation for
an examiner to use when administering the
CAPA Levels II−V tests?
D. Allowing an eye gaze as a way to answer a
question
September 2012
2013 STAR for Students with Disabilities || Slide 30
Questions and Answers
September 2012
2013 STAR for Students with Disabilities || Slide 31
For More Information
• STAR
http://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
September 2012
2013 STAR for Students with Disabilities || Slide 32
Contacts
Linda Stoneall, ETS CAPA Program Manager
916-403-2419
lstoneall@ets.org
Don Killmer, CDE Consultant
916-319-0350
dkillmer@cde.ca.gov
STAR
916-445-8765
star@cde.ca.gov
September 2012
2013 STAR for Students with Disabilities || Slide 33