Understanding the
Background:
·
The CMA is
designed to assess those students whose disabilities preclude them from
achieving grade-level proficiency on an assessment (CST) of the
·
Students will either take the STAR CST tests or the
CMA test or a combination of CSTs and CMAs as determined by subject. Ex: a student may
qualify and take CMA for ELA, but CST for Math.
·
The CMA, while
based on student’s current grade level content, is less rigorous than the CST.
·
Except for the
writing tasks in Grade 7, the questions on the test are in a multiple-choice
format. Students are presented with a question and asked to select the correct
answer from three possible response options.
·
The CMA
questions are presented differently from other STAR Program tests in that the font
is larger, reading passages are shorter, and more graphics are included.
·
The CMA has been
developed to provide an alternative assessment so students can better
demonstrate their knowledge of the
·
The CMA assesses
students with IEPs who meet CMA participation
criteria approved by the State Board of Education
Who is Eligible:
•
Grades 3-9 in English
Language Arts (includes grade 7 in Writing)
•
Grades 3-7 in math
•
Grades 7-11 in Algebra
1 (no grade 8 General math test for CMA)
•
Grade 5 and 8 in
Science
•
Grade 10 in Life
Science
Criteria for Use:
The decision to use the CMA instead
of the CST during STAR testing is an IEP team decision based on student needs.
The IEP team consists of Special
Ed Dept, ES, Parent/Guardian of Student under 18 yrs of age, Student if 18 yrs
or older.
The criteria for guiding
individualized education program (IEP) teams in making decisions about which students
with disabilities should participate in the California Modified Assessment
(CMA) include the following:
Ø
The student
shall have taken the California Standards Test (CST) in a previous year and
scored Below Basic or Far Below Basic in the subject area being assessed by the
CMA and may have taken the CST with modifications.
Ø
The student will
not receive a proficient score on the CST (even with provision of
accommodations) based on evidence from multiple, valid, and objective measures
of student progress (or lack of progress)
Ø
The student who
is assessed with the CMA has access to the curriculum, including instruction
and materials for the grade in which the student is enrolled
Ø
The student’s
IEP plan includes grade-level
Ø
The student has
received special education and related services to support access to and
progress in the general curriculum in which the student is enrolled
Ø
The IEP team has
determined that the student will not achieve grade-level proficiency even with
instructional intervention
Ø
If the student
previously participated in CAPA testing, the student shall have taken the CAPA
Level 2–5 in two previous years and received a performance level of either
Proficient or Advanced
Criteria for Science:
Since the science assessments are
not given prior to grade five, a student may fill the first participation
criterion if the student:
Ø
has taken the
California Standards Test (CST) in a previous year, and
Ø
scored Below Basic or Far Below Basic in English-language
arts (ELA) or mathematics, and may have taken the CST with accommodations
and/or modifications.
The participation criteria requirement
(above) that an IEP include “grade-level
Traditionally, IEP goals address
English-language arts, math, and prerequisite skills. Other content areas are
usually addressed by related goals, supports and related services. Science for
example, might be addressed by having a goal for vocabulary development that
can support the student learning science vocabulary, and in the science
classroom, can aid the student in gaining access to the science curriculum.
ES Preparation for CMA discussion in IEP meeting:
The Assessment Department will email the ES if their
student fits the criteria of CST scoring history.
The ES will discuss the option of the CMA and provide
the parent with CMA resources.
The discussion of the CMA options and students
complete eligibility will be discussed during the IEP meeting by all persons
involved.
Resources:
Look at the differences
between the CST, and the CMA test examples
http://www.cde.ca.gov/be/ag/ag/yr07/documents/bluenov07item14a6.pdf
Look over and provide
appropriate CMA blueprint sheets to parents:
CMA Blueprints: http://www.cde.ca.gov/ta/tg/sr/cmablueprints.asp
CMA Science Reference
Sheets: http://www.cde.ca.gov/ta/tg/sr/cmasciref.asp
CDE questions and answers on
CMA
http://www.cde.ca.gov/ta/tg/sr/guidecma08.asp
http://www.startest.org/cma.html