CARS+ 2011

The The AABBCC’s of’s ofCMACMABrought to you by: Brought to you by:

Naomi BlakelyNaomi BlakelyElyse UngarElyse Ungar

February, 2011February, 2011

CARS+ 2011

Agenda

• Introduction and Overview• Legal Snapshot• The STAR Program• Participation Criteria/ Decision-

Making Process for CMA• IEP Requirements

CARS+ 2011

Agenda - continued

• Accommodations/Modifications• Writing Grade-level, standards-

based goals

CARS+ 2011

Introduction and Overview

• Federal regulations issued in April 2007 added more requirements and additional options for assessing students with disabilities

• NCLB and IDEA set high expectations • For students with disabilities meeting high

expectations is about meaningful access to the general education curriculum

CARS+ 2011

CARS+ 2011

Ensuring Access

• Factors for consideration when developing the IEP– Least restrictive environment (LRE)– Opportunity to learn– Standards-based goals– Accommodations and modifications– Supplementary aides, supports and services– Assistive technology

CARS+ 2011

The STAR Program• All students in grades two through eleven

must participate, including students with disabilities

• Measures how well students are achieving the California Content Standards

• Provides information about how well schools and school districts are meeting accountability requirements

CARS+ 2011

The STAR Program:

• California Standards Test (CST) • California Modified Assessment (CMA) – (this is the “additional options” piece)

• California Alternate Performance Assessment (CAPA)

• Standards-based Test in Spanish (STS)

CARS+ 2011

Most students participate in the

CSTSome students participate in the

CMA

A few students participate in the

CAPA

Assessments

For Students with IEPS

For Students with IEPS

For All Students Including Students with IEPs or 504 Plans

CARS+ 2011

Students with disabilities participate in the STAR program, as determined by IEP team, in the following ways:

• CST, with or without accommodations and/or modifications

• CMA with or without accommodations• CST and CMA combined – subject specific• CAPA only

Participation in STAR

CARS+ 2011

The Achievement Gap

“Real, measurable progress has been made since the institution of standards-based education…our across-the-board success has still failed to close an achievement gap that threatens the future of our diverse state…children who have traditionally struggled…continue to trail behind their peers, and the gap is not closing. Recognizing this is important. Addressing it is imperative."

(Superintendent of Public Instruction, Jack O’Connell,

2008)

CARS+ 2010

Federal Requirements:

• Addition of CMA and its participation criteria A state may develop a new alternate assessment or adapt an assessment

based on grade-level modified academic achievement standards 34 CFR § 200.6 (a) (ii) (B)(3).

• More complex decisions about statewide assessments

States must provide IEP teams with a clear explanation of the differences between assessments 34CFR § 200.1 (f)(B)(iii).

For alternate assessments based on modified or alternate achievement standards, the student’s IEP must include goals for a subject assessed under 34CFR § 200.2.

CARS+ 2011

Credit Where It’s Due…

• CDE developed the CMA

• CARS+ continues to track annual changes and present to you at convention, and by trainings available through CARS+

CARS+ 2010

Legal Requirements for IEP/CMA Language:

• The IEP must include a statement of measurable annual goals, including academic and functional goals… 34 CFR §300.320(a)(2)(i)

• An IEP for students assessed on the CMA must include grade-level, standards-based goals for the subjects assessed.

• 34 CFR § 200.2 (f)(2)

CARS+ 2011

CARS+ 2011

Students caught in the GAP (Special

Ed) do not have access to grade-level content or grade-level, standards-based goals and have to take the hardest test – the CST

CST

CMA 2% for students

with IEPs

Students caught in the

GAP

Grade-level, Standards –based Goals,ScaffoldingGrade-level contentOpportunities to learnAccommodationsModificationsAssistive technologyLRESupports and services

CAPA 1%

Closing the GAP through access

What’s missing

CARS+ 2011

•Grades 3-11 in ELA

•Grades 3-7 in math (8th grade takes the CSTs as there is no CMA for 8th.)

•Grades 7-11 for Algebra 1 (will complete Algebra 1 during the school year)

•Grade 5 and 8 in Science

•Grade 10 – Life Science

•Grade 4 and 7 in writing

CMA 2011

CARS+ 2011

Grade 11 operational spring 2011:All of the above, plus:

•Geometry – Grades 8-11 (will complete Geometry during the school year)

CMA Rollout

CMA in AYP(Annual Yearly Progress)

• Students are counted as participating if they take the CMA

CARS+ 2011

CMA 2% Proficient CAP for LEAs

• There is no cap on the number of students who may take the CMA

• A cap of 2% on the percentage of students in LEAs whose scores may be counted as proficient or above using CMA results were adopted by federal regulations in 2007.

CARS+ 2011

Flexibility in 1% and 2% Caps

• An LEA may exceed the CAPA/CMA combined 3% cap if granted a 1% CAPA exception

• See the 2009 AYP Report Information Guide (pg. 50-51) on the CDE AYP page at http://www.cde.ca.gov/ta/ac/ay

• Contact aau@cde.ca.gov CDE.

CARS+ 2011

CARS+ 2011

How Students Participate In STAR

Students with disabilities participate in the STAR program in the following ways:

• CST, with or without accommodations and/or modifications

• CMA with or without accommodations• CST and CMA combined – subject specific• CAPA only IEP teams use the participation

criteria to determine which to take.

CARS+ 2011

CMA Participation Criteria Adopted by the SBE

• Previous participation• Progress based on multiple

measures and objective evidence• Response to appropriate instruction• High school diploma• Parents are informed

CMA Participation Criteria found at CDE Web site:http://www.cde.ca.gov/ta/tg/sr/participcriteria.asp

CARS+ 2011

Steps to Decision-Making

1. Determine how students participated in the STAR program in a previous year

2. Collect objective evidence based on multiple measures – PLOPs, assessment, observation

3. Evaluate student response to appropriate instruction

4. Select the appropriate assessment5. Document decisions on the IEP

Using the Participation Criteria

CARS+ 2011

2011 CMA Test Materials

• Grade 3– Test Booklets (scannable)– Directions for Administration

• Grades 4 to 11 (Language Arts new to 11)– Test Booklet– CST/CMA Combined Answer Document– Directions for Administration

CARS+ 2011

Grade 4 Test Booklets(Front Covers)

CARS+ 2011

Grade 4 CST/CMA Answer Document

• Four-page scannable answer folder

• For CST and CMA responses• Inside PagesFront page CST CMA Back

page

CARS+ 2011

Grade 4 CST/CMA Answer Document

Inside PagesCMA section has:

• Different subject icons from CST

• Alternate row shading for the response bubbles

• An area to indicate the CMA version number used

CMA Version

#

CST CMA

CARS+ 2011

Comparison of Test Items

CST CMA• Standard passage

length• Customary use of

white space• Standard font size

– Times• Four answer

choices

• Shortened passage length

• Additional white space

• Larger font size – Helvetica

• Three answer choices

• Graphics for most items

CARS+ 2011

CARS+ 2011

CARS+ 2011

CARS+ 2011

CMA Logistics

• One answer document for students taking CST and CMA

• Different administration instructions for CST and CMA

• Separate testing rooms for students who need read aloud

CARS+ 2011

IEP Documentation

• Must indicate which assessment • Must consider accommodations and

modifications• Must document supports and services that

provide access• Must include grade-level, standards-

based goals for CMA

CARS+ 2011

Accommodations

Accommodations:

• change the way student accesses learning without changing the standard the student is working towards, the actual content.

CARS+ 2011

ModificationsModifications:

• Change the way a student accesses learning that changes the actual content of the standard

• Used in instructional settings to give the student access to

information

• Typically result in the reduction of the learning expectations

• Students who use a modification on any STAR exam are not included in the participation calculation for AYP

CARS+ 2011

Accommodations and Modifications Increase

Access By:• Addressing learning style differences• Providing access to grade-level

instruction and assessments• Improving academic performance • Helping students demonstrate their

skills and knowledge on assessments

CARS+ 2011

Examples of Instructional

Accommodations• Extra time• Calculator• Responses

dictated• Test read aloud• Special lighting• Use of table or

formulas• Braille large print

• Use of word processor

• Frequent breaks• Math manipulatives• Adaptive furniture• Test separately• Magnifying

equipment• Audio amplification

CARS+ 2011

Purpose of Special Education

Students with disabilities receive: “specially designed instruction…to

ensure access of the child to the general curriculum, so that the child can meet the educational standards…that apply to all children.” (34 CFR §300.39(b)(3)(i)(ii))

CARS+ 2011

Comparison of Blueprints: STAR Grade

5 ELACALIFORNIA CONTENT STANDARDS: READING

# of Items %

1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level appropriate words.

14 19%

1.1 Word Recognition: read aloud narrative and expository text fluently and accurately, and with appropriate pacing, intonation, and expression NA*

1.2 Vocabulary and Concept Development: use word origins to determine the meaning of unknown words 2

1.3 Vocabulary and Concept Development: understand and explain frequently used synonyms, antonyms and homographs 5

1.4 Vocabulary and Concept Development: know abstract, derived roots and affixes from Greek and Latin, and use this knowledge to analyze the meaning of complex words (e.g., controversial)

3

1.5 Vocabulary and Concept Development: understand and explain the figurative and metaphorical use of words in context 4

Comparison of Blueprints:

CMA Grade 5 ELA

CARS+ 2011

1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level appropriate words.

8 17%

1.1 Word Recognition: read aloud narrative and expository text fluently and accurately, and with appropriate pacing, intonation, and expression NA*

1.2 Vocabulary and Concept Development: use word origins to determine the meaning of unknown words 1

1.3 Vocabulary and Concept Development: understand and explain frequently used synonyms, antonyms and homographs 2

1.4 Vocabulary and Concept Development: know abstract, derived roots and affixes from Greek and Latin, and use this knowledge to analyze the meaning of complex words (e.g., controversial) 2

1.5 Vocabulary and Concept Development: understand and explain the figurative and metaphorical use of words in context 3

CARS+ 2011

Comparison of Blueprints:

STAR/CMA - ELA… go to http://www.cde.ca.gov/ta/tg/sr/OR carsplus.org, members only

section for easier access

CARS+ 2011

Developing Grade-level,

Standards-based Goals• Locate the student’s present level of

performance• Choose the standards• Unpack the standards• Identify skills for further development• Consider the rate of learning• Write the annual goal

CARS+ 2011

Where to set the Goal? Grade Level vs. Achievement

Level

Grade Level:• First write a goal addressing grade-level standards• How can the student be given access to grade-

level content?Achievement Level:• If necessary, address prerequisite skills, start at

the student’s achievement level and focus on skills needed to achieve the grade-level standards

• What are the prerequisite skills the student needs?

CARS+ 2011

“Unpack the Standard” means:

• Determining which part or parts of the standard is the key area to be addressed for your student, as reflected by their area of weakness.

• Adjust the conditions (“given” as necessary…)

CARS+ 2011

Components of IEP Compliant Goals

A well-written goal answers six questions:who, does what, when, given what, how much

(criteria/mastery), and how will it be measured

• The ‘given’ is the one that makes is accessible.

CARS+ 2011

Selected StandardSixth Grade StudentGrade 6 Content Standard: Reading - Literary

Response and Analysis: Students read and respond to historically or culturally significant works of literature…

6.3.2 Narrative Analysis of Grade-Level-Appropriate Text: analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict.

CARS+ 2011

Sample Goal

6.3.2 Narrative Analysis of Grade-Level-Appropriate Text: analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot.

Goal: By March 30, 2010, when given a graphic organizer Greg will analyze the qualities of the characters presented in a story (plot), with 80% accuracy in eight out of ten trials as measured by curriculum-based measures.

CARS+ 2011

Additional Goals:

• Would be the pre-requisite skills required to access the grade level goal that are below grade-level standards.

• Would be expected when the goal written exceeds the student’s capabilities, & the goal is not represented in the student’s current grade level set of goals.

CARS+ 2011

Selected Standard for Prerequisite Skill

Sixth Grade Student Grade 4 Content Standard: Reading - Reading

Comprehension: Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed.

4.2.1: Structural Features of Informational Materials: identify structural patterns found in informational text (e.g., compare and contrast)

CARS+ 2011

Sample Prerequisite Skill Goal

4.2.1: Structural Features of Informational Materials: identify structural patterns found in informational text (e.g., compare and contrast)

Goal: By May 15, 2010 when given an informational grade-level text, which is read to him, Greg will use a Venn diagram to compare and contrast two events, with 80% accuracy in 4 out of 5 consecutive trials as measured by student work samples and teacher observation.

CARS+ 2011

What Content Areas to Address

• Traditionally ELA, Math and prerequisite skills are addressed in goals

• Other content areas are usually addressed by related goals, supports and related services. – Science might be addressed by having a goal

for vocabulary development that can support the student learning science vocabulary.

CARS+ 2011

Selected standard to support science

Grade 5 Content Standard: Reading Comprehension (Focus on Informational Materials): Students read and understand grade-level-appropriate material.

5.2.1: Structural Features of Informational Materials: understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable.

CARS+ 2010

Grade 5 English-Language Arts Standard that Supports

Science Content5.2.1: Structural Features of Informational Materials:

understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable.

Goal: By May 15, 2010, when given grade-level appropriate materials for Science, Maria will use illustrations and diagrams to identify five key concepts, with 80% accuracy as measured by teacher made test.

CARS+ 2011

CARS+ 2011

Grade 10 English-Language Arts Standard that Supports

life Science Content10.2.1: Comprehension and Analysis of Grade-level-

Appropriate Text: Synthesize the content from several sources or works by a single author dealing with a single issue: paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.

Goal: By May 15, 2010, using text-to-speech software to read grade-level appropriate materials for Science, Maria will paraphrase four main ideas of the author and connect them to other authors with 75% accuracy as measured by scoring written samples.

CARS+ 2011

So what do we need…

1. Identify the subject being addressed, i.e. Reading, Written Language, Math, Science…

2. Identify the standard selected3. Grade-level, standards-based goals for

subjects assessed by CMA (best practice for all students)

4. Support goals as needed5. Functional goals for all students as

needed

CARS+ 2011

For compliance, remember to:

• Ensure access to the general education curriculum

• Choose the most appropriate assessment• Follow the participation criteria• Provide accommodations and/or

modifications• Develop grade-level, standards-based goals

for subjects assessed by the CMA

CARS+ 2011

For more information:

Go to• http://www.cde.ca.gov/ta/tg/sr/

This site will provide information on STAR, CMA, CAPA, STS, and more.

CARS+ 2011

Wrap-upWhat we learned today• Legal Snapshot• The STAR Program• Decision-Making Process• Participation Criteria• Accommodations• Writing Grade-level, Standards-based Goals• Where to go for more information – see

References and Resources at back of packet

CARS+ 2011

Before we go…

Comments/Questions

Thank you for coming!