FORM 3B – STATEWIDE ASSESSMENTS

 

1.      Participation in State-wide  Assessment Program (STAR): Indicate how the student will participate in STAR:

 

NOTE: THE IEP TEAM MAY NOT WAIVE STATE ASSESSMENTS.

The State Testing and Reporting (STAR) include the California Standards Test/CAT-6, California Modified Assessment (CMA), and the California Alternate Performance Based Assessment (CAPA). The IEP Team must determine which test will be the most appropriate for the student to take. If the student is taking CMA or CAPA, the IEP Team must have reviewed the criteria for taking the alternate assessment.

 

¤    All required grade levels for each test is specifically identified after the title of each test subject.

¤    Outside of testing range (before grade 2 and after grade 11) Check the box to indicate that the student is below grade 2 or above grade 11 and therefore is exempt from the STAR.

¤    For the areas of English Language Arts, Math, Science, and History/Social Science determine if the student will be taking CST or CMA and document any allowable accommodations or modifications. Check the appropriate boxes and fully described any accommodations necessary for student participation.

NOTE: A student may take a test in an area on the CST and in another area on the CMA. If the student is taking CAPA he/she must take it in all areas. (Refer to http://www.cde.ca.gov/sp/se/fp/ for the Test Variation Matrix)

¤    California Alternate Performance Assessment (CAPA). If the student has a significant cognitive impairment, indicate the CAPA Level that is most appropriate to measure student progress. If the student is taking the CAPA, document why the student cannot participate in the CST. Also state why participation in the CAPA is appropriate.

¤    For 3, 4, & 5 preschoolers note if the child will take DRDP.  If the child needs adaptations in the preschool setting, then the IEP Team should document the adaptations. (Refer to http://www.draccess.org website for a list of adaptations.) Note:  if the student is outside the testing window indicate this on the IEP.

¤    Specify any accommodations or modifications the student may need to participate in other state/district wide assessments, including writing proficiencies, physical fitness tests, etc. This would also be the place to note if the student is taking the Standards- based Test in Spanish (STS). This test is required for English learners who will have been enrolled in a school in the United States less than 12 months on the first day of testing or who are receiving instruction in Spanish regardless of the length of time he she has been enrolled in school in the United States.

NOTE: Do not put parent exemption on the IEP form as a reason that the student will not participate in statewide assessment. The IEP Team must address how the student would participate even if there is a parent exemption. The parent must file

the exemption with the school site according to the district procedures for all students.

¤    Physical Fitness Test (Grades 5, 7, 9 only): Specify if the student will be taking the

Physical Fitness Test with accommodations or modifications.

¤    California High School Exit Exam (CAHSEE): Document if the student will be taking CAHSEE with or without accommodations.  If the student will participate in CAHSEE using modifications a waiver is required after the student takes CAHSEE with modifications and passes.  Currently there is an exemption for students with


disabilities.  Check the exemption box if the student will be using the exemption. Document the reason for an exemption.  If the student is taking CAPA check the appropriate box.  If the student is outside the testing range check the appropriate box.

 

2.      For English Learners Only

Check the appropriate assessment that the student will be taking.  For the CELDT, check the area of assessment and for the Standards Based Spanish Test, check the appropriate area of assessment and if the student will need accommodations.

 

If an Alternative Assessment to CELDT is checked document the specific areas for assessment and cite the name of the alternative assessment being used.

 

 

 

 

 

   Educational Benefit Reminder   

 

-   Has the IEP Team addressed all the special considerations the student may require?

-   Does the student demonstrate behavior(s) that impede learning, and if so, how will positive interventions, strategies, and supports be provided?

-   Does the IEP Team agree on the areas of need to be addressed in goals as identified in the Present Levels of Academic Achievement and Functional Performance and in Special Factors?

-   Is participation on state and district wide assessments, including accommodations and modifications, in accordance with state guidelines?

-   Are alternate assessment(s), including the reasons, clearly noted and described ?

-   If a student requires any waivers or exemptions to the CAHSEE, is this clearly documented?

 

 

[Excerpted from the State SELPA IEP Manual, July 2013]