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]